It is challenging to achieve low-resistive ohmic contacts to III-nitride semiconductors due to their wide bandgap. A common way to reduce the contact resistance is to recess the ohmic area prior to metallization. In the minimization of the contact resistance, parameters like the recess depth, anneal temperature and design of the metal stack are commonly optimized. In this work, three other approaches have been evaluated. All experiments were performed on AlGaN/GaN heterostructures. The fabricated ohmic contacts were recess etched, metallized with a Ta/Al/Ta stack, and annealed at 550-575◦C.Firstly, it is shown that the laser writer intensity, transmittance and focus offset during optical lithography affect the contact resistance. The reason is believed to be the variation in the resist profile, which has an impact on the metal coverage. At the optimum intensity/transmittance/focus condition, which generates a relatively medium undercut, a contact resistance of 0.23 Ωmm was obtained.In the second approach, the metal layer of annealed contacts was removed by wet etching, followed by the re-deposition of a metal stack and annealing. The purpose was to increase the amount of N vacancies in the AlGaN, which are responsible for the contact formation. A minimum contact resistance of 0.41 Ωmm was achieved with this method, compared to 0.28 Ωmm with the regular method (without remetallization).In the last approach, the bottom Ta layer was sputtered, whereas evaporation was used in all other cases. The minimum contact resistance was found to be 0.6 Ωmm, which was higher than for the evaporated contacts. The reason was assumed that the thickness of sputtered Ta should be thinner than the evaporated Ta due to its higher density. Moreover, the obtained lower sheet resistance is assumed to caused by the atomic scale damage due to the high energy ions during sputtering. / En utmaning med III-nitrid-halvledare är att uppnå låg-resistivitetskontakter, på grund av deras breda bandgap. Ett konventionellt tillvägagångsätt för att reducera kontaktresistansen är att fördjupa ohmska ytan före metallisering. I strävandet av att minska den ohmska resistansen sker vanligtvis en optimering av följande parametrar, recessddjup, anlöpningstemperatur och metallagersdesign. I detta arbete så har samtliga tre parametrar evaluerats. Alla experiment utfördes på AlGaN/GaNheterostrukturer. De tillverkade ohmska kontakterna var recesssetsade, metalliserade med ett Ta/Al/Ta lager och anlöpt vid 550-575◦C.Den primära undersökningen, visar att laserritar-intensitet, -transmission och fokusförskjutning under optisk litografi inverkar på kontaktresistansen. Anledningen antas vara variation i resistprofilen, vilket påverkar metallbeläggningen. Vid optimal intensitet/transmission/fokus-förhållanden, (som genererar en underskärning), blev den resulterande kontaktresistansen 0.23 Ωmm uppmätt.I en sekundär undersökning, avlägsnas ohmska kontaktens metallager genom våtetsning, följt av en återdeponering av ett nytt metallager, samt anlöpning. Syftet var att öka mängden N-vakanser i AlGaN-lagret, som formar ohmska kontakten. Minsta kontaktresistansen uppmätt var 0.41Wmm, att jämföras med 0.28 Ωmm, som uppnåddes genom den konventionella metoden (utan återmetallisering).Den sista undersökningen jämförde sputtrade med evaporerade bottenlager av Ta, (evaporation användes som standardmetod i de tidigare undersökningarna). Med sputtrning blev den minsta kontakresistansen 0.6 Ωmm, (högre än de evaporerade kontakterna). En hypotetisk förklarning kan vara att det sputtrade Ta-lagret är tunnare än det evaporerade Ta-lagret, på grund av en dess högre densitet. Därutöver, den uppmätta lägre skiktresistansen antas bero på den skada i atomskala som sker vid de höga energi-kollisioner som joner skapar vid sputtrning.

