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Many students with physical disabilities graduating with a postsecondary STEM degree do not acquire full-time employment. Work experiences can provide undergraduates with authentic experiential learning to help them better prepare for successful STEM careers. Internships provide an important transitional learning phase for students with disabilities to practice necessary job tasks and determine what accommodations or assistive technologies they need to effectively accomplish the requirements of a specific job. As students with physical disabilities transition from a postsecondary education institution with student support services to work environments with different protocols for obtaining accommodations, they may not know what accommodations are truly needed or how to obtain them. We propose that college students with disabilities who are exposed to principles of self-determination (SD) theory during Gregory S Fehribach Center internships are better prepared to identify and utilize effective job accommodations in STEM and other work settings. This practice brief discusses the importance of developing critical learning skills rooted in SD during internships, which has resulted in beneficial results for both interns with physical disabilities and employers who may have never worked with a physically disabled employee. The accommodation processes implemented during the Fehribach Center internship program are correlated with the steps of the Action Model for Self-Determination (Field & Hoffman, 1994, 2015). We believe that these SD skills for acquiring accommodations can be applied by students during other transitional learning phases such as going on to graduate school or seeking other jobs. [ABSTRACT FROM AUTHOR]

For two weeks in May 2024, protests by pro-independence indigenous Kanaks in the French Pacific territory of New Caledonia erupted into a wave of rioting; erection of barricades; and burning of factories, shops and homes with thde deaths of seven people--five Melanesians and two gendarmes. Since the late 1980s the Kanak independence movement had been consistently engaging with the 1988 Matignon then 1998 Nouméa Accords with Paris in an evolving process as part of their struggle for self-determination. The Nouméa Accord set out a framework for transferring power to the people of New Caledonia, through a series of three referenda. However, after France moved to unilaterally break with the Accords and declare independence as being off the table that the country returned to a state of unrest. This article recalls the influence of one of the leaders of the 1980s upheaval, Éloi Machoro. [ABSTRACT FROM AUTHOR]

Students with autism are enrolling in college more frequently, yet graduation rates for these students remain low. One reason posited is a lack of self-determination (SD) skills, which help students communicate with faculty and staff and act on goals. This study investigated how faculty at a community college support students in developing these skills, the nature of their communication with disability resource professionals and site directors, and the experiences of faculty and disability resource professionals with accommodations. The study employed basic qualitative methods, specifically semi-structured interviews with 31 faculty, disability resource professionals, and site directors. Findings show that faculty use specific strategies to communicate with students yet struggle with helping them to regulate behaviors and giving them autonomy. Faculty, disability resource professionals, and site directors indicate that rapport and trust are important in communications between all three groups about how to help students with autism. Yet when these qualities are not present, faculty find safe spaces to access the help they need through informal supports. All groups of participants indicated that while accommodation letters are a good place to start when supporting students with autism, they provide little help in reinforcing SD skills. Thus, accommodations are supplemented by faculty being willing to work with students beyond the accommodation letter. [ABSTRACT FROM AUTHOR]

This article explores the under-examined history of how Aboriginal and Torres Strait Islander communities responded to HIV and AIDS in the 1980s and 1990s. When HIV emerged as a public health threat in Australia, Indigenous healthcare workers and community leaders developed and delivered health promotion programs that were highly successful in preventing the spread of the virus among their communities. These programs drew on the political principles of self-determination and community control, fought for by the Black activism of the preceding decades. This article follows the story of one healthcare worker, Aunty Gracelyn Smallwood, who was instrumental in advocating for and implementing the grassroots Indigenous response to the virus. A proud Birrigubba, Kalkadoon and South Sea Islander woman and registered nurse, Aunty Gracelyn's outspoken advocacy took her from her hometown of Townsville all the way to the highest offices of Australia's AIDS response, where she helped shape and implement a world-leading approach to HIV and AIDS prevention. [ABSTRACT FROM AUTHOR]

Copyright of Revista Chilena de Derecho is the property of Revista Chilena de Derecho and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

We examine the connection between technology components, student motivation, and engagement with Web-based assessment platforms. Technology components include feedback, functionality, and response. We built a research model on the motivational technology model as the overarching theory for our investigation. We collected data from 313 undergraduate business students from one Midwestern American institution and analyzed it using CB-SEM. The findings indicate that technology-related factors influence individuals' motivation (namely, competence and autonomy), which, in turn, impacts engagement. We discuss the results and their implications for research and practice. Additionally, we address the limitations and identify future research opportunities. [ABSTRACT FROM AUTHOR]

