Suchergebnisse

El presente trabajo trata de analizar la existencia de relación entre prácticas de violencia obstétrica llevadas a cabo por profesionales de la salud en centros de salud sexual y reproductiva y la mortalidad materna. Además, se ha estudiado la implicación de la Cooperación Internacional al Desarrollo para su eliminación bajo el marco de la Agenda 2030 y la consecución de los Objetivos de Desarrollo Sostenible. La metodología ha consistido en un estudio cualitativo de tipo investigación- acción mediante el contacto con una asociación ecuatoriana y una posterior búsqueda bibliográfica. La bibliografía muestra que no existe una terminología, definición ni instrumentos de medición aplicables a nivel internacional para esta forma de violencia hacia las mujeres, lo que dificulta su visibilización y erradicación. Mediante el análisis de la información recopilada, se encuentra que en Ecuador a pesar de la legislación y las políticas sanitarias vigentes, existe una alta prevalencia de violencia obstétrica y gineco-obstétrica, principalmente en mujeres de etnia indígena, residentes en zonas rurales y con un nivel socioeconómico más bajo. En conclusión, la violencia obstétrica podría estar directamente relacionada con mayores tasas de mortalidad materna y es obligación del Estado proteger el derecho de las mujeres a gozar del mayor nivel posible de salud física y mental durante la atención en los servicios de salud sexual y reproductiva sin padecer ningún tipo de violencia de género. ; The present work tries to analyze the existence of a relationship between obstetric violence practices carried out by health professionals in sexual and reproductive health centers and maternal mortality. In addition, the implication of International Development Cooperation for its elimination has been studied under the 2030 Agenda and the achievement of the Sustainable Development Goals. The methodology consisted of a qualitative study of research-action type through contact with an Ecuadorian association and a subsequent bibliographic search. The bibliography shows that there is no internationally applicable terminology, definition or measurement instruments for this form of violence against women, which makes it difficult to make them visible and eradicate. Through the analysis of the information collected, it is found that in Ecuador, despite current legislation and health policies, there is a high prevalence of obstetric and gynecologicalobstetric violence, mainly in women of indigenous ethnicity, residents in rural areas and with a lower socioeconomic level. In conclusion, obstetric violence could be directly related to higher maternal mortality rates and it is the State's obligation to protect the right of women to enjoy the highest possible level of physical and mental health during care in sexual and reproductive health services without suffer any kind of gender violence. ; Departamento de Geografía ; Máster en Cooperación Internacional para el Desarrollo

Are multiculturalism policies associated with a rejection of the receiving society's identity by immigrants? Is there a policy arrangement that makes identification with the receiving society more likely? This article addresses head-on whether there is a trade-off between ethnic identification and relationships with the host society and whether this trade-off is associated with certain policy regimes. Looking at immigrants in 10 Western democracies, the results show that despite the fact that inclusive policies decrease identification with the majority, they do so while being associated with integrationist orientations on issues such as language choice and cultural traditions. Immigrants in these countries value relationships with both their ethnic group and the majority to a greater extent. In countries with inclusive policies, ethnic identification is also associated with commitment to the receiving society and, contrary to more restrictive regimes, does not lead to greater perceived discrimination. These findings are robust to additional models looking at Muslim immigrants.

The essay discusses Ezenwa–Ohaeto's use of the masquerade () minstrel as a paradigm in his experimentation with language in his poetry. Such experimentation with local African oral aesthetics is common in postcolonial African literature, and has been one way that African writers have hoped to create authenticity for their writings. Ezenwa–Ohaeto in his poetry, however, does not practise this experimentation as a mere identification and use of for the minstrel (for instance in the use of proverbs, paradoxical expressions, etc. culturally associated with the persona), but reworks and re-contextualizes the local expressions. His attention to language, though not entirely successful, reveals the project on the localization of the language of African poetry as being worth-while if it treats the local sayings as raw materials from which something new must be created. The African poet who is able to take language beyond what the indigenous sources have provided is the real "shepherd" of chants.

This book represents a valuable contribution to the history of European socialism between the Great Depression of the 1880s and WWI. It comes to fill a gap in the scholarship, insofar as it investigates the history of the Socialist Youth International. Capitalizing on an approach based on social, quantitative and political history, and on an analysis of mentalities and languages, the book reconstructs the many-sidedness of the school of recruits of the social-democratic parties and revolutionary movements. The working conditions of youth in Europe, its unionization and economic struggles, the fight against militarism, the pedagogical work, the internationalism and the commitment to maintain peace, and the attitude of young militants towards revolution are some of the themes investigated in the book. It also clarifies the role and the engagement with the issue of the new generation shown by prominent figures of Marxism such as Karl Liebknecht, Jean Jaurs, Henri De Man, Willi Mnzenberg, Henriette Roland Holst, and Robert Danneberg. Finally, the book constitutes also a page of European social and political history, reconstructed through the relationship of youth working class movement with the Marxist tradition. Patrizia Dogliani is Full Professor of Contemporary History at Bologna University, Italy, and Visiting Professor in Academic institutions in France and in USA