Lee Kit-ha. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2001. / Includes bibliographical references (leaves 56-64). / Text in English; abstracts in English and Chinese. / Lee Kit-ha. / ACKNOWLEDGEMENT --- p.i / ABSTRACT --- p.ii / TABLE OF CONTENTS --- p.iv / LIST OF TABLES --- p.vii / LIST OF FIGURES --- p.viii / Chapter Chapter 1 --- Introduction --- p.1 / Chapter 1.1 --- Background --- p.1 / Chapter 1.1.1 --- Role of Recess --- p.3 / Chapter 1.1.1.1 --- Pro-recess Arguments --- p.3 / Chapter 1.1.1.2 --- Anti-recess Arguments --- p.4 / Chapter 1.1.2 --- Under Utilization of the Recess --- p.5 / Chapter 1.1.3 --- The Recess in Hong Kong and Other Settings --- p.6 / Chapter 1.2 --- Purpose of the Study --- p.8 / Chapter 1.3 --- Theoretical Framework --- p.8 / Chapter 1.4 --- Operational Definition --- p.9 / Chapter 1.5 --- Significance of the Study --- p.10 / Chapter Chapter 2 --- Review of Literatures --- p.11 / Chapter 2.1 --- Values of Participating in Physical Activity --- p.11 / Chapter 2.1.1 --- Health Benefits --- p.11 / Chapter 2.1.2 --- Psychological Aspects --- p.12 / Chapter 2.1.3 --- Social-Intellectual Development --- p.14 / Chapter 2.2 --- School Environmental Variables that may Influence Children's Physical Activity --- p.14 / Chapter 2.2.1 --- Physical Environmental Influences --- p.15 / Chapter 2.2.2 --- Social Environmental Influences --- p.16 / Chapter 2.2.3 --- Observed Behaviors during Recess --- p.17 / Chapter 2.3 --- Time and Place for Physical Activity in School --- p.17 / Chapter 2.4 --- Physical Activity of Children in School --- p.18 / Chapter 2.5 --- Summary --- p.21 / Chapter Chapter 3 --- Methodology --- p.22 / Chapter 3.1 --- Participants --- p.22 / Chapter 3.2 --- Instrumentation --- p.23 / Chapter 3.2.1 --- "Measures of Physical Activity, Eating Behavior, and Related Environmental Events" --- p.23 / Chapter 3.2.1.1 --- Behaviors of Eating and Activity for Children's Health Evaluation System (BEACHES) --- p.23 / Chapter 3.2.1.2 --- Reliability and Validity of BEACHES --- p.27 / Chapter 3.2.1.3 --- "Observer Reliability (observer training , interobserver and intraobserver agreement scores)" --- p.27 / Chapter 3.2.2 --- Measures of Physical Environmental Variables --- p.28 / Chapter 3.2.2.1 --- Environmental Inventory --- p.28 / Chapter 3.2.3 --- Measures of Social Environmental Variables --- p.29 / Chapter 3.2.3.1 --- Situational Interview --- p.29 / Chapter 3.3 --- Observation Procedure --- p.29 / Chapter 3.4 --- Analysis of Data --- p.30 / Chapter CHAPTER 4 --- Results --- p.31 / Chapter 4.1 --- Results of BEACHES Variables --- p.32 / Chapter 4.1.1 --- Physical Activity Levels --- p.32 / Chapter 4.1.2 --- School Types Comparison --- p.34 / Chapter 4.1.3 --- Gender Comparison --- p.35 / Chapter 4.2 --- Relationship Between Physical Activity and Other Variables --- p.36 / Chapter 4.2.1 --- Physical Location and Physical Activity --- p.36 / Chapter 4.2.2 --- Prompts and Physical Activity --- p.37 / Chapter 4.2.3 --- Recess Duration and Physical Activity --- p.38 / Chapter 4.3 --- Relationship Between Ingestion Behavior and Social Interactors --- p.38 / Chapter 4.4 --- Situational Interviews with Teachers --- p.39 / Chapter CHAPTER 5 --- Discussion --- p.41 / Chapter 5.1 --- Physical Activity and Ingestion Behaviors of Children --- p.42 / Chapter 5.1.1 --- Physical Activity Behaviors --- p.42 / Chapter 5.1.2 --- Physical Activity Levels and Recess duration --- p.43 / Chapter 5.1.3 --- Ingestion Behaviors - --- p.43 / Chapter 5.2 --- Variables that Influence Physical Activity of Children --- p.44 / Chapter 5.2.1 --- Social Environmental Variables --- p.44 / Chapter 5.2.2 --- Gender Differences in Physical Activity --- p.46 / Chapter 5.2.3 --- Physical Environmental Variables --- p.47 / Chapter CHAPTER 6 --- Conclusion and Recommendations --- p.52 / Chapter 6.1 --- Conclusion --- p.52 / Chapter 6.2 --- Recommendation --- p.53 / References --- p.56 / Appendices --- p.65

No description available.

