This thesis argues that the short fiction of Elizabeth Bowen is acutely preoccupied with reading emotion. Despite the growth of Bowen criticism, her stories remain understudied and this project proposes that their marginal status corresponds to this preoccupation. Through a close engagement with the literary representations of emotion at work in selected Bowen's stories, read alongside Bowen criticism, short story theory, and work on emotion, however, I show how her stories not only anticipate, but radically disrupt, current emotion theory. Recent theorisations of, and research on, emotion and affect across the disciplines tend to rely on the readability of emotion, emphasising the interpretation of specific emotions and reviving practices of affective criticism. Yet Bowen‟s short fiction foregrounds emotion‟s textuality: rather than allow us to read emotion „in‟ literature, I argue that her stories theorise the literariness of emotion. The project begins by suggesting a correspondence between her stories‟ engagement with emotion and their status, both within her literary oeuvre and in Bowen scholarship, to suggest that the complexity of her short fiction is often under-represented by occluding the deconstructions emotion mobilises. This enables us to map critical debates amongst Bowen scholars about the radicality of Bowen‟s fiction onto wider narratives about emotion and critical resistances to its textuality. I go on to undertake close readings of selected stories to show how Bowen‟s short fiction destabilises, rather than reinforces, the geographies of subjectivity, reality, time, and materiality to which emotion is presumed to belong. This project extends Bowen criticism that observes the ways her work anticipates psychoanalytical and Derridean readings, but through its focus on the short story it offers the second focused study of Bowen‟s short fiction, and the first study of her short fiction to be informed by critical emotion theory. Not only does this thesis carve out a new territory within Bowen scholarship, but it offers a timely contribution to problems in thinking emotion and affect in literary criticism and theory. More broadly, it is my hope that my reading of Bowen demonstrates the necessity of attending to the textuality of emotion in the reading and theorisation of emotion across the disciplines.

At first glance, Strange Case of Dr. Jekyll and Mr. Hyde is a tale that reinforces binaries. One of these is the self/other binary that is central to David Hume's and Adam Smith's theories of sympathy that conceive of a self imaginatively identifying and experiencing fellow-feeling for an other. However, this notion is complicated because Jekyll and Hyde are the same person. Further, many critics argue that Stevenson actually challenges binary thinking. While Hume and Smith do not challenge the self/other binary in connection with sympathy, trauma theory critics do challenge a self/other binary that lies at the heart of sympathy: the victim/perpetrator binary. Noted trauma theorist Dominick LaCapra develops a method of empathizing called empathic unsettlement where a secondary witness listens with empathy to a victim's traumatic witness while recognizing the difference of his or her position as a witness. He argues that perpetrators may also warrant understanding, but this understanding does not come through empathy. However, one of the hallmarks of empathic unsettlement is that it does not neatly resolve or replace traumatic narratives. Therefore, I argue that empathic unsettlement could also be a useful method for allowing a perpetrator to witness. While practicing empathic unsettlement for a perpetrator may not be worth the risk in real life, performing a thought experiment in literature can test how using empathy might provide a better way to theorize perpetration. Using two witnesses who attempt to practice empathic unsettlement for Jekyll and Hyde, Dr. Hastie Lanyon (who fails), and Mr. Gabriel John Utterson (who succeeds), I will show how empathic unsettlement could be used for both a victim and perpetrator to tease out the complexities of assessing a traumatic situation.

