Relevant bibliographies by topics / Approche humaniste

Academic literature on the topic 'Approche humaniste'

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Published: 25 May 2024

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Journal articles on the topic "Approche humaniste"

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Larsen, Harry. "Une approche humaniste : Retombées pour le primaire." Canadian Journal of Science, Mathematics and Technology Education 4, no. 2 (April 2004): 279–80. http://dx.doi.org/10.1080/14926150409556612.

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Feenberg, Andrew, Mathieu Franks, and Loïc Guychard. "La pensée de la technique : pour une approche humaniste." Esprit Décembre, no. 12 (2012): 49. http://dx.doi.org/10.3917/espri.1212.0049.

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Marchi, Michèle. "Une approche humaniste dans la formationdes futurs aides-soignants." L'Aide-Soignante 32, no. 193 (January 2018): 1. http://dx.doi.org/10.1016/j.aidsoi.2017.11.011.

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Morin, André. "Parcours et discours sur neuf lois pour une pédagogie humaniste." Revue des sciences de l'éducation 8, no. 3 (November 2, 2009): 431–49. http://dx.doi.org/10.7202/900383ar.

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Résumé Il s’agit de dégager les lois qui favorisent une éducation humaniste à partir d’une recherche sur deux séries de cours universitaires utilisant un modèle ouvert pour la formation d’adultes au premier cycle. Une approche qualitative et descriptive d’observation participante, inspirée de l’anthropologie culturelle combinée avec l’étude des effets d’outils pédagogiques, est utilisée grâce à une analyse interactive et à l’aide de référentiels fondés sur les caractéristiques d’une pédagogie humaniste et ouverte. Tirées de l’analyse du contenu de soixante observations, neuf lois ou régularités émergent sur la facilitation, l’apprentissage et les stratégies d’application du modèle.
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Coutel, Charles. "Précarité, vulnérabilité et mortalité, Pour une approche humaniste de la sollicitude." La chaîne d'union N° 98, no. 4 (October 1, 2021): 77–84. http://dx.doi.org/10.3917/cdu.098.0077.

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Matthey, Laurent. "Quand la forme témoigne." Cahiers de géographie du Québec 52, no. 147 (May 13, 2009): 401–17. http://dx.doi.org/10.7202/029868ar.

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Résumé Le recours à la littérature comme ressource géographique ne présente rien d’inédit. La discipline l’exploite de manière systématique depuis le début du XXe siècle au moins. L’expression « Géographie et littérature » se diffuse néanmoins significativement dans les années 1970 en lien avec la humanistic geography. Si bien que certains font de l’usage de sources littéraires un critère d’affiliation à la pratique humaniste de la géographie. Il demeure que les approches géographiques du texte littéraire sont plurielles, selon que l’on considère que le texte est une archive, un analyseur ou enfin un souffleur. À partir de ces trois approches, cet article interroge le statut du texte littéraire. Il cherche à formuler théoriquement, puis par l’exemple, la proposition d’une quatrième voie, centrée sur la structure ou la forme du texte. Il est postulé que cette approche est plus à même de participer au projet d’explicitation des images médiales qui président à notre territorialisation en tant qu’êtres humains.
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Breugnot, Jacqueline, and Thierry Dudreuilh. "Négocier, gérer les conflits, restaurer le lien humain. La médiation scolaire." Diversité 147, no. 1 (2006): 117–24. http://dx.doi.org/10.3406/diver.2006.7523.

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De plus en plus d’écoles et de collèges en Europe ont choisi de former enseignants et élèves à la médiation. Il s’agit là d’un terme générique qui recouvre des pratiques et des fondements théoriques très divers. Faute d’un positionnement clair, en amont, il est souvent difficile de situer les pratiques, entre une approche de type « négociation », qui vise à proposer une solution acceptable par les deux parties, et une approche de type « humaniste », qui vise à la restauration du lien humain et à la responsabilisation des parties.
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Sueur, Bastien. "L'entretien d’aide : un levier pour soutenir le raccrochage scolaire." Diversité 197, no. 1 (2020): 104–8. http://dx.doi.org/10.3406/diver.2020.8330.

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L'accompagnement des jeunes dans les structures de retour à l'école de type Microlycée nécessite une approche globale qui ne sépare pas les dimensions pédagogiques et éducatives. Au Lycée de la Nouvelle Chance de l'académie de Versailles, le tutorat, communément appelé la « référence », consiste dans un entretien d'aide dont le modèle s'inspire du counseling et de la psychologie humaniste, essentiellement fondée sur l’écoute réflexive.
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Kohler, R. "L’animal : une approche humaniste en maison de retraite – 2e partie – L’expertise d’Handi-Chiens." Journal de Réadaptation Médicale : Pratique et Formation en Médecine Physique et de Réadaptation 29, no. 4 (December 2009): 158–62. http://dx.doi.org/10.1016/j.jrm.2009.07.008.

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Bourcet, Claude. "Valorisation et dévalorisation de soi en milieu scolaire : pour une approche psychopédagogique humaniste." L’Orientation scolaire et professionnelle 26, no. 3 (1997): 315–33. http://dx.doi.org/10.3406/binop.1997.1195.

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It’s during adolescence that the subject develops the ability to consider himself as a more or less valuable person. For some adolescents, both action of a social and parental pressure towards a success «at all costs» and of school experienced as impersonal and elitist, contribute to the painful feeling of personal depreciation. Knowing how much they disappoint their surroundings (parents, teachers, ...), and themselves disappointed because of unachieved academic goals, their self-esteem can be deeply shaken. Violence against themselves (depressive affects, self-derogation) or against the others (aggressivity, insolent remarks, «negative» leader) is sometimes a way of reacting about which any teacher should care, because the pronostic can be serious if no measure is implemented. Giving greater importance to psychopedagogic alternatives that can act on the determinants of self-esteem (consideration of significative people, experiment of success and failure, level of social comparison), school could be a potential place where the reconstruction of a more positive self-image could be promoted.
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Dissertations / Theses on the topic "Approche humaniste"

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Ferry, Victor. "La raison humaniste: une approche rhétorique des preuves en histoire." Doctoral thesis, Universite Libre de Bruxelles, 2014. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/209342.

