L’argument de cette thèse est le suivant : dans la rivalité, un agent peut tenter de satisfaire ses préférences aux dépens de celles des autres si cela permet de produire des bénéfices sociaux impossibles à produire autrement (et si ces comportements ne causent pas des torts trop grands). Développer cet argument équivaut à développer une éthique adversative, c’est-à-dire une formulation de la moralité dans des contextes comme une compétition sportive ou un procès. Cette éthique sera développée et appliquée aux comportements des agents économiques dans les marchés économiques. On répondra à deux questions. La première question porte sur le design de nos institutions sociales. On peut façonner une institution en ayant recours à un schème adversatif, c’est-à-dire un pattern d’interactions sociales remplissant sa fonction par une dynamique de rivalité. Quand est-il désirable d’avoir recours à ce type de schème? Il est désirable si le rapport entre sa fonctionnalité et ses torts est 1) acceptable et 2) comparativement préférable aux autres schèmes. Ces deux conditions forment un test (développé dans le premier chapitre). Le marché réussit ce test (deuxième chapitre). Dans un schème adversatif, on doit avoir la permission de se comporter de manière adversative. Mais cette permission ne s’applique pas à l’extérieur du schème ou à l’intérieur de schèmes non adversatifs incorporés (comme une entreprise dans un marché ou une équipe dans une compétition sportive). Superposées l’une à l’autre, ces deux limites créent une division tripartite ou une tripartition de la moralité applicable à un agent économique. Cette tripartition permet d’éviter certains problèmes du modèle de la primauté des actionnaires et de la théorie des parties prenantes (troisième chapitre). La deuxième question porte sur la moralité à l’échelle individuelle. Comment doit-on se comporter dans un schème adversatif? Il faut incarner l’idéal de la rivalité bénéfique, ce qui implique 1) de contenir ses comportements adversatifs à l’intérieur du schème, 2) d’en respecter les règles et 3) d’adopter des comportements permettant au schème de réussir le test (quatrième chapitre). Cet idéal évite certains problèmes avec l’idéal de la saine concurrence de Joseph Heath et l’idéal de la concurrence positive de Lynn Sharp Paine (cinquième chapitre). / The argument of my thesis can be summarised as follows: in the context of rivalry, an agent may attempt to satisfy his or her preferences at the expense of other agents’ preferences if this generates social benefits that could not be generated otherwise (without producing too much harm). This argument leads to an adversarial ethics, that is, a description of our moral obligations in contexts like a sport competition or a trial. This ethics will be developed and applied to the behavior of economic agents in the market. I will address two main questions. The first question focuses on the design of our social institutions. An adversarial scheme is a pattern of social interactions that fulfills its function through a dynamic of rivalry. Parts of our institutions can be modeled as adversarial schemes. When is it desirable to use these schemes? It is desirable if the balance between the scheme’s functionality and harms is 1) acceptable and 2) preferable by comparison with other schemes. These two conditions yield a test. The test is developed in the first chapter. The second chapter argues that the market passes this test. An agent must be allowed to adopt adversarial behaviors in an adversarial scheme. But this permission does not apply to his or her behavior outside the scheme or inside non-adversarial incorporated schemes (like a firm in the market or a team in sport competitions). These two criteria, once combined, yield a threefold distinction or a tripartition of the moral obligation of economic agents, which solves some of the problems with the shareholder primacy view and the stakeholder theory. The tripartition and its implications are presented in the third chapter. The second question focuses on our moral obligations at the personal level. How ought we to behave in an adversarial scheme? In the fourth chapter, I argue that we ought to adopt the ideal of beneficial rivalry, which implies that we ought to: 1) contain our adversarial behaviors inside the scheme, 2) respect the scheme’s rules and 3) adopt a behavior that will allow the scheme to pass the desirability test (developed in the first chapter). The fifth chapter argues that this ideal avoids some of the problems with Joseph Heath’s ideal of healthy competition and Lynn Sharp Paine’s ideal of positive competition. / Thèse réalisée en cotutelle avec l'Institut supérieur de philosophie, Université catholique de Louvain.

