La médiation peut se définir comme l’action de celui qui est médiateur et qui s’interpose entre deux ou plusieurs personnes pour résoudre un conflit ou un différend. Dans le domaine de la santé et plus particulièrement dans la relation de soins, des conflits et des différends peuvent survenir. La santé touche en effet à l’état des personnes, à leur intimité, à leur intégrité et les relations qui en découlent avec les professionnels de santé sont nécessairement empreintes d’une certaine sensibilité. C’est pourquoi ce secteur est considéré comme pourvoyeur potentiel de tensions. Il est donc intéressant d’étudier la résolution des conflits ou différends inhérents à la relation de soins, par un mode singulier et alternatif de règlement des différends : la médiation. L’étude de la nature juridique de ce processus est indispensable pour le différencier des autres modes alternatifs et exposer clairement ses forces et ses faiblesses. Ceci permettra ensuite de lui appliquer un régime juridique adéquat. En raison des manquements actuels, particulièrement au regard de l’encadrement du statut de médiateur, le constat d’un inévitable remaniement du régime de la médiation devra être effectué. Celui-ci devra impérativement allier souplesse et encadrement du mécanisme dans le but d’une efficacité optimale. / Mediation may be defined as the action of the mediator who mediates between two or more persons to resolve a conflict or dispute. In the field of health, especially in caring relationships conflicts and disputes may happen actually. Health affects the state of being of the persons, their privacy, their integrity and so relationships which arise from this with health care providers are necessarily influenced with a certain sensitivity. That is why this area is regarded as a potentiel provider of stress. Therefore, it is of interest to study the mediation as an unique alternative to resolve a dispute. To focus on the legal nature of the mediation is essential to differentiate it from other alternatives and to assess strengths and weaknesses of such an approach. This will then allow to apply a suitable legal regime to mediation. Because of the current shortcomings, particularly with regard to the supervision of the mediator, the finding of an inevitable reshuffle mediation scheme should be made. This will necessarily combine flexibility and supervision for an optimal efficiency.

O presente trabalho na área de Psicologia e Educação tem como objeto de estudo práticas de mediação de uma professora em conjunto com a pesquisadora, visando melhorar o envolvimento das crianças durante as atividades. O campo de investigação é a educação infantil de uma EMEI na cidade de São Paulo. Os sujeitos da pesquisa são crianças de 4 e 5 anos e a professora da turma. O estudo enquadra-se na modalidade de pesquisa educacional, que discute prática de melhor qualidade, sustentadas nos saberes praxiológicos, tendo como pressupostos a educação democrática, que acredita na criança como ator social, atuante em seu processo de aprendizagem, subsidiada por uma pedagogia para a criança participativa. A pesquisa adotou uma concepção de educação com base na experiência que requer um currículo para a criança participativa sustentada por Dewey (1959a, 1959b, 1973, 1976). A prática pedagógica concebe a mediação como eixo de aprendizagem baseado em Vygotski (1978, 1995, 1999) e a brincadeira na educação infantil como possibilidade de aprendizagem. A metodologia baseou-se no paradigma qualitativo e na utilização de um estudo de caso com o uso de pesquisa-ação, observando as orientações de Elliott (2000a, 2000b), Kemmis e Smith (2008) e Máximo-Esteves (2008), o que exigiu um compromisso ético e uma investigação colaborativa entre a pesquisadora e a professora. O tempo estendido por mais dois anos (2010 e 2011) possibilitou mudanças da práxis pedagógica. Como ferramenta para a coleta de dados, foram utilizadas na investigação a escala criança-alvo (Target), nos itens correspondentes ao envolvimento da criança e suas interações, e a escala de empenho do adulto (LAEVERS, 1994; PASCAL; BERTRAM, 1999). Durante a análise, pesquisadora e professora realizaram planejamentos e avaliaram conjuntamente as ações. Para a triangulação de dados, foram utilizadas as vozes das crianças, da professora, da pesquisadora e dos pais dos alunos. Os resultados estão divididos em três eixos de discussões, baseados na teoria de Lev S. Vygotski, tendo sido analisadas as práticas de mediações entre sujeitos, signos e instrumentos. Assim, as mediações foram discutidas em parceria estabelecida entre a professora e a pesquisadora, no sentido de possibilitarem um envolvimento mais significativo da criança na organização de um ambiente com materiais diversificados, por meio da utilização de signos e da interação de parceiros mais experientes. As ações colaborativas de empenho do adulto favoreceram o interesse das crianças, possibilitando a vivência de experiências em plenitude na participação do contexto educativo. / The work in the field of Psychology and Education has as its object of study, practices mediation of a teacher in conjunction with the researcher to improve the involvement of children during activities. The field of research is in early childhood education in a EMEI in São Paulo. The research subjects are 4-5 years old children and the teacher. The study fits in the educational research modality which discusses practice of best quality, sustained by the praxeological knowledge, having as assumptions, the democratic education that believes in the child as a social actor, who participates in the learning process, supported by pedagogy for the participative child. The research adopted a concept of education based on an experience that requires a curriculum for the participative child sustained by Dewey (1959a, 1959b, 1973, 1976). The pedagogical practice conceives the mediation as the axis of learning based on Vygotsky (1978, 1995, 1999) and the prank in early childhood education as possibilities of learning. The methodology was based on the qualitative paradigm, in the use of a case study using action research, observing the guidelines of Elliott (2000a, 2000b), Kemmis and Smith (2008) and Maximo-Esteves (2008), in which an ethical commitment and a collaborative investigation between the researcher and the teacher is required. The length of time longer than two years (2010 and 2011) allowed changes of pedagogical praxis. As a tool for data collection, the child scale target (Target) was used in the investigation, in the corresponding items to the involvement of children and in their interactions and the scale of commitment of adult was also used (LAEVERS, 1994; PASCAL; BERTRAM 1999). During the investigation, the researcher and the teacher performed planning and jointly assessed the actions. For the triangulation of data was used the voices of the children, the teacher, the researcher and the parents. The results are divided into three areas of discussion, based on the theory of Lev Vygotsky, in which we analyzed the practices of mediation between subjects, signs and instruments. Thus, the mediations were discussed in a partnership between the teacher and researcher in the sense of allowing greater involvement of the child in organizing an environment with diverse materials, through the use of signs and the interaction of more experienced partners. The actions of collaborative effort made by the adults favored the interests of children, enabling a full experience concerning the participation in the educational context.

