Motivated by studies of dress and the importance that it has on identity formation and expression of self, this research tries to answer the question of how can an interactive tool create greater means for self-expression of the dressed body through the design of textiles? The goal of pursuing the question is to ultimately promote a more sustainable fashion culture that relies on the creation of long-lasting products. Employing Research through Design as the main methodology, this research went through a series of sequential design experiments – namely workshops and prototypes – with the ambition of generating knowledge in the context of the design space, and in order to inform the design of the interactive tool proposed by the research question. The main research findings suggest that the direct engagement with the painting of textiles through ruled self-reflection tasks, in collaboration with a machine, provides great means for the creation of long-lasting products – showing, therefore, a fruitful path towards fashion sustainability. In addition to the conception and building of a final artifact, this research resulted in a set of guidelines that aims at advising the creation of other future artifacts.

Yes / This study adopts a theory of reasoned action approach to understand consumers’ mask wearing when shopping in the context of the COVID-19 pandemic. We investigated mask wearing while shopping as a prosocial consumption behaviour whereby self-oriented benefits and others-oriented benefits are added as proposed drivers of attitudes and perceived social norms. Empirical evidence from a survey in France and Germany confirms a strong effect of social norms on mask-wearing intentions. Moreover, altruistic benefits predict mask-wearing intentions, with attitude and subjective norms as mediators. In contrast, self-expression benefits of mask wearing only influence perceived social norms and not attitudes; this effect differs between the countries. Our findings guide scholars, policy makers and practitioners to steer consumers’ mask wearing as a prosocial behaviour. / Received support from central internationalization funds of Universität Hamburg.

The purpose of the study is to examine and problematize how the ego affects musicians and dancers. Important factors that shape the ego is the artists educational background and experience within the artistic subjekt. Hence, the purpose is also to find out how these factors affecting the ego. I wanted other artists practitioners’ thoughts on the subjekt, therefore I chose to interview four people, two musicians and two dancers. My informants were to be college-educated, active and have a minimum of 20 years experience in music or 10 years experience in dance. I asked questions based on the following sub-headings: Education and Practice, Teaching, Ego and Identity and Vision for the future. In the study, I describe one person at a time and to further strengthen the informants’ statements I complement with literature. In the analyze section I comparing their different statements with each other and interpreters informants responses and in the discussion section, I comparing their different statements with each other as well as with my own thoughts and to the relevant literature. According to my interpretation all informants have basically the same idea of how they look on the ego. Yet, the dancers seems more troubled by the ego than the musicians. Educational background and experience are factors that has shaped my informants ego where their teachers have been one of the sources to inspiration. It has been interesting to take part of my informants views because they have inspired me to further thinking and have also helped me feel more confident about my own musical practice. I hope this is a study that can be beneficial to anyone who has ever reflected on any subjekt, artistic or not. / Syftet med studien är att undersöka och problematisera hur jaget påverkar musiker och dansare. Viktiga faktorer som formar jaget är utbildningsbakgrund och erfarenhet inom det konstnärliga ämnet. Därför åsyftas att även ta reda på hur de faktorerna påverkar jaget. Jag ville ha andra konstnärliga utövares tankar om ämnet därför valde jag att intervjua fyra personer, två musiker och två dansare. Mina informanter skulle vara högskoleutbildade, aktiva och ha minst 20 års erfarenhet inom musik eller 10 års erfarenhet inom dans. Jag ställde frågor utifrån följande underrubriker: Utbildning och Verksamhet, Undervisning, Jaget och Identiteten och Framtidsvision. I uppsatsen redogör jag för en person i taget och för att ytterligare stärka informanternas utsagor kompletterar jag med litteratur. I analysdelen jämför jag och tolkar informanternas svar och i diskussionsdelen kopplar jag jämförelsen och mina tankar till relevant litteratur. Enligt min tolkning så har alla informanterna i stort sett samma tanke om hur de ser på jaget. Dock verkar dansarna mer besvärade av jaget än musikerna. Utbildning och erfarenhet är faktorer som har format deras ”jag” där deras lärare har varit en av inspirationskällorna. Jag tycker det har varit intressant att lyssna till informanterna eftersom de har gett mig uppslag till att tänka vidare och bidragit till att jag nu känner mig tryggare i mitt eget musicerande. Jag hoppas att det här är ett arbete som kan vara till nytta för alla som någon gång haft en fundering kring ett konstnärligt ämne eller icke konstnärligt ämne.