Ce mémoire vise la compréhension du mécanisme des choix stratégiques de l’Inde en fonction de la menace perçue de la Chine. Selon une logique réaliste néoclassique, l’étude de l’effet des contraintes systémiques et domestiques présente un paradoxe dans les volontés stratégiques indiennes. L’Inde est soumise à la pression systémique de la montée de la Chine dans un monde post-Guerre froide qui la verrouille dans sa position traditionnellement défensive, alors que sa volonté de projection de la puissance guidée par sa perception, ses idées et sa culture stratégique la porte à adopter une position plus offensive. L’Inde perçoit la menace chinoise de manière dissonante avec l’orientation stratégique chinoi-se. Elle se concentre ainsi sur des signaux et des indices particuliers afin de justifier cette me-nace perçue. C’est pourquoi l’ambiguïté du langage diplomatique de la Chine envers l’Arunachal Pradesh et de sa présence dans l’océan Indien engendre un accroissement de la menace chinoise et une réponse plus agressive conséquemment. La réponse stratégique in-dienne doit s’adapter aux changements de la puissance relative de la Chine. N’ayant pas les capacités relatives suffisantes, l’Inde choisit une stratégie située entre une émulation dans une logique de poursuite aux armements afin de maintenir la parité technologique et un engage-ment afin de désamorcer la rivalité et éviter une réaction chinoise pré-emptive. La culture stratégique de l’Inde traditionnellement défensive se transforme vers une position offensive sous l’effet du nation building du nationalisme hindou. Les préférences stratégiques indiennes agressives s’illustrent principalement dans le choc multidirectionnel des sphères d’influence sino-indiennes en Asie. / This thesis seeks to understand the process of India strategic choice based on the perceived threat of China. According to a neoclassical realism framework, the study of the effect of sys-temic and domestic constraints shows a paradox in India strategic intentions. India is lock in a defensive posture by the systemic pressure of China rise in a post-Cold War era, although its desire to project his power lead by its perception, ideas, and strategic culture shows a progres-sive shift for an offensive posture. India perceives China threat in dissonance with the strategic aims of China. It is focusing on specific signals and indices in order to justify the perceived threat. This is why China’s ambi-guity toward its diplomatic discourse concerning Arunachal Pradesh and its presence in the Indian Ocean creates an increase Chinese threat and therefore a more aggressive response. India’s strategic response must cope with the changes in China’s relative power. Without the necessary relative capacity, India chooses a strategy between emulation defined by a pursuit of armaments logic in order to keep the technologic parity and engagement for the purpose of defusing the rivalry and avoiding a pre-emptive reaction from China. Traditionally defensive India’s strategic culture progressively transforms itself under the influence of the Hindu na-tion building that clash with the nehruvian nationalism. The aggressive Indian strategic pref-erences principally show themselves in the multidirectional clash of India and China spheres of influence in Asia.

Le Catholicisme et l’Islam, les deux plus grandes religions du monde numériquement, connaissent des rapports oscillants entre dialogue et rivalités. Ces deux derniers se manifestent à travers une variété d’actions, nationales et internationales, ainsi que par des écrits et des déclarations. Du côté catholique, ce dynamisme est promu en particulier par la pensée du Pape Benoit XVI à l’égard du dialogue avec la religion musulmane, qui est centrée sur le respect des libertés religieuses loin de la violence, ainsi que la préservation de l’identité. Du côté musulman, il existe plusieurs acteurs soucieux de présenter une image paisible de leur religion. Leurs efforts prennent différentes formes de dialogue, dont certaines s’opèrent dans un contexte étatique où le politique prime sur le religieux, à l’image des démarches des royaumes saoudien et jordanien. À ces activités de nature plus étatique, s’ajoutent des activités académiques et théologiques d’intellectuels et de religieux musulmans, tels que le professeur sunnite tunisien Mohammed Talbi et l’Imam chiite libanais Muhammad Hussein Fadlullah. Ils soulèvent les mêmes craintes identitaires et prônent les mêmes revendications de liberté et de dialogue que le Pape Benoit XVI, à partir de leurs perspectives musulmanes. L’entente cordiale entre l’Islam et le Catholicisme est donc mêlée à des controverses et des points conflictuels qui soumettent le dialogue à des enjeux religieux, historiques et politiques propres au contexte de ses tenants. À travers toute cette subtilité et ces complications, le dialogue reste toujours un objectifde chacun des protagonistes. / Catholicism and Islam, the two largest religions numerically on earth, are known to entertain relations that oscillate between dialogue and rivalry. These are reflected in a variety of activities, statements and writings, at both national and international levels. On the Catholic side, this dynamic relationship is promoted in particular by Pope Benedict XVI who believes that religious freedom is one of the main issues in the dialogue with Muslims, alongside with safeguarding a Christian identity that is rooted in peaceful behavior. On the Muslim side, there are several actors striving to present a peaceful image of their religion. Their efforts take different forms of dialogue, some of which include specific state actors where politics dominates over religion, such as the case of the two kingdoms of Saudi Arabia and Jordan. In addition to these more state related activities, there are others of a more academic and theological nature, as those of the Tunisian Sunni professor Mohammed Talbi and the Lebanese Shiite Imam Muhammad Hussein Fadlullah. Both raise the same fears of identity and advocate the same claims for freedom and dialogue than does Pope Benedict XVI, from their own Muslim perspectives. The friendly relations between Islam and Catholicism are mixed with conflicts and controversies that influence the dialogue in terms of religious, historical, and politica l challenges unique to the context of each practitioner. Throughout these subtleties and complications, the dialogue remains a major objective for each one of the protagonists.

