Journal articles on the topic 'Masters; Psychology; OHF'

У статті розглянуто авторські підходи до оцінки рівнів готовності майбутніх магістрів психології до професійної діяльності в умовах неформальної освіти. Показано, що концепт «рівень» слід тлумачити як ступінь досягнення майбутнім магістром психології певних результатів підготовки до професійної діяльності в умовах неформальної освіти, які співвідносяться з авторським баченням результатів такої підготовки. З огляду на вітчизняні традиції до сепарації рівнів підготовки та відповідно до сутності досліджуваного феномену, визначено три рівні готовності магістрів психології до професійної діяльності в умовах неформальної освіти: критичний (низький), достатній (середній) і оптимальний (високий). Представлено якісні характеристики ступенів прояву когнітивного, операціонального, аксіологічного критерію за кожним структурним компонентом досліджуваної готовності. Схарактеризовано рівні готовності магістра психології до професійної діяльності в неформальній освіті. Оптимальний рівень готовності магістранта за педагогічним структурним компонентом характеризується повним усвідомленням себе як педагога неформальної освіти особи, яка має психолого-педагогічні знання й вміння, пов’язані з особливостями професійної активності в умовах неформальної освіт. Оптимальний рівень готовності магістранта за підприємницьким структурним компонентом характеризується наявністю оперативних знань нормативно-правової бази неформальної освіти, повним розумінням її перспектив, соціальних та економічних можливостей. Уміння магістранта презентувати себе повністю сформовані, а здатність діяти в умовах невизначеності, прийняття фінансових рішень, розробляти, планувати й управляти освітніми бізнес-проєктами неформальної освіти сформовані. Оптимальний рівень готовності магістранта за технологічним структурним компонентом характеризується знанням про електронні освітні ресурси, Інтернет-сервіси, web-технології тощо, а за лідерським структурним компонентом характеризується високою здатністю здійснювати вплив на інших людей та належно сформованими вміннями переконувати їх. Ключові слова: професійна підготовка, магістри психології, неформальна освіта, оцінка, рівень.

Combined Verbal and Quantitative GRE scores were obtained from the records of 24 former students of a master's degree program (from a total of 128 students) who had successfully completed a doctorate in psychology or who had withdrawn from a psychology doctoral program. Success rate by classification with the GRE was calculated using both a cut-off of 1000 and a cut-off of 1100. The results indicated a high false negative rate, that is, students whose GRE scores would not predict success but who obtained a Ph.D.

On the occasion of recent centenaries of revolutions in Europe (1917, 1918–19), this article examines, within a general theme of different forms of relationships between revolution and psychology, two types of theories. First, this paper analyses Western theories that, while developing under conditions of a missed or lost revolution in Germany, argued for radical social change by referring to Marxism and psychoanalysis as necessary theoretical tools (Frankfurt School and Wilhelm Reich). Second, this paper analyses the influence of the October Revolution on the development of the psychological theory of Lev Vygotsky in the Soviet Union. In sum, psychology under the conditions of missed or lost revolution was conceptualized as a psychology of the unconscious, of the repression of human needs. Psychology under the conditions of accomplished revolution was conceptualized as a historical social psychology of self-mastery of human beings as social beings.

This article describes a new introductory psychology course that is offered at SUNY Plattsburgh using the POISE Curriculum Information System. This course uses a traditional textbook and covers the same material as most introductory psychology courses; however, it uses a self-paced, mastery approach to learning, and is managed and delivered over the Plattsburgh computer network. Lectures have been replaced with open laboratory hours where students may come for assistance or to complete computer based activities. These activities include computerized, “self-assessments,” which students take to evaluate their own learning. When prepared, students take supervised, on-line exams. Because the lab is linked to the campus network, students may take their self-assessments from various locations on or off campus, day or night. Students also complete other learning activities in addition to mastering the material in the textbook. These include computerized tutorials and computer demonstrations, videos, journal articles, and public lectures. Students choose from among these activities and may, within reason, proceed through the course at their own pace. Students also use the campus e-mail system to communicate with their teaching assistants and with the instructor. The course is being offered for the third semester in the fall of 1995.

The article is dedicated to the examination of integral approach to the methodological competence concept of the teacher of the foreign language. The authors consider it a necessary component of the methodological competence – the possession by teacher of the psychological knowledge, which has direct influence on the mastery by the students of the foreign language. In the article it is represented the survey of scientific literature regarding the interrelation of psychological data in the field of general psychology and psycholinguistics with the process of teaching foreign languages, possibility of their application in the practice of instruction, and also training of specialist. The important condition of moulding the psychological component of the professional competence of the teacher is the support of the educational and developmental psychology, however, for the teacher of the foreign language it is especially important to manage scientific information about the psychological features of creation and perception of speech, the processes of communication and vocal behaviour, and the knowledge of the processes of memorization, keeping in mind and forgetting the material, special features of the formation of lingual habits and vocal skills.

This paper reviews the literature in sports psychology that may be relevant in the study of competition in music and dance education, giving the reader a basis for comparison of the arts literature. Opinions vary on whether competition is good or bad for the developing child. Some believe that competitiveness is innate behavior and that competition is a motivation for high achievement. Others believe that competition detracts from performance as the increased stress and anxiety lead to a decrease in focus and, perhaps, to a decrease in self-esteem, especially for individuals with an ego orientation (a focus on comparison with others) as opposed to a mastery orientation (focus on improvement of one’s own skills). The instruments used to measure the temperamental characteristics related to competition are discussed, including the Competitive Trait Anxiety Inventory and the Competitive State Anxiety Inventory. The paper then discusses the specific research that has been done on competition in music education and in dance education. Further research is needed to determine how much competition is healthy and whether the work in sports psychology can be adapted to research in the arts.

A core indicator of success at University is the grade a student achieves following a period of study. A student’s ability to achieve expected grades is often understood in terms of learning and study processes that the student is capable of, chooses to adopt, or masters. However, psychology tells us that our selfefficacy is a major determinant of how we select activities, how much effort we expend on them, and how long we sustain effort. The importance of self-efficacy in supporting a student’s study choices, effort and sustainability – and hence in the student’s capacity for success – is clear. Providing students with an understanding of the role of self-efficacy provides a transformative moment in the student’s growth as a university student. This paper examines the effectiveness of a specific method, point-of-contact feedback, in lifting students’ awareness of self-efficacy. The ability of the survey to support student metacognition through a social persuasion design, particularly for students originally targeting lower grades, demonstrates that point-of-contact feedback can assist students to improve their awareness and understanding of a learning concept. The outcome of this one-off survey is a demonstrated transformation of student expectations regarding their grades and the way they intend to engage their studies.

In ontogenesis, the period from 3 to 7 years is the age period of the kindergarten. Taking into account that there are very rapid qualitative changes in the psychology of preschool children, it is possible to divide the pre-school age into 3 periods (3-4 years), the junior preschool period (4-5 years), the junior kindergarten period (6-7 years), and the senior kindergarten period into 6-7 years. The child in the process of development begins a relationship with the world of subjects and phenomena created by the generation of personality. The child actively mastered and mastered all the achievements that humanity has achieved. Basically, from this period, the independent activity of the child begins to intensify. The education given to children of kindergarten age is a period of mastering their complex movements, formation of elementary hygiene, cultural and labor skills, development of speech and formation of the R with the first bud of social morality and aesthetic taste.

Synopsis This case presents the leadership challenges that Chief Petty Officer Amanda Smith navigated as the first woman assigned to lead a Flight Line work center at NAS Ionian, an organization that was characterized by a culture of “hegemonic masculinity.” Failure to effectively lead the work center could have catastrophic consequences, including death of service personnel. Flight Line work centers, located in naval air stations throughout the world, serviced the air operations of aircraft carriers of the US Navy and provided allied air support. The assignment was a test of Smith’s leadership because the NAS Ionian Flight Line had experienced a spate of misconduct by personnel and had failed important maintenance inspections. Chief Smith was tasked to improve the morale and performance of the work center’s sailors who had diverse personal and professional backgrounds. She was also directed to ensure that the work center passed important maintenance inspections despite the challenges of dealing with subordinates, rank peers, and senior officers who had never previously worked with a woman in her role. Research methodology The case study is based on primary data collected from the protagonist, a.k.a. Amanda Smith. The primary data are supplemented with secondary data from published sources. The names of the air station and the protagonist have been altered to protect the identity of individuals in the case. Relevant courses and levels The case is applicable to senior undergraduate courses in HRM performance or talent management, training and development as well as in MBA or other Master’s level courses in management, industrial-organizational psychology, organizational behavior and leadership. Theoretical bases The case deals with leadership style (e.g. Initiating structure – organizing work, giving structure to the work context, defining role responsibility, scheduling work activities; consideration – building camaraderie, respect, trust, and liking between leaders and followers); organizational culture; diversity management; power and influence; and performance management.

The dynamics of development of the modern world causes progressive changes in education, reflecting the creative search for the most effective forms of organization and technology of learning. Recent studies outline the strategy of practical constructions, involving the education system in the development of the value-semantic sphere of personality on a pedagogical basis. In the offered article the authors consider actual problems of formation of professional competence which is considered as the integrated property of the person possessing a complex of professionally significant for the future teacher of physical culture qualities. The study identified the concept of professional competence of the future teacher, value orientations. The classification of value orientations of the future teacher of physical education which allows to adapt more successfully masters to modern educational processes is proved. The importance of the teacher's value orientations in the modern process of forming the moral beliefs of future teachers is determined. One of the possible ways of forming professional competence in the process of training future physical education teachers through interactive interaction is presented. It is this system of training allows by determining the general laws of psychology and pedagogy, specifying their basic provisions to determine the specifics of coaching.

AbstractOne way to break the chain of the spread of Covid 19 is by limiting interaction with the community which is applied to inhibit the rate of growth in various fields of life, both in the economic, social and of course education. The government's decision to dismiss students, move the teaching and learning process at school to be at home. Some local governments decided to implement a policy of laying off and starting to implement online learning (online) or through an online system. The temporary closure of educational institutions to contain the spread of the Covid 19 pandemic in Indonesia nationally has an impact on millions of students. Disturbances in the learning process directly between students and teachers and the cancellation of learning assessments have an impact on the psychology of students and reduce the quality of students' learning skills. This article aims to identify the impact of the Covid 19 pandemic on teaching conducted by teachers. This study shows that there are several obstacles experienced by students, teachers and parents in learning activities, namely the mastery of technology is still lacking, the addition of internet communication quota costs for students, parents and teachers is reduced; and unlimited working hours for teachers because they have to communicate and coordinate with parents, other teachers and school principals. Keywords: Pandemic covid 19, Online Teaching

The demand for diagnostic feedback has triggered extensive research on cognitive diagnostic models (CDMs), such as the deterministic input, noisy output “and” gate (DINA) model. This study explored two Q-matrix specifications with the DINA model in a statewide large-scale mathematics assessment. The first Q-matrix was developed based on five predefined content reporting categories, and the second was based on the post hoc coding of 15 attributes by test-development experts. Total raw scores correlated strongly with the number of skills mastered, using both Q-matrices. Correlations between the DINA-model item statistics and those from the item response theory analyses were moderate to strong, but were always lower for the 15-skill model. Results highlighted the trade-off between finer-grained modeling and less precise model estimation.