Presenting the human security agenda as a policy response to the changing nature of violent conflicts and war, this collection traces its evolution in relation to conflicts in different contexts (Burma, India, Palestine, Canada, East Timor, Guatemala, Peru and African countries) and from the perspective of gender, addressing initiatives for peace with justice. Cases are analysed when the human security agenda, including UNSC resolution 1325, was in its initial phase and point to both the weakness of the concept and the unexpected direction it has taken. These discussions -- always relevant -- are more urgent than ever as gender-based violence against women has increased, resulting in new UNSC resolutions. Some chapters suggest that militarism and economic globalization must be directly confronted. Many of the contributors to the volume bridge the gap between academic research and activism as 'scholar-activists' with an engaged connection to the situations they are describing. Human security remains an active component of policy and academic debates in security studies, women's and gender studies, development studies, history and political economy as well as within NGO communities. This rich collection fills a needed gap in the literature and it does so in a language and style that is clear, accessible and reader-friendly.

Although merchant capital and userer capital have been ubiquitous, only industrial capital has led to revolutionary change. Capitalism has used militarism and nationalism to legitimate itself. With the end of the Cold War, all governments which relied on armaments for jobs and profits face a nightmare they never expected to encounter. (SJK)

Abstract
This paper deals with the state of language rights in Luxembourg in the light of immigration and the multilingualism associated with it. Although Luxembourg might appear to be an ideal case of multilingualism with three official languages (Luxembourgish, French, and German), the reality is very different because its language policies are marked by a hierarchy: while Luxembourgish has the symbolic dominance as the 'national language', French is the preferred language in the workplace and administration. The situation has become complex due to the steady influx of immigrants since the 1970s. Currently, more than 40 per cent of Luxembourg's population consists of foreigners, and this has changed the linguistic situation in the sense that Portuguese has become one of the most widely spoken languages in Luxembourg, although it does not enjoy any legal safeguards. Taking account of this multilingual scenario, this paper examines the rights of different linguistic communities in Luxembourg. On the one hand, there is the need to protect Luxembourgish, which is the majority language in Luxembourg but a minority language when compared to other national languages of Europe, while, on the other hand, the needs of its Portuguesespeaking community also have to be taken into account since the use of German as the medium of instruction at primary level disadvantages them. Finally, the paper will also consider the role and the future of the other two main languages (French and German).

South Africa is a multilingual country with 11 official languages and 9 of these languages are Indigenous African languages. The South African government has developed policies and created an environment for these languages to be developed. National and provincial language policies have been adopted and the country has even passed a language Act called the Use of Official Languages Act, 2012. The national Department of Education has also passed policies and Acts that enable indigenous languages to be made compulsory to all learners in all public schools in the foundation phase. Despite all these efforts, very little has been done to implement these policies. The aim of this study is to interrogate the role played by these language bodies in the implementation of the National Language Policies, particularly the development and empowerment of these previously marginalized languages. Using textual analysis, questionnaires and interviews, the study identified the bottlenecks in the system that hinder the development of these languages. Amongst the many obstructions that were uncovered, is the increased economic benefit associated with English and how this continues to undermine efforts to elevate the status of African languages. Further, this linguistic hegemony has created a situation where speakers of the nine indigenous African languages are denied access to social, economic and political developments of the country, a clear violation of language rights enshrined in the Constitution of South Africa. The study concludes by making recommendations on steps that can be taken to develop African languages in South Africa.

With the development of the economy and the expansion of globalization, certain educational reforms took place, take place, and will take place in many countries, of which France and China, with an aim of converging towards the job market. Side of Europe, the European Parliament and the Council of the European Union had proposed a notion of the "common base of knowledge and competences" supported on the idea of "key competences for education and the training throughout the life". During the course of these considerable reforms, the didactic of the languages was also touched. Designs mainly developed around the propositions of the Council of Europe precisely implemented, since the years 1990, a instrumentalisation of the language, and lead to a disappearance of the subject considered as a principle élément of the act to learn. With regard to China, deep reforms of higher education began all at the beginning of the 21st century. They relate to the transformation of the concept of education, to the adaptation of the objectives of the formation of learners to the economic evolutions of the society, and to the rationalization of the disciplinary courses in specialized institutional milieu. The educational world, and perhaps especially the teaching and learning (hereafter T/L) of the foreign languages, cannot keep aways from the world of profession any more. On the contrary, they must, like other sectors, to confront themselves with competition and to adapt to the social request which is in constant evolution. Under the former regime of planning, the T/L of the foreign languages in the superior academy in China had aimed main aim to train specialists in language intended for the literature, linguistics, the diplomacy or the cultural exchanges. Nowadays, a good amount of universities of languages chose to train specialists in language who know at the same time perfectly a foreign language and a disciplinary speciality associated with the international exchanges like the economy, the trade, business management or the ...

