Affect/Emotion

"Andreas Philippopoulos-Mihalopoulos opens the book with his latest contribution to his comprehensive project of re-theorising spatial justice with a piece titled ‘Spatial Justice in a World of Violence’. Through a close reading
of the photographic series Fortunes of War, Life Day by artist Eric Lesdema,
Philippopoulos-Mihalopoulos is interested in how these images reveal peripheral
spaces at the edge of violence which impose an ethic of spatial responsibility on the
viewer in the act of turning away and looking elsewhere. While no acts of explicit
violence are shown in the images, we are left with no doubt that violence is ubiquitous
along the spatio-temporal continuum. This continuum of violence between
bodies raises questions of complicity and responsibility. Do we submit to a state
of affairs in which space is saturated with the everyday and immobilised violence
of the ‘engineered atmosphere’ – or is it also possible for bodies to withdraw from
the atmosphere, through ruptures and folds within the continuum? Such a notion
raises the ethical possibility of the ‘emergence of spatial justice’." Chris Butler and Edward Mussawir (eds)

In quanti modi un film può affascinarci e sollecitare le nostre reazioni più istintive? E in quali termini le tecnologie influiscono sul nostro rapporto emozionale con ciò che vediamo sullo schermo? Come e con quali mezzi, nel corso dei decenni, cineasti e artisti hanno lavorato per rappresentare i sentimenti sotto forma di immagini e suoni? E, soprattutto: di che cosa parliamo quando parliamo di emozioni al cinema? Sono, queste, alcune delle domande poste dai saggi raccolti nel presente volume. Il lettore vi troverà una pluralità di punti di vista e proposte di indagine sul potere delle immagini e sul complesso fenomeno del coinvolgimento emotivo. Quello che ne deriva è un panorama ricco e articolato sul passato e sul futuro delle immagini (cinema, televisione, fotografia, arti visive) in un universo che sempre più si fonda sulla loro capacità di comunicare affettivamente e di rivolgersi alle nostre menti così come ai nostri corpi.

This milestone text provides a comprehensive and state-of-the art overview of perfectionism theory, research, and treatment from the past 25 years, with contributions from the leading researchers in the field. The book examines new theories and perspectives including the social disconnection model of perfectionism and the 2 × 2 model of perfectionism. It also reviews empirical findings, with a special focus on stress, vulnerability, and resilience, and examines perfectionism in specific populations. Finally, it considers how perfectionism relates to physical health and psychophysiological processes and introduces new approaches to effective prevention and treatment. By increasing our understanding of perfectionism as a complex personality disposition and providing a framework for future explorations, this landmark publication aims to promote further research in this field. It will be invaluable reading for academics, students, and professionals in personality psychology, clinical and counselling psychology, applied psychology and related disciplines.

All too often education research focuses on academic disparities with under-served student populations. Frequently, both remedial and introductory college-level mathematics courses are cited as gatekeepers or insurmountable barriers for adult low-socioeconomic status (LSES) students. There has been a call from within the mathematics education community for less gap-gazing at disparities and more studies of success within marginalized groups. Many previously unsuccessful, under-prepared, under-served, and under-supported students persist and eventually succeed. In addition, there is a lack of research through the lens of the community college as a unique educational context, distinct from both K-12 and the four year colleges and universities. The goal of this hermeneutical phenomenological study is to describe and interpret the lived experienced of previously unsuccessful LSES students who became successful. Ten students told their stories during unstructured phenomenological interviews. Upon analysis of the interview transcripts, themes appeared consistent with the patterns of the inward and outward journeys found in the Hero’s Journey or monomyth narrative structure. The stages of the monomyth as described in the work of Campbell (2008) are rooted in the universal human themes of the transformational quest. Six meta-themes appeared through the textual analysis of the interview transcripts; 1) the call of a better life that requires education, 2) connections with mentors and allies through authentic relationships, 3) the cultural border crossing at the threshold to higher education, 4) perspective transformations taking place as tests presented by an array of threshold guardians are passed, 5) increasing resilience through taking ownership and increasing networks of connections as the labyrinth of higher education was navigated, 6) after seizing the magic elixir of education the desire to pay it forward.  Their stories reveal a perspective transformation as described in Mezirow’s (1981) transformative learning theory. These stories of transformational learning as experienced by previously unsuccessful LSES community college students provide essential insights as to how we might foster positive learning transformations, and more importantly, avoid being the source of needless obstacles for our students. These findings present a narrative counter to the current deafening drumbeat of the anti-developmental education, completion and acceleration agendas.