The aim of the article is to determine peculiarities of capitalization of psy-chological resources in the way of psychological and personal resources.research methods. In the empirical research the methods of psychologi-cal poll, as well as mathematical and statistical methods of discriminating and comparative analysis, method of “causes and effects” are used. The empirical research is implemented by the Goldmark model, which provides for the estab-lishment of alternative hypotheses, allowing to define valuable orientations of the research. the results of the research. It was found that the resources are capital-ized in the way of psychological resourcefulness, such as: resources-“strengths of character” – involvement in a common cause and leadership; interpretive psy-chological resources – love, creativity, kindness to people; psychological survival resources – cognition and reasoning, as well as physical activity; motivational resource of psychological well-being – autonomy; existential resource – free-dom. In the way of personal resourcefulness, such resources are capitalized as: the resource of relationships – psychosocial values; interpretive psychological resources – love and self-improvement; resources-“strengths of character” – meaningfulness, interest in life, gratitude, honesty, sensitivity. conclusions. A person can use only capitalized resources because he/she knows he/she has got them and he/she masters them skillfully. Capitalization of resources in the way of personal resourcefulness, as through appropriation, well-being, values, character traits enables a person to ascertain himself, and characterizes the degree of his achieved significance, respectability. Capitaliza-tion of resources in the way of psychological resourcefulness, as through un-derstanding, opens up the possibilities of self-interpretation, self-change, and shows the extent of its realized possibilities, personal feasibility. We believe that the capitalization of resources in the way of personal resourcefulness enables an individual to achieve effective self-realization in the form of self-made, a way of psychological resourcefulness – unique self-realization of one’s own real life.

This article deals with such a direction as linguistic and regional studies, which studies the socio-cultural aspect of intercultural communication. Therefore, today the goal of teaching a language is the ability to conduct a dialogue of cultures. Both new technologies and methods of teaching languages are designed to help this, allowing the formation of linguistic personalities who have mastered the profession and are able to quickly respond and adapt to new conditions in our rapidly changing world. Computer information technologies open up new opportunities for communication.

There is an overlooked similarity between three classic accounts of the conditions of object experience from three distinct disciplines. (1) Sociology: the “inversion” that accompanies discovery in the natural sciences, as local causes of effects are reattributed to an observed object. (2) Psychology: the “externalization” that accompanies mastery of a visual–tactile sensory substitution interface, as tactile sensations of the proximal interface are transformed into vision-like experience of a distal object. (3) Biology: the “projection” that brings forth an animal’s Umwelt, as impressions on its body’s sensory surfaces are reconfigured into perception of an external object. This similarity between the effects of scientific practice and interface-use on the one hand, and of sensorimotor interaction on the other, becomes intelligible once we accept that skillful engagement with instruments and interfaces constitutes a socio-material augmentation of our basic perceptual capacity. This enactive interpretation stands in contrast to anti-realism about science associated with constructivist interpretations of these three phenomena, which are motivated by viewing them as the internal mental construction of the experienced object. Instead, it favors a participatory realism: the sensorimotor basis of perceptual experience loops not only through our body, but also through the external world. This allows us to conceive of object experience in relational terms, i.e., as one or more subjects directly engaging with the world. Consequently, we can appreciate scientific observation in its full complexity: it is a socio-materially augmented process of becoming acquainted with the observed object that—like tool-use and perceiving more generally—is irreducibly self, other-, and world-involving.

The work addresses a systematic review of the formation of investigative competences at the secondary level and its role for the constant improvement of teachers and students. The objective of the research is to describe the types of investigative competences for the development of skills in the research teacher. For this, the prism method was used, which allows an approach to the theoretical criteria through the aid of graphic diagrams that provide a selection and synthesis of the topic, to forecast the priorities of future research, in addition to providing a guide on how to report the use of automation tools in various steps of the review process, such as search, study selection, data collection, evaluation and study synthesis for conducting systematic reviews. As a technique, was used Desk Research to obtain bibliographic information efficiently and systematically review documents where research competencies are exposed. The importance of mastery of investigative techniques by teachers and students is concluded for the educational process in secondary education, so that the work can constitute a starting point to deepen future research on the subject studied.

The need to develop effective measures of psychoprophylaxis of professional destructions among law enforcement officers by employees of the psychological service, whose ranks are annually replenished by graduates of OSU in the specialty “psychology of official activity”, determines the relevance of psychological and pedagogical research of the phenomenon of professional destruction of personality, factors of its formation. The purpose of the psychological and pedagogical research is to develop recommendations of a preventive nature in relation to professional destructions of personality in law enforcement officers. The priority tasks of the research are to generalize the theoretical and practical experience of research thematically related to ours; to study the phenomenon of professional destruction among employees empirically. The object of the study was law enforcement officers; the subject of the study is the professional destruction of the personality of employees. The result of the conducted psychological and pedagogical research is 1) formulation and clarification of the term of professional destruction of personality as a result of deformation of professional and personal qualities of a law enforcement officer under the influence of negative factors of the external environment of official activity (contact interaction with criminals; solving problems related to the choice of preventive measures and prevention of offenses, etc.); factors of intra-system service interaction (the order-executive nature of the relationship with the authorities, the team performance of official tasks, etc.); 2) identification by empirical means of professional destructions of personality among law enforcement officers (formal attitude to the performance of official tasks; transfer of official actions, stereotypes and attitudes to the off-duty space; negative changes in personal characteristics); 3) identification of psychoprophylactic conditions that inhibit the formation of professional destructions of the employee’s personality (development of professionally significant personal qualities; mastery of professional “psychotechnics”; work with the orientation of the personality and the strength of personal structures). The goal has been achieved: recommendations of a preventive nature have been developed in relation to professional destructions of the personality of law enforcement officers. The research objectives have been solved: the theoretical and practical experience of research thematically related to ours has been generalized; the phenomenon of professional destruction among employees has been empirically investigated.

This article aims to present the theoretical-methodological route, built by the first author in his Master's Dissertation under the guidance of the second, based on Hans-Georg Gadamer hermeneutic-philosophical philosophy. Its relevance is justified because it is a structured alternative for conducting bibliographic research within the scope of the Person Centered Approach (PCA). For this, we initially want to justify an epistemological choice of gadamerian hermeneutics in its relation to the research objective. Then, we present the conceptual network formed by the articulation of prejudice, language, tradition, update and fusion of horizons that supports this perspective, in a ways that allows, later, to systematize the phases of information investigation, comprehensive analysis and hermeneutic synthesis to the development of research on the proposed problem. The article ends with the observation of the potentiality and proficiency related to the approximation, and consequent articulation, between PCA and the Gadamerian philosophical perspective, with reflections on the implications regarding the use of a hermeneutic-philosophical method in the production of knowledge in the approach. Palavras-chave : Person-Centered Approach; Philosophical Hermeneutic; Carl Rogers; Hans-Georg Gadamer.

This article argues that when attempting to extend the concept of affordances to encompass action possibilities characteristic of our sociocultural environments, a transactionally informed relational perspective—along the lines formulated by classical pragmatist thinkers (especially Dewey and Bentley but also Peirce and Mead)—proves useful. A transactional perspective helps to reveal the intimate conceptual connections between sociocultural affordances (SCAs) and agency: both are crucially about contextually defined goal-directed doings, and about learning to fluently master particular patterns of habits, skills, and sociocultural practices in culturally appropriate and socially feasible ways. The paper outlines first, critical issues in the conceptualization of SCAs; second, how the concept of SCAs also points towards a transactional conception of agency enactment; and third, how a transactional view helps to make sense of some of the apparently puzzling tensions and fringe areas between various conceptualizations of (sociocultural) affordances and agency.

Abstract Background With the reform of college graduation distribution system and the fierce competition of market economy, group employment has become more and more difficult. Therefore, the group is under more and more heavy psychological pressure. The main source of group employment pressure lies in the mismatch between employment skills and professional knowledge, which can not meet the needs of enterprises; In addition, there is also a big gap in students' thoughts. Especially for the major of tourism management, during the internship and employment, most enterprises are service industries, which requires colleges and universities to have service skills and professional psychological quality. Professional practice can effectively solve the problems existing in employment in advance, clarify the career direction and alleviate the pressure. The professional practice of the group can not only deepen the understanding of theoretical knowledge, but also contribute to the rapid improvement of practical skills, but also effectively help the group adjust their mentality. Taking the professional practice of the College of tourism of Changchun University as the research object, this paper studies its basic situation, discusses the psychological confusion and practical difficulties encountered by groups in professional practice from the perspective of educational psychology, and gives the optimization path to solve this problem. At the same time, the emotional anxiety produced by the group in the process of practice has gradually become the research object. Research Objects and Methods This paper uses educational psychology, two factor theory and stakeholder theory to study through literature review, participant observation and interview, content analysis, questionnaire survey and mathematical analysis. In practice, colleges and universities use incentive policies to improve students' sense of responsibility in professional practice, enterprise application and job satisfaction, and use humanistic care to improve students' sense of belonging in practice. With the help of universities and enterprises, students can master and adjust the psychological cycle and build self-confidence in professional practice. Social avoidance and distress respectively refer to the tendency to avoid social communication and the distress feeling when immersive. Avoidance is a kind of behavior, while distress is an emotional response. The social avoidance and distress (SAD) scale contains 28 items, of which 14 are used to evaluate social avoidance and 14 are used to evaluate social distress. The initial rating was “Yes No”, but many researchers used a five grade rating system. The “Yes No” scoring system ranges from 0 (the lowest level of avoidance and distress) to 28 (the highest level). When the “Yes No” scoring system is adopted, the average value of college students is 9.1 and its standard deviation (SD) is 8.0 (Watson and friend, 1969). However, the distribution is quite biased. Therefore, many researchers use the 5-level score system to replace the “Yes No” score system. In the sample prototype, the score of men is significantly higher than that of women. Results Improvements should be made from three aspects: schools, enterprises and students, including formulating intern career development and training plans, ensuring high-quality living and working conditions, strengthening students' off campus management system, implementing comprehensive evaluation and summarizing practice in time. This improved method can effectively manage professional practice. The study also found that foreign language anxiety was negatively correlated with foreign language achievement. Similarly, there is a significant negative correlation between Employment anxiety and self-efficacy. State anxiety, trait anxiety and Employment anxiety were positively correlated. The “anxiety” component of learners' personality characteristics plays an important role in the generation of Employment anxiety. Conclusion Based on educational psychology and two factor theory, this study explores the optimization path of Undergraduate Practice of tourism management through empirical research, which not only innovates the research perspective, but also enriches the above related theories. The practical significance of this study is to guide students to correctly understand and participate in professional practice, realize stable employment, provide basis for reasonable arrangement of professional practice, improve the professional commitment of application-oriented groups, and provide reference for internship enterprises to cultivate and retain high-quality talents. It can also help the group about to carry out employment internship fully understand the society, body and their own abilities, and reduce unnecessary anxiety. Acknowledgements This project is supported by the 13th Five-Year Education and scientific Research Planning project of Chinese Education Society (Grant No. JYXH102373).

