Expansión hidroeléctrica, Estado y economías campesinas : El caso de la represa del Quimbo, Huila-Colombia

En el presente trabajo buscamos contextualizar la situación del sector hidroeléctrico en América Latina, los principales argumentos que se presentan por parte de diferentes actores para la implementación de estos proyectos y la realidad que esto ofrece para las economías locales impactadas. En primer lugar, se presenta la configuración en América Latina de las principales iniciativas de expansión del sector eléctrico, reflejada en la acción de empresas y gobiernos en esta región. Posteriormente, se delimita el artículo a partir del estudio de caso de la hidroeléctrica El Quimbo en Colombia, que muestra la forma de acción del Estado colombiano al impulsar estos proyectos de expansión. Dentro de los procedimientos legales para la implementación de estos proyectos, guarda especial importancia el análisis de la Licencia Ambiental, que refleja en su proceso de concesión diferentes disputas entre los actores relacionados: la empresa Endesa-Enel, los afectados que constituyen diferentes grupos, las diferentes instituciones del Estado y el movimiento social. Metodológicamente, el estudio se basa en una serie de autores que buscan rescatar las contradicciones y los intereses de los afectados por la implementación de este tipo de proyectos (Sigaud 1992, 1995, Vianna 2009, Borralho, 1988) a partir de una muestra de argumentación cualitativa. De este modo, el estudio se sustentó en una revisión bibliográfica y de prensa sobre el funcionamiento de la expansión eléctrica en América Latina y posteriormente sobre el contexto colombiano a partir de sus proyectos de expansión hidroeléctrica y la legislación acerca del funcionamiento de la Licencia Ambiental en este país. Finalmente, se sitúa en el caso concreto de El Quimbo, donde se realizaron diversos trabajos de campo con campesinos localizados en el área de afectación y se recolectó material de prensa y material emitido tanto por Emgesa como por la Asociación de Afectados por la hidroeléctrica El Quimbo-Asoquimbo. El trabajo investigativo refleja el panorama sobre la expansión de grandes proyectos de infraestructura y el consenso que existe sobre su implementación tanto por el sector privado como por los gobiernos nacionales, materializados a través de marcos legales del Estado y figuras como las licencias ambientales. A partir de este caso, se muestra cómo estas decisiones del Estado generan cambios en las condiciones previas de vida de poblaciones rurales, que reaccionan a partir de protestas y de la conformación de grupos con diferentes intereses y tiempos de resistencia y negociación.

Beyond the Bauhaus : Cultural Modernity in Breslau, 1918-1933 /

The Breslau arts scene during the Weimar period was one of the most vibrant in all of Germany, yet it has disappeared from memory and historiography. Breslau was a key center for innovative artistic production during the Weimar Republic; recovery of its history will shed new light on German cultural dynamics in the 1920s. Such a study has art historical significance because of the incredible extent of innovation that occurred in almost every intellectual field, advances that formed the basis for aesthetic modernism internationally and continue to affect the course of visual art and architecture today. Architecture education, just one example in many, is still largely based on a combination of the Bauhaus model from the 1920s and the model developed at the Breslau Academy of Fine and Applied Art. The exploratory attitude encouraged in Weimar era arts endeavors, as opposed to the conformism of academic art, is still a core value promoted in contemporary art and architecture circles. Given the long-lasting influence of Weimar culture on modernism one would expect to find a spate of studies examining every aspect of its cultural production, but this is not the case. Recent scholarship is almost exclusively focused on Berlin and the Dessau Bauhaus. Although both interests are understandable, the creative explosion was not confined to these cities but was part of a larger cultural ethos that extended into many of the smaller regional centers. The Expressionist associations the Blaue Reiter in Munich and Brücke in Dresden are two well-known examples. Equally, innovation was not confined to a few monumental projects like the Stuttgart Weissenhofsiedlung but part of a broader national cultural ethos. The dispersion of modernism occurred partly because of the political history of Germany as a loosely joined confederation of small city states and principalities that had strong individual cultural identities before unification in 1871 but also because of the German propensity to value and take intense pride in the Heimat, understood both as the hometown and the region. Heimatliebe translated into generous support for cultural institutions in outlying cities. Host to a roster of internationally acclaimed artists and architects, major collectors, arts organizations, museums, presses, galleries, and one of the premier German arts academies of the day, Breslau boasted a thriving modern arts scene until 1933 when the Nazis began their assault on so-called "degenerate" art. This book charts the cultural production of Breslau-based artists, architects, art collectors, urban designers, and arts educators, who were especially interesting because they operated in the space between the margins of Weimar-era cultural debates. Rather than accepting the radical position of the German avant-garde or the reactionary position of German conservatives, many Breslauers sought a middle ground. It is the first book in English to address this history and presents the history in a manner unique to any studies currently on the market. 'Beyond the Bauhaus' explores the polyvalent and contradictory nature of cultural production in Breslau in order to expand the cultural and geographic scope of Weimar history; the book asserts a reciprocal dimension to the relationship between regional culture and national culture, between centers like Breslau and the capital Berlin. With major international figures like the painters Otto Mueller and Oskar Moll, architects Hans Scharoun and Adolf Rading, urban planners Max Berg and Ernst May, collectors Ismar Littmann and Max Silberberg, and an art academy that by 1929 was considered the best in Germany, Breslau clearly had significance to narratives of Weimar cultural production. 'Beyond the Bauhaus' contributes the history of German culture during the Weimar Republic. It belongs alongside histories of art, architecture, urban design, exhibition, collecting, and culture; histories of the Bauhaus; histories of arts education more broadly; and German history. The readership would include those interested in German history; German art, architecture, urban design, planning, collecting, and exhibition history; in the avant-garde; the development of arts academies and arts pedagogy; and the history of Breslau and Silesia.

