At the turn of the twentieth century, apples served as a catalyst for far-reaching social and environmental change in the North American West. As people debated the future of North American society as a rural or urban civilization, rural advocates found their answer in horticulture. Steadfast in their conviction that urban environments were corrupt, immoral, and disordered, people on both sides of the international boundary engaged in a boisterous promotional campaign that culminated with the creation of an orcharding landscape that spanned British Columbia, Washington State, and Oregon. Consequently, countless communities found new purpose or came into existence organized around the cultivation of apples and other assorted fruits. Fully aware of negative stereotypes that depicted farming as backwards and unfulfilling, horticulturists argued that fruit farming would lead to the creation of a modern countryside. Guided by scientific agriculture, refined and intelligent settlers would transform rural life by uniting in partnership with “Dame Nature,” leading to bountiful harvests as nature was finished to its “intended end.” As a result, the orcharding landscape would organize an alternative modernity that stood in juxtaposition to the urban-industrial axis of development. Despite their location in different political projects, fruit farmers on either side of the International Boundary bore striking affinities that were affirmed and reinforced through publications, associations, exhibitions, and educational initiatives, underlining the significance of the border as a vantage to appreciate divisions as well as continuities. While the creation of a modern countryside was sustained by high hopes, growers did not anticipate that nature’s bounty would in many instances stand as a curse rather than a blessing. Through two world wars, growers wrestled with the changing contours of rural life, particularly as it related to rural growth. While orcharding endured, its original conception as the nucleus of a progressive and middle class rural society did not.

At the turn of the twentieth century, apples served as a catalyst for far-reaching social and environmental change in the North American West. As people debated the future of North American society as a rural or urban civilization, rural advocates found their answer in horticulture. Steadfast in their conviction that urban environments were corrupt, immoral, and disordered, people on both sides of the international boundary engaged in a boisterous promotional campaign that culminated with the creation of an orcharding landscape that spanned British Columbia, Washington State, and Oregon. Consequently, countless communities found new purpose or came into existence organized around the cultivation of apples and other assorted fruits. Fully aware of negative stereotypes that depicted farming as backwards and unfulfilling, horticulturists argued that fruit farming would lead to the creation of a modern countryside. Guided by scientific agriculture, refined and intelligent settlers would transform rural life by uniting in partnership with “Dame Nature,” leading to bountiful harvests as nature was finished to its “intended end.” As a result, the orcharding landscape would organize an alternative modernity that stood in juxtaposition to the urban-industrial axis of development. Despite their location in different political projects, fruit farmers on either side of the International Boundary bore striking affinities that were affirmed and reinforced through publications, associations, exhibitions, and educational initiatives, underlining the significance of the border as a vantage to appreciate divisions as well as continuities. While the creation of a modern countryside was sustained by high hopes, growers did not anticipate that nature’s bounty would in many instances stand as a curse rather than a blessing. Through two world wars, growers wrestled with the changing contours of rural life, particularly as it related to rural growth. While orcharding endured, its original conception as the nucleus of a progressive and middle class rural society did not.

