Cette thèse travaille sur l'agir collectif des encadrantes de la petite enfance dans les établissements d'accueil collectif du jeune enfant. Elle élabore une intelligibilité du processus du "travailler ensemble, à partir des conditions du surgissement et de sa mise en visibilité. L'enjeu de notre recherche est d'établir un dialogue entre l'éducation et le travail questionnant la créativité du travail collectif par le jeu des Sciences de l’Éducation et des concepts de l'approche ergologique et de la psychodynamique du travail. L'accent est mis sur la création de nouvelles manières de faire en situation d'activités festives. A partir de questionnaires et d'entretiens, il a été montré que lors de ces activités, les encadrantes nouent des liens de coopération avec l'équipe et avec d'autres acteurs. Dans ces moments-là, les nouvelles manières deviennent visibles et se traduisent entre autre, par un changement de regard sur l'autorité. Ces encadrantes reçoivent divers signes de reconnaissance. La convocation du concept d'"entité collective relativement pertinente" nous permet de mieux appréhender le passage de l'équipe à des collectifs à géométrie variable. Cette recherche met l'accent sur le rôle joué par l'encadrement intermédiaire et questionne la construction d'une nouvelle identité professionnelle qui pourrait être celle d'"accueillante éducative". / This thesis works on collective action framing early chilldhood in institutions care of young children.It develops an intelligible process of "working together", from the conditions of the emergence and development of its visibility.The aim of our research is to establish a dialogue between educatin and workby questioning the creativity of the collective work by the play of Educational Sciences and concepts of the approach ergologic and the psychodynamics of work.The emphasis is on creating new ways of doing in a situation of festive activities.From questionnaires and interwiews, it was shown that during these activities, flanking establish ties of cooperation with the team and with other actors.in these times, new ways to besome visible and result in another, for a change of outlook on authority.These boxes are various signs of recognition.The convening of the concept of "collective entity relatively relevant" allows us to better understand the transition team to collective variable geometry.This research focuses on the role played by middle management and questions the construction of a new professional identity to be that of "welcoming educational".

This dissertation examines the potential congruencies and complementarities of Waldorf education, Culturally Relevant Pedagogy (CRP), Culturally Responsive Schooling (CRS), Critical Pedagogy and Native American and Indigenous education. Waldorf education, a German education reform developed in the early 1920s, is a little researched schooling system, and previous research on this reform has examined its impacts within its traditional contexts, namely, private schools. At the same time, significant literature exists which addresses the importance and efficacy of reforms for students of color such as those in CRP, CRS and Critical Pedagogy. There is also a body of work which points to key pedagogical components which support Native American/Indigenous students in school. This dissertation examines the interplay between all three of these complex systems by examining attempts to integrate them in the classroom. By examining Waldorf education initiatives in three distinct contexts, I demonstrate that these reforms can work in concert without diminishing the efficacy of any of them. I explore three distinct contexts of Waldorf education. The first examined the impacts of Waldorf education on students who participated in the reform in a private Waldorf school, who transitioned to more traditional, mainstream classes. I conducted participant-observation of a local Waldorf school and in-depth interviews with 14 alumni to explore the impact of this reform. In the second context, I examined how students responded to the use of Waldorf-inspired methods in a community college course I taught, and I investigated their experiences of the reform. Seven students who participated were interviewed in order to investigate the impact of these reforms on their experience as college students. These interviews were complemented by teacher-research I conducted while teaching this Waldorf-inspired course. Finally, I explored the potential of Waldorf education as a reform for Native American students, examining my own incorporation of this reform with other pedagogical tools, such as CRP, CRS, and other forms of critical pedagogy. Included in this section of research are my reflections on a course I instructed with Waldorf-inspired reforms. I also explored various accounts of Waldorf-education reforms by tribal communities, like the Lakota Waldorf School in South Dakota. Several findings from the research conducted here are encouraging. Students from Waldorf school environments demonstrate critical skills and critique schooling environments, invoking stances familiar to critical pedagogues. Students from a Waldorf-inspired community college course were also critical of the typical schooling experiences they had encountered, and spoke of the enriching feeling in their Waldorf-inspired course. Investigation into the philosophical tenets of Waldorf education and Native American/Indigenous epistemologies shows several examples of overlap and similarity, the most striking being elements of spiritual belief and practice as foundational to Native American/Indigenous well-being, and the ability of Waldorf education to address this. While these fields may appear unrelated, this study explores the praxis of these seemingly disparate bodies of work, by examining their similarities and differences. Ultimately, I argue that these reforms can work in concert to support the academic success of culturally and linguistically diverse students and Native American/Indigenous students in particular. The research in these three contexts demonstrates need for further investigation into Waldorf education and its potential to support students of all backgrounds.

