Self-Determination Theory

This paper responds to continuing commentary on Velmans (2002a) “How could conscious experiences affect brains,” a target article for a special issue of JCS. I focus on the final question dealt with by the target article: how free will relates to preconscious and conscious mental processing, and I develop the case for preconscious free will.  Although “preconscious free will” might appear to be a contradiction in terms, it is consistent with the scientific evidence and provides a parsimonious way to reconcile the commonsense view that voluntary acts are freely chosen with the evidence that conscious wishes and decisions are determined by preconscious processing in the mind/brain.  I consider alternative interpretations of how “conscious free will” might operate by Libet and by Mangan and respond to doubts about the extent to which the operations of mind are revealed in consciousness, raised by Claxton and Bouratinos. In reconciling commonsense attributions of freedom and responsibility with the findings of science, preconscious free will can be shown to have practical consequences for adjudications in law.

Socio-educational Model, Self-Determination Theory, and, more recently, L2 Motivational Self System are arguably amongst the widely embraced theories of motivation in the field of foreign and second language learning. However, the relevance and validity of these theories across different sociocultural contexts and educational levels remain an open question, simply because motivation is context-specific. The present study seeks to fill this lacuna in research by exploring students' motivational orientations for learning English as a Foreign Language at a high school level within an Indonesian context. Fifty-one high school students were originally interviewed pertaining to the reasons why they had decided to learn English in the first place. Sixty-four orientations were identified during exhaustive interviews, but similar themes were subsequently merged resulting in fifty-four orientations. These fifty-four orientations were administered to 503 high school students. Following each orientation is a five-point Lickert scale (hereafter Lickert) of potential responses: very relevant, relevant, not sure, irrelevant, and not relevant at all. The results were subjected to a principal component analysis so that the underlying dimensions of students' motivational orientations for learning English in this particular context could be revealed. The principal component analysis resulted in the extraction of a five-component solution labelled as "ideal L2 self, ought-to L2 self and learning environment," "integrative orientation," "career orientation," "information access," and "self-confidence and intrinsic motivation" respectively. Implications of these findings on the theory of motivation in the realm of foreign/second language teaching and learning will be critically examined in this paper.

Forest School offers opportunities for children and young adults to come into regular contact with nature. Although, in relevant literature, Forest School is seen as highly conducive to participants' motivation to learn, there is no theoretical framework that examines how this motivation can be optimized in relation to Forest School pedagogy. Self-Determination Theory offers a broad perspective for motivational processes and will be used as a guide in this article to advance such a framework. Self-Determination Theory proposes that well-being, which has been identified as an aim of Forest School, is promoted through the support of three basic psychological needs for autonomy, competence and relatedness. In this conceptual article, we make links between Forest School pedagogical practices and Self-Determination Theory, mainly focusing on the support of children's basic psychological needs. Furthermore, we make suggestions for ways in which to enhance practice through explicit links with need-supportive teaching practices, as these are identified in the Self-Determination Theory literature.

Czech and Slovak educational systems stand at the doorstep of the fundamental reforms, accentuating the development of psychosocial qualities of all stakeholders engaged in education as determinants of a successful educational process. The narrative review focuses on research studies conducted since 2001, based on the paradigm of attachment and motivational theories of self-determination. Paper provides an overview of how the concept of school achievement and the individual key constructs of the teacher-student relationship are operationalized (closeness, conflict, relatedness, autonomy support, structure). It discusses main conclusions of the most significant studies in this area, as well as some inconsistent results and methodological problems. After rigorous impact and content selection, the review includes 17 empirical studies. Finally, specific current research challenges in the field are considered.

Le 12 avril 2014, les Chefs coutumiers Kanak ont adopté dans leurs aires coutumières respectives la "Charte du Peuple Kanak - socle commu des valeurs et principes fondamentaux de la civilisation Kanak". Ce texte a ensuite été solennellement proclamé à Nouméa le 26 avril en présence de l'ensemble des autorités coutumières. Ce travail de constitution de socle commun des valeurs et de rédaction engagé par le Sénat coutumier Kanak suscite l'admiration des personnes versées dans les questions de décolonisation, de justice, de mémoire et de développement.
Ainsi, l'émergence de la revendication autochtone dasn un nouveau contexte socio-politique est d'abord une entreprise décolonisatrice (I). C'est pourquoi la démarche autochtoniste bouleverse les principes constitutionnels et les institutions politiques et adminsitratives de la Nouvelle-Calédonie (II).
Le présent texte discute du contexte de l'adoption de la Charte, de l'organisation du peuple Kanak et propose des réflexions sur ce nouveau pas vers l'autodétermination des Kanak.

