Doctor of Philosophy / Diagnostic Medicine/Pathobiology / Raymond R. R. Rowland / Emerging viral diseases cause significant and widespread economic losses to U.S. swine production. Over the last 25 years, porcine reproductive and respiratory syndrome virus (PRRSV), porcine circovirus type 2 (PCV2) and porcine epidemic diarrhea virus (PEDV) have emerged or re-emerged, costing the industry billions through increased mortality and clinical or subclinical reductions in growth. Nursery pigs are greatly affected by these viruses due to high susceptibility to primary and secondary infections after weaning. However, clinical disease occurs in only a subpopulation of infected pigs and can vary drastically from sudden death to poor growth performance. This thesis documents a series of 4 studies where nursery pigs were challenged with either PRRSV/PCV2 or PEDV; the associations between clinical outcome and several factors affecting viral pathogenesis were investigated. In the first study, the administration of PRRS modified live virus vaccine prior to co-challenge with PRRSV/PCV2 was shown to protect against PRRS but enhance PCV2 replication and pathogenesis. This study provides insight into the role that PRRS vaccination has in both the control and potentiation of clinical disease. In the second study, microbial populations were compared between pigs with the best and worst clinical outcome following PRRSV/PCV2 co-infection. Increased fecal microbiome diversity was associated with improved clinical outcome; however, worst clinical outcome pigs had prolonged and greater virus replication, highlighting the host response to viral challenge as a primary determinant of clinical outcome. In the third study, 13 clinical phenotypes were compiled for >450 pigs after PRRSV/PCV2 co-infection. Duration of dyspnea and the presence of muscle wasting had the strongest associations with reduced weight gain. This study highlights the opportunity to improve animal welfare and production through improvements in clinical health. In the fourth study, clinical disease was mild to moderate and occurred within the first week after pigs were challenged with PEDV. However, PEDV was detected weeks after clinical disease had resolved and may implicate nursery pigs as an important source of viral carriage and transmission. Overall, the goal of this thesis was to develop models for understanding the impact of emerging and re-emerging viruses to improve recognition and control of disease.

Pode a direção de uma escola de Educação Infantil criar um espaço de escuta psicanalítica com a equipe pedagógica, visando desconstruir as visões estereotipadas de criança-problema de modo que cada criança possa ser considerada como um sujeito, ou seja, um enigma que nunca chega a ser solucionado? Essa é a questão que guia este trabalho. Afinal, que criança é essa? Esta pesquisa busca problematizar as diferentes concepções de infância e de educação escolar, explicitando como a criança vem sendo continuamente considerada pela Pedagogia, desde a implantação da educação infantil no mundo ocidental e no Brasil, como um ser natural, biológico ou social passível de ser entendido e conhecido integralmente, com auxílio de outras disciplinas como a Medicina e a Psicologia. Por outro lado, a Psicanálise explicita que, no encontro entre adulto e criança, há uma rachadura por onde se revela o impossível de saber, de controlar, de educar. O mal-estar gerado nesse (des)encontro, principalmente quando se tratam de crianças que não se encaixam nos moldes ideais, vem gerando diversas metodologias e iniciativas educacionais. Algumas reflexões sobre Psicanálise e Educação são retomadas, passando pelos principais psicanalistas que se dedicaram de alguma forma a questões da infância, com especial foco nas práticas de educação psicanaliticamente orientadas. A Psicanálise no Brasil é revista em sua trajetória, com forte influência no campo da Educação, inicialmente com abordagem higienista e culminando com questionamentos da atualidade. As estruturas discursivas lacanianas e os registros simbólico, imaginário e real são conceitos fundamentais para essa leitura de Psicanálise e Educação. A origem da concepção de criança-problema está situada no centro dos primeiros efeitos da Psicanálise na educação brasileira e se desdobra em nomenclaturas e classificações variadas, que atuam mais na segregação e na exclusão das crianças do que em seu processo de inclusão. Como a criança que apresenta problemas na sua escolarização é tomada pelo adulto educador é o principal elemento da discussão sobre a Educação Inclusiva, que analisa desde o próprio conceito de inclusão, o cenário brasileiro e algumas questões específicas da inclusão na Educação Infantil. Nessa perspectiva, a dissertação se direciona para