Today, 3D pastoral games have gained widespread popularity among young people, offering a relaxing and immersive experience in the idyllic world of Xanadu. This paper focuses on the different applications of color in 3D pastoral games in Asia and the West, specifically studying theme colors, terrain colors, crop colors, and animal colors, as well as exploring the cultural differences that influence color choices in these games. Throughout the research process, a combination of methods, including questionnaires, observations, investigations, and case studies, was employed to study the significant role of color in pastoral games. Different colors are used to distinguish various terrains, crops, and animals, enabling players to identify and manage them better while also representing special states or events in the game. The research findings indicate that color is a crucial element in creating engaging pastoral games. It was observed that Western game design prioritizes clear purposes, contrast, balance, cultural adaptability, and emotional expression when incorporating colors. On the other hand, Asian game color design emphasizes principles derived from the five elements color theory, traditional cultural elements, color symbolic meaning, and consistency of style. Both approaches aim to create a more enjoyable gaming experience and evoke deeper emotional resonance with the players. In conclusion, this study highlights the significance of color in shaping the gameplay and emotional experiences of players in 3D pastoral games. The findings also emphasize the different design philosophies of color between Western and Asian game developers, each striving to enhance the overall gaming experience and create a strong connection with their respective audiences.

應徵者處於甄選面談的情境或多或少都會經驗到一定程度的焦慮，過去研究指出焦慮的確會對應徵者行為表現，以及面試官評價產生影響，本研究回顧文獻證據提出焦慮情緒狀態或許應視為造成面試官評價偏誤的來源之一；由情感事件理論的觀點，探討「氣氛營造」與「溫暖行為」能否降低應徵者焦慮情緒狀態對於應徵者行為的影響；以及探討面試官的「面談經驗」和「歸因傾向」對於應徵者行為和面試官評價的調節效果。本研究採取模擬面談法（mock interview），邀請一年內即將謀職的應徵者，以及具面談經驗的業界人士擔任面試官，進行一對一的甄選面談，蒐集應徵者和面試官雙方的配對資料，共計94筆。統計分析結果顯示「面談焦慮情緒狀態」對於「面試官評價」的影響，係完全透過應徵者「焦慮行為」所中介。並未如預期發現面試官「溫暖行為」與「氣氛營造」等行為，削弱應徵者焦慮情緒對其行為的影響，以及「面談經驗」和「歸因傾向」等面試官個人特性調節焦慮行為與面試官評價的負向關係。本研究分別針對應徵者和面試官雙方提出實務建議，以及提出未來可能的研究方向。 / Prior studies found that applicants’ anxious state influence applicants’ behaviors and in turn interviewer evaluations. The present study argues that anxiety may be one of transient errors biasing interviewer evaluations. Taking interpersonal skills and trait anxiety specific to employment interview into account, this study examines the relationship among anxious emotional state, applicants’ behaviors, and interviewer evaluation. Based upon affective event theory as overarching framework, I propose that rapport building and warm behavior of interviewers as affective events may generate applicants’ positive emotion mitigates the negative influence of anxiety state on applicants’ behavior. In addition, prior studies suggested that interview experience and attribution preferences influence information processes of interviewers. These interviewers’ characteristics may minimize the negative impact of applicants’ anxious behavior on interviewer evaluation. Mock interview with 94 perspective applicants at the time in pursuing jobs and 37 EMBA students as interviewer were recruited from 9 universities. Results of regression analyses showed that applicants’ anxious behavior mediate the relationship between anxiety state and interviewer evaluation. However, the moderating effects of rapport building and warm behavior on the relationship between interviewees’ anxiety state and behaviors did not receive support. The effects of applicants’ anxious behaviors on interviewer evaluation do not vary as function of interview experience and attribution preference. Discussions and future suggestions were provided.