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De quels critères disposons-nous pour évaluer la validité d’une opinion ?La

première partie de la thèse revient sur les tentatives des approches contemporaines

de l’argumentation de répondre à cette question. Les approches normatives

(pragma-dialectique et logique informelle) évaluent la construction des preuves à

l’aune d’un idéal de rationalité, lui-même garanti par un ensemble de règles quant à

la construction et la formulation publique des arguments. Les approches descriptives

(travaux de Plantin et Doury en particulier) se fondent sur une critique de cette

méthode :en prétendant fournir des évaluations objectives des arguments, les

théoriciens normatifs s’engagent dans le processus argumentatif et, en définitive,

produisent des contre-argumentations et non des évaluations. C’est à l’aune du

problème du statut épistémologique de la preuve en histoire que j’ai choisi d’illustrer

les limites de l’approche descriptive. En particulier, l’oeuvre du critique littéraire

Hayden White se caractérise par une même relation entre (1) un scepticisme sur la

possibilité d’établir des critères de rationalité et (2) un parti-pris descriptif :les

explications historiques pourraient être décrites comme autant de figures rhétoriques,

mais on ne saurait définir un critère permettant d’en évaluer la validité. Comme l’a

bien montré Carlo Ginzburg, le scepticisme de White ouvre la porte à toutes les

dérives négationnistes.

Partant, dans une seconde partie, je propose un modèle d’analyse alternatif. Ce

modèle s’appuie sur la définition de la rhétorique comme une dunamis par Aristote :

une capacité perfectible à porter un regard technique sur les preuves. Il s’agit,

concrètement, de prendre en compte trois points de vues sur la preuve :(1) le point

de vue de l’orateur qui invente ses preuves face à un problème concret ;(2) le point

de vue de l’artisan qui façonne la matière persuasive; (3) le point de vue de

l’auditoire qui reçoit les preuves. L’exercice de ces trois points de vues permet à

l’analyste de juger les choix rhétoriques d’un orateur à l’aune de sa propre

conscience, perfectible par l’exercice, des alternatives possibles et de leur pertinence

en fonction des auditoires concernés. Le critère de rationalité n’est alors pas idéaliste

ou transcendant, il est humaniste (Chaïm Perelman, Emmanuelle Danblon) :il est de

l’ordre de l’expérience acquise.

Dans une troisième partie, j’applique mon modèle à trois ouvrages d’histoire :

(1) Les traites négrières d’Olivier Pétré-Grenouilleau ;(2) La vie fragile d’Arlette

Farge ;(3) The Ascent of Money de Niall Ferguson. Dans chaque cas, j’évalue les

choix rhétoriques des historiens (quant aux usages des preuves extra-techniques et

à la construction des trois preuves techniques) au regard des problèmes

épistémologiques qu’ils affrontent* et des auditoires potentiels auxquels ils

s’adressent. Dans chaque cas, je consacre une partie de l’analyse aux réactions

suscitées par leurs ouvrages. Ce faisant, je peux mesurer le caractère anti-rhétorique

des pratiques actuelles de la critique :le repérage d’une figure de rhétorique

(analogie ou métaphore), d’une forte personnalité ou d’un appel aux émotions

suffisent à disqualifier un argument aux yeux des critiques. En d’autres termes, notre

tradition critique est pétrie d’illusions normatives et, en premier lieu, l’illusion selon

laquelle une preuve pourrait être administrée sans technique. Je conclus en montrant

que ces illusions, entretenues par notre tradition philosophique, nous ont fait perdre

beaucoup de temps dans le développement d’une formation à l’argumentation qui

soit de nature à exercer la dunamis critique des étudiants.

*

(1) établir la vérité historique sur un sujet à fort potentiel polémique ;(2) exprimer les intuitions de la

phase de découverte ;(3) formuler et justifier une prédiction.
Doctorat en Langues et lettres
info:eu-repo/semantics/nonPublished

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Hébert, Sébastien. "Représentations et traitement de la folie en France aux XVIIe et XVIIIe siècles : vers l’adoption d’une approche humaniste." Mémoire, Université de Sherbrooke, 2015. http://hdl.handle.net/11143/6724.

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L’histoire de la folie à l’époque moderne s’est souvent articulée autour de deux présupposés historiques, soit le « grand renfermement » construit par Michel Foucault et la libération des fous par Philippe Pinel. Cette construction fait du XVIIIe siècle une période de stagnation dans l’histoire de la folie. Dans ce mémoire, nous démontrons qu’au contraire, ce sont les avancées dans les domaines de la philosophie et de la médecine, conjuguées à l’humanisme des Lumières, qui ont mené au geste de Pinel, qui n’est que l’aboutissement d’une longue évolution au cours du XVIIIe siècle. Pour ce faire, nous utilisons divers traités médicaux qui exposent que la conception de l’esprit et de ses troubles par différents médecins mène progressivement à un traitement plus relationnel de la folie, une évolution qui aboutira logiquement au développement de la psychiatrie. Le tout sera développé en trois chapitres, en commençant par l’exposition des théories philosophiques et médicales sur l’esprit à l’époque moderne. C’est en établissant une vision matérielle de l’esprit que les médecins pourront légitimer leur appropriation de la folie et de son traitement. C’est d’ailleurs ce traitement qui sera au centre de notre deuxième chapitre, qui explore à la fois la nosographie de la folie de l’époque et ses limites. Finalement, nous terminerons en abordant les conditions ayant mené à l’approche relationnelle par rapport à la folie, un traitement humain qui doit son apparition en France à l’évolution du rapport au fou à l’époque moderne.
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Chagneau, Mathilde. "Une approche humaniste de la souffrance au travail. : effet d'un programme de soutien multidimensionnel sur les professionnels d'EHPAD (Etablissement d'Hébergement pour Personnes Âgées Dépendantes)." Thesis, Angers, 2019. http://www.theses.fr/2019ANGE0054.