a figura do professor e apresenta algumas possibilidades de formação continuada ou supervisão, como laboratórios de conversação e reuniões de suporte à inclusão, que podem ajudar a pensar nos encaminhamentos e escolhas da direção de uma escola. A experiência profissional desta pesquisadora é trazida em cena para interrogar os efeitos da Psicanálise na gestão escolar e na própria metodologia da pesquisa, além da descrição e análise de uma prática realizada em reuniões de professores para discussão de caso. Nesse modelo de reunião, os professores podem falar livremente, já que não há a intenção de se chegar a um entendimento, um esclarecimento e/ou a prescrições práticas, mas sim a uma implicação subjetiva a partir dos furos do saber. O objetivo é refletir se esse espaço de não-saber pode ser sustentado por uma escuta psicanalítica, mesmo por intermédio da figura da direção, agenciadora do discurso do Mestre. Dado o caráter desta dissertação, não há como apresentar conclusões fechadas, mas sim, abrir caminhos para práticas em educação que sigam em direção a uma ética do sujeito, considerando educadores e crianças como seres de linguagem, irremediavelmente incompletos e com uma face enigmática irredutível a qualquer rótulo diagnóstico. / Is it possible for the board of a nursery school/preschool to adopt psychoanalytic listening with the pedagogical team, aiming at deconstructing the stereotyped views of the problem child in such a way that each child may be considered as a subject, i.e. a puzzle that never gets to be solved? That\'s the question that guides this essay. After all, what child is that? This research tries to analyze the different concepts of childhood and school education, showing how children have been continuously considered by Pedagogy, since the implementation of nursery school and preschool education in the Western world and in Brazil, as a natural, biological or social being which may be fully understood and known with the help of other disciplines, such as Medicine and Psychology. On the other hand, Psychoanalysis shows that, when the child and the adult meet, there\'s a gap through which is revealed the impossibility of knowing, controlling, educating. The discomfort created in this (mis)match, especially when we are dealing with children that do not fit the ideal standards, has generated several methodologies and educational initiatives. Some reflections on Psychoanalysis and Education are made, with special emphasis on the practices of psychoanalytical oriented education and references to the major psychoanalysts who dedicated themselves somehow to childhood issues. The evolution of Psychoanalysis in Brazil is reviewed, considering its strong influence in Education, at first with a Hygienist approach, and concluding with present issues. The Lacanian discursive structures and the Symbolic, Imaginary and Real registers are fundamental concepts for this view on Psychoanalysis and Education. The origin of the concept of a problem child is situated in the heart of the first effects of Psychoanalysis in Brazilian Education and unfolds in several naming and classification systems, which act more towards segregation and exclusion of the kids than for their inclusion. How the child that shows problems in their schooling process is considered by their adult educator is the key element in the discussion about inclusive education, which analyzes the concept of inclusion itself, the Brazilian scenario and some specific issues concerning inclusion in nursery schools/preschool education. From this point of view, the essay discusses the teacher figure and presents some possibilities for continued training or supervision, such as conversation labs and meetings to support inclusion, which can help to think about the choices and decisions made by the school board. The researchers professional experience is called upon to question the effects of Psychoanalysis in school management and in the research method itself, besides describing and analyzing a practice carried out in teachers meetings for case studies. In this kind of meeting, teachers can speak openly, since there\'s no intention to reach understanding, clarification and/or practical prescriptions, but rather subjective implications from the holes in knowledge. The aim is to ponder whether this notknowing space can be sustained by psychoanalytic listening, even if carried out by the board, representing the Masters discourse. Due to the characteristics of this essay, it is not possible to present firm conclusions, but rather to open paths for education practices that follow towards the ethics of the subject, considering educators and children as language beings, hopelessly incomplete and with an enigmatic face that cannot be reduced to any diagnostic label.