“Power is war, the continuation of war by other means”: Foucault’s reversal of Clausewitz’s formula has become a staple of critical theory — but it remains highly problematic on a conceptual level. Elaborated during Foucault’s 1976 lectures (“Society Must Be Defended”), this work-hypothesis theorises “basic warfare” [la guerre fondamentale] as the teleological horizon of socio-political relations. Following Boulainvilliers, Foucault champions this polemological approach, conceived as a purely descriptive discourse on “real” politics and war, against the philosophico-juridical conceptuality attached to liberal society (Hobbes’s Leviathan being here the prime example).
However, in doing so, Foucault did not interrogate the conceptual validity of notions such as power and war, therefore interlinking them without questioning their ontological status. This problematic conflation was partly rectified in 1982, as Foucault proposed a more dynamic definition of power relations: “actions over potential actions”.
I argue, somewhat polemically, that Foucault’s hermeneutics of power still involves a teleological violence, dependent on a polemological representation of human relations as essentially instrumental: this resembles what Derrida names, in “Heidegger’s Ear”, an “anthropolemology”. However, I show that all conceptualisation of power implies its self-deconstruction. This self-deconstructive (or autoimmune) structure supposes an archi-originary unpower prior to power: power presupposes an excess within power, an excessive force, another violence making it both possible and impossible. There is something within power located “beyond the power principle” (Derrida). This (self-)excess signifies a limitless resistantiality co-extensive with power-relationality. It also allows the reversal of pólemos into its opposite, as unpower opens politics and warfare to the messianic call of a pre-political, pre-ontological disruption: the archi-originary force of différance. This force, unconditional, challenges Foucault’s conceptualisations of power, suggesting an originary performativity located before or beyond hermeneutics of power-knowledge, disrupting theoreticity as well as empiricity by pointing to their ontological complicity.
The bulk of this essay is dedicated to sketching the theoretical implications of this deconstructive reading of Foucault with respect to the methodology and conceptuality of political science and social theory.

The purpose of this study is to examine the role of employees’ readiness to change on effective organizational change implementation. In this study the components of self-determination theory (SDT) and components of knowledge management (KM) are taken as independent variables with moderating effect of self-efficacy. The research model is developed in such a way that the three components of SDT Perceived competence, Perceived relatedness and Perceived autonomy have direct impact on Employees readiness to change. Similarly, two components of KM Codification strategy and Personalization strategy also have a direct impact on Employees readiness to change. The population of this study is public sector organizations based and data will be collected using survey questionnaire based on conveniences sampling approach. For inferential analysis the Structural Equation Modeling (SEM) approach will be used. Several studies have been conducted on SDT but none has put emphasize on its impacts in organizational change implementation context. Therefore, the current study contributes to body of knowledge and examines the role of employee readiness to change on organizational change implementation.

La ausencia de apoyo a la autonomía creado por el docente de Educación Física (EF) puede desencadenar en el alumnado conductas desinteresadas e indisciplinadas. Así, bajo el sustento de la teoría de la autodeterminación el objetivo del estudio fue testar un modelo que relacionaba el apoyo a la autonomía del profesorado de EF con la percepción de satisfacción y frustración de dicha necesidad, así como con la conducta de oposición desafiante del alumnado en las clases de EF. En el estudio participaron 196 alumnos (M edad = 13.32; DT = 1.38), 95 varones y 101 mujeres, pertenecientes al primer ciclo de Educación Secundaria Obligatoria, quiénes cumplimentaron los factores de autonomía de los siguientes cuestionarios: Cuestionario de Apoyo a las Necesidades Psicológicas Básicas (CANPB), la Escala de Medición de las Necesidades Psicológicas Básicas (BPNES) y la Escala de Frustración de las Necesidades Psicológicas (EFNP). Además se midió la oposición desafiante con una escala adaptada a la EF. El análisis de los resultados evidenció la importancia del apoyo a la autonomía para satisfacer y evitar la frustra-ción de ésta. De igual modo, la frustración de la autonomía se configura como una variable influyente sobre la opo-sición desafiante. Estos hallazgos suscitan la necesidad de crear un clima orientado al apoyo a la autonomía en EF, alejado de un estilo más controlador, evitando de este modo la frustración de la autonomía en el aula y previniendo de esta manera las conductas desafiantes del alumnado. Palabras clave: teoría de la autodeterminación; apoyo a la autonomía; estilo controlador; educación física; indisciplina. The lack of autonomy support created by the Physical Education (PE) teacher can trigger disinterested and undisciplined behaviors in students. Grounded in Self-Determination Theory, this study tested an integrated model that related autonomy supportive teaching with autonomy satisfaction and autonomy frustration, as well as oppositio-nal defiance of PE students. 196 students (age = 13.32, SD = 1.38), 95 men and 101 women, from the first cycle of secondary school, answered the following questionnaires: Questionnaire to assess support of basic psychological needs (Spanish acronym CANPB), Basic Psychological Need Scale (BPNS) and Psychological Need Thwarting Scale (PNTS). For these questionnaires, only the items of autonomy factor were measured. Besides Oppositional Defiance was measured using a scale adapted to the PE. The results showed the importance of autonomy supportive teaching to satisfy autonomy and avoid this need frustration. Similarly, autonomy frustration is established as an influential variable on oppositional defiance. These findings raise the need to create an autonomy support climate in PE, away from a control teaching, to avoid autonomy frustration in the classroom and to prevent defiance behaviors of students. Abstract Recibido el 31 de Mayo de 2015; Aceptado el 5 de Noviembre de 2015