Objectives. Evaluate differences in depressive symptoms, compare sociodemographic and health-related variables associated with depressive symptoms and report level of impact of depressive symptoms on daily activities. Methods. Cross-sectional study using a self-administered questionnaire and Patient Health Questionnaire-9 (PHQ-9) diagnostic survey on 1115 patients aged 60–93 years who attended a primary care clinic in Korea, Russia or USA. Results. At least mild depression (PHQ-9 score of ≥5) occurred in 28% of Koreans, 65% of Russian and 27% of US participants. Russians scored more depressed on all PHQ-9 items (P < 0.01) and more suicidal thoughts (P < 0.001), while Koreans had less feelings of worthlessness (P < 0.001). Depression predictors included poorer self-rated health [odds ratio (OR) 2.47, 95% confidence interval (CI) 1.84–3.33, P < 0.0001], chronic diseases (OR 1.34, CI 1.21–1.48, P < 0.0001), female gender (OR 1.56, CI 1.15–2.12, P = 0.0046) and religious attendance (OR 0.88, CI 0.79–0.97, P = 0.0099) for all subjects. Being employed was protective in Korea (OR 0.41, CI 0.21–0.77, P = 0.0061) and being married (OR 0.42, CI 0.27–0.66, P = 0.0002) and of older age (OR 0.95, CI 0.93–0.98, P = 0.0006) protective in US participants. Vascular disease was associated with depressive symptoms in Russia (OR 3.47, CI 1.23–9.80, P = 0.0187). In regression analyses stratified by country for a given level of depressive symptoms, the Russian sample had less impact on daily activities (Russia R2 = 0.107 versus Korea R2 = 0.211 and US R2 = 0.419) P = 0.029. Conclusions. Depressive symptoms were more common in Russia than in Korea and USA but had less impact on daily functioning. Cultural or environmental factors may account for this finding.

No description available.

Depuis longtemps, le sentiment d’insécurité suscite l’intérêt des chercheurs en sciences sociales. En milieu carcéral, ce phénomène est encore peu étudié. Les différentes études arrivent à des résultats incohérents par rapport aux facteurs reliés au sentiment d’insécurité des détenus. Les différentes façons de conceptualiser et de mesurer ce phénomène apparaissent souvent comme une des causes de l’incohérence des résultats obtenus. La présente étude a comme objectif général d’approfondir les connaissances sur le sentiment d’insécurité des incarcérés et présente les objectifs spécifiques suivants: (1) dresser un portrait quantitatif du sentiment d'insécurité en tenant compte de ses dimensions affective, cognitive et comportementale; (2) estimer le taux de victimisation dans les pénitenciers canadiens du Québec; (3) analyser les facteurs reliés aux différentes dimensions du sentiment d'insécurité; (4) analyser l’interrelation entre les différentes dimensions du sentiment d’insécurité. Afin d’atteindre ces objectifs, les données recueillies auprès de 293 détenus de dix pénitenciers québécois ont été analysées. Des analyses descriptives ont été utilisées pour documenter le sentiment d’insécurité des détenus en tenant compte de différentes dimensions. Des analyses bi variées et multi variées ont permis d'identifier les facteurs individuels et contextuels en relation significative avec les différentes dimensions du sentiment d’insécurité. Des modèles de régression hiérarchisée ont permis d’analyser l’interrelation entre les différentes dimensions du sentiment d’insécurité, en tenant compte de l’influence de facteurs individuels et contextuels. Les résultats ont révélé un niveau d’insécurité peu élevé et variable parmi la population carcérale et aussi que les différentes dimensions du sentiment d’insécurité étaient affectées par différents facteurs et qu'elles étaient partiellement inter reliées. / For a long time, the feeling of safety has been a subject matter of interest to social scientists. Applied in prisons, this phenomenon is not much studied. Different studies have come to inconsistent results with respect to factors related to insecurity. The different ways of conceptualizing and measuring this phenomenon often appear as a cause of the inconsistency of the results. The present study aims to deepen general knowledge about the insecurity sentiment and present the following specific objectives: (1) provide a quantitative picture of the feeling of safety, taking into account its emotional, cognitive and behavioral dimensions; (2) estimate the victimization rate in Canadian penitentiaries in Quebec; (3) analyse the different factors that are related to the different dimensions of feeling of safety; (4) analyse the interrelation between the different dimensions of the feeling of safety. To achieve these objectives, data from 293 inmates held in ten Quebec prisons were analyzed. Descriptive analyses were used to document the insecurity of prisoners taking into account various dimensions. Bivariate and multivariate analyses have permitted to identify the individual and contextual factors that are significantly associated with the different dimensions of insecurity. Hierarchical regression models were used to verify the interrelation between the different dimensions of feeling of safety, taking into account the influence of other factors. The results showed a level of insecurity that is low and variable among the prison population, and also that the different dimensions of insecurity were affected by various factors and were partially interconnected.