Submitted by DARIANE PRISCILA FRANCO DE OLIVEIRA null (dariane_franco@hotmail.com) on 2017-02-03T15:54:34Z No. of bitstreams: 1 dissertação Final 06 12 16.pdf: 2380104 bytes, checksum: 63e7cbfca21f56abc25ffd11110fd125 (MD5) / Approved for entry into archive by LUIZA DE MENEZES ROMANETTO (luizamenezes@reitoria.unesp.br) on 2017-02-07T11:45:52Z (GMT) No. of bitstreams: 1 oliveira_dpf_me_bot.pdf: 2380104 bytes, checksum: 63e7cbfca21f56abc25ffd11110fd125 (MD5) / Made available in DSpace on 2017-02-07T11:45:52Z (GMT). No. of bitstreams: 1 oliveira_dpf_me_bot.pdf: 2380104 bytes, checksum: 63e7cbfca21f56abc25ffd11110fd125 (MD5) Previous issue date: 2016-09-06 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / Tão elementar quanto produzir mudas de qualidade para o campo, é produzi-las de forma eficiente e ambientalmente correta. Com o surgimento de novas tecnologias no setor de produção de mudas é possível evitar recipientes de polietileno derivados do petróleo substituindo-os por materiais degradáveis, aliados ao uso racional da água. O objetivo deste trabalho foi avaliar a viabilidade técnica e econômica de mudas de Eucalyptus grandis x E. urophylla (E. urograndis) produzidas em recipiente degradável em comparação ao recipiente de polietileno sob três manejos hídricos. O enraizamento das estacas do híbrido E. urograndis em ambos os recipientes foi realizado no viveiro da empresa Eucatex, município de Bofete – SP. Em seguida, as mudas foram conduzidas ao viveiro do Departamento de Ciência Florestal da Faculdade de Ciências Agronômicas de Botucatu – SP, onde os manejos hídricos foram aplicados. Posteriormente, as mudas foram plantadas na área experimental da empresa Eucatex, município de Itatinga – SP. A pesquisa constituiu-se de dois experimentos, variando somente o ciclo de produção, sendo estes de 60 e 90 dias. Durante a fase de viveiro o delineamento foi inteiramente ao acaso e na de campo o delineamento foi de blocos casualizados. Os experimentos ocorreram em esquema fatorial 3x2 referentes a dois tipos de recipientes (degradável e polietileno) e três lâminas diárias de água (10, 12 e 14 mm). A análise do desenvolvimento das mudas foi composta de avaliações morfológicas (altura da parte aérea, diâmetro de colo, massa seca radicular, massa seca aérea, massa seca total e área foliar), e fisiológicas (transpiração). A análise econômica contemplou os custos de produção, ponderando todos os insumos utilizados, custo de capital, depreciação da infraestrutura e dos equipamentos utilizados e o ciclo de produção. No campo foram feitas quatro medições mensais de altura e diâmetro e medições fisiológicas após 10 meses de plantio. Os dados foram submetidos à análise de variância e nos casos em que houve diferença significativa foi realizado o teste de Tukey (p < 0,05). No ciclo de 60 dias, as mudas produzidas em ambos os recipientes apresentaram valores de diâmetro e altura satisfatórios para o plantio. Considerando o ciclo de 60 dias, a lâmina de 10 mm foi a mais adequada para ambos os recipientes. Para o ciclo de 90 dias, a lâmina de 10 mm foi mais adequada para as mudas do recipiente degradável e a lâmina de 12 mm para as mudas do recipiente de polietileno. O desenvolvimento no campo das plantas produzidas em ambas as embalagens mostrou-se satisfatório. Segundo as análises de investimentos, a produção de mudas de Eucaluyptus urograndis não se mostrou viável economicamente em nenhum dos sistemas de produção. / So elementary as produce appropriate seedlings to field, it is produce them efficiently and environmentally correct. The emergence of new technologies in seedling production sector can avoid polyethylene containers oil derivatives replacing them with degradable materials, associated with the appropriate and rational use of water. The purpose of this study was to assess the technical and economic viability of the degradable container (Ellepot®) comparing it with the polyethylene container, in the production of seedlings of the species Eucalyptus grandis seedlings x E. urophylla (E. urograndis), under three water management. The rooting of the stakes hybrid E. urograndis in both containers was conducted at Eucatex company’s nursery, in Bofete – SP. Then, the seedlings were taken to the nursery of the Department of Forest Science in the Faculty of Agricultural Sciences in Botucatu - SP, where water managements were applied. Thereafter, the seedlings were planted in the experimental area of Eucatex in Itatinga - SP. The research consisted of two experiments, varying only the production cycle, which are 60 and 90 days. During the nursery stage, the design was completely at random and in the field the design was randomized block. The experiments were set up in a 2x3 factorial, corresponding to two containers (polyethylene and degradable), and three daily irrigation blades (10, 12 and 14 mm). Technical analysis consisted of morphological and physiological evaluations and initial development of seedlings in field. The economic analysis included production costs, considering all the inputs used, capital cost, depreciation of the infrastructure and of the equipment used and the production cycle. The data were subjected to analysis of variance, and where significant differences existed, a Tukey test was performed (p < 0.05). In the cycle of 60 days, the seedlings produced, in both containers presented, diameter and height values suitable for planting. In this cycle, the blade 10 mm was optimal for both containers. In the cycle of 90 days, the blade 10 mm was most suitable for the seedlings of the degradable container and 12mm blade to the seedlings of the polyethylene container. The development in field of plants produced in both containers was satisfactory. According to the investment analysis, the production Eucaluyptus urograndis seedlings was not economically viable in any of the production systems.