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Face à l’intensification de la charge de travail en Établissement d’Hébergement pour Personnes Âgées dépendantes (EHPAD), il est nécessaire de penser des dispositifs prenant en charge la souffrance des professionnels. L’analyse de la littérature met en évidence le peu d’études consacrées à la prévention et à laremédiation du stress et du burnout dans le soin auprès des personnes âgées. Les approches unidimensionnelles telles que la formation de soignants, les groupes de paroles et les techniques de gestion de stress ont prouvé leur efficacité mais possèdent des limites. Un soutien multidimensionnel global serait-il plusefficace que des soutiens unidimensionnels tels que la formation ou le groupe de parole ? Nous présentons une recherche menée auprès de 38 soignants en EHPAD comparant l’efficacité d’un programme de soutien multidimensionnel ancré dans la psychologie humaniste à des programmes contrôles unidimensionnels sur le stress perçu, le bien-être au travail et le burnout. Le programme expérimental porte sur la lutte contre la souffrance au travail, phénomène multifactoriel et complexe. Il comprend un apprentissage de la relaxation et de la gestion des émotions, un bilan de situation réalisé avec l’Épreuve des Trois Arbres et un accompagnement collectif de création sur les pratiques. L’analyse statistique des résultats montre que le score du bien-être au travail des soignants du groupe expérimental a mieux progressé que celui des soignants des groupes contrôles. L’analyse qualitative et la discussion montrent que le soutien multidimensionnel permet à la personne de prendre conscience de ses ressources et de les développer pour opérer des changements en profondeur
In view of the intensification of the work load in Residential Care Facilities for the Elderly, it is necessary to create measures to deal with the suffering of care professionals. An analysis of published literature brings to light the scarcity of studies devoted to the prevention and remediation of stress and burnout in care work with the elderly. Unidimensional approaches such as care worker training, group therapy and stress management techniques have been proved to be efficient but with limitations. Would multidimensional holistic support be more efficient than unidimensional support such as training or group therapy?This paper presents research carried out on 38 care workers in Residential Care Facilities for the Elderly, comparing the efficiency of a multidimensional support programme based on humanistic psychology to unidimensional test programmes, in dealing with perceived stress, well-being at work and burnout. The experimental programme focuses on the struggle against work place suffering which is a multi-factorial and complex phenomenon. It includes learning relaxation techniques and learning how to deal with emotions, an assessment of the situation using the Three Trees Test, and creative group support in the development of work practices.The statistical analysis of the results shows that the workplace well-being score of the care workers in the experimental group progressed further than that of the care workers in the test groups. The qualitative analysis and discussion show that multidimensional support enables individuals to become aware of their personal resources and to develop them in order to bring about deep seated changes
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D'Ascia-Berger, Valerie. "Stratégie d'implantation d'une échelle d'évaluation du risque de constipation : approche éducative et collaborative." Thesis, Aix-Marseille, 2014. http://www.theses.fr/2014AIXM3081.

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Cette recherche porte sur la co-construction d'une stratégie pour implanter dans la pratique infirmière une échelle d'évaluation du risque de constipation du patient hospitalisé (ERCoPH). Elle s'appuie sur le Modèle humaniste des soins infirmiers (Girard et Cara, 2011) et sur le modèle d'apprentissage socio-constructivisme (Vygotsky, 1997). Le design s'inscrit dans une approche collaborative (Desgagné, 1997). Les objectifs sont de co-construire une stratégie pour implanter cette nouvelle échelle et d'évaluer l'impact de cette approche sur le développement professionnel continu (PDC) des infirmières ayant participé à cette étude et sur le raisonnement clinique de leurs pairs. Cette approche a permis à un groupe d'infirmières lors de séances d'analyse en groupe (Van Campenhoudt &al. 2005) de modéliser des perspectives pour implanter l'échelle ERCoPH. L'impact sur le DPC des équipes non participantes s'est appuyé sur une enquête avant-après. A partir de l'observation d'entretiens d'accueil de patients hospitalisés et d'une enquête sur la capacité à catégoriser les patients à risque de constipation. L'approche collaborative a entrainé chez les infirmières du groupe collaboratif un développement professionnel, notamment dans leurs capacités réflexives. La co-construction de cette stratégie d'implantation de l'échelle ERCoPH peut être associé à un modèle de transfert de connaissances tel que défini par Fixsen et al. (2005) et Graham et al. (2006) dont le but est de permettre l'intégration dans la pratique de nouvelles connaissances et ainsi réduire les écarts avec la pratique
This study focuses on the co-construction of a strategy aiming to implement, in nursing practice, a rating scale to assess the risk of constipation in hospitalised patients (ARCoPH). It is based on humanistic model of nursing (Girard et Cara, 2011) and on the social constructivist approach to learning (Vygotsky, 1997). The research design uses a collaborative approach (Desgagné, 1997). The objectives are to co-construct a strategy to implement this new scale and the impact of this approach on the continuing professional development (CPD) of nurses who participated in the study and on the clinical reasoning of their peers. Using a collaborative approach, a group of five nurses developed, during group analysis sessions (Van Campenhoudt et al., 2005), practical insights to implement the ARCoHP scale. The impact on their CPD was determined through a group interview and a questionnaire. The effect of this approach on the clinical reasoning of the teams was established using a before and after survey based on the observation of patient intake interviews, and to assess the nurses' ability to identify patients at risk of constipation. This collaborative approach led to the professional development of participating nurses, specifically to the improvement of their reflective skills.The co-construction of this implementation strategy for the ARCoHP scale can be associated with the transfer of learning model as defined by Fixsen et al. (2005) and Graham et al. (2006), and thus help close the gaps between theory and practice
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Maxson, Brian. "Social Historical Approaches to Italian Humanists and Humanism." Digital Commons @ East Tennessee State University, 2010. https://dc.etsu.edu/etsu-works/6223.

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Béliveau, Julie. "Le rôle des cadres intermédiaires dans le transfert d'une approche humaniste de gestion, de soins et de services : une étude multi-cas au Centre de réadaptation Estrie." Thèse, Université de Sherbrooke, 2011. http://hdl.handle.net/11143/5780.

