Collaborative Assignment: Cross-cultural Psychology and French cinema. By Natacha Pawa and Jonathan Pickens

 

  1. A brief statement of the context of the course 

Our Assignment is an imaginary work on the intersection of Psychology and French cinema. It  would be a project which encourages students to reflect on the psychological manifestations of traumatic past events  on people life. We will take as our source a French film of Alain Resnais: Hiroshima mon Amour, to see the mechanism of trauma and that of memory recollection. We want it to be done for our Psychology  242 course on Memory and trauma.  We want our students to watch and reflect how the mnemonic process in memory recollection work and to use Freud and Schachter to evaluate those mnemonic process.

 

 

  1. Assignment Draft

 

Step 1  These are questions that should direct you while watching the movie

Think about

  • Nevers and Hiroshima: Onset of traumas. Hiroshima(both the place and the man as the catalysts of the memory telling/recovery)
  • The sensorial perceptions at work : Sight, hearing, touch, taste
  • Memories and forgetting: What do both remembered at first ? What has she forgotten  or does she reveal at last?
  • What events onset or terminate each of the above process?
  • Link to the film 123 movie: https://gomovies.pet/film/hiroshima-mon-amour-6400/watching.html?ep=771772

 

Step 2 Pay attention to these movie clips

  • Opening scene indistinct forms. Voice:  ‘J’ai vu… tu n’as  rien vu’. Discourse/counterdiscourse. The narrator’s voice.
  • 19min visual memory
  • 22 min beginning of the narrating of the past. Memory recollection
  • 45 min the man plays the role of a therapist>>directing her through the painful memory process
  • Questions of the man:  la Loire, Nevers,When you are in cell…Subtitution or replacement: the Japanese lover takes the place of the German lover
  • 56 min. The ringing of the bell
  • 57 min Forgetting process begin.It is a beginning og healing
  • 1: 00 the therapeutic slap when  she starts self complaining about her lost love.>> it announces like a return to reality
  • Forgetting the forms: the hand… but she can still feel the pain she had. Why?

 

Step 3 Using  Freud or Schachter(you might use both if applied)

  • To what extend can you apply this quotation of Freud to the heroine of the film:

“repressing tendencies can find a substitute for repression in a weakening or lessening of whatever is distasteful to them”?

  • What do the edges of the woman’s life in Nevers( love- shame- pleasure-hatred- repression- -self reproach- mourning ,etc) reveal  about her  general condition at Nevers and about her Japanese love story?
  • How does the mechanism of repression and forgetfulness operate  in her case ? What is repressed? How does transference and transposition work here?
  • Can you draw a connection among “sight, ear, love, pleasure, pain, taste” in  the forgetting  vs  memory recovery/telling  in the movie?
  • Do you see any resistance from the lady’s memories to emerge or any forms of distortions in her memory?
  • Is there any instance of hypnoïd state.?

You should  address these issues in an essay  of 4 pages using MLA 8 or the Chicago citation or a 20 min presentation

3. What technological support?

Students  will use Camtasia/ Video, or a podcast to cut some movies clips to support the assignment.

Camtasia would be great in the sense that they could isolate any pertinent or relevant movie clips to support their presentation or essay.

4. Criteria to be used for evaluation:

As this is an advanced psychology class, the main point to evaluate would be how well students masters Freud’s and Schachter’s theories on memory and trauma. That would be  80 % of the assignment. (note that this is  distributed through the 5 questions of the assignment; each answer will be 16%)

For those who choose the presentation, the effective use of  Camtesia will be 20%  of the grade

The same  20 % would be directed to the appropriate use of MLA/Chicago style and on  the use English language for those who write a paper.

 

 

 

OPEN ACCESS JOURNAL

 

Number 3. 

 

Open Access  Sources and Journal  first appear as an alternative  to standard or traditional sources that were viewed as costly, , selective and restricted to minorities or under privileged groups. The idea behind the creation of these sources was to promote the diffusion at lower cost to knowledge worldwide. Unfortunately,  observed some advocates of open sources, they are  still fighting against resistances widely spread about their  supposed cost and affordability.

For Peter Suber, Open Access to academic research is still a ‘hot’ topic that is unfortunately held back by people who should know it better. He identifies 6 main myths that need to be overcome in order to fully understand and then make good use of open access journals

The first stereotype is that ‘‘the only way to provide open access to peer-reviewed journal articles is to publish in open access journals’’. Beneath this myth, according to Suber, is  the misunderstanding of the  term journal  itself.  At this point, the difference between gold (from source journal or publisher) and green access (from repository or institutional website) seems to play a major role.

 The second myth is that ‘all or most Open Access Journals charge publication fees’ whereas facts, from  2006 -2012, are that more than 67% of OAJ are free while at the same time about 75% of  conventional non open journal actually charge fees. Consequently, it’s become clear that publishing in open access would be less expansive than doing so in a non-conventional journals.

The third myth asserts that ‘most author-side fees are paid by the authors themselves’, whereas  they are paid by funders (54% )or by universities (27%).  Moreover, it is only 12%  of that author fees that are actually paid out of author pocket.