With the development of the economy and the expansion of globalization, certain educational reforms took place, take place, and will take place in many countries, of which France and China, with an aim of converging towards the job market. Side of Europe, the European Parliament and the Council of the European Union had proposed a notion of the "common base of knowledge and competences" supported on the idea of "key competences for education and the training throughout the life". During the course of these considerable reforms, the didactic of the languages was also touched. Designs mainly developed around the propositions of the Council of Europe precisely implemented, since the years 1990, a instrumentalisation of the language, and lead to a disappearance of the subject considered as a principle élément of the act to learn. With regard to China, deep reforms of higher education began all at the beginning of the 21st century. They relate to the transformation of the concept of education, to the adaptation of the objectives of the formation of learners to the economic evolutions of the society, and to the rationalization of the disciplinary courses in specialized institutional milieu. The educational world, and perhaps especially the teaching and learning (hereafter T/L) of the foreign languages, cannot keep aways from the world of profession any more. On the contrary, they must, like other sectors, to confront themselves with competition and to adapt to the social request which is in constant evolution. Under the former regime of planning, the T/L of the foreign languages in the superior academy in China had aimed main aim to train specialists in language intended for the literature, linguistics, the diplomacy or the cultural exchanges. Nowadays, a good amount of universities of languages chose to train specialists in language who know at the same time perfectly a foreign language and a disciplinary speciality associated with the international exchanges like the economy, the trade, business management or the ...

With the development of the economy and the expansion of globalization, certain educational reforms took place, take place, and will take place in many countries, of which France and China, with an aim of converging towards the job market. Side of Europe, the European Parliament and the Council of the European Union had proposed a notion of the "common base of knowledge and competences" supported on the idea of "key competences for education and the training throughout the life". During the course of these considerable reforms, the didactic of the languages was also touched. Designs mainly developed around the propositions of the Council of Europe precisely implemented, since the years 1990, a instrumentalisation of the language, and lead to a disappearance of the subject considered as a principle élément of the act to learn. With regard to China, deep reforms of higher education began all at the beginning of the 21st century. They relate to the transformation of the concept of education, to the adaptation of the objectives of the formation of learners to the economic evolutions of the society, and to the rationalization of the disciplinary courses in specialized institutional milieu. The educational world, and perhaps especially the teaching and learning (hereafter T/L) of the foreign languages, cannot keep aways from the world of profession any more. On the contrary, they must, like other sectors, to confront themselves with competition and to adapt to the social request which is in constant evolution. Under the former regime of planning, the T/L of the foreign languages in the superior academy in China had aimed main aim to train specialists in language intended for the literature, linguistics, the diplomacy or the cultural exchanges. Nowadays, a good amount of universities of languages chose to train specialists in language who know at the same time perfectly a foreign language and a disciplinary speciality associated with the international exchanges like the economy, the trade, business management or the ...

"Librarians need to understand the needs and abilities of differently abled patrons, and anyone responsible for hiring and managing librarians must know how to provide an equitable environment. This book serves as an educational resource for both groups"--

This chapter argues that as soon as large sections of the population are expected to follow education in a language that is not their first language, ease of language learning becomes a relevant consideration. This is now the case in Africa. But is it possible to be more precise in assessing ease or difficulty of language learning? In order to discuss that, the chapter looks at levels of language learning and proposes a new way to approximate the ease or difficulty of language learning for specific combinations of languages. In order to do that, it develops an innovative way of using the Automated Similarity Judgement Program (ASJP) and its associated database. This is done by benchmarking it to a US government scheme for determining ease or difficulty of language learning for specific language pairs. The chapter argues why there is a wider relevance to such a scheme: in Tanzania as well as in other parts of the world, educational systems are increasingly entrusted with the task of teaching large sections of the population a second or third language. However, what can we expect an educational system to achieve? This is discussed in the context of Iraqw and the Tanzanian educational situation and leads to a number of recommendations that are relevant for the Tanzanian situation. The chapter ends with a summary and some last conclusions.

This paper presents a language-independent approach to controlled vocabulary keyword assignment using the EUROVOC thesaurus. Due to the multilingual nature of EUROVOC, the keywords for a document written in one language can be displayed in all eleven official European Union languages. The mapping of documents written in different languages to the same multilingual thesaurus furthermore allows cross-language document comparison. The assignment of the controlled vocabulary thesaurus descriptors is achieved by applying a statistical method that uses a collection of manually indexed documents to identify, for each thesaurus descriptor, a large number of lemmas that are statistically associated to the descriptor. These associated words are then used during the assignment procedure to identify a ranked list of those EUROVOC terms that are most likely to be good keywords for a given document. The paper also describes the challenges of this task and discusses the achieved results of the fully functional prototype.

Language proficiency is a key driver of immigrant integration. It increases job opportunities and facilitates social and political participation. However, despite its vital importance, many immigrants never reach adequate proficiency in the host country language. Therefore, insights into the underlying processes and associated factors are crucial for designing measures to improve language acquisition. Empirical evidence shows that immigrants differ in their ability to learn languages, in their experience of everyday language usage, and their incentives to learn host country languages. This offers a range of opportunities for public policy intervention.