Travail, Développement, Souffrances et Actions

International audienceL'objectif de cette présentation est de proposer un modèle théorique paradoxal fondé sur de multiples recherches, concernant la " souffrance éthique " dans les conduites de travail. Ce modèle articule trois orientations : 1. Conditions de travail et souffrance psychique ; 2. Conduites de travail et engagement par l'action ; 3. Positivité des stratégies identitaires par la (re)valorisation du sens et la reliance (empathie en situation de travail). Partant des travaux actuels sur les risques psychosociaux dans les entreprises et les organismes publics et privés, mais surtout de leur expérience professionnelle en milieu hospitalier, les auteurs proposent une analyse paradoxale de l'investissement des personnes et de leur pouvoir d'agir dans les temporalités du projet de gestion de risques, questionnant les aspects méthodologiques, éthiques avec leur dynamiques d'actions, et un modèle psychosocial permettant de décrire et d'expliquer les conflits ou les stratégies paradoxales utilisées. Sont pris en compte les travaux sur - la déliance/reliance (Marcel Bolle de Bal, Edgar Morin et Jean-Louis Lemoigne), - les effets destructurants du mépris et la non-prise en compte de la reconnaissance des personnes (Paul Ricoeur, Axel Honneth, Jean-Marc Ferry), - les caractéristiques positives de la conduite de travail et l'importance de l'activité, ou de " l'action ", de l'engagement et de l'histoire (Ignace Meyerson, Hannah Arendt, Philippe Malrieu, Lev Vygotski, Yves Clot). Sont ensuite évoquées la dynamique des conditions de la santé au travail, les souffrances qu'elles supposent, les processus d'adaptation qu'elles font émerger, les stratégies de " prise " et de libération personnelle (personnation), les aspirations éthiques (héroïques, dramatiques, hédoniques, eudémoniques, philharmoniques) (fondées sur la résilience/endurance, sur le retrait, la quête du bien-être et du bonheur, la quête de l'harmonie mutuelle). Le blocage de ces aspirations est à rechercher dans les violences, les attachements contradictoires, les manipulations, les représentations, les politiques de gestion de crises, les interprétations psychologistes ou sociologistes s'éloignant de la complexité des situations, des organisations " capabilisatrices ", de la compréhension de l'interstructuration des conduites individuelles et collectives et des règles et modalités de concertation instituées

Parental education and socialisation of the child: internality, valorisation and self-positioning

