Cheerleading is a new sport, practiced in 110 nations; since 2016 enjoys provisional Olympic status. Its leaders claim that it is a “happy” sport, but research on its psychological effects is lacking. In this field-study we examined core-affect, positive-affect, and negative-affect in 65 cheerleaders before, during, after, and one-hour after a cheerleading training. Core-affect was more positive during and immediately after training, but it tapered off one hour following the training when feeling states were still more positive than at baseline. Negative-affect declined linearly from baseline to one-hour following training when it became significantly lower than its previous values. Positive-affect showed quadratic dynamics, in parallel with arousal, being higher during and immediately after training than during baseline, or one-hour after training. These results demonstrate for the first time that cheerleading is a “happy” sport, which apart from the skill-development also yields positive psychological emotions both during and after training.

This paper is aimed at presentation and analysis of different approaches to the phenomenon of "feeling for language". The purpose is to demonstrate that this term, although controversial, is of great importance in language acquisition and in the evaluation of language expressions. The topic is discussed in the article with the help of definitions from Kainz, Knobloch, Lewandowski, Juhász, Olt/Disselkamp, and Trad. In the definitions, various facets of language feeling are taken up, such as its relation to intuition, reference to mother tongue and foreign language and individual or collective implications.

This paper aims to open the discussion about historian’s emotions during the research process that has mostly been covered up. It does not pretend to be a thorough account of the topic but a modest essay that might encourage other researcher to reflect on their experiences. Firstly, we briefly describe the current situation in a few neighboring disciplines. Secondly, we explain how we understand emotions and use the terms emotion, feeling and sentiment. Thirdly, we discuss the reasons why most historians keep silent about their feelings. Fourthly, with two examples, we illustrate how historians have written about their emotions. Fifthly, we present a model of emotional phases of research by the Danish social psychologist Steinar Kvale and evaluate its relevance to historical research. Then we look at the causes and/or objects of feelings of students or beginning scholars in cultural history. Finally, we suggest some ways we historians could make our scholarly community emotionally a more supportive one. It might be good to remember that our discussion concerns primarily the Finnish academic world, and the situation in other countries might be slightly different.

This paper aims to open the discussion about historian's emotions during the research process that has mostly been covered up. It does not pretend to be a thorough account of the topic but a modest essay that might encourage other researcher to reflect on their experiences. Firstly, we briefly describe the current situation in a few neighboring disciplines. Secondly, we explain how we understand emotions and use the terms emotion, feeling and sentiment. Thirdly, we discuss the reasons why most historians keep silent about their feelings. Fourthly, with two examples, we illustrate how historians have written about their emotions. Fifthly, we present a model of emotional phases of research by the Danish social psychologist Steinar Kvale and evaluate its relevance to historical research. Then we look at the causes and/or objects offeelings of students or beginning scholars incultural history. Finally, we suggest some ways we historians could make our scholarly community emotionally a more supportive one. - It might be good to remember that our discussion concerns primarily the Finnish academic world, and the situation in other countries might be slightly different

In analyzing selected aspects of the debate over offending religious feelings, the author discusses Saby Mahmood’s argument that religiousness in public discourses of the Western world is basically perceived as a speculative phenomenon concerning the sphere of abstract beliefs. It is assumed therefore that the harm that can be produced by the publication of a blasphemous illustration is lesser and less palpable than in the case of hate speech directed toward a race or sexual orientation. The author’s analysis, which is undertaken from a Durkheim perspective, shows that, for example, the caricaturized presentation of a religious symbol constitutes not so much an act of undermining the abstract image as—in the affective perspective of the religious—an act violating the sense of ontological security of a given moral community which that symbol represents. At the same time, the Durkheim perspective facilitates an understanding of why religious symbolic resources can be ambivalently used in processes of legitimating social actions, beginning with constructive forms of civil public religions to extreme fundamentalist movements making use of violence and the discourses of political extremism.

This article addresses issues of mobility and place-making among CEE-born young people who migrated from Poland and Romania to Sweden as children (up to the age of 18). Previous research on intra-EU mobility in other destinations posits this group as 1.5-generation migrants who, due to their mobility at a formative age, experience duality and in-betweenness – with specific effects on their social and familial lives. Inspired by this research, our article examines how mobility to Sweden at a young age (re)shapes young peoples’ connection to and meaning-making of places post-migration. Drawing on two-step qualitative interviews with 18 adolescents and young adults from Poland and Romania, as well as on drawings and photographs as part of the visual materials produced by the participants, the article makes two contributions. First, it integrates the scholarship on children and youth mobility, translocalism and place-making but also deepens these conceptualisations by underlining the role of memories and feelings in young people’s place-making processes. Second, the article suggests that visual methodology is a valuable tool with which to capture the embodied and the material practices of translocal place-making over time. Our findings reveal that most of these young people continue to strongly associate with places from their childhood and country of origin. For some, these places symbolise ongoing transnational practices of visits and daily communication while, for others, these are imaginary places of safety and a right place to be. The findings also highlight the importance of memories and feelings in creating transnational connectivity between the countries of origin and Sweden, as well as in developing coping strategies against the social exclusion and misrecognition which some young people may experience in their new living spaces.

The article is devoted to the subject of ethical problems in Aleksandr Vampilov’s drama Duck Hunting. A detailed analysis of the character concepts and the complexity of the composition enable one to reach the motives and images the work’s contents are actualized through: rain, a window, a door, a telephone – these are the recurring motives crucial in presenting the moral dilemmas of the main character – Viktor Zilov. Each of them may be interpreted as a sign of spiritual anxiety and Zilov’s efforts, his ups and downs, questioning the value of life and giving it some meaning. An oscillation between extremes, transitioning from drama to comedy and from laughter to tears, determines the structure of the text and, at the same time, gives an expression of the main character’s existential quest, one lost in the intricacies of every‑day reality. A The drama’s perfect structuring, the careful construction of space – the real and the imaginary, sound and light effects are all subordinated to the one imperative goal – showing Zilov’s spiritual evolution and the moral feeling still present in his life.

The paper presents the latest research results concerning the correlation between changes in the room acoustics of school spaces and noticeable changes in the communication and functioning of students and teachers at school.

The primary school covered by the research is the second largest school of this type in Poland. The large number of students and hard interior finishing made the acoustic conditions in the school building very unfavourable. The measurements showed that school rooms were very noisy and reverberant. The measured values of reverberation time T were in many rooms 3–4 times higher than the acceptable values specified in the mandatory Polish acoustic standard PN-B-02151-4:2015-06. Also the speech intelligibility measured by the speech transmission index was very poor, in the extreme case STI = 0:31. This situation (very characteristic for most of Polish schools) became the basis for the first such comprehensive acoustic treatment of the whole school building in Poland. This intervention allowed to meet PN-B-02151-4:2015-06 demands almost in every room accessible for students. This case gave an excellent opportunity to assess the influence of improved room acoustics on teachers’ and students’ performance and wellbeing.

Measurements of the equivalent sound level LAeq, reverberation time T and STI speech transmission index were made before and after acoustic treatment. The questionnaire survey used the Acoustic Change Feelings Scale (ACFS-S, ACFS-T) for teachers and students. 378 students, and 44 teachers were included in the study. Both students’ and teachers’ answers show significant improvement of their performance and wellbeing. Positive changes were noticed in students’ level of concentration, short memory capacity and pace of work. After acoustic treatment students (both in teachers’ and their own opinion) can better hear and understand teachers’ instructions and are much more capable of task fulfilling. Both teachers and students observed clear reduction of aggression level. Teachers reported considerable drop in students’ fatigue and their own voice effort.