This thesis aims at developing a (dis/re)assembly oriented methodology towards product end-of-life. Particular focus in this thesis is on the circularity of furniture via design for (dis/re)assembly. The main motivation behind this study was the need for a method to evaluate the (dis/re)assembly options of furniture designs to be able to facilitate repair, reuse, remanufacturing, refurbishing, or recycling. The study draws upon relevant theories and prior research on Circular product Design, Design for EoL, Design for Environment, and Design for (Dis)assembly of vehicles, electrical and elocronic equipments, whitegoods, as well as office furniture, though relatively limited. The proposed methodology determines major aspects of design for (dis/re)assembly to be taken in to consideration in the early stages of product development. It further provides a set of parameters that are relevant to cabinet type and upholstery furniture group. The study involves a variety of qualitative research methods that are embedded in an interactive research conduct with the engagement of different stakeholders that are charged with the task of product development at Ikea of Sweden (IoS), the collaborator of this study.  The proposed methodology is implemented on three selected furniture designs in a pilot study. The results of the study, above all, suggest that (dis/re)assemblability of a product is a strategic choice that needs to be made at early phases of product development, namely the design phase. Two particular features of the furniture groups, upon which this study focuses, emerges as factors having negative impact on the disassemblability of products: first, wooden frame sofas with respect to their complex structure and connectivity of componants and, second, permanent joints with respect to their destructive impact on the product. The study concludes that it is feasible to develop and implement a potentially comprehensible method to evaluate the ease of disassembly of furniture products and to design for disassembly. The proposed methodology in this study is a contribution to support product design for disassembly towards product circularity.

Esta dissertação tem por objetivo refletir sobre as problemáticas e perspectivas do ensino-aprendizagem lexical de Francês Língua Estrangeira (FLE). Para isso, buscamos compreender como o léxico foi tratado ao longo da história da didática do FLE, como se dão os processos de aprendizagem lexical, sobretudo aqueles relacionados às teorias da psicologia cognitiva e à constituição da memória, para, em seguida, analisarmos materiais de FLE disponíveis ao grande público a fim de compreender como ele vem sendo preconizado. Dentre esses materiais, destacamos o estudo da operação Dis-moi dix mots (2014-2015), que nos mostrou a importância da emoção e da afetividade na aquisição de novas palavras em língua estrangeira. Com isso, sentimos a necessidade de melhor compreender a relação do aluno com a língua estrangeira. Por isso, dedicamo-nos a ouvir a voz de alguns falantes de línguas estrangeiras a fim de identificar possíveis fatores que contribuíram à aquisição de novas palavras. Esse estudo foi desenvolvido tendo como hipótese o fato de que, mesmo após o movimento de reabilitação do ensino-aprendizagem lexical encabeçado sobretudo por Robert Galisson a partir dos anos 1980 e sabendo que é senso-comum entre os professores de línguas estrangeiras que o enriquecimento lexical está diretamente relacionado à maior ou menor capacidade de compreensão e produção dos aprendizes de línguas estrangeiras tanto em atividades orais quanto escritas, ainda hoje o léxico é deixado de lado e não é alvo de um ensino guiado, direto, oriundo de uma metodologia equilibrada de ensino-aprendizagem capaz de promover o desenvolvimento da competência lexical por meio da promoção concomitante de conhecimentos semânticos, depreendidos do discurso e de sua dimensão sociocultural, e conhecimentos linguísticos, relativos sobretudo à estrutura morfológica e fonética. Após a análise de todos esses fatores, concluímos esta dissertação identificando alguns elementos importantes para que o ensino-aprendizagem lexical em classes de FLE possa ser otimizado, levando em consideração o pouco tempo disponível em sala para dedicar-se a tal aspecto da língua e sua importância para o desenvolvimento progressivo da competência lexical do aprendiz adulto de francês língua estrangeira. / This dissertation has as its main objective to reflect about the problems and perspectives on the lexical teaching and learning in French as foreign language (FLE). With this in mind, we search to understand how the lexical content was treated during the didactic history of French as a foreign language and how the lexical learning procedures happen (with special attention to those procedures related to the cognitive psychology theories and to the memory constitution) for, then, analyze the FLE didactic materials available to the big public in a way to understand how these different materials are thought. We will give special attention to the Dis-moi dix mots (2014-2015) materials, which shows the importance of an emotional approach in the acquisition of new words in foreign languages. Therefore, we have felt the need to better understand the relations constructed between the student and the foreign language he learns. In this perspective, we have interviewed some foreign language speakers with the intention to identify the possible factors that have contributed to the acquisition of new words. This work was developed on the main hypothesis that even with the rehabilitation of the lexical teaching and learning theories (mainly by the works written by Robert Galisson after the eighties) and with the knowledge that it is common-sense between the foreign language teachers that the acquisition of new words is directly connected with the greater or lesser capacity of oral and written comprehension and production showed by the foreign language students still today the lexical study is given little importance and does not constitute a goal for the guided teaching. The lexical study in French as a foreign language still lacks a balanced teaching and learning methodology capable of promoting the development of a lexical competence by the means of proper semantic knowledge (recognized in the discourses and its sociocultural dimensions) and linguistic knowledge (mainly related to the morphological and phonetical structures). After the proposed analyses, we concluded this dissertation by identifying some important elements for the optimization of lexical teaching and learning in the French as a foreign language context, having in mind the scarcity of time available during classes for developing this learning aspect and its importance for the progressive growth of the lexical competence in French as a foreign language students.