När äldre plan- och bygglagen, ÄPBL ersattes år 2011 av dagens plan- och bygglag, PBL fick paragrafen gällande bygglovsbefriade åtgärder några språkliga uppdateringar. Ändringarna var avsedda att förenkla och uppdatera tolkningen. Några ändringar i hur bygglovsbefrielsen på glesbygden ska bedömas var ej avsedda. Denna studie granskar ett flertal av Sveriges kommuners tolkning av bygglovsbefrielsen enligt 9 kap. 6 § PBL. Granskningen gjordes via en enkätundersökning, resultaten jämfördes och sammanställdes. För att kunna avgöra huruvida kommunerna gjort en korrekt bedömning har studien även gjort en grundlig juridisk granskning av lagtext och förarbeten. 9 kap. 6 § PBL är en komplicerad paragraf och kan inte tolkas utan att läsa förarbetena. Tyvärr räcker det inte med att läsa propositionerna till PBL. Även de förarbeten som finns till ÄPBL måste läsas för att förstå innebörden. Paragrafen har sedan 1987 genomgått flertalet uppdateringar, därav är informationen utspridd. Bygglovsbefrielsen i denna paragraf riktar sig till fastighetsägare till en- och tvåbostadshus på glesbygden som vill uppföra en liten tillbyggnad eller komplementbyggnad i omedelbar närhet till bostadshuset. Kravet är att det på fastigheten finns ett bostadshus och att byggnaderna ska vara ett komplement som inte dominerar över bostadshuset. Fastighetsägaren behöver inte anmäla eller rådfråga byggnadsnämnden utan ska själv kunna bedöma om reglerna går att tillämpa. Att gemene man, utan juridiska förkunskaper ska kunna tolka en komplicerad paragraf är bekymmersamt. Konsekvenserna av en felbedömning är kostsamma. Tyvärr finns inte mycket till vägledning att få av kommunerna, då resultatet av enkätundersökningen visat att nästan alla byggnadsnämnder gör en felaktig bedömning av paragrafen. Studien belyser problematiken med att överlåta tolkningen av en komplicerad paragraf till fastighetsägarna. Att kommunerna sätter egna bestämmelser kring tolkningen av paragrafen utan uppsikt från överordnad myndighet gör inte problemen färre. Slutsatsen för denna studie resulterar i att bättre vägledning och hårdare krav på kommunerna måste införas för att inte lägga över för stort ansvar på de enskilda. / When the older planning and building act was replaced in 2011 by todays planning and building act, the paragraph regulating permits exempt buildings actions received some linguistic updates. The updates where intended to simplify and update the interpretation. Any changes in the countryside in how this was supposed to be interpreted was not intended. This thesis examines how multiple Swedish municipalities interpret the permits exempt buildings according to 9 chap. 6 § planning and building act. The examination was done with a survey sent to all Swedish municipalities, which was then put together and the results where compared. To be able to decide if the municipalities have been making correct interpretations this thesis have also made a thorough legal examination of the law and preliminary work. 9 chap. 6 § planning and building act is a complicated paragraph and cannot be interpreted without reading the preparatory work. Unfortunately, just reading the propositions to the planning and building act is not enough. The preparatory work for older planning and building act must also be read to fully grasp the meaning of the law. The paragraph has gone through multiple updates since 1987, therefor the information has been spread out. The permits exempt buildings in this paragraph is aimed at property owners owning houses with one or two families in the countryside that want to erect a small extension for the house or a complimentary building adjacent to the main building. The condition is that there is a house on the property and that the building is of a complementary nature to not dominate over the actual main house. The property owner does not need to report to or consult with the municipality but is rather supposed to judge if the rules are applicable for them self.T hat the average citizen, without basic legal education, is supposed to be able to interpret a complicated paragraph like this is troublesome. The consequence of a misjudgement is expensive. Unfortunately, there is not a lot of guidance to be had from the municipalities since our survey shows that almost all Building Department are making incorrect decisions based on interpreting the paragraph incorrectly. This thesis shines a light on the problem with assigning a complicated paragraph to be interpreted by the property owners. Furthermore, allowing the municipalities to make their own regulations regarding the interpretation of the law, without accountability to superior government agencies does not make the problems fewer. Our conclusion with this thesis results in that better guidance and stricter demands on the municipalities must be enacted to not place too big of a responsibility on the individual citizen.