The thesis titled School Recess (5th grade) describes the processes and how children spend their free time between lessons. This thesis aims for a global view on the whole issue of recess and the concept of the structure of the school day. The thesis is divided into two parts - theoretical and a research. The theoretical part summarizes all available and relevant facts regarding the topic. It deals with the characteristics of the school environment, summarizes the biological and psychological development of children in the age group, and defines the function of breaks. The practical part of the thesis presents results of the research conducted through the research methods of observation and questionnaire. The results are interpreted and then descriptively assessed in accordance with the theoretical part. The last part of the research work is a comparison of the thesis' results with the same theme thesis focused on younger age groups. Finally, the conclusion of this thesis is that break time is necessary for children, and a significant time for relaxation, communication and interaction, play, socialization, and meeting the needs of bodily functions.

O objetivo deste estudo foi compreender o conflito nas relações de gênero entre crianças das 1as às 4as séries. Em um recreio escolar procurei captar de que modo as culturas infantis eram ali produzidas e como se relacionavam com a cultura adulta. A escassez de pesquisas brasileiras levou-me a privilegiar a literatura internacional. O problema de pesquisa configurou-se da indagação sobre os mecanismos de interação e de organização grupal no recreio, que pareceu-me ocorrer numa forma conflituosa de relacionamento entre meninos e meninas. A etnografia serviu como mediação metodológica e ética na pesquisa construída a partir de diferentes enfoques disciplinares: a psicologia, a sociologia e a antropologia. A observação e as entrevistas resultaram no material de trabalho a ser analisado. No ano de 2001, realizei 28 registros de campo, sobre o recreio em que circulavam 240 crianças. No final desse ano assisti a 40 aulas de 50 minutos, distribuídas pelas quatro turmas de 3as e 4as séries, e priorizei as aulas de educação artística e educação física, por realizarem mais atividades grupais. Entrevistei 55 das 120 crianças das 3as e 4as séries. Estabeleci a diferença entre os conflitos como estratégias de aproximação e os que significavam rupturas e oposições. Para isso, foi preciso observá-los em seus contextos, os resultados produzidos, a disposição das crianças (palavras, gestos, olhares) e, através dessa complexidade, compreender suas significações. Foi necessário definir os conceitos de conflito, de agressividade, de violência e de lúdico, e incluir o conceito de jogos de gênero, para viabilizar a análise das cenas lúdico-conflituosas. Sobre essa forma de interação construí a hipótese de sociabilidade do conflito, caracterizada por distanciamento entre os sexos nos momentos amistosos e aproximação proposital nos momentos conflituosos. Trabalhei sobre três eixos de ações: atividades turbulentas; episódios de invasões; provocações verbais e físicas, aqui incluídos os xingamentos produzidos pelos garotos, e os tapas, pelas garotas. Numa forma diferenciada, que designei como regulamentação das relações de gênero, estavam as experiências dos clubinhos, que organizavam amistosamente o distanciamento ou a aproximação entre os sexos. O clubinho era um tipo de organização grupal baseado em regras construídas pelas crianças, visando à aproximação ou separação entre os sexos, em parte similar a experiências de rua presentes na cidade de São Paulo em outras épocas, analisadas por outros autores. Vários aspectos permearam as relações de gênero ali encontradas: a importância da linguagem, a interligação entre cultura lúdica, infância e escola, a gestão dos espaços, as políticas de sexualidade e de vivência corporal. Os resultados apresentam as particularidades de uma cultura infantil e sua produção/reprodução das relações de gênero, e a escola como um espaço contraditório capaz de, se o desejar, compreender as necessidades infantis encontradas e desenvolver ações direcionadas a elas, contribuindo para que a vivência cotidiana inclua a crítica às desigualdades sociais e aos preconceitos em relação às questões de gênero e às demais diferenças. / The goal in this study was to understand the conflict in the gender relations among children from 1st to 4th grades. During school recess time I tried to capture how childrens cultures were generated there and how they related to adult culture. The lack of Brazilian research on the issue led me to privilege the international literature. The problem in this research sprang from my questioning about the mechanisms of interaction and of group organization during school recess time, which seemed to occur under a conflicting relation between boys and girls. Ethnography was employed as an ethical and methodological mediation in a research that was built based on three different approaches: that of psychology, of