En 2003-2004 le collisionneur HERA à délivré des collisions $e^+p$ avec un faisceau de positrons polarisé longitudinalement. Ce travail présente la mesure des section efficaces de DIS inclusive polarisées Courant Neutre et Courant Chargé avec le détecteur H1 en utilisant un lot de données de 15,3 pb$^(-1)$ de polarisation moyenne $P=0,33$ et un lot de données de 21,7 pb$^(-1)$ de polarisation moyenne $P=-0,40$. La mesure de la section efficace CC totale pour $Q^2>400$ GeV$^2$, $y<0,9$ donne \begin(eqnarray \sigma_(CC)(P=+0,33)&=& 34,67\mbox( pb )\pm 1,94\mbox( pb )\:(\mbox(stat))\pm 1,66\mbox( pb )\:(\mbox(sys)) \\ \sigma_(CC)(P=-0,40)&=& 13,80\mbox( pb )\pm 1,04\mbox( pb )\:(\mbox(stat))\pm 0,94\mbox( pb )\:(\mbox(sys)). \end(eqnarray) En accord avec le Modèle Standard qui prédit la proportionnalité de la section efficace avec la polarisation. Dans une deuxième partie, on réalise une analyse QCD des données de H1 pour extraire les densités de partons. Cette analyse est ensuite étendue à la détermination jointe des paramètres électrofaibles comme la masse du boson $W$ et des couplages des quarks au boson $Z$. Une analyse QCD globale des données de DIS et de Drell-Yan est réalisée, en particulier utilisée pour obtenir l'asymétrie de la mer étrange $\int_0^1 x(s-\bar(s))\mathrm(d)x=(1,8\pm3,8)\times10^(-4)$. L'impact des nouvelles données de E866 sur les densités de quark à très grand $x$ est discuté. On obtient une extraction de la constante de couplage forte $\alpha_s=0,1197\pm0,0008 \mbox( (exp)) ()^(+0,0005)_(-0,0007)\mbox( (mod))\pm0,006 \mbox( (th))$.

Esta dissertação tem por objetivo refletir sobre as problemáticas e perspectivas do ensino-aprendizagem lexical de Francês Língua Estrangeira (FLE). Para isso, buscamos compreender como o léxico foi tratado ao longo da história da didática do FLE, como se dão os processos de aprendizagem lexical, sobretudo aqueles relacionados às teorias da psicologia cognitiva e à constituição da memória, para, em seguida, analisarmos materiais de FLE disponíveis ao grande público a fim de compreender como ele vem sendo preconizado. Dentre esses materiais, destacamos o estudo da operação Dis-moi dix mots (2014-2015), que nos mostrou a importância da emoção e da afetividade na aquisição de novas palavras em língua estrangeira. Com isso, sentimos a necessidade de melhor compreender a relação do aluno com a língua estrangeira. Por isso, dedicamo-nos a ouvir a voz de alguns falantes de línguas estrangeiras a fim de identificar possíveis fatores que contribuíram à aquisição de novas palavras. Esse estudo foi desenvolvido tendo como hipótese o fato de que, mesmo após o movimento de reabilitação do ensino-aprendizagem lexical encabeçado sobretudo por Robert Galisson a partir dos anos 1980 e sabendo que é senso-comum entre os professores de línguas estrangeiras que o enriquecimento lexical está diretamente relacionado à maior ou menor capacidade de compreensão e produção dos aprendizes de línguas estrangeiras tanto em atividades orais quanto escritas, ainda hoje o léxico é deixado de lado e não é alvo de um ensino guiado, direto, oriundo de uma metodologia equilibrada de ensino-aprendizagem capaz de promover o desenvolvimento da competência lexical por meio da promoção concomitante de conhecimentos semânticos, depreendidos do discurso e de sua dimensão sociocultural, e conhecimentos linguísticos, relativos sobretudo à estrutura morfológica e fonética. Após a análise de todos esses fatores, concluímos esta dissertação identificando alguns elementos importantes para que o ensino-aprendizagem lexical em classes de FLE possa ser otimizado, levando em consideração o pouco tempo disponível em sala para dedicar-se a tal aspecto da língua e sua importância para o desenvolvimento progressivo da competência lexical do aprendiz adulto de francês língua estrangeira. / This dissertation has as its main objective to reflect about the problems and perspectives on the lexical teaching and learning in French as foreign language (FLE). With this in mind, we search to understand how the lexical content was treated during the didactic history of French as a foreign language and how the lexical learning procedures happen (with special attention to those procedures related to the cognitive psychology theories and to the memory constitution) for, then, analyze the FLE didactic materials available to the big public in a way to understand how these different materials are thought. We will give special