Essays on the Economics of Networks Under Incomplete Information

Social networks constitute a major channel for the diffusion of information and the formation of attitudes in a society. Introducing a dynamic model of social learning, the first part of this thesis studies the emergence of socially influential individuals and groups, and identifies the characteristics that make them influential. The second part uses a Bayesian network game to analyse the role of social interaction and conformism in the making of decisions whose returns or costs are ex ante uncertain.

The relationship between classroom interactions and exclusionary discipline as a social practice: A critical microethnograhy

Exclusionary school discipline results in students being removed from classrooms as a consequence of their disruptive behavior and may lead to subsequent suspension and/or expulsion. Literature documents that nondominant students, particularly Black males, are disproportionately impacted by exclusionary discipline, to the point that researchers from a variety of critical perspectives consider exclusionary school discipline an oppressive educational practice and condition. Little or no research examines specific teacher-student social interactions within classrooms that influence teachers’ decisions to use or not use exclusionary discipline. Therefore, this study set forth the central research question: In relation to classroom interactions in alternative education settings, what accounts for teachers’ use or non-use of exclusionary discipline with students? A critical social practice theory of learning served as the framework for exploring this question, and a critical microethnographic methodology informed the data collection and analysis. ^ Criterion sampling was used to select four classrooms in the same alternative education school with two teachers who frequently and two who rarely used exclusionary discipline. Nine stages of data collection and reconstructive data analysis were conducted. Data collection involved video recorded classroom observations, digitally recorded interviews of teachers and students discussing selected video segments, and individual teacher interviews. Reconstructive data analysis procedures involved hermeneutic inferencing of possible underlying meanings, critical discourse analysis, interactive power analysis and role analysis, thematic analysis of the interactions in each classroom, and a final comparative analysis of the four classrooms. ^ Four predominant themes of social interaction (resistance, conformism, accommodation, and negotiation) emerged with terminology adapted from Giroux’s (2001) theory of resistance in education and Third Space theory (Gutiérrez, 2008). Four types of power (normative, coercive, interactively established contracts, and charm), based on Carspecken’s (1996) typology, were found in the interactions between teacher and students in varying degrees for different purposes. ^ This research contributes to the knowledge base on teacher-student classroom interactions, specifically in relation to exclusionary discipline. Understanding how the themes and varying power relations influence their decisions and actions may enable teachers to reduce use of exclusionary discipline and remain focused on positive teacher-student academic interactions. ^

The Relationship between Classroom Interactions and Exclusionary Discipline as a Social Practice: A Critical Microethnography