In recent times, there has been a considerable surge of interest among scholars and researchers in the YouTube platform. The primary aim of this project was to explore the impact of YouTube platform on students' learning motivation, with a particular focus on evaluating the ease of use and usefulness indicators. A quantitative descriptive methodology was adopted, which involved administering a bespoke questionnaire to 265 male and female educators across schools in Abu Dhabi/UAE. Data analysis was conducted using SPSS 26, which facilitated descriptive and inferential statistics. The results of the study provided robust support for the first and second hypotheses, as the multiple correlation coefficient demonstrated a strong and significant association between the ease of use of YouTube and interest as independent factors, and learning motivation as a dependent variable. The R-value of 0.758 indicated that the two variables accounted for 80.8% of the association. The T-test also indicated that there were no noticeable gender-based differences in terms of motivation to learn when utilizing YouTube in education, with sig exceeding 0.05 at 0.345. As a result, the study suggests the need for additional research in this field. [ABSTRACT FROM AUTHOR]

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Les recherches en psychologie positive suggèrent que certaines pratiques en psychothérapie engendrent des bénéfices cliniques importants, mais il n'est pas toujours clair pour les cliniciens quelles pratiques prioriser ou bien encore comment les intégrer en psychothérapie. Cette recherche vise à identifier et expliquer, pour les cliniciens, certaines pratiques cliniques à intégrer dans la pratique psychothérapeutique. Huit professionnels (incluant : professeurs-chercheurs, psychologues et étudiants au doctorat) se sont réunis durant six rencontres de deux heures afin d'identifier, classifier et décrire comment les résultats de recherches récentes pourraient informer les interventions auprès des clients. Ces conclusions ont subséquemment été spécifiées et bonifiées via une comparaison plus approfondie avec la littérature. Nous décrivons huit pratiques : (1) Évaluer également ce qui va bien chez les clients (2) Favoriser leur motivation autodéterminée ; (3) Mettre en valeur leurs forces et compétences ; (4) Mettre en lumière leur résilience ; (5) Favoriser l'autocompassion et la bienveillance ; (6) Favoriser le soutien et la cohésion sociale, notamment par la gratitude et la compassion ; (7) Favoriser le développement d'une mentalité de croissance ; et (8) Intégrer soi-même les principes qui favorisent le bien-être psychologique. Les cliniciens et leurs clients gagneraient à favoriser ces pratiques en psychothérapie. Research in positive psychology suggests that certain psychotherapy practices yield substantial clinical benefits, but it is not always clear to clinicians which practices to prioritize or how to integrate them into psychotherapy. This research aims to identify and explain, for clinicians, certain clinical practices to be integrated into psychotherapeutic practice. Eight professionals (including: professor-researchers, psychologists, and doctoral students) gathered during six two-hour meetings to identify, classify, and describe how the results of recent research could inform interventions with clients. These conclusions were subsequently specified and developed via a more in-depth comparison with the literature. We describe eight practices: (1) Also assess what is going well with clients (2) Foster their self-determined motivation; (3) Highlight their strengths and skills; (4) Highlight their resilience; (5) Promote self-compassion and loving-kindness; (6) Foster support and social cohesion through gratitude and compassion; (7) Foster the development of a growth mindset; and (8) Integrate, as a therapist, those same principles that promote psychological well-being. Clinicians and their clients would benefit from promoting these practices in psychotherapy. [ABSTRACT FROM AUTHOR]

Women' s health-related human rights are contested. Beyond the recent pushbacks on abortion rights, more subtle developments are discernable. This paper dissects one case study illustrating how professional self-regulation in pharmaceutical law can undermine equal access to emergency contraception (EC). In Switzerland, around 100,000 "morning after" pills are sold through pharmacies per year. Empirical evidence demonstrates how traumatic or shameful the experience can be for women. Because if regulation was liberalized in 2002 and EC has since been available without a doctor' s prescription, access remains subject to strict professional gatekeeping. Women must undergo a compulsory interview with a pharmacist in a pharmacy backroom. They must indicate their contact details, answer an intrusive questionnaire archived for twenty years, receive information about sexually transmitted diseases, and bear the costs. Prices for EC vary and peak in the evening and on weekends. The exceptionalism of access to EC, despite formal legal liberalization, highlights gender bias and perpetuates shame and stigma surrounding women's sexually active behavior. Switzerland's normative position on access to contraception is based on individual responsibility and formal equality. Every woman is responsible for avoiding unwanted pregnancy, and access to EC is guaranteed since it is available in all pharmacies. In reality, access obstacles created by EC dispensing mechanisms result in intersectional inequalities, depending on women's age, socio-economic background, and migration status. This paper critically deconstructs the intricate intertwining of a liberal focus on individual responsibility and the disciplining power mechanisms of professional gatekeepers affecting female bodies and choices. Going beyond the personal and the political, it demonstrates how backsliding on sexual and reproductive rights can happen through the backdoor of professional self-regulation. Finally, this paper focuses on a substantive concept of equality for realizing women's health-related human rights. [ABSTRACT FROM AUTHOR]