International audience1. Positing the problem In an individual's first years of life, parental education constitutes an essential determining factor in development and self-construction. The content communicated by the parents on primary socialisation appears to the child to be the components of an "only world possible" (Berger & Luckmann, 1966). The social world's reality is perceived by the child as the reality of the natural world, as an objectively valid truth. Although the child does not remain passive in socialisation, it does not choose its educational partners and, indeed, it is those partners that define the content to be passed on to the child. Primary socialisation leads to relatively irreversible forms of interiorisation, all the more so insofar as the child will be linked affectively to its partners and will build up its identity by identifying with them. Socialising influences will, of course, depend on the cultural context in which individuals evolve. This explains why it seemed to us to be important to analyse the "sensitivities" characterising society in approaching the socialisation process. The pulsional economy has changed over the centuries, leading to the emergence of new values and to different conceptions of socialisation. Thus, in western societies, the individualist model of the person considerably influences practices and expectations in terms of socialisation (Vanandruel, 1991). This model valorises the individual's personal development to a greater extent than social conformity and submission to collective rules. Becoming a person, in western societies, means taking into account one's own interests and needs within an overall aim of fulfilment and happiness, and it also means showing oneself to be available to others, capable of listening. Socialising means personalising oneself-"On the social stage, the individual only truly seeks to adapt to his social milieu, to integrate insofar as he has the feeling that he can find achievement therein, not only through the satisfaction of his desires, but also thanks to the possibility of making an impact, transforming such and such an aspect of physical or social external reality in line with his own projects" (Tap, 1991, p. 53). Qualities such as autonomy, independence, creativeness and authenticity are currently highly valorised and constitute essential educative objectives. Even if normative pressures and socialising influences remain strong, they appear less clearly and are more difficult to unmask. Self-esteem and internality would appear, to use Vanandruel's expression, to provide a rating for successful socialisation. The theoretical interest given to these two concepts is the mark of an individualistic (and thus quite relative) orientation. At the same time, study thereof is of interest as what the child interiorises or becomes will depend on the cultural values that are effective in its living environment (Bouissou, 1996). From a historical point of view, the authors have observed a change in the socialisation process. The Renaissance period marked a turning point in that process of change, bringing with it an increasing interest in the human person, his sensitivity and behaviour. This change in sensitivity leads to a different pulsional economy: during socialisation, socially undesirable pulsional trends are repressed and the social nature of feelings (of shame, malaise, well-being, pleasure and displeasure) is forgotten, thus making these natural feelings seem to be the result of the "ego" expressing itself. We can draw a parallel with the notion of social utility (Beauvois, 1982): social adaptation thus appears to be a personal choice by very reason of the value currently attached to individual autonomy. Internality, as an overestimation of the personal role in explaining psychological events (standing in opposition to externality), seems to us to illustrate strikingly the concept of autonomy. Internality's normative aspect can be explained by change in the socialisation process. As a social norm, internality answers to four criteria. On the one hand it is a socially shared belief: we can see that individuals belonging to dominant social groups are those who show strongest attachment to that norm (Dubois, 1987). On the other hand, the norm of internality is subject to a social learning process: the training arrangements take part quite significantly in its interiorisation and cognitive development cannot alone provide an explanation for that learning process (Dubois, 1988). Further, the norm of internality intervenes in evaluation and judgement practices: when individuals attempt to show themselves in a favourable light, they describe themselves as responsible for the events that arise in their lives; and in this case they effectively receive positive evaluations (Dubois & Le Poultier, 1991). Finally, the norm of internality is more open to interpretation in terms of social utility than in terms of truth: its integration will correspond to acceptance by the individual of certain socially dominant representations (Tostain, 1991). In our view, apprenticeship of internality and self-valorisation, which are strong values in western society, are processes at work in the contemporary affective dynamic of socialisation. They are moreover essential to analyse, as the institution of the school is strongly attached to them: the child who succeeds in schooling will be both fulfilled, conscious of his personal worth and responsible for his acts. "Without wishing to state that the mode of attribution constitutes a criterion for evaluation on a par with using and mastering the French language, we believe that the internal-external dynamic cannot be dissociated from production or from the evaluation of the individual's schooling behaviour" (Deschamps et al, 1982, p. 150). Another dimension concerning the child's personality is taken into account here. This concerns self-positioning, corresponding to the way the subject "situates himself in relation to others and the degree of community he feels in relation to them" (Meyer, 1989, p. 443). Positioning refers back to self-other differentiation, to the distance the person establishes between himself and others. This is a dimension of personal and social identity. Identity implies both searching for and recognising one's worth and the need to assert oneself (Tap, 1980); it is built up in the comparison between the subject and others; the subject must resemble others while differentiating himself, allowing him to try out the feeling of his unicity, his originality (Tap, 1988). In a psychosocial approach, we can consider that the building up of identity "is subjected to the particular conditions of the group to which one belongs, situated in a larger inter-group context" (Durand-Delvigne, 1992, p. 64). According to their social position, individuals define themselves specifically in relation to others, particularly in relation to the groups they belong to. Socially dominant individuals exercising power (social, economic or symbolic) present a "personal identity" rooted in their specific characteristics, thus expressing their singularity, their unicity. Socially privileged, adhering more than others to the dominant norms-individualist norms, in particular-they define themselves as singular individuals. Individuals occupying less privileged positions present rather a "positional identity" (Lorenzi-Cioldi, 1988), anchored more in the social group, founded on characteristics defining the groups they belong to in a general manner. While it is a cultural value in our western societies, the individualist model of the person has, however, a social differentiation function. It translates "the identity of dominant individuals and situates the members of dominated groups in a relationship of alterity. In group interdependence relationships, the dominated make what the dominant are not into a reality in a complementary fashion" (Durand-Delvigne, 1992, p. 64)

