El cinema com a necessitat vital

Abstract not availabl

EnCOrE (Encyclopédie de Chimie Organique Electronique): an Original Way to Represent and Transfer Knowledge from Freshmen to Researchers in Organic Chemistry

peer reviewedEnCOrE is an original proposal which is expected to allow to share and transfer knowledge in organic chemistry. The system will use MIDES a software, with a peer-to-peer architecture, which will allow to set up a technological and methodological frame to allow collaborative building of knowledge in between chemists. Learning GRID's services will help for Experimental electronic laboratory "LabCOrE" as well as for predictive computational tools

Метафора в публицистике: репрезентация вариантов языковой картины мира

Метафора как универсальное средство концептуализации действительности в том или ином виде свойственна всем языковым картинам мира независимо от национально-культурной принадлежности. В статье рассматриваются особенности политических метафор, включённых в публицистическую картину мира, которая является разновидностью языковой картины мира и представляет часть концептуальной картины мир

El realisme poètic de Marcel Carné

Abstract not availabl

endo-3,3-Dimethyl-4-oxobicyclo­[3.1.0]hexan-2-yl methane­sulfonate

The relative configuration of the endo isomer of the title compound, C9H14O4S, has been established and the conformation of the diastereoisomer is discussed. The five-membered ring adopts an envelope conformation. The conformation of the methane­sulfonate substituent is stabilized by inter­molecular C—H⋯O hydrogen bonds. The crystal packing results in alternating layers of polar methane­sulfonates and stacked bicyclo­hexa­nyl rings parallel to ab

Life coaching : the attempt of new middle class for self-change

This thesis aims to analyze the pursuit of the new middle class for a self-change via coaching practice, by depicturing the habitus of this class and the coaching sessions. For this study, I made a qualitative research in Istanbul based on interviews done with both the life coaches and coachees, and document analysis of the web sites of the life coaches and the books written by them. My research findings show that coaching can be conceptualized as a practice, which is used by the members of the new middle class habitus to reconstruct their rooted dispositions. I depict the habitus of the new middle class through the reproduction strategies of education, gender, and omnivore taste. Within this scope, I trace the formation of a new doxa, which is formed through coaching mentality, and panopticon, which is constructed as a new self-disciplining mechanism. Also, I look at the agency of coaching practice in the ways it shapes a new self-narration and an emotional language for coachees, by way of using a series of spiritual or rational methods. This process of self-change is investigated as a production of reciprocally displayed identity performances, resting upon developing interaction along the sessions. Within this context, my thesis is based upon two main arguments. The first is that the members of the new middle class engage in a process of habitus transformation, in order to reach their socially founded ideal selves. The other is the finding that the coachees’ acquirement of the new self-perception, that is imposed by the coaches through the regime of truth, relies on a understanding in compatible with the existing system.Abstract ....................................................................................................................... iv Öz ................................................................................................................................. v Acknowledgements ..................................................................................................... vi Table of Contents ........................................................................................................vii List of Figures ...............................................................................................................ix List of Abbreviations .................................................................................................... x CHAPTERS 1. INTRODUCTION ........................................................................................................ 1 1.1. What is Life Coaching? ..................................................................................... 3 1.2. The Framework of Coaching ............................................................................. 4 1.3. The History of Coaching ................................................................................... 9 1.4. Coaching in Turkey ......................................................................................... 12 1.5. Disciplinary Background of Coaching ............................................................. 13 1.6. Methodology .................................................................................................. 16 1.7. Outline of the Study ....................................................................................... 21 2. THEORETICAL FRAMEWORK .................................................................................. 22 2.1. Pierre Bourdieu’s Theoretical Framework: an approach to connect social and cognitive structures ............................................................................................... 24 2.1.1. The Formation of Field Struggle: capital as the source of position ........ 24 2.1.2. Coherence vs. Conflict Between Field and Habitus: the function of ‘’doxa’’ .......................................................................................................................... 27 2.1.3. The Production and Maintenance of Social Stratification: the founded “taste” as the founder of distinction ................................................................ 28 2.1.4. Petite Bourgeoisie: a class with “cultural good will” .............................. 31 2.2. The Theory of Symbolic Interactionism: revival of agency ............................ 34 2.2.1. Erving Goffman’s Theoretical Framework : the self as a dramaturgical and ritualistic performance .................................................................................... 36 2.3. Michel Foucault’s Theoretical Framework: construction of a self-technology ............................................................................................................................... 41 3. COACHING PRACTICE AS A WAY OF RECONSTRUCTING THE NEW MIDDLE CLASS HABITUS ..................................................................................................................... 45 3.1. Neoliberal Transformation: emergence of a new life structure .................... 45 3.2. The New Middle Class .................................................................................... 49 3.3. The New Middle Class Habitus in Turkey ....................................................... 51 3.4. Hire a Life Coach : an approach to changing inherited habitus ..................... 57 3.4.1. The First Case: Ayça, 34, Higher Education ............................................ 61 3.4.2. The Second Case: Pelin, 31, Visual Communication ............................... 63 3.5. Correspondence Between Coaches and Coachees in Terms of Habitual Conflict: is the war really over? ............................................................................. 67 3.5.1. The Third Case: Emir, 44, Life Coach, An Old Bank Director .................. 69 3.5.2. The Fourth Case: Aslı, 35, Life Coach and Visual Communication ......... 71 3.6. The Taste Mapping in the Coaching World: the omnivore style.................... 72 3.7. The Transition from one Doxa to a New one: the competent individual ...... 75 4. THE AGENCY OF COACHING PRACTICE: CONFIGURATION OF A NEW SELF THROUGH A SPECIFIC REGIME OF TRUTH ................................................................................... 83 4.1. Therapeutic (Re)Construction of Selves of Coachees: a narration of a divided persona .................................................................................................................. 83 4.2. Does Society Really Withdraw from the Stage? ............................................. 87 4.3. Narrative Performance of a “Triumphant Self” ............................................. 90 4.4. The Use of Spiritual Techniques for Self-Change ........................................... 93 4.5. The Use of Rational Techniques for Self-Change ........................................... 96 4.6. The Transformation of Emotions: a textual and oral reconstruction of self 102 4.7. The (Re) Construction of Selves of Life Coaches .......................................... 107 4.8. The Dynamics of Interaction between Coaches and Coachees ................... 113 5. CONCLUSION ........................................................................................................ 120 REFERENCES ............................................................................................................. 126 APPENDIX ................................................................................................................. 13

A shared future:Chemistry's engagement is essential for resilience of people and planet

Strengthening resilience—elasticity or adaptive capacity—is essential in responding to the wide range of natural hazards and anthropogenic changes humanity faces. Chemistry's roles in resilience are explored for the first time, with its technical capacities set in the wider contexts of cross-disciplinary working and the intersecting worlds of science, society and policy. The roles are framed by chemistry's contributions to the sustainability of people and planet, examined via the human security framework's four material aspects of food, health, economic and environmental security. As the science of transformation of matter, chemistry is deeply involved in these material aspects and in their interfacing with human security's three societal and governance aspects of personal, community and political security. Ultimately, strengthening resilience requires making choices about the present use of resources as a hedge against future hazards and adverse events, with these choices being co-determined by technical capacities and social and political will. It is argued that, to intensify its contributions to resilience, chemistry needs to take action along at least three major lines: (i) taking an integrative approach to the field of ‘chemistry and resilience’; (ii) rethinking how the chemical industry operates; and (iii) engaging more with society and policy-makers