Asistimos a la reaparición de viejos fantasmas políticos: el nacionalismo, la xenofobia, el populismo… Se trata de movimientos de introversión agresiva caracterizados por la búsqueda de un chivo expiatorio y por el predominio de las emociones sobre la razón. El resultado: una amalgama de pasiones muy distinta de la esfera pública sosegada que los ilustrados soñaron como fundamento para nuestras democracias representativas.

Al mismo tiempo, se ha hecho visible un giro afectivo en las ciencias sociales y las humanidades. Como consecuencia de los avances en el estudio del cerebro, se otorga un papel cada vez mayor a los afectos en nuestros procesos de percepción, cognición y decisión. Y, si bien las noticias que suministran los distintos saberes humanos no son definitivas, las neurociencias parecen indicar que nuestra soberanía individual es menor de lo que creíamos.

Así pues, ¿somos individuos políticamente racionales o más bien ciudadanos sentimentales? ¿Pueden explicarse los problemas de la democracia contemporánea como un efecto del peso de las emociones en el proceso político y la vida social? ¿O hay que rescatar a los afectos de su descrédito tradicional e integrarlos en una concepción más realista del ser humano?

En este exhaustivo trabajo, Manuel Arias Maldonado se enfrenta al desafío de arrojar luz sobre la cuestión. Con un enfoque admirablemente multidisciplinar, el autor plantea la necesidad de una reformulación de la autonomía individual y la defensa de una sociedad abierta en la que sujetos más sofisticados puedan gestionar reflexivamente sus propias emociones. Sin duda, somos demasiado humanos para lograrlo del todo, pero seríamos menos que humanos si dejáramos de intentarlo.

This article paints a partial portrait of a White, antiracist, university based teacher educator in the United States, and provides a snapshot of her antiracist pedagogy in practice. This snapshot is juxtaposed against (her own and others’) theorising of antiracist pedagogy. Using reflexivity as methodology, I pay attention to my noticings of my participant’s antiracist pedagogy as evidenced through her navigation of a racialised, affectively charged classroom encounter involving the teacher educator, a Black student, and me, a Black researcher. I analyze the embodied and affective aspects of that experience through a racialised lens and find that the teacher educator’s (re)actions represent an enactment of Whiteness. The enactment relates to the enfleshed material body. Thus, I contend that the development of an antiracist pedagogy that moves beyond rhetoric in resisting rather than reinforcing Whiteness – and therefore, that contributes meaningfully to racial justice – requires attunement to affects produced via interembodiment, in theory and practice.

Obiettivo
La tesi analizza il legame tra l’educazione alla sessualità e all’affettività e variabili relative al benessere affettivo, sessuale e accademico, includendo analisi relative i possibili legami tra il proprio modo di vivere la sessualità e la masturbazione con le suddette variabili.

Metodo
Attraverso un’analisi di ricognizione letteraria e normativa del contesto e della storia italiana riguardo l’educazione alla sessualità e all’affettività, dalla prima proposta di legge nel 1975 alla situazione attuale, si evidenzia l’ancora necessaria base legislativa per un’educazione formale su tematiche sessuali e affettive. Tuttavia, ponendo in un confronto internazionale il ventaglio di modelli e progetti italiani si sottolineano lo sforzo e le iniziative condotte da esperti nella quotidiana pratica educativa. Sono riportati excursus storici relativi all’evoluzione della visione della sessualità, della Sessuologia e dei cambiamenti nella trasmissione informale di educazione sessuale. Infine viene presentata la ricerca, lo strumento e i risultati. È stato somministrato un questionario anonimo online al fine di indagare i legami tra il benessere dell’individuo, la sessualità e l’educazione alla sessualità e all’affettività.

