Indigenous peoples, self-determination and international law

The article examines the re-emergence of indigenous rights in contemporary international law in the context of worldwide agitation by indigenous peoples for the adoption by the United Nations of a Declaration on the Rights of Indigenous Peoples. Two approaches to the protection of indigenous rights are considered: a minimal one that relies on existing human rights conventions, and an inspirational one that seeks a Declaration negotiated in partnership with states willing to recognise indigenous autonomy. Attention is given to judicial recognition of the right to self-determination as a right of free choice, and to the distinction between minority rights and indigenous autonomy. The importance of defining indigenous self-determination in a positive way is emphasised, and prospects for a new UN permanent indigenous forum overcoming the stalemate about indigenous rights are reviewed in terms of the need for greater dialogue.

Ignatian spirituality and the rebuilding of self-esteem

Of all the relationships in my life, one that has been among the most difficult is the relationship with myself; overcoming low self-confidence is an ongoing struggle. One might contend that self-denigration is a form of self-mutilation, and at times it has been a powerfully destructive force in my life. All too often, low self-esteem has limited the opportunities available to me, and has had an impact on the relationships with significant others in my life, including God. It has even been suggested that it has been one of the inordinateattachments from which I have needed liberating (Exx 23). While the problem is now much less severe than it has been, maintaining a functional level of self-esteem requires ongoing effort. In this paper, it is my aim to tell of my own journey into Ignatian prayer, using illustrations from my own journals, and to explain why it has become important in my efforts to preserve a sense of my own value.

Self-determination in Aboriginal political thought

Part 1 - Political Ideas -- Liberalism and the Liberal Party of Australia -- The Australian Labor Party and the Third Way -- Australian feminism: the end of 'the universal woman'? -- Self-determination in Aboriginal political thought -- From the 'social laboratory' to the 'Australian Settlement' -- Australian nationalism and internationalism -- Part 2 - Institutions of Democracy -- Parliament and the Executive -- Political integration and the outlook for the Australian party system: party adaptation or regime change? -- Administrative agencies and accountability -- The institutional mediation of human rights in Australia -- The news media and Australian politics -- The role of the state: welfare state or competition state? -- Part 3 - Political Issues and Public Policies -- National policy in a global era -- The economic policy debate -- The decentralisation of industrial relations -- The labour market and the future of employment -- The welfare reform agenda -- The social consequences of the rural reform agenda -- Politics and the environmental policy debate -- Immigration policy and the attack on multiculturalism.

Applying self-determination theory to understand the motivation for becoming a physical education teacher

This study explored the reasons people choose physical education teaching as a profession and investigated the relationship of these choices with motivation. Physical education pre-service teachers (n = 324) completed the Academic Motivation Scale (AMS) and a measure of reasons for choosing physical education teaching. Confident interpersonal service reasons were linked with intrinsic motivation; whereas sport and physical activity reasons were related to extrinsic motivation. Enrolling because teaching seemed easy was linked with amotivation. Motivation was similar for different course entry methods, however, females were more intrinsically motivated than males and third year students were lower in motivation than other year levels.

Nietzsche's perspectivism and problems of self-refutation

Nietzsche's perspectivism has aroused the perplexity of many a recent commentator, not least because of the doctrine's apparent self-refuting character.  If, as Nietzsche holds, there are no facts but only interpretations, then how are we to understand this claim itself?  Nietzsche's perspectivism must be construed either as a facts or as one further interpretation - but in the former case the doctine is clearly self-refuting, while in the latter case any reasons or arguments one may have in support of one's perspective are rendered both impotent and superflouos.  The unpalatable consequencs of Nietzsche's perspectivism are further highlighted by considering its effects on Nietzsche's treatment of the fundamental laws of logic, such as the principle of non-contradiction.  Finally, Nietzsche's perspectivism, if not self-refuting, at least seems to be refuted by his own writings, where he confidently puts forward various doctines and critiques, thus indicating that he does not think of his own beliefs as being true merely in a perspectival sense.  There is every reason, i conclude, to be perplexed about Nietzsche's perspectivism.