In this licentiate thesis, I present detailed case studies of students as they make use of simulated digital learning environments to engage with physics phenomena. In doing so, I reveal the moment-to-moment minutiae of physics students’ open-ended inquiry in the presence of two digital tools, namely the sandbox software Algodoo and the PhET simulation My Solar System (both running on an interactive whiteboard). As this is a topic which has yet to receive significant attention in the physics education research community, I employ an interpretivist, case-oriented methodology to illustrate, build, and refine several theoretical perspectives. Notably, I combine the notion of semi-formalisms with the notion of Newtonian modeling, I illustrate how Algodoo can be seen to function as a Papertian microworld, I meaningfully combine the theoretical perspectives of social semiotics and embodied cognition into a single analytic lens, and I reveal the need for a more nuanced taxonomy of students’ embodiment during physics learning activities. Each of the case studies presented in this thesis makes use of conversation analysis in a fine-grained examination of video-recorded, small-group student interactions. Of particular importance to this process is my attention to students’ non-verbal communication via gestures, gaze, body position, haptic-touch, and interactions with the environment. In this way, I bring into focus the multimodally-rich, often informal interactions of students as they deal with physics content. I make visible the ways in which the students (1) make the conceptual connection between the physical world and the formal/mathematical domain of disciplinary physics, (2) make informal and creative use of mathematical representations, and (3) incorporate their bodies to mechanistically reason about physical phenomena. Across each of the cases presented in this thesis, I show how, while using open-ended software on an interactive whiteboard, students can communicate and reason about physics phenomena in unexpectedly fruitful ways.

This paper analyzes regulation of abuse of dominant position under the law of the European Union and under the Czech law. Both the European and Czech competition laws are not only very similar, as the Czech Act on Protection of Competition is inspired by the European competition law, but after the so called modernization of the European competition law, including the decentralization of its enforcement, the Czech authorities are entitled (and obliged at the same time) to apply the European competition law. Given the special relation between the two legal orders, this paper does not attempt to compare the two, but rather to analyze them it their mutual relation, which is the basic view for the submitted analysis. Firstly, a basic introduction to the problems of competition economics is presented, including characteristics of the basic functions and principles thereof. An explanation of the economic background and different models of competition follows, particularly of those important for understanding the specifics of dominant undertakings' behaviour and motivation. Models of monopoly, oligopoly and monopolistic competition are briefly described in opposition to the model of perfect competition and also some other important approaches to this issue are addressed, including the basic views of the...