sociology and of anthropology. The material to be analyzed resulted from field observations and interviews. In the year 2001 I made 28 field records about the school recess time, in which 240 children circulated. At the end of that year I followed 40 classes of 50 minutes each, given to four classes of 3rd and 4th grades; priority was given to gym and art classes due to its privileging of group activities. Fiftyfive of a total of 120 children in the 3rd and 4th grades were interviewed. I established a difference between those conflicts created as a strategy to get closer to another child from those that meant ruptures and oppositions. In order to do so it was necessary to follow them in their contexts, to watch the result of the interaction, to observe the childrens disposition (words, gestures, looks) and try to understand the meaning in all that through its complexity. It was necessary to define the concepts of conflict, aggressiveness, violence and playfulness. In addition, I had to include the concept for gender games in order to make possible an analysis of the playful-conflicting scenes. About such a mode of interaction, I proposed the hypothesis of sociability of the conflict, which is characterized by the distancing between the sexes during those moments of friendliness, and intentional proximity during the situations of conflict. The study followed three lines of action: turbulent activities; invasion episodes; and physical and verbal provocations, including name calling by the boys, and slapping by the girls. A different mode, which I defined as regulation of gender relations, could be observed in the experiences of small clubs, which organized the distancing or the approximation moves between the sexes in a friendly way. The small club was a kind of group organization based on rules made by the children themselves, aiming at the approximation or separation between the sexes, partially similar to episodes that occurred in the streets of the city of São Paulo in other historical periods, as analyzed by other authors. A number of aspects pervaded those gender relations: the importance of language, the interconnection between a culture of playfulness, childhood and school, the management of different spaces, the politics of sexuality and corporal experience. The results show those particularities of an infantile culture and its production/reproduction of gender relations, and the school as a contradictory space in which it is possible to offer understanding towards infantile needs and to develop actions focused on them, thus contributing to make day-to-day life include criticism to social inequalities and to prejudice based on gender issues and other differences.

The objectives of this research are to measure the aquifer properties (S, T, and K) of selected watersheds delineated to the U.S. Geological Survey gauging stations using streamflow recession and baseflow data and to describe the relations among the properties of shallow aquifers and the physical properties of the basins, such as slope, regolith type and thickness, and land use type. Geographic Information System (GIS) techniques are utilized to investigate critical physiographic controls on transmissivity and storage coefficients on a regional basis. Moreover, the effect of evapotranspiration on recession index is illustrated. Finally, a detailed quantitative comparison of results for the Piedmont and the Blue Ridge Physiographic Provinces in southeast of the U.S. is provided. Recession index, annual groundwater recharge, and annual baseflow data were obtained from 44 USGS-gauging stations with drainage areas larger than 2 (mi2) and less than 400 (mi2). These gauging stations are located in Georgia and North Carolina. Analyses of data focused on GIS techniques to estimate watershed parameters such as total stream length, drainage density, groundwater slope, and aquifer half-width. The hydraulic diffusivity, transmissivity, and storage coefficient of watersheds were computed using hydrograph techniques and the Olmsted and Hely, and Rorabaugh mathematical models. Median recession index values for the Blue Ridge and Piedmont Provinces are 87.8 and 74.5 (d/log cycle), respectively. Median areal diffusivity values for the Blue Ridge and Piedmont are 35,000 and 44,200 (ft2/d), respectively. Median basin-specific estimates of transmissivity for basins in the Blue Ridge and Piedmont are 150 and 410 (ft2/d), respectively. The large values of transmissivity obtained for the Piedmont regolith may be attributed to the thick regolith, low values of basin relief, and voids that develop as a result of fracturing, foliation, weathering, and fractured quartz veins in the saprolite. Median basin-specific estimates of storage coefficient for basins in the Blue Ridge and Piedmont are 0.005 and 0.009, respectively. In general, the results from this study reveal great differences in basin-specific hydraulic parameters of the regolith material within the Piedmont compared to that of the Blue Ridge Physiographic Province.

