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Commercial sex is a marginalized and highly stigmatized activity in Brazilian culture. In this article we aim at investigating the discursive strategies used by young men who trade sex in order to resist stigmatization and social exclusion. We interviewed 24 young men who trade sex in a medium sized city in Brazil. Discursive strategies used by the interviewees to avoid social stigma could be summarized as (1) a reduction of sexual activity to its commercial sense by employing a conceptualization of masculinity that focuses on moral values and disregards sexual intercourse, (2) an emphasis on the anatomic characteristics as a criterion to delimit sexual identification categories, and (3) a shifting of sexual systems from one based on sexual object choice to one based on sexual aim. The discussion highlights that the interviewees were actively negotiating with normative assumptions of sexuality and thus producing either its subversion or conservation.

Although recent policies in education in Brazil have included sexuality as an important theme to be discussed in the classroom, it still has not effectively created an educational context where sexuality can be discussed in a positive, non-discriminatory and culturally/historically sensitive way. This article aims at contributing to the development of training programs for sexual educators, specifically for those who are concerned with the inclusion of non-normative sexualities in the educational context. Drawing on social constructionist ideas, we have delineated a model for a training program for sexual educators in which two themes - relational engagement and focus on the process - set the context for a transformation in education. First, we offer a brief review of sexual education in Brazil. Next, we introduce the notion of "intelligibility communities" and "dialogue," as useful concepts for exploring educational alternatives. These two concepts allow us to discuss how values are generated and how they play into our accounts about what we consider to be real and good. Finally, inspired by one of our training programs, we illustrate some ways in which these theoretical resources can be used in training activities.Embora as recentes políticas de educação no Brasil tenham incluído a sexualidade como tema importante a ser discutido nas salas de aula, elas ainda não efetivamente criaram um contexto educacional onde a sexualidade possa ser discutida de forma positiva, não-discriminatória e sensível as cultura e história do contexto. Este artigo tem como objetivo contribuir com o desenvolvimento de programas de treinamento para educadores em sexualidade, especificamente para àqueles preocupados com a inclusão de expressões sexuais não-normativas no contexto educacional. A partir de idéias construcionistas-sociais nós delineamos um modelo de treinamento para educadores em sexualidade no qual o envolvimento relacional e o foco no processo criam o contexto para uma educação transformadora. Primeiramente, apresentamos uma breve revisão da educação sexual no Brasil e posteriormente apresentamos os conceitos de comunidades de inteligibilidades e diálogo. Esses dois conceitos nos permitem discutir como os valores são gerados e como eles participam daquilo que tomamos como sendo bom e real. Por fim, inspirados por um de nossos programas de treinamento, nós ilustramos o modelo oferecendo possibilidades de tradução de princípios teóricos em atividades de treinamento.

O presente artigo tem por objetivo delinear uma visão da avaliação como um processo, no qual aspectos positivos e generativos do contexto interativo podem ser explorados. Introduz-se a Investigação Apreciativa como uma abordagem válida e útil para a avaliação em diversos contextos. Ancorado no discurso construcionista social, a Investigação Apreciativa é apresentada como uma alternativa de avaliação promotora de mudanças em diversos cenários. A Investigação Apreciativa, como uma estratégia de avaliação, tem sido utilizada em variados contextos e culturas, mas ainda é pouco conhecida em nosso país como uma metodologia de avaliação e pesquisa.In this article we propose a view of evaluation as a process where positive and generative aspects of the interactive context are explored. Drawing on a social constructionist discourse, Appreciative Inquiry is presented as an alternative form of evaluation that promotes change. The use of Appreciative Inquiry as a strategy of evaluation has been used in different contexts and cultures, yet is not widely known in Brazil, as a research and evaluation methodology. This article attempts to introduce Appreciative Inquiry as a valid and useful approach of evaluation in different contexts.

In this paper a comparison between test and modelling results are performed for two large-scale façade fire testing methods, namely SP Fire 105 and BS 8414-1. In order to be able to compare tests and modelling the uncertainties have to be quantified both in the test and the modelling. Here we present a methodology based on deterministic sampling to quantify uncertainties in the modelling input. We find, in general good agreement between the models and the test results. Moreover, temperatures estimated by plate thermometers is indicated to be less sensitive to small variations in model input and is thus suitable for these kind of comparisons.

Fires outside school buildings caused by arson are a major problem in Sweden. The initial fire source can involve rubbish or other types of combustibles that can be found at or sometimes brought to the school. As the external fire develops the flames will extend along the façade. If the building is a one-story building, which is a common construction in Swedish school buildings, the fire can spread to the attic and further on to the rest of the building. A large research project was initiated in 2008 by the Swedish Fire Research Board in order to reduce the number and consequences of arson fires in school buildings. In this paper an evaluation of some technical systems that can be used to mitigate consequences of exterior fires is presented. The evaluation includes a literature review, experimental studies and a cost-benefit analysis. The study showed that some systems have clear cost-benefit advantages for the protection of school buildings in places where a high fire frequency can be expected.