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Chez les espèces sociales, les vocalisations transmettent des informations qui participent au maintien et à la survie du groupe. Alors que de nombreuses études se sont intéressées aux informations stables portées par les vocalisations telles que l’identité, peu d’études se sont interrogées sur le rôle des signaux vocaux dans la transmission des informations plus labiles, telles que l’état émotionnel de l’émetteur. Le stress est un bon candidat pour l’étude de l’expression des émotions chez les animaux, puisqu’il est directement mesurable via un dosage de la concentration plasmatique en glucocorticoïdes. Le stress est connu pour modifier les paramètres acoustiques des vocalisations chez les mammifères, mais peu d’études ont traité ce processus chez les oiseaux, qui présentent pourtant des réseaux sociaux complexes. Le but de cette thèse est de déterminer de quelle manière les oiseaux expriment vocalement leur stress, et d’évaluer dans quelle mesure la corticostérone, hormone de stress principale chez l’oiseau, est impliquée dans le phénomène. Je me suis intéressée au Diamant mandarin (Taenopygia guttata), un oiseau chanteur australien au comportement grégaire qui forme des liens d’appariements à vie et prodigue des soins biparentaux à sa progéniture. En administrant de la corticostérone exogène à des oiseaux et en utilisant également des évènements sociaux stressants, nous montrons que les mâles adultes et les poussins expriment leur stress à travers l’émission de cris modifiés dans leur structure, ce qui suggère que la flexibilité des cris chez les oiseaux est plus importante que l’avaient montré des études précédentes. Par une analyse complète des paramètres temporels et spectraux des cris, nous montrons pour la première fois que le stress, par un effet direct de la corticostérone, déclenche l’émission de vocalisations présentant un spectre de fréquence déplacé vers les hautes fréquences. De plus, les receveurs du signal (respectivement les partenaires femelles et les parents) semblent capables de décoder l’information portée par ces cris de stress car ils modifient leur comportement en conséquence. Les processus physiques impliqués dans l’émission de cris modulés par le stress sont également discutés en appliquant la théorie « source-filtre » généralement utilisée chez les mammifères. Enfin, les valeurs adaptatives de ces cris sont également envisagées, en rapport avec le réseau social du Diamant mandarin et les risques de prédation encourus par l’émetteur du signal. Ce travail apporte de nouvelles preuves sur l’expression du stress chez les oiseaux, et propose une étude complète, des signaux physiologiques impliqués dans le stress aux modifications de comportement de l’émetteur, qui déclenchent une réponse adaptative des receveurs du signal / In social species, vocalisations convey information that participates in the maintenance and the survival of the group. While many studies were interested in stable information carried by vocal signals, like identity, fewer studies dealt with their potential role in informing about labile information such as the senders’ emotional state. Stress is a good candidate for the study of the expression of emotions in animals, as it is directly measurable by the plasma levels of glucocorticoïds. Stress is known to modify acoustic parameters of vocalisations in mammals, but few studies studied the process in birds, that also show complex social networks. The aim of this thesis is thus to determine how birds can vocally express their stress and to what extent corticosterone, the main stress hormone in birds, is implicated in this expression. I focused my research on the zebra finch (Taenopygia guttata), a gregarious Australian songbird that form lifelong pairbond and provides biparental care to its young. Using oral administration of exogenous corticosterone but also social stressful events, we show that both adult males and nestlings can express their stress through modulations of their calls’ structure, suggesting that flexibility in birds’ vocalisations is higher than previously expected. With a complete analysis of temporal and spectral parameters of calls, we show for the first time that stress evokes the emission of vocalisations with up-shifted frequency spectrum via a direct effect of corticosterone. Moreover, we show that females and parents are able to decode the information carried by stressed-induced calls of respectively their male partner and their young, as they exhibit modifications of behaviour in accordance with the context. The physical processes leading to the emission of stressed-induced vocalisations are discussed by applying the source-filter theory usually used in mammals. Adaptive values are also proposed, in regards with the zebra finch social network and predation risks for the caller. This work gives new evidences about the expression of stress in birds, and proposes a comprehensive study, from the physiological signals involved in stress to the resulting modifications of communication behaviour for the sender, that leads to an adaptive response from the receivers