College opportunities now exist for young adults with intellectual disability. Because of this, it is common for these individuals' parents to express a desire for increased student agency (Miller et al., 2018). Yet, little is known about how parents feel about how to best support agency development for their young adult child. In the current study, authors surveyed 64 parents with a student attending an inclusive postsecondary education program to examine their perceived level of confidence related to supporting their student in developing agency. Further, we looked at parents' responses to their perception of the most important skills related to supporting agency development. Findings showed that parents felt least confident in supporting students' financial independence and felt supporting navigation of intimate relationships to be least important. Implications for practice and directions for future research are presented. [ABSTRACT FROM AUTHOR]

Disputes over legal jurisdiction in Canada predate its own Constitution. Even after the 1982 repatriation of the Constitution, First Nations governance remains entangled in a jurisdictional divide. In the spirit of Indigenous self-determination, this article argues the impracticality of First Nations regulating themselves according to federal employment standards under the Canada Labour Code1 in preference of provincial or territorial standards. A review of jurisprudence since NIL/TU,O underscores the inconsistency of trial division and appellate courts across Canada in determining the appropriate jurisdiction for employment law issues in First Nations communities. This incoherence leaves First Nations communities in a precarious position in regulating employment. An employer’s ability to consistently depend on the provincial and territorial regimes is imperative given the innumerable barriers already facing First Nations communities, particularly in an area of law where federal regulation is increasingly convoluted, for example by the Supreme Court of Canada in Wilson. Counter-intuitive as it may seem, the otherwise far more generous federal employment standards have the effect of eroding the autonomy necessary for First Nations’ self-determination. [ABSTRACT FROM AUTHOR]

The terms "self-determination," "democracy," and "national autonomy" were omnipresent after the end of World War I. Yet it was not only actors with revolutionary or nation-state agendas who used these popular slogans. Representatives of the just-collapsed Empires in Eastern Europe also explained their actions in the violent phase of negotiating future state order with these terms and thus intentionally or unintentionally contributed to the establishment of the corresponding vocabulary. Often, however, it remained unclear which concrete political objectives were concealed behind the buzzwords. The article explores this question using the example of the West Russian Volunteer Army and its commander-in-chief Pavel Bermondt-Avalov. This army appeared for a short period in 1919 as an occupying force in Courland and in the north of Lithuania and represents a special example of an imperialist military enterprise in the civil wars of Central and Eastern Europe. The personnel composition of this army and the political circles associated with it combined objectives that included the restoration of the Tsarist empire, the retention of regional self-government by the Baltic German elites, and the safeguarding of German war aims in Eastern Europe. Since the competition for regional state reorganization was fought not least with propagandistic means, the actors tried to communicate their own understanding of a right to national self-determination to the population of the occupied territory as well as to the interested world public. The article examines both this communicative strategy and the way in which the political promises were institutionalized on the ground. [ABSTRACT FROM AUTHOR]

The current study aimed to see the relationship between psychological empowerment and employees' engagement in school teachers to enhance teaching quality and overall educational effectiveness. The study hypothesized that (a) there would be a positive relationship between psychological empowerment and employee engagement in public and private school teachers; (b)psychological empowerment would be a positive predictor of employee engagement in public and private school teachers;(c) there would be significant gender differences between psychological empowerment and employee engagement in public and private school teachers; and (d)there would be significant institutional differences in psychological empowerment and employee engagement in public and private school teachers. To test these hypotheses, a total of 100 school teachers, 50 men (n=25 from public school and n=25 from private school) and 50 women (n=25 from public school, n=25 from private school), were approached through a purposive sampling strategy. Psychological empowerment was measured using the Psychological Empowerment Scale (Spreitzer, 1995), and employee engagement was measured using the Work and Well-being Survey (UWES) (Schaufeli et al., 2002). The findings showed a positive relationship between psychological empowerment and employee engagement. Moreover, Simple linear regression showed that psychological empowerment significantly predicted employee engagement. This study will help educational experts devise strategies to enhance teachers' psychological empowerment and engagement. [ABSTRACT FROM AUTHOR]

Copyright of Canadian Yearbook of International Law is the property of Cambridge University Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