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This thesis focuses on the role of middle managers in the transfer of a humanistic approach to management, care and services in a physical rehabilitation center.This thesis should interest decision makers and researchers who are paying attention to humanistic approaches to management, care and services. The design of this multi-case qualitative, exploratory and constructivist research includes six cases, representing the six middle managers of the studied organization. The multi-case study allows us to contrast cases of successful middle managers from the ones who were not really able to transfer the humanistic approach in their program. Data production and analysis are done with methods used in grounded theory. Here are the main findings generated by this thesis. Firstly, our analysis reveals that, in spite of top management efforts to disseminate a humanistic approach to management, care and services throughout the organizations the transfer process sometimes clashes against the absorptive capacity of the middle manager within the program. When the middle manager has the capacity to absorb the humanistic approach, often because it is compatible with his profound convictions, this capacity is first expressed through his behavioral exemplarity. In the eyes of his employees, the middle manager primarily represents an embodied example of the humanistic approach through his behavior. Therefore, the behavioral exemplarity of the middle manager came out as a sine qua non condition through which is possible the co-construction of new humanistic care and services practices to be offered to clients of the program. Secondly, our analysis sheds light on the importance, at the beginning of the transfer process, to explain to employees the necessity to adopt a humanistic approach to management, care and services and to recognize existing humanistic practices in the organization. Thirdly, the results bring to the forefront the importance of macro and micro contexts as determinant variables in the transfer of a humanistic approach to management, care and services. Lastly, an intervention model illustrating the key role of middle managers in the transfer of a humanistic approach to management, care and services emerges from the results. The model also includes contextual elements which facilitate the transfer. On a more practical note, the model can guide organizations in the dissemination process of such an approach by providing a rich description of the stages of the dissemination process, the actors involved, the dissemination strategies and the goals of these strategies.
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Périgny, Lyne. "Étude descriptive comparative sur les perceptions des mères de nouveau-né né prématurément et celles des infirmières de néonatalogie en regard des comportements soignants qui reflètent une approche humaniste du soin." Thèse, Université du Québec à Trois-Rivières, 2011. http://depot-e.uqtr.ca/2299/1/030187584.pdf.

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Neumann, Ziv. "Application du discours analytique dans un hôpital psychiatrique en Israël." Electronic Thesis or Diss., Université Paris Cité, 2021. https://wo.app.u-paris.fr/cgi-bin/WebObjects/TheseWeb.woa/wa/show?t=7005&f=54099.

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La situation actuelle des institutions psychiatriques en Israël est partagée entre un discours d'orientation médicale mêlée à une orientation de réhabilitation. La question qui guide la recherche est de savoir si la psychanalyse, dans une orientation freudo-lacanienne, pourrait guider la pratique thérapeutique dans un service psychiatrique, pourrait s’écarter du réel de la pulsion, de l’objet a dans le contexte de la vie institutionnelle, pourrait donner des possibilités de rééducation dans la pratique médicale et dans toute l’activité existant dans le service d’un hôpital psychiatrique dans lequel on prendrait en compte le sujet au sens psychanalytique. Dans le cadre de cette thèse, nous essayerons de chercher un éclairage de certains aspects de la vérité de la pratique d'un service psychiatrique, au travers de l’orientation psychanalytique lacanienne, par l'intermédiaire d'une lecture de la pratique et d'entretiens qualitatifs avec les membres clés d’un service de psychiatrie en Israël, et par conséquent ajouter ou ouvrir de nouvelles possibilités permettant de meilleurs soins.Cette recherche nous permettra de démontrer à travers trois présentations de cas, l’usage du discours psychanalytique dans un service psychiatrique de l’hôpital Shalvata dont le lien avec la psychanalyse est étroit. Pourtant, la confusion entre l’approche humaniste et l’orientation psychanalytique y est grande. Quand l'humanisme prend les commandes de la rencontre thérapeutique et que la psychanalyse ou la psychothérapie devient un outil pour réaliser le but humaniste, elles perdent de leur puissance et ne servent plus que comme défense contre l'angoisse. L’approche humaniste est une condition nécessaire mais non suffisante, pour que la psychanalyse soit un discours utilisé pour guider la cure dans un service. Il s'agit de s’appuyer sur le discours analytique, faire du réel une question clinique commune. Notre analyse indique que la psychanalyse appliquée à la thérapie dans un service psychiatrique n’est pas une affaire de cadre, de setting, mais bien une affaire de discours. L’orientation pratique dans l’institution est telle qu’il s’agit de traiter le symptôme du sujet avec respect et de tenter de l’accompagner dans la recherche pragmatique d’une solution plus efficace, qui lui permettrait de mieux s’entendre avec l’autre, de modérer sa jouissance, de mieux s’entendre avec son corps, tout cela à partir des indications que nous donne le sujet
The current situation of psychiatric institutions in Israel is divided between a discourse of medical orientation mixed with a rehabilitation orientation. The question which guides the research is to know if psychoanalysis, in a Freudo-Lacanian orientation, could guide the therapeutic practice in a psychiatric service, could deviate from the real of the drive, of the object a in the context of the institutional life, could provide possibilities for re-education in medical practice and in all the activity existing in the service of a psychiatric hospital in which the subject is taken into account in the psychoanalytic sense.In the framework of this thesis, we will try to shed light on certain aspects of the truth of the practice of a psychiatric service, through the Lacanian psychoanalytic orientation, through a reading of the practice and of qualitative interviews with key members of a psychiatric service in Israel, and therefore add or open up new possibilities enabling better care. This research will allow us to demonstrate, through three case presentations, the use of psychoanalytic discourse in a psychiatric service of the Shalvata hospital, which has a close link with psychoanalysis. However, there is a great confusion between the humanist approach and the psychoanalytic orientation. When humanism takes control of the therapeutic encounter and psychoanalysis or psychotherapy becomes a tool to achieve the humanist goal, they lose their power and only serve as a defense against anxiety. The humanist approach is a necessary but not sufficient condition for psychoanalysis to be a discourse used to guide the treatment in a service. It is about using the analytical discourse, making of the real a common clinical question. Our analysis indicates that psychoanalysis applied to therapy in a psychiatric service is not a matter of frame, of setting, but rather of discourse. The practical orientation in the institution means treating the subject's symptom respectfully and of trying to accompany him in the pragmatic search for a more effective solution, which would allow him to better manage with the other, to moderate his jouissance, to get along better with his body, all this based on the indications given to us by the subject
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Le, Mabic Didier. "Approche psychothérapeutique métacognitive : Vers une intégration psychothérapeutique." Thesis, Aix-Marseille, 2013. http://www.theses.fr/2013AIXM3132.

