A COEXIST��NCIA DOS GRUPOS NO ESPA��O ESCOLAR: OS ESTABELECIDOS E OS OUTSIDERS

A pesquisa apresenta uma an��lise das rela����es de poder, no espa��o da Educa����o Infantil do Munic��pio de Ribeir��o Pires, focada no trabalho das Educadoras n��o-docentes e das Professoras de Desenvolvimento Infantil de duas escolas, localizadas em duas regi��es distintas: uma na regi��o central, e a outra em um vilarejo afastado do centro. O foco principal �� o conflito entre esses dois grupos de profissionais, um foco secund��rio e complementar s��o as defici��ncias de funcionamento, que contribuem para a exist��ncia de conflito entre os grupos. A hip��tese que norteia a pesquisa �� a de que, as educadoras n��o-docentes, enquanto grupo veterano, valem-se da antiguidade, afirmando-se por meio de seus saberes t��citos ou emp��ricos, e as PDI, por sua vez, valem-se da titula����o/diploma. A pesquisa foi realizada por meio de entrevistas e da observa����o na unidade escolar, visou apreender as diferen��as estabelecidas entre os grupos de educadoras e professoras, mas, sobretudo, entender a forma com que ambas expressam as rela����es de poder no espa��o e no tempo escolar. A pesquisa requereu como base, tr��s referenciais anal��ticos: Norbert Elias (2000), que aborda as rela����es de poder; o Estudo de Sociologia do Desvio de Becker (2008) e o Estigma de Erving Goffman (1891). Partindo do estudo dos tr��s autores foi poss��vel observar, dentro das rela����es de poder entre os grupos de educadoras e professoras, algumas tend��ncias e disposi����es coletivas, como: afirma����o de superioridade pela tradi����o, afirma����o de superioridade por t��tulos, inclina����es a estigmatiza����o, sentimentos de vitimiza����o e a baixa burocratiza����o institucional, corretamente podemos constatar, no que diz respeito ao foco secund��rio da pesquisa, a apresen��a nas escolas estudadas, de um baixo n��vel de burocratiza����o institucional, o que contribui para estimular conflitos entre grupos docentes analisados. A pesquisa poder�� contribuir para o debate em torno de assuntos relacionados com a modalidade Educa����o Infantil e seus agentes, tal qual ela se configura no Brasil.

Transforming Power Relationships: Leadership, Risk, and Hope. IHS Political Science Series No. 135, May 2013

Chronic communal conflicts resemble the prisoner���s dilemma. Both communities prefer peace to war. But neither trusts the other, viewing the other���s gain as its own loss, so potentially shared interests often go unrealized. Achieving positive-sum outcomes from apparently zero-sum struggles requires a kind of riskembracing leadership. To succeed leaders must: a) see power relations as potentially positive-sum; b) strengthen negotiating adversaries instead of weakening them; and c) demonstrate hope for a positive future and take great personal risks to achieve it. Such leadership is exemplified by Nelson Mandela and F.W. de Klerk in the South African democratic transition. To illuminate the strategic dilemmas Mandela and de Klerk faced, we examine the work of Robert Axelrod, Thomas Schelling, and Josep Colomer, who highlight important dimensions of the problem but underplay the role of risk-embracing leadership. Finally we discuss leadership successes and failures in the Northern Ireland settlement and the Israeli-Palestinian conflict.

Promoting while checking self-interest : a conflict-based governance approach to rebalance corporate power disequilibria in Canada and the United States

La d��l��gation du pouvoir de gestion aux administrateurs et aux gestionnaires, une caract��ristique intrins��que �� la gestion efficace de grandes entreprises dans un contexte de capitalisme, conf��re une grande discr��tion �� l�����quipe de direction. Cette discr��tion, si elle n���est pas surveill��e, peut mener �� des comportements opportunistes envers la corporation, les actionnaires et les autres fournisseurs de capital qui n���ont pas de pouvoir de gestion. Les conflits entre ces deux classes d���agents peuvent ��merger �� la fois de d��cisions de gouvernance g��n��rale ou de transactions particuli��res (ie. offre publique d���achat). Dans les cas extr��mes, ces conflits peuvent mener �� la faillite de la firme. Dans les cas plus typiques, ils m��nent l���extraction de b��n��fices priv��s pour les administrateurs et gestionnaires, l���expropriation des actionnaires, et des r��ductions de valeur pour la firme. Nous prenons le point de vue d���un petit actionnaire minoritaire pour explorer les m��chanismes de gouvernance disponibles au Canada et aux ��tats���Unis. Apr��s une synth��se dans la Partie 1 des th��ories sous���jacentes �� l�����tude du pouvoir dans la corporation (s��paration de la propri��t�� et du contr��le et les conflits d���agence), nous concentrons notre analyse dans la Partie 2 sur les diff��rents types de m��chanismes (1) de gouvernance interne, (2) juridiques et (3) marchands, qui conf��rent du pouvoir aux deux classes d���agents. Nous examinons comment les int��r��ts de ces deux classes peuvent ��tre r��align��s afin de pr��venir et r��soudre les conflits au sein de la firme. La Partie 3 explore un ��quilibre dynamique de pouvoir corporatif qui cherche �� minimiser le potentiel d���opportunisme toute en pr��servant une quantit�� de discr��tion suffisante pour la gestion efficace de la firme. Nous analysons des moyens pour renforcer les protections des actionnaires minoritaires et proposons un survol des pistes de r��forme possibles.