A bridge connecting student's new multi-modal abilities and schooling can be built. Students choose between school and other activities outside of the classroom walls (and sometimes even inside the classroom) and schoolwork seems to be losing ground in the battle of spare time more and more. Students could benefit from an electronic space that incorporates their media know-how, their studies, and others in the classroom. Blogs, or weblogs, provide just that type of space by relying on the user's insightful writing and creativity to retain a dynamic position in the Internet blogging community. Blogs have the ability to better the writing classroom by providing an educational forum for dialogue, spatial creativity, and social awareness.

Ce travail propose de réfléchir sur la notion de lieu commun, à partir de deux perspectives générales. La première relève d’une enquête philosophique sur la persuasion et s’inscrit par conséquent à la croisée d’une réflexion sur les formes intelligibles et sensibles de la preuve et d’une exploration de la tradition rhétorique du discours persuasif. La seconde relève quant à elle d’une interrogation sur la parole propre, qui engage le rapport entre subjectivité, langage et expression. C’est précisément à l’intersection de ces deux problématiques que l’on rencontre la notion de lieu commun, en vertu de la double acception qu’elle revêt. Héritier de la réflexion rhétorique sur les formes de l’argument, le lieu permet d’interroger directement la nature de la preuve discursive, telle qu’elle se donne à entendre dans les effets sensibles de la parole persuasive. Par ailleurs, dans son acception devenue usuelle, le lieu commun apparaît sous la figure paradoxale d’un obstacle à l’expression du soi. Il traduit à la fois une hétéronomie de la pensée et du dire, et la manifestation d’une parole étrangère, aliénée et anonyme, tapie au cœur de l’intériorité. Comment ce concept, visant initialement la maîtrise persuasive du discours, en est-il venu à nommer une dépossession de la parole propre ? De la Rhétorique d’Aristote aux écrits de Jean Paulhan, une enquête à la fois historique et conceptuelle peut s’efforcer de retracer les raisons de cette évolution, et d’évaluer la façon dont le lieu, tout en résistant au modèle d’une possession subjective du discours, persiste néanmoins à faire entendre une autre forme d’appropriation de la parole. / This study is a reflection about the notion of « commonplace » (lieu commun) that aims at elucidating its nature from two different points of view. The first one is an investigation about the concept of persuasion, which closely intertwines a philosophical inquiry about the intelligible and sensible form of proofs and a historical approach of the rhetorical tradition of persuasive speech. The second one is a research about the idea of a “proper speech” (parole propre), which deals with the relationship between subject, language and expressivity. The notion of commonplace is a central issue for both perspectives, due to its equivocal sense. As the result of a complex rhetorical theory of argumentation, the commonplace is able to highlight the very nature of the persuasive proof, which is to be said and heard through the sensible effects of persuasive speech. Besides, in the “ordinary” sense of the notion, the commonplace is the highly paradoxical figure of an obstacle to the expression of the self: it allegedly reveals the heteronomy of one’s thought and speech, and the underlying presence of an estranged, alienated and anonymous voice inside the interiority. How can one account for the relationship between those two different, even opposite, meanings? From Aristotle’s Rhetoric to Jean Paulhan’s works, this study aims at exploring the historical and conceptual reasons of this equivocality. It eventually attempts to describe the very specific form of speech appropriation enables by commonplaces, despite their irreducibility to the concept of authorship involved in the “classical” concepts of subjectivity.

