Notre recherche interroge les modalités selon lesquelles une pratique artistique peut constituer un vecteur de contestation en contexte autoritaire. Elle se situe à l’intersection de deux aires de questionnement. D’une part, elle examine les multiples rapports qu’un monde de l’art peut entretenir avec un monde politique, éclairant les enjeux politiques qui traversent un champ cinématographique fortement dépendant de l’État, ainsi que les pratiques contestataires spécifiques qui y ont court. D’autre part, elle explore des formes de contestation qui se déploient à la marge d’un espace politique verrouillé, mettant au jour certains mécanismes de l’autoritarisme observés dans les négociations, arrangements et conflits entre acteurs du monde cinématographique et acteurs de l’appareil bureaucratique et étatique. Dans un premier temps, nous montrons comment les relations sociales qui se tissent autour de l’organisation et du fonctionnement de la production cinématographique polarisent et réfractent certaines pratiques et enjeux spécifiques au champ politique tout en les reformulant. Nous plaçons ensuite l’analyse au cœur des films afin de repérer et de décrire, à partir des différents procédés propres au langage cinématographique, des thématiques, des catégories et des objets qui relèvent du politique, sur lesquels les cinéastes posent un regard critique, alors même que l’expression d’une opinion contestataire dans l’espace public s’avère problématique / Our research investigates how an artistic activity can also be a vehicle for contention within an authoritarian context. It relies at the crossroad of two areas of questioning. On the one hand, we explore the various interactions between an art world and a political world, shedding light on the political logics at stake in a cinematographic field greatly dependent upon the state, as well as on the contentious practices emerging from this particular configuration. On the other hand, we scrutinize contention expressed at the margin of a locked political space, unveiling some mechanisms of authoritarianism produced by negotiations, arrangements and conflicts between actors belonging to the cinematographic world and actors of the bureaucratic apparatus. At first, we examine how the social relationships woven around the organization and the functioning of film production polarize and refract practices and issues proper to the political field while reformulating them. Then we shift the focus of our analysis on the very heart of the films to locate and describe, from the specific tools of the film language, subjects, categorizations and objects dealing with politics, upon which filmmakers cast a critical eye, whereas contentious expression in the public sphere proves to be problematic

Gewaltsamer Konflikt ist eine der hartnäckigsten Bedrohungen des Lebensunterhalts und der Nahrungssicherheit von Individuen weltweit. Trotz einer wachsenden Literatur, die die Ursachen und Folgen von Konflikten untersucht, bestehen nach wie vor erhebliche Verständnislücken, die zum Teil auf einen Mangel an qualitativ hochwertigen Konfliktereignisdaten zurückgehen. Mit Hilfe moderner ökonometrischer und statistischer Methoden trägt diese Monographie empirisch zur Literatur bei, indem sie sich mit drei miteinander verknüpften Themen befasst: (i) die Auswirkungen von Gewalterfahrungen auf Radikalisierung; (ii) das Ausmaß von Verzerrungen ("bias") in medienbasierten Konfliktereignisdaten; sowie (iii) die Rolle von Gewalt in benachbarten Gebieten für die Vorhersage von Ausbruch und Eskalation von Konflikten. Erstens zeigt eine Analyse des Gaza-Krieges von 2009, dass Menschen, die Gewalt direkt ausgesetzt sind, radikale Gruppen im Durchschnitt weniger unterstützen. Wenn frühere Wahlpräferenzen statistisch einbezogen werden, besitzt Gewalt jedoch eine polarisierende Wirkung im Wahlverhalten. Zweitens schätzt eine Auswertung syrischer Konfliktereignisdaten basierend auf internationalen und nationalen Quellen, dass Medien über nur knapp zehn Prozent der auftretenden Ereignisse berichten. Zudem ist die Berichterstattung stark räumlich und nach Konflikt-Akteuren verzerrt. Drittens stellt sich anhand von Paneldaten kleiner geographischer Zellen heraus, dass die räumliche und zeitliche Dynamik von Gewalt starken Einfluss auf sowohl den Ausbruch als auch die Eskalation von Konflikten an einem bestimmten Ort hat. In hochaufgelösten Analysen erhöht Gewalt in benachbarten