Identification and description of the development of the relationships between mentor and mentee teachers in the Halton Board of Education "Partners in the Classroom" Program

Fifteen mentoring pairs of teachers were randomly selected from each group of teachers that had participated in the Halton Board of Education "Partners in the Classroom" program during 1988/89, 1989/90, and 1990/91. Each teacher was personally interviewed. Interviews were recorded, transcriptions were prepared and examined and analyzed. During the first part of the interview questions were asked regarding personal and professional demographics. The purpose of the second part of the interview was to gain information relating to the development of the relationships, over a three-year period, between mentor and mentee teacher participants in the "Partners in the Classroom" program. The analysis of the data suggest that there are identifiable changes in the development of the relationship between the mentor teacher and the mentee teacher over time. Implications from the study results that could enhance the induction program for new teachers are discussed.

Work-family conflict, burnout and work engagement among teachers: The moderating effect of job and personal resources

The present study contributes to the literature on the Job Demands-resources model in the italian school context. the aim of this paper is to examine how the interaction between work-family conflict (i.e., a typical job demand) and opportunities to learn and to develop and self-efficacy (i.e., typical job and personal resources, respectively) affect the core dimensions of burnout (exhaustion and depersonalization) and work engagement (vigor and dedication). Hypotheses were tested with a cross-sectional design among 143 teachers of a junior high school in the north of Italy. Results of moderated multiple regression analysis partially supported the hypotheses as the opportunities to learn and to develop buffered against the aversive effects of work-family conflict on depersonalization, whereas self-efficacy moderated the relationship between work-family conflict and vigor. From a practical viewpoint, our findings suggest that opportunities to learn and to develop and self-efficacy are important re- sources that help teachers to reduce the negative effects related to work-family conflict.

Changing dynamics of the interinstitutional relationships between executive and legislature power in Colombia (2002/2006)

This paper describes the relationship between the executive and legislative branches during the first government of Alvaro Uribe V��lez. We will focus on reviewing the legislative output of each branch of power, along with the effectiveness and efficiency they showed as promoters of this production. We will review the impact they had on the legislative agenda setting and on the control of the legislative process ��itself, making a diachronic analysis in which each legislature is used as a unit. Thus, we will try to identify the presence (or not) of some kind of pattern interactions, ��and we will evaluate, at one hand, the existence of hierarchical and transactional trends, and, on the other, the different types of balances produced ��between them.

Teachers' work hours, work-family conflict and health: the mediating effects of perceived control and organisational support

Teachers are among those working longer hours more than ever before. the implications of these long hours on teachers' health, through work-family conflict, control over hours worked and organisational support were investigated. 120 teachers, of whom 91 (59.3% female) reported<br />working in excess of 37 1/2 hours in the week prior, participated in the study. Long hours, work-family conflict, control and organisational support, explained 69% of the variance in health. There was no direct effect of long worked hours on health however long hours did have a direct impact on work-family conflict, organisational support, and control and, through<br />these, teachers' health. Work-family conflict exerted a direct negative impact on health. These findings are discussed in individual and organisational tenns.<br />

The role of teachers in delivering education about respectful relationships: exploring teacher and student perspectives.

The focus of this article is a school-based respectful relationships (RRs) pilot project involving grade 8 and 9 students. The project sought to develop a primary prevention approach to gender-based violence (GBV) in Australia. Of particular concern is the curriculum delivery component of a whole school approach that was piloted over a 10-week period in four High Schools in Melbourne, Victoria in 2010. Using data collected from teachers and students through survey, focus group interviews and student written reflections, the article identifies the key role of the teacher, the curriculum materials and the curriculum context in assisting teachers to teach about GBV. Although there was opposition to teaching specifically about GBV by some male teachers, the data indicate that this did not detract from teachers exploring these issues under a 'RRs' framework. Through 'supported risk taking', and the adoption of participatory teaching approaches and affirming and inclusive classrooms, teachers and students ended up with a positive experience of teaching and learning about GBV.

The Magnetism of Power in Helping Relationships. Professional Attitude and Asymmetry

What makes helping relationships - or social interventions in general - so sensitive to abuse? These problems are directly related to the nature of the helping relationship. The core of this relationship is the inequality, the asymmetry, between the helper and the person being helped, and the dependence of the latter. Asymmetry is the driving force behind every social intervention and at the same time its weakest point. Handling asymmetry in an appropriate manner constitutes a major part of the work of the intervening party. This asymmetry makes heavy demands on the professional attitude of the intervening party i.e. the helper. Is s/he capable of dealing with dependence in an acceptable way? Is s/he well-versed in her/his profession? This article contains a comprehensive sketch of many of the possible dangers and pitfalls which beset asymmetric intervention relations. At the end it will be argued that, for a better understanding, the proximity of helping and power has to be taken into account.