On 5 August 2019, a radical change was made to Article 370 in the Constitution of India. The provision had been popularly represented to safeguard the autonomy of Jammu & Kashmir. This change was also accompanied by what can best be described as a brutal "siege" - characterised by mass detentions, communication blackouts, press curbs, and curfews, to name a few. Around this time, a feminist collective came out with a version of "Bella Ciao," clear in their distancing from the laws that were never theirs to begin with and their assertion of how they belonged to the Indian State. As they say, "Tuhindi Article" ("The Articles Were Yours"). Yet, all of this is said with a sense of loss and rage to mark this moment of "constitutional" change. This article is an attempt to take their articulation (and this paradox) more seriously than is conventionally taken in constitutional law scholarship - especially now that the Supreme Court of India has also upheld the validity of the changes made to Article 370 in 2019. Centring this voice, the article attempts to understand it. Through such interrogation, the piece urges us to problematise the use of the Indian constitutional framework in the engagement with Jammu & Kashmir and invites us to pay closer attention to ways that it becomes a tool that works and is worked towards striking at the heart of what the singers call "collective struggles" and "hopes". More specifically, thinking through moments of the birth, life, and the purported demise of Article 370, this article hopes to demonstrate that the focus on Article 370 in conversations and legal practice has contributed to flattening text-book international (law) issues of contested sovereignties, and violently erases a long history and plurality attached to the self-determination driven struggles (and those expressing them). Besides advancing reasons for taking such articulations more seriously, the piece nudges towards the need to conceptualise roles where the use of the constitutional framework, will not see past this and make space for questions of self-determination and contested sovereignties. [ABSTRACT FROM AUTHOR]

Fijian athletes with disabilities have been given scant attention in terms of empirical research. This study used the theoretical underpinnings of the self-determination and achievement goal constructs of motivation to examine motivation and goal structures among Fijian athletes with disabilities with the overarching aim being to develop motivation profiles of these athletes. This study attained this by using two self-report measures (SMS-28 and TEOSQ) which are validated measures in the field of sports psychology. Purposive sampling was used, as participants had to meet the inclusion criteria and Fijian athletes with disabilities (N= 101, mean age =26, SD= 11) completed the self-report questionnaires. Cluster analyses revealed three meaningful clusters and as expected majority of Fijian athletes were grouped into the most self-determined category indicating positive athlete behavioral characteristics. Repeated measures ANOVA and cluster analyses were used. Findings indicated that the current sample were more task than ego goal oriented. Further, it was established that majority participants exhibited qualities aligned with the most self-determined cluster profile. These findings have significant implications for sports educators, coaches, leaders in disability-inclusive sports to use sports as a positive tool to promote inclusive sports education and empower Fijian athletes with disabilities. [ABSTRACT FROM AUTHOR]

College students with learning disabilities face a number of challenges in postsecondary education and a lower graduation rate when compared with their peers who do not have a learning disability (Fernandez & Santi, 2016; Kreider, 2020). In response to this discrepancy, we designed a peer mentoring program utilizing mentors who are enrolled in a graduate counseling program that emphasizes a solution-focused (SF) approach. Two students, both women and diagnosed with dyslexia, engaged in six meetings with their respective mentors. These meetings involved solution-focused conversations about their strengths, goals, and successes, as well as academic coaching in the form of study skills psychoeducation for areas that they had identified. The LASSI was used both for goal exploration and assessment of executive functioning. Both participants showed increases on the Anxiety, Concentration, and Time Management scales on the LASSI, and they reported benefits to their study strategies, personal insights on their self-efficacy, and improvements to their mental health. [ABSTRACT FROM AUTHOR]

This article presents the Polish perspective together with Poland's response to the war in Ukraine. Because the situation is quite dynamic, the report documents the early period, that is, approximately the first half year of the conflict. Social consequences such as the flood of refugees from the war-torn country to Poland are examined, also with a view of how it affected resident Ukrainians at the time. In its position as a North Atlantic Treaty Organization eastern flank country, the organization's summit in Madrid at the end of June 2022 and how it was evaluated by Poles is of significance. Moreover, the acceptance of the candidacy of Ukraine as a potential member in the European Union led to a robust discussion in Poland that merged with the discussion on the results of the NATO summit. The internal situation in Ukraine and the military situation is not studied except where it arises in the discussion of Poles or EU members. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Kirsehir Education Faculty is the property of Journal of Kirsehir Education Faculty and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of E-Cadernos CES is the property of Centro de Estudos Sociais and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In his Critique of Hegel's 'Philosophy of Right,' Marx states that Hegel achieves a great advance by thinking of the state as an organism. Nonetheless, Marx criticizes the way Hegel presents this political organism and its inner differentiation. He argues that Hegel's account of the state as an organism is a mystified attempt to fit empirical observations into the framework of his logical category of the Idea without providing a derivation of uniquely political determinacies. Also, for Marx, because Hegel does not specify the organic constitution of the state in distinction from the Idea, he cannot differentiate between the animal and the political organism. By focusing particularly on the initial determinacy of Hegel's Idea of the state and the transition to this determinacy from what precedes it, this paper examines the extent to which Hegel accounts for the organic constitution of the state without falling prey to logical reductionism and empiricism. [ABSTRACT FROM AUTHOR]