Raumzellen jedoch nicht die Vorhersagekraft des Modells. Auf Grundlage der empirischen Befunde entwickelt diese Arbeit eine neue Methode zur Erhebung von Konfliktdaten, die auf direkte Informationsquellen vor Ort zurückgreift ("crowdseeding"), um Politik und Forschung verlässlichere Daten zu bieten. / Violent conflict is one of the most persistent challenges affecting the economic livelihoods and food security of individuals worldwide. Despite the surge in literature studying the impacts and drivers of armed conflict, there remains notable knowledge and methodological gaps, particularly regarding the quality of conflict event data. Using various advanced econometric and statistical techniques, this monograph contributes empirically to this literature by studying three interrelated issues. (i) The impact of violence exposure on radicalization; (ii) the magnitude of selection and veracity biases in media-based conflict event data; and (iii) the significance of incorporating violence in nearby locations in predicting armed conflict onset and escalation. First, evidence from the 2009 war on Gaza shows that individuals who experienced violence directly are less likely, on average, to support radical groups. However, when controlling for past electoral preferences, the results reveal a polarization effect among voters exposed directly to violence. Second, by matching conflict event data from several international and national media sources on the Syrian war, media reports are found to capture less than 10\% of the estimated total number of events in the study period. Moreover, reported events across the sources exhibit a systematic spatial clustering and actor-specific biases. Third, using a grid-level panel dataset, the temporal and spatial dynamics of violence, among other geographic factors, are found to significantly drive both conflict onset and escalation. However, violence in neighbouring grids does not enhance the prediction of armed conflict when using high precision units of analysis. In addition to these main findings, I propose and discuss a novel methodology, namely crowdseeding, for collecting conflict event data which works directly with primary sources on the ground to provide reliable information for researchers and policy-makers alike.

" Le sujet de cette thèse traitera du Liban entre les deux retraits israélien et syrien, 2000 - 2005.En effet, cette récente période s'inscrit comme l'une des plus critiques dans l'histoire contemporaine du Liban. La guerre civile déclenchée en avril 1975 est officiellement terminée en octobre 1990 par une " paix syrienne " imposée aux belligérants Libanais, soutenue par la Ligue Arabe et la communauté internationale. Cette période de paix entre 1990 et 2005, fut d'une part une période de reconstruction et de développement du Liban. Mais d'autre part, ces quinze années témoignent d'un profond malaise et mécontentement inscrits dans une situation globale apparemment paisible mais en fait marquée de fragilités politiques, sociales et communautaires profondes.Deux évènements majeurs - les retraits : israélien en 2000 et syrien en 2005 - viennent bouleverser ce statut quo libanais et déclenchent le processus inévitable d'une nouvelle " démocratisation " du Liban dont les conséquences ne cessent de se ressentir et de rebondir à ce jour. Entre ces deux retraits, un troisième " évènement choc ", le 11 septembre 2001 semble au regard de certains Libanais la perspective d'une nouvelle politique américaine et européenne dans la région.Cette période sera marquée au Liban, par les événements d'août 2000, arrestations arbitraires à l'encontre des opposants au régime prosyrien, la fermeture forcée de la chaîne de télévision libanaise anti syrienne MTV, les discours virulents des prélats maronites de l'église du Liban et du patriarche du Liban contre le régime en place, la nouvelle politique du leader druze Walid Joumblatt, l'éloignement du Premier Ministre libanais Rafic Hariri de la politique syrienne, et le début de la création d'une opposition multiconfessionnelle contre la reconduction du président libanais prosyrien Emile Lahoud, le vote de la résolution 1559 au conseil de sécurité de l'ONU, et finalement le " 11 septembre libanais " ou l'assassinat de Rafic Hariri, en février 2005 et la " révolution du Cèdre " qui en suit.

Thesis (M.A.)--University of Sydney, 1979. / Includes bibliographical references (p. [177]-190) and index.

