In this paper I consider the question of self-governing in relation to MacIntyrean practices. It is not uncommon to discover MacIntyrean practices being described as self-governing in at least some ...sense. However, while there are seemingly valid reasons for why this might be thought the case, in my paper I argue that there is something very different visible in MacIntyre's writings here. Indeed, what I want to emphasise regarding MacIntyre's position in relation to the governing of practices is that rather than self-governing, at most MacIntyrean practices are self-directing or self-guiding. Therefore, although for MacIntyre governing of practices is fundamentally important, what I draw attention to is how, on the whole, this governing happens from outside, and that direction and guidance if and when it does happen, happens in a very specific, internal way aside from governing.
El estudio de la trayectoria de los estados provinciales entre 1820 y 1880 resulta crucial para comprender la dinámica de un período considerado hasta hace poco como de <<transición>>. Este artículo ...tiene como objetivo reconstruir la estructura estatal de una provincia no trabajada hasta el momento: San Luis. Para ello, se toman dos variables significativas: la estructura de ingresos y gastos estatales y la construcción material del Estado en la provincia. Los datos arrojan una excesiva dependencia puntana de los fondos de Buenos Aires y una construcción estatal muy precaria, lo que obligaría a limitar, para este caso y en este período, la hipótesis sobre la <<autonomía>> de estas formaciones políticas. Palabras claves: San Luis, fiscalidad, construcción estatal, autonomía. The study of the trajectory of the provincial states, between 1820 and 1880, is crucial to understand the dynamics of a period considered until recently as < >. This article aims to rebuild the state structure of a province not worked until now: San Luis. For this, two significant variables are taken: the structure of state income and expenditure and the material construction of the state in the province. The data show an excessive dependence on San Luis funds on Buenos Aires funds and a very precarious state construction, which would make it necessary to limit, for this case and in this period, the hypothesis about the < > of these political formations. Keywords: San Luis, taxation, State construction, autonomy.
On Jun 8, the Campaign to End the Occupation of the Western Sahara, the Institute of the Black World 21st Century and the Pan African Unity Dialogue co-hosted a webinar to discuss Morocco's autonomy ...plan for Western Sahara. Katlyn Thomas, former legal adviser to the U.N. Mission for the Referendum in Western Sahara (MINURSO), explained that the U.N. still considers the former Spanish colony a non-self-governing territory in which the inhabitants have the right to self-determination. Morocco's autonomy proposal, submitted to the U.N. in 2007, allows for it to annex Western Sahara, while only allowing the Sahrawi people to manage their internal affairs. Under the plan, the king would retain his royal prerogatives within the Moroccan constitution, which allow him to overturn any decision of any branch of the government, including the courts and parliament.
Celotno besedilo
Dostopno za:
DOBA, IZUM, KILJ, NUK, ODKLJ, PILJ, PNG, SAZU, UILJ, UKNU, UL, UM, UPUK
We propose that students experience "autonomy dissatisfaction" when the learning environment is indifferent to their psychological need for autonomy. We hypothesized that (a) students could ...distinguish this newly proposed need state from both autonomy satisfaction and autonomy frustration, (b) autonomy dissatisfaction would explain unique and rather substantial variance in students' classroom disengagement, and (c) a full understanding of the psychological need for autonomy necessitates expanding the current emphasis from two need states (satisfaction, frustration) to three (dissatisfaction). In the experimental condition, 20 secondary-school physical education (PE) teachers learned how to teach in an autonomy-supportive way; in the control condition, 17 PE teachers taught using "practice as usual." Their 2,669 students (1,180 females, 1,489 males) self-reported their autonomy satisfaction, autonomy dissatisfaction, autonomy frustration, engagement, and disengagement throughout a semester. Objective raters scored the manipulation check (teachers' autonomy-supportive instructional behaviors) and the engagement-disengagement outcome measure. Autonomy dissatisfaction longitudinally increased in the control group and longitudinally decreased in the experimental group. Most importantly, intervention-enabled decreases in autonomy dissatisfaction decreased students' end-of-semester disengagement, even after controlling for midsemester changes in autonomy satisfaction and autonomy frustration. We discuss the theoretical and practical benefits of adding autonomy dissatisfaction to the self-determination theory explanatory framework.
Educational Impact and Implications Statement
This study sought to provide a motivational explanation as to why students become increasingly disengaged throughout a semester. For the first time, we showed the important motivational role played by students' experience of autonomy dissatisfaction in explaining the rise in students' disengagement. We also showed how teachers' motivating styles increase or decrease the student experiences of autonomy satisfaction, dissatisfaction, and frustration. The study includes an intervention to help teachers learn how to become more autonomy supportive during instruction. Our twofold conclusion was that, first, when teachers become more autonomy supportive then their students experience less autonomy dissatisfaction and hence less classroom disengagement and, second, when teachers are not autonomy supportive then their students experience more autonomy dissatisfaction and hence more classroom disengagement.
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