Copyright of Zeitschrift für Politik is the property of Nomos Verlagsgesellschaft mbH & Co. KG and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Zeitschrift für Politik is the property of Nomos Verlagsgesellschaft mbH & Co. KG and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Canadian Journal of Education / Revue Canadienne de l'Éducation is the property of Canadian Society for the Study of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The objective of the article was to relate the sports commitment of the football players together with the performance of the coach to test the relationship that both have with the sporting success of the football players. The PRISMA methodology was used. The Web of Science, Scopus, Academic Search Ultimate, Eric, Medline and Sport Discuss databases were used, with no time limit. The PICO strategy was used to screen articles. Finally, a total of 8 articles were included in the review. The importance between the commitment and the interpersonal style of the coach was demonstrated, which includes aspects in relation to his way of working globally, which we call performance. An increase in the level of commitment was also observed as the performance of the coach improved, especially the motivational climate that this produces in the players. For this reason, it is necessary to take care of these aspects in coaches when they work with potential sports talent. [ABSTRACT FROM AUTHOR]

Copyright of Canadian Journal of Education / Revue Canadienne de l'Éducation is the property of Canadian Society for the Study of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

• Providing opportunities for students with disabilities to engage in activities that can promote self-determination is deemed best practice (Landmark et al., 2010; Wehmeyer et al., 2013). One setting where these skills may be continually refined is during an Individualized Education Program (IEP) meeting (Agran & Hughes, 2008; Arndt et al., 2006; Barnard-Brak & Lechtenberger, 2010). • Despite almost 30 years of research regarding secondary education student participation in IEP meetings, studies addressing IEP participation for elementary students, including change initiatives focused on including elementary students in their IEP meetings, is limited. • This article presents findings from a qualitative, multiple-case study of two public school districts in which special education administrators implemented an initiative to involve elementary students in their IEP meetings. • Results revealed themes that include motivations and beliefs that led to the inclusion of elementary students in their IEP meetings, the steps involved in implementing the change, barriers that impeded elementary student involvement in their IEP meetings, and how the change to include elementary students in their IEP meetings is being sustained. • The study supports a recommendation that involving younger students in their IEP meetings should become a reality in schools. [ABSTRACT FROM AUTHOR]

Background: Appropriate supports and instructional practices contribute to the development of self-determination. Also, research shows that the promotion of skills related to self-determination has been linked to the achievement of desired outcomes over the different life stages. Advances in self-determination require the development of assessment instruments because there is a reciprocal relationship between assessment and instruction. The purpose of this paper is to provide a description of the AUTODDIS Scale, along with evidence of its reliability and external validity. Method: A sample of 541 people with intellectual disabilities aged from 11 to 40 was used to validate the scale. Results: The reliability results indicate that the AUTODDIS Scale shows high internal consistency. The total score and subscale scores indicate moderate inter-rater reliability. The scores were also moderately to highly associated with other related measures of self-determination and quality of life (QoL). Conclusion: Our results demonstrate that consistent and valid information can be obtained from the AUTODDIS Scale. [ABSTRACT FROM AUTHOR]

This article combines literary, scholarly, and clinical genres to explore various aspects of the abortion experience. [ABSTRACT FROM AUTHOR]

As an integral and guiding approach, woman centred care is well-grounded as the cornerstone of midwifery training and practice. A previous global review established that the concept, even though acknowledged as pivotal, has limited attention within the professional standards documents that underpin the discipline [1]. Whilst not detracting from the overall importance of woman centred care, it is further suggested that a broader meaning is generally being implied. Whether other related inferences and meanings of the actual term 'woman centred care' are also being utilised, has not yet been established. Therefore, this review of professional documents sought to investigate the occurrence of further depictions of the concept. With an implied and inferred meaning of 'woman centred care' as the focus, a review and synthesis of narrative from a global sample of midwifery professional standards was conducted. The principles of meta-ethnography were utilised to develop a qualitative approach. Rather than the actual words 'woman centred care' further phrases implying or inferring the concept were sought. 'A priori' phrases were developed and narrative and examples were synthesised for each. Standards and governance documents were located from within Australia, the United Kingdom and New Zealand and a further 139 nations. Overall, the seven phrases, each considered as an inference to woman centred care, were all substantiated. As a proportion of all documents, these were collated with the outcomes being a woman's right to choice (89%), being culturally sensitive (80.5%), a woman's voice and right to be heard (78%), the woman as an individual (68%), universal human rights (40%), being holistic (39%) and being self-determined (17.5%). The outcomes of this review demonstrate that woman centred care may be a multidimensional concept. There were occurrences of all seven phrases across a broad scope of global professional midwifery documents, and each can be shown through its meaning to contribute something to an understanding of woman centred care. The creation of a universal meaning is recommended. [ABSTRACT FROM AUTHOR]

