Psychological citizenship and national identity

In this paper, I raise the question of whether psychological citizenship (i.e. the subjective sense of being a citizen) is necessarily intertwined with a sense of national identity in our contemporary world. First, I argue that psychological citizenship is always dependent upon a sense of shared identity with the community (be it national or other), and I explore some of the reasons why this is the case. Second, I argue that such sense of shared identity can nevertheless sometimes remain implicit so that in order to assess its impact one may need to look beyond people’s explicit statements of identification. Third, I turn to the more specific question of national identity and argue that such identity presents particular characteristics that make it consonant with the notion of citizenship (and thus able to sustain a subjective sense of citizenship) in ways that other identities might not always be. Finally, I compare a psychological citizenship based on national identity to one which would be based on a ‘global’ or ‘cosmopolitan’ identity. I argue that, whilst the former constitutes a pervasive social psychological reality, doubts can be raised as to whether this is the case for the latter, and thus as to whether it can form a credible alternative to national identity as the psychological substrate of citizenship. I conclude with some reflections concerning what different approaches of social psychology can bring to the study of the psychological aspects of citizenship

Leave or Remain? European identification, legitimacy of European integration, and political attitudes towards the EU

In this paper, we look at the relationship between European identification and political support for (or opposition to) EU membership. First, we argue that conceptualizing political attitudes towards the EU as a direct product of European identification (a) neglects the distinction between the social reality of Europe and the political reality of the EU and (b) leads to psychological reductionism. We propose that the relationship should instead be conceptualized as mediated by legitimacy perceptions and as moderated by social‐level variables. Second, we look at three spheres of European integration and propose that their perceived legitimacy is appraised through the following principles: (a) normative solidarity for wealth sharing, (b) political authority for sharing political decisions, and (c) collective self‐realization for the sharing of practices. We illustrate the key mediating role of those principles by drawing on data from a survey ran across five European countries. Third, we argue that these meditational relationships are in turn moderated by social, political, and ideological realities and illustrate this point by looking at the case of United Kingdom in the context of the EU membership referendum. We point to an ideological assumption in the U.K. political landscape about the illegitimacy of EU supranational decision making and argue that this contributed to shape both the debate of the referendum campaign and its result.info:eu-repo/semantics/acceptedVersio

Les dynamiques identitaires et le processus d'intégration européenne

Cet article présente quelques réflexions psychosociologiques sur la construction d'une identité européenne et sur ses relations avec les identités nationales. Tout d'abord, quelques commentaires introductifs serviront à montrer l'importance des identités collectives dans les relations internationales en général, ainsi que dans le processus d'intégration européenne en particulier. Par la suite, nous nous concentrerons sur la question des identités nationales. Notre analyse mettra en évidence le caractère construit des identités nationales ainsi que la dimension fonctionnelle de ces constructions. En un troisième temps, nous nous pencherons sur le statut spécial des identités nationales dans le panorama des identités collectives. Nous évoquerons quelques-unes des raisons pour lesquelles celles-ci ont connu un succès important et jouissent aujourd'hui d'une importance particulière dans la structuration de notre monde social, et pourquoi elles sont souvent l'objet d'un investissement plus intense que bon nombre d'autres types d'identités. Enfin, nous ouvrirons quelques pistes de réflexions sur les conséquences de ce parcours pour la construction de l'Europe et d'une identité européenne. L'objectif global de cette contribution est de développer un cadre théorique qui permette d'appréhender les processus d'identification collective, et de souligner les conséquences pratiques et politiques des définitions identitaires particulières qui sont ou pourraient être utilisées dans le processus d'intégration européenne.This contribution provides a social psychological perspective on the construction of an European identity and its relationships with national identities. We start by demonstrating the importance of collective identities to international relations in general and to the process of European integration in particular. We then focus on the question of national identities. Our analysis emphasizes the constructed nature of national identities as well as the functional dimension of these constructions. Next, we account for the special status of national identities within the range of collective identities. We address some of the reasons for their past and continuing importance in structuring the social world and the reasons why people invest so much in national identities in contrast to many other types of identity. Finally, we point to some further issues which arise from our argument and which have consequences for the construction of Europe and of an European identity. The overall purpose of our contribution is to develop a theoretical understanding of the processes of collective identification and to underline the practical and political consequences of the particular constructions of identity which are or which might be used in the process of European integration