Teachers are required to improve the learning quality that is indicated by an increase of learning outcomes and student’s good behavior. The present study examined whether environment-based biology learning materials integrated with local wisdom and character education had an effect on students' higher order thinking skills (HOTS) and environmental care attitudes. This study used quantitative research approach with a quasi-experimental research and a post-test only control design. There were 200 tenth-grade students and 10 biology teachers participating in this study. The data were analyzed using Multivariate Analysis of Variance (MANOVA) and independent sample t-test. The results showed that there was a significant effect of students' higher order thinking skills and students' environmental care attitudes between students who were taught using the developed teaching materials and those who were taught using textbooks (F (2, 197) = 1.077, p< 0.001; Wilks Lambda = 0.478, np2 = 0.522). The use of environment, local wisdom, and character education in developing teaching materials provided new nuances in the learning process, where students did not only have knowledge but also attitudes and skills. In addition, students could understand the ideas or messages of the subject matter very well. Although the results portrayed in this study depicted that the class taught using the developed teaching materials was better than the class taught using textbooks, it could not be denied that the teacher's pedagogical mastery also determined the success of the teaching and learning process.

Metadiscourse or discourse reflexivity is a fundamental property by which writers project themselves into their discourse to signal their understanding of their material and their audience. The study seeks to explore how advanced second language writers employ metadiscoursal markers (particularly hedges and boosters) in two different disciplines: biology and linguistics in a corpus of (30) master theses written by Iraqi MA students with an emphasis on three challenging parts: introduction, results and discussion, and conclusion. In order to show how differences of disciplines or fields of knowledge affect the pattern of usage of metadiscourse in the academic writing produced by novice MA students, the study utilizes a discourse analysis of the written texts with contrastive analysis. Such an analysis reveals the discourse features that distinguish their genre from others and also points to the disciplinary variation with this genre. Reliability is ensured by using two types of test: Chi – square test. The statistical results reveal that metadiscourse is an effective academic phenomenon writers employ to present themselves, their positions, and their readers. It has also been shown that there are significant differences in using hedges and boosters between the two disciplines, e.g. biology and linguistics. In the light of the study findings, it has been recommended that special attention should be paid to such markers, particularly at the advanced levels of the academic writing so as to develop the students ' pragmatic competence.

Praise be to God, and prayers and peace be upon our master Muhammad “peace be upon him” and upon his family and companions all Then: The best qualities of the sons of Adam are morals and dealings between the sons of his kind, and there is no difference in this between male and female on the only limit, so God Almighty commanded the two sexes to be upright and moderate, and to stay away from the desires of the soul, to be chaste and work, and to stay away from temptation, especially women. Note that the approach of the Islamic religion and the correct monotheistic religions did not intend to deprive the human soul of its legitimate desires as much as God commanded it to be moderate and upright in its consumption of those desires and to avoid excess and negligence. Therefore, I relied on God and began to write my research tagged (The work of women between chastity and temptation in the Holy Qur’an), an objective study. The first requirement is to show chastity when women go out to work and relieve themselves. It was divided into five parts • The first requirement / explanation of what. • The second requirement: the chastity of dealing with the sexes. • The third requirement: Chastity and modesty in other religions. • The fourth requirement / ways to establish chastity. • The fifth requirement / the benefits of manifestations of chastity in society. The second topic: Women going out for the purpose of sedition and temptation It was divided into four parts • The first requirement / explanation of the verse. • The second requirement is to vilify display and temptation in previous religions. • The third requirement / the limits of mixing at work. • The fourth requirement / methods of combating makeup. Finally, I followed the research with a conclusion in which I showed the most important results that I reached.

ObjectivesThe Vasarhelyi Method of Child Art Psychotherapy (CAP) is a largely understudied psychotherapeutic modality. This study aims to describe the Vasarhelyi Method of CAP and to describe a stakeholder survey of the views and attitudes of CAP placement supervisors towards CAP among various Child and Adolescent Mental Health Services (CAMHS) teams nationwide.MethodsA phone- and letter-based survey of 17 CAP placement supervisors who oversee CAP masters students attached to CAMHS teams was performed. A questionnaire was designed enquiring about their experiences with CAP in their clinic and their thoughts on the validity of CAP in various conditions/patient demographics. Participants received written correspondence and were asked to return the survey by post; this was followed up by a telephone call to complete missing surveys.ResultsIn all, 12 (70.6%) complete surveys were returned. Of the 12 respondents, all considered the CAP student to be a valuable member of the team. In total, 10 respondents (83.33%) stated they would make regular use of the service if it were made available to them. With regard to the therapy itself, nine respondents (75%) believed it was better for internalising symptoms than externalising symptoms. Depression, anxiety, attachment difficulties, trauma, deliberate self-harm and possible psychosomatic illnesses are the conditions viewed as receiving the most benefit from CAP. No gender difference was reported.ConclusionCAP is considered an effective modality and valuable addition to a psychotherapeutic repertoire. Further, more extensive studies are needed in this field.

Proficient use of spatial terms such as under, to the left of or in front of is a central component of daily communication and is important in the development of language and spatial cognition. Here we examine spatial language abilities in intellectually high-functioning individuals with autism spectrum disorder, an area previously overlooked in autism research. Twenty-five high-functioning individuals with ASD and 25 typically developing controls, matched for chronological age and cognitive abilities, completed a novel battery tapping a broad range of spatial language abilities. We report selective difficulties in the production of spatial terms and spatial description recall in high-functioning ASD. Overall verbal abilities did not account for the observed group differences. Crucially, however, the intensity of autism spectrum traits predicted individual performance in both spatial language production and spatial description recall. We discuss the theoretical implications of these findings and explore their significance for both clinical practice and intervention. Lay abstract How we think and talk about space is an essential ability, necessary for understanding the world around us. We recruit spatial thinking every day when finding our way or using tools but also in more advanced tasks, such as reading complex graphs or maps. We do so also in daily communication when we use spatial language, terms such as under, over, to the left of or in front of, and when we give instructions. Spatial terms appear in children’s early vocabularies and continue to develop until late childhood or even early adolescence. Because spatial language develops over many years, some spatial terms are mastered very early, whereas others take longer to acquire. In the current set of studies, we tested how intellectually high-functioning children and adults on the autism spectrum use and understand these early- and late-acquired spatial terms in comparison to typically developing age-matched individuals. We found that children and adults on the autism spectrum experience difficulties with the use of some spatial terms (e.g. near and far or out of and down off) but not with others, which are acquired early (e.g. in and on or over and under). We also found that remembering spatial terms from short stories was more difficult for the individuals on the autism spectrum compared with typically developing individuals. These results reveal difficulties that can profoundly affect everyday communication of children and adults on the autism spectrum but also open new directions of research on language development in autism spectrum disorders.

ResumoEsse trabalho se debruça sobre os relatos de internação decorrente de complicações pós abortamento em itinerários abortivos de mulheres soteropolitanas. Para tanto foram analisados os depoimentos de cinco informantes selecionadas do total de doze entrevistas realizada entre 2014 e 2016. A metodologia está situada numa perspectiva qualitativa, com uso de entrevistas narrativas e para tratamento dos dados foi utilizada a análise do discurso a partir da perspectiva foucaultiana. O objetivo do recorte que se apresenta nesse texto é evidenciar como as experiências de internamento devido a complicações pós-abortamento são marcadas ou não pela Norma Técnica de Atenção Humanizada ao Abortamento (BRASIL, 2010), repercutindo em narrativas marcadas pelo cuidado ou pelo descaso e pela exposição das mulheres a situações de constrangimento. Por questões éticas a confidencialidade será resguardada através da utilização de nomes fictícios para as informantes e os hospitais/maternidades citados. Todas as informantes que tiveram complicações após o abortamento utilizaram como método de interrupção da gravidez o misoprostol, popularmente conhecido como cytotec, e apenas um dos relatos se refere a procedimento executado em uma casa através de sonda intra-uterina. A dificuldade de conseguir o medicamento e a ausência de informações seguras de como utilizá-lo são recorrentes nos relatos. A experiência do internamento é fortemente marcada pelo medo de ser descoberta como alguém que provocou o aborto e nenhuma das informantes relata ter sido atendida ou acolhida por profissional da psicologia ou do serviço social, como preconiza a Norma Técnica.Palavras Chave: Aborto provocado, norma técnica, atenção humanizada, cuidado.***“...Nosotras necesitamos de cuidado”: la ejecución de la la Norma Técnica de Atención Humanizada del Aborto en itinerarios abortivos de mujeres del SalvadorResumenEste trabajo se centra en relatos de hospitalización debida a complicaciones después de un aborto en itinerarios abortivos de mujeres del Salvador (Bahía) en el Brasil. Para este análisis, cinco informantes fueron seleccionadas de un total de doce participantes de la investigación de maestría titulada "Yo quería tener el derecho a elegir": Formaciones discursivas e itinerarios abortivos en Salvador, realizada entre 2014 y 2016. La metodología tuvo una perspectiva cualitativa, con uso de entrevistas narrativas y para el tratamiento de los datos fue utilizado el análisis de discurso a partir de la propuesta foucaultiana. El objetivo del fragmento que se presenta en este texto es analizar como las experiencias de hospitalización debido a complicaciones después de un aborto son realizadas o no por la Norma Técnica de Atención Humanizada del Aborto, repercutiendo en narrativas marcadas por el cuidado o por la negligencia y la exposición. Por cuestiones éticas, la confidencialidad será resguardada a través del uso de nombres ficticios en las informantes y los hospitales o clínicas citados. Todas las informantes que tuvieron complicaciones después de un aborto utilizaron como método de interrupción del embarazo el medicamento misoprostol, popularmente conocido como cytotec, y apenas uno de los relatos se refiere a un procedimiento realizado en una casa y a través de sonda intrauterina. La dificultad para conseguir el medicamento y la falta de informaciones completas y adecuadas de cómo usarlo son cuestiones reiterativas en los relatos. La experiencia de hospitalización está fuertemente marcada por el miedo de ser descubierta como alguien que provocó un aborto y ninguna de ellas relata haber sido atendida o apoyada por profesionales del área de psicología o de Trabajo Social, como indica la norma técnica.Palabras clave: Aborto provocado, Norma técnica de atención humanizada del aborto, atención humanizada, cuidado.***“…we need to be taken care off”: The implementation of the technical Standard of Humanized Care Delivery to Abortion in Abortive Itineraries of woman from Salvador.SummaryThis work focuses on hospital reports caused by post abortion complications in the abortion itineraries of women from Salvador. For this analysis, five informants were selected from the total of twelve who participated in the Master Degree research titled "I wanted to have the right to choose": Discursive formations and Itineraries Abortifacient in Salvador; conducted between 2014 and 2016. The methodology is situated in a qualitative perspective, using narrative interviews, and to analyze the data it was used the discourse analysis from Foucault's perspective. The purpose of this article is to analyze how the experiences of being hospitalized, due to post-abortion complications, follows or not the Technical Standard of Humanized Care Delivery to Abortion (NTAHA), reflecting in narratives full of caution or neglect and exposure. For ethical reasons, the confidentiality is safeguarded through the use of fictitious names for the informants and the hospitals/maternities cited. All the informants who had post abortion complications used as an abortion method misoprostol, popularly known as cytotec, and only one of the reports refers to procedure through intrauterine probe performed in a house. The difficulty of getting the drug and the lack of reliable information of how to use it are recurrent in the reports. The internment experience is strongly stressed by the fear of being discovered as someone who caused the abortion and none of the informants report to have been treated or welcomed by a professional psychology or social work, as recommended by the Technical Standard.Keywords: Induced abortion, technical standard, humanized healthcare, care

The article reveals the problem of introducing quality tutoring in higher education, in particular Germanic languages. As practice shows, the number of students who want to master Germanic languages is growing; such students need to have an individual educational trajectory, where a special place belongs to the tutor. However, the problem of tutoring in domestic science is quite new, despite available works that reveal the theoretical and practical aspects of the tutoring development as a teaching profession, the issue of tutoring in mastering Germanic languages in higher education remains unnoticed by scholars, which makes the study relevant. Tutoring is an additional necessary component that complements the basic educational process; the tutor is a creative person, the leader of the study group, who conducts group classes, provides psychological support and individual assistance to students in solving educational and personal problems related to learning; provides career guidance and counselling. The quality of tutoring in mastering Germanic languages depends on the success of various interrelated work processes – Quality circle of tutoring: development of tutoring concept (determining the scope of classes, number of students, required number of tutors and educational goals), search for tutors (at the end of the previous semester with submission announcements and organizational meetings), training of tutors (professional and didactic), management of tutors (through regular meetings-consultations), assessment of tutoring (self-assessment and within the official evaluation system of the educational institution). A special place in the tutoring concept belongs to the documentation of all processes in order to analyse and transfer materials to the next generation of tutors. Tutoring is an important element of the quality management system in a modern higher education institution, as it realizes the values of individualization and self-determination. Prospects for further research are in the theoretical substantiation of the tutoring effectiveness in the mastering of German languages in higher education.