Le peptide RFRP-3 joue un rôle dans la régulation de l’axe hypothalamo-hypophyso-gonadotrope des mammifères. Le but de cette étude était de déterminer l’implication du RFRP-3 dans la régulation de l’axe reproducteur du hamster Syrien. Nos résultats montrent que le RFRP-3 stimule l’axe gonadotrope chez le hamster Syrien mâle, tandis qu’il a des effets variables chez la femelle. En effet, chez la femelle le peptide inhibe l’axe reproducteur lorsqu’il est administré au moment du pic pré-ovulatoire de LH le jour du proestrus, et n’a pas d’effet pendant le diestrus. Nous avons poursuivi notre étude par la caractérisation des sites d’action du RFRP-3 chez le hamster Syrien, en démontrant que l’effet du peptide sur l’axe gonadotrope est médié directement ou indirectement par les neurones à GnRH. De plus, nous avons écarté l’hypothèse d’un effet hypophysiotrope du peptide chez cette espèce. Pour conclure, les résultats présentés soulèvent de nombreuses questions quant aux effets espèce- et genre-dépendants du RFRP-3 sur l’axe gonadotrope du mammifère. / RFRP-3 has been shown to play a role in the regulation of the mammalian hypothalamic-pituitary-gonadal axis. The aim of this work was to determine the involvement of RFRP-3 in the regulation of the Syrian hamster reproductive axis. We report unprecedented results indicating that RFRP-3 stimulates the male Syrian hamster gonadotrophic axis, whereas it has variable effects in female Syrian hamsters. Indeed, in females the peptide inhibits the reproductive axis at the time of the LH surge on the day of proestrus, and has no effect during diestrus. We went on to characterize RFRP-3 sites of action in the Syrian hamster brain, and show that the effect of the peptide on the gonadotrophic axis is mediated directly or indirectly via GnRH neurons. Moreover, we clearly rule out the possibility of a hypophysiotrophic effect of RFRP-3 in this species. Taken together, the present data raise interesting questions regarding species- and sex-dependent effects of RFRP-3 on the mammalian gonadotrophic axis.

As of 2013, around 51 million people were living on the run, classified as refugees. One of the reasons the number has increased so much during the last years can be explained by the war in Syria. The aim of following study is to evaluate the impact the Syrian refugee flow has had on the Turkish society up until today, seeing the consequences of economic, political and social impact made on the Turkish society. Due to these chosen aspects the study will be concentrated only on the changes in the Turkish society brought about accordance with economic, political and social effects. What is desirable is to achieve greater understanding of the positive and negative aspects of refugee flows on host countries. Building on this, the study will bring about a discussion on how to improve a study like this in the future. The following paper implies that conflict arises when the host country do not show acceptance of the refugees, and to not create conflicts, countries should welcome the refugees with open arms as Emanuel Mensah Tay indicates.

This research aims to analyze an asylum seeker's choice of asylum country and why Sweden inparticular. The study is based on Professor Lee's (1966) push- and pulltheory and the questionson which the study is based are "what impact do push and pull factors have on the choice ofrecipient country?" and "are there differences between asylum seekers from Syria andAfghanistan when choosing a recipient country?" The method used is an interview study, morespecifically semi-structured interviews. The conclusions found in the study are that the resultsof this study and previous studies are consistent, the main pullfactors that are consistent withthe theory and that explain the reason why Sweden is chosen, are the possibility of educationand work, a relative or friend who already lives in Sweden, human rights and that Sweden isconsidered a safe country. The respondents' pushfactor which explains the reason for leavingthe country of origin, was first and foremost that everyone needed to flee due to war and misery.It does not matter where an asylum seeker comes from as everyone has the same goal and thatis to survive.

Eine qualitativ vergleichende Studie: Vergleich der gesamten Problematik der Gewalt gegen Frauen in den zwei verschiedenen Kulturen Syrien und Deutschland. Vergleich der Gewalterfahrungen, Formen der Gewalt, Folgen der Gewalt und Maßnahmen von der Gewalt betroffener Frauen in den beiden Gesellschaften.