This study aimed to examine the norms and cultures that are formed in the social interaction between students in need of special support placed in special education classes or equivalent by interviewing educators about their reflections. This study used special education theories as well as theories of language, power and culture. The method used was semi-structured interviews with six educators. The interviews were analyzed with thematic coding, which gave six themes: vocabulary, needs that could not be met, emotional states, the educators’ role and the relation between educator and student, social interactions, and the difficulty of making general statements. A conclusion that emerged was that the vocabulary that clashes with the schools’ core values was one of many factors in deciding that the student is in need of special education. Students’ norms of expressions are influenced by their environments, and at school they learn about social consequences. The educators try to give corrections when the students make a mistake, however this is not possible when the students are in a strong emotional state. To avoid strong emotional states the educators make the students feel safe in school and build relationships with them. To do their job, the educators need to build a relational capital with the students. All their labor is done to make the students become socially competent citizens. It was however difficult for the educators to make general expressions as they had a diversity of students. Some educators also expressed that there was no difference between students in special education classes and students in regular classes. This study contributes with knowledge of how the social processes such as different environments, power and educators’ guidance influence the norms of communication that are created in social interaction, which is a little studied research field. / Denna studie syftade till att undersöka de normer och kulturer som skapas i det sociala samspelet mellan elever som är placerade i resursklasser eller motsvarande genom att ta del av pedagogers reflektioner. Studien utgick från teorier grundade i specialpedagogik samt teorier om makt, språk och kultur. Den metod som användes var semistrukturerade intervjuer med sex pedagoger. Intervjuerna analyserades med tematisk kodning, vilket resulterade i sex teman: språkbruket, behov som inte har gått att bemöta, affektlägen, pedagogens roll och relationen mellan pedagog och elev, det sociala samspelet och till sist svårigheten med att uttrycka sig generellt. Slutsatsen var att språkbruk som går emot skolans värdegrund är en av flera faktorer som gör att eleverna bedöms behöva särskilt stöd. Elevers normer påverkas av andra miljöer de vistas i, och på skolan får de stöd med att lära sig de sociala konsekvenserna av språkbruk. Pedagogerna beskrev att eleverna inte klarar av det sociala samspelet i de större klasserna, och att klassrummen inte är anpassade för elevernas svårigheter. Pedagogerna försöker ge tillrättavisningar när eleverna gör fel, dock går det inte när eleverna är i höga affektlägen. För att undvika affekthöjningar jobbar pedagogerna med att få eleverna att känna sig trygga i skolan och med att bygga relationer med eleven. För att kunna göra det måste pedagogerna först bygga ett relationellt kapital med eleverna. Arbetet är för elevernas vinst, då det ska leda till att eleverna kan klara sig som socialt kompetenta medborgare. Det var dock svårt för pedagogerna som deltog att uttala sig generellt om eleverna, då det var en mångfald av elever. Vissa pedagoger ansåg även att det egentligen inte är någon skillnad mellan elever i resursklasser och elever i större klasser.  Denna studie bidrar med kunskap om hur sociala processer som uppväxtmiljö, makt och pedagogers vägledning kan påverka vilket sätt att uttrycka sig och tilltala varandra som skapas i sociala samspel, vilket är ett sällan belyst forskningsområde.

Les traumatismes spinaux (TS) touchent environ 17 810 personnes chaque année en Amérique du Nord. À la suite de ces lésions, la plupart des individus atteints vont perdre l’habilité à effectuer des mouvements simples et certains peuvent présenter des paralysies d’un ou plusieurs membres. Également, ces patients vont souffrir de troubles du sommeil, de détresse émotionnelle (anxiété et dépression) et de déficits cognitifs (mémoire). L’occurrence d’un traumatisme crânien (TC) concomitant est sous-estimée et sous-diagnostiquée dans 12.4 à 74% des patients TS, pouvant affecter considérablement la réhabilitation post-traumatisme. Bien que les soins prodigués actuellement permettent une certaine récupération après TS ou TC, il semble nécessaire de développer des thérapies adaptées dans le cadre des TS-TC concomitants. Afin de combler ce manque de connaissances après TS-TC concomitant, nous avons développé un nouveau modèle animal de TS-TC concomitant. En utilisant des approches comportementales et électrophysiologiques, nous avons examiné l’impact d’un TS-TC concomitant sur les fonctions motrices, le sommeil, l’état émotionnel et les capacités cognitives. Un groupe de rats recevant un TS-TC concomitant a été comparé avec un groupe ne recevant qu’un TS seul et un groupe contrôle (SHAM), recevant une laminectomie et une craniotomie sans TS et TC. La locomotion globale et le sommeil ont été évalués à chaque semaine pendant un mois par le test de session en arène ouverte et par électroencéphalographie pour évaluer l’architecture du sommeil, l’analyse spectrale des états de vigilance, incluant spécifiquement la dynamique de l’activité delta en sommeil sans mouvement rapide des yeux (sommeil NREM). L’état émotionnel et les capacités cognitives ont été testés 6 semaines post-traumatisme. L’anxiété et la dépression ont été testées en arène ouverte et par le test de préférence au sucrose respectivement. La mémoire de travail et la mémoire spatiale ont été testées par le test du labyrinthe en Y et par le test de reconnaissance spatiale d’objets respectivement. Le TS-TC et le TS seul ont induit des déficits moteurs en comparaison au groupe SHAM. La durée et la qualité de l’éveil et du sommeil n’ont pas été affectées par le TS