Darbe tyrimo objektu pasirinktus mokinių prosocialaus elgesio raišką bei reakcijas ir ketinimus elgtis nepasitenkinimą sukeliančiose situacijose buvo siekiama tikslo nustatyti mokinių prosocialaus elgesio raišką bei reakcijų ir ketinimų elgtis nepasitenkinimą sukeliančiose situacijoje ypatumus. Siekiant atsakyti į tyrimo tikslą, buvo keliami šie uždaviniai: nustatyti mokinių prosocialaus elgesio raišką lyties aspektu; nustatyti mokinių reakcijas ir ketinimus elgtis nepasitenkinimą sukeliančiose situacijose lyties aspektu; išsiaiškinti dalyvavimo popamokinėje veikloje sąsajas su mokinių prosocialiu elgesiu bei reakcijomis ir ketinimais elgtis nepasitenkinimą sukeliančiose situacijose; išsiaiškinti savijautos ir požiūrio į mokyklą sąsajas su mokinių prosocialiu elgesiu bei reakcijomis ir ketinimais elgtis nepasitenkinimą sukeliančiose situacijose. Tyrime buvo keliamos šios hipotezės: pirma, mergaitėms būdingesnis prosocialus elgesys nei berniukams, jos rečiau reaguotų agresyviai jų nepasitenkinimą sukeliančiose situacijose; antra, prosocialus elgesys būdingesnis dalyvaujantiems popamokinėje veikloje mokiniams ir trečia, popamokinėje veikloje dalyvaujantys mokiniai jų nepasitenkinimą sukeliančiose situacijose rečiau reaguotų agresyviai, negu nedalyvaujantys bendraamžiai. Tyrime dalyvavo 544 (289 mergaitės ir 255 berniukai) aštuntų – devintų klasių mokiniai parinkti taikant klasterinę atranką. Tiriant mokinius taikytas apklausos raštu metodas. Tyrimas parodė, kad mergaitėms... [toliau žr. visą tekstą] / The object of the paper is the expression of pupils’ prosocial behaviour and their reactions to and intentions to behave in a certain way in discontent-provoking situations. The aim of choosing such an object is to define the expression of pupils’ prosocial behaviour and the characteristic features of their reactions to and intentions to behave in a certain way in discontent-provoking situations. In order to pursue the aim of research, the following objectives were set: to determine the expression of pupils’ prosocial behaviour on the aspect of gender; to outline pupils’ reactions to and their intentions to behave in a certain way in discontent-provoking situations on the aspect of gender; to find a correlation between the participation in after-school activities and pupils’ prosocial behaviour and their reactions to and intentions to behave in a certain way in discontent-provoking situations; to discover links between pupils’ feeling about school, their attitude to school and pupils’ prosocial behaviour and their reactions to and intentions to behave in a certain way in discontent-provoking situations. This research was focused on the following hypotheses: first, prosocial behaviour is more common in girls than in boys. Girls would rarely behave aggressively in discontent-provoking situations. Second, prosocial behaviour is more common in pupils participating in after-school activities. Third, pupils participating in after-school activities would behave aggressively in... [to full text]

The topic of the diploma thesis is the use of musical activities in the development of graphomotoric skills of preschool children. The theoretical section is focused on harmonising of music and movement on the level of gross and fine motoric skills. This diploma thesis analyses the musical aspect of the Czech version of the Good Start Method. The practical section presents new lessons developing graphomotoric skills with a central focus on musical and instrumental activities. The thesis provides a report on the aims, methods and progress of the field research in the preparatory classes of primary school. Part of the process is basic research into the received tempo of two songs from the Good Start Method. KEYWORDS Good Start Method, musical activities, musical skills, graphomotoric skills, gross motoric skills, fine motoric skills, rhythmic feeling