One of the purposes of this study is to develop and test the factor structure of a multidimensional Needs for Meaning Scale (NFMS) and another purpose is to investigate the contribution of needs for meaning fulfillment on experiencing meaning in life by using self-determination theory. Baumeister asserts that meaning in life can be established with the possession of four needs for meaning: need for purpose, need for values and justification, need for efficacy, need for self-worth. To measure NFM, 33-itemed NFMS is constructed. Meaning in life was measured through the Purpose in Life (PIL) test. The data were gathered conveniently from 355 individuals. Both the NFMS and PIL test were investigated through confirmatory factor analyses (CFA) before two structural models were tested. The data were analyzed by means of a SEM analysis using AMOS program. Three different models of NFMS were tested. CFA confirmed four dimensions of NFMS in both a first- and second-order solutions. Additionally, both structural models had a good fit to data and indicated that needs for meaning fulfillment has positive contribution on meaning in life. The fulfillment of need for purpose emerged as the most important predictor of meaning in life. The findings were discussed in the light of explanatory power of the dimensions of needs for meaning on meaning in life.

The article is aimed at the change of the separatist discourse from ethnic self-determination to secession based on public spending and wealth redistribution. Further, it aims to explain the role of the European Union, its legislation and politics, in these processes amongst its Member States. Besides establishing that such role is both increasing and diminishing separatist tendencies due to the Single Market, legislation on regions or siding with Member States against secession, the article argues that the paradigm may change yet again to the notions of human rights, citizenship and immigration, due to the stall of economic secessionist aspirations.

The legality of the use of force of the Turkish Cypriot community against the Greek Cypriot government is the key issue to define the legal status of the Turkish Republic of Northern Cyprus within the United Nations law system. If the Turkish Cypriots have a legal right to use force against the so-called Greek Cypriot government within the system of decolonization of the United Nations, then the so-called Greek Cypriots government thesis against the Turkish Cypriots on defining the situation in Cyprus as belligerency of the Turkish Cypriots against the government will be eliminated. The situation in Cyprus will change and the Turkish Republic of Northern Cyprus can become a member of the United Nations within the United Nations decolonization system.

Personalisation is a critical factor in superior customer experience and retention. It is also observed to be a cause of user frustration. This paper challenges the assumption that accurate content personalisation always positively affects tourist perceptions on the usefulness and ease of use of the information systems. The study integrates the logic of technology acceptance and the process of human motivation to explain  personalised recommender system acceptance. In-depth semi-structured interviews with tourists, industry practitioners, and academic experts were used in research. The findings illustrate that the characteristics of personalised content have double and, sometimes, ambivalent influence on tourist perceptions on system performance. A comprehensive strategy is required to optimise the potential of personalisation. This study expands the understanding of tourist interactions with personalised content and calls for further exploration of the effects of information system components on user experience.

UN bodies have increasingly emphasized the need to improve the political participation of indigenous peoples. This book proposes a composite right to political participation of indigenous peoples, identifies its recognition in international law, and explores its application in two – apparently divergent but substantially more similar than expected – case studies in Latin America: Bolivia and Chile. The core sources of international law, including the decisions of the Inter-American Court of Human Rights, serve as the main sources for the recognition of this right. This analysis ultimately integrates the non-(strictly)-legally binding outcomes of international organizations, the writings of publicists, and the scholarly literature of other disciplines (political science, sociology, and anthropology).
For the two case studies, it covers a period of approximately ten years (2005-2015), and assesses the national legislation and their implementation, as well as the domestic jurisprudence.