seul ou le TS-TC concomitant, malgré une tendance à la hause de l’activité spectrale et de la dynamique de l’activité delta en sommeil NREM après TS-TC. Ni le TS-TC ou le TS seul n’a affecté l’état émotionnel. Seule la mémoire de travail a été affectée après TS-TC en comparaison aux groupes SHAM et TS seul. Les résultats obtenus suggèrent que la mémoire de travail pourrait être considérée comme un potentiel biomarqueur de lésion concomitante de la moelle épinière et du cerveau. De plus amples expériences seront nécessaires afin de décrire complétement ce nouveau modèle animal de TS-TC concomitant comme d’une part, la réalisation de mesures comportementales spécifiques dans les phases aigue et chronique post-traumatisme et d’autre part, une mesure de la neuro-inflammation et de la plasticité par immunohistochimie au niveau de l’hippocampe. Le développement de ce nouveau modèle animal va permettre la création et l’adaptation d’outils diagnostiques et thérapeutiques pour les patients présentant des TS-TC concomitants. / Spinal cord injuries (SCI) affect 17,810 people in North America every year. In this condition, most individuals will lose the ability to perform simple motor actions and will additionally suffer from sleep disturbances, emotional distress (anxiety and depression) and cognitive impairments (memory). The occurrence of traumatic brain injury (TBI) in SCI population is underestimated and missed-diagnosed in 12.4 to 74% of SCI patients, impeding the implementation of optimal rehabilitation strategies and drug therapies. Although specialized care is critically needed to improve rehabilitation outcomes in these patients, specialized dual diagnosis care and evidence-based approaches for treatment are currently lacking. To address this knowledge gap, we developed and characterized a novel rodent model of concomitant TBI and SCI. Using a combination of behavioral and electrophysiological techniques, we examined the impact of concomitant TBI and SCI on motor function, sleep, emotional state, and cognition. A group of rats receiving concomitant TBI and SCI were compared with control groups that received SCI only or surgical procedures without injuries (SHAM group). Global locomotion and sleep were evaluated each week for one month by using the open-field test and electroencephalography to evaluate sleep architecture, the spectral composition of vigilance states, including delta activity during non-rapid eye movement (NREM) sleep. Emotional states and cognition were assessed at 6 weeks after surgery. Anxiety and depression were tested using the open-filed and sucrose preference tests, respectively. Working memory and spatial memory were evaluated by Y Maze test and spatial object recognition test, respectively. We found that concomitant TBI-SCI and SCI alone both impacted locomotor abilities, by comparison to the intact state. The duration and quality of wakefulness and sleep were not significantly affected by SCI or TBI-SCI, despite spectral analysis showing a tendency for TBI-SCI to increase NREM sleep delta activity. Neither concomitant TBI SCI nor SCI significantly impacted anxiety and depressive-like behaviors in comparison to the SHAM group. By contrast, working memory was significantly impaired after TBI-SCI but was preserved in SHAM and SCI groups. This result suggests that working memory could potentially be used as a biomarker of these concomitant injuries. Further experiments are needed to fully characterize this novel animal model. This includes performing more specific behavioral tests in the acute and chronic stages after injury. Also, immunochemistry experiments directed on molecular markers of neuro-inflammation and plasticity are needed. This novel animal model will be useful to create and adapted diagnosis and therapeutic tools for TBI-SCI patients.

The thesis presents the results of an empirical study of emotional intelligence on a sample of psychology students and managers, describes the features of socially-psychological training and seminars as active methods of formation of emotional intelligence. / В диссертации представлены результаты эмпирического исследования эмоционального интеллекта на выборке студентов-психологов и управленцев, описаны особенности социально-психологического тренинга и семинарских занятий как активных методов формирования эмоционального интеллекта.

This essay is a qualitative study that analyzes how close-ups and point of view in relation to the narrative affect the viewer emotionally in the TV show The Last of Us episode 8. It examines the visualization of the character Ellie’s emotions and analyzes its emotional effect on the viewer. The theories applied explain the human ability to feel empathy and social cognition, film’s ability to evoke emotion and the concept of focalization. The theories also define the terms: narrative, point of view and close-ups. Five scenes were chosen and each scene was analyzed closely looking at facial expressions, point of view, camera movement, angles and more. Since this is a qualitative study it is based on subjective interpretations and assumptions which should be taken into account. However emotions are exceedingly subjective and a quantitative study would therefore be unmotivated.  The results suggest that assumptions can be made in how close-ups and point of view affect the viewer emotionally. When taken narrative into account, close-ups and point of view visualized the character Ellie’s emotions. These two techniques clarified and reinforced the character’s emotional state which, through the human ability to feel social cognition and empathy, transferred and/or influenced the viewer’s emotions.