Conclusioni
L’analisi dei risultati mette in luce la bassa percentuale di studenti e studentesse che hanno avuto la possibilità di seguire lezioni o corsi da esperti esterni su tematiche sessuali e affettive durante gli anni di istruzione. Diversi autori affermano gli effetti positivi dell’educazione formale, come il vivere la propria sessualità in modo sano, sicuro e con piacere. I risultati ottenuti dalla presente ricerca, nonostante non sia stato possibile indagare il legame diretto con l’educazione, conducono all’affermazione di un legame tra il benessere sessuale individuale e il benessere affettivo. Si rileva ulteriormente il legame tra il benessere generale dell’individuo e il benessere accademico. In conclusione sono necessarie ulteriori ricerche sugli effetti dell’educazione alla sessualità e all’affettività, in Italia prettamente svolta attraverso progetti, con l’obiettivo a lungo termine di una sua formalizzazione all’interno dell’istruzione scolastica.

Parole chiave
Educazione alla sessualità e all’affettività; educazione informale, Mass media e Social network; diritti sessuali; formazione professionale; benessere sessuale; benessere accademico; benessere affettivo e emotivo; conseguenze dell’educazione formale su sessualità e affettività.

The study reported in this chapter focuses on the effect that a 2 to 4 week pre-sessional course at Aix-Marseille University had on Foreign Language Anxiety (FLA) and Willingness to Communicate (WTC) in the French as a foreign language of 93 learners of European and Asian origin, who ranged from beginners to intermediate learners. They were tested at the start and at the end of the course. Results showed a significant decrease in levels of FLA and a significant increase inWTC. Length of stay had no effect on FLA, but was positively linked to difference in WTC. Level of proficiency had no effect on difference in FLA but had a positive effect on difference in WTC, with lower-intermediate learners showing the biggest increase in WTC. Students’ cultural background had a significant effect on FLA and WTC at Time 1, with the Asian group reporting more FLA and less WTC.

How often do we consider ourselves not in our right minds because of our anger, opt to cool off rather than continue a debate. Anger as emotion is understood and used in ways that weaken arguments. In this essay I will explore how a nuanced understanding of anger, and specifically a reframing of anger as an affect rather than an emotion, allows for anger to be a valid and perhaps even essential aspect of protest. I will specify what affect is considered to be in comparison to emotion and provide examples of the ways in which anger as emotion is used by examining the gendered and racial biases that portray young men and women of colour as ‘thugs’ and ‘angry black women’.

Since the kick-off in 2015 of the last presidential campaign, a climate of fear and intimidation has dominated national life in the United States to a degree rarely seen before, poisoning our politics and reaching into our very relationships with friends, co-workers, and neighbors.
    Confronting Political Intimidation is about how this came to be, how we can see ourselves through it, but also why it is not likely to go away anytime soon.
      At the core of this political history is a larger U.S. public culture of intimidation and bullying in the workplace, media, and political arena that has been building for 30 years. It is not by chance that in 2017 the U.S. inaugurated Donald Trump, an openly authoritarian president who is an abusive CEO, capitalist folk hero, and Internet troll.
    The current harsh environment is a direct challenge to citizens and residents, especially those seeking to engage in progressive activism and party politics now and in the years to come.
      This short book offers a unique guide to the strategies and dynamics of contemporary political intimidation and public bullying: the dangers they present, the snares and traps that envelop their targets, and the lessons to be learned.
      In the end, it’s about shedding light on the dark side of contemporary national life in order to see beyond it.

Net sales proceeds will go to Indviisible National of IndivisbleGuide,com.

In France, the justice system for minors, since the government edict of 2nd February 1945, has been distinguished officially from others by the importance attached to applying an " educative " rather than " repressive " approach. This explicit stance on the part of the political and judicial authorities is reflected in the development of institutions whose policy is one of " educational " supervision. But what does this educational work consist of? In a context marked by the increasing bureaucratization of socio-judicial work, how do officials assess the impact and effectiveness of the policy? Using the results of an ethnography conducted in an open custody unit of the Youth Judicial Protection Service (Protection Judi-ciaire de la Jeunesse) and a children's court in the Paris region, this study shows that professionals attach particular importance to bringing about a change in attitude towards self and others. The understanding is that " successful support " of delinquent minors will encourage them to express a sense of responsibility and guilt for their behaviour, two feelings invested with redemptive, healing abilities. Expression of such sentiments, which are at the heart of the moral economy of juvenile delinquency, is understood to attest to a subjective transformation , which becomes the ultimate justification for the work done with these delinquents as well as a condition for their pardon. The importance attached to eliciting expressions of a sense of responsibility and guilt thus contributes to disciplining sentiments, where the aim is no longer to correct behaviour but persons.