Thesis (doctoral)--Universität, Santiago de Compostela, 1997. / Includes bibliographical references (p. [239]-259) and index.

Thesis (doctoral)--Universität, Santiago de Compostela, 1997. / Includes bibliographical references (p. [239]-259) and index.

Educational Studies / M. Ed.

Fundação de Amparo a Pesquisa no Estado do Rio Grande do Sul / The parameterization study of a didactic instrumental of interdependent teaching of Language and Literature for the High School of the Basic Education runs through the sensitization and literary authorship as pilots of guidelines in the construction of an affective motivation for the learning. Bazerman (2011) enhances that the teachers can and must consider more the social and cultural forms which surround the life of the students, as well as their affective lives, investing in their specific capacities of contextual management (cognitive and affective) with knowledge. For this purpose, the workshops of sensitization (awareness) to Literature, Reading and Textual Production, performed over the school semester in a second year class from the High School of the Basic Education, in a school of the state public education in the city of Santa Maria, Rio Grande do Sul, proposed themselves as a framework able to the development of didactic tools that articulated themselves, inside the interactionist approach, methodological procedures centralized in the so called sensitization processes, that is, techniques similar to the pre-activities inside a same interactionist paradigm. This founds itself in the precepts of the communicative teaching, at the same time that tries to establish a Zone of Proximal Development (VYGOTSKY, 2003) permeated of reflexive-critical practices capable of deflagrate an emergency of metacognitive insights. By the theoretical propositions of the Holistic Theory of Activity (RICHTER, 2006; 2008; 2010; 2011, 2015c), the factors of mediation oriented the activities elaborated under a procedural organogram, once that, the development of didactic tasks concentrated in aspects of scripting and, subsequently of authorship, organized themselves according to resources, strategies and concepts. These three groups are the subdivisions of the factors of THA (Holistic Theory of Activity) mediation. The resources, first mediation factor, are the material means (educative artifacts) with which dispose the professional and the client. The strategies, according to the mediation factor, are concrete operations of compatible objects with the cognitive targets to be reached by the professional at school. Therefore, the concepts, third mediation factor, consist in the knowledge that founds the procedures and the professional mediation. The sensitization workshops, proposed in this project, had as methodological basis in a procedural chart, greatly, the Research-action (THIOLLENT, 1996), in which, teachers and students are professional pairs in the personalization of proper investigation style of the real necessities of the students, during and after the learning, the Dialogism problem-solving Freirean (FREIRE; FAUDEZ, 1985), on what the dialogue is designed as action and reflection in the world and on what the are active subjects and collaborative knowledge construction, the Assimilation Theory of Mental Actions by Steps (GALPERIN, 1975), on what knowledge is by chain: motivation, verbalization, interaction and internalization and dialogic interacion (BAKHTIN, 2003) as dynamic appreciation of human demand practice ball.The parameterization of this formative instrumental of teachers founded itself in criteria of mapping of viable design to the proposal raised here as study focus, in view of the fact that, we give priority to a design of didactic material that would take into account the profile and the particularized necessities of the costumers, that is, which would value the expression of the subjects. The results obtained suggest the viability of the format of the course denominated Storyline, as far as its tangible achievements (production of narratives in chapters) originated, mainly, the construction of characters, whose identities are emulations of real processes of the students, that is, their projections as sociocultural subjects, by rivalry game methodology. This projection of socio-cultural subjects identities, more specifically, from adolescence of research subjects students is dependent to the rivalry game methodology, which intersects with Theories of Games (FIANI, 2004; HUIZINGA, 1971), with Theories of Adolescence (CALLIGARIS , 2014) and Theories of Psychology (KLEIN, 1973), so that the professional paradigmed decision-making are allocated on a teaching framework. The teaching framework of the Holistic Theory of Activity, through the didactic alliance and the inseparability of thinking, doing and feeling points to a reasoned methodological