Numerous empirical findings relevant for self-regulation research can be related to functional self-regulation patterns (proactive and defensive) and a dysfunctional pattern (depressive absence of self-regulation efforts). The first two patterns are in accordance with numerous empirical findings coming from the fields of cognitive, social and educational psychology, including concepts such as promotion vs. prevention focus and mastery or learning mode vs. coping or well-being mode. These patterns can be supplemented with a depressive pattern indicating self-defeating cognitions and strategies, absence of motivation and self-regulatory efforts. The empirical part of this study is focused on self-regulated learning and relationships between cognitive beliefs, motivational beliefs and self-regulation strategies. Croatian upper elementary students (N  =  460; age 11–14 years) participated in this investigation. Self-reports were gathered by self-regulated learning components scale. The factor analysis of self-regulation components supported the theoretical distinction between the proactive and defensive self-regulation patterns. The results were interpreted in the context of previous research findings. Further research needs to address the question of specific self-regulation failures (the depressive pattern) in samples that include larger proportion of poorly adapted and under-achieving students.

Malaysian students need to be skilful in both English and Malay in this global era. Matriculation students learn Biology in English, not their first language; as such my students have difficulty in remembering the facts. Musical mnemonics were used to enable my students remember the facts of the Calvin Cycle of Photosynthesis correctly; and in the right order. An independent-samples t-test showed that the approach enabled students to consolidate their memory processes; t (62) = 17.928, p=.0005. Based on the findings, I suggest that musical mnemonics should be used to facilitate recall of other biological processes including DNA replication and transcription. As a memorization tool, musical mnemonics must meet several criteria in order to be effective and I have suggested the criteria. The results of this study imply that, with innovations, Science can be successfully taught in English. In view of further research, a video CD of the mnemonics was created.

Siguiendo la teoría de la autodeterminación, el objetivo de este estudio fue analizar la asociación entre la percepción de apoyo a las necesidades psicológicas básicas (i.e., autonomía, competencia y relaciones sociales) y la predisposición hacia el contenido (i.e., actitud cognitiva y afectiva) que tiene el alumnado. El estudio fue desarrollado en tres unidades didácticas de Educación Física, donde participaron 77 alumnos en el contenido de fútbol sala, 75 en acrosport y 78 en rugby, pertenecientes a 4º de Educación Secundaria Obligatoria. Los resultados de los análisis de correlación y los análisis predictivos señalan una relación positiva entre la percepción del apoyo de las tres necesidades psicológicas y la predisposición hacia el contenido que tienen los alumnos, adquiriendo uno u otro mediador más importancia en función del contenido curricular impartido. En base a ello, se destaca la importancia de apoyar las tres necesidades psicológicas básicas mediante estrategias de intervención que deben ser diseñadas y adaptadas para cada contenido curricular. Todo ello puede redundar en una mayor predisposición del alumnado hacia cada uno de los contenidos curriculares que integran la Educación Física, suponiendo una mayor adherencia hacia la práctica de actividad física.

The old adage goes, “If you can find a career doing something you love and get paid for it, you’ve got it made.”  On the surface this may sound all good and a sound strategy, but based on research focusing on intrinsic and extrinsic motivation, this in not often the case.  Intrinsic motivation is the internally rooted positive draw that one feels towards performing an activity, often expressed by the joy of the experience during the activity or the satisfaction that one feels after the activity is completed.  In contrast, offering external rewards, often in the form of money, which influences the actor to perform and complete an activity, produces extrinsic motivation. Beyond simple monetary rewards, other forms of external rewards that develop extrinsic motivation may include positive reinforcement and social approval (Deci, 1971).

Physical inactivity and academic underperformance in STEM (science, technology, engineering, and mathematics) subjects
are complex youth issues requiring multifaceted solutions. This exploratory study investigated a novel outdoor learning
approach to addressing both issues through an outdoor adventure education (OAE) STEM education programme designed
to enhance student engagement and self-determination in STEM subjects and physical activity. Twenty-two high school
(secondary school) students participated in a five-day alternative spring break snow science programme that integrated
STEM topics with winter outdoor activities (i.e., snowshoeing, downhill skiing, and snowboarding). Results indicated that
the OAE STEM programme provided an autonomy-supportive learning climate characterised by experiences of optimal
engagement (i.e., flow) and self-determination (i.e., autonomy, relatedness, and competence). Findings suggested that OAE
STEM programmes have the potential to enhance high school/secondary school students’ engagement in both physical
activity and STEM education. Implications for research and practices that blend STEM education with OAE are explored.