“Exigimos o Amor: A Música como Articulador de Afetos Políticos.” Em Poderes do Som: Políticas Escutas e Identidades, editado por José Cláudio S. Castanheira, Dulce Mazer, Pedro Silva Marra, Marcelo Bergamin Conter, Cássio de Borba Lucas e Mario Arruda Florianópolis: Editora Insular, p 127-152.
Disponível em:
https://tinyurl.com/PoderesdoSom
https://insular.com.br/produto/poderes-do-som-subtitulo-politicas-escutas-e-identidades/

En esta presentación toco los siguientes temas:
El fenómeno del lenguaje y la comunicación humanos en el marco de la Teoría de los Sistemas Dinámicos

Texto y contexto: Distintos tipos de contexto y su interrelación


Variables en la relación entre lenguaje, cognición, comunicación y cultura.


Pragmática y Análisis del Discurso como disciplinas lingüísticas y su doble aplicación a la enseñanza/aprendizaje de lenguas.


La expresión y conceptualización de las emociones como un rasgo clave del discurso: El contexto emocional y su importancia en la comunicación humana y en la enseñanza de lenguas . Proyecto de investigación EMO-FUNDETT

Garth Boomer’s ideas in Negotiating the Curriculum (1992a) resonate with discussions of shifting teacher and student roles and relationships in the ‘student voice’ movement. Boomer (1988) critiqued his earlier conception of power in Negotiating the Curriculum, asserting that he would ‘now like to write a book on Negotiating the Hidden Curriculum’, in which he would conduct an ethnographic ‘micro-analysis’ of the ‘moment-by-moment dance’ between teachers and students and the fluctuations in the ‘flows and ebbs of affect and primal resistance in teachers and taught’ (p.171). This article takes up this provocation, considering a 2013 meeting of a cross-age student voice group where students, teachers and researchers collectively discussed the meanings and manifestations of the hidden curriculum through exploring Pink Floyd’s Another Brick in the Wall (Waters, 1979), other film representations of school, and their own school. Four students and I analysed a transcript from this meeting, considering the dynamics of power and affect in negotiated classrooms.

Perfectionists have shown increased negative affect after failure compared to nonperfectionists. However, little is known about how perfectionists react to repeated failure. This study investigated the effects of two forms of perfectionism—self-oriented perfectionism and socially prescribed perfectionism—on 100 university students’ reactions to repeated failure (versus repeated success) examining three negative emotions: anxiety, depression, and anger. Results showed that socially prescribed perfectionism predicted increased anxiety, depression, and anger after initial failure and further increased anger after repeated failure. In contrast, self-oriented perfectionism predicted increased anxiety, but only after repeated failure. The findings suggest that both self-oriented and socially prescribed perfectionism are vulnerability factors predisposing individuals to react with increased negative affect after repeated failure.

We can seek out strategies and experts to help us teach effectively face-to-face with a mask. Colleagues in my field of communication and those in allied disciplines like theater and dance know how to mobilize nonverbal strategies and images. Furthermore, interdisciplinary studies of women and gender, public health, and inclusive pedagogy have already advanced useful theories and solutions to related issues. I explain four challenges to teaching with a mask: masks dehumanize and medicalize the classroom; masks hide our faces and emotions; masks stifle speech and sound; and masks divide us. I then offer specific pedagogical strategies for overcoming them.