Made available in DSpace on 2016-06-02T19:44:17Z (GMT). No. of bitstreams: 1 6384.pdf: 1778788 bytes, checksum: 65d1696b1b1d067d38389b35e4f6044f (MD5) Previous issue date: 2014-11-17 / Financiadora de Estudos e Projetos / The history of our country has shown conflicts over land distribution within a context of social inequality and neglect of the public policies. The production in the area of special education that treats people with disabilities living in the countryside is scanty; although legislation guarantees this legitimate right and the official data indicate the existence of such population. Furthermore, the illiteracy rate is high in our country. If we associate the condition of the disabled youngsters and adults living in rural areas, the situation becomes more alarming. Historically, social movements have played significant actions in our country, such as the claim for public policies to eliminate or reduce illiteracy for those who had no access and permanence during school age. It was created in the countryside the National Education Program in Agrarian Reform (PRONERA) which presents for Adolescents and Adults (EJA) a project developed in partnership with higher education institutions and the National Institute of Colonization and Agrarian Reform (INCRA). Recently, the state of São Paulo, PRONERA has set a partnership with the Universidade Metodista de Piracicaba (UNIMEP), the INCRA and the Organization of Women Settled and Quilombolas of the State of São Paulo (OMAQUESP) in order to develop the EJA project. Thus, the aim of this study was to analyze the educational status of the young adults with disabilities in the countryside. The specific objectives were: analyze the interfaces, Special Education, EJA and the Countryside education, social indicators, within legislation and in academic research; analyze the history of special education, adult education and the Countryside Education to understand the difficulties encountered in the process of education of the disabled, illiterate population who live in rural areas; analyze the history and structure of PRONERA, with particular reference to the EJA; analyze under the focus of special education the organization of an EJA school project from PRONERA developed in two settlements in São Paulo. The study was based on critical pedagogy and its principles. The methodological procedures were guided in: 1) collection and analysis of social indicators, especially the school census, the academic literature and legislation; 2) historical analysis of special need education, adult education, the Countryside Education; 3) document analysis of PRONERA, the initial design and the EJA project report conducted in the state of Sao Paulo; 4) interviews with members of the settlements and people who participated in the project of the EJA from PRONERA. The results showed that despite the legislation and social indicators reveal the interface, there is no academic research on young and disabled adults who live and study in the countryside. Once the story of these three themes is marked by the social exclusion organized into targeted policies such as PRONERA, that intending to correct the process of exclusion of the rural population, makes a mistake in silencing over the educational issues involving students with special educational needs. Thus, relating the settlements, the EJA is developed in precarious conditions; therefore, it does not provide specialized educational services to young people and disabled adults who are getting this type of education in the settlements. It is hoped that this study may support the debate over the right to education for all students and promote the knowledge production about the actual living conditions of people with disabilities living in the countryside. / Os conflitos sobre a distribuição das terras fazem parte da história de nosso país, com um contexto de desigualdade social e abandono de políticas públicas. É escassa a produção na área da educação especial que trate das pessoas com deficiência que vivem no campo, embora a legislação garanta esse direito e os dados oficiais apontem a existência desta população. Além disso, em nosso país o índice de analfabetismo é elevado. Ao associar a condição de deficiência a jovens e adultos que vivem no campo, a situação do analfabetismo é ainda mais alarmante. Historicamente, os movimentos sociais desempenharam ações relevantes em nosso país, dentre elas, a luta por políticas públicas para eliminar ou diminuir o analfabetismo para aqueles que não tiveram acesso e permanência em idade escolar. No campo, foi criado o Programa Nacional de Educação na Reforma Agrária (PRONERA) que apresenta projeto de Educação de Jovens e Adultos (EJA) desenvolvido em parceria com instituições de ensino superior e Instituto Nacional de