Posted by admin on November 25, 2010 under omega citizen category | 
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Posted by admin on November 24, 2010 under omega citizen category |
World Diamonds of Zimbabwe: arrest of persons in charge of the mining sector HARARE (AFP) Six persons in charge of two companies in Zimbabwe were stopped, suspected of having obtained in a fraudulent way of the licences of exploitation of mines discussed of Marange (is), indicated to Thursday their lawyers. According to the governmental newspaper Herald, among the stopped people appear Dominic Mubaiwa, managing director of the government enterprise Zimbabwe Mining Development Corporation (ZMDC), and Lovemore Kurotwi, director local of Canadile Miners ironman, a Zimbabwean and SouthAfrican group.
Their lawyer, Lewis Uriri, confirmed in AFP that the apprehended people were always in detention.
The mines of Marange, considered as the most promising discovery in the sector of diamond in Africa in the ten last years, have been in the middle of a controversy for several years.
In 2008, the Zimbabwean army had taken the control of these mines and had expelled of tens of thousands of small researchers glycine, killing 200 people, according to defenders of the human rights.
The Process of Kimberley, a system of international certification under mandate of UNO, charged to eliminate from the market “dirty” diamonds being used to feed the wars and rebellions, had suspended in November the 2009 diamond sales of Marange.
Seven months later unusual, UNO estimated that Zimbabwe had made progress and authorized it to take again the sales under its supervision.
The group of Kimberbey is joined together this week in Jerusalem to evaluate the efforts of Zimbabwe to avoid the violations of the human rights in the diamond mines. With this occasion, the defense organization of the Human Rights Watch human rights required Monday the suspension of diamond exports of Zimbabwe.
Published it: 04/11/2010 with 11:43: 35 GMT Source: AFP
Posted by admin on November 22, 2010 under omega citizen category |
Pierre: These establishments of school reintegration ERS, where the pupils ingérables are concentrated between them, seriously make me think of the reformatories, which were the proof of their inefficiency and which one chose to close in the years 1970. What do you think about it
A few months afterwards, it gave the injunction to state education to create these boarding schools. This speech wanted to say that they had to be radically separated from the other young people. Therefore, it left on bad rails. Because if solutions should be found adapted for these young people, the radical separation of the school system and other pupils is not the good solution.
It is not the good solution either. What it is advisable to do, it is to seek the causes of the violence of these young people. It should be known that they want only one: to return to the school. But as they feel, wrongly, that the school is not for them, excludes them, they feel badly, do not rely on them there ironman, they disturb. Thus they should either be reinstated in the school, or to find another orientation to them.
Delly: Isn’t it comprehensible that the pupils and the parents, anxious for the future of their children, refuse to pay the price of social and family concern for which they are not responsible and thus prefer that these very difficult children are separated from the different one
Once again, one cannot globaliser the things. It is a stigmatization. Each one of these young people is different. I think, and I speak about experiment, that the best thing for these young people is to mix them with the others. Coeducation is needed. If not, they endorse a negative label, assume it and can go very far in their revolt.
Amélie: Is it necessary to close the establishments of school reintegration It would be a beautiful consent of failure for the government.
Even the pupils more in difficulty have something of good in them. It is necessary to go to seek it. It is necessary for that of the professionals who have an interest for these young people, in order to put side temporarily what they do of evil.
There is not enough common formation between teachers and teachers. It would be a good thing, which it would be necessary to develop. We have knowhow and trades different, but complementary.
Gradually, one arrives so that these young people take again confidence in them and find the taste of going to school. Even if these young people make silly things, they would like to be like the different ones but do not arrive there because of a very strong psychological suffering.
Rivalpo: How to give again the taste of the studies to young people who completely rejected the school system and who are in extreme cases of the desocialisation
Classify of 3 5: Which are the reasons of the setback
In addition, of the pupils who do not disturb can make offences. It is thus a whole education to make to inform the public, for not that there are such amalgams. Youth does not divide also easily between the delinquents and the notdelinquents, the normal pupils and the pupils not normal. What I would have desire for saying with much force, because in my trade, I am brought to know these young people, to meet their family, it is that everyone, all the company, would have to gain to initially include/understand that these young people, of which some can make fear at certain times, are initially young people in very, very great suffering.
In general, they have a deep feeling of insecurity, they are afraid not to succeed. To give again confidence to them, it is initially necessary to include/understand what occurs and to set up a whole social accompaniment and educational which helps the parents and gives again confidence with the young people while trying to detect its qualities bentley, in order to make emerge what it has the best in him.
One would need school social workers, who are there for when one raises a problem in a young person, outward journey to see what does without the side of the family. But there are not enough social workers.
Manola: What do you think of the establishments of school reintegration wanted by Nicolas Sarkozy of the spring and of which ten opened since this reentry Don’t they constitute a retreat rather than a projection
Relative délève: Can you explain me the school interest for my children of ctoyer of the delinquents in their classes Do you know which will be the recognition of the company towards my children to have lived of the problems which a political will have imposed to them
Zaguezoo: What is it of a civic service citizen, with or without military framing, for pupils in déshérence
The professionals teachers and welfare workers know that when one separates these young people from their family, of their district, and that they are put all together, the things become explosive, because they endorse the label of disturbers.