The instrumental use of group prototypicality judgments

Of bikers, teachers and Germans: Groups’ diverging views about their prototypicality. British Journal of Social Psychology, 43, 385–400] have shown that ingroup members often tend to judge the ingroup as more prototypical of the superordinate group than other subgroups. In this paper, we argue that, in addition to the motivational processes that have been posited to explain this phenomenon, prototypicality judgments may vary according to instrumental considerations. In particular, those who believe their ingroup interest to be undermined by remaining part of the common group will downplay ingroup’s prototypicality as a way to sustain their separatist position. In a first study (N = 63), we found that Scottish respondents who support Scottish independence judged the Scots to be less prototypical of Britain than the English, as compared with Scots who do not support independence. In a second study (N = 191), we manipulated the rhetorical context within which prototypicality judgments were made. Results showed that the pattern found in study 1 only applied when the issue of independence was made salient. When the issue of the importance of Scottish history in Britain was made salient, the opposite pattern appeared, i.e. supporters of independence judged the Scots more prototypical than the English compared to non-supporters. These results were also interpreted in instrumental terms. [author's abstract

Social identity theory and self categorization theory.

Political behaviour always involves social groups, whether these take the form of concrete networks and gatherings of individuals such as pressure groups, demonstrations, governments, cadres or committees, or whether they are constituted as large-scale institutions or imagined communities (Anderson, 1991) such as polities, states, political parties, interest groups, publics, constituencies or electorates. In so far as social groups are central to politics, it follows that the psychology of groups should be relevant to our understanding of political psychology. Social Identity Theory and Self-Categorization Theory represent major theoretical attempts to clarify the social psychological processes associated with group membership and action, and should therefore be in a good position to provide a significant contribution to that understanding

Composition en acides aminés et en acides gras d'un aliment de complément à base des ressources alimentaires locales : cas de la Vamine en RD Congo

L’objectif de cette étude est de déterminer les teneurs en acides aminés et acides gras d’un aliment decomplément, dénommé Vamine, fabriqué à base des produits locaux disponibles et accessibles suivants:voandzou et arachides comme source protéiques; maïs et manioc. La détermination des teneurs en acides aminés essentiels donne, des taux de 115 mg de thréonine; 163,5 mg de valine; 39,25 mg de méthionine; 109,5 g de isoleucine; 232,25 mg de leucine; 84,75 mg de Tyrosine; 171 mg de phénylalanine; 149,5 mg de Histidine; 235,25 mg de lysine. Les teneurs en acides gras essentiels sont de 265 mg pour l’acide alpha linolénique et absent pour l’acide linoléique. La comparaison des concentrations des acides aminés et acides gras trouvés avec les normes FAO/OMS montre que les teneurs trouvées sont satisfaisantes et même souvent supérieures aux normes. La Vamine peut devenir un aliment de complément approprié pour la croissance des enfants en République Démocratique du Cong

