Law and Original Contract in the Republican Thought of Immanuel Kant

This article discusses the concept of right and its identification with the power to coerce, to show a reciprocity between the original contract and the right, as a manifestation of the reciprocity between moral law and freedom, as Kant states in its Second Critique. The demonstration of this view will allow a republican stance evident in the legal and political thought of Kant, since the right of a people can only exist while the town itself is unified to enact.

The role of the National Audit Office in Private Finance Initiative endurance

The Private Finance Initiative (PFI) has become one of the UK’s most contentious public policies. Despite New Labour’s advocacy of PFI as a means of achieving better value for money, criticisms of PFI have centred on key issues such as a lack of cost effectiveness, exaggerated pricing of risk transfers, excessive private sector profits, inflexibility and cumbersome administrative arrangements. Nevertheless, PFI has persisted as a key
infrastructure procurement method in the UK and has been supported as such by successive governments, as well as influencing policy in the Republic of Ireland and other European Nations. This paper explores this paradoxical outcome in relation to the role played in the UK by the National Audit Office (NAO). Under pressure to justify its support for PFI, the Blair government sought support for its policies by encouraging the NAO to investigate issues relating to PFI as well as specific PFI projects. It would have been expected that in fulfilling its role as independent auditor, the NAO would have examined whether PFI projects could have been delivered more efficiently, effectively or economically through other means. Yet, in line with earlier research, we find evidence that the NAO failed to comprehensively assess
key issues such as the value for money of PFI projects, and in so doing effectively acted as a legitimator of PFI policy. Using concepts relating to legitimacy theory and the idea of framing, our paper looks into 67 NAO private finance reports published between 1997 and 2011, with the goal of identifying the preferences, values and ideology underpinning the
NAO’s view on PFI during this period. Our analysis suggests that the NAO sought to legitimise existing PFI practices via a selective framing of problems and questions. Utilising a longitudinal approach, our analysis further suggests that this patterns of selective framing persisted over an extended time period during which fundamental parameters of the policy (such as contract length, to name one of the most important issues) were rarely addressed.
Overall the NAO’ supportive stance toward PFI seems to have relied on 1) a focused on positive aspects of PFI, such as on time delivery or lessons learned, and 2) positive comments on aspects of PFI that were criticised elsewhere, such as the lack of flexibility of underlying contractual arrangements. Our paper highlights the possibility that, rather than providing for a critical assessment of existing policies, national auditing bodies can
contribute to the creation of legitimatory environments. In terms of accounting research we would suggests that the objectivity and independence of accounting watchdogs should not be taken for granted, and that instead a critical investigation of the biases which can characterise these bodies can contribute to a deeper understanding of the nature of lobbying networks in the modern state.

Socializing toddlers : autonomy-supportive parenting practices and potential risk factors

