The paper examines ??red packets?? ?? a form of informal payment ?? in the Chinese health-care system from the perspectives of power and ??inxit?? theories. Drawing on qualitative data collected from focus groups, interviews and documentary sources, the research investigates, from doctors?? perspective, the giving, taking, declining and disciplining of and solutions for red packets. Findings testify to four hypotheses developed from the theoretical perspectives, leading to the conclusion that red packets emerged from and can exert an influence on the power relationships between doctors, the Party-state and patients, and are a response to distrust and quality shortage in the health-care system.

The paper examines ??red packets?? ?? a form of informal payment ?? in the Chinese health-care system from the perspectives of power and ??inxit?? theories. Drawing on qualitative data collected from focus groups, interviews and documentary sources, the research investigates, from doctors?? perspective, the giving, taking, declining and disciplining of and solutions for red packets. Findings testify to four hypotheses developed from the theoretical perspectives, leading to the conclusion that red packets emerged from and can exert an influence on the power relationships between doctors, the Party-state and patients, and are a response to distrust and quality shortage in the health-care system.

The aim of the study is to broaden the existing research that touches how power expresses itself and distributes in childrens relationship building. The purpose is to study childrens relationship building and how power and gender affects one another. The reason is to locate possible patterns that excel during an ongoing construction and development of a relationship. To understand what has been observed a sociological perspective has been used. The chosen method is a qualitative study. Observations of groups of children at two different preschools have been done. Semi-structured interviews with educators from the different preschools have also been conducted. The result of the study is that children constantly are trying to get control over their surroundings. In this process when children try to regain control, power may become a big part. Further results of the study is that the preschool and everyone who operates within it holds a major role when it comes to guiding the children and showing appropriate actions individually as well as together with other social human beings. Next the results of the study will be connected to previous research, the preschool’s curriculum and the Convention on the Rights of the Child will be presented. Lastly the conclusions of the study are put in relation to the professional role as a preschool-teacher which will be embraced in a few months.

Este estudo objetiva identificar as principais representações sociais, de gênero, circulantes no contexto da educação infantil, bem como conhecer como se estabelecem as relações de gênero/poder nesse contexto, sob uma perspectiva foucaultiana. Realizou-se pesquisa do tipo etnográfico em uma unidade pública de educação Infantil de ensino pré-escolar (UEI), no Estado do Rio de Janeiro. Observaram-se as relações das crianças e seus pares, bem como as relações das professoras com as crianças, em sala de aula e nos espaços exteriores, nas horas de recreação. Focalizaram-se, sobretudo, os brinquedos e as brincadeiras das crianças nesse contexto, por considerá-los um dos principais meios de socialização, na faixa etária de 0 a 6 anos. Os dados demonstram que o cotidiano do ensino préescolar, através do currículo, das práticas pedagógicas e das relações que se estabelecem entre as crianças, principalmente no seu brincar, produz representações e relações de gênero/poder que podem se constituir em desigualdades e discriminações entre meninas e meninos e interferir no processo de formação das identidades de gênero das crianças. Assinala-se a necessidade de medidas e ações, tanto no plano das políticas públicas, quanto no cotidiano do ensino pré- escolar, no sentido da desconstrução da díade gênero/poder, no âmbito da educação infantil. / The objective of this study is to identify the main social representations of gender, circulating within the early childhood education context, and to know how the relations of gender/power are established in this context, under a foucaultian perspective. An ethnographic research took place in a preschool unit in Rio de Janeiro state area. During the research it had been observed the relationships between the children and their peers, and between children and teachers, inside the classroom and outside during free time. The focus was mainly childrens toys and plays in this context, considering them one of the main forms of socialization in the 0 to 6 age group. The collected data shows that the daily practice of teaching preschool through the preschool curriculum, teaching practices and the relationships that are established between the children, especially in their play, produce representations and relations of gender/ power that can constitute inequalities and discrimination between girls and boys, interfering in the young childs process of building a gender identity. The need of measures and actions, not only through public policies, but also through daily practices in the preschool teaching is pointed out, in the sense of deconstructing the dyad gender/power in the early childhood circuit.

