La laïcité de l'État dans l'espace camerounais

D'origine lointaine, le principe de la laïcité de l'État est consacré en France par la Loi du 9 décembre 1901 et étendu au Cameroun en application de l'article 7 de la Convention du mandat, puis du Décret du 28 mars 1933. Ces textes ainsi que les diverses constitutions de la République, lois et règlements y relatifs posent le principe du libre exercice de tous les cultes non contraires à l'ordre public et aux bonnes moeurs, à savoir que l'État n'est ni religieux ni ecclésiastique, bref le fait religieux est extérieur à l'État. En fait, il apparaît à l'analyse que la réalité sociopolitique a profondément édulcoré le principe de la laïcité de l'État au Cameroun. L'État a pris conscience du rôle des religions non seulement dans la formation morale des citoyens, mais aussi dans le développement tout court. Par l'investissement qu'elles réalisent dans le pays, les religions déplacent, d'au moins une borne, la neutralité de l'État à leur égard. C'est ce qui explique la collaboration entre les deux pouvoirs : laïque et religieux, collaboration d'autant plus nécessaire que la paix sociale en dépend dans une certaine mesure. La mitoyenneté entre eux est ainsi très fluette et fragile. Et les religions, dans leur ambition souvent inavouée, agissent en véritables forces politiques; par conséquent, elles ne peuvent être écartées de l'entreprise de la construction de l'État. Dès lors, il n'y a plus une sphère réservée à tel ou tel pouvoir.Of distant origin, the principle underlying the separation of Church and State is laid down in France under the Act of December 1901 and extended to Cameroon through the application of section 7 of the Convention of Mandate, followed by the Decree of March 28, 1933. These texts, plus the various constitutions of the Republic, its laws and regulations, establish the principle of free practice for all religions not in contravention of public order and good mores, namely that the State is neither religious nor ecclesiastic ; in all, the religious phenomenon remains outside the State. In fact, however, an analysis shows that the sociopolitical reality has profoundly watered down the principle of State secularism in Cameroon. The State is well aware of the role played by religions in the moral upbringing of citizens, and also in their general education. Through the initiatives taken by religions in the country, these do to a certain extent affect State neutrality with regard to religion. This explains the cooperation between the two powers : secular and religious, a collaboration all the more necessary as social peace does to some degree depend thereupon. This co-participation between them remains a precarious and fragile undertaking. Just the same, the religions — often acting on unavowed ambition — conduct themselves as true political forces ; and as such, they cannot be shut out of the tasks of building and running the State. In this context, there can no longer be spheres reserved for one power or the other

Momo Restaurant Waterford Wine List 2017

Momo is a multi-award winning restaurant in Waterford City, Ireland. Featuring fresh and healthy cuisine that celebrates the local food producers of Waterford County, Momo presents dishes rich in flavour and finesse within a relaxed and casual atmosphere.https://arrow.tudublin.ie/menus21c/1390/thumbnail.jp

The effect of wage rigidity on the transmission of monetary policy to inequality

What is the effect of wage rigidities on the transmission of monetary policy to inequality? This paper investigates this question with a Two-Agent New Keynesian model with financially constrained and unconstrained households, and with search-and-matching frictions. I study the relative effects of the wage channel and the labour market channel in the transmission of conventional and unconventional monetary policy, and how these change with degrees of wage rigidity. My main result is that the stickier the wage, the more a contractionary monetary policy shock reduces consumption inequality, whether that is conventional monetary policy or quantitative tightening, driven by the wage channel

Momo Restaurant Waterford Dinner Menu 2017

Momo is a multi-award winning restaurant in Waterford City, Ireland. Featuring fresh and healthy cuisine that celebrates the local food producers of Waterford County, Momo presents dishes rich in flavour and finesse within a relaxed and casual atmosphere.https://arrow.tudublin.ie/menus21c/1389/thumbnail.jp

"Adaptation of the Marginal Budgeting for Bottlenecks model for planning, costing and budgeting in the educational sector".