Colonização e Reforma Agrária (INCRA). Recentemente, no estado de São Paulo, o PRONERA estabeleceu parceria com a Universidade Metodista de Piracicaba (UNIMEP), INCRA e a Organização de Mulheres Assentadas e Quilombolas do Estado de São Paulo (OMAQUESP) para desenvolver o projeto de EJA. Deste modo, o objetivo geral deste estudo foi analisar a situação educacional da pessoa jovem e adulta com deficiência no campo. Os objetivos específicos foram: analisar as interfaces, Educação Especial, EJA e Educação do Campo, nos indicadores sociais, na legislação e na produção acadêmica; analisar a história da Educação Especial, EJA e Educação do Campo para compreender as dificuldades encontradas no processo de escolarização dos sujeitos com deficiência, analfabetos e que vivem em áreas rurais; analisar a história e estrutura do PRONERA, com destaque no projeto de EJA; analisar sob o enfoque da educação especial a organização escolar de um projeto de EJA do PRONERA desenvolvido em dois assentamentos paulistas. O estudou se baseou na pedagogia crítica e seus fundamentos. Os procedimentos metodológicos pautaram-se em: 1-) levantamento e análise dos indicadores sociais, sobretudo, o censo escolar, da produção acadêmica e da legislação; 2-) análise histórica da educação especial, EJA, Educação do Campo; 3-) análise documental do PRONERA e do projeto inicial e relatório do projeto de EJA realizado no estado de São Paulo; 4-) entrevistas com membros do assentamentos e pessoas que participaram do projeto de EJA do PRONERA. Os resultados apontaram que apesar dos indicadores sociais e a legislação revelarem a interface, não há produção acadêmica sobre jovens e adultos com deficiência que vivem e estudam no campo. Uma vez que a história dessas três temáticas é marcada pela exclusão social, organizadas em políticas focalizadas, como o PRONERA, que pretendendo corrigir o processo de exclusão da população do campo, comete outro equívoco, de silenciar sobre as questões educacionais que envolvem os alunos com necessidades educacionais especiais. Deste modo, a EJA em assentamentos se desenvolve em condições precárias, por conseguinte, não oferece um atendimento educacional especializado para jovens e adultos deficientes, que estão chegando nesta modalidade de ensino em assentamentos. Espera-se que esse estudo possa subsidiar o debate sobre o direito a educação para todos os alunos e fomentar a produção do conhecimento sobre as concretas condições de vida das pessoas com deficiência que vivem no campo.

Made available in DSpace on 2014-12-17T14:36:50Z (GMT). No. of bitstreams: 1 DiegoFC_DISSERT.pdf: 1791736 bytes, checksum: c1a48565d6b9685b6d186a3cf2c0d882 (MD5) Previous issue date: 2013-12-06 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / This dissertation aims to analyze the relevant knowledge in countryside History teachers practice in high school and understand how these teachers themselves construct school knowledge in History, from the mobilization of different knowledge that make up teaching practice. Tree teachers from State Jacumauma High School and the researcher himself worked together in order to carry out this survey. The main theoretical-methodological elements of this research are based on assumptions of a qualitative research in cooperation. This approach was used to make possible to construct knowledge between teachers and researcher considering a less oppressive relationship as well as to help a continuous school upbringing of the individuals what can make them to understand the professional practice as an aspect in which one can exercise autonomy and criticism. The empirical research procedures were oral individual interviews, reflexive sessions and cooperative observations. Individuals speeches have presented, in some moments, teachers concerns about the educational fragmented system in which there are few opportunities to dialogic interactions among educationalists making still more difficult the dialog between school and reality surrounds it. Their assertions pointed out that relevant knowledge can be identified during the daily educational work and that they find proper reasons from the aim that each knowledge exerts in relation to the construction of professional practice. Classroom connections points out to more intense interactions between teachers and students, by recognizing affection as an important tool in order to make the interactions not so authoritarian at all. Regarding the countryside teachers understanding, the school knowledge in History is produced by sharing concerns and senses assigned by the individuals who are involved in the teaching-learning process. The referential science knowledge pervade History teaching, however they take another meaning according to specific features of the school environment. The intense