Le physicalisme explique scientifiquement le problème de la conscience et peut se définir comme étant le problème résiduel de toutes les tentatives de réduction. Le physicalisme, dès lors, doit-il être toujours considéré comme la position métaphysique dominante et comme la méthodologie incontournable de toute théorie de la conscience ? Les tenants d’un physicalisme matérialiste radical réfutent le caractère irréductible du ressenti de conscience sur les processus neurobiolologiques. Cependant, éliminer la réalité idéelle du ressenti subjectif de l’expérience consciente semble n’aboutir qu’à l’échec du physicalisme dans sa vision matérialiste radicale car la seule analyse structurelle et perceptuelle des caractères phénoménaux d’un organisme ne peut traiter de manière explicite le caractère subjectif de l’expérience consciente. Les philosophes non réductionnistes et les dualistes postulent, donc, le dépassement du physicalisme à travers un néo-dualisme moderne. Dès lors, le ressenti de conscience doit-il être considéré comme un simple dépassement du physicalisme ou devons-nous le considérer comme étant au-delà du physicalisme ? La question essentielle qui se posera tout au long de notre thèse sur le ressenti de conscience est de savoir pourquoi le ressenti de conscience existe et pas seulement comment il existe ? Le pourquoi du ressenti de conscience nous entraine à travers le rôle imparti dans l’émergence de la conscience que représente le fossé explicatif physico-psychique sur ce que l’on nomme le « hard problem of consciousness ». / Physicalism scientifically explains the problem of consciousness and can be defined as the residual problem of all attempts of reduction. So, can physicalism always be considered as the supreme metaphysical stance and the unavoidable methodology of all theory of consciousness ? The supporters of a radical materialistic methodology deny the ireductible character of the perception of consciousness. So, they rule out any mental causality and any dualist vision of consciousness through the elimination of the perception of consciousness as a conscious experience and they argue that any physical effect is only terminated by the physical aspect.However, ruling out the ideal reality from the subjective perception seems only to result in the failure of physicalim in its radical materialistic vision, because the structural and perceptual of the phenomenal characters of an organism only cannot explicitly deal with the subjective character of a conscious experience.The non reductionist philosophers and the dualists assume the concept exceeding of physicalism through a modern neo-dualism. The basic issue of our dissertation is to know why the perception of consciousness exists and not only why it exists. The reasons of the perception of consciousness carries us, through the part played in the emergence of consciousness by the physico-psychic explanatory gap, to what is called "the hard problem of consciousness".So, in our dissertation, we shall try to rebut the conclusions of eliminativist physicalism and assume the emergence of the dualism of properties and a modern neo-dualism through the two key questions.

This dissertation, named "A person, an employee in social work, as a moral being coming into contradiciton with duties assigned by an employer", deals with a theme of a person as an autonomous moral being in a position of an employee in the sphere of social work, who comes into conflict with duties assigned by an employer. The aim of this dissertation is to possess a complex analysis of the causes of these conflicts and inner preconditions of a person as a moral human being who is involved in these conflicts, and the ability for ethical reflection and questioning, which the author addresses in the processing of this theme. The study of special native and foreign literature was chosen as a way of gathering the base information for the final ethical reflection.