In the era of the Arab Spring, the people of Libya and Syria have fought for freedom and democracy. This essay aims to examine and analyze how The United Nations Security Council works to solve international problems in the world.   The main questions of my study are:   - How did the UN work on the basis of R2P in Libya and Syria?  - Why could the UN Security Council to agree on R2P in Libya but not in Syria?  Under the Arab Spring as the context, the purpose of this essay is to study the role of the United Nations UN in Syria and Libya. So, I highlight to the role of UN in R2P Responsibility to Protect in Libya and Syria. In 2011, the UN Security Council adopted Resolution 1973, which established a no-fly zone over Libya. The UN’s actions in Libya succeeded to remove the dictator Muammar Al-Gaddafi by R2P's principle, while The UN failed to remove dictator Bashar AL-Assad in Syria. The purpose of the R2P in Libya was to establish a no-fly zone and safe areas to protect civilians, but this led to the overthrow of Al-Gaddafi's regime in violation of the UN Security Council Resolution 1973.  I have used the theory of Realism and Liberalism to adapt them with my own theory to achieve the aim of my essay. In this paper, I used also content analysis as a guide of Method to reach conclusions. The materials used for this essay are documents, books and articles etc.  The results of my study are that the most important reason for Russia and China to use their veto in the UN Security Council is fear for the misuse of the international resolution to overthrow the regime in Syria. And thus, harm the very strong Chinese and Russian interests in Syria.

Bisherige Studien deuten an, dass Emotionale Intelligenz eine wichtige Rolle in der Lehrtätigkeit spielt. Sie hilft dem Lehrer bzw. der Lehrerin mit sich selbst, aber auch mit Schülern klarzukommen. Jedoch ist bislang noch weitgehend unklar, welche Mechanismen dem Zusammenhang zwischen Emotionaler Intelligenz und berufsnahen Kriterien zugrundeliegen. Zur Klärung dieser Frage soll die vorliegende Arbeit einen Beitrag leisten. Emotionale Intelligenz wird dabei in Anlehnung an Mayer und Salovey (1997) als Fähigkeit aufgefasst. Die vorliegende Arbeit umfasst drei Artikel. Der erste Artikel beschäftigt sich mit dem Zusammenhang zwischen wahrgenommener Emotionaler Intelligenz des Lehrers und Schülerverhalten im Klassenraum. Gefunden wurde, dass Lehrer über weniger unpassendes Verhalten ihrer Schüler berichten, wenn sie selbst über hohe emotionale Fähigkeiten verfügen. Hohe Emotionale Intelligenz scheint positiv verbunden zu sein mit der Tendenz, auf die Bedürfnisse der Schüler zu fokussieren, die wiederum weniger unpassendes Verhalten im Klassenraum zeigen. Im zweiten Artikel wird der Zusammenhang zwischen Emotionaler Intelligenz und Burnout untersucht. Proaktives Coping wurde als Mediator zwischen Emotionaler Intelligenz und Burnout angenommen. Daneben wurde geprüft, ob die wahrgenommene Unterstützung durch den Vorgesetzten den vermuteten Zusammenhang zwischen Emotionaler Intelligenz und Burnout und die Dimension moderiert. Die Ergebnisse deuten darauf hin, dass Lehrer mit hoher Emotionaler Intelligenz deshalb weniger Burnout-Symptome zeigen, weil sie dazu tendieren, proaktives Coping als Strategie der Stressbewältigung zu nutzen. Sie können ihre Kompetenzen und Ressourcen offensichtlich situationsangemessen einsetzen, um emotional anspruchsvolle Situationen am Arbeitsplatz zu meistern. Darüber hinaus zeigt sich, dass wahrgenommene Unterstützung durch den Vorgesetzten den Zusammenhang zwischen Emotionaler Intelligenz und Burnout moderiert: Für Lehrer, die angaben, von ihrem Vorgesetzten unterstützt zu werden, zeigte sich der indirekte Effekt von Emotional Intelligenz auf wahrgenommene Leistungsfähigkeit über proaktives Coping deutlicher. Die Beziehung zwischen positivem und negativem Affekt, Arbeitszufriedenheit und Burnout ist Inhalt des dritten Artikels. Gefunden wurde, dass Lehrer mit hohem positiven Affekt zufriedener mit ihrer Arbeit sind als Lehrer, die negativen Affekt im Zusammenhang mit ihrer Arbeit berichten. Darüber hinaus war Arbeitszufriedenheit negativ mit dem Level an Burnout verbunden. Die Ergebnisse der Mediationsanalyse zeigen, dass Arbeitszufriedenheit den Zusammenhang zwischen Affekt und Burnout vermittelt. Zusammenfassend lässt sich also sagen, dass Lehrer mit hoher wahrgenommener Emotionaler Intelligenz erfolgreicher und zufriedener im Beruf sind und zudem eine höhere psychische Gesundheit aufweisen. Schüler von Lehrern mit hohen emotionalen Fähigkeiten scheinen deshalb weniger unpassendes Verhalten im Klassenraum zu zeigen, weil auf sie mehr geachtet und ihre Probleme und Bedürfnisse besser erkannt werden. Emotional intelligente Lehrer versuchen, Problemen im Klassenraum schon bei deren Entstehung zu