Introduction: This article mainly through the literature research method and content analysis method, has carried on the analysis to the university turnover classroom. This paper analyses the characteristics and development trend of flipped classroom research from the aspects of research fields, research topics, research methods, literature sources, author information and references. Method: This teaching method undoubtedly fully demonstrates the concept of quality education, that is, while respecting students 'individual differences in learning, it also cultivates students' autonomy, allowing them to learn independently and develop their ability to analyze and solve problems. The flipped classroom uses the Internet as a platform to adjust the teaching steps, which has changed the organization of teaching and learning, class and off-class, teaching and self-study. Result: Teachers can supplement other resources on the Flipping classroom. At the same time, according to the content of the textbook, the teacher should design the test questions. In addition, teachers should also participate in the discussion of students before class, answering questions for students online. Throughout the online learning process, teachers can obtain students' mastery of the unit's knowledge points through the support of big data, such as which knowledge points are difficult, which ones are mastered, and which students are well mastered, so that the teaching can be effectively adjusted. plan. The main content of the teacher in the pre-course period is to check the content of the student's reply in the classroom exchange area to understand the students' knowledge of the knowledge points. Conclusion: It can be seen from the above column chart that the following conclusions can be drawn through the investigation and study of the factors affecting the College psychology teaching in colleges and universities. University leaders have a certain degree of emphasis on College psychology courses, but teaching management needs to be Further improvement; the number of people in some psychology majors is too high. Some colleges and universities in the teaching objectives of psychology special courses lack the target requirements of students' social adaptation and scientific research; most of the teachers' theoretical teaching content is not comprehensive enough and the content is single. Discussion: This article is based on an in-depth analysis of the advantages of domestic SPOC platforms and flipped classrooms, and analyzes the course goals of psychological teaching in colleges and universities. A teaching model of psychological courses based on the SPOC platform was constructed. This article is based on the teaching of psychology, and discusses the problems related to the flip reading teaching of psychology. The purpose is to sort out the theoretical and practical problems of flipped reading teaching in psychology lessons, and better adapt to the teaching of psychology lessons in the new era and new technology.

This article represents an attempt to establish a fruitful dialogue among the field of border studies, history education, sociocultural psychology, and the history of cartography. Seminal studies on borders have asserted that the historical maps included in textbooks are basically an imagined representation. This paper will consider the extent to which cultural and educational origins and uses of these maps, particularly in school settings, act as a support to historical essentialist views. Via the example of history education in Argentina, we carried out an empirical and theoretical examination of the processes of cultural production and consumption of historical maps and their relationship to historical master narratives. Results show that most laypeople largely think of national borders as possessing an essential and immutable character. We consider that closer study, from a sociocultural perspective, of the relationship between master narratives and historical maps may add an enriching element to the existing body of work produced by border studies.

A literature search indicates an absence of research into boy’s experiences of physical education (PE) in classes in which there is a significant majority of girls. The aim of the study was to examine how boys in such classes experience their PE lessons. The methodological approach was qualitative, and data were collected with interviews of 13 boys in classes with more than 90% girls at a Norwegian high school. The data were analyzed with QSR NVivo 10 (London), focused on creating categories of meaning, in which students’ experiences were taken as subjectively true. The data are based on subjective constructions, which students constructed as part of their own interpretations and reflections on what had occurred in PE at the school. Results of the study came out in the form of three main findings. Two of those relate to a negative experience and the third to a positive experience of PE. The boys mostly felt that they are physically superior and have to consider the girls. Furthermore, the boys reported little challenge and feelings of mastery while being together with passive girls who are allowed to choose the activities. However, the boys found it easier to show off in front of the teachers and classmates when there were just a few boys in the class. The results are discussed in relation to gender-related theory on how the respondents are producing a traditional male gender in PE through their mastery, strength, and ambition to compete. We suggest a new approach of teaching that is more student-centered. A strategy could be to include other activities than sport-based activities into PE – activities that do not require strength and other athletic skills leading to feelings of hegemonic masculinity. A larger focus on social interactions during PE classes – activities in which students’ sex is not as important as in traditional teacher- and sport-centered PE classes, may be a good strategy.

With the emergence of big data, cloud computing, and other technologies, artificial intelligence (AI) technology has set off a new wave in the field of education. The application of AI technology to deep learning in university teachers' teaching and students' learning processes is an innovative way to promote the quality of teaching and learning. This study proposed the deep learning-based assessment to measure whether students experienced an improvement in terms of their mastery of knowledge, development of abilities, and emotional experiences. It also used comparative analysis of pre-tests and post-tests through online questionnaires to test the results. The impact of technology on teachers' teaching and students' learning processes, identified the problems in the teaching and learning processes in the context of the application of AI technology, and proposed strategies for reforming and optimizing teaching and learning. It recommends the application of software and platforms, such as Waston and Knewton, under the orientation of AI technology to improve efficiency in teaching and learning, optimize course design, and engage students in deep learning. The contribution of this research is that the teaching and learning processes will be enhanced by the use of intelligent and efficient teaching models on the teachers' side and personalized and in-depth learning on the students' side. On the one hand, the findings are helpful for teachers to better grasp the actual conditions of in-class teaching in real time, carry out intelligent lesson preparations, enrich teaching methods, improve teaching efficiency, and achieve personalized and precision teaching. On the other hand, it also provides a space of intelligent support for students with different traits in terms of learning and effectively improves students' innovation ability, ultimately achieving the purpose of “artificial intelligence + education.”

AbstractAgainst a backdrop of compelling societal needs, graduates in science and engineering now must master their disciplines and demonstrate a sophisticated level of cognitive, affective and social development. This has lead a number of national and international commissions on science and engineering to urge educators to re-think the way in which STEM disciplines are taught. We have chosen to “repackage” a traditional undergraduate materials engineering curriculum in a form designed to promote the development of higher-order cognitive skills like self-directed learning and design. Classic metallurgy experiments have been converted to project-based learning experiences where students are put in the role of “designers” of problem solutions and faculty play the role of coaches. These include: designing, prototyping and marketing of a cast metal object; systems designing, building and testing of a fiber optic spectrometer; product improvement of a prosthetic device; design and evaluation of a heat treatment process for roller bearings. Projects were designed to leverage known relationships within the educational psychology literature that enable deeper learning. Evaluation of 36 juniors in a project-based learning course (i.e., the test cohort) against a quasi-control group in traditional engineering courses showed that the test cohort scored significantly higher on two motivation scales shown to be critical components in self-directed learning (p<0.001). The test cohort also reported a significantly higher use of peers as learning resources than the quasi-control group. Their motivation scores also correlate highly with self-reported comfort with several aspects of design, implying that their motivation contributes significantly to students' ability to effectively engage in the design process. In this paper, we present examples of the materials engineering projects that were designed and implemented, and the design features that enable them to promote the development of sophisticated cognitive functioning.

AbstractWriting as a multiple-step process is one of the most complex and demanding skills for graduate students to master. Foreign or second language learners who are required to write for academic purposes at the university level may even find it more demanding to master. One of the ways of decreasing the burden of mastering this skill for learners is mediation, using scaffolding techniques to teach writing. Hence, having a good understanding of the impact(s) of adopting mediating or scaffolding techniques in writing classes is absolutely indispensable. To this end, the present study employed an experimental research design to investigate the impact of mediation in the flipped writing classrooms of the students of medicine. To peruse this goal, 47 medical students were selected through purposive sampling and put into control and treatment groups. Medical students in the treatment group watched teacher-made video content(s) before their writing classes. The students in this group experienced organized-interactive writing group activities in their classes. Unlike the experimental group, the students in the control group received all the instructions in the classroom and were assigned homework. The findings obtained through the ANOVA and t-test indicated that the students in the experimental group significantly outperformed their counterparts in the control group in terms of their writing. A probable conclusion could be that by requiring students to study in advance and take responsibility for their learning, flipped classroom can provide the opportunity for learners to actively construct knowledge rather than receive the information passively in the classroom. Flipped classroom can also cultivate interactive class time for teachers and enable them to invest in more fruitful academic practices, instead of asking students to spend a substantial amount of time each week doing homework independently.