Made available in DSpace on 2014-12-17T14:36:23Z (GMT). No. of bitstreams: 1 LuisaMRS_TESE.pdf: 3083579 bytes, checksum: 6b09966a2fb527d36c2e8901258bbb32 (MD5) Previous issue date: 2011-08-31 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / We present here the results of a study whose objectives were to identify the social representation of being a professor of early childhood education in Campina Grande - PB, in the public state and municipal levels, and detect structural diagrams of a possible mental habitus of professorial faculty of education child, which would form the basis for the construction of this representation. As a theoretical base, we adopted the model developed by Domingos Sobrinho (1998, 2000, 2003, 2010, 2011), which articulates the Theory of Social Representations, Serge Moscovici, and the foundations and concepts of Pierre Bourdieu praxiology. It is based also on the Central Nucleus Theory, which focuses on the structural approach of social representations. Thus, puts in evidence the relational dynamics and symbolic, through which individuals come into contact, describe, understand and reproduce the outside world in his image and likeness. 199 teachers participated in the study of child care and pre-schools of Campina Grande - PB and 109 of the state. The methods and techniques used were: a) participant observation of everyday life of teachers of kindergartens and preschools, b) semi-structured interview, c) free associations of words with inducing the expression 'being a professor of early childhood education is ...' and d) semi-structured questionnaire. The data were analyzed in the case of interviews through the categorical content analysis, as proposed by Bauer (2010); free-associations, using the software Ensemble L'Analyse des Programmes Permettant evocations (EVOC), developed by Verg?s (2002), which combines frequency and average order of recall (or association) and the questionnaire data, the Statistical Package for the Social Sciences (SPSS). It was verified the existence of a unique social representation shared by the population studied, but its content is structured differently. For local teachers, the centrality of the content is given by the elements commitment, dedication, responsibility, and rewarding teachers for this state revolves around the elements of love, patience, and rewarding responsibility. However, it is constructed mainly based on the related produced by a religious habitus and maternal habitus, which are part of the genesis of the establishment of professorial habitus in focus, among other cultural references of secondary influence. We conclude that a teacher of early childhood education actually researched, is materialized in the practices of educating and caring, in a clear fusion of the role of teacher and mother / Apresentam-se aqui os resultados de uma pesquisa cujos objetivos foram identificar a representa??o social do ser professor da Educa??o Infantil em Campina Grande PB, nas redes p?blicas estadual e municipal, e detectar os esquemas mentais estruturantes de um poss?vel habitus professoral dos docentes da Educa??o Infantil, que estariam na base da constru??o dessa representa??o. Como referencial te?rico b?sico, adotou-se o modelo desenvolvido por Domingos Sobrinho (1998, 2000, 2003, 2010, 2011), que articula a Teoria das Representa??es Sociais, de Serge Moscovici, e os fundamentos e conceitos da Praxiologia de Pierre Bourdieu. Fundamenta-se, tamb?m, na Teoria do N?cleo Central, cujo enfoque ? a abordagem estrutural da representa??o social. Dessa forma, p?e-se em evid?ncia a din?mica relacional e simb?lica, atrav?s da qual os indiv?duos entram em contato, descrevem, compreendem e reproduzem o mundo exterior ? sua imagem e semelhan?a. Participaram da pesquisa 199 professoras das creches e pr?-escolas municipais de Campina Grande PB e 109 das estaduais. Os m?todos e t?cnicas utilizados foram: observa??o participante do cotidiano das professoras das creches e pr?