begegnen, was wiederum dazu führen könnte, dass sie weniger Belastung erleben und langfristig weniger Burnoutsymptome zeigen. Dieser Prozess kann durch die Unterstützung des Vorgesetzten positiv beeinflusst werden. Daneben zeigt sich auch, dass Lehrer, die positiven Affekt gegenüber ihrer Arbeit erfahren, zufriedener mit ihrer Arbeitstätigkeit sind, was wiederum damit verbunden ist, dass jene Lehrer Burnout-Symptome in geringem Maße erleben. Daher scheint es gewinnbringend, in die Personalauswahl Emotionale Intelligenz als ein wichtiges Entscheidungskriterium einzubeziehen. Bestehende Qualifizierungsprogramme sollten zusätzlich auf eine Verbesserung der emotionalen Fähigkeiten abzielen. Weiteres Potential zur Intervention von Burnout besteht im Aufbau oder der Stabilisierung kooperativer Beziehungen zwischen Lehrer und Vorgesetztem.:1 Introduction 1 2 Burnout 3 2.1 Risk factors for burnout 3 2.2 Assessment of burnout 4 2.3 Consequences of burnout 6 2.4 Protective factors against burnout 6 2.4.1 Protective facotrs at the individual level 6 2.4.2 Protective factors at the organizational level 8 3 The situation of Syrian teachers 8 4 General questions of the studies and general hypotheses 9 4.1 Emotional Intelligence, Attention to Student Needs, and Student Misconduct 10 4.2 Emotional Intelligence, Proactive Coping, Burnout, and Supervisor Support 10 4.3 Positive Affect, Job Satisfaction, and Burnout 11 5 Studies 12 5.1 Attention to Student Needs Mediates the Relationship between Teacher Emotional Intelligence and Student Misconduct in the Classroom 12 5.2 Emotional Intelligence, Proactive Coping, and Burnout in Syrian Teachers: Examination of a Mediation Model 25 5.3 The Role of Job Satisfaction as a Mediator between Positive Affect and Burnout 45 6 General Findings of the Three Studies 58 6.1 Emotional Intelligence, Attention to Student Needs, and Student Misconduct 58 6.2 Emotional Intelligence, Proactive Coping, Burnout, and Supervisor Support 58 6.3 Positive Affect, Job Satisfaction, and Burnout 59 7 General Discussion 59 8 Limitations and implications for future research 61 9 Conclusions 63 10 References 65 / Many teachers experience high levels of stress from their work, but not all of them suffer from burnout. Why are some teachers less likely to succumb to burnout than others? How can teachers avoid suffering from burnout and continue to have a good influence on the behavior of their students? One reason that some teachers are able to avoid burnout might be that these teachers embody personality characteristics such as emotional intelligence and proactive coping, and these characteristics may act as resources that counteract burnout. Another reason might be that they experience feelings of positive affect from their work and feel satisfied with their jobs. Perhaps this occurs because emotional intelligence helps teachers to understand the emotions of their students and to interact with them. Or perhaps these teachers are engaged in their jobs, and this might reduce the risk of burnout. Proactive coping helps teachers to use their resources to overcome their difficulties and to manage the demands they face, which aids in preventing burnout. Emotional intelligence can help teachers to control their emotions and be able to think effectively and use active strategies to find solutions to their problems. In my thesis, I expected that emotional intelligence would have a direct negative effect on burnout and an indirect effect on it through proactive coping. Furthermore, proactive coping was expected to be positively related to emotional intelligence and negatively related to burnout. Perceived supervisor support in the form of information, advice, and feedback provided by supervisors may help teachers to more actively deal with stressors. I assumed that perceived support from supervisors would moderate the influence of emotional intelligence on reduced personal accomplishment through proactive coping. However, teachers with positive affect tend to derive enjoyment from their work and to find their jobs interesting in spite of many difficulties. They are satisfied with their jobs, and this may prevent them from experiencing burnout. Positive affect is considered to be a stable personality variable, whereas job satisfaction is a temporal attitude toward one’s job; therefore, positive affect was expected to predict job satisfaction and to be positively related to it. Burnout is more of a job outcome that results from having excessive stress for a long time, whereas job satisfaction is an evaluative response to one’s job. Job satisfaction also means that a person enjoys his or her career and is engaged in it; people who are satisfied tend to feel energized and competent and are protected from being at risk of burnout. Thus, job satisfaction was expected to contribute