Subjektives Wohlbefinden in Einrichtungen der stationären luxemburgischen Kinder- und Jugendhilfe. Eine qualitative Studie mit betroffenen Jugendlichen.

Doctoral thesis (2023)

Life in residential child and youth welfare facilities is a great challenge for the concerned children. This paper explains factors that contribute to an increase or decrease in the subjectively perceived ... [more ▼]

Life in residential child and youth welfare facilities is a great challenge for the concerned children. This paper explains factors that contribute to an increase or decrease in the subjectively perceived well-being of children and adolescents in residential institutions. Qualitative content analysis was chosen to analyze the data collected in Luxembourg. The study shows that children's well-being is particularly influenced by structural conditions and concepts, by fellow residents, and by (pedagogical) professionals. Another result points to the presence of different forms of violence and to the danger of (re-) traumatization of the children and young people within the institutions of inpatient child and youth welfare in Luxembourg. [less ▲]

Subjektives Wohlbefinden von Schülerinnen und Schülern : Welche Faktoren auf der Ebene der Schule/Schulorganisation, des Unterrichts sowie des Individuums sind bedeutungsvoll für das schulische Wohlbefinden von Schülerinnen und Schülern? : Eine qualitative Auswertung von Gruppendiskussionen mit Schülerinnen und Schülern der Sekundarstufe I im Schweizer Kanton Bern.

Doctoral thesis (2016)

This dissertation addresses the subjective well-being of school pupils and considers the associated factors which either promote or inhibit their well-being at school. The significance of well-being at ... [more ▼]

This dissertation addresses the subjective well-being of school pupils and considers the associated factors which either promote or inhibit their well-being at school. The significance of well-being at school particularly comes to the fore where schools face the challenge of developing lasting and measurable knowledge and skills in pupils with the aim of preparing them for the tasks of later life. Well-being at school can also play a key role inasmuch as the pupils’ acquisition of skills is supported by their positive feelings and attitudes towards school because these emotions and mindsets provide a stabilising and trusting basis for learning and development (cf. e.g. Hascher, Hagenauer & Schaffer, 2011). The identification of influential variables is called for, particularly for the purposes of providing targeted support for well-being at school and preventing unwanted regressions – which have, however, been empirically demonstrated in pupils in later school years (cf. Czerwenka et al, 1990). This study therefore explores which factors at the school/school administration level, the lesson level and the individual level are significant to the subjective well-being at school from the perspective of the secondary school pupils that were surveyed, and whether differences between boys and girls can be established in these respects. The response to the research questions is based on a methodologically qualitative approach. Male and female secondary-level pupils (year 8) from schools in the Swiss Canton of Bern were asked questions in 16 single-sex group discussions. Their comments and opinions were evaluated using the qualitative content analysis method set out by Mayring (2010). In this regard, the following main conclusions were drawn as an overview: At the school/school administration level, both boys and girls find that the high frequency of examinations and the poor scheduling of the examinations that they are required to pass put a strain on them. According to their comments, the generally long school days and the amount of homework, exam preparation and apprenticeship applications that they are required to do at the same time also lead to stress and a feeling among the pupils of being overloaded. At the lesson level, well-being among pupils is promoted by lessons that are not boring (in terms of subject matter) and are sufficiently varied in their methodological format. With regard to a teacher’s character and personality traits, both sexes feel that a teacher has a positive impact on their well-being at school when he or she is sociable, close to the pupils, kind, and self-critical with an open, relaxed and humorous manner around the pupils. It is striking, however, that the groups of boys cite the aspect of the teacher’s character and personality traits and the quality of the relationship between the teacher and the pupils as a factor relevant to their level of well-being much more frequently and in more detail than the girls. At the individual level, girls link their well-being at school to a high degree to their learning-related emotions and motivational orientation. In contrast to the boys, the girls emphasise the importance of achieving good grades much more frequently, which also plays a crucial role in girls experiencing positive emotions. The micro-social environment of pupils – their peers and their parents – is also a relevant factor governing their well-being. Whereas boys see their peers as an important motivator in coming to school and as a significant factor in their enjoyment of school, girls emphasise the importance of their peers as an important emotional crutch for problems (at school) and failures at school (e.g. bad grades). Both boys and girls see their parents as an important and reliable source of support for learning which also contributes to their sense of well-being at school. [less ▲]

Subjektivierungsanalyse

in Akremi, Leila; Baur, Nina; Knoblauch, Hubert (Eds.) et al Handbuch Interpretativ Forschen (2018)

Subjetividad, subjetalidad y subjectivacion : el devenir (del) sujet

in Topicos del Seminario (2019), 41

Subjetividad, subjetalidad y subjetivación: cómo llegar a ser sujeto El marco teórico y metodológico de este artículo proviene de la semiótica greimasiana y post-greimasiana, en su relación con la ... [more ▼]