River sediment is one of the most pervasive pollutants in the world. Excess amounts of fine sediment can reduce water quality, damage stream ecosystems, and harm aquatic life. Both natural and human-caused processes can add sediment to a river, such as tectonic uplift, landslides, and timber harvesting. Therefore, it is important to understand how fine sediment enters and moves through a rive system to inform policymakers and land-managers on effective ecosystem management. In this study, we determined how the relationship between river flow and suspended sediment changed among watersheds along the North Coast of California. We found a rise in suspended sediment concentration at median flows following extreme timber harvesting. Additionally, our results indicate that river flow and suspended sediment relationships are influenced by timber harvest activity, tectonic uplift, rainfall patterns, and near-channel environments. These results support previous findings that extreme land disturbance in a watershed, be it natural or human-caused, can change river flow and suspended sediment relationships. Our results suggest that policymakers and land-managers should take into account tectonic uplift when making regulation and should prioritize protecting near-channel environments.

Orientador: Antonio Carlos Carrera de Souza / Banca: Silvio Donizetti de Oliveira Gallo / Banca: Sônia Maria Clareto / Banca: Maria Helena Falcão Vasconcellos / Banca: Antonio Vicente Marafioti Garnica / Resumo: O foco central deste trabalho é fazer um exercício de pensamento acerca de como são potencializados os processos de produção de subjetividade em uma escola que passa por alterações em seu projeto político-pedagógico. Para tanto, aproxima-se do pensamento da Filosofia da Diferença junto a Foucault e Deleuze. A produção de conhecimento que aqui se faz não está pautada na representação e, sim, numa política cognitiva inventiva que exige uma problematização tanto das macro como das micropolíticas do cotidiano da escola de pesquisa. A metodologia adotada, a cartografia, encontra-se em consonância com a Filosofia da Diferença e a política cognitiva assumida. O método da cartografia visa a acompanhar os processos indo pelo meio das coisas, onde elas crescem, no caso desta pesquisa, na intensidade da vida- escola. A política de narratividade assumida inspira-se em Deleuze e Guattari, quando trazem em O que é filosofia?, o abrigo, segundo Lawrence. A escrita, então, é uma caminhada no abrigo da vida-escola, que ora se mostra mais duro, ora mais poroso, na inesgotável relação de forças que são no homem com as forças de fora / Abstract: The central focus of this work is to carry out an exercise in thinking as regards the way the processes of production of subjectivity are potentialised in a school which is undergoing alterations in its political-pedagogical project. To do this, it approaches the thought of the "Philosophy of the Difference" together with Foucault and Deleuze. The production of knowledge presented here is not based on representation but on an inventive cognitive policy that requires a problemization of not only the macro - but also the micro-politics of the daily routine of the research school. The methodology adopted, cartography, is consistent with the Philosophy of the Difference and the cognitive policy assumed. The method of cartography aims at following the processes by going through the heart of things, where they grow - in the case of this research, in the intensity of life-school. The narrative policy adopted is inspired in Deleuze and Guattari, when they provide in What is philosophy?, some shelter, according to Lawrence. Writing, then, is a walk in the shelter of life-school, which at one moment shows itself as harder, at other moments more porous, in the inexhaustible relationship of forces that are man with forces from outside / Doutor