The fourth  myth, establishes that ‘publishing in a conventional journal closes the door on making the same work open access’. At this stage, he underlines the point  that authors  might ask for addendum (a proposed contract modification which the publisher might or might not accept). Furthermore,  there is still the option of  ‘rights-retention policies’  on the side of faculty at the university level. These rights  ”assure that faculty may make their work open access even when they publish in a non-open access journal, even when the non-open access journal does not give standing permission for green open access, and even when faculty members have not negotiated special access terms or permissions with their publishers”

The fifth most recurring myth is related to the quality of  Open Access Journals . In that vein, it is commonly believed that ‘Open Access Journals are intrinsically low in quality’. That belief is proven to be false by Marie E. McVeigh. Indeed, in an article written in 2004, in the Thomson scientific, she reveals that “there was at least one open access title that ranked at or near the top of its field in citation impact”.

The six myth lays on the assumption that ‘Open Access mandates infringe academic freedom’. This myth is completely irrelevant according to Suber, because only ‘one-third of peer-reviewed journals are open access, requiring researchers to submit new work to Open Access Journals would severely limit their freedom to submit work to the journals of their choice’

Have you ever had any resistance to publish in an Open Journal? If yes, does any of your fear(s) to publish in Open Journal fall in one of Suber classification? Do you agree with any of Suber’s mythification of  common resistance to Open Journal?  If   yes which one and why? Are you convinced by the counterarguments he elaborated to breakdown these myths?

Natacha’s Preliminary Project Brief

My project is to build an app for  beginners to advanced French  language  users. The  idea  of that app emanates from the observation that many of my undergraduate students sometimes lack  a platform in which they could broaden their knowledge of French. That is, they are most of the time restricted to what is proposed to them by the curriculum. This app is not then intended to  students I usually call ‘class passers’ who are fine with what is offered – and at time even  find it too much, but rather to those I call ‘Knowledge hunters’ , actually willing to expand their learning perspectives

My target users are  thus students , but this might be extended to any French culture and language lovers. I intend to provide them with a plate-form, an  environment to express themselves through blogging, video and live chat. In addition,   I will provide a space in which they could have updated news from French and francophone world, namely from broadcasts as   RFI , or  Africa N 1 . Furthermore,  I think of spaces where ‘clients’ could explore possibilities of  travelling to   France  or  any others francophone countries(http://www.partirpascher.com)  and have a weekly or daily  playlist  of  French songs, and  connections to French  shopping sites(  fashion industry, museums, bookstores, etc.)

Considering the fact that most students are ‘glued’ on the  their i-phones or smartphones , it would be more attractive  if the app is deployed on a mobile phone carrier, in such a way that they could carry it along with them everywhere. That  proximity and availability of  their phone could develop a ‘positive’ addiction to French or francophone related custom and usage, in such a way as to provide a type of natural -like immersive  language environment.

Building such an app is surely a challenging task for someone who is still at his  very debut in designing and programming. I know from what I tried to gather here and there that I would have to master the HTLM5  and the Java script languages which I don’t know yet.  However, the good point is that I am  a hard-working person  and a fast learner.

Natacha Pawa Bio

Hi , I am  Natacha Pawa  a  second -year French PhD student at the Graduate Center , B.A in English/ French  Literatures with a minor in linguistics from University of Buea (Cameroon) , a first Master in French literature and a second  one in Comparative literature both from University of Yaoundé I .

I am currently – starting  from Fall 2017-  an Adjunct Instructor  of  French at Hunter College and a Graduate Teaching Follow at Brooklyn College – from last Fall.  I previously taught French core courses  respectively at St John’s University and Queens borough Community College. In my teaching I am   dedicated to bring to my  students of varied academic disciplines a new approach of university core foreign language courses, which are most often viewed by them as  a lost of time.

My academic interest are  broad and varied, My first master thesis was on  The Images of Africa in The Color Purple of Alice Walker and La Rose de sable of Montherlant,  the second used  Freudian  psychoanalytic approaches  to examine the psychoses(agoraphobia, schizophrenia, madness, etc.)  in  The Bluest Eye of  Toni Morrison, Le Baiser au lépreux of Francois Mauriac and Kamouraska of Anne Hébert.  For my  forthcoming  PhD dissertation, I went through a specialization PhD course in the  Clinical Psychology Department at City College.  Indeed, I  intend to continue working with the psychoanalytical approaches (Freudian and contemporary american schools)  on the issues of memory, trauma, self and identity in selected works of some twentieth and twenty-first century  French and francophone authors (I prefer to keep them secret for now!)

My  Great Hobby is singing , I am an active member of   Souls in Harmony (don’t google it; it’s one of my parish choir and its fame is still in process!).

 

Natacha’s Project Idea

I  am interested in   providing  French Language lovers of all levels  in general and my students in particular  a consistent and well sustained Language and literature Website and app in which  they could find  appropriate material to broaden their  horizon. More specifically, my aim is to bring my undergraduate students from various disciplines- that still  take French language core courses just as  university requirements- close to other aspects of French /francophone culture and civilization that are not listed  in the course outline imposed by the curriculum to non-tenure track faculties like me.

The postulate which underpins the  idea of creating  other  website and app to the numerous existing  ones   lays on the discovery that too many of them are a little bit just a repetition of  the topics covered in the curriculum . I want something that would take into consideration the website’s visitor or app’s purchaser need of evasion from standardized topic and issues so frequent in  various language websites.

However, I am still in the domain of ideas and I have never built an independent  website or app – I don’t consider the site I created last Fall in Cuny Academic Commons as  neither an independent nor a well-constructed site: https://bpawa.commons.gc.cuny.edu/.  Thus, I  need to acquire  in this course technical skills to built both a challenging  French  language website and  an  app.