Exclusionary school discipline results in students being removed from classrooms as a consequence of their disruptive behavior and may lead to subsequent suspension and/or expulsion. Literature documents that nondominant students, particularly Black males, are disproportionately impacted by exclusionary discipline, to the point that researchers from a variety of critical perspectives consider exclusionary school discipline an oppressive educational practice and condition. Little or no research examines specific teacher-student social interactions within classrooms that influence teachers’ decisions to use or not use exclusionary discipline. Therefore, this study set forth the central research question: In relation to classroom interactions in alternative education settings, what accounts for teachers’ use or non-use of exclusionary discipline with students? A critical social practice theory of learning served as the framework for exploring this question, and a critical microethnographic methodology informed the data collection and analysis. Criterion sampling was used to select four classrooms in the same alternative education school with two teachers who frequently and two who rarely used exclusionary discipline. Nine stages of data collection and reconstructive data analysis were conducted. Data collection involved video recorded classroom observations, digitally recorded interviews of teachers and students discussing selected video segments, and individual teacher interviews. Reconstructive data analysis procedures involved hermeneutic inferencing of possible underlying meanings, critical discourse analysis, interactive power analysis and role analysis, thematic analysis of the interactions in each classroom, and a final comparative analysis of the four classrooms. Four predominant themes of social interaction (resistance, conformism, accommodation, and negotiation) emerged with terminology adapted from Giroux’s (2001) theory of resistance in education and Third Space theory (Gutiérrez, 2008). Four types of power (normative, coercive, interactively established contracts, and charm), based on Carspecken’s (1996) typology, were found in the interactions between teacher and students in varying degrees for different purposes. This research contributes to the knowledge base on teacher-student classroom interactions, specifically in relation to exclusionary discipline. Understanding how the themes and varying power relations influence their decisions and actions may enable teachers to reduce use of exclusionary discipline and remain focused on positive teacher-student academic interactions.

A Cultura Organizacional Frente ao Comportamento Homoafetivo

Tratar de cultura é fazer parte da evolução humana, pois esta é a realidade que direciona os caminhos para entender a mentalidade das pessoas numa trilogia que envolve, religião, ciência, sociedade e organização. Percebe-se quando o individuo torna-se mais culto diminui a intensidade em sua crença, mesmo assim jamais o homem poderá caminhar sem esses dois mundo, cientifico e religioso. Nisto a percepção sensitiva da existência humana, acontece mediante a razão universal pois o importante é a integração do ser para uma vida mais humanizada, desde a forma de pensar e agir podendo enfrentar desafios para adaptar-se ao meio em busca de seu momento prazeroso. Vivenciar a cultura é obter um resultado que envolva, diversidade, sedução, controle de dominação e encantos, incorporado a historia de um povo Nesta performance a racionalização e a superação dos preconceitos é percebido como fenômeno da capacidade criadora e inovadora, exercendo sua liberdade, fundamentada na manifestação do espírito, onde cultura e símbolos representam sentimento e auto definição. No Brasil a cultura é vista como estruturação da teoria racista, optada por prazeres fáceis, vícios, adultério, poligamia, machismo, autoritarismo e conformismo ocasionado por uma miscigenação que consolida os costumes do relativismo cultural, vinculado a uma cidadania grupal que preserva uma postura ética permeando desigualdades, ocasionando a aparecimento de novos sujeitos sociais. Negros, mulheres e homossexuais, fazendo parte dos fatores, psicológico, biológico, sociológico e culturais. / To deal with culture is to be part of the evolution human being, therefore this is the reality that directs the ways to understand the mentality of the people in a trilogy that involves, religion, science, society and organization. It is perceived when the individual becomes more cultured diminishes the intensity in its belief, exactly thus never the man will be able to walk without these two world, scientific and religious. In this the sensitive perception of the existence human being, happens by means of the universal reason therefore the important one is the integration of the being for a humanizada life more, since the form to think and to act being able to face challenges to adapt it the way in search of its pleasant moment. To live deeply the culture is to get a result that involves, diversity, seduction, control of domination and enchantments, incorporated the history of a people In this performance the rationalization and the overcoming of the preconceptions is perceived as phenomenon of the creative and innovative capacity, exerting its freedom, based on the manifestation of the spirit, where culture and symbols represent feeling and auto definition. In Brazil the culture is seen as estruturação of the racist theory, opted to easy pleasures, vices, adultery, polygamy, machismo, authoritarianism and conformism caused for a miscegenation that consolidates the customs of the cultural relativism, tied with a group citizenship that preserves an ethical position promoting inaqualities, causing the appearance of new social citizens. Blacks, women and homosexuals, being part of the factors, psychological, biological, sociological and cultural.

Europeanization in VET policy as a process of reshaping the educational space

The EU represents a transforming educational space, where national and supranational boundaries in educational governance are becoming blurred. The EU has become an important actor in educational governance and an important arena for policy learning and transfer. This paper explores how the process of reshaping the educational space manifests itself in the process of the Europeanization of VET policy in the case of Estonia. In Estonia, this process was followed by the growth of executive VET institutions and has developed from rather uncritical initial policy transfer to more active learning from the EU, although conformism can still be seen in cases of the introduction of standardizing policy tools. (DIPF/Orig.)