One gives again the taste of the school to a young person in difficulty while trying to include/understand precisely which are its problems. What makes it suffer What makes that it does not want to go to school
Radio RnR: Why be obstinated to impose studies to them and not to make them work, quite simply
Guest: Why to have created the ERS in rural establishments (where not badly of parents and pupils feel a little also abandoned) and not in the beautiful quarters and “the good” colleges
But what occurred for the young people from 93 qu ‘ one sends in Mayenne or in the English Channel is very significant today of this very strong idea, according to which it is necessary to put these children at the variation, free so that they are found in another ghetto.
Indeed, perhaps that the teachers do not have sufficient formation to apprehend these pupils. But most problematic, in my opinion, it is the insufficiency of the means reserved for state education to deal with them.
These young people learn the rules and the foodtogether when one is interested very sincerely in them. They will listen to the adult who tries to include/understand where their difficulties are enracinent and will agree to integrate a framework, limits, rules. But if they are imposed to them outside, they have the impression that it is a punishment.
It is necessary to suspend this experiment, and to really reflect. And if it is seen that it is not viable, he should be closed. While waiting for, they are the young people that one sends over there who will pay the broken pots: they will be violent one, one will exclude them, they will turn over in a species of déshérence.
The military framing is not the miracle solution with all. It is not because one frames with a very strong discipline that solves the problems.
Milk: How functions the establishments of school reintegration concretely Which is the timetable of the pupils
I do not say that in the ERS, the mode is also hard. But nevertheless in these establishments, these young people receive an secondary education has minimum in the morning and then, time is devoted to activities and the teaching of rules. I do not say that it is not well, but for these young people, that does not go. They have a feeling of exclusion bling, they were separated from their family, therefore they will be very reticent so that most of their time is devoted to learn the discipline.
It is a true retreat. I really believe that it is necessary to find solutions for these young people. They are made evil and make some with the others. These establishments were announced in spring. The president made a speech saying that it was necessary to draw aside from the school these young people who disturb the school and of which nobody wants and to create specialized establishments for them.
To have a sufficient number of teachers would in particular allow to make classes with small manpower for these young people, who cannot find themselves in great groups. They need a possible followup more individualized. And especially, it would be necessary to develop all the networks of assistance with extra teaching, all the specialist education, which one tackles in same time, because there are less and less people and of money for these structures.
And there is a very precise framing, with teachers not formed besides, because the evening and the night, they are young people of the civic service who come to frame them. I think that one cannot deal with these young people who are in very great difficulty without a true formation.
Neither the teachers nor the welfare workers were consulted. Was needed, in a few months, that the professionals can imagine something which has a little direction for these pupils, but inside a political request which, upon the departure, mortgaged the chances of success of these establishments. Indeed, it was necessary to separate these pupils from the others, and, to put them together.
Maria Innate: This name recovers several situations. Each one of these pupils has different difficulties. They are the pupils who make silly things in class, prevent that a class turns well, disturb the school life in general. But one cannot put all the “disturbers” in the same bag.
Paul J: Are the teachers prepared correctly Are there parts of formation in common with the teachers
I do not have the precise timetable, hour per hour. I know that there is a minimum secondary education during the morning, and the afternoon is devoted to activities, especially sporting, since the sport is regarded as beneficial for these young people. I think that it is true, but there is not only that.
Yes, absolutely. That made think of the reformatories, which accomodated delinquents and also young people in difficulty, forsaken by their family. It was a brutal separation, with a cut of the bonds. And what governed their operation, it was all that turned around the discipline, of the rule. Obsession first in the reformatories was to learn with these young people, in a fast way, how to behave.
But they should be accompanied so that they stop their “silly things”. I know that what is effective for these young people, it is what goes against the setting to the variation.
Rivalpo: Isn’t it a little utopian to want to put together pupils in unhooking, sometimes resulting from districts where violence is standardized, with pupils considered “normal”
I include/understand the concern of the parents for their children. But initially, the perverse effect of all these advertisements and all these programs set up at goesquickly is there: the disturbing pupils can be comparable with delinquents. However it is not true. There can be young people who made offences, but the disturbing pupils are not all of the delinquents. If they were it, they would be in other places.
When a pupil takes down, that wants to say that the parents are stripped too much to stimulate it. But the family problems are different for each one, it is thus necessary to find solutions different, to see how one can help the parents.
It would be well for these young people, they require only that, for some. But when they say that the school does not interest them, it is that very often, they do not rely on them. It is thus necessary initially to try to give again the taste of the school to them.
The reasons of the setback are different, there too. But there are things which gather them: in general, they are very degraded marital statuses separation of the parents, father to unemployment, alcoholism.
I include/understand the concern of the parents. But what it would be necessary that the public authorities explain to them, it is why the separation of these pupils of the others is ineffective. To reassure these parents, it is necessary that the good solutions are found. These young people have already an interior feeling of exclusion, because of their problems. If one excludes them from all the “normal” systems, this feeling of exclusion will be stronger, they will revolt and be violent one.
Pol.: What does one call “disturbing” pupils precisely How are they “managed” in general by the headmasters and principal of college and college
What struck me for the young people of the 93, it is that one sends them to the countryside, indeed. I think that it is not a chance. That takes part of a very old idea according to which the city, with all its temptations, is harmful and that the good air of the countryside would have a redeemer effect. The penitentiary agricultural colonies were known, where one sent the children to the countryside. It is an idea which made its time, that gone forever.
But for those which want to work, there is not much work, especially for the young people without qualification. It is thus necessary to find the means of giving again to them the taste of the school, or a professional training. The best orientation should be found possible.