Psycho-correction in community correction in China includes activities helping the offender return to society, such as psycho-counseling, legal counseling, criminal psychological correction and personality disorder treatment. The present research studies the psycho-correction discourse in community correction, which is used to help the offender eliminate criminal mentality and other psychological problems, build legal awareness, improve social adaptability and reintegrate into society. Psycho-correction in community correction is still developing in China, and it is faced with many problems in practice. Psychological correction is not only a research topic of psychology, but also is closely related to law, pedagogy, sociology, linguistics and other disciplines. The present study explores the psycho-correction discourse in community correction by integrating linguistic theory and the theories of educational sociology and law. The present study investigates its research object from the perspective of Individuation Theory (Martin, 2008; 2010) under restorative justice (Zehr, 1990; Martin and Zappavigna, 2016) to find out the patterns of language used by the psycho-correctors in practicing psycho-correction, the social semiotic resources utilized by the offenders to exhibit their changes and reintegration and the practice of restorative justice in psycho-correction discourse. To achieve this objective, three research questions are raised: What are the generic features of psycho-correction discourse in community correction? How is the offender discursively corrected by allocation and affiliation with the unfolding of the genres in psycho-correction discourse? From the perspective of restorative justice, why dose the discursive practice need to be conducted in psycho-correction discourse? Methodologically, adopting the method of ethnographic fieldwork and SFL approach to discourse analysis and taking the corpus software UAM Corpus Tool 3.3k as the analytical tool, this study analyzes twelve psycho-corrections (including six psycho-counseling sessions and six legal counseling sessions). Based on Individuation Theory and combined with Sydney School approach to genre (Martin and Rose, 2008), Legitimation Code Theory (Maton, 2014; 2019) and Iconography (Tann, 2013), this study sets up an analytical framework, which demonstrates the analysis of psycho-correction discourse in community correction from the allocation and affiliation of Individuation Theory and the practice of restorative justice in psycho-correction discourse. Data analysis shows that psycho-correction in community correction consists of two macro-genres: psycho-counseling and legal counseling. The former is composed of three elemental genres: problem diagnosis, problem decomposition and problem elimination, and the latter also contains three: knowing crime, pleading guilty and showing repentance. Both of the two macro-genres have distinctive linguistic realizations. The Individuation analysis of psycho-correction discourse is conducted with the unfolding of the genres. With UAM CorpusTool 3.3k, the present study analyzes the characteristics, categories and distribution differences of attitude resources used by the offender in psycho-counseling and legal counseling. It is found that Specialization dimension in Legitimation Code Theory offers a means of identifying the offender’s personae. With the unfolding of macro-genres, the offender’s persona changes from a self-abandoned offender, an alienated offender, a frustrated offender to a capable offender in psycho-counseling, and from a culpable offender, a stubborn offender, a repentant offender to a redeemed offender in legal counseling. Combined with Semantics dimension in Legitimation Code Theory, the fluctuation of semantic waves in the legal counselor’s utterance scaffolds the offender’s cumulative knowledge-building by channeling legal knowledge into his or her repertoire, expanding the offender’s repertoire and helping the offender obtain a correct and complete understanding of the conviction and sentencing. While the offender’s repertoire expands and persona changes with the advancement of the genres, the affiliation also strengthens in psycho-correction discourse. It is found that the psycho-corrector uses the bondicons stored in the offender’s repertoire as Oracle to evoke the offender to share the values and beliefs (Doxa) around which the community (Gemeinshaft) rally. Then, the offender aligns with the community and becomes a member of it, facilitating his or her reintegration. Iconography explains how the psycho-corrector scaffolds the offender to share values and to foster alliances with members of a particular social group and then to affiliate to that social group. The discursive practice in psycho-correction discourse is conducted under restorative justice. Restorative justice emphasizes tearing off the criminal label, the prevention of recidivism and the offender’s full reintegration into society. It is found that the offender’s persona change along with the expansion of his or her repertoire is the process of de-labeling. The reduction of recidivism is one of the goals of restorative justice. The unpacking and repacking of semantic waves in the legal counselor’s utterance channels legal knowledge into the offender’s repertoire, helping to prevent the re-offending. Semantic waves prompt the offender’s mastery of legal language, which is a kind of powerful knowledge indispensable for the offender’s participation in a higher level of social life. The discursive practice of iconisation in psycho-correction discourse that realigns the offender with the community by sharing communal values is conducted under the restorative tenets of reintegrative shaming, relation restoration and empowerment. In the present study, the complementarity of Individuation Theory with other theories enhances the explanatory power of Individuation Theory, explaining how the psycho-corrector corrects the offender’s problematic psychology and behaviors with discursive strategies, and how the offender uses repertoire resources to achieve change and reintegration. This study realizes appliability stressed by SFL through explaining linguistic phenomena and problems in the field of penalty execution and ameliorating the psycho-corrector’s counseling language. The findings of this study will guide the psycho-corrector’s discursive counseling strategies to better serve community correction. It is also hoped that this study may shed light on more applications of restorative justice in judicial practices in China.

The implications of digital media have been partly responsible for re-energizing debates concerning multiples, repetition and loops. But in fact, looping media dates back to the days of revolving stereoscopes and other mechanized Victorian amusements first employed as laboratory tools. In the following article I suggest that, much like grooves in music, the repetitious nature of an animated electronic bulb sign's "visual groove" can, over time, encourage a certain level of cognitive mastery of the material. Furthermore, since such signs are wedded to their environment, they can become both an integral component of the landscape, and a treasured one at that. History As of July 1892, Manhattanites in the vicinity of Fifth Avenue and Broadway between dusk and midnight were greeted by the following lines of text sequentially lit in green, red, yellow and white lights from the side of a nearby building: "BUY HOMES ON/LONG ISLAND/SWEPT BY OCEAN BREEZES/MANHATTAN BEACH/ORIENTAL HOTEL/MANHATTAN HOTEL/GILMORE'S BAND/BROCK'S RESTAURANT". The "Swept by Ocean Breezes" promotion, widely recognized as the first commercial electric bulb sign, was manually animated; in a wooden shed on a adjacent roof, workers tripped the appropriate circuits by hand to light each line individually. A generation later, Broadway's large-scale electric bulb sign spectaculars featured brief, repetitive performances of whimsical intent designed to catch passing eyes. Controlled by increasingly sophisticated animation technology, the services of the rooftop circuit-trippers were no longer needed. 1905's "Petticoat Girl" sign debuted with "the illusion of fluttering skirts produced by a series of very rapid flashes of bulb form the bottom of the skirt and the petticoat, while the rain was switched on and off every twenty seconds" ("Half a Million" SM13), The Corticelli Spool Silk sign featured a frolicsome kitten playing with a spool of silk snatched from the pumping needle of a sewing machine and the brief tagline "Too Strong to Break". The Eyptienne (sic) Straights Cigarette Girl appeared to balance coyly on a tightrope, dancing with her parasol. Porosknit Summer Underwear's electric bulb sign featured the "Man-Boy Boxing Match" as two illuminated fellows clad in longjohns engaged in a little hand-to-hand combat. The Lipton sign highlighted a teapot which appeared to pour chubby drops of tea, while a phalanx of dancing "spear-men" promoted Wrigley's Gum to passersby at 44th and Broadway in 1917. Reactions to this aerial spectacle conformed to other media-inspired moral panics throughout American history, from dime novels to video games and TV. Electric bulb signs were accused of not only damaging one's eyes and confusing the individual but promoting a degenerate, secular, commodified and anti-humanist vision of society. Two discrete characteristics of the animated sign, however, are particularly relevant to this discussion of the looping nature of the "visual groove": the automated, cyclical and ultimately modern essence of an electric bulb sign spectacular's performance, and the variety of cyclical patterns of their viewers. Loop I: The Sign Performance The content of signs, unlike dime novels or TV, mechanically looped without viewer's direct agency. Barring technological failures, a match was lit, a teapot poured tea, and a girl smoked a cigar along Broadway hundreds of times each night, every night, for months or even years on end. Unlike human performers, electric bulb signs never tired, never missed a show, and never had an off-night. The length of an individual sign performance loop was relatively brief, ranging between a few seconds to close to two minutes. One of the longer performances was White Rock's 1915 electric bulb spectacular for its table water; the sign featured fountains, streaming sprays of gold-tinted "water" and a minute-long sequence in which the illuminated face of an operational clock transformed from blue to pink to yellow and back to blue (Starr 65)."It is no longer considered sufficient to have signs, no matter of what size, to shine in various colors," moaned one electric bulb sign critic. "Instead they must appear and disappear in alternations of brilliancy and darkness" ("Topics" 8). The brief, looped performances of electric bulb sign spectaculars were also considered mesmerizing in the truth sense of the word, akin to the repetitive arcing swings of a hypnotist's pendulum. Psychology and modernism converged here, as access to the subconscious mind was presumably gained through the mechanized repetition of charming commercial messages. Loop II: The Sign Audience Elaborate electric signs were read in multiple ways, with divisions along age and class lines. But reactions can also be classified according to the frequency of an individual's exposure to a sign. Sign loops were designed to be brief and eye-catching in part because it was believed that the average individual was exposed to an outdoor advertising message for about six seconds (Tocker 15). This advertising approach of "grab 'em and go", however, disregarded the reading practices of a relatively stable audience traveling past to home or work, whose daily six seconds or so of sign exposure was repeated day after day, week after week. The sign displays were a source of attraction for new arrivals to Manhattan, be they immigrants or tourists. Already by 1903, Times Square and its vividly lit advertising displays graced postcards and other promotional materials (Berman 76-83), and numerous reports testify to newly arrived immigrants glued in front of a spectacular for hours, transfixed by the marvelous display. Locals who frequented Broadway on a regular basis, however, had a significantly different experience of electric sign spectaculars than did newcomers. With familiarity comes the possibility for the incorporation of electric signs as just another component in one's mundane landscape: the visual experience of a sign performance, repeated over time, could be cognitively "downgraded" just as familiar buildings, signs and objects in one's environment cease to be noticed. Like nursery rhymes, repetition can breed familiarity, and with knowing comes the opportunity for mastery, implicit security and affection (a truism which was not lost on advertisers) (Lears 377). Such signs, despite their explicitly commercial mission and ephemeral nature, have the capacity to be upgraded to beloved icon status, treasured local markers. A good modern example of this phenomenon is the neon Citgo sign in Boston's Kenmore Square. In 1982, workers attempting to dismantle the sign were met with fierce opposition from angry neighbors, and the sign lived on ("It's No Go" 17). Although the unique character of animated electric bulb signs is directly related to their preservation, similarly iconic objects in the landscape, be they bridges or oversized novelty milk bottles, are subject to similar preservationist drives. Conclusion Though electric bulb signs continue to figure prominently in Broadway and Times Square, significant changes after WWI marked the end of an era. Zoning regulations, the introduction of the automobile into urban spaces, the standardization of advertising campaigns, the high costs associated with maintaining and replacing electric bulb signs, and the normalization of signs within the context of the visual urban landscape all contributed to the demise of the electric bulb sign as both a flashpoint for controversy and as an attractive advertising vehicle. However, one can read electric bulb signs' legacy of light, repetition and spatial branding in displays throughout the world. The current trend of employing decorative lighting schemes as architectural elements bathes the environment in colored lights, but without the visual groove of the repetitious loop, it's hard to dance to it. References Berman, Marshall. "Women and the metamorphoses of Times Square." Dissent 48.4, (2001): 71-82. "Half a Million Dollars in Broadway's Flashing Signs." The New York Times 25 Feb 1912: SM13. "It's No Go for Citgo Landmark." The Boston Globe 26 Jan 1983. Lears, T.J. Jackson. "Some Version of Fantasy: A Cultural History of American Advertising, 1880-1930." Prospect 9 (1984): 349-406. Starr, Tama and Edward Hayman. Signs and Wonders: The Spectacular Marketing of America. New York: Doubleday Books, Currency Imprint, 1998. Tocker, Phillip. "Standardized Outdoor Advertising: History, Economics and Self-Regulation." Outdoor Advertising, History and Regulation. Ed. John W. Houck. Notre Dame, IN: U of Notre Dame P, 1969: 11-32. "Topics of the Times." The New York Times 8 Sep. 1910: 8. Citation reference for this article MLA Style Weigel, Margaret. "Mastering the "Visual Groove"" M/C: A Journal of Media and Culture 5.4 (2002). [your date of access] < http://www.media-culture.org.au/mc/0208/groove.php>. Chicago Style Weigel, Margaret, "Mastering the "Visual Groove"" M/C: A Journal of Media and Culture 5, no. 4 (2002), < http://www.media-culture.org.au/mc/0208/groove.php> ([your date of access]). APA Style Weigel, Margaret. (2002) Mastering the "Visual Groove". M/C: A Journal of Media and Culture 5(4). < http://www.media-culture.org.au/mc/0208/groove.php> ([your date of access]).