This paper examines the fictional representation of the ways in which Afghan girls attain autonomy in their post-puberty stage through the tradition of bacha posh2 despite the traditional constraints to switch back to their gender at birth. This analysis of bacha posh characters in Ukmina Manoori's3 I Am a Bacha Posh and Zarghuna Kargar's Bakhtawara's Story attempts to demonstrate how the bacha posh tradition develops the potential for transgression in Afghan girls, fostering a resistance to traditional gender roles. In doing so, this paper challenges and rebuts Western feminist views regarding Afghan women, who are stereotyped as incapable, voiceless, and oppressed entities. By drawing upon Andrea Veltman and Mark Piper's notion of "autonomy," Marina Oshana's concept of commitment to feminism and autonomy, as well as the three intersecting elements of Catriona Mackenzie's concept of relational autonomy, i.e. "self-determination," "self-governance," and "self-authorization" (Mackenzie 15), this paper explores the autonomous nature of the bacha posh particularly after puberty in the Afghan context. This study highlights how the bacha posh tradition has proved to be an asset for these otherwise suppressed women by equipping them with confidence, determination, and authority. In doing so, this paper also aims at rebutting the criticism on bacha posh which has focused predominantly on its negative implications. This discussion also concentrates on how these Afghan girls utilize the tradition of bacha posh to improve the conditions of women in Afghanistan. The present research attempts at providing an intervention within the discourses surrounding post-puberty bacha posh identity. It not only explores a rather sensitive and provocative topic but also induces a shift within the perceptions regarding the bacha posh tradition and its ramifications. In doing so, this research serves as a key entry point for readers and counters misperceptions regarding this globally misunderstood Afghan tradition. [ABSTRACT FROM AUTHOR]

First Peoples continue to face intergenerational harms as a result of settler systems of intervention in the lives of their families, including the forced removal of children. First Peoples resistance includes advocacy for systemic change, in particular, focused on foundations of greater accountability in child welfare systems, and recognition of First Peoples' right to self-determination. However, achieving these necessary structural changes remains a pressing challenge. Using the example of the recent Aboriginal-led review of child welfare in New South Wales (NSW), Australia, 'Family is Culture', this paper explores the cycle of inquiry and response, and the repeated failures to enable self-determination or strengthen public accountability and oversight. Drawing on concepts including legitimacy and the rule of law, we conceptualise this pattern of reviews as a ritual of redemption by settler child - welfare systems, distancing themselves from 'past' wrongs while refusing to address the harmful foundations of these systems, thereby perpetuating the violence imposed on First Peoples children, families and communities. This contrasts with First Peoples' frameworks for child welfare reform, which must be urgently realised in order to establish such systems on more just and effective foundations. [ABSTRACT FROM AUTHOR]

Aboriginal and Torres Strait Islander communities, led particularly by Grandmothers and Aunties, have persistently challenged statutory child protection systems and the harms they inflict on our children, families, and communities. Reflecting on our own experiences advocating for Aboriginal families and communities at the practice and systems level, this paper explores a reflective commentary approach concerning opportunities and challenges of community-based advocacy toward substantive sustained change. We note how the voices, experiences, and expertise of Aboriginal and Torres Strait Islander people continue to be marginalised or ignored by non-Indigenous authorities, colonial systems, and practice. Despite the apologies and promises of successive governments, contemporary systems continue to reflect "past" approaches. In this context, we honour the strong women who have, and continue, to stand up for their children, families, and communities, further rallying for ongoing resistance and reform. [ABSTRACT FROM AUTHOR]

First Nations children in Australia remain vastly over-represented in the child protection (CP) and out-of-home care (OOHC) systems, and in juvenile detention and adult incarceration systems. To change this, we need to tackle the problem at the source; by maintaining our efforts for the implementation of First Nations rights, so that self-determination and cultural safety are embedded into the child protection system from a family's first contact and by constantly identifying opportunities in the current system to keep our children safe. Using policy and research literature, this paper identifies the principal barrier to change as the continuing failure of settler governance to recognise the fundamental importance of First Nations rights, including the need to embed self-determination and a specific, First Nations cultural framework into the child protection system. The article also offers personal reflections on the essential role of self-determination in keeping our children safe, drawing on Aunty Glendra Stubbs' experiences in community-based advocacy and support of families for nearly three decades. Her reflections are linked to the literature and First Nations advocacy that support the findings and opportunities for change proposed in this paper. [ABSTRACT FROM AUTHOR]

There exists little quantitative data on longitudinal life outcomes, such as employment and wellbeing, for marginalized students who reconnect with learning via flexible learning. This article reports on longitudinal associations between satisfying psychological wellbeing at school and quality of life after school. Forty-one past students of a flexible learning campus in a regional Australia City, aged between 18 and 31 years responded in an online survey, available over a 6-month period, on the school Facebook page. The survey measured satisfaction of psychological needs when at school (autonomy, relatedness and competence), and current quality of life factors (income, employment, positive relationships, emotions and accomplishment etc.). Bivariate correlation results suggested that greater satisfaction of basic psychological wellbeing at school is directly associated with improved psychology and wellbeing factors in later life. This has implications for research supporting investment in psychological wellbeing at school based on longitudinal wellbeing benefits. [ABSTRACT FROM AUTHOR]