Selon la théorie de l’auto-détermination, l’autonomie est un besoin universel de base qui, lorsque soutenu, permet aux individus de mieux fonctionner et de vivre plus de bien-être psychologique (p. ex., Deci & Ryan, 2008). Le style parental des parents qui soutiennent l’autonomie de leur enfant est caractérisé par le soutien du fonctionnement autodéterminé de ce dernier. Sa définition traditionnelle inclut des pratiques telles qu’offrir des explications et des choix lors des requêtes, communiquer de l’empathie, et encourager les prises d’initiatives tout en minimisant l’utilisation d’un langage contrôlant (p. ex., Soenens et al., 2007). Les bénéfices d’un style parental qui soutient l’autonomie d’un enfant ont été bien documentés (p. ex., Grolnick, Deci, & Ryan, 1997), toutefois, peu d’études ont été effectuées auprès des bambins. Or, cette thèse visait à enrichir la littérature sur le « parentage » en explorant les pratiques soutenantes qui sont utilisées par des parents de bambins dans un contexte de socialisation (étude 1), ainsi qu’en examinant les facteurs qui peuvent brimer leur mise en pratique (étude 2). La première étude a examiné un grand nombre de pratiques de socialisation que les parents qui favorisent davantage le soutien à l’autonomie (SA) pourraient utiliser plus fréquemment lorsqu’ils font des demandes à leurs bambins. Cette étude nous a permis d’explorer comment les parents manifestent leur SA et si le SA dans ce type de contexte est associé à un plus grand niveau d’internalisation des règles. Des parents (N = 182) de bambins (M âge = 27.08 mois) ont donc été invités à rapporter la fréquence avec laquelle ils utilisent 26 pratiques potentiellement soutenantes lorsqu’ils demandent à leurs bambins de compléter des tâches importantes mais non intéressantes et de rapporter à quel point ils valorisent le SA. Huit pratiques ont été identifiées comme étant soutenantes: quatre façons de communiquer de l’empathie, donner des explications courtes, expliquer pourquoi la tâche est importante, décrire le problème de façon informative et neutre, et mettre en pratique le comportement désiré soi-même. De plus, l’ensemble des huit pratiques corrélait positivement avec le niveau d’internalisation des bambins, suggérant aussi que celles-ci représentent bien le concept du SA. Des études futures pourraient tenter de répliquer ces résultats dans des contextes potentiellement plus chargés ou ébranlants (p. ex., réagir face à des méfaits, avec des enfants souffrant de retard de développement). La deuxième étude a poursuivi l’exploration du concept du SA parental en examinant les facteurs qui influencent la fréquence d’utilisation des stratégies soutenantes dans des contextes de socialisation. Puisque la littérature suggère que le stress parental et le tempérament difficile des bambins (c.-à-d., plus haut niveau d’affectivité négative, plus faible niveau de contrôle volontaire/autorégulation, plus faible niveau de surgency) comme étant des facteurs de risque potentiels, nous avons exploré de quelle façon ces variables étaient associées à la fréquence d’utilisation des stratégies soutenantes. Les buts de l’étude étaient: (1) d’examiner comment le tempérament des bambins et le stress parental influençaient le SA parental, et (2) de vérifier si le stress parental médiait la relation possible entre le tempérament des bambins et le SA parental. Le même échantillon de parents a été utilisé. Les parents ont été invités à répondre à des questions portant sur le tempérament de leur enfant ainsi que sur leur niveau de stress. Les résultats ont démontré qu’un plus grand niveau d’affectivité négative était associé à un plus grand niveau de stress parental, qui à son tour prédisait moins de SA parental. De plus, le stress parental médiait la relation positive entre l’autorégulation du bambin et le SA parental. Des recherches futures pourraient évaluer des interventions ayant pour but d’aider les parents à préserver leur attitude soutenante durant des contextes de socialisation plus difficiles malgré certaines caractéristiques tempéramentales exigeantes des bambins, en plus du stress qu’ils pourraient vivre au quotidien.

Epistemic Modality in Linguistic and Literature Essays in English : A comparative corpus-based study of modal verbs in student claims

This study is a corpus-based comparison between student essays written in the subject areas of English linguistics and literature at undergraduate level. They are 200 Bachelor degree theses submitted at a variety of university departments (such as English, Language and Literature, Humanities, Social and Intercultural Studies) in Sweden. The comparison concerns frequencies of core modal verbs and how often they occur together with the I, we and it subject pronouns and in the structures this/the [essay, study, project, thesis] when students attempt to communicate their personal claims. Quantitative and qualitative analyses of the essays show few similarities in the ways that core modal verbs appear in both disciplines. The results indicate mainly distinct differences, especially in relation to clusters and variation of performative verbs. Specific patterns in the ways that students use core modal verbs as hedges have also been identified.

Bridging discourses in a writing classroom

The aim of this study is to describe and analyse the writing discourse in one classroom and how students learn through studying a topic, i.e. the teaching and learning of written argument. The study takes its stance from a sociocultural perspective and is influenced by discourse analyses, new literacy studies and critical literacy (Fairclough1989; Barton 2007; Janks 2010; Ivanič 2004). Data from year 6 in Sweden consists of observations, informal conversations, teachers’ planning and students’ written texts, i.e. letters to a newspaper editor. The results are presented in terms of four themes that became apparent during the reading of the data, viz. (1) teaching for learning - deconstruction; (2) dialogue and scaffolding for learning – enabling access; (3) reconstruction, feedback and students’ reflections for learning; and (4) writing to learn. The data is analysed and discussed on the basis of four concepts for developing critical literacy, viz. access, deconstruction, reconstruction and domination (cf. Janks 2010:21 – 32). The study indicates that explicit teaching of a written argument gives students access to the dominating structure of the genre if they are given the time and tools to reflect and be given feedback from the teacher.