O Sistema Agroindustrial do Leite (SAG) foi alvo de mudanças institucionais importantes nos últimos anos. Dentre essas mudanças podemos ressaltar a IN51 em 2002 e que mais tarde foi substituída pela IN 62 no ano de 2012. O objetivo da normativa foi de criar parâmetros técnicos de produção, identidade e qualidade do leite tipo A, de regular tecnicamente a identidade e qualidade do leite cru refrigerado, pasteurizado e regular tecnicamente a coleta de leite cru refrigerado e seu transporte a granel. Esse estudo pretende discutir: Quais os impactos das mudanças institucionais nas relações entre produtores rurais e laticínios no SAG do leite no Brasil? Foram utilizados como referênciais três correntes teóricas que se integram entre si. A primeira abordagem, a Nova Economia Institucional (NEI), na vertente macro, analisa o papel das instituições sobre o desempenho econômico tendo como precursor o laureado Nobel Douglass North. Para North (1990), a instituições são as regras do jogo de uma sociedade, enquanto os jogadores são as organizações. As instituições definem os incentivos aos agentes econômicos estabelecendo as condições em que as atividades empresariais possam florescer. Ou seja, as instituições importam para definir o ambiente de negócios. A segunda abordagem, a Organização Industrial (OI) fornece instrumentos para analisar os determinantes da estrutura de mercado, tais como ganhos de escala e escopo ou outros condicionantes de criação de barreiras à entrada. A terceira, a Economia dos Custos de Transação (ECT), permite analisar as escolhas estratégicas a partir dos condicionantes institucionais e de mercado, assim como fornece suporte para responder a questão de pesquisa, qual seja: entender a lógica econômica das mudanças nas estruturas de governança decorrentes das novas regulamentações que afetam o SAG do leite. Com base nas abordagens teóricas foram desenvolvidas duas preposição concorrentes, sobre o impacto na relação entre produtores e processadores. A primeira sob a ótica da ECT propôs que a regulamentação leva à queda da especificidade dos ativos (temporal e locacional) e, portanto relações mais tênues entre os produtores rurais e laticínios deveriam emergir. A segunda propôs o oposto, que a IN leva ao aumento do mercado relevante e, sob a ótica da OI, cresce a necessidade de estratégias dos laticínios de relações mais próximas com o produtor (fidelização). Nas regiões produtoras de leite estudadas (Ponte Nova-Minas Gerais e Castro - Paraná) constatou-se aumento de estratégias de fidelização, com contratos formais de pagamento por qualidade e assistência técnica. / The Milk Agribusiness System (MAS) has been subject of important institutional changes in the past few years. Among these changes, we highlight the IN51 as of 2002, that was later replaced by IN 62 as of 2012. The objective of these change was that of creating normative technical parameters for the production, identity and quality of the A type milk, of technically regulating the identity and quality of refrigerated pasteurized and raw milk, and that of technically regulating the collection of refrigerated raw milk and its transportation in bulk. This study aims to discuss: What are the impacts of institutional changes in the relationship between dairy farmers and dairy regulators in the MAS in Brazil? We have used as benchmark three theoretical approaches that integrate together. The first approach, the New Institutional Economics (NIE), in its macro view, examines the role of institutions on economic performance, having as a precursor the Nobel laureate Douglass North. According to North (1990), institutions are the rules of a society, while the players are the organizations. Institutions define the incentives given to economic agents, by establishing the conditions in which business activities can flourish. This means that institutions matter to define the business environment. The second approach, the Industrial Organization (IO), provides tools to analyze the determinants of market structure, such as economies of scale and scope or other constraints; to create entry barriers. The third, Transaction Cost Economics (TCE) allows for the analysis of strategic choices out of the institutional and market constraints, as well as provides support to answer the research question, which is: understanding the economic logic of the governance shifts arising from the new regulations affecting the MAS. Based on these theoretical approaches, two competing hypotheses about the impact on the relationship between producers and processors have been developed. The first, in the perspective of TCE, proposed that regulation leads to lower asset specificity (temporal and locational) and therefore, more tenuous relations between farmers and dairy producers should emerge. The second proposed the opposite, that IO leads to an increase in the relevant market and, from the perspective of IO, a growth in the need for forthcoming strategies between processors and producers (loyalty relationship). In the milk-producing regions studied (Ponte Nova Minas Gerais and Castro - Paraná) we have found and increase in loyalty strategies, with formal contracts of payment in exchange for quality and service.