Adaptation, créativité et traumatismes (sur l'exemple de la vie et l'œuvre de Niki de Saint-Phalle)

International audienceL'objectif de cette présentation est de montrer la nécessité de proposer une théorie des liens entre l'adaptation (non limitée au contrôle, au coping..), la créativité, l'identisation (différences entre concept de soi et identités) et la résonance émotionnelle dans la cadre du développement personnel tout au long de la vie. Mais il importe aussi d'analyser les effets de traumatismes subis pas la personne durant l'enfance ou dans des périodes critiques ultérieures. Ces analyses mettent en évidence la confusion entre la vulnérabilité de la personne et la force des pressions, des injonctions et des maltraitances éventuelles de l'entourage ou du contexte historique, économique et politique. La vulnérabilité physique et psychique peut certes être à l'origine des difficultés d'adaptation et de socialisation, mais cette vulnérabilité peut aussi être le résultat de la trop forte emprise des milieux de vie. En s'appuyant sur l'exemple de Niki de Saint-Phalle, sculptrice devenue célèbre, les auteurs montrent comment le contexte de sa naissance en 1930 (crise mondiale, crise familiale après ruine du père, graves troubles de la mère qui confie ses enfants à des parents, etc.) est à l'origine d'un traumatisme chez Niki. Ce traumatisme aura des effets durables tout au long de sa vie. Mais l'analyse de son œuvre montre aussi comment ce traumatisme est, en partie, à l'origine de sa créativité et de la façon dont ses œuvres sont largement marquées par des conflits identitaires associés à l'image ambivalente de la mère

Points de vue dans la famille: Les impératifs sociaux

International audienceCe texte présente le point de vue de différents acteurs de la cellule familiale au sujet des thèmes particuliers (la politesse, la morale, l'argent, la sincérité)

Time-optimal path planning in dynamic flows using level set equations: realistic applications

The level set methodology for time-optimal path planning is employed to predict collision-free and fastest-time trajectories for swarms of underwater vehicles deployed in the Philippine Archipelago region. To simulate the multiscale ocean flows in this complex region, a data-assimilative primitive-equation ocean modeling system is employed with telescoping domains that are interconnected by implicit two-way nesting. These data-driven multiresolution simulations provide a realistic flow environment, including variable large-scale currents, strong jets, eddies, wind-driven currents, and tides. The properties and capabilities of the rigorous level set methodology are illustrated and assessed quantitatively for several vehicle types and mission scenarios. Feasibility studies of all-to-all broadcast missions, leading to minimal time transmission between source and receiver locations, are performed using a large number of vehicles. The results with gliders and faster propelled vehicles are compared. Reachability studies, i.e., determining the boundaries of regions that can be reached by vehicles for exploratory missions, are then exemplified and analyzed. Finally, the methodology is used to determine the optimal strategies for fastest-time pick up of deployed gliders by means of underway surface vessels or stationary platforms. The results highlight the complex effects of multiscale flows on the optimal paths, the need to utilize the ocean environment for more efficient autonomous missions, and the benefits of including ocean forecasts in the planning of time-optimal paths.United States. Office of Naval Research (Grant N00014-09-1-0676 (Science of Autonomy - A-MISSION))United States. Office of Naval Research (Grant N00014-07-1-0473 (PhilEx))United States. Office of Naval Research (Grant N00014-12-1-0944 (ONR6.2))United States. Office of Naval Research (Grant N00014-13-1-0518 (Multi-DA)