Tietokoneiden laskentatehon kasvu on tehnyt mahdolliseksi asioiden, tapahtumien ja ilmiöiden synty- ja leviämismekanismien analysoinnin aiempaa tarkemmin. Optimistisimmat ovat arvioineet, että tietoteknologia on synnyttämässä uutta tiedettä – sosiaalifysiikkaa (social physics), joka antaa uusia mahdollisuuksia ihmisten käyttäytymisen ja ilmiöiden leviämisen tutkimiseen (Pentland 2014). Uutta tutkimusta ja uusia analysointimenetelmiä tarvitaan, sillä sosiaalinen media on tehnyt monesta yksityisestä ja aiemmin piiloon jääneestä asiasta julkista. Ei olekaan yllättävää, että sosiaalinen analytiikka ja erityisesti tunteita ja mielipiteitä ilmentävien sisältöjen automaattinen tunnistaminen on tätä nykyä yksi nopeimmin kasvavista tietoteknologian sovellusalueista (Gartner 2014). Sosiaalisella analytiikalla viitataan väljästi menetelmiin, työkaluihin ja toimintatapoihin, joilla organisaatiot pyrkivät hyödyntämään virtuaalisista sosiaalisista suhteista kertyvää tietoa oman toimintansa kehittämisessä.

Sosiaalista analytiikkaa on muun muassa se, kun yritys monitoroi ja analysoi yhteisösivustojen keskusteluja, jotta se voi kohdentaa mainontaansa paremmin, tunnistaa piilevää kysyntää tai oppia asiakkaidensa tuote- ja palvelukokemuksista. Yritysten ohella sosiaalinen analytiikka tarjoaa myös julkishallinnolle lukemattomia käyttökohteita. Esimerkiksi kunnalle on arvokasta tietää, millaisessa sävyssä sen tekemisistä ja palveluista sosiaalisessa mediassa keskustellaan. Kuntalaisten mielipiteiden parempi ymmärtäminen antaa mahdollisuuden käynnistää toimenpiteitä ja tehdä ratkaisuja, jotka vastaavat kuntalaisten odotuksia. Erityisesti nuorten kohdalla sosiaalisen analytiikan avulla voidaan saada aikaan hyviä tuloksia, jos nuorille syntyy tunne siitä, että heidän tarpeensa on huomattu. Muodollisilla palautejärjestelmillä on tulevaisuudessakin paikkansa, mutta demokratia voi sitä paremmin, mitä luontevammin hallintokoneisto ja kansalaiset toisensa kohtaavat. Sosiaalinen analytiikka ei yksinään riitä ratkaisuksi, mutta se saattaa hyvinkin olla keskeinen osa sitä.

This paper moves beyond conceptualisations of austerity as fiscal policy towards exploring the multiple ways austerity may be lived and felt in everyday life. Drawing on research with families affected by disability, this paper argues that austerity is felt as a series of atmospheres that envelop and condition times and spaces of the everyday. Austerity is made both affectively and materially present through these atmospheric intensities as they register and radiate between individual bodies and everyday objects. As they shape both day-today practices and future imaginaries, atmospheres of austerity generate numerous individualised experiences that result in multiple affective relations towards austerity. As a result, this paper holds together the following relations to austerity: anticipating austerity, adapting to austerity, 'getting on with life' and accepting austerity. These show that austerity is more than an economic policy; it is a phenomenon that is understood through individuals' lived and felt realities that are often experienced through fluctuating, non-coherent and sometimes conflicting affective relations that come to shape how people feel and act in the everyday. It is through a conceptualisation of austerity as lived that we might galvanise people against austerity by encouraging a more nuanced and multi-tonal counter politics that takes into account the multiple affective relations that are expressed through various domains of everyday life.

Depictions of the fantastic in modern literature established the fear oft he supernatural. Premodern literary texts lack such targeted evocations of horror. To find them, one must turn instead to Christian exempla, which seek to frighten readers in teaching them a lesson. Imaginations of Fear discusses the hitherto unappreciated significance of the “merveilleux chrétien” for the fantastic genre from its beginnings through the 20th century.

