Researchers have been studying school aggression (often termed bullying) for many years, but it was not until the 1980's that the deleterious effects of school aggression became more apparent. Most of the studies on physical and relational aggression focus upon the experiences of children who perpetrate these actions or who are the victims of this form of aggression. However, few studies have investigated how physical and relational aggression is influenced by the teacher and/or specific classroom environments. To date, there is a scarcity of information available regarding teacher characteristics and attitudes within the classroom and how these specific characteristics are associated with physically and relationally aggressive behavior and the overall climate of the classroom. The purpose of the present study was to examine whether teacher positivity is associated with student levels of physically and relationally aggressive behaviors in the classroom. This study specifically examined the relationship between (1) teacher positivity and student physical and relational aggression, (2) the relationship between classroom climate variables and student physical and relational aggression, and (3) differences in school, teacher, student, and classroom variables (teacher and student gender, student grade, and student ethnicity) based on the level of teacher positivity. Data were collected from 502 male (n=259) and female (n=243) 3rd, 4th, and 5th grade students from two large urban elementary schools within the School District of Philadelphia during the 2005-2006 and 2006-2007 school year. In addition to student participants, the third, fourth, and fifth grade teachers (n=18) also participated as part of the focus of a systematic observation tool developed by the lead researcher. Results from the first research question found no significant correlations between teacher positivity and non-compliant acts, the proportion of physically aggressive students or the proportion of relationally aggressive students. However, the proportion of physically aggressive students was significantly positively correlated with the average number of non-compliant acts (r = .603, p = .008). Results from the second research question found that the average number of non-compliant acts and the proportion of physically aggressive students was higher in classrooms where the minority of students was engaged and interested in the classroom activity. Results from the third research question showed only that there were differences between School 1 (m = 0.49, sd = .09) and School 2 (m = .29, sd = .14; t (16) = 3.56, p = .003) when comparing teacher positivity by school. Teacher, student, and classroom variables did not produce significant findings. Post hoc analyses, looking more specifically at the types of redirection and praise which composed the teacher positivity score, found correlations between the average number of noncompliant acts and universal redirections (r = .795, p = .000), the proportion of physically aggressive students and total teacher redirection (r = .479, p = .036), the proportion of physically aggressive students and specific teacher redirections (r = .540, p = .021), and the proportion of relationally aggressive students and teacher redirections (r = .477, p = .045) that occurred during an interruption. / School Psychology

"The Gordita's Guide to Body Positivity" is an autobiographical documentary reflecting on society's expectations of the female body image and how it affects Latinx women. Through personal recollections, media content, and archival material, the film explores beauty expectations, body discrimination, and body positivity. The document analyzes the documentary styles such as autoethnography and narration incorporated into the film and provides historical and theoretical context to body image in the Latinx culture and how the media has affected body image, beauty ideals, and eating disorders. In addition, the pre-production, production, and post-production process is detailed.

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ADHS ist eine häufig diagnostizierte Erkrankung in der Kinder- und Jugendpsychiatrie; etwa 5 % aller Kinder sind betroffen. Als Kardinalsymptome gelten Hyperaktivität, Aufmerksamkeitsprobleme und erhöhte Impulsivität. Die familiäre Häufung lässt auf eine genetische Prädisposition schließen. In dieser Arbeit werden mittels eines EEGs elektrophysiologische Aktivitäten des Gehirns der teilnehmenden Kinder aufgezeichnet. Dabei bilden die ereignisbezogenen Potentiale (EPs) den Informationsverarbeitungsprozess ab, welcher während der Bearbeitung eines Konfliktparadigmas - in unserer Untersuchung der Eriksen-Flanker Task - entsteht. Es ist bekannt, dass ADHS-Patienten höhere Fehlerraten und längere Reaktionszeiten in derartigen Aufgaben zeigen und Fehler vermehrt in Serien auftreten. Von besonderem Interesse sind Potentiale die direkt nach einem Fehler abgeleitet werden können; die error-related negativitiy (Ne) bzw. positivity (Pe). Die Datenauswertung erfolgte mittels in vorherigen Studien aufgezeichneten Datensätzen. Ziel der Arbeit ist es, den Einfluss der vorangegangenen Antwort, und damit des Primings bzw. der Sequenzeffekte bei ADHS-betroffenen Kindern und einer Kontrollgruppe auf die folgende Antwort und die dabei auftretenden Hirnpotentiale zu untersuchen. Bezüglich der Ne und Pe besteht für ADHS-Patienten eine heterogene Befundlage. Wir konnten feststellen und damit Ergebnisse vorheriger Studien replizieren, dass die Ne- Amplitude bei Kindern mit ADHS – im Gegensatz zur Kontrollgruppe- geringer ausgeprägt ist und keinen Sequenzeffekten (d.h. keinem Priming) unterliegt. Für die Pe-Amplitude konnten wir keine Abweichungen im Vergleich zu der Kontrollgruppe feststellen. Auch unterlag die Pe-Amplitude bei beiden Gruppen keinem Primingeinfluss. Dies lässt den Rückschluss zu, dass nur bei ADHS und nur für die Ne eine neuronale Dysfunktion angenommen werden kann. Dieses Ergebnis weist darauf hin, dass die veränderte Ne-Amplitude möglicherweise störungsspezifisch für ADHS sein könnte und somit die Möglichkeit für den Einsatz als diagnostisches Kriterium besteht.