Already in its Education Strategy, adopted by the Executive Board in 2007, UNICEF fully obligates to the international commitment to universal education and defines its contribution to national efforts to fulfil children’s right to education. In September 2010, UNICEF further published a special report on a study showing that an equity-focused approach to child survival and development is the most practical and cost-effective way of meeting the health MDGs for children. For the modelling process of the research a simulation was run employing the Marginal Budgeting for Bottlenecks (MBB) model, jointly developed by the World Bank and UNICEF. This model has been widely used in international public health research to design and test development strategies. In its consistency with the human-right based approach, the MBB model addresses bottlenecks in the capacity of duty-bearers to fulfil human-rights as well as barriers of the capacity of right-holders to claim their rights. Using the MBB model, policymakers and researchers can simulate varying configurations of service delivery modes to expand access of coverage and measures to encourage usage. For each strategy, the model generates the predicted impact on intervention coverage and outcomes, overall cost and cost-effectiveness. UNICEF’s global refocus on equity and the most disadvantaged children makes it necessary to introduce improved planning and monitoring instruments. In this context, the MBB model is used as a budgeting and simulation tool for UNICEF interventions in health and nutrition. UNICEF aims to use harmonized tools across different sectors to reduce transaction costs and to improve comparison and sharing of lessons learned between the different sectors. However, it is also important to adapt and develop instruments based on the diverse needs of different sectors to ensure best results. Therefore, the main purpose of this research is to find an answer to following question: Can, and if so, how can the Marginal Budgeting for Bottlenecks model, developed for the health sector, be adapted for planning, costing and budgeting allocations in the education sector? An adapted Marginal Budgeting for Bottleneck model for education could be applied for a comprehensive sector analysis, comparing intervention alternatives and setting policy goals and strategies. It could further be used to monitor the implementation of major sector reforms with regard to the comparison of potential versus actual impact of interventions on learning achievements. Applying two production functions, the MBB model applies the basic principle of Cost-Effectiveness Analysis, comparing the costs of education interventions with the corresponding expected impact on increased service coverage. However, detailed inputs, outputs, outcomes and impacts and the corresponding correlations would need to be defined for an Service Production Function (inputoutput) and an Education Production Function (output-outcome/impact). Further, a selection of globally proved remedial actions to overcome sector bottlenecks need to be specified. Education interventions largely depend on the country context and different countries and regions apply different remedial actions. Since the relationship of input and impact is not as linear as the illness-treatment relationship in health, international research and comparison of effective interventions would need to be conducted. The MBB model is applying service coverage determinants of both, supply and demand side. Therefore the approach could be a helpful instrument in the context of the Human Rights-based Approach as used within programming of the United Nations and UNICEF. However, applying further analysis on humanitarian aspects of programming always depends on the availability of disaggregated information. Based on the outline of the Service Coverage Concept and the Marginal Budgeting for Bottlenecks model and the conceptual adaptation of the MBB model for its use in education, following suggestions can be made for the Service Delivery Modes and Service Coverage Determinants: Overall, an MBB model in education could have added value for education planning, budgeting and impact simulation. However, it has to be considered that applying the model requires extensive data input for all six Service Coverage Determinants for each of the five Service Deliver Modes. Although, the MBB model could be adjusted to only cover a certain sub-sector within Quality Education for All. Five Service Delivery Modes Ten Sub-Packages 1. Pre-School Education 1.1 Public Early Childhood Education 1.2 Private Early Childhood Education 2. Formal Basic Education 2.1 Public Formal Basic Education 2.2 Private Basic Education 3. Non-Formal Basic Education 3.1 Public Non-Formal Basic Education 3.2 Private Non-Formal Basic Education 4. (Lower) Secondary Education 4.1 Public Secondary Education 4.2 Private Secondary Education 5. Adult Literacy, Continuing Education 5.1 Youth and Adult Literacy Interventions 5.2 Continuing Education Six Service Coverage Determinants Indicator Supply side 1. Availability of essential commodities Pupil-Classroom Ratio by grade Pupil-Textbook Ratio 2. Availability of human resources Pupil-Teacher Ratio (or Pupilqualified Teacher Ratio) by grade 3. Geographic and financial accessibility School-Distance School-Costs by grade Demand side 4. Initial Utilization Net-Enrolment Ratio (or Gross- Enrolment Ratio) by grade 5. Continuous Utilization Survival Rate by grade 6. Effective Utilization Graduation Ratio Graduation Test Scores Overall, an MBB model in education could have added value for education planning, budgeting and impact simulation. However, it has to be considered that applying the model requires extensive data input for all six Service Coverage Determinants for each of the five Service Deliver Modes. Although, the MBB model could be adjusted to only cover a certain sub-sector within Quality Education for All