Timor-Leste embarked in 2002 on an original process of building simultaneously a state administration that had collapsed with the scorched earth policy of the withdrawing Indonesian occupying forces, and a democratic polity that responded to the aims of the plural nationalist Resistance . Twenty years after gaining internationally recognized independence, Timor-Leste is democratic country in a region of the world where this regime form is not so frequent. while all over the world democracies seem to be in recession. This article starts by offering an historical background to the democratic process in this country. It then focuses on the chances of success of democracy, by applying a SWOT analysis to the situation of the country in the years of the United Nations Transitional Authority that paved the way for independence. Next, it elaborates on the criteria and indices that suggest that democracy is reasonably stable, even if there is still a way in the process of consolidating and qualifying it. Three critical junctures-the period that mediated between the Referendum of August 30, 1999, and the day of independence *lay 20,2002), the "crisis of 2006," which extended its effects well into the next couple of years, and the term in office of the fourth president, Francisco Guterres Lu 010-are then examined. The success of Timor-Leste in building a democracy is then subject to an examination of its roots, contemplating the international dimension, the economic factor, and institutional design. Finally, the article ends with a brief reflection on the challenges that the country faces in the process of rooting its democracy in the social fabric of the nation. [ABSTRACT FROM AUTHOR]

In construction and supporting learners' sense of belonging in a learning environment, teachers have proposed stimulating learners' desire to learn. This article will present the results of a literature review on belonging to support the authors' viewpoint that it is needed to foster a sense of belonging and accentuate school belonging in learning programs, practices, and research. This article explores how a sense of belonging prepares and support learners to take ownership of learning to promote self-directed learning (SDL) in learning communities. It argues for the need to locate the need for belonging in learning communities and define the essence of success for taking ownership of learning. Furthermore, the article will show how a sense of belonging is an essential human necessity and that nurturing a sense of belonging can be seen as imperative, irrespective of learners who do not have a deep understanding of non-belonging. However, for learners to effectively be part of a learning community, a nuanced approach to belonging should be followed to provide learners with a sense of belongingness for taking ownership of learning and how to support learners who do not feel like they belong (fit in) or feel left out. Nevertheless, this article will also attempt to show that, although there might be learners who experience deep senses of non-belonging, they learn, but they manage to excel, it still remains essential to fulfil the need to belong in educational contexts. In terms of the latter, this article proposes that belonging is one of the first things teachers ought to attend because when learners do not feel like they belong, they can find it challenging to have a sense of ownership. Hence, the article aims (a) to review the theoretical literature on a sense of belonging, emphasising its essential features. Then, in light of the essential features recognised, the author proposes (b) general and practical recommendations for educational stakeholders wanting to build and support learners' sense of belonging at school as well as towards how teachers can cultivate a sense of belonging in learning communities to support learners who do not feel like they belong (fit in) or feel left out. [ABSTRACT FROM AUTHOR]

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Autistic students may need individualized supports to meet their academic, social, and self-determination needs in inclusive classrooms. However, few evidence-based interventions have been developed to provide these supports for autistic adolescents, and little is known about the perceptions of autistic youth about these interventions in use in high schools. This study aimed to explore the perspectives of autistic students and their teachers on self-determination and peer support, as well as their thoughts about two evidence-based interventions used in their classroom settings: the Self-Determined Learning Model of Instruction and Peer Supports. An overall theme of empowerment was identified from student and teacher data collected across the interventions, which highlighted the importance of enabling students to access these interventions in inclusive environments. Autistic students experienced growth in understanding their identity and role as students, peers, and learners, and many felt empowered to set and achieve goals important to their future success. Teachers noted increased self-confidence and assertiveness in students pursuing their goals, highlighting the need for inclusive interventions that address positive in-school and post-school outcomes for secondary autistic students. • Evidence-based interventions for autistic secondary students to meet academic, social, and self-determination needs. • Autistic students better understood their identity as students, peers, and learners. • Autistic students felt empowered to set and achieve goals important to their future success. • Teachers observed increased self-confidence and assertiveness. • There is a necessity for inclusive interventions addressing positive in-school and post-school outcomes. [ABSTRACT FROM AUTHOR]