Graphene in silicon photovoltaic cells

Graphene is an allotrope of carbon. Its structure is one-atom-thick planar sheets of carbon atoms that are densely packed in a honeycomb crystal lattice [1]. The richness of optical and electronic properties of graphene attracts enormous interest. Its true potential seems to be in photonics and optoelectronics, where the combination of its unique optical and electronic properties can be fully exploited. The optical absorption of graphene layers is proportional to the number of layers, each absorbing A=1-T=πα=2.3% over the visible spectrum [2].The rise of graphene in photonics and optoelectronics is shown by several recent results, ranging from solar cells and light emitting devices, to touch screens, photodetectors and ultrafast lasers. Current photovoltaic (PV) technology is dominated by Si cells, with an energy conversion coefficient up to 25% [3]. Such an inorganic PV consists in a current transparent conductor (TC) replacing one of the electrodes of a PIN photodiode. The standard material used so far for these electrodes is indium-tinoxide, or ITO. But indium is expensive and relatively rare, so the search has been on for a suitable replacement. A possible substitute made from inexpensive and ubiquitous carbon is graphene. Being only constituted of carbon, it will become cheap and easily recyclable. But at the moment, the major difficulty consists in its fabrication and/or transfer. Our project consists in synthetizing graphene by CVD (Chemical Vapor Deposition) on Cu and in transferring the obtained layer on silicon PV cells, and then in testing their energy conversion efficiency

Time-optimal path planning in dynamic flows using level set equations: theory and schemes

We develop an accurate partial differential equation-based methodology that predicts the time-optimal paths of autonomous vehicles navigating in any continuous, strong, and dynamic ocean currents, obviating the need for heuristics. The goal is to predict a sequence of steering directions so that vehicles can best utilize or avoid currents to minimize their travel time. Inspired by the level set method, we derive and demonstrate that a modified level set equation governs the time-optimal path in any continuous flow. We show that our algorithm is computationally efficient and apply it to a number of experiments. First, we validate our approach through a simple benchmark application in a Rankine vortex flow for which an analytical solution is available. Next, we apply our methodology to more complex, simulated flow fields such as unsteady double-gyre flows driven by wind stress and flows behind a circular island. These examples show that time-optimal paths for multiple vehicles can be planned even in the presence of complex flows in domains with obstacles. Finally, we present and support through illustrations several remarks that describe specific features of our methodology.United States. Office of Naval Research (Grant N00014-09-1-0676 (Science of Autonomy - A-MISSION))United States. Office of Naval Research (Grant N00014-12-1-0944 (ONR6.2))Natural Sciences and Engineering Research Council of Canada (Postgraduate Fellowship

Les activités psychologiques dans les restructurations sociales

International audienceLe present article étudie successivement 1. le fonctionnement psychologique dans un état social stable (équilibre des institute), 2. les initiatives psychologiques dans les changements locaux, 3. les rapports de l'histoire et de la personnalisation dans les changements globaux. Les auteurs partent de l'hypothèse selon laquelle il y a engendrement réciproque des crises ou déséquilibres sociaux et des aliénations ou déséquilibres dans les structures et les fonctionnements des conduites, et au-delà dans la personnalisation. Les processus historiques de transformations sociales supposent l'action transformatrice de sujets à partir de la remise en question des attitudes et des systèmes antérieurs et par la construction d'un projet de restructuration et sa mise à l'épreuvre

Diastereoselective synthesis of an advanced intermediate of thapsigargin and other 6,12-guaianolides using a RCEYM strategy

A new and flexible approach toward the synthesis of 6,12-guaianolide anticancer drugs such as trilobolides or thapsigargin has been developed that could be applied to the preparation of analogues with a modified ring system. The synthesis starts from commercial 2-methylcyclopentane-1,3-dione, only relying on diastereoselective reactions for the construction of the stereogenic centers at C1, C3, C6, and C10 and features a high-yielding ring-closing enyne metathesis (RCEYM) step for the formation of the [5,7] bicyclic core

Adictividade e Auto-Estima

No seguimento das conclusões obtidas em investigações anteriores levadas a cabo no âmbito do estudo do tabagismo enquanto forma de adictividade, os autores pretendem estender os resultados, efectuando um estudo comparativo entre sujeitos fumadores de tabaco, fumadores de haxixe, fumadores mistos e não fumadores, no que respeita a variável “estima de si”. O instrumento utilizado nesta investigação, que possui uma amostra de cerca de 900 sujeitos, será a Escala de Estima de Si de Rogers. Uma vez que em estudos anteriores foram encontradas diferenças significativas nos “scores” de auto-estima em função da variável “Tabagismo”, quer isolada quer correlacionada com a variável “sexo”, os autores esperam obter dados adicionais através da introdução de variável “consumo de haxixe”