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No / This book is a compelling and timely addition to the study of emotions, arguing that emotion is a response to the way in which people are embedded in patterns of relationship, both to others and to significant social and political events or situations. Going beyond the traditional discursive understanding of emotions, Burkitt investigates emotions as a complex and dynamic phenomenon that includes the whole self, body and mind, but which always occur in relation to others. - SAGE

Diss.--Heidelberg, 2001. / Bibliogr. p. 117-127.

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Yes / Current dominant trends in the biological and psychological sciences tend to put emphasis on the role of the brain, cognition, and consciousness in realising emotional states and attempting to regulate them. In this article, I suggest an alternative approach with the idea that emotions emerge within social relations and give meaning and value to the situations in which we are located. Humans are understood as embodied emotional selves for who thought and emotion are intertwined. However, individuals can get caught in obsessive and compulsive thinking and feeling traps where the self loses touch with its emotions, and because of this also loses contact with the social situation and the ability to skilfully navigate it. In such circumstances, the self gets overwhelmed by emotion and loses its poise in the social setting. I consider Buddhist meditation as a technique through which people can develop a more reflexive emotional self, where reflexivity is not about control of emotion but owning one's feelings and being able to respond more sensitively and skilfully in various situations.

This dissertation examines the formation of an agro-industrial working class within the citrus industry of Valencia, Spain. In a region that was historically defined by intensive agricultural production for market, the citrus industry in Valencia became the dominant economic sector in the decades prior to the outbreak of the Spanish Civil War in 1936. Its workers, straddling the agricultural and the industrial, the rural and the urban, entered into a socio-economic relationship with the rural bourgeoisie in charge of the industry. This relationship was administered through the formation of jurados mixtos (mixed commissions), associations, and citrus cooperatives that directed the harvest, worked out export contracts, began irrigation projects, and organized labor. World War I produced a crisis within the industry due to the collapse of export markets and the lack of available shipping. Workers and small farmers suffered the brunt of the effects, and as a result, their relationships with the bourgeoisie began to break down. By the declaration of the Second Republic in 1931, workers and farmers had become far more politicized and dissatisfied. As landowners and commercial agents fled Valencia after the outbreak of war in 1936, workers and smallholders banded together in collectives, based on the established tradition of cooperation, to preserve the harvest and direct orange exports, the profits of which were increasingly important in the face of prolonged conflict.I rely heavily on documentary evidence from local journals and newspapers, political organizations, contemporary photographs, and local associations. Utilizing gender and labor theory and theories from cultural studies, I show the process of proletarianization through an examination of the labor culture within Valencia in order to complicate our categories of agricultural and industrial work and how the people of Valencia created a regional identity based on orange production.

<p>Skolan är en viktig del av livet. Det är i skolan barnen interagerar med sina kamrater och lär för livet. Det kan också vara en farlig plats där psykiska problem och ohälsa utvecklas. Metoder har arbetats fram för att skapa förutsättningar för barnens socioemotionella välbefinnande, en målsättning som även ingår i läroplanen. En av dessa metoder är ”Fasta formella grupper inom skolklassens ram”. I föreliggande studie undersöktes metoden och dess effekt på empati genom intervjuer med 25 fjärdeklassare och deras lärare. Undersökningen visade att både barnen och läraren tycker att metoden verkar ge bättre sociala relationer i klassen genom bland annat fler vunna kamrater och ökad hjälpsamhet. Metoden förefaller således vara ett gynnsamt verktyg för att träna empati hos barn.</p>

Skolan är en viktig del av livet. Det är i skolan barnen interagerar med sina kamrater och lär för livet. Det kan också vara en farlig plats där psykiska problem och ohälsa utvecklas. Metoder har arbetats fram för att skapa förutsättningar för barnens socioemotionella välbefinnande, en målsättning som även ingår i läroplanen. En av dessa metoder är ”Fasta formella grupper inom skolklassens ram”. I föreliggande studie undersöktes metoden och dess effekt på empati genom intervjuer med 25 fjärdeklassare och deras lärare. Undersökningen visade att både barnen och läraren tycker att metoden verkar ge bättre sociala relationer i klassen genom bland annat fler vunna kamrater och ökad hjälpsamhet. Metoden förefaller således vara ett gynnsamt verktyg för att träna empati hos barn.

This essay addresses the issue of stress by income earners in Sweden 18-64 years old and any possible relationship to their social ties and the individualization  process. The data were collected through a questionnaire, sent out to about 185 working men and women. The results showed a relationship between fewer social ties in everyday life and perceived stress of the individual. The result also showed a relationship between higher degree of individualization and stress. Both of these correlations is confirmed by previous research on the concept of work-life and theory of the new individualism. One of the most interesting results the study showed was that there was none relationship with gender and perceived stress in the individual. The results contradicts previous studies and research which is interesting for future studies.

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