Este estudo objetiva identificar as principais representações sociais, de gênero, circulantes no contexto da educação infantil, bem como conhecer como se estabelecem as relações de gênero/poder nesse contexto, sob uma perspectiva foucaultiana. Realizou-se pesquisa do tipo etnográfico em uma unidade pública de educação Infantil de ensino pré-escolar (UEI), no Estado do Rio de Janeiro. Observaram-se as relações das crianças e seus pares, bem como as relações das professoras com as crianças, em sala de aula e nos espaços exteriores, nas horas de recreação. Focalizaram-se, sobretudo, os brinquedos e as brincadeiras das crianças nesse contexto, por considerá-los um dos principais meios de socialização, na faixa etária de 0 a 6 anos. Os dados demonstram que o cotidiano do ensino préescolar, através do currículo, das práticas pedagógicas e das relações que se estabelecem entre as crianças, principalmente no seu brincar, produz representações e relações de gênero/poder que podem se constituir em desigualdades e discriminações entre meninas e meninos e interferir no processo de formação das identidades de gênero das crianças. Assinala-se a necessidade de medidas e ações, tanto no plano das políticas públicas, quanto no cotidiano do ensino pré- escolar, no sentido da desconstrução da díade gênero/poder, no âmbito da educação infantil. / The objective of this study is to identify the main social representations of gender, circulating within the early childhood education context, and to know how the relations of gender/power are established in this context, under a foucaultian perspective. An ethnographic research took place in a preschool unit in Rio de Janeiro state area. During the research it had been observed the relationships between the children and their peers, and between children and teachers, inside the classroom and outside during free time. The focus was mainly childrens toys and plays in this context, considering them one of the main forms of socialization in the 0 to 6 age group. The collected data shows that the daily practice of teaching preschool through the preschool curriculum, teaching practices and the relationships that are established between the children, especially in their play, produce representations and relations of gender/ power that can constitute inequalities and discrimination between girls and boys, interfering in the young childs process of building a gender identity. The need of measures and actions, not only through public policies, but also through daily practices in the preschool teaching is pointed out, in the sense of deconstructing the dyad gender/power in the early childhood circuit.

Made available in DSpace on 2016-12-23T14:41:18Z (GMT). No. of bitstreams: 1 Patrick Stefenoni Kuster.pdf: 782582 bytes, checksum: b47cd266f5ec399bb04c4b0c7767c40d (MD5) Previous issue date: 2013-02-22 / A Secretaria Municipal de Educação e Esportes de Domingos Martins (ES) vem articulando políticas públicas de educação inclusiva/educação especial na perspectiva da inclusão (BRASIL, 2008). Nesse sentido, a fim de atender os deficientes na rede regular de ensino, ela organizava o Centro de Referência em Educação Inclusiva. Mas quem vai tomando o cenário não são os deficientes, e sim os alunos agressivos , hiperativos , violentos . Do cotidiano de um exercício psi que compõe o Centro de Referência, indaga-se o que estes alunos vêm afirmando. Isso permite uma abertura ao testemunho direto, colocando em análise as implicações deste equipamento de referência na sua multifacetada relação com as escolas municipais de ensino regular. Nessa trajetória, a educação inclusiva vai colocando em evidência modos de se ocupar a cidade de Domingos Martins, uma certa distribuição de lugares. Esses alunos traziam, na espessura de seus corpos, matizes de mundos desconhecidos, de cidades irredutíveis a grande cidade turismo, de comunidades pobres, de homens do campo, de ruas que não eram as de Pedra Azul, dimensões inconcebíveis ao crepitar da racionalidade humana desprezível, uma estranheza muda, um sussurro das trevas / The Municipal Secretariat of Education and Sports Domingos Martins (ES) has been articulating policies of inclusive education / special education from the perspective of inclusion (BRAZIL, 2008). Accordingly, in order to meet the disabled into the regular school system, she organized the Reference Center on Inclusive Education. But who is taking the stage are not disabled, but the "aggressive students", "hyperactive", "violent". Of daily exercise psi comprising the Reference Center, we look into what these students have been saying. This allows an opening to direct testimony, putting in analyzing the implications of the reference equipment in its multifaceted relationship with municipal schools of education. In this trajectory, inclusive education will bringing out ways to occupy the town of Domingos Martins, a certain distribution of seats. These students brought in the thickness of their bodies, shades of unknown worlds, of the great cities irreducible city tourism, poor communities, men s field, the streets were not the of Pedra Azul, inconceivable dimensions to the crackle of human rationality negligible , a strangeness mute, a whisper of darkness