The settlement of petroleum expropriation disputes has been a challenging issue in the petroleum industry since the earliest cases. The issue, principally, relates to foreign investors' right to investment protection and the sovereign right of states, the clash of which causes such disputes. Striking a balance between these conflicting rights in order to save the disputants' relationship is a critical concern given the interdependent relationship of disputants which manifests itself in a cyclical manner. This in turn highlights the importance of finding a suitable dispute resolution method to reach the most appropriate and balanced resolution from both parties' viewpoint. Impartiality is, in this context, a key element when determining the most suitable method for resolving expropriation disputes. This is so considering that the reason for the abandonment of diplomatic protection and litigation as methods for resolving expropriation disputes was concerns over their partiality towards one of the disputants. Currently, with the proliferation of investment treaties, treaty-based arbitration has become the most popular method for resolving such disputes. However, the suitability of treaty-based arbitration is criticised as a process which is likely to be partial in favour of investors and their investment protection rights. Such a partiality is likely to be found in treaty-based arbitration's origin, substance and procedural aspects. Therefore, it can be argued that there is room for mediation as an alternative dispute resolution method to be adopted and supplemented arbitration for settlement of petroleum expropriation disputes. In fact, mediation enjoys various qualities which makes it especially attractive for such disputes, including its time and cost efficiency, its ability to explore win-win settlement options and to save the disputing parties' relationship, and the flexibility and collaborative nature of the process. More importantly, its self-determination principle is a feature which guarantees the impartiality of mediation. However, mediation, like other dispute resolution methods, is not without its disadvantages. It faces challenges with regard to its voluntary and non-binding nature, confidentiality, its inability to deal with the political overtones of petroleum expropriation disputes, its retarding effect on jurisprudence development and disputants' lack of familiarity with the process. Nonetheless, having proposed some solutions to these shortcomings, this thesis concludes that mediation should be used and encouraged more systematically for resolving petroleum expropriation disputes.