Denna studie har genomförts med syfte att undersöka hur kroppsaktivister artikulerar kropp och kroppspositivitet genom bilder och texter på deras Instagramkonton. Studien syftar även till att undersöka om, och i så fall hur, artikulationerna av kroppspositivitet skiljer sig mellan olika kroppsaktivister. Slutligen syftar studien till att studera hur kroppsaktivisterna artikulerar syftet med rörelsen. Det teoretiska ramverket består av tidigare forskning och etablerade teorier i postmodern feminism, fat studies, aktivism och objektifiering. Studien har genomförts med ett kvalitativt förhållningssätt och utförts genom en diskursanalys och semiotisk bildanalys av text och bild från tolv svenska kroppsaktivister på Instagram. Resultatet av studien visade att det finns olika åsikter kring vilka kroppar som får vara med i den kroppspositiva rörelsen. En del för en diskussion kring att den endast är till för personer med normbrytande kroppar, medan andra menar att den är till för alla kroppar. Studien visade även att kroppsaktivisterna visualiserar sina kroppar på olika sätt. En del tar bilder som liknar hur kvinnor porträtteras i reklam medan andra tar bilder som bryter mot normer genom val av vinkel och posering. Slutligen visade studien att kroppsaktivisterna ser olika på vilket syfte rörelsen har. Vissa för en diskussion kring att rörelsen ska få andra att må bra i sin egen kropp, andra om att medierna ska visa upp fler kroppstyper. Andra talar om att kroppspositivismen finns för att kvinnokroppen ska sluta utstå objektifiering. / This study has been conducted with the purpose of examining how body activists articulate body and body positivity through imagery and text on their Instagram accounts. This study also aims to investigate if the articulations of body positivity differ, and if so how. Finally, the study aims to examine how body activists articulates the purpose of the movement. The theoretical framework of this study is based on past research and established theories about postmodern feminism, fat studies, activism and objectification. The study has had a qualitative approach and is based on discourse analysis and a semiotic analysis of texts and images from twelve swedish body activists on Instagram. The result of the study showed that there are different opinions regarding which bodies that can be included in the body positive movement. Some of the participants argued that the movement includes all body types, while some argued that the movement should only include norm-breaking types of bodies. The study also showed that the body activists articulates their bodies in different ways. Some of the participants have taken pictures similar to how women are portrayed in advertisements while others have taken norm-breaking types of pictures by the choice of angle and pose. Finally, the study showed that the body activists have a different point of view regarding the purpose of the movement. For some of the body activists the aim of the movement is to make others feel good about their own body while others wants to see more body types in the media. Some of the participants feels that the purpose is to stop objectification of the female body.

The thesis deals with the struggle for the Eternal and the Infinite in the works of Kierkegaard and Patočka. It starts with their respective concepts of existence. Based on them, positive and negative aspects of the relation of existence and transcendence are described. The main guiding principle of the description is the movement of the infinite resignation and the movement of the faith in Fear and Trembling, which is compared with the de-objectifying and all-founding force of the Idea in Negative platonism. It turns out that in the relation between existence and transcendence, one can discern the two basic meanings of the transcendent reality. These meanings, together with the positive and negative aspects of the relation of existence to transcendence, form the dialectic of positive and negative, in which the struggle for the Eternal nad the Infinite is set, as well as the struggle for an authentic human existence.