"(W)hen you look at the historic angle of what’s going on, DJ culture is the future, everything is a mix. Whether it’s video, electronic shit, studio shit, painting, you name it, the psychology is in place. It’s the DJ." – Paul D. Miller, AKA DJ Spooky, qtd. in Tobin "Turn it up! Bring the noise." – Public Enemy, "Bring the Noise "Turn down that damned noise!!!" Thus began the nightly negotiation with my father during my adolescence — him firmly rooted in his recliner as he stared at the television, me locked in my bedroom, fingers nudging the stereo knobs to experiment with acceptable volumes. It was never, "turn down the music," or "lower that Boogie Down Productions album," it was always, "turn down that damned noise!!!" I hear his words echoed daily in the attitudes of many of the pre-service teachers that I work with as they navigate the tumultuous maelstrom of education in postmodern culture. Perhaps my students merely reveal legacies of their own educational experiences, or perhaps they embody the transitional dissonance of an epochal shift. Regardless of the "origin" of their discomfort, they seem to turn to those of us engaged in preparing them as teachers to sanitise the "mess" they encounter in schools. They desire Skinnerian behaviorist reductionism (if "x" then "y"). They seek to tame the "noise" of the extraordinarily complex endeavor of teaching and learning. I fiddle with the volume knob of my own teaching, crank it up, and offer them hip hop pedagogies.1 By hip hop pedagogies I do not mean simply the inclusion of hip hop culture (e.g., DJing, rapping, graffiti art, dancing) as objects of study in the classroom, although these are indeed worthwhile curricular considerations. Instead of dominant modes of schooling which are informed by a factory model of efficiency and knowledge transmission (Adams et al.), I suggest a fundamental reorientation to pedagogies guided by the aesthetics of hip hop culture, particularly the power of recombinant textuality embodied in hip hop’s "noisy mix." Dick Hebdige locates the origins, as diffuse as they are, of hip hop music in the fundamental nature of the mix, noting that "(r)ap is DJ (disc jockey) and MC (Master of Ceremonies or Microphone Controller) music . . . (I)t relies on pre-recorded sounds. . . . The hip hoppers "stole" music off air and cut it up. Then they broke it down into its component parts and remixed it on tape" (141). Paul Miller identifies the possibilities inherent in such processes: DJ culture – urban youth culture – is all about recombinant potential. It has as a central feature a eugenics of the imagination. Each and every source is fragmented and bereft of prior meaning – kind of like a future without a past. The samples are given meaning only when re-presented in the assemblage of the mix (7) In hip hop, mixing occurs within discursive realities of "noise." Tricia Rose notes that the "sonic power" of hip hop, with its "distinctive bass-heavy, enveloping sound does not rest outside of its musical and social power" (63). She summarizes the significance of this sonic barrage: "Noise" on the one hand and communal countermemory on the other, rap music conjures and razes in one stroke. Rap's rhythms . . . are its most powerful effect. Rap's primary focus is sonic . . . Rap music centers on the quality and nature of rhythm and sound, the lowest, "fattest beats" being the most significant and emotionally charged . . . The arrangement and selection of sounds rap musicians have invented via samples, turntables, tape machines, and sound systems are at once deconstructive (in that they actually take apart recorded musical compositions) and recuperative (because they recontextualise these elements creating new meanings for cultural sounds that have been relegated to commercial wastebins) . . . (64-65 Herein lies one of the most transformative possibilities of hip hop pedagogies – the model it offers as a recombinant text, as a mix. Miller explains: It is in this singularly improvisational role of "recombiner" that the DJ creates what I like to call a "post symbolic mood sculpture," or the mix; a disembodied and transient text . . . The implications of this style of creating art are three fold: 1) by its very nature it critiques the entire idea of intellectual property and copyright law, 2) it reifies a communal art value structure in contrast to most forms of art in late capitalist social contexts, 3) it interfaces communications technology in a manner that anthropomorphisizes it. (12-13 If we were to begin thinking of our classrooms/schools as a mix, as recombinant, fluid texts where the copyrighting privilege of authority in the guise of "teacher" is challenged, where the entire process of teaching and learning becomes communal, and where human/technological cyborgs are valued, we can see how hip hop pedagogies might be transformative. The classroom might become, in my favorite image of postmodern education that William Doll borrows from Milan Kundera and Richard Rorty, a "fascinating imaginative realm where no one owns the truth and everyone has the right to be understood" (151). Such pedagogical orientations toward the mix invite students to reject modernist attempts to channel and control learning – to "school" the body and mind. Instead, as Potter notes, "hip-hop aims for a world made hole, aporic, fracturing the fragmented, graffiti on graffiti" (8, emphasis in original). Instead of the master narratives of modernity, it "offers us a model . . . as it produces knowledge in the active consumption of the everyday materials the world makes available . . . it is a work which instructs in its process, indeed, by its process" (Block 339). Is this not a better way to envision our work in schools, which Pinar et al. see as ultimately an engagement with larger conversations of what it means to prepare the next generation (847)? Such mixing infuses life into pedagogies as meanings are reassembled, and acknowledges a "new paradigm" that does "not necessarily require new data, but rather (is) characterized by clever and substantively different ways of recasting what we already know" (Samples 187). "The previous meanings," Miller concludes, are "corralled into a space where the differences in time, place, and culture, are collapsed to create a recombinant text or autonomous zone of expression" (14). Hip hop pedagogies offer such "zones" of hybrid selves, hybrid cultures, and hybrid conversations that are recombined continually through collisions with cultures, histories, and technologies. So that’s the noisy mix I share with my students as most salient to postmodern education – cacophonous, turbulent, and sure to infuriate my father, even now. Notes 1. I follow Gore in her use of the plural form of pedagogy: "(Pedagogies) use is important to signify the multiple approaches and practices that fall under the pedagogy umbrella" whereas "rely(ing) on the singular form is to imply greater unity and coherence than is warranted" (7). References Adams, Natalie et al. Learning to Teach: A Critical Approach to Field Experiences. Mahwah, N.J.: Lawrence Erlbaum, 1998. Block. Alan. (1998). "Curriculum as Affichiste: Popular Culture and Identity." Curriculum: Toward New Identities. Ed. William F. Pinar. New York: Garland, 325-341. Doll, William E., Jr. A Postmodern Perspective on Curriculum. New York: Teachers College, 1993. Gore, J. The Struggle for Pedagogies: Critical and Feminist Discourses as Regimes of Truth. New York: Routledge, 1993. Hebdige, Dick. Cut-n-Mix: Culture, Identity and Caribbean Music. London: Methuen, 1987. Miller, Paul D. "Flow My Blood the DJ Said." Liner notes from Song of a Dead Dreamer. New York: Asphodel, 1995. Pinar, William F. et al. Understanding Curriculum: An Introduction to the Study of Historical and Contemporary Curriculum Discourses. New York: Peter Lang, 1995. Potter Russell A. Spectacular Vernaculars: Hip-Hop and the Politics of Postmodernism. Albany: SUNY, 1995. Public Enemy. It Takes A Nation Of Millions To Hold Us Back. New York: Def Jam Recordings, 1988. Rose, Tricia. Black Noise: Rap Music and Black Culture in Contemporary America. Hanover, N.H.: UP of New England, 1994. Samples, Bob. "Learning as Transformation." Education, Information, and Transformation: Essays on Learning and Thinking. Ed. Jeffrey Kane. Upper Saddle River, N.J.: Merrill, 1999. Tobin, Sam. "Permutations: A Conversation with Paul D. Miller, AKA DJ Spooky." Digress Magazine. [12, March 2001].<http://www.digressmagazine.com/1spooky.php>