[pt] Este trabalho teve como objetivo traçar a trajetória de vida de uma professora da Educação Básica brasileira dos dias atuais. Pretendeu-se realizar um estudo de caso etnográfico do cotidiano dessa professora que atua simultaneamente em espaços escolares distintos, quais sejam, uma escola da rede pública e outra particular, a primeira situada em uma favela da cidade do Rio de Janeiro. Os principais conceitos trabalhados foram cultura na perspectiva antropológica vista a partir da busca de significados das relações sociais situadas em diversos contextos; identidade englobando a construção de uma trajetória que inclui memória, numa visão retrospectiva, projeto, numa visão prospectiva, diante de um campo de possibilidades; e mediação através do pertencimento e da participação de um sujeito que vive em múltiplos mundos sociais e neles desempenha diferentes papéis. As análises feitas incidem primeiramente sobre as escolas, suas práticas, suas rotinas, seus principais atores. Em seguida, pretendeu-se reconstruir a trajetória individual dessa professora a partir de sua história de vida e das relações e práticas sociais concretas estabelecidas em cada universo. Finalmente, a mediação surgiu como parte integrante da identidade do professor que transita por espaços sócio-culturais distintos e estabelece canais de comunicação entre eles. / [en] The objetive of this study is to trace the life trajectory of a present day Brazilian Elementary School teacher. It also intends to undertake an ethnographic case study about the daily life of this teacher who works both in a public and in a private school, the former located in a slum of the city of Rio de Janeiro. In this study, the main concepts are culture, in an anthropological perspective from the search of meaning of the social relations established in different contexts; identity, embodying the building of a life trajectory that includes memory, from a retrospective view, project, from a prospective view, in a field of possibilities; and mediation, through the belonging and participation of a person who lives in multiple social worlds where he plays different roles. The analysis focuses primarily on the schools, their practices, their routines, and their major actors. Additionally, also part of this study is the reconstruction of the life trajectory of this teacher from the standpoint of her life history and her relations and concrete social practice established in each universe. Finally, the mediation emerges as an important part of the teacher`s identity as he moves through distinct social and cultural spaces and establishes communication channels between them.

Em nossa sociedade instituiu-se a crenÃa de que os alunos apresentam comportamentos indisciplinados e atà hostis - agressÃes verbais, fÃsicas, furtos e destruiÃÃes de mobiliÃrios â implicando desarmonia do ambiente acadÃmico. Pretende-se, nesta investigaÃÃo, discutir a mediaÃÃo como prÃtica de resoluÃÃo dos conflitos escolares. Em razÃo disso, adotou-se uma metodologia caracteristicamente colaborativa - reaproximaÃÃo do pesquisador com a comunidade pesquisada - desenvolvida em uma Escola PÃblica Municipal em Fortaleza-CearÃ-Brasil, localizada numa zona considerada vulnerÃvel. Diversificados procedimentos metodolÃgicos foram utilizados para a consecuÃÃo da pesquisa: I) observaÃÃes gerais da escola e sala de aula; II) entrevistas; III) aplicaÃÃo de questionÃrios; e IV) curso de formaÃÃo sobre mediaÃÃo e cultura de paz para professores, alunos e pais/responsÃveis. A amostra foi constituÃda de 118 alunos, 30 professores, dois diretores e cinco pais/responsÃveis. A anÃlise dos dados foi realizada seguindo a abordagem quali-quantitativa admitindo uma aproximaÃÃo mais abrangente do objeto em estudo, favorecendo a interpretaÃÃo de fenÃmenos e o estabelecimento de relaÃÃes intercausais entre as variÃveis. Constatou-se que a comunidade escolar nÃo se encontrava preparada para gerenciar os conflitos e a violÃncia, ali, gerados. Sugeriu-se, desse modo, uma estratÃgia de intervenÃÃo baseada numa tÃcnica nÃo-adversarial - a mediaÃÃo - com vistas a possibilitar a cultura do diÃlogo. ConvÃm esclarecer que a mediaÃÃo nÃo busca inocentes e culpados, ganhadores e perdedores, tem como pretensÃo trabalhar com os disputantes o enfrentamento da tensÃo: interaÃÃo cooperativa para descobrir alternativas criativas na soluÃÃo de impasses, de forma que nÃo ocorra injustiÃa. A partir da implantaÃÃo da mediaÃÃo escolar, ocorreu uma reduÃÃo da violÃncia na escola. Torna-se imperativo, por conseguinte, gerir os conflitos eficientemente, haja vista oportunizar aÃÃes promotoras de paz. Palavras-chave: Escola â ViolÃncia â AvaliaÃÃo â MediaÃÃo. / In our society, there is a common-sense belief about the behavior of our students in terms of indiscipline and hostility â physical aggression, steals and vandalism â implying in disharmony in the academic place. In this investigation, we aim at discussing about mediation as a practice for the solution of the school conflicts. We adopted a collaborative methodology â a re-approaching between the researcher and the researched community â developed in a municipal public school in Fortaleza/CE/Brazil, located in a vulnerable area. Several methodological procedures were taken in this research: i) general observations of the school and the classroom; ii) interviews; iii) quizzes and iv) courses about mediation and âculture for peaceâ to the teachers, students, fathers and mothers/tutors. The sample was constituted of 118 students, 30 teachers, 2 principals and 5 tutors (fathers and mothers). The analysis followed an approach of quality and quantity data, what caused a wider approach to the studying object and promoted an interpretation of the phenomena, besides the establishment of intercourse relation between the variables. We verified that the school community was not ready to manage the conflicts and the violence in the institution. Thus, we suggested a strategy of intervention based on a non-adversarial technique â the mediation â in order to stimulate the practice of the dialogue. The mediation does not point out innocents nor guilties, neither winners nor losers. The aim is at working with the polemical voices in order to reach the solution for the tension: cooperative interaction to find out creative alternatives for the solution of the impasses in a just way. Since the school mediation was adopted, there was a reduction of the violence in the school. Thus, it is important to deal efficiently with the conflicts in order to promote actions for peace.