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Malgré l’histoire très récente de la psychologie et des psychothérapies (environ un siècle), le 21ème siècle aura connu une explosion du nombre de psychothérapies. Nous pouvons en dénombrer près de 450 à ce jour (S. Ionescu, 2000). Pour éviter le syndrôme de la tour de Babel où, devant la multiplicité des approches et des langages, la communication était devenue impossible, la nécessité d’intégrer ces différentes approches devient évidente. Quelle serait cette approche intégrative et à partir de quelles influences théoriques cette intégration serait possible ? Un courant intégratif a fait irruption dans le monde des psychothérapies à la fin du 20ème siècle, les thérapies cognitives dites de la troisième voie. L’objectif est ainsi d’intégrer les thérapies dites de la troisième voie dans une approche théorique articulée à partir des éléments comparés. La méthodologie de ces différents modèles psychothérapeutiques est essentiellement comparative. Ce travail a pour vocation de présenter une approche pratique (thèse professionnelle et théorique) permettant d’articuler les différents points communs des thérapies de la troisième voie, intégrant les approches humanistes, constructivistes, phénoménologiques et cognitives. Pour terminer ce travail, en conclusion, une mise en perspective sera réalisée à partir de la théorie du chaos et des systèmes dynamiques complexes non-linéaires. L’hypothèse est qu’un évitement émotionnel peut inscrire l’individu dans une trajectoire chaotique, à partir du postulat que les individus fonctionnent dans une dynamique (existentielle) complexe non-linéaire
Despite the very recent psychology and psychotherapy (about a century) history, the 21st century has seen an explosion in the number of psychotherapies. We can count nearly 450 to date (S. Ionescu, 2000). To avoid the syndrome of the tower of Babel, where before the multiplicity of approaches and languages, communication was impossible, the need to integrate these different approaches becomes evident. What would this integrative approach from theoretical influences what this integration possible? An integrative stream broke into the world of psychotherapy in the late 20th century, cognitive therapies called the Third Way. The objective is to integrate the so-called Third Way in an articulated from the elements compared theoretical approach therapies. The methodology of these different psychotherapeutic models is essentially comparative. This work aims to present a practical approach (professional and academic thesis) for articulating the different common therapies of the third way, integrating humanistic approaches, constructivist, phenomenological and cognitive. To complete this work, in conclusion, a perspective will be made from chaos theory and complex nonlinear dynamic systems. The hypothesis is that emotional avoidance may register the individual in a chaotic trajectory, starting from the premise that individuals operate in a dynamic (existential) complex non-linear
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Wilt, Donna Michele. "Marking Time: a Figurative Humanist Approach to Drawing." [Johnson City, Tenn. : East Tennessee State University], 2003. http://etd-submit.etsu.edu/etd/theses/available/etd-1120103-173432/unrestricted/WiltD121103f.pdf.

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Thesis (M.F.A.)--East Tennessee State University, 2003.
Title from electronic submission form. ETSU ETD database URN: etd-1120103-173432. Includes bibliographical references. Also available via Internet at the UMI web site.
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Books on the topic "Approche humaniste"

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L'humanité de l'homme négro-africain: Approche préhistorique philosophico-anthropologique et humaniste senghorienne. Kinshasa: Éditions Universitaires Logos, 2007.

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Lauzier, Jean-Pierre. Le cœur aux ventes: Pourquoi développer une approche humaniste en vente? : comment améliorer votre performance? Brossard, Québec: Un Monde différent, 2010.

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Algérie, dialogue entre christianisme et islam: Une approche humaniste des rapports méditerranéens : mémoires et notes (1900 à1974). Paris: L'Harmattan, 2003.

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Colloque international Toxicomanies, hépatites, SIDA (4 1999 Draguigan et Ramatuelle, France). Toxicomanies à l'aube du 3e millénaire : une approche globale: Pour un XXe siècle humaniste et fraternel : Actes du 4e Colloque international Toxicomanies, hépatites, SIDA--THS4 ; sous la direction de Jean-Marie Guffens. Nice: France Europe éditions livres, 1999.

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Humanistic approach to psychotherapy. London: Whurr, 2003.

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Mission humanisante de l'art: Approche philosophique. Paris: L'Harmattan, 2016.

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S, Harper, and Pocock, Douglas Charles David, 1935-, eds. Humanistic approaches in geography. Durham [Durham]: University of Durham, Dept. of Geography, 1988.

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Corrections: A humanistic approach. Guilderland, N.Y: Harrow and Heston, 1997.

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A humanist approach to sustainable development. Warszawa: Wydawn. Uniwesytetu Kardynała Stefana Wyszyńskiego, 2010.

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Len, Kates, ed. Group work: A humanistic approach. Newbury Park, Calif: Sage Publications, 1990.

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Book chapters on the topic "Approche humaniste"

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Tucker, Catherine, and Sondra Smith-Adcock. "Humanistic Approaches." In Counseling Children and Adolescents: Connecting Theory, Development, and Diversity, 141–65. 2455 Teller Road, Thousand Oaks California 91320: SAGE Publications, Inc., 2017. http://dx.doi.org/10.4135/9781071801307.n7.

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Balamoutsou, Sophia. "Humanistic Approaches." In Counselling Psychology, 71–86. New York : Routledge, 2017.: Routledge, 2017. http://dx.doi.org/10.4324/9781315626499-5.

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Steen, Marc. "A humanistic approach." In Ethics for people who work in tech, 3–14. Boca Raton: Chapman and Hall/CRC, 2022. http://dx.doi.org/10.1201/9781003088776-2.

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Arnold, Jane, and José Manuel Foncubierta. "The Humanistic Approach." In The Routledge Handbook of the Psychology of Language Learning and Teaching, 36–47. New York: Routledge, 2021. http://dx.doi.org/10.4324/9780429321498-5.

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Wong, Venus, Ronald Epstein, and Michael Krasner. "Common Humanity." In Compassion-Based Approaches in Loss and Grief, 102–10. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003204121-13.

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Fromme, Donald K. "Humanism: Experiential Approaches." In Systems of Psychotherapy, 223–61. New York, NY: Springer New York, 2010. http://dx.doi.org/10.1007/978-1-4419-7308-5_8.

