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Legal reasoning in the common law tradition requires judges to draw on concepts, and examples that are meant to resonate with a particular emotional import and operate in judicial reasoning as though they do. Judicial applications of constitutional rights are regularly interpreted by reference to past violations (either through precedent, contextual framings, and/or legislative history), which in turn elicit a series of emotions which work to deepen and intensify judicial understandings of a right guarantee (freedom of association, freedom of expression, equality, security of the person, etc.). This paper examines the way in which invocations of past political histories, and rights abuses (however ill or well-defined), work to conjure up a set of service emotions (emotions which work to establish a particular frame of mind), which guide judicial applications of doctrine in cases concerning an alleged violation of a constitutional right.

A highly intellectual environment involves intense mental activity, rapid acquisition of new material, creativity, competition, and rivalry. All these aspects may cause a long-time neuropsychic stress. Students of leading technical universities need to be able to overcome such difficult situations. The authors reviewed theoretical approaches to emotional intelligence. They designed a psychological model of scientific and technical elite of modern Russia. The model included emotional-volitional, demand-motivational, value-meaning, socio-psychological, and cognitive-activity components. This paper focuses on the empirical study and confirmation of the emotionalvolitional component in potential engineering, scientific, and technical elite, i.e., junior students of Russia’s leading technical universities. The research revealed some psycho-logical peculiarities in their emotional intelligence and coping-strategies. The sample consisted of first-year engineering and technical students of the National Research Nuclear University MEPHI (n = 111). The psychodiagnostic tools included the coping test developed by R. Lazarus and S. Folkman and adapted by T. L. Kryukova, E. V. Kuftyak, and M. S. Zamyshlyaeva; D. V. Lyusin’s test of emotional intelligence. The data analysis relied on IBM SPSS Statistics V.22.0 and the Kruskal-Wallis H-test method of mathematical statistics. The students proved able to consciously analyze difficult situations, work out solutions, plan and predict the outcomes of their behavior, as well as to resort to past experience and available resources. In general, these overcoming models had a constructive effect on the development of an engineer’s personality. However, the underdevelopment of the emotional sphere and poor expression of feelings affected interpersonal and intragroup relationships. Students of nuclear engineering should develop their emotional sphere and expand the range of coping strategies in stressful situations.

For personal and socioeconomic development, education is a fundamental element. However, despite its relevance and importance, there is no inclusive education that allows access to the entire population. This is especially noticeable in contexts where students are at risk of exclusion. This paper presents a project that aims to reduce the technological gap in the most disadvantaged social classes by promoting the use of Augmented Reality technology. To this end, an experience with children at risk of social exclusion is presented, in which they participated in two training workshops over two weeks, organized into two groups, where one group used Augmented Reality with Tablets and the other did not. The objective of the experience was to assess the impact of using this technology on the emotional state of the students, as well as on the development of computational thinking competence. The results show that students who used Augmented Reality significantly improved their academic results in block programming compared to those who did not use it. Additionally, it was found that the emotional state of the former was generally more pleasant compared to the latter.