The number of conflicts with religious dimensions has been steadily increasing over the last few decades. Previous research has found that religious conflicts are less likely to end by mediation whilst little research has been done as to what makes them initiate mediation. Building upon Ripeness Theory, this paper argues that the religious component makes religious parties less sensitive towards mutually hurting stalemates, but not immune to them, due to their heterogenous nature. This proposition is analysed by examining the empirical pattern of mediation onset in conflicts over religious incompatibilities using a logistic regression analysis. The findings suggest that higher numbers of average battle-related deaths, together with the duration of conflict and presence of crude oil reserves, increase the likelihood of mediation onset, whilst differentiations in centrality of a religious goal or religious identity divides have no statistically significant effect.

Cette thèse propose d'élaborer une typologie des médiateurs culturels et artistiques, par une approche d'inspiration sociohistorique. Ces catégories prendront en compte la diversité et le caractère dynamique de cette profession en constante évolution. Nous interrogerons la fonction de médiateur culturel et artistique, à l’intersection du monde de la culture et du monde de l’école, en étudiant historiquement, un corpus de textes de référence, ainsi que le cadre d’exercice actuel, en France. Nous contextualiserons cette analyse, en observant des styles de médiateurs culturels et artistiques, lors de médiations en présence des publics scolaires et leurs effets. Au cœur de notre problématique, nous interrogerons la frontière entre transmission et médiation. La thèse conclura sur une proposition d’indicateurs favorables à une pleine rencontre des élèves avec les œuvres d’art, au sein des institutions. / This thesis proposes to develop a typology of artistic and cultural mediators by a socio-historical-inspired approach. These categories will take into account the diversity and the dynamic nature of this occupation in constant evolution. We will examine the function of cultural and artistic mediator, at the intersection of the world of culture and the world of school, by studying historically, a corpus of texts of reference, as well as the exercise of the mediator function in France. We will contextualize this analysis, observing styles of artistic and cultural mediators in mediations in the presence of schoolchildren and their effects. At the heart of our problem, we will examine the border between transmission and mediation. The thesis will conclude on a proposal for favourable indicators at a full meeting of students with work art.

