Cette thèse étudie le discours des jeunes descendants d’immigrés maghrébins en situation de réussite scolaire. En s’appuyant sur 20 entretiens semi-directifs, cette recherche qualitative montre, comment les jeunes évoluent dans la société et notamment dans différents espaces de socialisation.Les résultats montrent différentes formes de socialisation chez ces jeunes lycéens dans différents espaces : famille, pairs, habitat, culturel, cultuel, sport et scolaire. Les espaces de socialisation les plus investies sont la famille, les pairs scolaires, la culture et le cultuel.La recherche met en évidence la place centrale de la mère dans l’espace de socialisation familiale composé de plusieurs sous-espaces de socialisation, dont l’espace maternel où se situe le maximum d’interactions sociales entre mère et enfant. On notera de nombreux sous-espaces familiaux comme celui avec les beaux-frères, peu connu des chercheurs.Les pairs scolaires sont également omniprésents dans les relations sociales et scolaires de ces lycéens qui réussissent, tous font références à des relations de proximité avec des camarades.La culture et le savoir en général occupent une place importante dans la socialisation du jeune lycéen, la fréquentation des bibliothèques, des musées et des lieux culturels font partie prenante du paysage social de ceux qui réussissent.Enfin, la place de la religion et de la culture arabo-musulmane est omniprésente dans les relations sociales et le quotidien. Les jeunes descendants d’immigrés maghrébins sont fortement attachés à leur culture et notamment à leur religion. Ces derniers fréquentent en nombre les associations musulmanes et sont en interactions sociales avec des pairs communautaires pour apprendre la religion de leurs parents, de leurs ancêtres. / This doctoral thesis studies the discourse of the young descendants of Maghreb immigrants in a situation of academic success in high school. Based on 20 semi-structured interviews, this qualitative research shows how the young people interviewed evolve in society and in particular the different spaces of socialization.The results show different forms of socialization among these young high school students in different areas : family, peers, habitat, cultural, cultic, sport and school. The areas of socialization that are the most important to young people are family, school peers, culture and worship.The research highlights the central place of the mother in the family socialization space composed of several sub-spaces of socialization, including the maternal space where the maximum social interaction between mother and child is located. There are many family sub-areas such as the one with brothers-in-law, little known to researchers.School peers are also ubiquitous in the social and educational relationships of these successful high school students, all interviewees refer to close relationships with classmates or high school students.Culture and knowledge in general are an important part of the socialization of the young high school student, the attendance of libraries, museums and cultural places are part of the social landscape of those who succeed.Finally, the place of religion and Arab-Muslim culture is omnipresent in social relations and everyday life. Young descendants of Maghreb immigrants are strongly attached to their culture and especially to their religion. The latter frequent large numbers of Muslim associations and are socially interacting with community peers to learn the religion of their parents, their ancestors.