RACHAEL. It seems you feel our work is not a benefit to the public.DECKARD. Replicants are like any other machine. They're either a benefit or a hazard. If they're a benefit it's not my problem.RACHAEL. May I ask you a personal question?DECKARD. Yes.RACHAEL. Have you every retired a human by mistake? (Scott 17:30) CAPTCHAs (henceforth "captchas") are commonplace on today's Internet. Their purpose seems clear: block malicious software, allow human users to pass. But as much as they exclude spambots, captchas often exclude humans with visual and other disabilities (Dzieza; W3C Working Group). Worse yet, more and more advanced captcha-breaking technology has resulted in more and more challenging captchas, raising the barrier between online services and those who would access them. In the words of inclusive design advocate Robin Christopherson, "CAPTCHAs are evil". In this essay I describe how the captcha industry implements a posthuman process that speculative fiction has gestured toward but not grasped. The hostile posthumanity of captcha is not just a technical problem, nor just a problem of usability or access. Rather, captchas convey a design philosophy that asks humans to prove themselves by performing well at disembodied games. This philosophy has its roots in the Turing Test itself, whose terms guide speculation away from the real problems that today's authentication systems present. Drawing the concept of "procedurality" from game studies, I argue that, despite a design goal of separating machines and humans to the benefit of the latter, captchas actually and ironically produce an arms race in which humans have a systematic and increasing disadvantage. This arms race results from the Turing Test's equivocation between human and machine bodies, an assumption whose influence I identify in popular film, science fiction literature, and captcha design discourse. The Captcha Industry and Its Side-Effects Exclusion is an essential function of every cybersecurity system. From denial-of-service attacks to data theft, toxic automated entities constantly seek admission to services they would damage. To remain functional and accessible, Websites need security systems to keep out "abusive agents" (Shet). In cybersecurity, the term "user authentication" refers to the process of distinguishing between abusive agents and welcome users (Jeng et al.). Of the many available authentication techniques, CAPTCHA, "Completely Automated Public Turing test[s] to tell Computers and Humans Apart" (Von Ahn et al. 1465), is one of the most iconic. Although some captchas display a simple checkbox beside a disclaimer to the effect that "I am not a robot" (Shet), these frequently give way to more difficult alternatives: perception tests (fig. 1). Test captchas may show sequences of distorted letters, which a user is supposed to recognise and then type in (Godfrey). Others effectively digitize a game of "I Spy": an image appears, with an instruction to select the parts of it that show a specific type of object (Zhu et al.). A newer type of captcha involves icons rotated upside-down or sideways, the task being to right them (Gossweiler et al.). These latter developments show the influence of gamification (Kani and Nishigaki; Kumar et al.), the design trend where game-like elements figure in serious tasks. Fig. 1: A series of captchas followed by multifactor authentication as a "quick security check" during the author's suspicious attempt to access LinkedIn over a Virtual Private Network Gamified captchas, in using tests of ability to tell humans from computers, invite three problems, of which only the first has received focussed critical attention. I discuss each briefly below, and at greater length in subsequent sections. First, as many commentators have pointed out (W3C Working Group), captchas can accidentally categorise real humans as nonhumans—a technical problem that becomes more likely as captcha-breaking technologies improve (e.g. Tam et al.; Brown et al.). Indeed, the design and breaking of captchas has become an almost self-sustaining subfield in computer science, as researchers review extant captchas, publish methods for breaking them, and publish further captcha designs (e.g. Weng et al.). Such research fuels an industry of captcha-solving services (fig. 2), of which some use automated techniques, and some are "human-powered", employing groups of humans to complete large numbers of captchas, thus clearing the way for automated incursions (Motoyama et al. 2). Captchas now face the quixotic task of using ability tests to distinguish legitimate users from abusers with similar abilities. Fig. 2: Captcha production and captcha breaking: a feedback loop Second, gamified captchas import the feelings of games. When they defeat a real human, the human seems not to have encountered the failure state of an automated procedure, but rather to have lost, or given up on, a game. The same frame of "gameful"-ness (McGonigal, under "Happiness Hacking") or "gameful work" (under "The Rise of the Happiness Engineers"), supposed to flatter users with a feeling of reward or satisfaction when they complete a challenge, has a different effect in the event of defeat. Gamefulness shifts the fault from procedure to human, suggesting, for the latter, the shameful status of loser. Third, like games, gamified captchas promote a particular strain of logic. Just as other forms of media can be powerful venues for purveying stereotypes, so are gamified captchas, in this case conveying the notion that ability is a legitimate means, not only of apportioning privilege, but of humanising and dehumanising. Humanity thus appears as a status earned, and disability appears not as a stigma, nor an occurrence, but an essence. The latter two problems emerge because the captcha reveals, propagates and naturalises an ideology through mechanised procedures. Below I invoke the concept of "procedural rhetoric" to critique the disembodied notion of humanity that underlies both the original Turing Test and the "Completely Automated Public Turing test." Both tests, I argue, ultimately play to the disadvantage of their human participants. Rhetorical Games, Procedural Rhetoric When videogame studies emerged as an academic field in the early 2000s, once of its first tasks was to legitimise games relative to other types of artefact, especially literary texts (Eskelinen; Aarseth). Scholars sought a framework for discussing how video games, like other more venerable media, can express ideas (Weise). Janet Murray and Ian Bogost looked to the notion of procedure, devising the concepts of "procedurality" (Bogost 3), "procedural authorship" (Murray 171), and "procedural rhetoric" (Bogost 1). From a proceduralist perspective, a videogame is both an object and a medium for inscribing processes. Those processes have two basic types: procedures the game's developers have authored, which script the behaviour of the game as a computer program; and procedures human players respond with, the "operational logic" of gameplay (Bogost 13). Procedurality's two types of procedure, the computerised and the human, have a kind of call-and-response relationship, where the behaviour of the machine calls upon players to respond with their own behaviour patterns. Games thus train their players. Through the training that is play, players acquire habits they bring to other contexts, giving videogames the power not only to express ideas but "disrupt and change fundamental attitudes and beliefs about the world, leading to potentially significant long-term social change" (Bogost ix). That social change can be positive (McGonigal), or it can involve "dark patterns", cases where game procedures provoke and exploit harmful behaviours (Zagal et al.). For example, embedded in many game paradigms is the procedural rhetoric of "toxic meritocracy" (Paul 66), where players earn rewards, status and personal improvement by overcoming challenges, and, especially, excelling where others fail. While meritocracy may seem logical within a strictly competitive arena, its effect in a broader cultural context is to legitimise privileges as the spoils of victory, and maltreatment as the just result of defeat. As game design has influenced other fields, so too has procedurality's applicability expanded. Gamification, "the use of game design elements in non-game contexts" (Deterding et al. 9), is a popular trend in which designers seek to imbue diverse tasks with some of the enjoyment of playing a game (10). Gamification discourse has drawn heavily upon Mihaly Csikszentmihalyi's "positive psychology" (Seligman and Csikszentmihalyi), and especially the speculative psychology of flow (Csikszentmihalyi 51), which promise enormously broad benefits for individuals acting in the "flow state" that challenging play supposedly promotes (75). Gamification has become a celebrated cause, advocated by a group of scholars and designers Sebastian Deterding calls the "Californian league of gamification evangelists" (120), before becoming an object of critical scrutiny (Fuchs et al.). Where gamification goes, it brings its dark patterns with it. In gamified user authentication (Kroeze and Olivier), and particularly gamified captcha, there occurs an intersection of deceptively difficult games, real-world stakes, and users whose differences go often ignored. The Disembodied Arms Race In captcha design research, the concept of disability occurs under the broader umbrella of usability. Usability studies emphasise the fact that some technology pieces are easier to access than others (Yan and El Ahmad). Disability studies, in contrast, emphasises the fact that different users have different capacities to overcome access barriers. Ability is contextual, an intersection of usability and disability, use case and user (Reynolds 443). When used as an index of humanness, ability yields illusive results. In Posthuman Knowledge, Rosi Braidotti begins her conceptual enquiry into the posthuman condition with a contemplation of captcha, asking what it means to tick that checkbox claiming that "I am not a robot" (8), and noting the baffling multiplicity of possible answers. From a practical angle, Junya Kani and Masakatsu Nishigaki write candidly about the problem of distinguishing robot from human: "no matter how advanced malicious automated programs are, a CAPTCHA that will not pass automated programs is required. Hence, we have to find another human cognitive processing capability to tackle this challenge" (40). Kani and Nishigaki try out various human cognitive processing capabilities for the task. Narrative comprehension and humour become candidates: might a captcha ascribe humanity based on human users' ability to determine the correct order of scenes in a film (43)? What about panels in a cartoon (40)? As they seek to assess the soft skills of machines, Kani and Nishigaki set up a drama similar to that of Philip K. Dick's Do Androids Dream of Electric Sheep. Do Androids Dream of Electric Sheep, and its film adaptation, Blade Runner (Scott), describe a spacefaring society populated by both humans and androids. Androids have lesser legal privileges than humans, and in particular face execution—euphemistically called "retirement"—for trespassing on planet Earth (Dick 60). Blade Runner gave these androids their more famous name: "replicant". Replicants mostly resemble humans in thought and action, but are reputed to lack the capacity for empathy, so human police, seeking a cognitive processing capability unique to humans, test for empathy to test for humanness (30). But as with captchas, Blade Runner's testing procedure depends upon an automated device whose effectiveness is not certain, prompting the haunting question: "have you ever retired a human by mistake?" (Scott 17:50). Blade Runner's empathy test is part of a long philosophical discourse about the distinction between human and machine (e.g. Putnam; Searle). At the heart of the debate lies Alan Turing's "Turing Test", which a machine hypothetically passes when it can pass itself off as a human conversationalist in an exchange of written text. Turing's motivation for coming up with the test goes: there may be no absolute way of defining what makes a human mind, so the best we can do is assess a computer's ability to imitate one (Turing 433). The aporia, however—how can we determine what makes a human mind?—is the result of an unfair question. Turing's test, dealing only with information expressed in strings of text, purposely disembodies both humans and machines. The Blade Runner universe similarly evens the playing field: replicants look, feel and act like humans to such an extent that distinguishing between the two becomes, again, the subject of a cognition test. The Turing Test, obsessed with information processing and steeped in mind-body dualism, assesses humanness using criteria that automated users can master relatively easily. In contrast, in everyday life, I use a suite of much more intuitive sensory tests to distinguish between my housemate and my laptop. My intuitions capture what the Turing Test masks: a human is a fleshy entity, possessed of the numerous trappings and capacities of a human body. The result of the automated Turing Test's focus on cognition is an arms race that places human users at an increasing disadvantage. Loss, in such a race, manifests not only as exclusion by and from computer services, but as a redefinition of proper usership, the proper behaviour of the authentic, human, user. Thus the Turing Test implicitly provides for a scenario where a machine becomes able to super-imitate humanness: to be perceived as human more often than a real human would be. In such an outcome, it would be the human conversationalist who would begin to fail the Turing test; to fail to pass themself off according to new criteria for authenticity. This scenario is possible because, through procedural rhetoric, machines shift human perspectives: about what is and is not responsible behaviour; about what humans should and should not feel when confronted with a challenge; about who does and does not deserve access; and, fundamentally, about what does and does not signify authentic usership. In captcha, as in Blade Runner, it is ultimately a machine that adjudicates between human and machine cognition. As users we rely upon this machine to serve our interests, rather than pursue some emergent automated interest, some by-product of the feedback loop that results from the ideologies of human researchers both producing and being produced by mechanised procedures. In the case of captcha, that faith is misplaced. The Feeling of Robopocalypse A rich repertory of fiction has speculated upon what novelist Daniel Wilson calls the "Robopocalypse", the scenario where machines overthrow humankind. Most versions of the story play out as a slave-owner's nightmare, featuring formerly servile entities (which happen to be machines) violently revolting and destroying the civilisation of their masters. Blade Runner's rogue replicants, for example, are effectively fugitive slaves (Dihal 196). Popular narratives of robopocalypse, despite showing their antagonists as lethal robots, are fundamentally human stories with robots playing some of the parts. In contrast, the exclusion a captcha presents when it defeats a human is not metaphorical or emancipatory. There, in that moment, is a mechanised entity defeating a human. The defeat takes place within an authoritative frame that hides its aggression. For a human user, to be defeated by a captcha is to fail to meet an apparently common standard, within the framework of a common procedure. This is a robopocalypse of baffling systems rather than anthropomorphic soldiers. Likewise, non-human software clients pose threats that humanoid replicants do not. In particular, software clients replicate much faster than physical bodies. The sheer sudden scale of a denial-of-service attack makes Philip K. Dick's vision of android resistance seem quaint. The task of excluding unauthorised software, unlike the impulse to exclude replicants, is more a practical necessity than an exercise in colonialism. Nevertheless, dystopia finds its way into the captcha process through the peril inherent in the test, whenever humans are told apart from authentic users. This is the encroachment of the hostile posthuman, naturalised by us before it denaturalises us. The hostile posthuman sometimes manifests as a drone strike, Terminator-esque (Cameron), a dehumanised decision to kill (Asaro). But it is also a process of gradual exclusion, detectable from moment to moment as a feeling of disdain or impatience for the irresponsibility, incompetence, or simply unusualness of a human who struggles to keep afloat of a rising standard. "We are in this together", Braidotti writes, "between the algorithmic devil and the acidified deep blue sea" (9). But we are also in this separately, divided along lines of ability. Captcha's danger, as a broken procedure, hides in plain sight, because it lashes out at some only while continuing to flatter others with a game that they can still win. Conclusion Online security systems may always have to define some users as legitimate and others as illegitimate. Is there a future where they do so on the basis of behaviour rather than identity or essence? Might some future system accord each user, human or machine, the same authentic status, and provide all with an initial benefit of the doubt? In the short term, such a system would seem grossly impractical. The type of user that most needs to be excluded is the disembodied type, the type that can generate orders of magnitude more demands than a human, that can proliferate suddenly and in immense number because it does not lag behind the slow processes of human bodies. This type of user exists in software alone. Rich in irony, then, is the captcha paradigm which depends on the disabilities of the threats it confronts. We dread malicious software not for its disabilities—which are momentary and all too human—but its abilities. Attenuating the threat presented by those abilities requires inverting a habit that meritocracy trains and overtrains: specifically, we have here a case where the plight of the human user calls for negative action toward ability rather than disability. 