This presentation concentrates on the aspects and experiences of undergraduate students' personal empowerment. It considers the powerful role of mathematics in enhancing undergraduate students' general thinking and learning skills, creativity, independence, self-confidence and personal agency. These features of empowerment will be outlined theoretically and also by using the data from interviews with undergraduate students gathered both in The United States and in Finland. Additionally, some elements of mathematics instruction needed in this kind of an empowerment will be discussed.

Bu çalışma, Rusya'nın Güney Kafkasya ile ilgili hedeflerini sağlama çerçevesinde bir uluslar arası hukuk kurumu olan UCM 2 'yi nasıl kullanmak istediğini incelemektedir. Bu çerçevede self-determinasyon ile ilgili mevcut uluslararası hukuk kurallarını temel alarak Güney Osetya'nın Gürcistan'dan ayrılmasının mümkün olmadığı açıklanmakta ve ancak Kosova örneği takip edilerek bağımsızlık ya da ilhakın gerçekleştirilebileceği gösterilmektedir.

Achieved #1 Best Seller in Exercise and Fitness on Amazon (USA and Canada) and called "the best book on exercise I've ever read" by best-selling author Dan Heath (Made to Stick, Switch), "a much-needed guide for both health professionals and the general public" by Pedro Teixeira (past president of the International Society of Behavioral Nutrition and Physical Activity), "a better approach to physical activity" by Barbara Ainsworth (past president of ACSM) and "it will change the way you think about exercise.." by Brian Wansink (Mindless Eating),  No Sweat has a fresh combination of science and teaches a method that individuals, professionals and academics are all using.

No Sweat shows the health coaching method that Segar has been using with her clients for 20 years (that has a published long-term evaluation funded by the NIH) and an integration of key motivation, decision making, self-regulation, and marketing science. Through client stories, she shows how to leverage principles of motivation, decision making and information processing to facilitate autonomous motivation and the prioritization of self-care so people are able to sustain health behaviors throughout their busy lives.

Because it integrates key science related to creating sustainable health-related behaviors, No Sweat is being adopted as a course text in undergraduate and graduate curriculum. For a free Teaching and Discussion Guide to use No Sweat as a course text please email Michelle Segar or get it from the book page on her website, MichelleSegar.com.

See the attached sample chapter. (No Sweat is available for sale in local bookstores and on Amazon and Barnes & Nobel).

In The Wilsonian Moment, Erez Manela cleverly reconstructs the story of the colonial world at the end of World War I, and the impact of U.S. President Woodrow Wilson’s Fourteen Points for world peace and justice on the anti-colonial movement. Instead of centering up on the visions and actions of the core powers, Manela expanded on the effect of the negotiations at the Paris Peace Conference in 1919 on the anticipations and desires of the periphery of empire, particularly, the colonial nations, using the specific examples of Egypt, India, China, and Korea. The 1919 Revolution in Egypt, the Rowlatt Act in India, the May Fourth movement in China, and the March First uprising in Korea provided examples for the backdrop for social change and dissent. Manela argued that the “Wilsonian Moment” gave rise to an era of aspiration and high expectations in the Third World in the post-World War I era, and that these expectations planted the seeds for rebellion and uprising in these states, with the pure intent of obtaining self-determination.

This analysis does not represent neither Western, nor Ukrainian or Russian official views concerning the Kerch Straight incident and its legal background. It is an expert analysis that concentrates on realities. It is not the aim of the analysis to come up with “politically correct” views.

This paper is an inquiry into “aha” moments I encountered while exploring my Métis ancestry and place relationship. It seeks to alleviate trauma through expressive narrative, and reveal ways for educators to teach Métis learners, which was accomplished by the revelation of the wâhkôhtowin worldview that emerged from my autobiographical exploration of my ancestry on Turtle Island (North America). Wâhkôhtowin is a Cree word for “all my relations”, and is the one I will use. This exploration is a form of “praxis”, an Indigenous story approach that I hope leads to action and educational change (Freire, 1970). To do this, I, an adult Métis from Northern Alberta, explored recent Métis scholarship, and autobiographies of adult Métis from Northern Alberta and Saskatchewan. I then told my own story while recognizing themes that give rise to a Métis worldview. The results showed that teaching and learning for the Métis must comprise a sense of belonging for “all my relations” as well as a self-determining (otipemisiwak), respectful (ekichinantak) learning environment for wâhkôhtowin. I conclude with some implications for education and further study.