Made available in DSpace on 2014-12-17T15:03:23Z (GMT). No. of bitstreams: 1 RafaelTK.pdf: 4947639 bytes, checksum: b0c9b4c48d718068bc5e78a7565840ba (MD5) Previous issue date: 2009-09-11 / Urban growth of metropolitan areas has produced impacts of considerable importance on environment and water resources. Such impacts are in general associated with human activities, such as basin area uncontrolled development. In this context, Pitimbu river watershed, located at Natal metropolitan area, has been affected by uncontrolled development caused by urban expansion. Indeed, such effects have been reflected on water quantity and quality, which may produce social consequences. Pitimbu river is an important water supplier for human consumption, actually supplying a 2600 m3/h water discharge. This study aims to analyze the qualitative and quantitative aspects of water and sediment on Pitimbu river lowland portion. For this purpose, physical-chemical water properties were analyzed, and sediment macro invertebrates benthonic were monitored in two cross sections in a period between November 8th, 2007 and October 3rd, 2008. Monitoring methodology consisted of water and sediment sampling for laboratory analysis. Water quality analysis included Dissolved Oxygen, Oxygen Biochemical Demand, Nitrate, pH and Alkalinity, Suspended and Total Solids. The analysis of heavy metals in the sediment included Cadmium, Cobalt, Copper, Chrome, Silver and Nickel. Dry season water discharge data were measured and used to adjust recession function parameters, whose values reveal quick recession and strong river-aquifer unconfined interaction. Water quality analysis revealed the absence of degradation by organic composites. However, DO and BOD levels indicate that more consistent results could be provided if sampling time interval were reduced. Biomonitoring showed signs of aquatic ecosystem degradation by the absence of sensitive and abundance of resistant benthic organisms. Obtained results demonstrate the urgent need of effective management measures to provide environmental protection. The increase of environmental degradation will certainly make impracticable the use of water for human consumption / A expans?o urbana das regi?es metropolitanas tem produzido impactos negativos de grande import?ncia no meio ambiente e nos recursos h?dricos. Esses impactos est?o relacionados com as atividades antr?picas na bacia hidrogr?fica, refletidas no descontrole do uso e ocupa??o do solo. Nesse contexto, a Bacia Hidrogr?fica do rio Pitimbu, situada na regi?o metropolitana de Natal, tem sido objeto de ocupa??o desordenada, motivada pela expans?o urbana. Os efeitos dessa ocupa??o tem se refletido na qualidade e quantidade da ?gua desse rio, com conseq??ncias sociais importantes. O rio Pitimbu ? manancial de abastecimento, suprindo atualmente uma vaz?o de 2600 m3/h. Este estudo tem como objetivo analisar aspectos quali-quantitativos da ?gua e do sedimento no baixo curso do rio Pitimbu. Para isso, foram realizadas an?lises f?sico-qu?micas da ?gua e biomonitoramento envolvendo macro-invertebrados bent?nicos em duas se??es transversais no per?odo de 8/11/2007 a 3/10/2008. O monitoramento consistiu na coleta de amostras da ?gua e do sedimento fluvial e posterior analise em laborat?rio. Foram analisados Oxig?nio Dissolvido, Demanda Bioqu?mica de Oxig?nio, Nitrato, pH, Alcalinidade, S?lidos Suspensos e Totais, al?m dos teores de C?dmio, Cobalto, Cobre, Cromo, Prata e N?quel. O monitoramento da descarga l?quida no per?odo seco permitiu o ajuste dos par?metros da fun??o de recess?o, demonstrando recess?o r?pida com forte intera??o rio-aqu?fero n?o confinado. A an?lise da qualidade da ?gua revelou aus?ncia de degrada??o por subst?ncias org?nicas. Apesar disso, os n?veis de OD e DBO indicam que resultados mais conclusivos poderiam ser obtidos se o intervalo entre coletas fosse reduzido. O biomonitoramento revelou sinais de degrada??o do ecossistema aqu?tico pela aus?ncia de bent?nicos sens?veis e abund?ncia de resistentes. Os resultados obtidos demonstram a necessidade de que sejam adotadas medidas eficientes de gerenciamento que resultem na prote??o ambiental na bacia. O aumento do n?vel de degrada??o inviabilizar? o uso da ?gua para consumo humano no futuro