O marco inicial da proposta de estudo é o Protocolo de Defesa da Concorrência no Mercosul Protocolo de Fortaleza, de 17/12/1996, que apesar de ter sido ratificado por alguns Estados-Parte do Mercosul, e no Brasil tendo sido ratificado por meio do Decreto nº 3.602, de 18/9/2000, pouquíssimo avanço foi identificado em muitos anos de vigência, seja por divergências políticas, seja por dificuldades de implantação, e ainda, por questões de conjuntura, em função de crises econômicas mundiais. A busca por formas de equilíbrio nas relações econômicas ao redor do globo, e seus impactos regionais na América Latina, é constante nos fóruns e organizações internacionais, inclusive envolvendo a repressão ao abuso do poder econômico e a defesa da concorrência, considerando esta um elemento importante para o desenvolvimento dos países da região. O estudo verificou a importância para análises que envolvem temas concorrenciais, por ser efetivamente a sua base e o ponto de partida, a questão da delimitação do mercado relevante. A pesquisa tratou de verificar a centralidade do tema na análise antitruste e a relevância do debate do direito da concorrência para a integração regional, focando especificamente o Mercosul e sua forma de regulação. A integração regional é um processo importante em face das desigualdades mundiais, e pode contribuir para uma melhor eficiência de negociações multilaterais em escala mundial, tornando, assim, útil e necessário o controle internacional do comércio, de forma a buscar o equilíbrio nas relações econômicas com o auxílio da defesa da concorrência. A relevância do tema é destacada pela transposição de fronteiras pelas atividades empresariais, levando também ao transbordamento dos limites de atuação dos órgãos nacionais competentes. Isto coloca a análise antitruste em interessante perspectiva, pois no âmbito nacional, a legislação e a atuação dos agentes está restrita às fronteiras dos países, mas na esfera de atuação do bloco econômico regional, a aplicação desta base normativa em função da extraterritorialidade pode e é muitas vezes questionada, no caso de ausência de regulação específica e/ou norma que autorize a cooperação internacional, advinda de uma instituição supranacional, não obstante a hipótese de reconhecimento e aplicação das normas editadas pelo Mercosul como sendo de Direito Comunitário. Assim, pretende-se demonstrar a importância do tema da regulação em matéria antitruste, focando a questão da definição do mercado relevante, especialmente em um bloco econômico regional como o Mercosul. / The initial mark of the proposed study here is Protocolo de Defesa da Concorrência no Mercosul Protocolo de Fortaleza (\"Competitor\'s Defense Protocol in Mercosul-Protocol of Fortaleza), as of Dec 17th, 1996, that despite being ratified by some States in Mercosul, and being validated in Brazil through Decret number 3.602 as of Sep 18th, 2000, very small advance has been identified in many years, for political reasons or difficulties in implementation, or also, for combination of factors of global economic crisis reasons. The search for a balance in economic relations around the Globe, and its regional impacts in Latin America, is common in foruns and international organizations, inclusively with repression to economic power abuse and the defense of the competition, considering this, an important element for the development of the region. In our study, we verify the importance for analysis involving competitors, because it is a starting point, the question of the relevant market limits. The search has verified how central this theme is in the anti-trust analysis and relevance of the debate about rights in competition for regional integration, focusing on Mercosul and its form of regulation. The regional integration is an important process in face of the global economic differences, and may contribute to a better efficiency of multilateral negotiation in global scale, becoming useful and necessary the international business control, in order to balance economic relations with competitors support. The relevance of the theme is revealed through frontiers transposition and business activities, leading to trespassing limits of international regulators. This statement puts the antitrust analysis in perspective, since national wide, the legislation and the agents reaction is restricted to the frontiers of the country, but on the sphere of the regional economic group, this legislation outside the territory may be and it is indeed usually, questioned, in case of the lack of specific regulation or norm, authorizing international cooperation from supra national institution, not disconsidering the hypothesis of recognition and application of norms edited by Mercosul as Common Law. This way, we intend to demonstrate the importance of the regulation theme in the anti trust scenario, focusing the question of a relevant market definition, specially in a regional economic group such as Mercosul.