-escolas; entrevista semi-estruturada; associa??es livres de palavras com a express?o indutora ser professor da Educa??o Infantil ?... ; e question?rio semi-estruturado. Os dados foram analisados, no caso das entrevistas, atrav?s da an?lise categorial de conte?do, conforme proposta de Bauer (2010); as associa??es-livres, por meio do software Ensemble de Programmes Permettant L&#8223;analyse des Evocations (EVOC), desenvolvido por Verg?s (2002), que combina frequ?ncia e ordem m?dia de evoca??o (ou associa??o); e os dados do question?rio, pelo software Statistical Package for the Social Sciences (SPSS). Constatou-se a exist?ncia de uma ?nica representa??o social compartilhada pela popula??o pesquisada, embora seu conte?do estruture-se de modo diferenciado. Para as docentes municipais, a centralidade do conte?do ? dada pelos elementos compromisso, dedica??o, responsabilidade, gratificante e para as docentes estaduais essa gira em torno dos elementos amor, paci?ncia, gratificante e responsabilidade. Contudo, a mesma ? constru?da fundamentalmente com base nos referentes produzidos por um habitus religioso e um habitus maternal, os quais fazem parte da g?nese de constitui??o do habitus professoral em foco, dentre outros referentes culturais de influ?ncia secund?ria. Conclui-se que ser professora da Educa??o Infantil, na realidade pesquisada, materializa-se nas pr?ticas do educar e do cuidar, numa clara fus?o do papel de professora e m?e

Resumo: Esta pesquisa teve por objetivo avaliar os efeitos do manejo hídrico na rustificação e no desenvolvimento em campo em dois solos, um arenoso e outro argiloso, das mudas do clone H13 selecionado para deficiência hídrica de Eucalyptus grandis vs. Eucalyptus urophylla, produzidas em dois diferentes substratos. Os experimentos foram conduzidos no estado de SP: Bofete, Ibaté , Patrocínio Paulista e Guará, com mudas produzidas por miniestaquia no substrato Plantmax estacas® (PLX) e em casca de arroz carbonizada e vermiculita (CAC), em iguais proporções, constituindo um delineamento inteiramente casualizado e manejadas durante a fase de rustificação (dos 60 aos 90 dias após estaquia - DAE), com cinco diferentes freqüências de irrigação por subsuperfície, restabelecendo a condição de capacidade de campo (F1 - irrigado uma vez ao dia, F2 - irrigado duas vezes ao dia, F3 - irrigado três vezes ao dia, F4 - irrigado quatro vezes ao dia e FD - mantido em irrigação), até o plantio em campo, aos 90 DAE. Foram avaliados nas mudas: altura de parte aérea, diâmetro de colo, relação altura da parte aérea / diâmetro de colo, número de pares de folhas, número de ramos, área foliar, matéria seca da haste e ramos, das folhas e seca radicular, transpiração, resistência estomática, potencial hídrico foliar, temperatura, luz incidente e número de estômatos. Também foram realizadas análises químicas dos substratos e análises dos teores e acúmulos nutricionais nas folhas, haste e ramos e nas raízes, bem como um censo da sobrevivência em todas as parcelas de viveiro. Essas mudas foram enviadas para o plantio em campo, sendo que os solos foram preparados para o plantio seguindo os princípios do cultivo mínimo. O delineamento de campo foi constituído de blocos ao acaso, com 96 plantas por parcela. Aos 15 e aos 30 dias após o plantio, foram efetuados censos... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: The objective of this work was to evaluate the effects of the water management during the hardening and in the grassland development of the H13 hybrid Eucalyptus grandis x Eucalyptus urophylla seedlings selected to be dry resistant, produced in different substratum and soils, one of medium texture and other of sandy texture. The experiment was conduced in two places located in São Paulo state: Bofete, Ibaté , Patrocínio Paulista and Guará, with seedlings produced with the Plantmax estacas® (PLX) substrate and, with the equal quantities mix of rice carbonized husks and vermiculite (CAC) and managed, during the hardening (from 60 at 90 days after the mass propagation - DAE) with five subsurface irrigations, restoring the field condition (F1: irrigated once a day, F2: irrigated twice a day, F3: irrigated three times a day, F4: irrigated four times a day and FD: maintained irrigated) until the planting at 90 days. Evaluations on the seedling were done: as collar diameter, air part height / collar diameter relation, numbers of pairs of leaves, number of branches, dry material of stems and branches, dry material of the leaves and of the roots and leaf area, the potential water, temperature, light incidence, stomatic resistance, transpiration and the stomat number. Were also determined nutrients contents in the substratum and, the contents and the accumulation of the leaves, stems, branches and the seedlings root