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Lars von Trier’s film Melancholia depicts the last days of the earth through the eyes of a young woman, Justine, who is suffering from a severe depressive illness. In the hours leading up to the Earth’s destruction through the impact of a massive blue planet named Melancholia, Justine tells her sister that “the Earth is evil, we don’t need to grieve for it. Nobody will miss it.” We can read this apparently anti-environmental statement in one sense as a symptom of Justine’s melancholic depression. The Diagnostic and Statistical Manual of Mental Disorders defines melancholia as a form of depression that is “qualitatively different from the sadness experienced during bereavement” (419). It is as if Justine’s illness relates to some ungrievable loss, a loss so pathologically far reaching that it short circuits the normal psychology of mourning. But, in another sense, does her statement not strike us with the ring of an absolute and inescapable truth? In the wake of our destruction, there would be no one left to mourn it since human memory itself would have been destroyed along with the global ecosystems which support and sustain it. The film’s central dramatic metaphor is that the experience of a severe depressive episode is like the destruction of the world. But the metaphor can be turned around to suggest that ecological crisis, real irreparable damage to the environment to the point where it may no longer be able to support human life, affects us with a collective melancholia because the destruction of the human species is a strictly ungrievable event. The discoveries of Charles Darwin in the nineteenth century constituted a major thought event which placed the emergence of humanity within a temporal context extending far beyond the limits of human memory. Claire Colebrook suggests that the equivalent event for present times is the thought of our own extinction, the awareness that environmental changes could bring about the end of the species: “[the] extinction awareness that is coming to the fore in the twenty-first century adds the sense of an ending to the broader awareness of the historical emergence of the human species.” While the scientific data is stark, our mediated cultural experience provides us with plenty of opportunities to, in Colebrook’s words, “[domesticate] the sense of the human end” by affirming “various modes of ‘post-humanism’” in ways which ultimately deny the shattering truth of extinction. This domestication obviously takes place in one sense on the level of a conscious denial of the scale of the ecological crisis. On another level, however, environmentally conscious representations of “the planet” or “nature” as a sheer autonomous objectivity, a self-contained but endangered natural order, may ultimately be the greatest obstacle to genuine ecological thinking. By invoking the concept of a non-human nature in perfect balance with itself we factor ourselves out of the ecological equation while simultaneously drawing on the power of an objectifying gaze. Slavoj Žižek gives the example of Alan Weisman’s book The World Without Us which imagines a contemporary world in which all humans have disappeared and nature reasserts itself in the ruins of our abandoned cities. Žižek describes this as the ultimate expression of ideology because: we, the humans, are here reduced to a pure disembodied gaze observing our own absence [...] this is the fundamental subjective position of fantasy: to be reduced to a gaze observing the world in the condition of the subject’s non-existence—like the fantasy of witnessing the act of one’s own conception, parental copulation, or the act of witnessing one’s own burial (80). In many ways, the very spectacle or fantasy of our own destruction has provided us with a powerful means of naturalising it—environmental catastrophe occurs to and in a “nature” whose essence excludes us—and this renders it compatible with a psychology by which the human end is itself internalised, processed, and normalised. Ironically, this normalisation may have been affected to a great extent through the popularisation, over the last ten years or so, of environmental discourses relating to the grave threats of climate change. A film such as Wall-E, for example, shows us an entirely depopulated, desertified world in which the eponymous robot character sorts through the trash of human history, living an almost-human life among the ruins. The robot functions as a kind of proxy humanity, placing us, the viewers, in a position posterior to our own species extinction and thus sending us the ultimately reassuring message that, even in our absence, our absence will be noted. In a similar way, the drama-documentary The Age of Stupid presents a future world devastated by environmental collapse in which a lone archivist presides over the whole digitised memory of humanity and carefully constructs out of actual news and documentary footage the story of our demise. These narratives and others like them ultimately serve, whatever their intentions, to domesticate the end of humanity through the logic of a post-human mastery of the story of our own obliteration. The starker truth with which Melancholia confronts us is that the end of humanity cannot and will not be internalised by any process of human memorialisation. Von Trier’s film does not portray any post-catastrophe world from which we might be able to extract a degree of psychological comfort or residual sense of mastery. Rather, the narrative frame is entirely bounded by the impact event, which we witness first in the film’s opening shots and then again at its close. There is no narrative time posterior to the impact and yet for us, the viewers, everything happens in its shattering aftermath, according to the strange non-successional logic of the future-anterior. Everything begins and ends with the moment of impact. If the narrative itself is concerned with the lives of the characters, particularly the effects of the main character’s depression on her family relationships, then the film’s central event remains radically disjunctive, incapable of being processed on this interpersonal level through the standard cinematic tropes of the disaster or survival genres. The value of regarding Melancholia as an environmental film, then, is that it profoundly de-psychologises the prospect of our extinction while forcing the burden of this event’s unfathomable content onto us. Von Trier’s film suggests that melancholy, not mourning, is a more apt emotional register for ecological crisis and for the extinction awareness it brings, and in this sense Melancholia represents a valuable alternative to more standard environmental narratives which remain susceptible to ideological reinscriptions of human (or post-human) mastery. As ecocritic Timothy Morton suggests, “melancholy is more apt, even more ethically appropriate, to an ecological situation in which the worst has already happened, and in which we find ourselves [...] already fully implicated” (75–6). The most influential account of mourning and melancholia comes from Sigmund Freud, who described these attitudes as two different ways of dealing with loss. In the process of mourning, Freud states that there comes the realisation “that the loved object no longer exists” which “[demands] that all libido shall be withdrawn from its attachments to that object” (245). The healthy outcome of this very painful process is that our libidinal attachments are free once again to take on another object of love; the lost object can be replaced according to a logic of temporal succession. Melancholia also results from a loss, says Freud, but this time it relates not simply or primarily to a replaceable external object but, more complexly, to something in the ego itself, not a discrete thing in the world but a certain way of being in the world which the lost object facilitated. Freud writes that the trauma of melancholia is thus manifested by the ego itself taking on or embodying the loss. The ego, stripped of its sense of being, comes to mimic the non-existence of that which once supported it. The “delusion” of the melancholic’s depressive state, says Freud, stems from the fact that something has ruptured her affective and libidinal attachment to the world, but this cannot be psychologically processed in terms of a replaceable loss since what is lost was never simply an external object. Her world is struck by an absence that cannot be mourned because it is kept alive as a non-being which she is. She has taken on the burden of this structural impossibility and does not pursue an imaginary resolution of it which, to invoke Žižek’s Lacanian terms once more, would involve her submitting to the subjective position of fantasy (i.e. becoming a witness to her own non-existence). The melancholic’s attitude is, Freud observes, “psychologically very remarkable” because it involves “an overcoming of the instinct which compels every living thing to cling to life” (246). The melancholic carves out an existence apparently contrary to nature. This is the context in which Justine remarks that the earth, as an ungrievable object, is “evil.” Her melancholia is never explained in the course of the film, and, indeed, we see little of her personality apart from the events which manifest her psychological crisis. The film opens with the moment of interplanetary impact itself. The great blue planet of Melancholia approaches and begins to swallow the earth into its atmosphere. We cut immediately to Justine and her sister in the moments just before the impact: the air is electrified by the approaching collision and birds cascade from the trees. Our way into the narrative is this moment of chaos and dispersion, but von Trier’s depiction of it, his use of highly choreographed slow-motion shots resembling tableaux vivants, distance us from any sense of urgency or immediacy. It is as if the closer we come to the collision, the less real and the more stylised the world becomes; as if the impact holds a content which cannot be rendered in realist terms. By contrast, the subsequent scenes focusing on Justine’s interpersonal drama use a shaky, handheld camera which embeds us in the action. The narrative follows Justine on her wedding day. As events unfold we see cracks appear in the wedding party’s luxurious facade: Justine’s divorced parents argue viciously; her wealthy brother-in-law, who funded the wedding, fears that the occasion may be ruined by petty squabbling, to his great expense. Beneath these cracks, however, we realise that there is a deeper, more inexplicable crack opening up within Justine herself. At one point she retreats with her newlywed husband from the tumult of the wedding party. We expect from this scene an articulation or partial resolution, perhaps, of Justine’s mental conflict, or at least an insight into her character. In a more conventional story, this moment of conjugal intimacy would allow Justine to express an “authentic” desire, distinct from the superficial squabbling of her family, a means to “be herself.” But this doesn’t happen. Justine inexplicably rejects her husband’s overtures. In clinical terms, we might say that Justine’s behaviour corresponds to “anhedonia,” a loss of interest in the normal sources of pleasure or enjoyment. Invoking Freud, we could add to this that the very objective viability of her libidinal attachments has been called into question and that this is what precipitates her crisis. If such attachments are what ground us in reality, Justine’s desire seems to have become ungrounded through the emergence of something “nonobjectifiable,” to borrow a term from philosophers Deleuze and Guattari (What is Philosophy?, 209). This “something” is revealed only in the second half of the film with the appearance of Melancholia and the prospect of its obliterating impact. Justine is drawn to this new planet, in one scene luxuriating naked beneath its blue glow. We could argue, in one sense, that she has discovered in Melancholia a correlate to her own self-destructive desire: the only thing that can possibly gratify her is the annihilation of the earth itself. However in another, more constructive sense, we can say that her melancholic desire amounts to a kind of geophilosophical critique, a political and ultimately ecological protest against the territorialisation of her desire according to a supposed acceptability of objects. Deleuze and Guattari suggest that, if desire’s libidinal attachments form a kind of ground or “territory” then all territories interact with one another at some level because they are all equally founded on “lines of deterritorialization” sweeping them towards a mutually shared, extra-territorial outside (A Thousand Plateaus, 9). Or, putting it in plainer terms: beneath every ground is a non-ground such that the earth cannot ultimately ground itself in itself. Every mental, material, or social territory is founded upon this global movement of ungrounding. The trauma of Justine’s melancholia refers us to something which cannot be resolved within the given territories of her social or interpersonal milieus. While her illness can be registered in terms of the events of the film’s narrative time, the film’s central event—the collision with Melancholia—remains irreducible to the memorial properties of storytelling. We may thus argue that the impact event is not strictly speaking an element of the film’s narrative, but rather a pure cinematic sign evoking a radical form of ecological openness. The film moves through different territories—conjugal, familial, economic, scientific—but what propels us from one territory to another is the impact event whose content is reducible to none of these territories. Of all the film’s characters, only Justine is “open” to this absolute irreducibility, this resistance to closure. Her openness to Melancholia is not determined by whether or not it can be objectified, that is, rendered assimilable to the terms of a given territory. Both her brother-in-law (an amateur astronomer) and her sister attempt to calculate the chances of impact, but Justine remains open to it in a manner which does not close off that which precludes survival. In the end, as Melancholia bears down on the Earth, Justine’s attitude—which in Freud’s terms is antithetical to the instinct for life—turns out to be the most appropriate one. The point of this article is certainly not to argue that we should acquiesce to the traumatic realities of environmental crisis. Its aim, rather, is to suggest that well-being and harmony may no longer describe the appropriate emotional register for ecological thinking, given the current urgency of the crisis. Human and ecological health may, after all, be radically different and incommensurable things. The great anthropologist and structuralist thinker Claude Lévi-Strauss once remarked: I am concerned with the well-being of plants and animals that are threatened by humanity. I think ecologists make the mistake of thinking that they can defend humans and nature at the same time. I think it is necessary to decide if one prefers humans or nature. I am on the side of nature (qtd in Conley, 66). Lévi-Strauss may well be right when he says that a common human and ecological health may be an illusion of wishful thinking. However, what if there is a common trauma, whose ineradicability would not be a tragedy but, rather, evidence of radical openness in which we no longer have to pick sides (humans or plants and animals)? What if the proper “base” from which to begin thinking ecologically were not a conception of a harmonious human-ecological whole but a foundational non-harmony, an encounter with which contains something ineliminably traumatising? In a recent paper, the philosopher Reza Negarestani proposes just such a traumatic account of ecological openness. All existence, understood geophilosophically, is, says Negarestani, “conditioned by a concatenation of traumas or cuts [...] there is no single or isolated psychic trauma [...] there is no psychic trauma without an organic trauma and no organic trauma without a terrestrial trauma that in turn is deepened into open cosmic vistas.” Ecological openness, in this sense, would be necessarily melancholic, in the terms described above, in that it would necessitate the perpetual precariousness of those links by which we seek to ground ourselves. Ecology is all too often given to a “mournful” attitude, which is, as we’ve argued, the very attitude of psychological incorporation, healing, and normalisation. Similarly, “nature,” we are told, holds the key to harmonious self-regulation. 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