A Reforma Psiquiátrica brasileira defende o tratamento não asilar para indivíduos diagnosticados com transtornos mentais severos e/ou persistentes, principalmente através dos Centros de Atenção Psicossocial (CAPS). Esta pesquisa propõe mostrar como se dá a dinâmica dos ajustamentos primários e secundários em uma unidade CAPS, levando em consideração as interações sociais e os discursos produzidos na instituição. Para isso, é utilizada a técnica de observação participante e a análise de documentos formais e informais. O diálogo teórico principal é com a produção de Erving Goffman e é tomado como contraponto o trabalho de Michel Foucault. Existem dois fatos que chamam a atenção na unidade pesquisada: o ativismo da equipe técnica e a obrigação de aprovação da pesquisa por um Comitê de Ética relacionado ao Ministério da Saúde. Verifica-se que a participação dos usuários modificou a forma como se dão as relações sociais na instituição. Em instituições não totais que buscam respeitar os direitos humanos, como o CAPS, há controle social e, consequentemente, resistência. O controle social imposto pela instituição gera, por parte dos pacientes, a necessidade de defender seus self dessas violações mesmo que esses possam ser consideradas mais sutis, em comparação com a realidade de um hospital psiquiátrico. Acredita-se que a fronteira entre os ajustamentos primários e secundários se tornou mais conflitiva e que essas questões foram reformuladas devido à participação dos usuários na instituição, o que leva a instituição a constantemente fazer acordos com os pacientes para manter o controle da instituição. Ao verificar na instituição os ajustamentos e as relações de poder através das interações e dos discursos dos atores sociais, pode-se dizer que uma característica nova na instituição CAPS, em relação ao hospital psiquiátrico, é a participação dos usuários na instituição e essa mudança produz acordos e conflitos entre usuários e membros da equipe multiprofissional. / The Brazilian Psychiatric Reform advocates non-asylum treatment for individuals diagnosed as suffering from severe and/or persistent mental disorders, mainly through the Psychosocial Care Centers (CAPS). This research proposes to show how the dynamics of primary and secondary adjustments occurs in a CAPS unit, taking on account the social interactions and the discourses produced in the institution. For that, it is used the participant observation technique and the analysis of formal and informal documents. The main theoretical dialogue is with the production of Erving Goffman and it is taken as counterpoint the work of Michel Foucault. There are two facts that draw attention in the unit researched: the activism of the psy staff and the obligation to have the research approved by an Ethics Committee related to the Ministry of Health. It is verified that the participation of the users modified the way in which the social relations in the institution take place. In non-total institutions that seek to respect human rights, as the CAPS, there are social control and, consequently, resistance. The social control imposed by the institution generates on the part of the patients the need to defend their self from these violations even if they can be considered subtler, when compared to the reality of a psychiatric hospital. It is believed that the boundary between primary and secondary adjustments has become more conflicting and that these issues have been reformulated due to the participation of the users in the institution, which leads the institution to constantly make agreements with the patients to maintain the control of the institution. When verifying in the institution the adjustments and the power relations through the interactions and the discourses of the social actors, it can be said that a new feature at the CAPS institution, in relation to the psychiatric hospital, is the participation of the users in the institution and this change produces agreements and conflicts between users and members of the multiprofessional staff.

A presente dissertação versa sobre o desenvolvimento de grupos e suas interações, a partir de diferentes estratégias de formação em um ambiente virtual de aprendizagem (AVA). Para isso, buscou-se investigar a influência na organização e trajetória destes alunos, durante a realização de dinâmicas de grupo. A modalidade de ensino escolhida foi a Educação a Distância (EAD), por detectar um desafio, frente à dificuldade dos educadores em aplicar tarefas colaborativas em suas propostas pedagógicas. Desta forma, para atingir esse fim, foi realizado um curso de extensão para acompanhar as interações e o desenvolvimento dos grupos através das funcionalidades do AVA ROODA. A metodologia utilizada na pesquisa foi a quali-quantitativa, com abordagem descritiva, do tipo estudo de caso. Para análise dos dados de interação, a pesquisa contou, principalmente, com as informações apresentadas nas funcionalidades Fórum, Contatos e Mapa Social do AVA ROODA, como também com questionários e observação participante da pesquisadora. Com o estudo, conseguiu-se delinear o desenvolvimento dos sujeitos quando estão trabalhando com dinâmicas de grupo na EAD. Assim, verificou-se que as interações sociais influenciam nos comportamentos dos indivíduos, principalmente nas relações existentes entre os sujeitos e o meio em que convivem. Além disso, os resultados indicam que a utilização de estratégias de formação, viabiliza de forma eficiente a realização de dinâmicas de grupo nesta modalidade a distância. / This dissertation deals with the development of groups and their interactions, from different training strategies in a virtual learning environment (VLE). For this, we sought to investigate the influence on the organization and trajectory of these students, while conducting group dynamics. The chosen mode of education was Distance Education (EAD), for detecting a challenge facing the difficulty of educators in applying collaborative tasks in their educational proposals. Thus, to achieve this purpose, it performed an extension course to follow interactions and development of groups through the features of AVA ROODA. The methodology used in the research was qualitative and quantitative with descriptive approach of a case study. For analysis of interaction data, the research was mainly with the information presented in functionality Forum, Contacts and Social AVA ROODA Map, as well as questionnaires and participant observation the researcher. To the study, it was possible to outline the development of the subjects when they are working with group dynamics in EAD. Thus, it was found that social interactions influence the behavior of individuals, especially in the relationship between the subjects and the environment they live. Furthermore, the results indicate that the use of training strategies enables efficiently performing group dynamics this embodiment the distance.