system and census of survival in all plots of nursery. The soils were prepared following minimum cultivation system principles. The grassland layout was constituted by four repetitions on random blocks outlining, with 96 plants by plot. After 15 and 30 days after planting, census and evaluated water stress level of the plants in all plots in both places by grassland been made, as well the survey the other biotical and abiotical factors wich affected the survival. Shoot height... (Complete abstract click enctronic access below) / Orientador: Iraê Amaral Guerrini / Coorientador: João Carlos Cury Saad / Banca: Antonio Evaldo Klar / Banca: José Antonio Frizzone / Banca: José Luiz Stape / Banca: José Leonardo de Moraies Gonçalves / Doutor

Dans la vie sociale, les besoins sont regardés comme un préalable nécessaire à la définition d’un projet ou à la création d’un service. Pourtant s’ils apparaissent évidents, naturels, ils sont l’objet d’une construction sociale. Cette recherche se propose d’étudier le processus de fabrication des besoins sociaux dans la politique d’accueil des jeunes enfants en France en partant des questions suivantes : comment les besoins adviennent-ils sur la scène publique, dans quelle mesure sont-ils pris en considération, comment sont-ils exprimés ? Trois déterminants des besoins ont été au cœur de l’analyse : le politique, l’individu et le marché. Nous avons montré que les besoins sociaux reçoivent plusieurs formes de « mise en visibilité » pour exister publiquement mais que cette politisation aboutit partiellement à les faire reconnaître comme un vrai problème. Par ailleurs, la reconnaissance des besoins sociaux passe par leur transformation en une « demande sociale ». Dans le secteur de la petite enfance, cette expression est rendue difficile parce que la photographie des besoins qui ressort des enquêtes est très hétérogène, mais aussi en raison de l’existence d’une non-demande (le non-recours au service), et à cause des situations « d’imprévisibilité » dans lesquelles se trouvent les parents par rapport à leur mode d’accueil. Enfin, les besoins sont étroitement liés à ceux qui les couvrent. Dans le cadre du nouveau marché des crèches d’entreprise, un déplacement s’opère : les besoins des familles sont mis en arrière-plan au profit de ceux des entreprises et des collectivités financeurs et potentiels clients des services. Ceci étant, les entreprises de crèches continuent à faire exister les besoins des familles, autrement, de manière plus quantitative, notamment par les plates-formes de réservation de places et par la promotion de deux figures du parent, celle du « salarié-parent » et celle du « parent-prospect ». / In social life, needs are considered as a necessary prerequisite to the definition of a project or the creation of a service. Though they seem obvious and natural, they result from a social construction. This research sets out to study the making process of social needs regarding child care policy in France from the following questions : how do needs arise on public scene, to what extent are they taken into consideration, how are they expressed ? Three determinative were at the heart of our analysis : politics, market and the individual. We have shown that social needs acknowledge several forms of “visibiliting” so as to exist on public scene but that actually this politicization partially succeeds in making them recognize as a real problem. On the other hand, the recognition of social needs goes through their transformation into one social request. In child care field, this expression turns out to be difficult, because the picture of the needs which emerge from surveys is very heterogeneous, owing to the existence of no-requesting (no-resorting to services), because of some situations of “unpredictability” in which parents cope with child minding. Finally, needs are closely linked to those who cover them. Within the context of the firm child care centres’ new market, a transfer has occurred : families’ needs have been relegated to the background to the profit of the firms and local communities’ ones :services’ financing and potential customers. Yet, market continues making families ‘ needs exist but differently, in a more quantitative way, in particular through child care centres’ websites and also by the promotion of both new faces of the parent : “salaried-parent” and “prospect-parent”.