Two theories of consciousness have different ideas about when consciousness happens and what neural processes enable conscious experience. The recurrent processing theory supports an early onset of consciousness caused by recurring loops of information between sensory areas. Contrary to this belief, the global workspace theory claims that consciousness appears later, through global recurrent loops of information between sensory and higher order brain areas such as the visual cortex and frontoparietal areas. Electrophysiological studies have found an event-related negativity arising in primary visual areas around 200 ms that correlates to awareness. This activity suits the predictions of an early onset of consciousness made by the recurrent processing theory. It is followed by a later positive amplitude appearing around 400 ms. This activity is in line with predictions made by the global workspace theory. The current study transition from visual to auditory awareness research in order to find the neural correlates of consciousness in audition. A sound detection task with tones calibrated to each participants threshold value was used in the experiment and two electrophysiological measurements of auditory awareness were found. An auditory awareness negativity that appears around 200 ms after stimulus onset and a late positivity appearing around 400 ms. Researchers disagree about if these event-related potentials correlate with awareness or unrelated cognitive mechanisms. In order to solve this problem, the current experiment was devised to test if they were affected by response conditions. A no-response paradigm with reversed response conditions was used to separate pre- and post-conscious mechanisms from the auditory awareness negativity and the late positivity. Results showed that auditory awareness negativity was independent of response condition and thus free from post-perceptual processes. The late positivity amplitude seems to be dependent on response condition but the result was inconclusive.

L’objectif de cette thèse est d’étudier divers concepts de positivité en géométrie kählerienne. En particulier,pour une variété kählerienne compacte de dimension n, nous étudions la positivité des classes transcendantes de type (1,1) et (n-1, n-1) - ces classes comprennent donc en particulier les classesde diviseurs et les classes de courbes. / The goal of this thesis is to study various positivity concepts in Kähler geometry. In particular, for a compact Kähler manifold of dimension n, we study the positivity of transcendental (1,1) and (n-1, n-1) classes. These objects include the divisor classes and curve classes over smooth complex projective varieties.

Media har en stor påverkan på samhällets kroppsideal då många strävar efter en idealisk kropp. På sociala medier är termer som body positivity och body shaming aktuella, därför har vi använt oss av dessa termer för att fördjupa oss i studien. Syftet med studien är att framhäva konsekvenserna av att bli body shamed, både fysiskt och psykiskt. Body positivity är ett positivt laddat ord då syftet är att man skall acceptera sig själv och inte påverkas av de ytliga normer samhället och media konstruerat. Body shaming är ett negativt laddat begrepp på sociala medier som påverkar många människor negativt mentalt då man utsätts för kränkningar på grund av sitt kroppsliga utseende. Youtube är ett stort nätverk där människor kan ta del av andras vardag och åsikter, som forskningsläge har vi valt att fokusera oss på youtubers och deras videos om kroppsideal. Vi analyserar kommentarer på videos för att komma fram till ett större urval om hur dessa ämnen påverkar individer.

When researchers began addressing the electrophysiology of conscious error awareness more than a decade ago, the role of the error-related negativity (ERN), alongside the subsequently occurring error positivity (Pe), was an obvious locus of attention given the fact that they are taken as indices of cortical error processing. In contrast to the clear-cut findings that link the amplitude of the Pe to error awareness, the association between the ERN amplitude and error awareness is vastly unclear, with a range of studies reporting significant differences in the ERN amplitude with respect to error awareness, while others observing no modulation of the ERN amplitude. One problem in the studies obtaining null findings is the fact that conclusions are drawn based on small sample sizes, increasing the probability of type II error, especially given the fact that the ERN elicited using various error awareness paradigms tends to be small. The aim of the present study was to therefore address the issue of type II error in order to draw more certain conclusions about the modulation of the ERN amplitude by conscious error awareness. Forty participants performed a manual response inhibition task optimised to examine error awareness. While the early and late Pe amplitudes showed the expected sensitivity to error awareness, the ERN results depicted a more complex picture. The ERN amplitude for unaware errors appeared more negative than that of aware errors, both numerically and on the grand average ERP. The unexpected findings were explained in terms of (a) latency issues in the present data, (b) characteristics of the manual response inhibition task used and the possibility that it elicits variation in neurocognitive processing, and (c), in relation to possible contamination by the contingent negative variation (CNV), an ERP component elicited during response preparation. Suggestions for future research on how to address the issues raised in the present paper are also discussed.