Browsing by Subject "Trampa"

Now showing 1 - 2 of 2
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    Bove dans le labyrinthe: une lecture du Piège (Bove in the maze. A reading of Le Piège)
    (Universidad de Murcia, Servicio de Publicaciones, 2020) Macho Vargas, Azucena
    La redécouverte d’Emmanuel Bove à partir des années 80 a surtout attiré l’attention sur ses premières œuvres, notamment Mes amis. Toutefois les romans publiés après la guerre, éloignés des sujets chers à l’auteur, restent moins connus. La lecture du Piège sert à montrer que, sans abandonner son style et sa manière de voir le monde et le décrire, Bove réussit à nous plonger dans l’univers sombre de l’Occupation, On assiste donc à l’échec de l’anti-héros bovien qui pour une fois agit mais se fixe un objectif trop ambitieux puisque tentant de vaincre le monstre occupant il périt dans le labyrinthe de la France occupée. De plus, le labyrinthe en tant que structure formelle devient un élément récurrent du roman.
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    La paradoja del triunfo. Cuando ganar eclipsa las trampas
    (Universidad de Zaragoza, Asociación Universitaria de Formación del Profesorado (AUFOP), 2025) Sáez de Ocáriz, Unai; Lavega-Burgués, Pere; Pic, Miguel; Sin departamento asociado
    This study analyzed how cooperation-opposition sports games (COSG) influence emotional experiences and the perception of cheating among university students in Physical Activity and Sports Sciences. The aim was to examine the impact of the outcome (victory or defeat) and competition on emotions and moral judgments regarding deviant motor behaviors, to inform Physical Education teaching. A total of 231 students participated (Women: M = 21.50, SD = 1.98; Men: M = 21.76, SD = 2.79) in a quasi-experimental design. After six COSG sessions with and without competition, participants completed the GES-II questionnaire (emotional perception) and CONFLICT-1 AGE (perception of the agent generating motor conflict), generating 1,386 records. Non-parametric tests were used for analysis. Results showed that victory was associated with joy and greater justification of one's own cheating, whereas defeat triggered anger and sadness, along with a stronger perception of injustice regarding others' actions. A discrepancy was also observed between self-perception of cheating and attribution to others, particularly after losing. It is concluded that Physical Education should incorporate strategies that promote reflective emotional development and a critical understanding of fair play.