Die Phantastik etablierte die Angst vor dem Übernatürlichen in der Literatur. In vormodernen literarischen Texten sucht man hingegen vergeblich nach dem gezielt evozierten Horror. Er findet sich stattdessen in christlichen Exempla: Sie evozieren den Schrecken aus didaktischen Gründen. Von diesem Befund ausgehend, wird die in der Forschung konsequent negierte Bedeutung des christlichen Wunderbaren für die Phantastik bis ins 20. Jh. erörtert.

https://www.degruyter.com/view/product/505534

The messaging application WhatsApp is often adopted in urban neighbourhoods to distribute and discuss information as part of neighbourhood watch programmes. In this context, certain notions of information sharing and the cherishing this implies, are often entangled with ideals of protection in the neighbourhood. Using the case study of an enclosed neighbourhood in Johannesburg, this essay draws on theories of affect and mobility to introduce the concept of affective mooring. That is, that a neighbourhood WhatsApp group constitutes an affective mooring—an established practice and point of fixity—that generates a sense of being held in a community through feelings of collective presence and safety. Notably, these feelings of presence and safety are hinged on acts of resistance and alienation towards strangers. In this way, WhatsApp as an affective mooring in the neighbourhood is also a site for negotiating ideals of belonging.

La reflexión zubiriana sobre el sentimiento, se encamina a dilucidar la esencia del sentimiento estético mediante tres pasos sucesivos: en primer lugar, establecer qué es un sentimiento; en segundo lugar, indicar cuál es la relación entre el sentimiento y la realidad; en tercer y último lugar, abordar en qué consiste el sentimiento estético. En nuestro estudio nos limitaremos a las dos primeras etapas, pues nos parece que, a pesar de sus penetrantes intuiciones, Zubiri no ha desvelado la esencia del sentimiento por falta de una tercera pregunta que debería añadirse a las dos primeras: ¿por qué el sentimiento supone una relación con la realidad? La respuesta a esta cuestión constituirá el objetivo de este breve ensayo.

What happens when media technologies are able to interpret our feelings, emotions, moods, and intentions? In this cutting edge new book, Andrew McStay explores that very question and argues that these abilities result in a form of technological empathy. Offering a balanced and incisive overview of the issues raised by ‘Emotional AI’, this book:

- Provides a clear account of the social benefits and drawbacks of new media trends and technologies such as emoji, wearables and chatbots.

- Demonstrates through empirical research how ‘empathic media’ have been developed and introduced both by start-ups and global tech corporations such as Facebook.

- Helps readers understand the potential implications on everyday life and social relations through examples such as video-gaming, facial coding, virtual reality and cities.

- Calls for a more critical approach to the rollout of emotional AI in public and private spheres.

Combining established theory with original analysis, this book will change the way students view, use and interact with new technologies. It should be required reading for students and researchers in media, communications, the social sciences and beyond.

During the Government of the “Citizen Revolution,” innovative spaces of relationship between the State and civil society crossed by the affective were introduced to Ecuadorian politics. The affective atmospheres configured in these political spaces created particular senses and practices of citizenship that, as I propose, transformed both the ways in which the State and civil society relate as well as the practices of collective action and political participation in Ecuador. In this article I explore how the affective atmospheres built in these political spaces, configured by the Government of Rafael Correa, differently affected the citizenship senses and practices of women and men; and in turn, how the discourses and practices crossed by gender transformed these affective atmospheres.

[Excerpt] Like many others, the blank page can terrify me. Simply starting a new blog post, an essay, or a book chapter can have me tumbling into hours, days, or shame-filled weeks of procrastination. These are the times that resistance and fear triumph, and I feel myself falling into a moody mixture of anger, frustration, sadness, and general feelings of incompetence. Oh, and sometimes there is crying. However, once I find successful methods for dragging the words that are in my head onto the page, I then attempt to organize them in a way that makes sense, creates “new” knowledge, and contributes to multiple fields, ever aware that in some near future a committee will attempt to quantify my publication impact and decide whether they should grant me tenure. Surprisingly, for the past three weeks Writing and I have engaged in a truce—or I should say, she has decided to get off my back, give me some room to breathe, and allow the words that infiltrate my dreams and my meditation sessions to flow a bit easier onto the page...