Cette thèse, s’inscrivant dans une approche sociocognitive, étudie l’apprentissage professionnel dans une formation d’enseignants du 2nd degré se spécialisant pour scolariser les élèves en situation de handicap. Son objectif est de montrer que l’enseignant en formation de spécialisation construit des savoirs professionnels dans l’interaction sociale en présentiel et en ligne avec ses pairs par le biais d’outils du dispositif hybride, en particulier à travers un carnet de bord en ligne. Notre cadre théorique mobilise les théories de l’apprentissage professionnel. La construction sociale des apprentissages prend en compte l’importance de l’environnement social, culturel et la place de l’individu dans la construction des savoirs, tout en mobilisant les interactions via différentes modalités. Les savoirs professionnels peuvent être mobilisés par l’enseignant et repérés en tant que savoirs énoncés dans le carnet de bord en ligne, en tant que savoirs perçus par l’évolution du niveau du sentiment d’efficacité professionnelle (SEPro) et en tant que savoirs constatés dans les pratiques enseignantes d’adaptation en classe et hors la classe. À partir d’une méthodologie mixte, cette recherche présente les résultats d’une enquête menée auprès de cinq enseignants du 2nd degré poursuivant une formation de spécialisation (2CA-SH) dans un contexte hybride à l’ESPE de Toulouse. Une comparaison est conduite en parallèle sur l’évolution du niveau de SEPro avec un groupe d’enseignants suivant la même formation en présentiel (n= 24) et un groupe sans formation (n =58). L’analyse des éléments empiriques montre que les interactions en ligne et présentielles entre pairs permettent de construire des savoirs professionnels relatifs aux gestes d’adaptation et à la connaissance des élèves et que ces savoirs se diversifient sur l’année. Les savoirs construits sont mobilisés dans leur SEPro, leurs pratiques et dans l’élaboration du carnet en ligne. La mise en relation de la nature des savoirs professionnels et des processus de construction à l’œuvre (apprentissage social) permet de mettre au jour les processus privilégiés par les enseignants interagissant entre pairs en présentiel et en ligne et de proposer un modèle de l’apprentissage social en contexte de formation hybride. / This thesis, in a social cognitive approach, studies the professional learning of secondary education teachers specializing in disabled pupils. The goal is to show that under specializing learning teachers build professional knowledge in the social interaction whether on-site or on-line with their peers thanks to the hybrid system tools; especially thanks to an on-line log book. Our theoretical framework gathers professional learning theories. The social construction of learning takes into account the importance of the social and cultural environments, the individual’s place when building knowledge, as well as the interactions through different aspects. The professional knowledge can be used by the teacher and be seen as knowledge mentioned in the on-line log book, as the perceived knowledge through the evolution of the Professional Feeling of Efficiency level (SEPro in French), as well as the perceived knowledge in the teacher’s practice when adapting to class and outside the classroom. From a mixed methodology, this study presents the survey results performed following five teachers from the secondary education under a specializing learning (2CA-SH: Accreditation for specialized teachers for secondary school and higher levels) in a hybrid context at the ESPE of Toulouse (Teaching and Learning Graduate School). A comparison is done parallel to the SEPro level evolution with a group of teachers following the same on-site training (n= 24) and a group without training (n =58). The analysis of the empirical elements shows that the on-line and on-site interactions with peers let them build professional knowledge linked to adaptive professional behaviors and the pupils understanding. It also shows that knowledge becomes diversified during the learning year. The built knowledge is used in their SEPro, in their practice and in the elaboration of the on-line log book. The link between the professional knowledge nature and the learning process (social learning) allows to highlight the processes the teachers interacting on-site and on-line with peers prefer. It also allows to propose a social learning model in the context of a hybrid learning. / Esta tesis, que se inscribe en una lógica socio cognitiva, estudia el aprendizaje profesional en el marco de una formación de profesores del grado Superior especializados en el tratamiento de alumnos con discapacidad. Su objetivo consiste en mostrar que el profesor en formación especializada construye conocimientos profesionales en la interacción social en presencial y a distancia con sus colegas gracias a herramientas del dispositivo híbrido, en especial a través de un diario de a bordo en línea. Nuestro marco teórico moviliza las teorías del aprendizaje profesional. La construcción social de los aprendizajes toma en cuenta la importancia del entorno social, cultural y el lugar del individuo en la construcción de los conocimientos, al mismo tiempo que moviliza las interacciones a través de diferentes modalidades. Los conocimientos profesionales pueden ser movilizados por el profesor e identificados como conocimientos listados en el diario de a bordo en línea, como conocimientos percibidos por la evolución del nivel de sentimiento de eficiencia profesional (SEPro) y como conocimientos constatados en las prácticas de adaptación en clase y fuera de clases. A partir de una metodología mixta, esta investigación presenta los resultados de una encuesta realizada con cinco profesores del grado Superior que siguieron una formación especializada (2CA-SH: Certificado de especialización complementaria del grado Superior) en un contexto híbrido en la ESPE (Escuela Superior de Profesorado y de la Educación) de Tolosa. Un comparativo se realizó en paralelo con la evolución del nivel de SEPro con un grupo de profesores que realizaron la misma formación presencial (n= 24) y un grupo sin formación (n =58). El análisis de los elementos empíricos muestra que las interacciones en línea y presenciales entre colegas permiten construir conocimientos profesionales relativos a los gestos de adaptación y al conocimiento de los alumnos y que dichos conocimientos se diversifican conforme pasa el año. Los conocimientos construidos son movilizados en su SEPro, en sus prácticas y en la elaboración del diario de a bordo. La interconexión de la naturaleza de los conocimientos profesionales y de los procesos de construcción de obras (aprendizaje social) permite actualizar los procesos privilegiados por los profesores que interactúan entre ellos en presencial y en línea y proponer un modelo de aprendizaje social en contexto de formación híbrida.