Conceptualizing American power and security in a post -9/11 security context: Conflict, resistance, and global security, 2001���present

In a post-Cold War, post-9/11 world, the advent of US global supremacy resulted in the installation, perpetuation, and dissemination of an Absolutist Security Agenda (hereinafter, ASA). The US ASA explicitly and aggressively articulates and equates US national security interests with the security of all states in the international system, and replaced the bipolar, Cold War framework that defined international affairs from 1945-1992. Since the collapse of the USSR and the 11 September 2001 terrorist attacks, the US has unilaterally defined, implemented, and managed systemic security policy. The US ASA is indicative of a systemic category of knowledge (security) anchored in variegated conceptual and material components, such as morality, philosophy, and political rubrics. The US ASA is based on a logic that involves the following security components: (1) hyper militarization, (2) intimidation,(3) coercion, (4) criminalization, (5) panoptic surveillance, (6) plenary security measures, and (7) unabashed US interference in the domestic affairs of select states. Such interference has produced destabilizing tensions and conflicts that have, in turn, produced resistance, revolutions, proliferation, cults of personality, and militarization. This is the case because the US ASA rests on the notion that the international system of states is an extension, instrument of US power, rather than a system and/or society of states comprised of functionally sovereign entities. To analyze the US ASA, this study utilizes: (1) official government statements, legal doctrines, treaties, and policies pertaining to US foreign policy; (2) militarization rationales, budgets, and expenditures; and (3) case studies of rogue states. The data used in this study are drawn from information that is publicly available (academic journals, think-tank publications, government publications, and information provided by international organizations). The data supports the contention that global security is effectuated via a discrete set of hegemonic/imperialistic US values and interests, finding empirical expression in legal acts (USA Patriot ACT 2001) and the concept of rogue states. Rogue states, therefore, provide test cases to clarify the breadth, depth, and consequentialness of the US ASA in world affairs vis-��-vis the relationship between US security and global security.

Conceptualizing American power and security in a post-9/11 security context : conflict, resistance, and global security, 2001-present

In a post-Cold War, post-9/11 world, the advent of US global supremacy resulted in the installation, perpetuation, and dissemination of an Absolutist Security Agenda (hereinafter, ASA). The US ASA explicitly and aggressively articulates and equates US national security interests with the security of all states in the international system, and replaced the bipolar, Cold War framework that defined international affairs from 1945-1992. Since the collapse of the USSR and the 11 September 2001 terrorist attacks, the US has unilaterally defined, implemented, and managed systemic security policy. The US ASA is indicative of a systemic category of knowledge (security) anchored in variegated conceptual and material components, such as morality, philosophy, and political rubrics. The US ASA is based on a logic that involves the following security components: 1., hyper militarization, 2., intimidation, 3., coercion, 4., criminalization, 5., panoptic surveillance, 6., plenary security measures, and 7., unabashed US interference in the domestic affairs of select states. Such interference has produced destabilizing tensions and conflicts that have, in turn, produced resistance, revolutions, proliferation, cults of personality, and militarization. This is the case because the US ASA rests on the notion that the international system of states is an extension, instrument of US power, rather than a system and/or society of states comprised of functionally sovereign entities. To analyze the US ASA, this study utilizes: 1., official government statements, legal doctrines, treaties, and policies pertaining to US foreign policy; 2., militarization rationales, budgets, and expenditures; and 3., case studies of rogue states. The data used in this study are drawn from information that is publicly available (academic journals, think-tank publications, government publications, and information provided by international organizations). The data supports the contention that global security is effectuated via a discrete set of hegemonic/imperialistic US values and interests, finding empirical expression in legal acts (USA Patriot ACT 2001) and the concept of rogue states. Rogue states, therefore, provide test cases to clarify the breadth, depth, and consequentialness of the US ASA in world affairs vis-a-vis the relationship between US security and global security.

Relationships between employees and their nomadic, non-territorial work environment

Recent and current socio-cultural trends are significant factors impacting on how business is conduced and correspondingly, on how work environments are designed. New communication technology is helping to break physical boundaries and change the way and speed of conducting business. One of the main characteristics of these new workplaces is non-permanency wherein the individual employee has no dedicated personally assigned office, work station, or desk. In this non-territorial, nomadic situation, employees undertake their work tasks in a wide variety of work settings inside and outside the office building. Such environments are understood to be must suitable where there is the need for high interaction with others as well as a high level of concentrated, independent work. This thesis reports on a project designed to develop a deeper understanding of the relationships between people (P) and their built environment (E) in the context of everyday work practice in a nomadic and non-territorial work environment. To achieve this, the study focuses on the experiences of employees as they understand them in relation to their work and the designed/ physical work environment. In this sense, the study is qualitative and grounded in nature. It does not assume any previously established theory nor test any presenting hypothesis. Instead it interviews the participants about their situations at work in their workplace, interprets natural interaction and creates a foundation for the development of theory informing workplace design, particularly theory that recognises the human nature of work and the need, as highlighted by several seminal researchers, for a greater understanding of how people manage and adapt in dynamic work environments.