The purpose of this investigation was to determine the effects of a symbolic modeling procedure upon the social adjustment of socially-withdrawn seventh-grade students. The three hypotheses investigated in this study were the following. I. At the conclusion of the experimental period, the mean number of social interactions will be significantly greater for students in the experimental condition than for students in either the placebo or the control condition. II. At the conclusion of the experimental period, the social adjustment of each student in the classroom, as rated by his first-period teacher, will be significantly greater for students in the experimental condition than for students in either the placebo or the control conditions. III. At the conclusion of the experimental period, the personal social adjustment, as measured by a self-rating scale, for the students in the experimental condition will be significantly greater than for students in either the placebo or the control conditions. The following conclusions are presented as a result of this investigation. 1. The symbolic modeling procedure conducted in this study appears to be effective in increasing the frequency of social interaction of socially-withdrawn seventh-grade students even though the findings of the present study did not quite reach the desired level of statistical significance, 2. The symbolic modeling procedure conducted in this study does not appear to be effective with respect to altering the classroom behavior of socially-withdrawn seventh grade students. 3. The symbolic modeling procedure conducted in this study appears to be ineffective with respect to helping seventh-grade students achieve greater personal social adjustment.

The practice of education promotes both social interaction and the utilization of technology. Although significant research has explored the role of technology in education, less attention has considered the effect of technology on group learning processes. This experimental study examined the way in which technology affected group interactions among primary grades youth who were engaged in a learning task. The social processes in the learning groups that used technology showed little difference from the groups not using technology, except for a measure that tracked role fulfillment. The report compares the groups and discusses ICT mediated collaborative learning.

This study was conducted to better understand how activities may impact quality of life on dementia care units. Researchers observed dementia care units, and looked into how different activity types impacted emotional affect in the person with dementia, and how they elicited different levels of positive staff interaction. Results indicated that there were significantly higher levels of positive affect from participants on certain activity types, compared to no activity. Activities that had high levels of staff to client interactions had more positive affective outcomes. Researchers concluded that quality activities should consider the environment, staff ratio, staff communication and interaction, engagement of clients, and adaptability of the activity to the individual interest and ability of client.

Contemporary researchers typically classify negative peer interactions as bullying or conflict. Theoretically, bullying involves exploiting a power imbalance to demobilize a peer(s), and conflict involves using power tactics to exert influence or resolve a dispute. This study attempted to explore the exercise of power between adolescent peers within psychological, social psychological and feminist psychological frameworks of power, and bullying and conflict constructions. Three hundred and fifty-two Melbourne students from Years 7 to 10 completed a �Young People�s School Relationships� survey. Students described their understandings of personal and interpersonal power, and rated their perceived power. The experimenter asked the students to differentiate three recent difficult incidents with peers according to perceived power disadvantage (less power), balance (same power) and advantage (more power). They described the difficulties, their responses and their perceptions of the power balance. Outcomes were rated on affect, relationship quality and overall evaluation. Power construction, gender, and year group differences on perceived personal power were examined. Scenario type (less, same, more power), gender, year group (7/8, 9/10), and relationship closeness (not friends, friends) differences on difficulties, responses and outcomes were evaluated. The power constructions formed three themes (�power-within�, �power-with�, �power-over�). Difficulties were subgrouped into three forms (two-way, one-way, other-way) and three types (physical, verbal, social). Responses were categorised into adapting, distancing, dominating and engaging. There was no support for Falbo and Peplau�s (1980) two-dimensional model for classifying types of interpersonal responses in power-differentiated situations. Power was constructed most frequently as �power-within�. Perceived power ratings formed a Global Power Score (GPS), with males reporting higher GPSs. Males and year group 7/8 reported more physical difficulties in the �same� power, and females and year group 7/8 more social difficulties in the �less� and �more� power scenarios. Students reported more adapting responses in the difficult interpersonal situations. Adapting and distancing responses were more frequent in the less power scenario, and dominating and engaging more frequent in the more and less power scenarios respectively. Affect and relationship status outcomes were rated more positively in same power scenario. Outcomes were more positive for difficulties with friends. Students rated their responses more positively when they used engaging strategies, but less positively when they used distancing or dominating. Power theories provided partial explanations for the findings and alternative frameworks to bullying and conflict for understanding negative peer interactions. This study extends on knowledge of adolescents� school-based relationships and proposes a power model for schools