O objetivo deste estudo foi compreender o conflito nas relações de gênero entre crianças das 1as às 4as séries. Em um recreio escolar procurei captar de que modo as culturas infantis eram ali produzidas e como se relacionavam com a cultura adulta. A escassez de pesquisas brasileiras levou-me a privilegiar a literatura internacional. O problema de pesquisa configurou-se da indagação sobre os mecanismos de interação e de organização grupal no recreio, que pareceu-me ocorrer numa forma conflituosa de relacionamento entre meninos e meninas. A etnografia serviu como mediação metodológica e ética na pesquisa construída a partir de diferentes enfoques disciplinares: a psicologia, a sociologia e a antropologia. A observação e as entrevistas resultaram no material de trabalho a ser analisado. No ano de 2001, realizei 28 registros de campo, sobre o recreio em que circulavam 240 crianças. No final desse ano assisti a 40 aulas de 50 minutos, distribuídas pelas quatro turmas de 3as e 4as séries, e priorizei as aulas de educação artística e educação física, por realizarem mais atividades grupais. Entrevistei 55 das 120 crianças das 3as e 4as séries. Estabeleci a diferença entre os conflitos como estratégias de aproximação e os que significavam rupturas e oposições. Para isso, foi preciso observá-los em seus contextos, os resultados produzidos, a disposição das crianças (palavras, gestos, olhares) e, através dessa complexidade, compreender suas significações. Foi necessário definir os conceitos de conflito, de agressividade, de violência e de lúdico, e incluir o conceito de jogos de gênero, para viabilizar a análise das cenas lúdico-conflituosas. Sobre essa forma de interação construí a hipótese de sociabilidade do conflito, caracterizada por distanciamento entre os sexos nos momentos amistosos e aproximação proposital nos momentos conflituosos. Trabalhei sobre três eixos de ações: atividades turbulentas; episódios de invasões; provocações verbais e físicas, aqui incluídos os xingamentos produzidos pelos garotos, e os tapas, pelas garotas. Numa forma diferenciada, que designei como regulamentação das relações de gênero, estavam as experiências dos clubinhos, que organizavam amistosamente o distanciamento ou a aproximação entre os sexos. O clubinho era um tipo de organização grupal baseado em regras construídas pelas crianças, visando à aproximação ou separação entre os sexos, em parte similar a experiências de rua presentes na cidade de São Paulo em outras épocas, analisadas por outros autores. Vários aspectos permearam as relações de gênero ali encontradas: a importância da linguagem, a interligação entre cultura lúdica, infância e escola, a gestão dos espaços, as políticas de sexualidade e de vivência corporal. Os resultados apresentam as particularidades de uma cultura infantil e sua produção/reprodução das relações de gênero, e a escola como um espaço contraditório capaz de, se o desejar, compreender as necessidades infantis encontradas e desenvolver ações direcionadas a elas, contribuindo para que a vivência cotidiana inclua a crítica às desigualdades sociais e aos preconceitos em relação às questões de gênero e às demais diferenças. / The goal in this study was to understand the conflict in the gender relations among children from 1st to 4th grades. During school recess time I tried to capture how childrens cultures were generated there and how they related to adult culture. The lack of Brazilian research on the issue led me to privilege the international literature. The problem in this research sprang from my questioning about the mechanisms of interaction and of group organization during school recess time, which seemed to occur under a conflicting relation between boys and girls. Ethnography was employed as an ethical and methodological mediation in a research that was built based on three different approaches: that of psychology, of sociology and of anthropology. The material to be analyzed resulted from field observations and interviews. In the year 2001 I made 28 field records about the school recess time, in which 240 children circulated. At the end of that year I followed 40 classes of 50 minutes each, given to four classes of 3rd and 4th grades; priority was given to gym and art classes due to its privileging of group activities. Fiftyfive of a total of 120 children in the 3rd and 4th grades were interviewed. I established a difference between those conflicts created as a strategy to get closer to another child from those that meant ruptures and oppositions. In order to do so it was necessary to follow them in their contexts, to watch the result of the interaction, to observe the childrens disposition (words, gestures, looks) and try to understand the meaning in all that through its complexity. It was necessary to define the concepts of conflict, aggressiveness, violence and playfulness. In addition, I had to include the concept for gender games in order to make possible an analysis of the playful-conflicting scenes. About such a mode of interaction, I proposed the hypothesis of sociability of the conflict, which is characterized by the distancing between the sexes during those moments of