Subjetividad, subjetalidad y subjetivación: cómo llegar a ser sujeto El marco teórico y metodológico de este artículo proviene de la semiótica greimasiana y post-greimasiana, en su relación con la lingüística. En el cruce de estas disciplinas, la semiótica de la enunciación nos permite examinar con más detenimiento los conceptos de subjetividad, subjetalidad y subjetivación, en la medida en que entran en la definición del sujeto de enunciación. Estos conceptos están íntimamente relacionados. Más precisamente, abordamos estos términos desde tres puntos de vista. Primero, nos centramos en las marcas, rastros y huellas (empreintes) en el texto, con el objetivo de profundizar la noción de expresividad, relacionada con uno de los regímenes de subjetividad: la subjetividad “subjetiva”, que caracteriza al sujeto enunciador. Segundo, atendemos a los orígenes del sujeto de enunciación e identificamos otros dos regímenes de subjetividad: la subjetividad “participante”, relacionada con un cuerpo sensible (cuerpo-actante) y con su sensorio-motricidad, y la subjetividad “subjetal”, asociada a la percepción. Tercero, tratamos de mostrar cómo la subjetividad “subjetiva” y el sujeto de enunciación toman forma en un texto no sólo a través de marcas, rastros y huellas, sino sobre todo a partir de formas organizacionales llamadas género, estilo, idiolecto o textura. Así pues, el sujeto enunciador puede definirse como el punto convergencia de tres regímenes de subjetividad, que caracterizan el desarrollo del sujeto (la subjetivación). Los distintos niveles correspondientes a los regímenes de subjetividad “participante”, “subjetal” y “subjetivo” definen un recorrido enunciativo. Palabras clave: regímenes de subjetividad, expresividad, sujeto de enunciación Marion Colas-Blaise University of Luxembourg Institute of Romance, Media and Arts Studies University of Luxembourg Campus Belval 11 porte des Sciences L-4366 Esch-sur-Alzette Tel.: 00 352 44 78 36 marion.colas@uni.lu   Subjectivity, subjectality and subjectivation : how to become a subject The theoretical and methodological frame of this paper is given by greimassian and post-greimassian semiotics linked to linguistics. At the cross-roads of these disciplines, enunciative semiotics enables us to examine further the notions of subjectivity, subjectality and subjectivation, as they enter into the definition of the subject of enunciation. These notions are closely interrelated. More precisely, we approach these notions from three points of view. First, we focus on the marks, traces and prints (empreintes) in a text in order to examine further the notion of expressivity, which is related to one of the regimes of subjectivity: the “subjective” subjectivity, which characterizes the subject of enunciation. Secondly, we turn our attention to the origins of the subject of enunciation and we identify two more regimes of subjectivity: the “participant” subjectivity, which is related to a sensitive body (corps-actant) and its sensori-motricity, and the “subjectal” subjectivity, which is linked to perception. Thirdly, we want to show how the “subjective” subjectivity and the subject of enunciation take shape in a text not only through marks, traces and prints, but even more so through the organizational forms called genre, style, idiolect or texture. Thus the subject of enunciation may be defined as the convergence point of three regimes of subjectivity, which characterize the development of the subject (subjectivation). The different levels corresponding to the “participant”, the “subjectal” and the “subjective” regimes of subjectivity define an enunciative path. Key-words : regimes of subjectivity, expressivity, enunciative subject Marion Colas-Blaise University of Luxembourg Institute of Romance, Media and Arts Studies University of Luxembourg Campus Belval 11 porte des Sciences L-4366 Esch-sur-Alzette Tel.: 00 352 44 78 36 marion.colas@uni.lu Subjectivité, subjectalité et subjectivation : comment devenir un sujet Le cadre théorique et méthodologique de cet article est fourni par la sémiotique greimassienne et post-greimassienne ainsi que par la linguistique. Au carrefour de ces disciplines, la sémiotique de l’énonciation permet d’examiner en détail les notions de subjectivité, de subjectalité et de subjectivation, qui entrent dans la définition du sujet d’énonciation. Plus précisément, ces notions sont approchées de trois points de vue différents. D’abord, nous focalisons notre attention sur les marques, traces et empreintes dans un texte, afin d’interroger davantage la notion d’expressivité, qui est reliée à un des régimes de subjectivité : celui de la subjectivité « subjective », qui caractérise le sujet d’énonciation. Ensuite, l’attention se porte sur l’origine ou la genèse du sujet d’énonciation et nous identifions deux autres régimes de subjectivité : la subjectivité « participante », qui est liée au corps-actant sensible et à sa sensori-motricité, et la subjectivité « subjectale », qui est liée à la perception. Enfin, nous souhaitons montrer en quoi la subjectivité « subjective » et le sujet d’énonciation prennent forme dans un texte non seulement à travers des marques, des traces et des empreintes, mais encore à travers des formes d’organisation appelées genre, style, idiolecte ou texture. Le sujet d’énonciation peut ainsi être défini comme un point de convergence de trois régimes de subjectivité, qui caractérisent le développement du sujet (subjectivation). Les différents niveaux, qui correspondent aux régimes « participant », « subjectal » et « subjectif » de la subjectivité, définissent un parcours de l’énonciation. Mots-clefs : régimes de subjectivité, expressivité, sujet d’énonciation Marion Colas-Blaise Université du Luxembourg Institut d’Études romanes, médias et arts Université du Luxembourg Campus Belval 11 porte des Sciences L-4366 Esch-sur-Alzette Tel.: 00 352 44 78 36 marion.colas@uni.lu [less ▲]