Although traditional value education in Vietnam has many aspects and methods, most of them are not linked with art education, and the determination of its significance and purpose is not entirely clear. This article examines Vietnam’s traditional values in these modern times and raises some evocative issues in order to introduce a new vision for teaching traditional values through art education. The article considers issues of Vietnamese traditional value education for the young generation as a special condition in the current context; recognizing age psychology characteristics of preschool and primary school students; the point of view on maintaining and promoting the values of Vietnamese citizens as the foundation for the image of the global citizen; the role and benefits of art (as a subject) and works of art in education; and outlines the practice of traditional value education in Vietnam.

Self-determination, a prime justificatory principle of the international society, has become a confused, and confusing, compass. At the heart of this confusion, I argue, lies the tacit submersion of self-determination in state-determination. In principle, self-determination entails the “moral double helix” of duality (personal right to align with a people, and the people’s right to determine their politics) and mutuality (the right is as much the other’s as the self’s). In practice, state actors have labored to tame self-determination: to control and contain this perilous principle by yielding the will of “the people” to the interests of powerful states, which have repeatedly impaired its moral DNA.

This paper discusses the use of Self-Determination Theory (SDT) in a mixed methods design to enable a maximum variation sampling strategy for a narrative inquiry.  The methodology for this participant-selection variant of an explanatory sequential design (Creswell & Plano Clark, 2011) is described.  The two-phased approach uses SDT and cluster analysis in the first quantitative phase, to establish groups of participants.  Profiles of these groups subsequently inform the second phase narrative inquiry and provide the ability to use maximum variation sampling.  This strategy in turn ensures a divergent set of experiences for the narrative inquiry.  The profiles created often have potential for immediate application in practice.  An example of this methodology in use is provided from an ongoing study

Self-determination has been one of the main controversial issue on international relations and law; therefore, it is not surprising that although the nature of such disputes has changed over time from political to legal, the International Court of Justice continues to confront the relevant disputes. When a close look at the relevant cases, while many countries claim that self-determination is only a political passion, the important role of International Court of Justice (ICJ) in the development of self-determination and its obtainment a legal ground is recognized. The aim of this study is to analyze the development of self-determination right through 20. Century and the importance of the ICJ in this development. This will be achieved in the light of the Court's judgments, state declarations, which were not mentioned enough in similar articles, and the views of the judges to be examined in the South West Africa (Namibia) Advisory Opinion that were concluded by the Court.

The history of Kurds and Kurdistan is a long way made up of persecutions, contentions and deportations from the 16 th century to the present. The Kurds, divided into four different nations (Iran, Iraq, Turkey and Syria), founded into World War I the chance to carry forward their claims, above all the idea and the desire to be an independent state after the collapse of the Ottoman Empire. The Fourteen Points by American President Woodrow Wilson seemed to be the perfect international law framework to became a separate state; in 1920 the Treaty of Sèvres seemed to inherit this spirit, drawing into articles 62,63 and 64 of section III the future of Kurdistan. Unfortunately, only three years later, the Treaty of Lausanne revoked, de jure, the idea of a free Kurdistan, forcing Kurdish people to lie as minority into four different states.

As the Commissar for Nationalities’ Affairs, Josef Stalin claimed that he was following Lenin’s policy of self-determination for ethnic groups within the Russian Socialist Federal Soviet Republic (RSFSR). While paying lip-service to the principle of self-determination in permitting ethnic groups to maintain their own language and culture, he did not want to follow the principle to its logical conclusion, that is, national independence from Russia. Instead he invoked the concept of “autonomous republics” with a federation of Soviet Republics under the central rule of the Communist Party and the Union of Soviet Socialist Republics (USSR) after 1922. But the degree of “autonomy” of the “republics” was limited, because real power resided in the Community Party.

Even though Stalin was an ethnic Georgia, after he succeeded Lenin in 1924 he divided one ethnic group against another, as in the case of Muslim Abkhazis and Ossetians against the Orthodox Christian Georgians. In the 1930s Stalin began to suppress ethnic languages and promote the Russian language and culture. He also began a policy of “ethnic cleansing” by forcibly relocated ethnic populations, such as the Tatars from the Crimean Peninsula. The Ukrainians felt that Stalin’s forcible collectivization of agriculture was a form of genocide in which millions of Ukrainians starved to death.