Displaced self : the impact of language-migration on self-identity

In this dissertation I explore the impact that language-migration has on Self-Identity. The thesis consists of two parts: a memoir The Strangeness of Freedom, and an exegesis. Each is intended to stand alone, but also to complement the other. In the memoir I draw on my personal recollections of my family's migrations across five countries (Czechoslovakia, West Germany, USA and Australia) and into three languages (Czech, German and English) in order to convey my particular experience of language migration. In the exegesis I analyse several memoirs written by other language migrants and examine what impact they believe migrating into a new language and culture had on their own Self-identity. I draw on postmodern and psychoanalytic theory to explore the nature of Self-Identity formation and why migrants, as well as non-migrants might experience a change in their Self-identity during the course of their lives. I attempt to tease out to what extent the change in Self-identity is a universal experience that results from living across time and moving from a known past into an unknown future, regardless of whether one physically migrates or not. I found that while language-migrants tend to describe a more intense disruption of their Self-Identity, non-migrants also experience such a disruption in their sense of Self, simply by living in a rapidly changing world. I propose that while changing locations and languages clearly disrupts the continuity we presume life entails, it is in fact the passage of time that distances us from our known past, including our familiar Self, even if we never physically or linguistically migrate.

Young children’s understanding of photo self-representations

This experiment examined delayed self-recognition in 24 2.5-year-old and 24 3-year-old children. Children were marked covertly with a sticker on their forehead while playing a game, after which their photograph was taken. When show this photograph, the 3- but not the 2.5-year-olds reached to remove this sticker reliably. However, the older children reached reliably only when first shown how a recently taken photograph can be used to guide their search for an object in the testing room that was not directly visible to the unaided eye. Implications of the findings in terms of the development of a temporally extended sense of self are discussed.

Young children’s use of a delayed video representation to solve a retrieval problem pertaining to self

The experiments reported here were concerned with the development of delayed self-recognition. Children were videotaped playing a game and were marked covertly with a sticker on their forehead while doing so. The findings, of both a cross-sectional sample and a prospective longitudinal one, revealed that 3- but not 2.5-year-old children reached to remove this sticker reliably during video playback only after they had been trained to use the video to guide their search for an object that was not directly visible to the unaided eye. It appears that by 3 years of age children understand that their briefly delayed self video-representation is related to their present self. In contrast, while 2.5-year-olds can use delayed vid of information to locate objects in space that cannot be seen by the unaided eye, they cannot use this type of information to locate an object that pertains to a part of self that is not directly visible, such as a sticker on one’s hair. The findings are discussed in terms of the emergence of an extended
sense of self.

Student researchers in the middle : using visual images to make sense of inclusive education

Using ‘visual narrative’ theoretically and practically, this paper explores issues of inclusive education, during a period of curriculum reform and renewal in Australia. In Australia, the middle years of schooling, Years 5 to 9, are well researched and known as a period when students disengage with learning and participation in schooling. Research in the middle years affirms the importance of engaging with ‘student voice’. In this special edition, we are aiming to highlight how the use of visual imagery can be a rich source of understanding, illustrating students’ self-knowledge of schooling. Methodologically we refer to our research approach as ‘visual narrative’. Other writers in this edition use the term ‘photo voice’. For researchers it is important to highlight the differing orientations that ‘visual narrative’ and ‘photo voice’ signify. The terms are not mutually exclusive but highlight differing research possibilities and emphasis. Our argument, through the use of visual narrative produced by middle years’ students, is that visual texts open out some innovative possibilities for understanding inclusive education and supporting new relationships with our research community. Such approaches are not new; however, in a field such as special education that purports to support marginalised groups, liberatory research methods are under-represented. This paper aims to open out these discussions and provide a way forwards for teachers and researchers interested in breaking apart why it is that inclusive education remains a never-ending struggle.

Self-regulation of sex offending, future pathways and the Good Lives Model : applications and problems

Two theoretical developments, the Self-Regulation Model of the Offence and Relapse Process and the Good Lives Model, have recently offered promise in the advancement of sex offender treatment. The present paper represents a preliminary attempt to operationalize these theoretical principles by developing a number of practical treatment procedures. We have employed the method of a life map, which traces personal development from birth and which incorporates long-term future projections. This includes all actions, events, incidents and skills (whether positive or negative), which have led to a sense of self-esteem and the development of personal values. These will include risk factors and criminogenic needs which lead to offending as well as positive experiences and self-resources which can be incorporated into a future Good Lives Pathway. Two case illustrations are presented, which demonstrate the way in which all experiences from the past can be incorporated into alternative future pathways. These pathways will include positive self-resources and protective variables which develop into a non-offending future and negative self-resources with risk variables which develop into an offending future. The cases illustrate the way in which GLM and self-regulation pathways can be combined in a robust practical treatment procedure. Practical difficulties inherent in the procedure are also discussed.