Submatrices of Hadamard matrices: complementation results

in Electronic Journal of Linear Algebra (2014), 27

Submersions, Hamiltonian systems and optimal solutions to the rolling manifolds problem

in SIAM Journal on Control and Optimization (2016), 54(2), 536-566

Given a submersion $\pi:Q \to M$ with an Ehresmann connection~$\calH$, we describe how to solve Hamiltonian systems on $M$ by lifting our problem to $Q$. Furthermore, we show that all solutions of these ... [more ▼]

Given a submersion $\pi:Q \to M$ with an Ehresmann connection~$\calH$, we describe how to solve Hamiltonian systems on $M$ by lifting our problem to $Q$. Furthermore, we show that all solutions of these lifted Hamiltonian systems can be described using the original Hamiltonian vector field on $M$ along with a generalization of the magnetic force. This generalized force is described using the curvature of $\calH$ along with a new form of parallel transport of covectors vanishing on $\calH$. Using the Pontryagin Maximum Principle, we apply this theory to optimal control problems $M$ and $Q$ to get results on normal and abnormal extremals. We give a demonstration of our theory by considering the optimal control problem of one Riemannian manifold rolling on another without twisting or slipping along curves of minimal length. [less ▲]

Subobject Transformation Systems

in Applied Categorical Structures (2008), 16(3), 389--419

Subobject transformation systems STS are proposed as a novel formal framework for the analysis of derivations of transformation systems based on the algebraic, double-pushout (DPO) approach. They can be ... [more ▼]

Subobject transformation systems STS are proposed as a novel formal framework for the analysis of derivations of transformation systems based on the algebraic, double-pushout (DPO) approach. They can be considered as a simplified variant of DPO rewriting, acting in the distributive lattice of subobjects of a given object of an adhesive category. This setting allows a direct analysis of all possible notions of dependency between any two productions without requiring an explicit match. In particular, several equivalent characterizations of independence of productions are proposed, as well as a local Church�Rosser theorem in the setting of STS. Finally, we show how any derivation tree in an ordinary DPO grammar leads to an STS via a suitable construction and show that relational reasoning in the resulting STS is sound and complete with respect to the independence in the original derivation tree. [less ▲]

A subset of flavaglines inhibits KRAS nanoclustering and activation.

in Journal of cell science (2020), 133(12),

The RAS oncogenes are frequently mutated in human cancers and among the three isoforms (KRAS, HRAS and NRAS), KRAS is the most frequently mutated oncogene. Here, we demonstrate that a subset of ... [more ▼]

The RAS oncogenes are frequently mutated in human cancers and among the three isoforms (KRAS, HRAS and NRAS), KRAS is the most frequently mutated oncogene. Here, we demonstrate that a subset of flavaglines, a class of natural anti-tumour drugs and chemical ligands of prohibitins, inhibit RAS GTP loading and oncogene activation in cells at nanomolar concentrations. Treatment with rocaglamide, the first discovered flavagline, inhibited the nanoclustering of KRAS, but not HRAS and NRAS, at specific phospholipid-enriched plasma membrane domains. We further demonstrate that plasma membrane-associated prohibitins directly interact with KRAS, phosphatidylserine and phosphatidic acid, and these interactions are disrupted by rocaglamide but not by the structurally related flavagline FL1. Depletion of prohibitin-1 phenocopied the rocaglamide-mediated effects on KRAS activation and stability. We also demonstrate that flavaglines inhibit the oncogenic growth of KRAS-mutated cells and that treatment with rocaglamide reduces non-small-cell lung carcinoma (NSCLC) tumour nodules in autochthonous KRAS-driven mouse models without severe side effects. Our data suggest that it will be promising to further develop flavagline derivatives as specific KRAS inhibitors for clinical applications. [less ▲]

Subsignatures of systems

in Journal of Multivariate Analysis (2014), 124

We introduce the concept of subsignature for semicoherent systems as a class of indexes that range from the system signature to the Barlow-Proschan importance index. Specifically, given a nonempty subset ... [more ▼]

We introduce the concept of subsignature for semicoherent systems as a class of indexes that range from the system signature to the Barlow-Proschan importance index. Specifically, given a nonempty subset M of the set of components of a system, we define the M-signature of the system as the |M|-tuple whose k-th coordinate is the probability that the k-th failure among the components in M causes the system to fail. We give various explicit linear expressions for this probability in terms of the structure function and the distribution of the component lifetimes. We also examine the case of exchangeable lifetimes and the special case when the lifetime are i.i.d. and M is a modular set. [less ▲]

A Subspace Fitting Method for Identification of Linear State Space Models

in IEEE Transactions on Automatic Control (1995)