The Post office feud: sensing urban disturbance in late eighteenth-century Copenhagen

Abstract

The so-called Post Office Feud was one of a series of popular protests and riots which took place in Copenhagen during the last decades of the eighteenth century. Compared to other similar events in the period, only a few, indirect hints to any explicit political discontent come through in contemporary representations of the disturbance, or in the subsequent investigations carried out by the authorities. On the contrary, it was the textualisation of sensory and emotional experiences that dominated the testimonials and written statements ensuing from the Post Office Feud. This article examines how the police, students, and other Copenhageners attached meaning to the disturbance by explaining the escalating violence in urban public space with reference to various sensory experiences.     

民族地区师范生乡村教育情怀生成路径探究以凉山A院校学前教育专业为例

为探究师范生乡村教育情怀的生成与厚植,促进凉山地区良好乡村教师队伍的建设与发展,本研究以凉山地区A院校学前教育专业师范生为研究对象,运用Nvivo12对调研数据进行三级编码,探讨了学前教育专业师范生乡村教育情怀生成的多方可能因素。研究结果显示：凉山A院校学前教育师范生对当前凉山乡村教育的认知处于基本认知水平,影响学前教育专业师范生驻村意愿的影响因素包括社会环境、家庭环境、专业感知、职业规划、变更预设五个方面。这对提出构建学前教育专业师范生乡村教育情怀的可行路径,助力学前教育专业师范生驻村意愿长久存留有启示。     

论曹植的文艺思想

曹植是建安时期杰出的文学家,也是重要的文艺思想家。其文艺思想主要表现在重视和爱好文学艺术、重视文学批评和文学创作的关系、主张批评者应具有较高的文学修养及正确的批评态度、重视文学作品的美学要求、提倡继承与革新等方面。这些理论与主张不但拓宽了当时文学批评的视角,而且揭示出一些问题的本质。曹植为“文学的自觉时代”的到来做出了突出的贡献,其理论主张在文艺思想发展史上有着重要的影响。     

Interpersonal justice: the importance of relationships for child and family social workers

There is still much to learn about what it means to be a child and family social worker. Child and family social workers have a job that often entails making difficult decisions regarding vulnerable children and families in collaboration with other professionals, under stressful conditions in an increasing cost-restrictive climate with diminishing resources. The organisational justice framework has primarily been used to ascertain employee’s perceptions of fairness and can be used to explain a variety of organisational behaviours. Here, it was used qualitatively as a framework to structure the research aims of exploring the lived experience of child and family social workers. The results suggest that the relationships’ social workers have with their peers and managers are significant components to how they manage emotions involved with practice.     

‘They Cry,Cry, They Want to go to School’: the Micro‐Politics of Asylum‐Seeking Children's Articulated Emotions and Belonging in Relation to the Swedish School

This study illustrates how asylum‐seeking children, through articulated emotions, respond to being affected by experiences that enhance or restrict their sense of belonging. The findings show that, owing to power structures and relations, the children's sense of belonging was made uncertain by temporal, situational and relational boundaries of belonging. However, through their articulations, the children also contested these boundaries. The study argues that the children were moved by their structural situatedness and that their articulated emotions demonstrated their micro‐politics. The study also visualises how children may be affected when their rights are not realised in their lived forms.     

(Mis)Understanding Abortion Regret

The debate about abortion regret rests on competing assumptions about women's attachment to pregnancy. Antiabortion claimants argue women always attach to pregnancy (inevitably regretting abortion), while abortion rights supporters counter that women do not attach to pregnancies they choose to terminate (feeling relief instead). Neither assumption explains women's experience; research shows that attachment is discursively produced. Using interview data from 21 women, this study moves past these political claims to empirically identify three sources of women's emotional difficulty around abortion: social disapproval, romantic relationship loss, and head versus heart conflict. Findings point to the importance of attention to women's lived experience and space for complex feelings around abortion.     

Boundaried Caring and Gendered Emotion Management in Hospice Work

Caring work, which is premised on caring for and caring about recipients, involves a great deal of emotion management. Feeling rules shape expectations about emotion management and are informally shared through workers’ narratives about quality work. Using qualitative data from hospice workers in the southwestern US, I find that narratives of quality within hospice include emotion‐management skills such as listening, truly caring, keeping calm and maintaining boundaries. Through an analysis of how workers discuss and map skills onto individual women and men co‐workers, this article highlights two gendered patterns. First, even when women and men are thought to share high‐quality skills, the ways these skills are described reinforce naturalistic understandings of gender. Second, men are seen to hold a broad range of emotion‐management skills, but women are not described as holding the most important emotion‐management skill: keeping boundaries. Understanding this differential application of emotion‐management skills helps us to understand how gender and gender inequality are reproduced within caring work.     

Bathrooms,Boundaries, and Emotional Burdens: Cisgendering Interactions Through the Interpretation of Transgender Experience

Building on findings demonstrating that social institutions may cisgender realities by creating and enforcing binary notions of gender rooted in cisgender experience, this study examines the ways cisgender people reinforce cisnormative gender binaries in their ongoing interactions. Utilizing interviews with 99 cisgender people, I show how respondents react to a vignette about a gender nonconforming person seeking to use a public bathroom by “cisgendering interactions,” which I define as the process whereby people reassert binary understandings of gender to make sense of transgender experience while placing an unequal emotional burden on transgender and gender nonconforming people to mend the interactional disruption of the gender panic. Additionally, my analysis extends transgender scholarship by demonstrating some ways cisgender people make sense of transgender people in public spaces. In conclusion, I draw out insights for understanding (1) the ways people cisgender their realities in the face of conflicting stimuli, (2) the ways in which emotions are a mechanism of inequality reproduction, and (3) the consequences these actions have for the perpetuation of gender inequality.     

情感的功能与化学教学

阐述了情感与认知的协调发展对基础教育的影响,探讨了在化学教学中,充分利用情感因素,发挥情感的动力功能、迁移功能、调节功能和信号功能,创设民主和谐的情感性课堂教学环境,能够培养学生良好的情感素质,对于学生化学学习动机的激发、化学学习兴趣的培养、化学认知过程的优化以及化学教学效果的反馈十分必要,情感功能的运用,可促进学生认知发展,提高化学教学质量。