After the Munich Agreement in 1938 and the dismembering of Czechoslovakia, Stalin took advantage of the situation to annex the Ukrainian region west of the Carpathian Mountains. In 1939 he signed a non-aggression pact with Germany and immediately invaded Norway, the Baltic States, and eastern Poland. But in June 1941Hilter invaded Russia as he said he would in Mein Kampf.  Suspecting that the Ukrainians, Lithuanians, Estonians, and Latvians were collaborating with the Germans, he escalated his policy of forcible relocation. The Ukrainians, Lithuanians, Estonians, and Latvians were divided between those who welcomed the Germans as liberators and those who celebrated their eventual defeat on the eastern front. The Jews were a different matter. Both the Germans and some Ukrainians participated in their extermination during the war. Stalin felt that they were not a legitimate nationality, because they had no territory of their own in Russia. He also suspected their Zionist aspirations as a threat to their loyalty to Russia.

By the end of the war, the USSR had annexed Bessarabia and Bukovina from Romania; Ruthenia from Czechoslovakia; the Karelian peninsula in eastern Finland; the Baltic republics of Estonia, Latvia, and Lithuania; and Königberg in East Prussia. The United Nations was established to prevent another world war, but gave the victorious powers (the United States, Great Britain, the Soviet Union, and China) permanent seats on the Security Council with veto power over major issues. Russia insisted on having three seats in the General Assembly (for Russia, Ukraine, and Belorussia). With the dissolution of the Soviet Union in 1991, the Baltic Republicans and Ukraine obtained their independence and became members of the UN General Assembly, and in 2004 the Baltic States became members of the North Atlantic Treaty Organization (NATO) and the European Union. Today, the Baltic States has a Russian-speaking minority, but in eastern and southern Ukraine the majority of the population is Russian-speaking. Under the UN charter aggression is defined as any forcible change in the national boundaries, and precluded the UN from interfering in internal affairs of member nations. Ironically, these conditions have worked against peaceful resolutions of conflicts today in places like Ukraine and Chechnya by allowing a legalistic definition of aggression to trump the principle of self-determination. The result has been the use of military force instead of UN-sponsored plebiscites to address issues of national identity.

Among other interesting and relevant aspects, Hegel’s Chapter on Self-Consciousness in the Phenomenology of Spirit including Lordship and Bondage represents an exposition and dialectic of two most elementary normative attitudes that determine the practice of self-cognition and self-constitution: independence and dependence. As a result of recognition, these two normative attitudes become part of the experience and “education of the natural consciousness to the standpoint of science”.

How can settlers in restorative justice, while citing restorative justice/ restorative practice's Indigenous roots and committing themselves to repairing harms, live on land stolen from Indigenous Peoples through genocide and not act to undo this catastrophic harm? How can settlers in restorative justice credibly hold children accountable for stealing others' property or personal belongings and not hold themselves accountable for the mass fraud and crimes that their settlement in North America involves--crimes from which settlers benefit and Indigenous Peoples suffer everyday? By calling these questions out of silence, unsettling as they are, I aim to heighten critical awareness of how White fantasies keep harms against Indigenous Nations off settlers' radar and prevent settlers in restorative justice from "walking the restorative talk."

Signs of Safety (SofS) is a popular framework for child protection social work practice, used in more than 200 jurisdictions worldwide. Although workers tend to find SofS tools easy to use, skilled application of the approach is challenging, and research has found that SofS is often not implemented as intended. This study aimed to deepen and inform the explanation (initial theory) of what key SofS tools and processes are expected to achieve in the family–worker interaction and why. A realist synthesis was used, involving a realist review of literature and focus groups with 22 international SofS experts. Using self-determination theory, we detail how SofS can be conceptualized as aiming to support families to experience ‘autonomous’ rather than ‘controlled’ motivation by supporting basic human needs for ‘autonomy’ (feeling a sense of volition), ‘competence’ (feeling effective) and ‘relatedness’ (feeling cared for). This explanation can be used for training and evaluation purposes to better
explain and test how SofS expects to engage families in the child protection process. More broadly, we suggest that self-determination theory may contribute a mechanistic explanation of effective social work practice more generally and that this hypothesis should be empirically investigated.

This is the book review published in the International Journal of Iberian Studies. To cite this review:

Calzada, I. (2020) [Review of the book Smart City Barcelona: The Catalan Quest to Improve Future Urban Living, by A. Vives]. International Journal of Iberian Studies 33(1): 103-104. DOI: 10.1386/ijis_00018_5.