The paper develops a needs–affordances–features (NAF) perspective on social media use which posits that individuals’ psychological needs motivate their use of social media applications to the extent to which these applications provide affordances that satisfy these needs. Our theoretical development builds upon two psychological theories, namely self-determination and psychological ownership, to identify five psychological needs (needs for autonomy, relatedness, competence, having a place, and self-identity), that we posit are particularly pertinent to social media use. According to NAF, these psychological needs will motivate use of those social media applications that provide salient affordances to fulfill these needs. We identify such affordances through a comprehensive review of the literature and of social media applications and put forth propositions that map the affordances to the psychological needs that they fulfill. Our theory development generates important implications. First, it has implications for social media research in that it provides an overarching comprehensive framework for the affordances of social media as a whole and the related psychological needs that motivate their use. Future studies can leverage NAF to identify psychological needs motivating the use of specific social media sites based on the affordances the sites provide, and design science research can leverage NAF in the design and bundling of specific social media features to engage users. Second, it has implications for technology acceptance research in that NAF can enrich existing models by opening up the mechanisms through which psychological needs influence user perceptions of social media and their use patterns and behaviors. Finally, NAF provides a new lens and common vocabulary for future studies, which we hope can stimulate cumulative research endeavors to develop a comprehensive framework of information systems affordances in general and the psychological needs that information systems satisfy. [ABSTRACT FROM AUTHOR]

This article makes the case for the provision of access to assisted death in prisons, founded on the right to self-determination under Article 8(1) ECHR, in order to create equivalence between prisoners and non-prisoners. It considers possible State justifications for interferences with the right under Article 8(2) and whether they would meet the Convention standards of legality and proportionality. In relation to proportionality, it is argued that the foundational basis for restrictions on assisted dying imposed on both the general and prison populations derives from the concept of human dignity, a concept which is also fundamental to prisoners' rights. Under the banner of proportionality, from an initial presumption of equivalence of access to assisted dying, the article identifies certain conditions inherent in the prison situation that inevitably oppose human dignity and which provide a plausible basis for divergence. Ultimately, it is concluded that an absolute bar on provision of access to assisted dying in prisons cannot be justified, but that the factors that undermine dignity in prison could justify a degree of divergence from creation of equivalence between the prison and the non-prison populations in terms of such access. [ABSTRACT FROM AUTHOR]

The aim of the study was to investigate the relation between subjective quality of life and quality of vocational education services from the view of students with intellectual disability who participate in public special vocational education schools in Greece. The level of quality of life and quality of special vocational education services was explored. The article presents a functional description of service quality in special vocational education and operationalizes quality of life for students with disability. Instruments were developed and adapted in line with the participatory research paradigm. Convenience sampling was used. Data was gathered from 131 students with intellectual disability. All measures showed good evidence of internal consistency and construct validity. The findings suggest relationship between quality of life and quality of special vocational education services received by students with intellectual disability. Low levels of self-determination are highlighted. Practical implications concerning the application of the instruments in special education settings as measures for the quality assessment and the evaluation of educational interventions are discussed. [ABSTRACT FROM AUTHOR]

This paper discusses the impact of the Bolshevik Revolution in Russia in 1917 on the circulation of anti-French and anti-colonial ideas between France and French West Africa. Its aim is to revisit communism in the African context as one of the significant ideologies of the modern world that challenged colonial empires long before the era of decolonisation. Based on the articles in the journal La Race Nègre, published by African intellectuals in Paris between 1927 and 1932 and distributed in French West Africa, this article seeks to demonstrate the variety of radical and revolutionary ideas influenced by communism and Pan- Africanism that circulated between France and French West Africa and how these ideas were articulated by African intellectuals. Supported by the French Communist Party, La Race Nègre offered a radically different picture of colonial reality than the official discourse of France’s “civilising mission” and was among the first press organs of African francophone intellectuals to demand the right to self-determination and independence for French colonial territories in sub-Saharan Africa. What is more, studying this dynamic may deepen our understanding of the roots of the anti-French sentiments and attitudes which are on the rise across present-day West African countries that once formed the colonies of French West Africa. [ABSTRACT FROM AUTHOR]

The early trials of Native American higher education at Harvard University, the College of William and Mary, and Dartmouth College are analyzed to answer the question as to why the attempt to establish Native American colleges utterly failed. Additionally, the article compares these early efforts in the colonial era, when more Native American students during the federal era were able to graduate from colleges, but the curriculum mainly focused on vocational training and assimilation of Native American students according to the needs of the Anglo-Americans. The real progress in the field of Native American higher education is made during the self-determination era, the name of which makes it self-explicit how the rise of Native American autonomy ultimately witnesses the blossoming of Native American higher education. [ABSTRACT FROM AUTHOR]

The peer-review system, commonly considered critical for research integrity and rigour, has been criticised for being slow, exclusionary and exploitive. Concerns include the high profits of academic publishers as well as the growing number of insecurely employed academic staff who report high levels of stress and burnout. The consequence has been a decline in willing reviewers, publication delays, and potential damage to the career trajectories of early career researchers and PhD candidates at institutions that rely on metrics of academic impact as measures of academic performance. Rather than overhaul the system and undermine current benefits, this critical review adopts an ecological lens to posit an approach that is humanistic, transparent, and above all things, kind. This approach frames an applied perspective on how to improve peer-review moving forward. [ABSTRACT FROM AUTHOR]