La culture numérique adolescente et l’usage des réseaux sociaux et des messageries instantanées pour une pratique d’expression de soi, suscitent depuis de nombreuses années un vif intérêt pluridisciplinaire. L’expression de soi en ligne est une activité qui suscite chez les adolescentes un véritable engouement. Cette recherche privilégie une approche interactionniste inscrite dans le champ de la psychologie sociale et du développement. Elle se propose d’appréhender le sens accordé par les adolescentes à leur pratique d’expression de soi. Nous analysons comment le développement identitaire et les représentations de soi s’associent aux pratiques d’expression de soi, au sein d’une socialisation horizontale. L’approche a été réalisée auprès de 47 adolescentes âgées de 11 à 15 ans, toutes utilisatrices des réseaux sociaux et des messageries instantanées. Cinq outils ont été utilisés pour recueillir les données : un questionnaire appréhendant les pratiques d’internet, un exercice de "Qui suis-je ?" (Rodriguez-Tomé & Bariaud, 1980), l’Echelle de Conscience de Soi Révisée (Pelletier & Vallerand, 1990), l’Echelle Toulousaine d’Estime de Soi (Oubrayrie, De Léonardis, Safont, 1994) et l’Echelle du Développement Identitaire de Groningen constitué d’un entretien semi-directif (Bosma, 1985, 1994 ; Lannegrand-Willems, 2008). Les résultats indiquent que l’expression de soi des adolescentes répond à trois principaux besoins interdépendants : 1/ maintenir le contact avec les pairs et observer leurs pratiques ; 2/ recueillir l’approbation des pairs au moyen des publications ; 3/ écrire pour soi-même et laisser une trace organisée de son vécu. Les participantes qui ont des représentations de soi sociales et publiques élevées (59,6%) sont celles qui s’expriment régulièrement sur la toile en orientant le contenu de leurs écrits sur le soi. Elles désirent recueillir l’avis des pairs et laisser une trace de leur histoire. L’estime de soi et l’engagement identitaire sont associés à la présence de renforcements positifs par les pairs sur les publications, renforcements essentiels pour la socialisation horizontale. Les thématiques du développement identitaire et du soi, de l’expression de soi et de la relation amicale sont étroitement reliées, dans une dynamique d’interstructuration et d’intersubjectivité. Cette recherche, à caractère exploratoire, en raison des rares travaux francophones dans le domaine et de l’échantillon circonscrit, est néanmoins prometteuse et invite à engager des recherches longitudinales et comparatives. / Research interest is high in adolescents’ self-expression online, digital culture and the use of Social Network sites and instant messaging. Practicing self-expression online provokes a girls’ infatuation. Based on developmental and interactionist approaches, the aim of this study is to analyze on the one hand, the meaning of teenage girls’ self-expression and self-disclosure online, and on the other hand, attempt to understand how topics of adolescence like identity development, self-concepts and self-expression online can be linked at the heart of the horizontal socialization. Our sample included 47 teenage girls, aged between 11 to 15 years. All of them are using Internet, Social Network Sites and instant messaging. Five tools were used to collect the data: a questionnaire regarding the uses of Internet, an open-ended question « Who Am I? » (Rodriguez-Tomé & Bariaud, 1980), the Self-Consciousness Revised Scale (Pelletier & Vallerand, 1990), the Toulouse Scale of Self-Esteem (Oubrayrie, De Léonardis, Safont, 1994), and the Groningen Identity Developmental Scale including a semi structured interview (Bosma, 1985, 1994; Lannegrand-Willems, 2008). According to our results, self-expression responds to three interrelated needs of teenage girls: 1/ to maintain contact with peers and to observe theirs practices; 2/ to obtain the approval of peers through online personal publications; 3/ to write their history for themselves. Girls which have high levels of social and public self-concepts are regularly practicing self-expression online (59.6%). Publication contents are focused on themselves. These girls want peer comments and approval, and write a part of their personal story for themselves. High levels of self-esteem and identity commitment are related to peer positive reactions on publications. Topics of identity development and self-concepts are closely related with self-expression online and peer relationships. Our analysis underlines an intersubjective balance between self and other. This research is exploratory in nature because of the lack of French studies in this area, and the limited sample. Nevertheless, it provides longitudinal and comparative promising perspectives.

Summary Aliona Pavliukova Alternation of the complex game-based activity and musical activity in the first – the third forms of the primary school The content of the Postgraduate work comprises the analysis of a child’s activity alternation orientated towards his/her self-expression. Learning becomes a new and basic activity at an elementary schools stage. This kind of practice requires the new content of the activity, experience, intellectual efforts and thinking from the child. The learning must be based on the natural child’s activity integrating a certain amount of knowledge in it. The learning experience and demand to learn start to ripen. At a junior school stage the key activity corresponding the characteristics of the child’s maturity, his experience, inner world is the one of the complex game-based activity. It means that the activity is orientated towards the child’s self-expression. When the child grows up and starts to gets mature, his needs, interests change together with the self-expression’s potentiality. The complex game-based activity step by step turns into the musical activity. The musical activity is available only by keeping the child’s natural activity and integrating the knowledge of the Art discipline in it. The activity should be supplemented with the Art expression means, sequentially changing the quality of the content of the activity and accumulating the experience of the self-expression. The artistic-musical activity remains not only crucial... [to full text]