Disproportionality in special education has been examined from various perspectives over a 50-year period. English Language Learner (ELL) students have been included in the discussion among researchers in the past two decades as a disproportionate number of ELL students are referred to special education. Though the problem of disproportionality has been acknowledged, documented and discussed over a period of decades, there is a lack of research from the voices of special educators. The purpose of this study was to describe special education teachers' experiences teaching students currently or previously enrolled in an English language learner program who are receiving special education services. This study explored teachers' views of what supports, resources and strategies contribute to student success and their views of the eligibility determination and referral process. In order to address this gap in the literature, an exploratory descriptive qualitative study was conducted by interviewing special educators. The results indicate the participants lacked support in all areas examined including professional development, resources, instructional strategies and the referral and assessment process. This study indicates structural inequity, a systematic bias in the form of a patterned and differential distribution of resources, contributing to limited opportunities for students who are English language learners who are receiving special education. Implications of the study to address structural inequity include the use of culturally responsive pre-referral strategies and knowledge of the acculturation process when considering the needs of an ELL student who is struggling academically and incorporating culturally responsive teaching methods in both general and special education.

<p>The role of attention and perceptual resources were studied in a one-back task and a letter-search task, both using the same stimuli. In the letter task, pictures were used as task-irrelevant and distracting emotional stimuli. The emotional processing of the pictures was measured through the Late Positive Potential (LPP), an event-related potential (ERP) recorded with EEG. LPP activity was significantly greater to emotional than neutral stimuli during the one-back task; this shows that emotional stimuli were processed during an easy task (low load). However, LPP activity dropped for all stimuli during the difficult perceptual task (high load). Selective processes of attention are discussed, in relation to Load Theory and the ability to ignore task-irrelevant, but emotionally significant, stimuli.</p>

Since available phosphate (Pi) resources in soil are limited, symbiotic interactions between plant roots and arbuscular mycorrhizal (AM) fungi are a widespread strategy to improve plant phosphate nutrition. The repression of AM symbiosis by a high plant Pi-status indicates a link between Pi homeostasis signalling and AM symbiosis development. This assumption is supported by the systemic induction of several microRNA399 (miR399) primary transcripts in shoots and a simultaneous accumulation of mature miR399 in roots of mycorrhizal plants. However, the physiological role of this miR399 expression pattern is still elusive and offers the question whether other miRNAs are also involved in AM symbiosis. Therefore, a deep sequencing approach was applied to investigate miRNA-mediated posttranscriptional gene regulation in M. truncatula mycorrhizal roots. Degradome analysis revealed that 185 transcripts were cleaved by miRNAs, of which the majority encoded transcription factors and disease resistance genes, suggesting a tight control of transcriptional reprogramming and a downregulation of defence responses by several miRNAs in mycorrhizal roots. Interestingly, 45 of the miRNA-cleaved transcripts showed a significant differentially regulated between mycorrhizal and non-mycorrhizal roots. In addition, key components of the Pi homeostasis signalling pathway were analyzed concerning their expression during AM symbiosis development. MtPhr1 overexpression and time course expression data suggested a strong interrelation between the components of the PHR1-miR399-PHO2 signalling pathway and AM symbiosis, predominantly during later stages of symbiosis. In situ hybridizations confirmed accumulation of mature miR399 in the phloem and in arbuscule-containing cortex cells of mycorrhizal roots. Moreover, a novel