attention to the Dis-moi dix mots (2014-2015) materials, which shows the importance of an emotional approach in the acquisition of new words in foreign languages. Therefore, we have felt the need to better understand the relations constructed between the student and the foreign language he learns. In this perspective, we have interviewed some foreign language speakers with the intention to identify the possible factors that have contributed to the acquisition of new words. This work was developed on the main hypothesis that even with the rehabilitation of the lexical teaching and learning theories (mainly by the works written by Robert Galisson after the eighties) and with the knowledge that it is common-sense between the foreign language teachers that the acquisition of new words is directly connected with the greater or lesser capacity of oral and written comprehension and production showed by the foreign language students still today the lexical study is given little importance and does not constitute a goal for the guided teaching. The lexical study in French as a foreign language still lacks a balanced teaching and learning methodology capable of promoting the development of a lexical competence by the means of proper semantic knowledge (recognized in the discourses and its sociocultural dimensions) and linguistic knowledge (mainly related to the morphological and phonetical structures). After the proposed analyses, we concluded this dissertation by identifying some important elements for the optimization of lexical teaching and learning in the French as a foreign language context, having in mind the scarcity of time available during classes for developing this learning aspect and its importance for the progressive growth of the lexical competence in French as a foreign language students.

Yeast plasma membrane transporters play crucial roles in many cellular processes, including detoxification and build-up and maintenance of the plasma membrane potential (ΔΨ). The former development of the diS-C3(3) fluorescence assay by the Biophysics Group of the Institute of Physics, Charles University, enabled us to conveniently study both, including their changes, using a simple fluorescent probe diS-C3(3). Many studies carried out on both animal and yeast cells have revealed that ethanol and other alcohols inhibit the functions of various membrane channels, receptors and solute transport proteins, and a direct interaction of alcohols with these membrane proteins has been proposed. Using the diS- C3(3) assay for multidrug-resistance pump inhibitors in a set of isogenic yeast pdr5 and snq2 deletion mutants we found that n-alcohols (from ethanol to hexanol) exhibit an inhibitory effect on both pumps, increasing with the length of the alcohol carbon chain. The inhibition is not connected with loss of plasma membrane structural or functional integrity and is fully reversible. This supports a notion that the inhibitory action does not necessarily involve only changes in the lipid matrix of the membrane but may entail a direct interaction of the alcohols with the pump proteins. Tok1p is a highly specific...

One of the main reasons for the treatment failure of infections caused by pathogenic microorganisms is the overexpressing of efflux membrane proteins, which actively remove drugs from cells, leading to a phenomenon called multidrug resistance MDR. In this work, we focused on the functional characterization of the MDR pump Pdr5p in the yeast Saccharomyces cerevisiae. We have verified that diS-C3(3) fluorescence method can be used to determine the binding sites where the substrates bind in the binding pocket of the pump ScPdr5p. We focused on the study of the ScPdr5p binding pocket using triazole derivatives: ravuconazole, voriconazole and fluconazole. Using disc diffusion assay, we showed that all three studied triazoles are substrates of the pump ScPdr5p. We have found that these structural analogs have a significantly different effect on the inhibition of the potentiometric fluorescent probe diS-C3(3) transport by the pump ScPdr5p, and also that ravuconazole and voriconazole compete with each other for transport by the pump ScPdr5p. We have used a fluorescent approach to study the binding of azoles to the binding pocket of pump ScPdr5p using benchmark substrates, that bind selectively to only one binding site in the binding pocket of the pump ScPdr5p, and we have supported the hypothesis that ravuconazole...