and complex dynamic of the educational context makes that historical knowledge acquires specific characteristics that are constantly changing. As they change, there are some marks of elaborations and re-elaborations not only the new but also the traditional / Esta disserta??o tem o objetivo de analisar os saberes que se tornaram referenciais nas pr?ticas docentes de professores interioranos de Hist?ria no Ensino M?dio e compreender a constitui??o do conhecimento escolar de Hist?ria por estes professores, a partir da mobiliza??o dos diferentes saberes que comp?em a pr?tica docente. Os colaboradores desta pesquisa foram tr?s professores da Escola Estadual Jacuma?ma e o pesquisador. Os fundamentos te?rico-metodol?gicos desta investiga??o se baseiam nos pressupostos da pesquisa qualitativa de tipo colaborativa. A utiliza??o de tal abordagem teve como inten??o propiciar a constru??o de conhecimentos entre docentes e pesquisador a partir de rela??es menos opressivas de poder e, tamb?m, de contribuir para uma forma??o cont?nua dos sujeitos, possibilitando-lhes o entendimento da pr?tica profissional como espa?o para exerc?cio da autonomia e da criticidade. A pesquisa emp?rica teve como procedimentos entrevistas orais individuais, sess?es reflexivas e observa??es colaborativas. Os discursos dos sujeitos apresentaram, em alguns momentos, as inquieta??es dos docentes com um modelo escolar fragmentado em que existe pouco espa?o para intera??es dial?gicas entre os educadores e que dificulta a consolida??o de interlocu??es da escola com a realidade que os envolve. Suas coloca??es apontaram que os saberes entendidos como referenciais s?o aqueles que podem ser identificados no cotidiano do trabalho educacional e que encontram justificativas pr?prias a partir da finalidade que cada um exerce na constru??o da pr?tica profissional. As rela??es em sala de aula sinalizam para uma intera??o mais intensa entre professores e alunos, mobilizando a afetividade como um saber para oportunizar rela??es menos autorit?rias. Na compreens?o dos professores interioranos, o conhecimento hist?rico escolar se produz no compartilhamento de interesses e sentidos atribu?dos pelos sujeitos envolvidos no processo de ensino-aprendizagem. Os saberes da ci?ncia de refer?ncia perpassam o ensino escolar de Hist?ria, mas eles s?o ressignificados de acordo com as especificidades pr?prias do espa?o escolar. A din?mica intensa e complexa do contexto educacional faz com que o conhecimento hist?rico praticado v? ganhando caracter?sticas espec?ficas e que est?o em constante movimento. Nestes movimentos existem marcas de elabora??es e reelabora??es do novo e do tradicional

The diploma thesis gives the information of the preferences of locomotive activities at chosen groups of the students of South Bohemian University. The preferences of the students that study Physical Education have been compared to the preferences of the students of other pedagogical subjects and also the mutual comparison of locomotive activities of women and men has been done. The research has been performed in a questionnaire form. The results have shown that young people currently prefer both traditional sports, and new, modern kinds of sports, developed in the last ten years. These activities also reflect the development of the society and economics, and also technical possibilities in new sport facilities.

Tha aim of my thesis {\clqq}Programmes of support for small and medium-sized enterprises and their application in a chosen company{\crqq} was to analyse subsidy opportunities for small and medium sized enterprises. The theoretical part of the thesis is focused on explanation of all concepts of these enterprises and the practical part summarises possibilities of subsidy acquisition. The main sources of subsidies in the chosen enterprise were Operation Programme Enterprise and Innovation and Programme for Countryside Development. In the next section of the practical part I analysed a project of Josef Pavelec {--} Dřevovýroba company {--} and its situation with and without a subsidy.

Car usage is determined by several facts, e.g. living conditions determined by geographical matters. There is a political will to control car usage with different kinds of incentives since car usage generates environmental problems. This essay analyses the differences between car usage in urban areas as opposed to thinly populated areas in Sweden and their significance on governmental incentives. By using statistics differences in car ownership during ten years between thinly populated areas, areas in the countryside and urban areas is studied. Among other things living conditions determined by geographical matters that can explain the differences and problems with fuel taxes and road pricing is being discussed in the analyse.