Este trabalho foi realizado por meio de uma pesquisa dos corpos na educação escolar, no momento de transição da educação infantil para o ensino fundamental. O objetivo do trabalho foi compreender como se dá a produção da subjetividade infantil por meio das relações estabelecidas entre os corpos nas situações de educação formal. Foi realizada uma pesquisa, inicialmente em uma sala de aula de alunos de cinco anos, os quais se encontravam na educação infantil e, posteriormente, analisou-se a transição da educação infantil para o ensino fundamental, por meio da análise de dados coletados na mesma turma de crianças, quando frequentando o primeiro ano do ensino fundamental. Para tanto, foi realizada a observação participante nas salas de aula. Após a coleta dos dados e com base no referencial teórico fundamentado em Friedrich Nietzsche, Michel Foucault, Gilles Deleuze e Félix Guattari, foram analisadas as categorias que surgiram, com o auxílio da cartografia. Como resultado, foi elaborado um mapa dos corpos das crianças nos espaços escolares, e dentro destes presencia-se as tentativas de controle dos corpos e suas estratégias, os produtos da disciplina e as linhas de fuga. A partir das conclusões, acredita-se que, apesar de todo o investimento em um modelo disciplinar na escola, as crianças escapam e criam linhas de fuga constantemente. / This research was done by an investigation of the body inside the field of school education studies, specially, at the moment of transition between child education and fundamental teaching. The aim of the research was to understand how was produced the children subjectivity in the relationship between the bodies in the formal education situations. It was done a research, first in a classroom with five years old children, on child education level, and then, it was analyzed the transition between child education to fundamental teaching, through the analysis of material collected in observation of the same group of children when they were in fundamental teaching class. Therefore, it was done a participant observation. After the observation and with the theory references of Friedrich Nietzsche, Michel Foucault, Gilles Deleuze e Félix Guattari, was done the analysis of the material that appeared with the help of cartography. As result, there is a kind of map of the way the bodies are distributed inside the school spaces and there are different forms to control the child bodies, with special strategies. There are also, the products of discipline at school and the running lines produced by the children. By the conclusions, there is a model of discipline that is often practiced at school, but, on the other hand, children create other lines to reach, different from the discipline.

Este trabalho foi realizado por meio de uma pesquisa dos corpos na educação escolar, no momento de transição da educação infantil para o ensino fundamental. O objetivo do trabalho foi compreender como se dá a produção da subjetividade infantil por meio das relações estabelecidas entre os corpos nas situações de educação formal. Foi realizada uma pesquisa, inicialmente em uma sala de aula de alunos de cinco anos, os quais se encontravam na educação infantil e, posteriormente, analisou-se a transição da educação infantil para o ensino fundamental, por meio da análise de dados coletados na mesma turma de crianças, quando frequentando o primeiro ano do ensino fundamental. Para tanto, foi realizada a observação participante nas salas de aula. Após a coleta dos dados e com base no referencial teórico fundamentado em Friedrich Nietzsche, Michel Foucault, Gilles Deleuze e Félix Guattari, foram analisadas as categorias que surgiram, com o auxílio da cartografia. Como resultado, foi elaborado um mapa dos corpos das crianças nos espaços escolares, e dentro destes presencia-se as tentativas de controle dos corpos e suas estratégias, os produtos da disciplina e as linhas de fuga. A partir das conclusões, acredita-se que, apesar de todo o investimento em um modelo disciplinar na escola, as crianças escapam e criam linhas de fuga constantemente. / This research was done by an investigation of the body inside the field of school education studies, specially, at the moment of transition between child education and fundamental teaching. The aim of the research was to understand how was produced the children subjectivity in the relationship between the bodies in the formal education situations. It was done a research, first in a classroom with five years old children, on child education level, and then, it was analyzed the transition between child education to fundamental teaching, through the analysis of material collected in observation of the same group of children when they were in fundamental teaching class. Therefore, it was done a participant observation. After the observation and with the theory references of Friedrich Nietzsche, Michel Foucault, Gilles Deleuze e Félix Guattari, was done the analysis of the material that appeared with the help of cartography. As result, there is a kind of map of the way the bodies are distributed inside the school spaces and there are different forms to control the child bodies, with special strategies. There are also, the products of discipline at school and the running lines produced by the children. By the conclusions, there is a model of discipline that is often practiced at school, but, on the other hand, children create other lines to reach, different from the discipline.