Educational restructuring is an international phenomenon which emphasises a voucher system, upper secondary schools’ local decision-making and pupils’ choices in contrast to previous bureaucratic governing. For this reason upper secondary programmes and courses on offer, together with the pupils’ individual choices, have a direct impact on what could be called the upper-secondary education market. In terms of teaching subject matter, upper secondary education is, at the same time, broadened by means of introducing three-year programmes for all pupils as well as core subjects. The aim of this doctoral thesis is to develop a deeper understanding of how pupils’ actions of choice create different sorts of integration and differentiation processes within the restructured upper secondary education. In the light of Jürgen Habermas’ theory of communicative action combined with Norman Fairclough’s critical discourse analysis, pupils’ actions of choice have been studied within four pedagogical practices: (i) choice of upper secon-dary school, (ii) choice of upper secondary programme, (iii) pupils’ initial time at an upper secondary school and how they cope with the specific culture within a programme as well as choice of courses and subjects, and (iv) pupils’ own sto-ries and points of view on how a core subject, namely Swedish, was taught. Some of the results demonstrate that pupils’ actions of choice can be voca-tion-oriented, career-oriented and consumption-oriented. It is argued that these different types of actions of choice are constituted within a market discourse. The market discourse demands that pupils are able to make suitable choices to achieve an individualistic qualification. From that point of view upper secondary education’s integration and differentiation processes aim at developing citizens' personal opportunities in order for them to benefit to their best ability from what society has to offer. Other results demonstrate that pupils’ group-oriented, inter-est-oriented and tradition-oriented actions of choice are built upon another type of discourse, which is about educating pupils towards active citizenship. It has an inter-subjective point of departure. Pupils are driven into the integration and dif-ferentiation process where they discuss and take a stand in favour of those educa-tional options, which are conceived as the most relevant in relation to a “self-determining ethical-cultural community”. The analysis of these two paramount discourses indicates that pupils' integration and differentiation processes are am-biguous.

A presença de bandas onduladas superpostas e anastomosadas em perfis de solos situados na borda do glacis de São Pedro, na bacia do Córrego do Retiro, na sua transição para uma zona mais dissecada à jusante, sugeriram tratar-se de solos intermediários entre as Areias Quartzosas e os Podzólicos Vermelho-Amarelos. O estudo macro e micromorfológico acompanhado de análises convencionais de laboratório (granulometria, análises químicas) seguiu o procedimento proposto por BOULET et al (1982, a, b) denominado Análise Estrutural da Cobertura Pedológica e priorizou uma topossequência representativa, na qual o sistema pedológico estudado é constituído por Areias Quartzosas com bandas onduladas no topo, Podzólico Vermelho-Amarelo na vertente e Litossolo na base. O trabalho de campo revelou a presença de uma passagem lateral do horizonte com bandas onduladas ao horizonte Bt através da coalescência e espessamento dessas bandas, que ocorrem tanto no topo, como na base e dentro do Bt, até desaparecerem para jusante, onde este se torna mais estruturado e se degrada por hidromorfia. A análise micromorfológica revelou a presença de um importante plasma iluvial na forma de cutãs ligando grãos e no interior de poros, orientados, muito bem desenvolvidos e ferruginizados no interior de estrutura de base porfírica, tanto nas bandas onduladas como no Bt. No trecho onde este se degrada por hidromorfia os cutãs