RESUMO: Neste trabalho, apresentam-se resultados de pesquisa, cujos objetivos foram identificar e analisar práticas pedagógicas de um professor que possam ter contribuído para a aproximação afetiva dos estudantes com a língua inglesa. A pesquisa fundamentou-se nas ideias de Vigotski (2009, 2012) e de Wallon (1979, 1995), além de seguir uma visão discursiva de linguagem (BAKHTIN, 2003; VOLOCHÍNOV, 2017). Assume-se que o processo de apropriação do conhecimento pelo estudante é mediado, sendo que a qualidade da mediação tem implicações nas relações que se estabelecem entre sujeito e objeto de conhecimento, as quais envolvem, indissociavelmente, as dimensões afetiva e cognitiva. A pesquisa foi realizada em um centro de línguas de uma universidade pública. Os resultados descrevem as atividades de ensino realizadas pela professora e as formas de participação dos estudantes, bem como suas percepções sobre elas. Os resultados indicam que a ampla variedade de atividades propostas pela professora possibilitou que os estudantes, mesmo que tivessem diferentes necessidades e expectativas, se envolvessem com o curso. A pesquisa dá indícios sobre como a relação sujeito-objeto é mediada, indicando a diversidade dessas formas de mediação na sala de aula observada, reafirmando-se a importância deste processo para construção das relações entre sujeito e objeto-as quais envolvem afeto e cognição simultaneamente. PALAVRAS-CHAVE: Afetividade; Mediação; Ensino de língua inglesa.

Pardis Mahdavi’s Crossing the Gulf is based on ethnographic fieldwork in the Arabian Gulf that investigated immobilities and mobilities as well as familial love in the lives of migrant workers. Although her data concentrate mainly on Kuwait and the United Arab Emirates (UAE), her arguments are relevant to other countries in the area with a signifi- cant presence of domestic workers. The book offers a deeply original reading of migration and intimacy.

Stimuli that resemble humans, but are not perfectly human-like, are disliked compared to distinctly human and non-human stimuli. Accounts of this "Uncanny Valley" effect often focus on how changes in human resemblance can evoke different emotional responses. We present an alternate account based on the novel hypothesis that the Uncanny Valley is not directly related to 'human-likeness' per se, but instead reflects a more general form of stimulus devaluation that occurs when inhibition is triggered to resolve conflict between competing stimulus-related representations. We consider existing support for this inhibitory-devaluation hypothesis and further assess its feasibility through tests of two corresponding predictions that arise from the link between conflict-resolving inhibition and aversive response: (1) that the pronounced disliking of Uncanny-type stimuli will occur for any image that strongly activates multiple competing stimulus representations, even in the ...

Fantasy genre fiction has increasingly received academic attention for its representations of gender and sexuality, and scholars have acknowledged that the genre has the potential to challenge accepted ideas about femininity and heterosexuality. However, few studies have questioned how men and masculinity are constructed within the fantasy genre, despite the prevalence of masculine characters and readers and the influence that popular cultural texts exert over young audiences. This paper uses Raewyn Connell's concept of hegemonic masculinity and Judith Butler's poststructuralist gender theories to reveal how dominant ideas about masculine stoicism are negotiated and (re)imagined within Christopher Paolini's young adult fantasy series The Inheritance Cycle (2005-2011). I argue that while unemotional masculine discourses are present within the narrative, fantasy genre conventions such as magic and magical creatures invite readers to question their desirability and recognize how they are socially constructed and compelled. By analysing magical telepathic bonds, crying, magical races, and magic, I find that young readers are presented with complex but often progressive ideas about how masculine subjects may experience and express their emotions. The article demonstrates that fantasy genre fiction is a crucial site for analysis in masculinities studies because it provides a means of reflecting and recreating masculine discourses without the constraints of realism.