A colonização por micro-organismos patogênicos em creches de suínos é um fator importante na disseminação de doenças e surtos no rebanho. O controle desses patógenos se dá principalmente por medidas de biosseguridade, como a prática da limpeza, desinfecção e vazio sanitário das instalações. O presente estudo avaliou a carga bacteriana após o processo de limpeza e desinfecção, durante o período de 3 dias de vazio sanitário, em duas creches de suínos, pelo uso de placas de contato com meio seletivo para coliformes totais. As contagens bacterianas foram analisadas considerando três fatores (água, detergente e desinfetante) em dois níveis para cada (água: fria/quente, detergente e desinfetante: presença/ausência). Foram usadas 4 baias em cada tratamento, 4 pontos de cada baia e cada ponto foi amostrado em triplicata. Foi feita a média de crescimento bacteriano das 3 placas e pontuada em escala de 5 escores. Após limpeza e desinfecção, no primeiro dia de vazio sanitário, houve efeito da interação da água com o detergente (P<0,05), em que o uso do detergente aumentou a chance de diminuir a contaminação quando usado com água quente, mas não com água fria. Na ausência de detergente, a água fria foi mais eficaz em reduzir a contaminação do que a água quente. Houve, também, efeito da interação do detergente com o desinfetante (P<0,05), em que a presença de ambos foi mais eficaz em reduzir a contaminação do que na sua ausência ou quando apenas um dos dois foi utilizado. No terceiro dia, foi verificado que a ausência de desinfetante diminuiu a chance de reduzir a contaminação (P < 0,0001) em comparação com o uso de detergente. A água quente não representou ganho adicional quando comparada a água fria. As evidências aqui observadas reiteram a importância da lavagem, desinfecção e vazio sanitário na redução da carga bacteriana em creche de suínos. A metodologia usada no presente trabalho pode servir como um sistema simples de monitoria dos processos de lavagem e desinfecção de instalações usadas para criação de suínos. / The colonization by pathogenic microorganisms in nursery pig units is an important factor in the spread and outbreaks of diseases in the herds. Pathogens are mainly controlled by biosecurity measures, such as cleaning, disinfection and downtime on facilities. The present study evaluated the bacterial load after the cleaning and disinfection process, during the three days of vacancy, in two pig nurseries, by the use of contact plates selective for enterobacteria. Data were analyzed considering three factors (water, detergent and disinfectant) in two levels (water: cold / hot, detergent and disinfectant: presence / absence). Were used 4 pen for each treatment, and 3 plates for 4 points of the pen. A mean of the 3 bacterial growths was calculated and scored on a 5 point scale. After cleaning and disinfection, there was no detergent - water effect (P <0.05) with cold water. In the absence of detergent, cold water was more effective in reducing contamination than hot water. There was also an effect of the interaction of detergent and disinfectant (P <0.05), where a presence of both was more effective in reducing contamination than in its absence or when only one was used. On the third day, it was found that the absence of disinfectant decreased a chance of reducing contamination (P <0.0001) when compared with the use of detergent. Addition of detergent decreased the chance of contamination when combined with disinfectant, as detergent helps in removing dirt and exposes bacteria which were protected by organic matter and biofilms. The use of hot water did not how advantage when compared with cold water. As there was a fall on contamination between the 1st and 3rd day, the time of action of the disinfectant must be considered to calculate the time of vacancy to permit the action on surviving microorganisms. The results of the present work reinforce the importance of cleaning, disinfection and downtime to reduce bacterial load in swine nurseries. The methodology used in this work may serve as a practical system for monitoring cleaning and disinfection of pig facilities.

O espaço de comedouro por leitão deve ser suficiente para assegurar um acesso adequado ao alimento, sem prejudicar o consumo e o desempenho. No entanto a influência do espaço de comedouro no desempenho pós-desmame ainda não está bem estabelecida, principalmente para leitões sujeitos a uma alta densidade na fase de creche. O objetivo desse estudo foi verificar o efeito de quatro espaços de comedouro no início do consumo de alimento, consumo médio diário (CMD), ganho de peso diário (GPD), conversão alimentar (CA) e ocorrência de canibalismo em leitões submetidos a uma densidade de 0,23 m²/leitão, na fase de creche. Foram avaliados 630 leitões com peso médio de desmame 5,59 ± 0,9 kg e idade média de 20,5 ± 0,9 dias ao longo de um período de 6 semanas. Foram utilizadas 28 baias com sete repetições por tratamento, sendo a baia a unidade experimental. Os espaços de comedouro estudados foram 2,13 cm/leitão, 2,56 cm/leitão, 3,20 cm/leitão e 4,26 cm/leitão. A ração foi disponibilizada na forma ad libitum, com registro de consumo diário. Os leitões receberam, por um período de três dias pós-desmame, ração com corante de óxido de ferro a 1% e foram submetidos a swab retal