target of the miR399 family, named as MtPt8, was identified by the above mentioned degradome analysis. MtPt8 encodes a Pi-transporter exclusively transcribed in mycorrhizal roots and its promoter activity was restricted to arbuscule-containing cells. At a low Pi-status, MtPt8 transcript abundance inversely correlated with a mature miR399 expression pattern. Increased MtPt8 transcript levels were accompanied by elevated symbiotic Pi-uptake efficiency, indicating its impact on balancing plant and fungal Pi-acquisition. In conclusion, this study provides evidence for a direct link of the regulatory mechanisms of plant Pi-homeostasis and AM symbiosis at a cell-specific level. The results of this study, especially the interaction of miR399 and MtPt8 provide a fundamental step for future studies of plant-microbe-interactions with regard to agricultural and ecological aspects. / Phosphat ist ein essentieller Bestandteil der pflanzlichen Ernährung und ein Mangel führt zu schwerwiegenden Folgen für Wachstum, Entwicklung und Reproduktion der Pflanze. Eine der wichtigsten Strategien, um einen Mangel an löslichem Phosphat im Boden auszugleichen, ist die arbuskuläre Mykorrhiza, einer Wurzelsymbiose zwischen Pflanzen und im Boden lebenden Mykorrhizapilzen. Die Symbiose dient dem gegenseitigen Nährstoffaustausch, der über bäumchenartige Strukturen in Wurzelzellen, den Arbuskeln, realisiert wird. Über ein weit reichendes Netzwerk im Boden verbessert der Pilz die Phosphatversorgung der Pflanzen, wohingegen die Pflanze photosynthetisch erzeugte Zucker zur Verfügung stellt. Ein erhöhter Phosphatgehalt in der Pflanze führt zur Unterdrückung der Symbiose. Da weitestgehend unbekannt ist, wie genau Pflanzen diese Einschränkung der Symbiose regulieren, kann die Erforschung dieses Zusammenhangs einen wichtigen Beitrag für Agrarwirtschaft und Umweltschutz leisten. Im Rahmen dieser Arbeit konnte durch die Entdeckung eines neuen, bisher unbekannten Zielgens aufgezeigt werden, dass die für den Ausgleich des pflanzlichen Phosphathaushalts wichtige Mikro-RNA (miR) 399 auch in der Regulation der arbuskulären Mykorrhizasymbiose von besonderer Bedeutung ist. MiRNAs regulieren die Aktivität von Zielgenen indem sie die jeweiligen Transkripte durch Bindung für den Abbau markieren. In kolonisierten Wurzeln, insbesondere in arbuskelhaltigen Wurzelzellen, konnte eine erhöhte Anhäufung der miR399 beobachtet werden. Durch das Verfahren der Hochdurchsatz-Sequenzierung des Wurzeldegradoms, bei dem alle abgebauten Transkripte analysiert werden, konnte das neue Zielgen der miR399 Familie, MtPT8, identifiziert werden. Dieses codiert für einen Phosphat-Transporter, der diesen Studien zufolge ausschließlich in mykorrhizierten Wurzeln vorkommt und dessen Transkription auf arbuskelhaltige Zellen beschränkt ist. Mit der Identifizierung dieses neuen Zielgens konnte erstmals der Beweis für die direkte Verbindung der pflanzlichen Phosphathomöostase durch miR399 und der arbuskulären Mykorrhizasymbiose gezeigt werden. Die Untersuchung der physiologischen Funktion dieses mykorrhizaspezifischen Phosphat-Transporters bietet die Möglichkeit, die Zusammenhänge der phosphatabhängigen Regulation der Symbiose aufzuklären und weit reichende Einblicke in die Regulationsmechanismen während der Pflanze-Pilz-Interaktion zu erhalten.

This thesis explores how three international volunteers taught in rural Indigenous communities in Ecuador. It positions this exploration in the complexities and dilemmas of International aid education (IAE) projects and cross-cultural volunteer teaching. The study uses literature on anti-colonial theories, Indigenous knowledges and culturally relevant teaching (CRT) as a conceptual framework to understanding IVTs perceptions of and approaches towards cross-cultural teaching and its relationship with Indigenous students’ lived experiences. Onsite observations and interviews with international volunteer teachers’ (IVTs) and discussions with local teachers and volunteer program director are used in a cross-comparative analysis, which examines how their teaching was sensitive to and reflective of these Indigenous peoples’ ways of knowing and learning. The findings show that the three IVTs varied greatly in their understanding and enactment of CRT. The thesis concludes by exploring the implications of IAE and sets out recommendations for creating more culturally relevant education for Indigenous students.