Lietuvos Respublikos Konstitucijoje įtvirtinta teisė – teisė į asmens privataus gyvenimo neliečiamumą. Tačiau deja tenka pažymėti, jog nusikalstamumas yra socialinis reiškinys, kuris neišnyks tol, kol gyvuos visuomenė. Šiame darbe analizuojama gana aktuali šių dienų tema – pasaulis garbina saviraišką, suteikia jos vystymuisi ir reiškimuisi itin plačias ribas, kaip tokiame kasdien technologijų ir elgesio laisvės prasme tobulėjančiame pasaulyje yra saugomas asmens privatus gyvenimas. Darbe iškelta problema ar baudžiamasis įstatymas pakankamai išsamiai reglamentuoja ir efektyviai apsaugo asmenų privataus gyvenimo neliečiamumą ir kaip proporcingai reikėtų riboti šią asmens teisę. Taigi siekiant užsibrėžto darbo tikslo – išanalizuoti LR baudžiamuosius įstatymus asmens privataus gyvenimo neliečiamumo apsaugos klausimu, palyginant su kitų šalių šios teisės apsauga, nurodant problemas bei numatyti efektyvesnes apsaugos priemones, taip pat praktiškai iširti ir įvertinti didžiausius probleminius aspektus žmonių privataus gyvenimo neliečiamumo klausimus, darbe aiškinama privataus gyvenimo neliečiamumo sąvoka; analizuojama teisinė bazė asmens privataus gyvenimo neliečiamumo apsaugos klausimu; nurodomos probleminės baudžiamųjų įstatymų, reglamentuojančių asmens privatų gyvenimą, vietos; detaliai ir išsamiai analizuojami privataus gyvenimo ribojimo atvejai. Taip pat darbe pateikiamos rekomendacijos ir pasiūlymai kaip galima tobulinti tam tikras teisės aktų vietas, kad liktų kuo mažiau... [toliau žr. visą tekstą] / There is human right to private life inviolability consolidated in the Constitution of the Republic of Lithuania. Human‘s private life is sacred. Unfortunately criminality is concurent of society. The The nadion has to protect human rights, to punish criminals justly and reduce criminality as much as possible. There is analysed very relevant topic of nowadays in this work. The world adores self-expression, gives to it‘s growth and expression especially comprehensive limits and how is protected human‘s private life in such technological and freedom behaviour improving world. It is broached a problem in this work – does the criminal statute adequately properly regulates and effectively protects human‘s private life and how proportionally restrict this human‘s right. The work‘s purpose is to analyse criminal statutes about human private life inviolability of the Republic of Lithuania, to compare them with foreign countries this right defence, to indicate the problems and provide for more effective devices of defence, practically explore and assess the most often problems of human‘s privat life. So that to reach the purpose, there is explained human‘s privat life inviolability‘s conseption, analysed juridical base of private life defence, indicated problematical mases of criminal statutes, particularly and properly analysed the rectrictions of human‘s privat life. Also there are produced conclusions and recommendations how could we improve some statutes. There was done the test... [to full text]