To access the review:
https://www.ingentaconnect.com/content/intellect/ijis/2020/00000033/00000001/art00012

Purpose. The purpose of this study was to determine if collective student trust functions as a resource for urban elementary students. Methods. Data from 1,646 students nested in 56 elementary schools in an urban school district were used to test the hypothesized effect of collective student trust on school identification, self-regulated learning, and math and reading achievement. A model-building process in HLM 6.08 was used to test the three hypotheses. Random-intercepts means-as-outcomes models were used to assess the school-level effects on school identification and self-regulated learning, controlling for free and reduced lunch rate and prior achievement. A one-way ANCOVA with random intercepts was used for math and reading achievement. Free and reduced lunch was specified as a student-and school-level control in order to set a more conservative standard for detecting a trust effect. Results. The hypothesized effects of collective student trust on school identification, self-regulated learning, and achievement were confirmed. A culture of student trust in urban elementary schools partly contributed to identification with school, internal control over learning tasks, and math and reading achievement. Collective trust was the strongest school-level antecedent of positive student beliefs, behavior, and achievement. Implications. With policy debates centering on increased funding, accountability, and teacher and leader evaluation, trust may seem like an

This article examines the international community's response to Indonesia's 1975 invasion of East Timor in light of recently declassified documents from the US, United Kingdom, Australia and New Zealand. It argues that anti-Communist and geopolitical concerns at the end of the Vietnam War were not the only, and perhaps not even the most important explanations of Western support for Indonesia's takeover of East Timor. Rather, this article suggests that beliefs that East Timor was too small and too primitive to merit selfgovernance reinforced the perceived imperative of maintaining friendly relations with the Suharto regime, whose growing importance in the regional political economy overshadowed its defiance of international law.

Both theories are important for creating a motivational climate in class. I created this flyer-styled paper especially for trainer and dance teacher. I broke down scientific information to practical and handy tips for dance classes renouncing complicated scientific background information and still citing as well as giving references at the end.

Vaccinations and immunisations have become one of the cornerstones of health promotion and preventive health care globally and they are firmly embedded within the bio-medical model of medicine. That there have been objectors to mass vaccination programmes from the very beginnings of its history is often forgotten. Objectors are often characterised as dissenters, as irresponsible and implicated in the failure of public health policy to prevent epidemics by interfering with herd immunity protection of the population. This thesis aims to explore the reasons why some people actively choose not to vaccinate their children and to examine their health beliefs and practices. Existing work with non-vaccinating parents has been dominated by quantitative and epidemiological studies attempting to determine why parents do not vaccinate or mixed method studies which also focus on lay perspectives; they aim to identify issues in order to help programmes to increase vaccination uptake. There is a shortage of studies focusing on the health beliefs of parents who make active decisions not to vaccinate in the context of those beliefs and health related practices. This study focuses on a small group of parents who have consciously decided not to have their children vaccinated for the common childhood illnesses and extends to those parents where travel vaccinations were also refused. Fifteen adults were studied, one was not a parent; in depth open ended interviews were conducted. The research process highlights both the level of trust between researcher and respondent and the experience of feeling marginalised and misunderstood for their beliefs. Both influence the data generated. The findings indicate that parents’ experience with healthcare practitioners varied enormously; from support and encouragement for their stance on vaccination to accusations of being a ‘bad parent’. In this study the respondents chose not to partake of the vaccination regime for their children because they believed that the vaccinations were either an unnecessary intervention, or, might do more harm than good. Some parents would never have any vaccination for themselves or their children in any circumstances as they did not agree with the principle at the outset. Others did not rule out all vaccinations in all circumstances, but kept an open mind. How people came to their points of view, who and what influenced them in their health beliefs and decision making varied and was complicated. Influences included the media, books, individual alternative health-care practitioners, parents, friends, the world wide web or some kind of ‘gut feeling’ that the practice was ‘wrong’, or a combination of some or all of these. There was no evidence for anti-vaccination pressure from any one organisation or person. Lack of faith, trust or belief in science as a health promoting body of knowledge was a significant aspect for some of the parents. Mistrust in the ethics of the pharmaceutical companies and their relationships with both the government and general practitioners made some of the parents mistrust their advice. Those parents who had a scientific background disagreed with the science of vaccinations. The conclusion highlights the difficult position people who do not believe in vaccination find themselves in and the role of health beliefs that are embedded in different understandings of what constitutes health-illness and how health can be maintained.