to the prediction of burnout by being negatively linked to it. In addition, teachers who experience positive emotions while working as teachers tend to want to keep working as teachers despite any setbacks that they experience. They have positive attitudes about their jobs and are thus satisfied with them. Therefore, it was expected that positive affect would predict job satisfaction and would be positively related to it. Having positive emotions in the workplace can help teachers to like their work and to find pleasure in it. They then probably exhibit good job performance and this prevents them from suffering from burnout. Therefore, I assumed that job satisfaction would mediate the relation between positive affect and burnout. Little attention has been given to the relation between teachers’ emotional intelligence and student misconduct in the literature, but these factors may be linked. Emotionally intelligent teachers are aware of their own emotions; thus, they can regulate their own negative emotions so they can act as a role model for the students and influence the behavior of their students. Emotional intelligence also helps teachers to understand their students’ emotions, to address their students’ emotions in a positive fashion, and to establish warm relationships with their students. Emotionally intelligent teachers can understand their students and motivates these students so the teachers can focus on helping their students to accomplish their goals. These factors strengthen the relationships between the teachers and their students and have a positive impact on the behavior of the students. This thesis consists of three studies.The aim of the first study was to investigate the link between emotional intelligence and student misconduct through attention to student needs. The findings showed that attention to student needs mediates the emotional intelligence- student misconduct relation. Identifying the factors that are related to burnout is important as this can help to reduce the risk of such negative outcomes. Although many studies have been conducted on the resources that protect teachers from burnout, few studies have examined the relation between burnout and personal resources such as emotional intelligence and proactive coping. Therefore, I tested how these factors are related to burnout in direct and indirect ways. The role of perceived supervisor support has also been neglected. Thus, I tested the relation between emotional intelligence and burnout through proactive coping in the second study. In addition, I tested the moderating role of perceived supervisor support on the link between emotional intelligence and reduced personal accomplishment through proactive coping. The results showed that proactive coping mediated the impact of emotional intelligence on burnout, and perceived supervisor support moderated the influence of emotional intelligence on reduced personal accomplishment through proactive coping. Emotions in the work environment play an essential role in job satisfaction and seem to protect teachers from experiencing burnout. The purpose of the third study was to examine the relations between positive affect, job satisfaction, and burnout and to determine whether job satisfaction would mediate the association between positive affect and burnout. The results indicated that positive affect was positively related to job satisfaction and negatively related to burnout, and job satisfaction functioned as a mediator between positive affect and burnout.:1 Introduction 1 2 Burnout 3 2.1 Risk factors for burnout 3 2.2 Assessment of burnout 4 2.3 Consequences of burnout 6 2.4 Protective factors against burnout 6 2.4.1 Protective facotrs at the individual level 6 2.4.2 Protective factors at the organizational level 8 3 The situation of Syrian teachers 8 4 General questions of the studies and general hypotheses 9 4.1 Emotional Intelligence, Attention to Student Needs, and Student Misconduct 10 4.2 Emotional Intelligence, Proactive Coping, Burnout, and Supervisor Support 10 4.3 Positive Affect, Job Satisfaction, and Burnout 11 5 Studies 12 5.1 Attention to Student Needs Mediates the Relationship between Teacher Emotional Intelligence and Student Misconduct in the Classroom 12 5.2 Emotional Intelligence, Proactive Coping, and Burnout in Syrian Teachers: Examination of a Mediation Model 25 5.3 The Role of Job Satisfaction as a Mediator between Positive Affect and Burnout 45 6 General Findings of the Three Studies 58 6.1 Emotional Intelligence, Attention to Student Needs, and Student Misconduct 58 6.2 Emotional Intelligence, Proactive Coping, Burnout, and Supervisor Support 58 6.3 Positive Affect, Job Satisfaction, and Burnout 59 7 General Discussion 59 8 Limitations and implications for future research 61 9 Conclusions 63 10 References 65