[pt] A presente pesquisa buscou compreender os sentidos sociais destes gastos extra-mensalidade na comunidade escolar, investigando também a existência ou não de estratégias para contornar possíveis situações de exclusão. Como referencial teórico principal recorremos ao conceito de special monies, de Zelizer; conceitos de Bourdieu, Lahire e Lareau também inspiram o trabalho. A opção metodológica foi por uma pesquisa de cunho qualitativo, ancorada em dois instrumentos: observação e entrevistas. O campo foi realizado em uma escola da zona oeste do Rio de Janeiro em 18 visitas de observação participante, focadas no primeiro segmento do Ensino Fundamental. Em seguida, foram realizadas entrevistas semiabertas com profissionais da escola e com famílias de crianças matriculadas no segmento em questão, de diferentes colégios. Foi possível perceber, na escola observada, a construção de hierarquias sociais baseadas em uma percepção pessoal do engajamento alheio. Nesse contexto, a disposição a realizar investimentos financeiros é lida como uma expressão do investimento emocional, tanto dos pais quanto das professoras. Os resultados apontam para a existência de um discurso generalizante que resulta em invisibilização das ausências de alunos que poderiam ser motivadas por impossibilidades financeiras e para o estabelecimento de um contrato implícito por parte da escola, que compreende que a opção por uma escola privada é, em última instância, a opção por uma educação privada. Assim, as mensalidades representariam apenas o valor mínimo mensal a ser investido, e gastos extras seriam, na verdade, previstos. Já por parte dos pais, o dinheiro destinado à educação de fato aparece como um special money, um valor que justifica esforços, e os dados indicam que os gastos mais incômodos seriam aqueles não respaldados por justificativas pedagógicas. / [en] This study seeks to understand the social meanings of expenses beyond tuition in the scholastic community, investigating the existence of strategies to address potentially exclusionary situations. Its main theoretical framework is Zelizer s concept of special monies; the analysis also draws inspiration from the ideas of Bourdieu, Lahire, and Laureau. The chosen methodology entailed a qualitative study anchored by two tools – observation and interviews – employed at a school in Rio de Janeiro s West Zone over the course of 18 visits as a participating observer, focused on elementary school. This stage was followed by semi-open interviews with school employees and the families of elementary schoolers from multiple schools. On-site observations revealed the construction of social hierarchies based on a personal perception of others engagement. For parents as well as teachers, willingness to make financial investments was read as an expression of emotional investment. Results indicate the existence of a broad discourse promoting the invisibility of potentially financially-motivated student absences and the establishment of an implicit contract on the part of the school, wherein opting to attend a private school ultimately means opting for a private education. Here, tuition is merely the minimum investment; additional expenses are in fact anticipated. For parents, funds spent on education emerge as a sort of special money that justifies extra sacrifices, and findings indicate that the most burdensome expenses are those without pedagogical justifications.

This descriptive survey study investigated the value of faculty practice among Commission of Collegiate Nurse Education (CCNE) Accredited Nursing Schools. The sample included all CCNE accredited schools that offered a Masters degree. Subjects from the 66 schools in the sample the dean and three Nurse Practitioner faculty who are teaching a clinical course. Response rate was 51% for the deans and 35% for the faculty. The opinions of deans were compared to the opinions of faculty on the views of faculty practice as research and the incorporation of faculty practice in the tenure and merit review system. The results showed faculty and deans differed on the value of faculty practice as research. However, only 6.5 % of statistically significance difference was contributable to whether the response was from a dean of a faculty. There was no significant difference to the inclusion of faculty practice in the tenure and merit review system. Boyer's expanded definition of research was used as a theoretical background. Deans viewed faculty practice more important as compared to the traditional faculty expectation of research than faculty did. The operational definition of faculty practice was that it required scholarly outcomes from the practice. Deans were more willing than faculty to acknowledge there were scholarly measurable outcomes to evaluate faculty practice than faculty were. The greatest difference in opinion of outcomes was the deans were more willing to accept clinically focused articles as an outcome than faculty were. Faculty were asked how the money from faculty practice was distributed. Faculty overwhelmingly reported that money generated from faculty practice most often goes to the individual faculty member. Suggested areas for future research involve investigation of the role of tenure committees in tenure decisions relating to research and faculty practice.

Der Hauptzweck dieser Diplomarbeit ist diejenigen Teilthemen zu behandeln, die im Zusammenhang mit der Rekodifikation des Privatrechts aktuell geworden sind oder zu denen tschechische Lehre Meinungen vertritt, die aus der komparatistischen Ansicht diskutabel sein können. Die Arbeit besteht aus fünf Teilen. Im Einleitungsteil wird der Charakter des Eigentumsvorbehalts beschrieben, insbesondere die Tatsache, dass sich dieses Institut nicht unter die Sicherungsinstrumente rechnen lässt, wie in der tschechischen Lehre häufig gemacht wird. Das zweite Kapitel befasst sich mit den Wirkungen des Eigentumsvorbehalts gegenüber Drittpersonen und Gläubigern des Käufers. Bezüglich der Häufigkeit der Vereinbarung des Eigentumsvorbehalts im Geschäftsverkehr sind besondere Anforderungen an die Gutgläubigkeit der Erwerber der Gegenstände zu stellen, die oft den Gegenstand des Eigentumsvorbehalts bilden. In der Arbeit wird begründet, warum die Unternehmen anzunehmen haben, dass der verlängerte Eigentumsvorbehalt zu vielen Gegenständen vereinbart wird. Was die Wirkungen gegenüber den Gläubigern des Käufers betrifft, komme ich im Einklang mit der italienischen Regelung zum Schluss, dass sich der Verkäufer auf den Eigentumsvorbehalt auch dann berufen kann, wenn die im §2134 des Zivilgesetzbuches vorgeschriebene Form nicht...