This was a study of modes of resolving experimentally induced motor conflict situations, certain personality variables, and scholastic achievement of a group of college students.

The results of three studies are discussed in this thesis. In the first study, possible relationships between jealousy, aggression, sexual desire and post-conflict sex were investigated in a sample of 128 students and professionals from the East Midlands area. A model was proposed which predicted that jealousy will affect aggression; aggression will affect sexual desire and sexual desire will affect the possibility of post-conflict sex. Correlational analysis revealed that jealousy was significantly correlated to aggression and sexual desire; also, a strong significant relationship was found between aggression and post-conflict sex. Correlations were also discovered between aggression and sexual desire and between sexual desire and post-conflict sex. Further analysis using Structural Equation Modelling tested and supported a model which showed that jealousy influenced aggression and sexual desire, which in turn may influence post-conflict sex. The second study explored partners' possible conciliatory acts in post-conflict situations. The aim was to gain insight in the peace-making process and identify the ways in which . partners attempt to reach closure over an argument and return to how they were before the argument occurred. Interviews with 13 males and females were conducted. The interviews were transcribed and analysed using Thematic Networks Analysis. The results revealed that participants reached 'Perceived Closure' through four possible pathways a) Avoiding further conflict, b) Gaining control of the situation, c) Providing/receiving assurances, and d) Achieving normality. The exact processes involved in these pathways were found to be defined by clusters of basic themes. The themes that emerged showed that participants used affection, sex, distancing, apology and humour in order to return to normality and reach closure. This process was shown to be gradual as participants reported adopting a step-by-step approach that involves trying to gain control of their feelings and the situation, avoiding further arguments, reinstating feelings of security and safety and attempting to reinstate a sense of normality. The third study was designed to explore post-conflict conciliatory acts and investigate possible correlations with relationship satisfaction and positive and negative conflict outcomes patterns. The sample consisted of 139 partiCipants from the East Midlands area. The main findings were that participants who adopt constructive conflict styles (as shown from positive conflict outcomes) tend experience higher relationship satisfaction. Use of post-conflict conciliatory strategies was also predictive of higher relationship satisfaction.

No description available.

Sexuellt våld i konfliktområden är en företeelse som drabbar såväl kvinnor som män. Med utgångspunkt i nongovernmental organizations informationsmaterial avseende sexuellt våld i konfliktområden kan dock fås bilden av att endast kvinnor drabbas av detta våld. Forskning visar att av 4076 nongovernmental organizations som arbetar med att hjälpa offer för sexuellt eller politiskt våld i konfliktområden är det endast 3 % som på något sätt nämner män som offer för detta sexuella våld och då i regel alldeles kort. Det pågår alltså en omfattande diskriminering mot män som utsätts för sexuellt våld i konfliktområden. Syftet med uppsatsen är att undersöka hur rapporteringen i svenska dagstidningar genusnormativt förhåller sig vid framställandet av offer för sexuellt våld och huruvida sexuellt våld mot män i konfliktområden är tabubelagt i desamma. Denna undersökning genomförs genom en genusteoretisk kritisk diskursanalys. Uppsatsens analytiska ram är den kritiska diskursanalysen. De teoretiska utgångspunkterna i denna uppsats är diskursanalys och Norman Faircloughs tredimensionella modell. Resultatet visar på en diskrepans i rapporteringen om offer för sexuellt våld i konfliktområden. Dagstidningarnas rapportering är klart strukturellt associerad till kvinnor. Det sexuella våldet mot män beskrivs neutralt och utan värderingar medan sexuellt våld mot kvinnor beskrivs med en större mängd känsloord och värdeyttringar. / Sexual violence in conflict situations is a phenomenon which befalls women as well as men. On the basis of nongovernmental organizations reports regarding sexual violence in conflict situations one might get the picture that it only befalls women. Research show that out of 4076 nongovernmental organizations which are aiding victims of sexual or political violence only 3 % mention men as victims of the previously mentioned violence. Consequently discrimination is taking place against men who are victims of sexual violence in conflict situations.The purpose of the thesis is to inquire into the gender normative nature of the Swedish daily papers reports regarding victims of sexual violence in conflict situations and whether sexual violence against men in conflict situations is taboo in the aforementioned papers. This inquiry will be carried out through a gender theoretical critical discourse analysis. The discourse analysis is the thesis’ analytical framework. The theoretical basis of the thesis is the discourse analysis and Norman Faircloughs three dimensional model. The results show a discrepancy in the reports of victims of sexual violence in conflict situations. The daily papers reports are clearly structurally associated with women. The sexual violence against men is described neutrally and without values while the violence against women is described with a greater amount of feelings and values.