approach in the convergence between educational training and human development (cognition and affect) and know-how adviser development literary and linguistic teaching methods. / O estudo da parametrização de um instrumental didático de ensino interdependente de Língua e de Literatura para o Ensino Médio da Educação Básica perpassa pela sensibilização e autoria literária como pilotos de diretrizes na construção de uma motivação afetiva para o aprendizado. Bazerman (2011) ressalta que os professores podem e devem considerar mais as formas sociais e culturais que circundam a vida dos alunos, bem como suas vidas afetivas, apostando nas suas capacidades específicas de manejo contextual (cognitivo e afetivo) com o conhecimento. Para tanto, as oficinas de sensibilização à Literatura, à Leitura e à Produção textual, realizadas ao longo de um semestre letivo em uma turma de 2º ano do Ensino Médio da Educação Básica, em uma escola da rede estadual de ensino da cidade de Santa Maria, Rio Grande do Sul, propôs-se como um enquadramento apto ao desenvolvimento de ferramentas didáticas que articularam, dentro da abordagem interacionista, procedimentos metodológicos centralizados nos assim chamados processos de sensibilização, ou seja, técnicas semelhantes às de pré-atividades dentro do mesmo paradigma interacionista. Este se alicerça nos preceitos do ensino comunicativo, ao mesmo tempo em que procura estabelecer uma Zona de Desenvolvimento Proximal (VYGOTSKY, 2003) permeada de práticas reflexivo-críticas capazes de deflagrar a emergência de insights metacognitivos. Mediante as proposições teóricas da Teoria Holística da Atividade (RICHTER, 2006; 2008; 2010; 2011, 2015c), os fatores de mediação orientaram as atividades elaboradas sob um organograma procedimental, uma vez que, o desenvolvimento de tarefas didáticas concentradas em aspectos de roteirização e, subsequentemente de autoria, organizaram-se segundo recursos, estratégias e conceitos. Esses três grupos são as subdivisões dos fatores de mediação da THA. Os recursos, primeiro fator de mediação, são os meios materiais (artefatos educativos) de que dispõe o profissional e o cliente. As estratégias, segundo fator de mediação, são operações concretas do profissional na escola de objetos compatíveis com os alvos cognitivos a serem alcançados. Por fim, os conceitos, terceiro fator de mediação, consiste no conhecimento que fundamenta os procedimentos e a mediação profissional. As oficinas de sensibilização, propostas nesse projeto, tiveram como bases metodológicas em um organograma procedimental, sobremaneira, a Pesquisa-ação (THIOLLENT, 1996), na qual, professor e alunos são pares profissionais na personalização de um estilo de investigação própria das necessidades reais dos alunos, durante e após o aprendizado, o Dialogismo problematizador freireano (FREIRE; FAUNDEZ, 1985), no qual o diálogo é concebido como ação e reflexão no mundo e em que os sujeitos são ativos e colaborativos na construção do conhecimento, a Teoria da Assimilação de Ações Mentais por Etapas (GALPERIN, 1975), em que o conhecimento se dá pela cadeia: motivação, verbalização, interação e interiorização e a interação dialógica (BAKHTIN, 2003) como dinâmica de valorização da esfera de prática humana da demanda. A parametrização desse instrumental formativo de professores fundamentou-se em critérios de mapeamento de design viáveis à proposta aqui levantada como foco de estudo, haja vista que, privilegiou-se um design de material didático que levasse em conta o perfil e as necessidades particularizadas da clientela, ou seja, que valorizasse a expressão dos sujeitos. Os resultados obtidos sugerem a viabilidade do formato de curso denominado storyline, na medida em que seus desdobramentos mais palpáveis (produção de narrativas em capítulos) originaram, sobretudo, a construção de personagens, cujas identidades são emulações de processos reais dos alunos, isto é, são suas projeções como sujeitos socioculturais, por meio da metodologia do jogo de rivalidades. Essa projeção de identidades de sujeitos socioculturais, mais especificamente, da adolescência dos educandos sujeitos de pesquisa é corolária à metodologia do jogo de rivalidades, que se intersecciona com Teoria dos Jogos (FIANI, 2004; HUIZINGA, 1971), com Teorias da Adolescência (CALLIGARIS, 2014) e com Teorias da Psicologia (KLEIN, 1973), de modo que as tomada de decisão paradigmatizados do profissional estejam alocadas em um enquadramento de trabalho docente. O enquadramento de trabalho docente da Teoria Holística da Atividade, através da aliança didática e da indissociabilidade do pensar, fazer e sentir aponta para um percurso metodológico fundamentado na convergência entre formação pedagógica e formação humana (cognição e afeto) e para um know-how assessorial de desenvolvimento de metodologias de ensino linguoliterário.