Adaptation and validation of the Japanese version of the health education impact questionnaire (heiQ-J) for the evaluation of self-management education interventions

Aim:  

From estrangement to a sense of place …

Maggie MacKellar in her book Core of my Heart, my Country writes 'What is sense of place? Why is relationship with place so fundamental to our identity as individuals and as communities?' MacKellar rightly acknowledges that 'A sense of place is a complex connection between land and self. Place is both inside and outside; it takes us beyond ourselves, yet allows us to make sense of ourselves. Attachments to place are born into us, but they are also formed through movement, through labour, through words.' My mother Maria Radzimirski-Herzog considered herself truly Swiss and thoroughly Australian. Through one migrant's story this paper explores something of the complex intertwining of place, memory and identity. It grapples with the notion of belonging to one's country of birth and one's adopted country via a rich understanding of place. In Maria's case, place becomes inextricably bound with who she became as a person. In the early 1940s, Maria explored Switzerland on bike and on foot during war-time restrictions on cars and she came to know it intimately. She photographed the land and the mountains; she documented her journeys. Spirn writes perceptively that 'Significance does not depend on human perception or imagination alone.' For Maria significance was, to use Spirn's words, 'there to be discovered, inherent and ascribed, shaped by what senses perceive, what instinct and experience read as significant, what minds know'. For Maria, Landscape was not 'mere scenery'. The ability to see, to listen, to be present in place, stood her in good stead in her adopted country, Australia. Maria called place into being for her children: through her lived experiences, her memories, her story telling, through language, traditions and history, Maria shared her Swiss identity with her children. But imperceptibly she also taught them how to understand her new homeland Australia, their birth country. How did Maria become Australian? Was that her creative response to exile from Switzerland? How did she come to feel at home in both countries, to understand both places? How did they seep into her and she into them? Through my own research on place I have discovered that assessing 'sense of place' is not an exact science but a creative analysis of the attributes of a place. The methodology I have adopted to explore the complex interrelationships between place, memory and identity allows recovery and reclamation, rediscovery, juxtaposing the subjective and the objective, the co-presence of different evidence. This paper draws on place research, on personal papers, letters and photographs, and the author's own experiences and memories. Through story and narrative it interweaves autobiography and biography with theoretical scholarship, to illuminate one migrant's journey from estrangement to a sense of place in her adopted country, Australia.

Desire for control, sense of control and obsessive-compulsive symptoms

While control-related cognitions have often been implicated in discussions of Obsessive Compulsive Disorder (OCD), empirical investigations of the relationship between control-constructs and OCD symptoms have been relatively limited. In this article it was hypothesized that OCD symptoms may be linked with a higher desire to control (DC), but a lower sense of control (SC) over the self and environment, leading to motivation for compulsive symptoms. This hypothesis was investigated in an analogue population, using regression analyses controlling for depression and anxiety. Consistent with predictions, it was found that higher levels of DC and lower levels of SC were associated with higher levels of OCD-related beliefs and symptoms. While control cognitions were linked with the OCD-related beliefs of perfectionism and the over-estimation of threat, they did not relate to cognitions concerning the importance of/need to control thoughts. With respect to specific OCD-symptoms, control cognitions were most strongly related to contamination obsessions/washing compulsions. Implications for theory and treatment are discussed.

Evaluations of treatment efficacy of depression from perspective of both patients' symptoms and general sense of mental health and wellbeing: a large scale, multi-centered, longitudinal study in China

Relying on the absence, presence of level of symptomatology may not provide an adequate indication of the effects of treatment for depression, nor sufficient information for the development of treatment plans that meet patients' needs. Using a prospective, multi-centered, and observational design, the present study surveyed a large sample of outpatients with depression in China (n=9855). The 17-item Hamilton Rating Scale for Depression (HRSD-17) and the Remission Evaluation and Mood Inventory Tool (REMIT) were administered at baseline, two weeks later and 4 weeks, to assess patients' self-reported symptoms and general sense of mental health and wellbeing. Of 9855 outpatients, 91.3% were diagnosed as experiencing moderate to severe depression. The patients reported significant improvement over time on both depressive symptoms and general sense after 4-week treatment. The effect sizes of change in general sense were lower than those in symptoms at both two week and four week follow-up. Treatment effects on both general sense and depressive symptomatology were associated with demographic and clinical factors. The findings indicate that a focus on both general sense of mental health and wellbeing in addition to depressive symptomatology will provide clinicians, researchers and patients themselves with a broader perspective of the status of patients.

Complexity of English language learners’ autonomy, motivation and self

Complexity of English language learners' autonomy, motivation and sense of self in Vietnamese context.