Nas últimas décadas, iniciou um processo de mudança na gestão pública. Em especial, quanto aos recursos hídricos, pode-se perceber que a reflexão acerca dessa mudança está relacionada com a discussão teórica sobre governança das águas, a qual prevê que a gestão deva ser participativa, integrada, descentralizada, por bacia hidrográfica e com mecanismos de resolução de conflitos de forma rápida, pacífica e satisfatória. As mudanças políticas e os debates teóricos estão reciprocamente implicados nesse processo, o que demonstra o processo de construção da Política Nacional de Recursos Hídricos (PNRH) que determina uma gestão através de consensos, nos órgãos colegiados como o Comitê de Bacia Hidrográfica (CBH), formado por diversos setores da sociedade, divergentes em seus interesses, e com a importante função de tomar decisões sobre a gestão da água, bem ambiental vital e escasso. Os conflitos, que são inerentes à condição humana, passam a ser qualificados pelas complexas relações ambientais, sociais e econômicas que envolvem a função do CBH, além da difícil comunicação entre várias visões e linguagens diferentes, todas consideradas legítimas. Torna-se imprescindível o tratamento dos conflitos, transformando-os de forma positiva, ou seja, compreendendo como possibilidade de desenvolvimento pessoal e social. As formas tradicionais de resolução de disputas utilizadas pelo direito são influenciadas pelo pensamento positivista, binário e excludente, além de fomentar a adversariedade, tende a valorizar apenas uma verdade, uma compreensão ou visão do problema. Não permitindo a diversidade e, também, não se mostram adequadas a promoverem a cooperação, a co-responsabilidade, a participação efetiva, a inclusão social, diretrizes estabelecidas pela PNRH. Dessa forma, deve-se buscar meios alternativos, que concretizem tais diretrizes citadas. A Mediação, procedimento no qual um terceiro imparcial facilita a comunicação, para que as próprias pessoas envolvidas solucionem seus conflitos, ressalta a cooperação, a igualdade de participação, a cidadania, construindo relações e prevenindo futuras disputas. Ela é fundamentada na interdisciplinaridade, poderá contribuir para a mudança de paradigma no tratamento de conflitos sobre questões ambientais, sobre os quais o CBH tem competência legal para solucionar. Este trabalho tem como objetivo demonstrar que a Mediação, por lidar com os conflitos dentro de uma perspectiva mais inclusiva, participativa e ternária é a mais adequada para tratar os conflitos em torno dos recursos hídricos, que a visão positivista e binária do direito presente nas demais formas de resolução, de acordo com a opção de gestão e o tipo de governança da água que o Brasil adotou nas suas políticas públicas ambientais. A presente pesquisa analisará as teorias sobre governança da água, o contexto sóciojuridico brasileiro, a teoria da Mediação e sua aplicabilidade em questões ambientais e demonstrará que a Mediação é meio adequado para ser utilizado pelo órgão para exercer sua competência legal de solucionar disputas relacionadas com os Recursos Hídricos. / In the last few decades, began a process of change in public management. In particular, with regard to water resources, you can see that the thinking about that change is related to the theoretical discussion on governance of water, which requires that management should be participatory, integrated, decentralized, by river basin and mechanisms conflicts of a quick, peaceful and satisfactory. The political changes and the theoretical debates reciprocal are implied in this process, which shows the process of building the National Water Resources Policy (PNRH), which provides a management by consensus, in the bodies collegiate bodies as the Committee on Watershed (CBH), formed by various sectors of society, divergent in its interests, and with the important task of making decisions on water management and environmental, vital and scarce ambient good. The conflicts that are inherent in the human condition, will be qualified for the complex relations environmental, social and economic involving the function of the CBH, in addition to the difficult communication between different visions and different languages, all considered legitimate. It is essential to dealing with conflicts, turning them in a positive way, that is, understanding as the possibility of personal and social development. The traditional forms of dispute resolution used by the law are influenced by the positivist thought, binary thought and exculpatory, beyond fomenting the adversariedade, it tends to value only one truth, an understanding the problem through one vision of. Not allowing the diversity and also does not show appropriate to promote cooperation, co-responsibility, the effective participation, social inclusion, policy guidelines established by the PNRH. Of this form, it must be searched alternative ways, that materialize such cited lines of direction. The Mediation, procedure in which an impartial third party facilitates communication so that the people involved resolve its own conflicts, stresses cooperation, equal participation, citizenship, building relationships and preventing future disputes. It is based on interdisciplinary, could contribute to the change of paradigm in dealing with conflicts on environmental issues, on which the CBH has legal competence to solve. This paper aims to demonstrate that mediation, for dealing with conflicts within a more inclusive, participatory and ternary way is the most appropriate to deal with conflicts around the water, that the positivist and binary vision of this law in other forms of resolution in accordance with the option of management and governance of the type of water that Brazil has adopted in its environmental policies. This research will examine the theories on governance of water, the Brazilian socio-legal context, the theory of mediation and its applicability in environmental issues and demonstrate that mediation is appropriate means to be used by the CBH to exercise its jurisdiction to resolve legal disputes related with the Water Resources

It is well established that adverse childhood experiences (ACEs) are linked to health and emotional outcomes. But less is known about the relationship between ACEs and educational attainment—a potentially important feature of educational stratification in America. Using the National Longitudinal Study of Adolescent to Adult Health (Add Health), a nationally representative youth study of 7-12th grade students in the 1994-95 school year, I investigate whether ACEs is linked to post-secondary attainment and examine the role of health and socio-emotional factors as mediators. Results confirm that there is a graded relationship between ACEs and timely bachelor's degree attainment. I find that an additional ACE decreases the odds of timely bachelor's degree attainment by about 17%, even after accounting for other related factors.

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