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Fromme, Donald K. "Humanism: Phenomenological Approaches." In Systems of Psychotherapy, 263–98. New York, NY: Springer New York, 2010. http://dx.doi.org/10.1007/978-1-4419-7308-5_9.

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Harvey, Geoffrey. "Critical approach: liberal-humanist formalism." In Sons and Lovers, 52–55. London: Macmillan Education UK, 1987. http://dx.doi.org/10.1007/978-1-349-18507-8_8.

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Gregory, Jane Brodie, and Paul E. Levy. "Humanistic/Person-Centered Approaches." In The Wiley-Blackwell Handbook of the Psychology of Coaching and Mentoring, 283–97. Oxford, UK: John Wiley & Sons, Ltd, 2012. http://dx.doi.org/10.1002/9781118326459.ch15.

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Sharp, Alastair. "Humanistic Approaches to Learning." In Encyclopedia of the Sciences of Learning, 1469–71. Boston, MA: Springer US, 2012. http://dx.doi.org/10.1007/978-1-4419-1428-6_530.

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Conference papers on the topic "Approche humaniste"

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Darmayasa, I. Nyoman, I. Made Marsa Arsana, I. Made Agus Putrayasa, and Putu Indah Larasati. "Reconstruction of Compliance Risk Management Towards a Humanist Approach." In International Conference on Applied Science and Technology on Social Science 2021 (iCAST-SS 2021). Paris, France: Atlantis Press, 2022. http://dx.doi.org/10.2991/assehr.k.220301.081.

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Akhtar, Md Amir Khusru, and Sahoo G. "Humanistic Approach in Mobile Adhoc Network : HAMANET." In Third International Conference on Computer Science & Information Technology. Academy & Industry Research Collaboration Center (AIRCC), 2013. http://dx.doi.org/10.5121/csit.2013.3601.

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Liu, Bai, and Xin Li. "Breakthrough in Humanistic Medicine: Research on the Rise and Principle of Painting Art Therapy." In The 5th International Conference on Modern Approaches in Humanities and Social sciences. Acavent, 2022. http://dx.doi.org/10.33422/5th.icmhs.2022.07.200.

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Simoes, David, Pedro Antunes, Jose A. Pino, and José A. Pino. "Humanistic approach to the representation of business processes." In 2012 IEEE 16th International Conference on Computer Supported Cooperative Work in Design (CSCWD). IEEE, 2012. http://dx.doi.org/10.1109/cscwd.2012.6221888.

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Wenzel, Baris, and Eberhard Moeller. "Humanism through artificial intelligence?" In IABSE Congress, New Delhi 2023: Engineering for Sustainable Development. Zurich, Switzerland: International Association for Bridge and Structural Engineering (IABSE), 2023. http://dx.doi.org/10.2749/newdelhi.2023.0526.

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<p>Today's key challenges for future construction are well known and little disputed. On the one hand, we should put the brakes on climate change; on the other hand, we must prepare ourselves for its probably serious consequences. Doing this without fossil resources currently still poses considerable problems for the construction industry. At the same time, digitization and artificial intelligence are creating major opportunities. Already 50 years ago, Jos Weber stated that computers should become self-learning, artificial-intelligence-developing teaching sources for architects. While the most significant discovery of the past year in the field of chemistry was made by a software program and is discussed to be proposed for the Nobel price, in civil engineering these technologies have been used in a rather rudimentary way so far. In this article, current approaches, tools and areas of application for optimization in structural design are presented, discussed and classified.</p>
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Kelly, Ashley Rose, and Meagan Kittle Autry. "A humanistic approach to the study of social media." In the 29th ACM international conference. New York, New York, USA: ACM Press, 2011. http://dx.doi.org/10.1145/2038476.2038525.

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Ferreira, Marta, Valentina Nisi, and Nuno Nunes. "Interactions with Climate Change: a Data Humanism Design Approach." In DIS '23: Designing Interactive Systems Conference. New York, NY, USA: ACM, 2023. http://dx.doi.org/10.1145/3563657.3596003.

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Vankova, Desislava. "HEALTH-RELATED QUALITY OF LIFE AND EDUCATION - HUMANISTIC ACADEMIC APPROACHES." In 12th International Conference on Education and New Learning Technologies. IATED, 2020. http://dx.doi.org/10.21125/edulearn.2020.0148.

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bin Abdul Razak, Tan Sri Dato' Dzulkifli. "Keynote Talk: Sustainability for All - The ‘Whole of Humanity’ Approach." In 3rd International Conference on Community Engagement and Education for Sustainable Development. AIJR Publisher, 2023. http://dx.doi.org/10.21467/proceedings.151.k1.

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Sustainability has been defined in the Brundtland Report as: "Development that meets the needs of the present without compromising the ability of future generations to meet their own needs" (1987). While this is readily accepted by many to date, it raises several questions about where the "past" belongs. This is a crucial reflection in trying to realign with the above approach, namely with respect to socio-cultural and spiritual perspectives. The former is to allow the traditional and indigenous concepts to be embraced more "naturally" within the diverse cultural contexts, whereas the latter is to enable each of the socio-cultural context be connected in more holistic ways as part of the shared human heritage. Cumulatively, it forms a continuum framework with a deeper understanding of "sustainability" as a living journey since time immemorial for better quality of life encompassing humanity as a whole. That is, the "whole of humanity" approach. The presentation will argue how this can be done for a wider and more comprehensive application of sustainability for all.
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Degeng, Made Duananda Kartika, Yulias Prihatmoko, and Nunung Nindigraha. "First Knowledge Management as a Line Learning Approach Through Humanistic Multimedia." In 1st International Conference on Information Technology and Education (ICITE 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201214.299.

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Reports on the topic "Approche humaniste"

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Дирда, І. А., and З. П. Бакум. Linguodidactic fundamentals of the development of foreign students’ polycultural competence during the Ukrainian language training. Association 1901 "SEPIKE", 2016. http://dx.doi.org/10.31812/123456789/2994.