Submitted by Marlene Santos (marlene.bc.ufg@gmail.com) on 2018-12-06T16:51:35Z No. of bitstreams: 2 Tese - Charlene Steplany Marylin Meneses de Paula - Tese.pdf: 3929084 bytes, checksum: 6e9dcf31379b51b309abeeab13145034 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2018-12-07T10:06:14Z (GMT) No. of bitstreams: 2 Tese - Charlene Steplany Marylin Meneses de Paula - Tese.pdf: 3929084 bytes, checksum: 6e9dcf31379b51b309abeeab13145034 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2018-12-07T10:06:14Z (GMT). No. of bitstreams: 2 Tese - Charlene Steplany Marylin Meneses de Paula - Tese.pdf: 3929084 bytes, checksum: 6e9dcf31379b51b309abeeab13145034 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2018-03-27 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / This ethnographic research, carried out between 2011 and 2017, has investigated how power networks impact teacher education and performance. Therefore, I have answered the following questions: 1) what stress and conflict situations have risen during the data-generation phase, namely, in the period of methodological transition between the collaborative research and the ethnographic research? 2) what kinds of resistance circumstances have come forth throughout the third module of the continual training? How have they been manifested and understood? I was one of the training professors in a continual training course for teachers of English. I was in charge of a training center in a city of Goiás in 2013, and, over the fieldwork phase, 14 apprentice teachers (12 female and 2 male teachers) participated effectively in 32 four-hour classes during the first or the second semester. The teachers came either from the same city where the center is located or from cities nearby and taught English in schools administered by the state government and/or in schools ruled the city government. The course was held in the training school in the regional education department office located in that city. The meetings were face-to-face and took place every Friday from 2 to 6 p.m. I have developed and reflected on this research having systemic thought, the paradigm of complexity, as a basis for it. In order to guide my analyses, I have used mostly Ginzburg’s index paradigm (1989), Goffman’s concepts of façade interaction and preservation rituals (1974; 2012), as well as Foucault’s studies on power and resistance relations (1988; 1993; 2001; 2004; 2004a; 2008; 2009; 2010; 2011). I reckon that the analysis of interaction events has helped me to comprehend stress situations that lay out of the control of who coordinates the training process (in this case, I) and conflicts for which the the training professor is not (the only) responsible, as well as how varied resistance types to an authority or to counter-conducts may be. The (counter)resistances have led to many conflicts, which, on their turn, have proven to be valuable in bringing benefits or independence. 77,7% of the participants have chosen the third module as the most significant one in the course; they have alleged in some of the results that they still must change their minds when it comes to considering race prejudice; that the course has enabled them to share experiences and to acknowledge new realities; that the texts they read have helped them reflect on how they deal with the world in and out of the school; and that the themes could be shared with students in public basic schools. / Essa pesquisa etnográfica, realizada entre os anos de 2011e 2017, investiga como as redes de poder impactam a formação e a atuação docentes. Para tanto, respondo às seguintes perguntas: 1) que tensões e conflitos surgiram durante a geração dos dados, ou seja, no período de transição metodológica, compreendido entre a pesquisa colaborativa e a pesquisa etnográfica?; 2) que resistências surgiram ao longo do terceiro módulo do curso de formação continuada? Como são manifestadas e compreendidas? Fui uma das professoras formadoras de um curso de formação continuada de professoras/es de inglês. Me responsabilizei pelo polo de uma cidade do interior de Goiás e, ao longo de 2013, na fase de campo, foram ministradas 32 aulas de 4 horas cada para um total de 14 docentes aprendizes (12 professoras e 2 professores) que participaram efetivamente do curso, pelo menos em um dos semestres. Essas/es aprendizes residiam na cidade-polo e em cidades vizinhas e lecionavam língua inglesa em escolas públicas municipais e/ou estaduais. As aulas aconteceram na escola de formação, localizada na subsecretaria regional de educação do município-polo. Os encontros foram presenciais e ocorreram semanalmente, todas as sextas-feiras, das 14 às 18 horas. É com base no pensamento sistêmico, ou paradigma da complexidade, que desenvolvo e compreendo essa pesquisa. Para orientar minhas análises, me baseio principalmente no paradigma indiciário de Ginsburg (1989); nos rituais de interação e de preservação da fachada de Goffman (1974; 2012); e nas relações de poder e resistências de Foucault (1988; 1993; 2001; 2004; 2004a; 2008; 2009; 2010; 2011). Concluo que a análise de eventos interacionais me ajudou a enxergar tensões que vão além do controle de quem coordena o processo de formação (no caso em análise, eu) e conflitos pelos quais a formadora não é (a única) responsável, bem como o quanto podem ser variados os tipos de resistência, seja a uma autoridade ou a contracondutas. As (contra)resistências promoveram inúmeros conflitos, que, por sua vez, mostraram-se produtivos, trazendo benefícios ou emancipando. 77,7% das/os participantes escolheram o módulo 3 como o mais significativo do curso e alegaram dentre alguns resultados que o preconceito racial ainda está presente em suas mentes e que precisam mudar seus pensamentos; que o curso possibilitou o compartilhamento de experiências e a descoberta de novas realidades; que os textos lidos promoveram a reflexão sobre o como lidar com o mundo dentro e fora da escola; e que os temas puderam ser compartilhados nas escolas da rede pública da educação básica, com os/as discentes.