se desmantelam originando pequenos fragmentos (pápulas) na porosidade e também no interior do fundo matricial próximo aos restos de cutãs, alguns fortemente integrados. A análise granulométrica demonstrou o predomínio de areia fina nos solos estudados e confirmou uma quantidade maior de argila nas bandas onduladas e no Bt, corroborando a interpretação de iluviação. A análise química confirmou que a mobilidade maior é a física dos constituintes, dada a similaridade da distribuição dos teores encontrados em relação aos horizontes da topossequência e também confirmou a pobreza dos solos. O sistema pedológico estudado trata-se de um sistema de transformação pedológica lateral ainda em atividade, onde as bandas onduladas são responsáveis pela transformação das Areias Quartzosas em Podzólico Vermelho-Amarelo através da formação de horizonte Bt. Esses solos com bandas onduladas significam o estágio intermediário da pedogênese ligada à instabilização e translocação das argilas das Areias Quartzosas, relacionada à dinâmica da circulação hídrica vertical e lateral condicionada à evolução morfogenética das bordas do glacis de São Pedro por convexização aparentemente correlativa da dissecação quaternária. / La présence de bandes ondulées superposées et anastomosées dans le profils de sols situés au bord du glacis de São Pedro, bassin du Córrego do Retiro dans sa transition vers une zone plus disséquée en aval, ont suggéré qu’il s’agissait de sols intermédiaires entre les Sables Quartzeux et les Podzoliques Rouge-Jaunes. L’étude macro et micromorphologique accompagnée des analyses conventionnelles de laboratoire (granulométrie, analyses chimiques) a suivi le procédé proposé par Boulet et al (1982 a,b) appelé Analyse Structurale de la Couverture Pédologique et a donné la priorité à une toposéquence représentative où le systéme pédologique étudié est constitué de Sables Quartzeux avec bandes ondulées au sommet, Podzolique Rouge-Jaune sur la versant et Lithosol à la base. Le travail de terrain a indiqué la présénce d’un passage latéral d’horizon avec bandes ondulées dans l’horizon Bt, par la coalescence et l’épaississement de ces bandes, qui apparaissent au-dessus, au-dessous et à l’intérieur du Bt, jusqu’a sa disparition. Cet horizon devient alors plus structuré en aval et se dégrade immédiatement après par l’hydromorphie. L’analyse micromorphologique a révélé la présénce d’un important plasma illuvial sous la forme de cutanes liant des grains et à l’intérieur des pores orientés, bien développés et ferruginisés à l’intérieur de la structure porphyrique, aussi bien dans les bandes ondulées que dans le Bt. Dans le tronçon où le Bt le se dégrade par hydromorphie, les cutanes se démantèlent, originant de petits fragments (papules) dans la porosité et aussi à l’intérieur du fond matriciel proche des restes de cutanes fortement intégrés. L’analyse granulométrique a démontré la prédominance de sable fin dans les sols étudiés et a confirmé l’existénce d’une plus grande quantité d’argile dans les bandes ondulées et le Bt, ce qui corrobore l’interprétation d’illuviation. L’analyse chimique a confirmé que la plus grande mobilité est la physique des constituants, étant donné la similarité de la distribuition des titrages trouvés dans les horizons de la toposéquence et a aussi confirmé la pauvetré de ces sols. Dans le systéme pédologique étudié, il s’agit d’un systéme de transformation pédologique latéral encore en activité, où les bandes ondulées sont responsables de la transformation des Sables Quartzeux en Podzolique Rouge-Jaune par la formation d’un horizon Bt. Ces sols avec bandes ondulées représent un stage intermédiaire de la pédogènese lié à l’instabilisation et à la translocation des argiles des Sables Quartzeux en rapport avec la dynamique de la circulation hydrique verticale et latérale soumisé à l’évolution morphogénétique des bords du glacis de São Pedro par la convexisation apparemment corrélative de la dissécation quaternaire.