Cette thèse vise à contribuer à une meilleure compréhension des facteurs qui agissent sur la décision de migrer des individus. Dans le chapitre 1, nous montrons qu’au Portugal, les immigrés occupent souvent des postes pour lesquels ils sont surqualifiés, et que cette non-adéquation entre profils et emplois occupés influence la sélection dans la migration. Les phénomènes de surqualification, plus marqués chez les individus les plus qualifiés, entrainent une sélection négative des migrants, tandis qu’une bonne adéquation entre profils et emplois conduit à une sélection positive.Dans le chapitre 2, nous tirons profit d’une expérimentation sur le terrain pour comprendre comment les décisions de migrer illégalement vers l’Europe des jeunes gambiens sont influencées par l’information qu’ils ont sur les risques associés à cette mobilité. Nous montrons d’abord que les participants au jeu surestiment à la fois le risque de périr en route et la probabilité d’obtenir un statut légal en Europe. Nos résultats suggèrent par ailleurs que la décision de migrer illégalement est influencée par l’une et l’autre probabilité. Informer les candidats au départ sur les risques réels encourus pourrait ainsi les aider à prendre des décisions en connaissance de cause et contribuerait peut-être à sauver des vies. Dans le chapitre 3, nous examinons les liens entre structure familiale et migration, en étudiant l’influence du type d’union des mères sur le comportement migratoire de leurs enfants. Nous trouvons que les enfants nés de mères en union polygame sont plus enclins à migrer vers l’étranger. Nous expliquons ce résultat par la rivalité fraternelle qui en découle. / The purpose of this thesis is to contribute to a better understanding of the drivers of international migration. In Chapter 1, we document that immigrants in Portugal face a high incidence of occupational-skill mismatch, and show how it affects the selection into migration. We find that the incidence of over-education leads to negative selection while correct occupational-skill matches lead to positive selection. In Chapter 2, we rely on a lab-in-the-field experiment to understand the willingness to migrate illegally of young males aged 15 to 25 in The Gambia. We first show that potential migrants overestimate both the risk of dying en route to Europe, and the probability of obtaining legal residency status. The experimental results suggestthat the willingness to migrate illegally is affected by information on the chances of dying en route and of obtaining a legal residence permit. Providing providing potential migrants with official numbers on both probabilities thus affect their likelihood of migrating. This has the potential to help migrants make informed decisions and perhaps save lives. In Chapter 3, we investigate the impact of family structure on international migration decisions. We find that children of mothers in polygynous unions are more likely to migrate internationally. We provide further evidence suggesting that this result is due to sibling rivalry: having full- or half-siblings in migration increases the likelihood of migrating. Our evidence suggests that co-wives’ rivalry as documented elsewhere trickles down to children’s rivalry in migration, suggesting that while neglected in the literature, family structure is crucial to understanding migration.

In its theoretical part, the thesis "Sibling rivalry as reflected in primary school success" provils a description of the primary school pupil and definitions of sibling rivalry and scholastic success. Further attention in giwen to parenting practices which foster sibling rivalry. The aim of the practical part of the thesis is to decode the tokens of sibling rivalry and to covvelate it with scholastic success in the kontext of parent - pupiů - teacher relationships. Both qualitative and quantitative approaches were employed and thein results compared. The results of this thesis can serve as the basis for further research and be used by parents to better understand thein children's interactions.

In binocular rivalry, paradigms have been proposed for unobtrusive moment-by-moment readout of observers' perceptual experience (“no-report paradigms”). Here, we take a first step to extend this concept to auditory multistability. Observers continuously reported which of two concurrent tone sequences they perceived in the foreground: high-pitch (1008 Hz) or low-pitch (400 Hz) tones. Interstimulus intervals were either fixed per sequence (Experiments 1 and 2) or random with tones alternating (Experiment 3). A horizontally drifting grating was presented to each eye; to induce binocular rivalry, gratings had distinct colors and motion directions. To associate each grating with one tone sequence, a pattern on the grating jumped vertically whenever the respective tone occurred. We found that the direction of the optokinetic nystagmus (OKN)—induced by the visually dominant grating—could be used to decode the tone (high/low) that was perceived in the foreground well above chance. This OKN-based readout improved after observers had gained experience with the auditory task (Experiments 1 and 2) and for simpler auditory tasks (Experiment 3). We found no evidence that the visual stimulus affected auditory multistability. Although decoding performance is still far from perfect, our paradigm may eventually provide a continuous estimate of the currently dominant percept in auditory multistability.