Se faire une opinion sur l'huile de palme : éléments de compréhension

peer reviewedaudience: researcher, professionalInterreg IV - FW 1.1.7 - Nutrisen

Effects of integrated neuromuscular exercise in physical education classes

Циљ истраживања je испитивање ефеката примене осмонедељног интегрисаног неуромишићног вежбања на часу физичког васпитања код деце млађег школског узраста на моторичке вештине, физичку форму повезану са здрављем и функционалну покретљивост. Истраживање је започето у септембру 2019. године, а завршено је у децембру исте године. Узорак испитаника чинило је 137 ученика другог разреда основне школе „Прва војвођанска бригада“ из Новог Сада (72 девојчице и 65 дечака). Одељења су насумично подељена у две групе: два одељења чинила су експерименталну групу (N=60), а три одељења контролну групу (N=77). Експерименална група реализовала је експериментални програм два пута недељно у уводних ~15 минута часа физичког васпитања који се састојао од: динамичког загревања, основних вежби које су фокусиране на повећање мишићне експлозивности, снаге мишића доњих екстремитета и снаге мишића трупа и секундарних вежби које имају за циљ побољшање фундаменталних моторичких вештина. Контролнa група имала је традиционални час физичког васпитања, такође два пута недељно. Након уводних ~15 минута ученици експерименталне групе су реализовали идентичне активности као контролна група у главном и завршном делу часа. У циљу евалуације ефеката експерименталног и контролног програма, примењене су се следеће батерије тестова: за процену моторичких вештина Test of Gross Motor Development, за процену компоненти физичке форме повезане са здрављем Fitnessgram и за процену функционалне покретљивости Functional Movement System. У циљу утврђивања квантитативних ефеката експерименталног и контролног програма примењена је комбинована анализа варијансе за поновљена мерења. За праћење напретка групе као статистичка мера користила се величина ефекта. Резултати истраживања указали су на ефикасност интегрисаних неуромишићних вежби на часовима физичког васпитања. Након примењених програма, на основу добијених резултата уочиле су се веће промене код експерименталне групе у односу на контролну групу у појединим варијаблама моторичких вештина, физичке форме повезане са здрављем и функционалне покретљивости.Cilj istraživanja je ispitivanje efekata primene osmonedeljnog integrisanog neuromišićnog vežbanja na času fizičkog vaspitanja kod dece mlađeg školskog uzrasta na motoričke veštine, fizičku formu povezanu sa zdravljem i funkcionalnu pokretljivost. Istraživanje je započeto u septembru 2019. godine, a završeno je u decembru iste godine. Uzorak ispitanika činilo je 137 učenika drugog razreda osnovne škole „Prva vojvođanska brigada“ iz Novog Sada (72 devojčice i 65 dečaka). Odeljenja su nasumično podeljena u dve grupe: dva odeljenja činila su eksperimentalnu grupu (N=60), a tri odeljenja kontrolnu grupu (N=77). Eksperimenalna grupa realizovala je eksperimentalni program dva puta nedeljno u uvodnih ~15 minuta časa fizičkog vaspitanja koji se sastojao od: dinamičkog zagrevanja, osnovnih vežbi koje su fokusirane na povećanje mišićne eksplozivnosti, snage mišića donjih ekstremiteta i snage mišića trupa i sekundarnih vežbi koje imaju za cilj poboljšanje fundamentalnih motoričkih veština. Kontrolna grupa imala je tradicionalni čas fizičkog vaspitanja, takođe dva puta nedeljno. Nakon uvodnih ~15 minuta učenici eksperimentalne grupe su realizovali identične aktivnosti kao kontrolna grupa u glavnom i završnom delu časa. U cilju evaluacije efekata eksperimentalnog i kontrolnog programa, primenjene su se sledeće baterije testova: za procenu motoričkih veština Test of Gross Motor Development, za procenu komponenti fizičke forme povezane sa zdravljem Fitnessgram i za procenu funkcionalne pokretljivosti Functional Movement System. U cilju utvrđivanja kvantitativnih efekata eksperimentalnog i kontrolnog programa primenjena je kombinovana analiza varijanse za ponovljena merenja. Za praćenje napretka grupe kao statistička mera koristila se veličina efekta. Rezultati istraživanja ukazali su na efikasnost integrisanih neuromišićnih vežbi na časovima fizičkog vaspitanja. Nakon primenjenih programa, na osnovu dobijenih rezultata uočile su se veće promene kod eksperimentalne grupe u odnosu na kontrolnu grupu u pojedinim varijablama motoričkih veština, fizičke forme povezane sa zdravljem i funkcionalne pokretljivosti.Тhe current study aims to determine the effects of eight-week integrated neuromuscular exercise implemented during physical education class in a primary school in lower elementary children on motor skills, health-related physical fitness, and functional movement. The study began in September 2019 and was completed in December in the same year. The sample consisted of 137 second-grade students of the elementary school "Prva vojvodjanska brigada" from Novi Sad (72 girls and 65 boys). Classes were randomly divided into the two groups: the intervention group (N = 60) and the control group (N = 77). The intervention group performed the integrated neuromuscular training program two times per week within the first ~15 min of physical education class consisting of a dynamic warm-up, basic exercises focused on increasing muscle strength and power, and secondary exercises focused on improving fundamental motor skills. The control group performed traditional physical education classes, also twice a week. After the initial 15 min, the intervention group performed the same activities as the control group in the main and final part of the class. To evaluate the effects of the experimental and control program, the following test batteries were used: for the assessment of motor skills Test of Gross Motor Development, for the assessment of health-related fitness components Fitnessgram, and for the assessment of functional movement Functional Movement System. Мixed model analysis of variance with repeated measures was used to evaluate the quantitative effects of the experimental and control program. The effect size was used as a statistical measure to monitor the progress of the group. The results of the study indicate the efficiency of integrated neuromuscular exercises in physical education classes. After the applied programs, based on the obtained results, considerable changes of the intervention group are noticed in comparison with the control group in certain variables of motor skills, health-related fitness, and functional movement are noticed

Kernel quality in a local walnut (Juglans regia) population grown under different ecological conditions in Morocco

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