FundaÃÃo de Amparo à Pesquisa do Estado do Cearà / Este trabalho tem como objetivo principal analisar as manifestaÃÃes evidenciais e modais epistÃmicas e sua relaÃÃo com o grau de comprometimento do autor de artigos cientÃficos com o conteÃdo asseverado. Para a descriÃÃo e anÃlise dos dados, adotamos a perspectiva funcionalista da linguagem. Nesta, a lÃngua nÃo à entendida como um objeto autÃnomo, mas como um sistema que sofre pressÃes da situaÃÃo comunicativa. Dessa forma, a investigaÃÃo realizada parte das expressÃes em uso, buscando entender o funcionamento da lÃngua, pois à no uso que as expressÃes adquirem sentido. O corpus desta pesquisa à constituÃdo por nove artigos cientÃficos retirados de anais de encontros ocorridos na Ãrea de LinguÃstica, no perÃodo de 2008 e 2009. Optamos pela anÃlise da evidencialidade e da modalidade epistÃmica como domÃnios funcionais marcadores do nÃvel comprometimento do autor em artigos cientÃficos por pressupormos que, em tal gÃnero, poderemos encontrar vÃrias marcas dessas categorias utilizadas como estratÃgias de distanciamento, jà que o autor desse tipo de texto busca maior objetividade, conforme prescriÃÃo dos manuais de metodologia cientÃfica, distanciando-se do conteÃdo para garantir cientificidade ao seu trabalho. Coletamos 410 ocorrÃncias que foram analisadas quanto aos aspectos sintÃticos (meios de expressÃo e posiÃÃo da marca evidencial no enunciado), semÃnticos (tipo de domÃnio e tipo de fonte da manifestaÃÃo evidencial) e pragmÃticos (grau de envolvimento do autor de artigos cientÃficos com o conteÃdo enunciado e presenÃa de marcas explÃcitas de adesÃo). Os resultados obtidos comprovaram que a evidencialidade e a modalidade epistÃmica sÃo utilizadas em textos cientÃficos para promover um efeito de mÃdio comprometimento. Essa constataÃÃo revela que, o discurso cientÃfico à marcado pelo uso de expressÃes que âmascaramâ a subjetividade do autor e evidenciam um comprometimento parcial dele com a verdade enunciada. Quanto aos meios de expressÃo utilizados, verificamos a preferÃncia dos autores de artigos cientÃficos pelo uso de manifestaÃÃes evidenciais e modais epistÃmicas expressas atravÃs de itens verbais. No gÃnero analisado, constatamos maior recorrÃncia de evidencialidade reportada de fonte definida, com marca intercalada entre a fonte da informaÃÃo e o conteÃdo comunicado. / This study aims at analyzing evidentiality and epistemic modality and their relationship with the level of engagement of a scientific article writer and the stated content. To the description and analysis of the data it is used the functional perspective on language, in which the language is not understood as an independent object, but as a system under the pressure of communicative situations. Thus, this investigation focuses on the expressions in use, trying to understand the functioning of the language, since it is through the use that the expressions acquire meaning. In order to make this research possible the corpus used is constituted by 9 scientific articles taken from Linguistics annals published within the years of 2008 and 2009. We have chosen the analysis of evidentiality and epistemic modality as functional domains which mark the level of engagement of a scientific article writer since we have as a presupposition that in such case, we may find several registers of these categories used as detachment strategies, considering that the author of this type of writing leads towards objectiveness as stipulated by manuals of scientific methodology, getting detached from the content to preserve the work scientific style. 410 occurrences have been collected and analyzed concerning synthetic (means of expressions and position of evidential marks in the statement), semantic (type of domain and source of the evidential manifestation), and pragmatic (level of commitment of a scientific article writer with the stated content, and the presence of explicit marks of adhesion) aspects. The results proved that evidentiality and epistemic modality are used in scientific texts to promote an effect of medium engagement, revealing that the scientific discourse is marked by the use of expressions that mask the authorâs subjectivity and highlight their partial engagement with the established truth. Concerning the means of expressions used, we observed that scientific article writers prefer the use of evidential and epistemic modal manifestations expressed through verbal items. Regarding the analyzed genre, it has been found more occurrences related to the reported evidentiality from a definite source, with interspersed marks between the source of information and the established content.

The Revolt against Mourning calls into question the widespread critical alignment of literary modernism with Freudian melancholia. Focusing instead on “mourning,” through close readings of Virginia Woolf’s Mrs. Dalloway, James Joyce’s Ulysses, and William Faulkner’s The Sound and the Fury, I demonstrate how their depictions of this notion overturn both its traditional and contemporary understandings. Whereas Freud conceives mourning as a psychic labor that the subject slowly and painfully carries out, Woolf, Joyce, and Faulkner convey it as a destabilizing, subversive, and transformative force to which the subject is radically passive. For Freud, mourning is a matter of severing one’s libidinal bond to the lost other and reinvesting the free libido in a new object. But these modernists show that this bond is not in fact something we have the power to sever. Rather, precisely because we must stay internally bound to the lost other, we are always exposed to being usurped and altered by its alterity. Indeed, what my readings disclose is that these novels end up being (dis)possessed by the spectral force unleashed in them. I argue, however, that each writer can be read as attempting a textual exorcism to free his or her novel from this force by invoking a vital, dynamic movement I call “life.” But although Woolf, Joyce, and Faulkner seek such liberation, their narrative experiments ultimately fail to achieve it. And yet, for that very reason, Mrs. Dalloway, Ulysses, and The Sound and the Fury further illuminate how mourning both precedes and exceeds our desire to master it and binds us to the others we lose, perhaps for the entirety of our lives.