SANTRAUKA Sportuojančių paauglių savigarbos, saviraiškos, savęs vertinimo ir psichologinio klimato komandoje ypatumai Raktiniai žodžiai: savigarba, saviraiška, savęs vertinimas, psichologinis klimatas, sportinė veikla. Tyrimo objektas – krepšininkų, rankininkų ir tinklininkų paauglių savigarba, saviraiška, savęs vertinimas, psichologinis klimatas. Tyrimo tikslas – nustatyti sportuojančių paauglių savigarbos, saviraiškos, savęs vertinimo ir psichologinio klimato ypatumus. Hipotezė – sportuojančių paauglių savigarba, saviraiška, savęs vertinimas bei psichologinis klimatas skiriasi pagal lytį, amžių ir sporto šaką. Tyrimo uždaviniai: 1. Nustatyti krepšinio, tinklinio ir rankinio komandų žaidėjų savigarbos, saviraiškos ir savęs vertinimo lygius. 2. Išryškinti respondentų savigarbos, saviraiškos ir savęs vertinimo lygius pagal lytį. 3. Nustatyti tiriamųjų savigarbos, saviraiškos ir savęs vertinimo lygius pagal amžių. 4. Išsiaiškinti sportininkų psichologinio klimato komandoje ypatumus pagal sporto šaką, lytį ir amžių. Tyrimo imtis ir organizavimas. Anketavimas buvo vykdomas 2008-2010 m. Iš viso apklausti 378 sportuojantys respondentai. Išvados 1. Išryškėjo, kad krepšininkai, rankininkai ir tinklininkai pasižymi aukštu ir vidutiniu savigarbos, saviraiškos ir savęs vertinimo lygiu, tačiau statistiškai reikšmingas skirtumas tarp atskirų sporto šakų atstovų savigarbos, saviraiškos ir savęs vertinimo lygių nenustatytas (p>0,05). 2. Nustatyta, kad daugiau vaikinų nei merginų pasižymi... [toliau žr. visą tekstą] / SUMMARY Peculiarity of sporting teenager self-esteem, self-expression, self-evaluation and psychological climate in team. Key words: self-esteem, self-expression, self-evaluation, psychological climate and sporting activities. The object of research - basketball, handball and volleyball self-expression, self-esteem,selfevaluation and psychological climate. Purpose of the survey - the sport teen self-expression, self-esteem, self-evaluation and psychological climate characteristics. Hyphotesis - sports teen self-esteem, self-expression, self-evaluation differ by gender, age, sport and psychological climate varies according to gender, age and sport. The tasks of research: 1. Set up basketball, volleyball and handball teams of players self-esteem, self-expression and self-evaluation levels. 2. Highlight of the respondents self-esteem, self-expression and self-evaluation levels according to gender. 3. Set the test of self-esteem, self-expression and self-evaluation levels according to age. 4. To find out the psychological climate in a team sport features according to sport, gender and age. Planning of research. Questionnaire survey was conducted for 2008-2010. In total 378 athletes interviewed respondents. Findings 1. There were the basketball, handball and volleyball have a medium or high self-esteem, self-expression and self-evaluation level, but statistically significant difference between the sports representatives of self-esteem, self-expression and self-assessment levels... [to full text]

Lietuva, kaip ir kitos Europos Sąjungos šalys narės siekia kuo veiksmingiau tobulinti savo švietimo sistemą, kad ji padėtų asmenims, dalyvaujantiems švietime įgyti šiandieniniam gyvenimui reikalingų žinių, gebėjimų, įgūdžių. Tačiau dėl kultūrinių, istorinių, socialinių priežasčių iki šiol didžiausias dėmesys buvo skiriamas formaliojo švietimo sričiai. Formalusis ugdymas, vaiko saviraiškos poreikių aspektu, turi tam tikrų ribotumų – jis negali jų atliepti pilnai, nes yra reglamentuotas jo turinys. Todėl turi būti skiriamas dėmesys ir neformaliajam ugdymui(si), kad užtikrinti vaiko teisę į kokybišką ugdymą(si). Lietuvos Respublikos vyriausybė, ratifikuodama Jungtinių Tautų vaiko teisių konvenciją (1995), įsipareigojo gerbti ir užtikrinti visas Vaiko teisių Konvencijoje numatytas vaiko teises (vaiko teisę į vaiko orumą, saviraišką, teisę į informaciją, į kokybiškas ugdymo paslaugas, socialinę teisinę pagalbą). Neformalusis ugdymas Lietuvoje atlieka tik formaliojo ugdymo papildymo funkciją. Iki 2003 m. jis netgi buvo vadinamas papildomu ugdymu. Lietuvai kurti neformaliojo ugdymo sistemą trukdo tai, kad ji neturi tokių neformaliojo ugdymo tradicijų kaip Vakarų Europos šalys. (Lietuvos Respublikos švietimo koncepcija, 1992). / Lithuania, like other European Union countries, tries to improve their own education system to help people to gain the knowledge, abilities and skills for today's life. However, due to cultural, historical and social reasons, until now focused on the area of formal education. Formal education, the child's needs in terms of self-expression, has some limitations - it may not respond fully, because it is regulated by its content. Therefore, it should be paid attention to non-formal education (learning) to ensure a child's right to quality education (learning). Government of the Republic of Lithuania, ratifying the United Nations Convention on the Rights of the Child (1995), undertook to respect and ensure all the Rights of the Child Convention, the rights of the child (the child's right to the child's dignity, self-expression, right to information, the quality of education services, social and legal assistance). Non-formal education in Lithuania does only formal education function. By 2003 year, it was even known as additional education. Lithuania is hampered, because it does not have a formal education, so it was important to study younger school-age children attending day care centers, the needs of self-expression as the right to a quality education (learning).