Research of intercultural communication and management phenomena has been rising since 1950s. At that time the researchers acknowledged the importance of the role of culture in international relations. Purpose of this diploma thesis is to unhide culturally influenced perception and behavior of French in application to business. Basic characteristics of French culture were identified based on study of researches of recognized researchers in this field i.e. Geert Hofstede and Fons Trompenaars. Further characteristics of the culture were examined in the sample of 12 interviewees using quantitative research methods. They were willing to dedicate their time and share personal working experience in relation with French whether in France or in direct working relation in Czechia. Barriers of communication between both cultures were confirmed by the research as existing and therefor the study of cultural differences was justified. The results of the research are presented in form of recommendations for Czechs and sum up the established phenomena.

Envy is a negative, destructive phenomenon for personality and team relations. However, the most controversial question of the stimulating function of envy, which is the motivation for success and competition. As a result, we found a lack of correlation between types of envy and the motivation to achieve / avoid failure, as well as competition. It is noted that the types of envy almost do not differ in the manifestation of aggressiveness and hostility. The hypothesis that envious people tend to experience a motivational conflict as a typical trait has not been confirmed, as well as the assumption that envious people are prone to risk for the sake of what is desired. We revealed the features of aggressive and conflict behavior on the way to the successful result of envious and unenvious students. / Зависть является негативным, разрушительным явлением для личности и ее отношений в коллективе. Однако наиболее спорным остается вопрос о стимулирующей функции зависти, которая заключается в побуждении к успеху и соперничеству. В результате проведенной работы было выявлено отсутствие связи между видами зависти и мотивацией достижения/избегания неудач, а также соперничеством. Было отмечено, что виды зависти практически не различаются в проявлении агрессивности и враждебности. Гипотеза о том, что для завистников свойственно переживание мотивационного конфликта в качестве типичной черты, не подтвердилась, как и предположение о том, что завистники склонны к рискованным поступкам ради желаемого. Были выявлены особенности агрессивного и конфликтного поведения на пути к успешному результату завистливых и независтливых студентов.