nas 18, 24, 42, 50, 58 e 66 h pós-desmame para avaliar o início do hábito de consumo alimentar. Os leitões foram pesados nos dias 7, 14, 21, 28, 35 e 42 de alojamento, sendo observada e registrada, diariamente, a ocorrência de canibalismo de cauda e orelha. Houve redução no início do consumo alimentar (P<0,001) quanto maior foi o espaço de comedouro disponibilizado. Para o período de 0 a 14 dias pós-desmame, foi observado efeito linear significativo no CMD (P=0,015). Houve uma tendência linear de melhoria para o GPD quanto maior foi o espaço de comedouro disponível (P=0,062), mas não foram observados efeitos do espaço de comedouro nas variáveis CMD e CA (P>0,05), no período total (0 a 42 dias). A partir dos 21 dias pós-alojamento, foram observados quadros de canibalismo tanto de orelha como cauda. O tratamento de 4,26 cm/leitão foi o único a não apresentar canibalismo e diferiu de todos os outros tratamentos. O espaço de 2,13 cm/leitão foi o que apresentou os maiores percentuais de canibalismo, em comparação com os demais espaços. Em conclusão, maior espaço de comedouro reduz o tempo médio para início do consumo pós-desmame, tende a aumentar o GPD, além de melhorar o bem-estar, pela redução de canibalismo, em leitões alojados em uma alta densidade na fase de creche. / Feeder space per pig should be sufficient to ensure adequate access to feed, without impairing the consumption and performance of the animals. However, the influence of feeder space on growth performance of pigs is not well established for the nursery phase, mainly in scenarios of high stocking density. The aim of this study was to investigate the effect of four different feeder spaces on the beggining of feeding behavior, the average daily gain (ADG), average daily feed intake (ADFI), feeding efficiency and the occurrence of tail and ear biting in pigs under a stocking density of 0.23 m²/pig in nursery phase. A total of 630 weaned piglets weighing 5.59 ± 0.9 kg and ageing 20.5 ± 0.9 days were evaluated over a 6 weeks period. Seven replicates (28 pens) per treatment were used. The feeder spaces were 2.13 cm/pig, 2.56 cm/pig, 3.20 cm/pig and 4.26 cm/pig. The feed was offered ad libitum, with the feed intake being recorded daily. The pigs were fed for a three-days post-weaning period, with 1% iron oxide dye, and were submitted to rectal swab at 18, 24, 42, 50, 58 and 66 h post-weaning to determine the starting of the feeding behavior. The piglets were weighed at 7, 14, 21, 28, 35 and 42 days of housing. The appearance of tail and ear biting was daily recorded. There was a reduction in the period between weaning and first feed intake (P<0.001) as the feeder space available increased. For the period of 0 to 14 d post-weaning, feeder space linearly affected the increase of ADFI (P=0.015). There was a linear trend for increased GPD with higher feeder space available (P=0.062), but no statistical effect of feeder space was observed on ADFI and feeding efficiency (P>0.05), when considering the total nursery period (0-42 days). From day 21 post-weaning onward, tail and ear biting behavior were observed. Piglets submitted to 4.26 cm/pig were the only that did not present this behavior, differing (P<0.05) from all the other treatments. The space of 2.13 cm/pig presented the highest percentages (P<0.05) of total cannibalism in comparison with the others spaces. In conclusion, higher feeder space decreases the time for the beginning of feeding behavior, tends to increase the ADG, as well as improves the welfare by reducing cannibalism among piglets under high stocking density pens in the nursery phase.

My work deals with Waldorf pedagogy, how it began, its characterization, main principles and elements which it uses, especially with traditional ceremonies and rituals. I am introducing you into the characterization of preschool child how it is understood at Waldorf educational system. I am pointing out ceremonies and rituals, which are held universaly at Waldorf nursery schools. I stress out their meaning and contribution for preschool kids. Traditional rituals arecharacterized in our own point of view, depending how we see them. Last part is about one of these kindergartens, in Ceske Budejovice to be more specific.

The thesis concerns with the issue of harmonization of a family life with work duties of parents of children up to the age of 3 years in Czech Republic. Theoretical part focuses on the difficulties, which come with and which complicate the harmonization, on the supportive arrangements in the family and workplace that help the harmonization; it deals with the role of state and employers in this domain. Furthermore it describes the system of services in daycare for the youngest children with the accent on the problems of day nursery. It presents current modern day nurseries and rebuts arguments which doubt the reason of their existence. Practical part of the thesis consists of description and analysis of a research inquiry which was made among the parents that decided to put their children into day nursery. Target of the inquiry was to find out which reasons led parents to the use of this particular childcare service form, what moved them to choose public institutional facility and not another form of care that would enable them to ensure childcare in their home.