<p>Aromatase is the enzyme that catalysis the conversion of androgens into estrogens. It´s a member of P450 cytochrome family and is encoded by the CYP19-gene. The enzyme aromatase has an important role in regulating physiological and behavioral sexual mechanisms. This includes for instance activation, motivation and maintenance of the reproductive behaviors. The sexual behavior is affected by a complex series of events that requires the connection of endogenous hormonal and neurochemical changes with social interactions, especially between the opposite sexes. The aim of the present study was to examine how social interactions effect the aromatase expression and activity in the guppy brain. Guppy males were introduced into four different social conditions: Isolated, all male conditions, heterospecific (with zebrafish females) and conspecific female guppies. The focal males were kept under these conditions for two respectively four days. The sexual behavior, of each of the focal males was recorded daily during 10 minutes. The males with the guppy females showed, in contrast to the males in the other groups, a high frequency of reproductive behaviors. The brains of the focal males were collected and the brain aromatase activity was measured using tritiated water assay. I have also tried to analyze the gene-expression of aromatase with RT-PCR. However I was unable to analyze the results with the RT-PCR, because of possible primer-dimerization. Due to the limited time schedule, we were not able to solve the problem. ANOVA performed on the aromatase activity, revealed no significant difference between the different treatment groups. The variance was highest in the zebrafish category and lowest in the isolated males. There was no significant correlation between the mean number of reproductive behaviors and the aromatase activity in males that were together with guppy females. The results do not support the hypothesis that social interactions can affect the brain aromatase activity in guppy males.</p>

Aromatase is the enzyme that catalysis the conversion of androgens into estrogens. It´s a member of P450 cytochrome family and is encoded by the CYP19-gene. The enzyme aromatase has an important role in regulating physiological and behavioral sexual mechanisms. This includes for instance activation, motivation and maintenance of the reproductive behaviors. The sexual behavior is affected by a complex series of events that requires the connection of endogenous hormonal and neurochemical changes with social interactions, especially between the opposite sexes. The aim of the present study was to examine how social interactions effect the aromatase expression and activity in the guppy brain. Guppy males were introduced into four different social conditions: Isolated, all male conditions, heterospecific (with zebrafish females) and conspecific female guppies. The focal males were kept under these conditions for two respectively four days. The sexual behavior, of each of the focal males was recorded daily during 10 minutes. The males with the guppy females showed, in contrast to the males in the other groups, a high frequency of reproductive behaviors. The brains of the focal males were collected and the brain aromatase activity was measured using tritiated water assay. I have also tried to analyze the gene-expression of aromatase with RT-PCR. However I was unable to analyze the results with the RT-PCR, because of possible primer-dimerization. Due to the limited time schedule, we were not able to solve the problem. ANOVA performed on the aromatase activity, revealed no significant difference between the different treatment groups. The variance was highest in the zebrafish category and lowest in the isolated males. There was no significant correlation between the mean number of reproductive behaviors and the aromatase activity in males that were together with guppy females. The results do not support the hypothesis that social interactions can affect the brain aromatase activity in guppy males.

This dissertation addresses the role of tools in social interactions, or more precisely the significance of tools in cognition and cooperation, from a situated cognition perspective. While mainstream cognitive science focuses on the internal symbolic representations and computational thought processes inside the heads of individuals, situated cognition approaches instead emphasise the central role of the interaction between agents and their material and social environment. This thesis presents a framework regarding tools and (some) of their roles in social interactions, drawing upon work in cognitive science, cultural-historical theories, animal tool use, and different perspectives on the subject-object relationship. The framework integrates interactions between agents and their environment, or agent-agent-object interaction, conceptualisations regarding the function of tools, and different ways in which agents adapt their environments to scaffold individual and social processes. It also invokes stigmergy (tool mediated indirect interactions) as a mechanism that relates individual actions and social activity. The framework is illustrated by two empirical studies that consider tool use from a social interaction perspective, carried out in settings where tools assume a central role in the ongoing collaborative work processes; a children’s admission unit in a hospital and the control room of a grain silo. The empirical studies illustrate theoretical issues discussed in the background chapters, but also reveal some unforeseen aspects of tool use. Lastly, the theoretical implications for the study of individual and social tool use in cognitive science are summarised and the practical relevance for applications human-computer interaction and artificial intelligence is outlined.