Working Paper
EXPLORATORY STUDY ON EMOTIONAL WELL BEING OF MBA GRADUATES IN DIGITAL ERA WITH SPECIAL REFERENCE TO EMOTIONAL INTELLIGENCE
*Prof Dr.C.Karthikeyan, Professor and Director, T.John College, Bangalore, Affiliated to Bangalore University, Karnataka
Abstract: Wellbeing, particularly emotional well being, never happens by itself, it takes considerable efforts to maintain status quo of well being consistent.  Emotional well being of late has become the topic of discussion, and is correlated with success, happiness,  ability to perceive emotions in the right way, using and understanding emotions, with varying conceptual understanding, and further research has contributed, that these emotional attributes were attributable to general intelligence, which later with various research support, were attributed to Emotional Intelligence, by Daniel Goleman. Emotional Intelligence (EI), as indicated have great implication are now related to mental health, job performance, leadership development, and general well being of a person, and hence gained prominence in the field of psychology and HR as a distinct area of study.
Hence EI now has greater contribution towards leadership development in students of post graduation in education arena, and also used largely for personality development of students, understanding and improvising the emotional quotient to enable them to grow the better way, is largely underway, hence this exploratory study attempts to relate the students emotional intelligence and their personality dispositions in their college life in this digital era, where huge influx of stimulus through digital devices have changed their reference values of life and is significantly damaging their emotions.
This study attempts to find the leadership qualities of the management students of postgraduate levels to analyse their awareness of their emotional well being and the level of EI they possess to themselves, so as to nurture their ability to perceive emotions in the desired way, use and understand emotions in a better way, and express it optimally to grow as better person successfully.
This research study attempts to find the basic levels of emotional intelligence to elicit the prevalent level of emotional well being and also assess the level of self-awareness of students, their way of managing emotions, how they motivate themselves,  having empathy, and improvising social skill in them. The tool has been modified to the level of the sample fit, and a sample size of 150 students.  The tool has been developed and modified from the base model derived out of a qualitative research tool, with factor analysis as the prime area of deriving results.
Key Words: Emotional Intelligence, Students, Wellbeing, Attributes, Psychology
Methodology:
Data: Primary Data  (quantitative) and Derived Data (qualitative)
A tool of Analysis: Questionnaire (50 variables)
Scale: Likert 5 point scale
Sample Size: 150 Students
A universe of Study: Bangalore
Objectives of the Study:
Objective 1: To analyze the level of self-awareness of well being in students and their ability to recognize what affects them.
Objective 2:  To examine the level of clear thinking and managing emotions even when experiencing powerful emotions.
Objective 3:  To evaluate the ability to use deepest emotions to move ahead to achieve their goals.
Objective 4: To assess the ability of empathizing ability in the students and the understanding their levels to respond to other people.
Objective 5: To examine the ability of students to manage their social skills like, ability to handle emotions in relationships and handling their own life.
Hypotheses of the Study:
H1:  There is no significant relationship between self-awareness of well being and ability to realize emotional intelligence.
H2:    There is no significant relationship between clear thinking habits in students and managing their emotions experiencing powerful emotions.
H3: There is no relationship between students deepest emotions to move ahead and emotional intelligence to achieve their goals.
H4:  There is a significant relationship between EI scores and empathizing ability against understanding levels to respond to other people.
H5: There is no significant relationship between the ability of students to manage social skills and ability to handle emotions in relationships
Universe: College Students of Bangalore City, as the city with multi-culture perspectives.
Introduction: EI in simple terms is the “ability to recognize one’s own and other’s emotions and having sufficient knowledge to differentiate between the various emotions” drawing their own behavior.  The concept was given birth by Daniel Goleman in the year 1995, through his own book written in the name of Emotional Intelligence.  The EI later on developed into an area of usage in perceiving, understanding, using and managing emotions, which later developed into three main models. The ability model which deals with emotions as one of the useful sources of information for an individual to introspect and develop his/her abilities.  It also finds that individuals vary in interpreting their emotions, and as well differ in their ability to develop themselves to a level to have cognizance of the varying levels of emotion.  The ability model, which this study on students is to evaluate further areas such as, Perceiving emotions, the ability to understand, classify and develop the ability to identify their own emotions. The model also looks at the Using Emotions, which looks into the ability of the person to use emotional intelligence to solve problems, and has the ability to handle his or her own moods. In the area of understanding emotions, the ability to appreciate emotional language and the comprehending ability to understand their own emotions evolving in a different way over time. In managing part, the ability model assists the person to harness all kinds of emotion and ability to distinguish the positive and negative one in equanimity.
Thrust Area: HR integrated into Psychology
Sub-domain: Emotional Intelligence and its application
Call for Paper Area: Behavioural Science
Journal: American Psychological Reports, USA, Scopus Indexed