friendliness, and intentional proximity during the situations of conflict. The study followed three lines of action: turbulent activities; invasion episodes; and physical and verbal provocations, including name calling by the boys, and slapping by the girls. A different mode, which I defined as regulation of gender relations, could be observed in the experiences of small clubs, which organized the distancing or the approximation moves between the sexes in a friendly way. The small club was a kind of group organization based on rules made by the children themselves, aiming at the approximation or separation between the sexes, partially similar to episodes that occurred in the streets of the city of São Paulo in other historical periods, as analyzed by other authors. A number of aspects pervaded those gender relations: the importance of language, the interconnection between a culture of playfulness, childhood and school, the management of different spaces, the politics of sexuality and corporal experience. The results show those particularities of an infantile culture and its production/reproduction of gender relations, and the school as a contradictory space in which it is possible to offer understanding towards infantile needs and to develop actions focused on them, thus contributing to make day-to-day life include criticism to social inequalities and to prejudice based on gender issues and other differences.

My scientific essay is about how I as a recreational activities teacher deals with failure in my profession and how that approach affects the students. I takes its starting point in a self-perceived tale where I act as recess monitor. Suddenly I realize that a colleague and I are the only ones outside during recess with hundreds of students. The students will meet an educator who is unconcerned, stressed and irritable instead of the engaged recess monitor they are used to. I feel like a failure in my mission as a recess monitor and begins to question my professional identity. I try to find someone to blame but realize that the feeling of failure also depends on that I have a hard time accepting my own lack of skills. My questions at issue are, how can a recreational teacher relate to failure in the profession? And, how are the students affected by the pedagogue’s approach to failure? The method I have used is scientific essay form which has given me the opportunity to deepen my reflections connected to literature by philosophers and scientists within the educational area. I also use the governing documents which decides how I should exercise my profession. These are Curriculum for the compulsory school, preschool class and the recreation centre 2011, The General advice for the recreation center and The Education Act. I have based on the reflections investigated how I could have behaved different, how my behavior affected the students and how the recreational teacher is able to develop through failure. I have examined my question at issue in dialogue with theories and reached a conclusion how to work with failure can proceed from the maturity theory, symbolic interactionism, differentiation of self and deontological ethics.

Trots att rasten utgör en stor del av grundskoleelevers skoldag så finns inga tydliga nationella riktlinjer för vad rasten faktisk ska innehålla. Undersökningens syfte var att studera hur skolpersonal anser att organiserade rastaktiviteter i grundskolan kan främja elevers sociala utveckling och fysiska aktivitet. Detta har genomförts med hjälp av en webbenkät i vilken totalt trettio respondenter deltog. Dessa var fördelade på nitton fritidspedagoger, åtta lärare samt två vikarier/annat. Undersökningen har visat att organiserade rastaktiviteter på olika sätt kan främja social utveckling och fysik aktivitet. Den sociala utvecklingen främst genom gemenskap, vuxennärvaro och demokratiskt förhållningsätt. Den fysiska aktiviteten främst genom rörelseglädje, varierande aktivitetsutbud samt frivilligt deltagande. / Despite the fact that recess is a substantial part of childrens’ day in elementary school, there are no national guidelines regarding recess or what it should contain. The aim of the study was to examine educators’ views on how organized activities during recess can further social development and physical activity among schoolchildren. A web survey was used and a total of thirty respondents participated. The study indicated that organized activities during recess can further social development and physical activity in numerous ways. The social development mainly through kinship, adult presence and democratic approach. The physical activity mainly through joy of movement, a varied range of activities and voluntary participation.