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The paper shows the analysis of scientists’ views to the definitions of terms “approaches to studying”,”principles”, “methods” and “techniques”. The development of foreign students’ polycultural competence is realized in particular approaches (competence, activity approach, personal oriented, polycultural approach); principles (communicative principle, principles of humanism, scientific nature, visual methods, systematicness and succession, consciousness, continuity and availability, individualization, text centrism, native language consideration, connection between theory and practice); usage of some methods (method of reading, direct, purposeful and comparative, purposeful and practical, communicative methods) and techniques (explanation of the teacher, usage of speech clichés, sound and letter analysis, etc.).
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Бакум, З. П., and І. А. Дирда. Linguodidactic Fundamentals of the Development of Foreign Students' Polycultural Competence During the Ukrainian Language Training. Криворізький державний педагогічний університет, 2016. http://dx.doi.org/10.31812/0564/398.

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The paper shows the analysis of scientists' views to the definitions of terms "approaches to studying", "principles", "methods" and "techniques". The development of foreign students' polycultural competence is realized in particular approaches (competence, activity approach, personal oriented, polycultural approach); principles (communicative principle, principles of humanism, scientific nature, visual methods, systematicness and succession, consciousness, continuity and availability, individualization, text centrism, native language consideration, connection between theory and practice); usage of some methods (method of reading, direct, purposeful and comparative, purposeful and practical, communicative methods) and techniques (explanation of the teacher, usage of speech clichés, sound and letter analysis, etc).
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Dalglish, Chris, and Sarah Tarlow, eds. Modern Scotland: Archaeology, the Modern past and the Modern present. Society of Antiquaries of Scotland, September 2012. http://dx.doi.org/10.9750/scarf.09.2012.163.

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The main recommendations of the panel report can be summarised under five key headings:  HUMANITY The Panel recommends recognition that research in this field should be geared towards the development of critical understandings of self and society in the modern world. Archaeological research into the modern past should be ambitious in seeking to contribute to understanding of the major social, economic and environmental developments through which the modern world came into being. Modern-world archaeology can add significantly to knowledge of Scotland’s historical relationships with the rest of the British Isles, Europe and the wider world. Archaeology offers a new perspective on what it has meant to be a modern person and a member of modern society, inhabiting a modern world.  MATERIALITY The Panel recommends approaches to research which focus on the materiality of the recent past (i.e. the character of relationships between people and their material world). Archaeology’s contribution to understandings of the modern world lies in its ability to situate, humanise and contextualise broader historical developments. Archaeological research can provide new insights into the modern past by investigating historical trends not as abstract phenomena but as changes to real lives, affecting different localities in different ways. Archaeology can take a long-term perspective on major modern developments, researching their ‘prehistory’ (which often extends back into the Middle Ages) and their material legacy in the present. Archaeology can humanise and contextualise long-term processes and global connections by working outwards from individual life stories, developing biographies of individual artefacts and buildings and evidencing the reciprocity of people, things, places and landscapes. The modern person and modern social relationships were formed in and through material environments and, to understand modern humanity, it is crucial that we understand humanity’s material relationships in the modern world.  PERSPECTIVE The Panel recommends the development, realisation and promotion of work which takes a critical perspective on the present from a deeper understanding of the recent past. Research into the modern past provides a critical perspective on the present, uncovering the origins of our current ways of life and of relating to each other and to the world around us. It is important that this relevance is acknowledged, understood, developed and mobilised to connect past, present and future. The material approach of archaeology can enhance understanding, challenge assumptions and develop new and alternative histories. Modern Scotland: Archaeology, the Modern past and the Modern present vi Archaeology can evidence varied experience of social, environmental and economic change in the past. It can consider questions of local distinctiveness and global homogeneity in complex and nuanced ways. It can reveal the hidden histories of those whose ways of life diverged from the historical mainstream. Archaeology can challenge simplistic, essentialist understandings of the recent Scottish past, providing insights into the historical character and interaction of Scottish, British and other identities and ideologies.  COLLABORATION The Panel recommends the development of integrated and collaborative research practices. Perhaps above all other periods of the past, the modern past is a field of enquiry where there is great potential benefit in collaboration between different specialist sectors within archaeology, between different disciplines, between Scottish-based researchers and researchers elsewhere in the world and between professionals and the public. The Panel advocates the development of new ways of working involving integrated and collaborative investigation of the modern past. Extending beyond previous modes of inter-disciplinary practice, these new approaches should involve active engagement between different interests developing collaborative responses to common questions and problems.  REFLECTION The Panel recommends that a reflexive approach is taken to the archaeology of the modern past, requiring research into the nature of academic, professional and public engagements with the modern past and the development of new reflexive modes of practice. Archaeology investigates the past but it does so from its position in the present. Research should develop a greater understanding of modern-period archaeology as a scholarly pursuit and social practice in the present. Research should provide insights into the ways in which the modern past is presented and represented in particular contexts. Work is required to better evidence popular understandings of and engagements with the modern past and to understand the politics of the recent past, particularly its material aspect. Research should seek to advance knowledge and understanding of the moral and ethical viewpoints held by professionals and members of the public in relation to the archaeology of the recent past. There is a need to critically review public engagement practices in modern-world archaeology and develop new modes of public-professional collaboration and to generate practices through which archaeology can make positive interventions in the world. And there is a need to embed processes of ethical reflection and beneficial action into archaeological practice relating to the modern past.
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Noronha, S. Climate Change and Generation Zero – Analysing the 50/50 Campaign: A Communication for Social Change Approach. Unitec ePress, December 2012. http://dx.doi.org/10.34074/ocds.12013.

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Climate change does not respect national boundaries or distinguish between big and small polluters. It is one of the truly global problems humanity faces today. In spite of this, there is a reluctance to believe in the existence of climate change even though the scientific consensus is that human influence bears much of the responsibility. In less than 200 years, human activity has increased the atmospheric concentration of greenhouse gases by some 50 percent relative to pre-industrial levels, leading to an increase in global temperatures. 1 Yet contrarian perspectives abound, given prominence by the media and promoted by fossil fuel lobbies. One such example is Dennis Avery and Fred Singer’s Unstoppable Global Warming: Every 1,500 Years, a book whose premise is that “human-emitted CO2 has played only a minor role” in contributing to climate change.
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Noronha, S. Climate Change and Generation Zero – Analysing the 50/50 Campaign: A Communication for Social Change Approach. Unitec ePress, December 2012. http://dx.doi.org/10.34074/ocds.12013.