Exploring both political aesthetics and the politics of aesthetics to outline an environmental ruralism for art in public spaces, this practice lead research project postulates a “complemental practice”, outlining its methodology and contexts for operation, the rural, spaces of leisure and the public realm. It is a response to threats to spatial and environmental commons from heritage, place-making and nostalgia, psychological inhibition such as a sense of global contingency and widespread economic exploitation. Responses by artists to this situation can be characterised as a binary of dialogism (Kester, 2004) and relational antagonism (Bishop, 2004), i.e. consensual/collaborative or antagonistic/autonomous practices. Informing both is the work of Jacques Rancière who theorises an ethical and social turn in the arts. Through both commissioned and self-initiated projects this thesis offers an interpretation of Jacques Rancière’s conception of dissensus (Rancière, 2010) modulated through an application of the work of philosopher Slajov Žižek on environmental politics and complementarity - the inscription of the universal within the particular (Žižek, 2011). The thesis’ originality lies in this theoretical synthesis which sets out a complemental practice based on dissensus and the undecidability of subject and context, but which dismisses any inflexible schema of either aesthetic autonomy or ethico-political egalitarianism. In addition it suggests an approach to practice in this field and a situation for this - a dissensual infrastructure for the common public realm which is socially relational and evolutionary over time.

This research had as its main purpose of investigation the multiple-grades classes, a type of school organization mainly found in schools located in Brazilian countryside, where they are centered in the same schooling time and space, students from different grades (and ages) and, most of the cases, under the teaching of the same teacher. The question which originated this research was built through empirical experiences, and the data taken from the reality and theoretical readings on Countryside Education. In this sense, what is the reality of multiple-grades classes, concerning teachers training and working conditions during the initial grades of countryside Elementary School in Coronel João Sá/BA? The general objective of the research was to analyse the multiple-grades classes regarding teachers training and working conditions in that educational context. Moreover, we constructed the research through the discussion in relation to the agrarian question, education and countryside school in Brazil; identification and discussion on the formation of teachers who teach in multiple-grades classes and the verification of teachers working conditions through the structural and didactic-pedagogical characterization of schools with multiple-grades classes. The qualitative theoretical-methodological approach was adopted in this research, in order to be circumscribed in dialectical historical materialism. The research sample was formed by six schools and fifty-three teachers. Regarding the instruments of data gathering, we used the questionnaire, the interview, the documental analysis and observation. Through the data and the analyses performed, we considered that teachers are not especially trained to teach as well as they work in substandard conditions, what confirms, therefore, the research hypothesis that the State neglects the education in countryside schools, particularly in this organizational way of teaching, when it comes to those teachers training and working conditions. / A pesquisa teve como objeto de investigação as classes multisseriadas forma de organização escolar encontrada geralmente nos estabelecimentos de ensino localizados no campo brasileiro , em que são concentrados em um mesmo tempo e espaço escolar, estudantes de diferentes séries/anos (e idade) e na maior parte dos casos, sob a regência de apenas um professor. A pergunta que deu origem a pesquisa foi construída a partir de experiências empíricas, de dados da realidade concreta e de leituras teóricas sobre a Educação do Campo, que assim explicitamos: qual a realidade das classes multisseriadas no que se refere à formação e às condições de trabalho dos professores da fase inicial do Ensino Fundamental do campo, no município de Coronel João Sá/BA? O objetivo geral da pesquisa foi analisar a realidade das classes multisseriadas no que se refere à formação e às condições de trabalho dos professores do referido contexto educativo. Para tanto, construímos a pesquisa a partir da discussão em relação à questão agrária, educação e escola do campo no Brasil; da identificação e discussão sobre a formação dos professores que atuam nas classes multisseriadas; e, da verificação sobre as condições de trabalho dos professores, a partir da caracterização estrutural e didático-pedagógica das escolas com classes multisseriadas. Como abordagem teórico-metodológica, adotamos a pesquisa qualitativa, buscando estar circunscrita ao materialismo histórico dialético. A amostra da pesquisa foi composta por seis escolas e cinquenta e três docentes. Quanto aos instrumentos de coleta de dados, utilizamos o questionário, o formulário, a entrevista, a análise documental e a observação. A partir dos dados e das análises realizadas, consideramos que os professores não são formados para lecionar especificamente com as classes multisseriadas, bem como trabalham em condições precárias, confirmando, desse modo, a hipótese da pesquisa de que o Estado tem negligenciado a educação nas escolas do campo, em particular nessa forma organizativa de ensino, no tocante a formação e as condições de trabalho dos docentes.