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Climate change does not respect national boundaries or distinguish between big and small polluters. It is one of the truly global problems humanity faces today. In spite of this, there is a reluctance to believe in the existence of climate change even though the scientific consensus is that human influence bears much of the responsibility. In less than 200 years, human activity has increased the atmospheric concentration of greenhouse gases by some 50 percent relative to pre-industrial levels, leading to an increase in global temperatures. 1 Yet contrarian perspectives abound, given prominence by the media and promoted by fossil fuel lobbies. One such example is Dennis Avery and Fred Singer’s Unstoppable Global Warming: Every 1,500 Years, a book whose premise is that “human-emitted CO2 has played only a minor role” in contributing to climate change.
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Idris, Iffat. Preventing Atrocities in Conflict and Non-conflict Settings. Institute of Development Studies, August 2022. http://dx.doi.org/10.19088/k4d.2022.137.

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Atrocity prevention refers to activities to prevent atrocity crimes against civilians. These include genocide, war crimes, crimes against humanity and ethnic cleansing, and can take place in both conflict and non-conflict settings. This points to the need to prioritise and implement atrocity prevention specifically, and not just as part of conflict prevention efforts. Atrocity prevention interventions are broadly of two types: operational (short-term responses) and structural (addressing underlying causes/drivers). These encompass a wide range of approaches including: acting locally (with local actors taking the lead in prevention activities); tackling hate speech, and promoting an independent and strong media; documenting human rights violations, and prosecuting and punishing those responsible (establishing rule of law). The international community should prioritise atrocity prevention, but work in a united manner, take a comprehensive approach, and give the lead to local actors. Atrocity crimes generally develop in a process over time, and risk factors can be identified; these traits make atrocity prevention possible. This rapid review looks at the concept of atrocity prevention, how it is distinct from conflict prevention, the different approaches taken to atrocity prevention, and the lessons learned from these. The review draws on a mixture of academic and grey literature, in particular reports produced by international development organisations such as the United Nations (UN) and USAID. The literature was largely gender-blind (with the exception of conflict-related sexual violence) and disability-blind.
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Lutz, Wolfgang. Sustainable human wellbeing: What can demography contribute? Verlag der Österreichischen Akademie der Wissenschaften, September 2021. http://dx.doi.org/10.1553/populationyearbook2021.deb03.

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This note considers the role that demography as a discipline can play in addressing some of the key questions in the context of human wellbeing and sustainable development. Starting with the wellbeing function of sustainability science that tries to explain an indicator of human wellbeing as being determined by a set of capitals and explanatory factors, it gives an example of how the constituents of such a wellbeing indicator can be combined based on a demographic approach. It also highlights how a broadened view of demographic methodology that goes beyond the conventional focus on age and sex alone can help to make demography more relevant for studying the key challenges of humanity.
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Röders, Jonathan, and Evelyn Pauls. Research Brief: Creative and Embodied Peacebuilding. Trust After Betrayal, July 2023. http://dx.doi.org/10.59498/96180.

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This research brief delves into the transformative potential of creative and embodied peacebuilding methods in (post-)conflict contexts. It highlights the importance of addressing the affective dimension of conflict often overlooked in conventional, dispassionate approaches and showcases how different art forms and sports enable individuals to cope with trauma and manage their emotions while fostering trust and empathy. By embracing these methods, societies can rebuild their social fabric by promoting a shared sense of humanity and challenging divisive legacies. Furthermore, these methods are a way to help decolonise peacebuilding research and practice by incorporating local forms of artistic expression, unveil particularised experiences and embrace community-defined success criteria. The brief offers key points for practitioners to integrate these methods effectively and participatorily, emphasising their potential for healing and growth at both individual and community levels.
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Carty, Anthony, and Jing Gu. Theory and Practice in China’s Approaches to Multilateralism and Critical Reflections on the Western ‘Rules-Based International Order’. Institute of Development Studies (IDS), October 2021. http://dx.doi.org/10.19088/ids.2021.057.

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China is the subject of Western criticism for its supposed disregard of the rules-based international order. Such a charge implies that China is unilateralist. The aim in this study is to explain how China does in fact have a multilateral approach to international relations. China’s core idea of a community of shared future of humanity shows that it is aware of the need for a universal foundation for world order. The Research Report focuses on explaining the Chinese approach to multilateralism from its own internal perspective, with Chinese philosophy and history shaping its view of the nature of rules, rights, law, and of institutions which should shape relationships. A number of case studies show how the Chinese perspectives are implemented, such as with regards to development finance, infrastructure projects (especially the Belt and Road Initiative), shaping new international organisations (such as the Asian Infrastructure Investment Bank), climate change, cyber-regulation and Chinese participation in the United Nations in the field of human rights and peacekeeping. Looking at critical Western opinion of this activity, we find speculation around Chinese motives. This is why a major emphasis is placed on a hermeneutic approach to China which explains how it sees its intentions. The heart of the Research Report is an exploration of the underlying Chinese philosophy of rulemaking, undertaken in a comparative perspective to show how far it resembles or differs from the Western philosophy of rulemaking.
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Morgan, Susan, Alexandra Mosser, and John Bixby. University of Miami Laboratory for Integrative Knowledge (U-LINK) Program Evaluation Report. University of Miami, 2020. http://dx.doi.org/10.33596/ovprs-19-2.

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As one of the Roadmap Initiatives, U-LINK (University of Miami Laboratory for INtegrative Knowledge) is the University of Miami’s (UM’s) program to support innovative, problem-based interdisciplinary research. The U-LINK initiative is premised on the idea that the most significant challenges facing humanity, and therefore the most important research problems, require innovative and integrative approaches resulting from collaborations that bridge disciplines. The goal of U-LINK is to bring together faculty and trainees from multiple disciplines in collaboration with community stakeholders to develop and act on a shared vision of innovative solutions to grand societal challenges. To accomplish this goal, U-LINK provides training and funding opportunities for research teams, identifies common space(s) for teams to work together, creates interdisciplinary opportunities for UM undergraduate and graduate students, and helps UM faculty identify and pursue collaborative initiatives with faculty in other departments, schools, and colleges. This document details the features of the U-LINK program and provides data about outcomes of the program through 2019.
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