The Glow of Unwork? Issues of Portrayal in Networked Learning Research

In this paper, we suggest that portrayal of research is often undervalued and seen as ‘unwork’ (Galloway, 2012). Portrayal is often seen as an issue that is relatively straight forward by qualitative researchers, and invariably refers to putting the findings of the study together with excerpts from participants and usually, but not always, some interpretation. It tends to be seen as the means by which the researcher has chosen to position people and their perspectives, and it is imbued with a sense of not only positioning but also a contextual painting of a person in a particular way. Yet there are an array of issues and challenges about what portrayal can or might mean in digital spaces. In this paper we argue that researching education in a digital age provides greater or different opportunities to represent and portray data differently and suggest that these ways are underutilised. For example, for many researchers legitimacy comes through the use of participants’ voices in the form of quotations. However, we argue that this stance towards plausibility and legitimacy is problematic and needs to be reconsidered in terms of understanding differences in types of portrayal, recognizing how researchers position themselves in relation to portrayal, and understanding decision-making in relation to portrayal. We suggest that there need to be new perspectives about portrayal and concept, and ideas are provided that offer a different view. Three key recommendations are made: Portrayal should be reconceptualised as four overlapping concepts: mustering, folding, cartography, and portrayal. Adopting such an approach will enable audiences, researchers and other stakeholders to critique the assumptions that researchers on tour bring to portrayal and encourage reflexivity. Researchers on tour should highlight the temporal, mutable and shifting nature of portrayed research findings, emphasising the need for continued and varied research to inform understanding. There is a significant need for greater insight into the influence of portrayal, as well as the difference between representation and portrayal. Future studies should prioritise this, and ensure that portrayal is considered and critiqued from the outset.

God and War: the Church of England and Armed Conflict in the Twentieth Century

Despite narratives of secularization, it appears that the British public persistently pay attention to clerical opinion and continually resort to popular expressions of religious faith, not least in time of war. From the throngs of men who gathered to hear the Bishop of London preach recruiting sermons during the First World War, to the attention paid to Archbishop Williams' words of conscience on Iraq, clerical rhetoric remains resonant. For the countless numbers who attended National Days of Prayer during the Second World War, and for the many who continue to find the Remembrance Day service a meaningful ritual, civil religious events provide a source of meaningful ceremony and a focus of national unity. War and religion have been linked throughout the twentieth century and this book explores these links: taking the perspective of the 'home front' rather than the battlefield. Exploring the views and accounts of Anglican clerics on the issue of warfare and international conflict across the century, the authors explore the church's stance on the causes, morality and conduct of warfare; issues of pacifism, obliteration bombing, nuclear possession and deterrence, retribution, forgiveness and reconciliation, and the spiritual opportunities presented by conflict. This book offers invaluable insights into how far the Church influenced public appraisal of war whilst illuminating the changing role of the Church across the twentieth century.

Proprioception in ankle sprain from exercises and bandages

Ankle sprains are the most common injuries in sports, usually causing damage to the lateral ligaments. Recurrence has as usual result permanent instability, and thus loss of proprioception. This fact, together with residual symptoms, is what is known as chronic ankle instability, CAI, or FAI, if it is functional. This problem tries to be solved by improving musculoskeletal stability and proprioception by the application of bandages and performing exercises. The aim of this study has been to review articles (meta-analisis, systematic reviews and revisions) published in 2009-2015 in PubMed, Medline, ENFISPO and BUCea, using keywords such as “sprain instability”, “sprain proprioception”, “chronic ankle instability”. Evidence affirms that there does exist decreased proprioception in patients who suffer from CAI. Rehabilitation exercise regimen is indicated as a treatment because it generates a subjective improvement reported by the patient, and the application of bandages works like a sprain prevention method limiting the range of motion, reducing joint instability and increasing confidence during exercise. As podiatrists we should recommend proprioception exercises to all athletes in a preventive way, and those with CAI or FAI, as a rehabilitation programme, together with the application of bandages. However, further studies should be generated focusing on ways of improving proprioception, and on the exercise patterns that provide the maximum benefit.

Public Protection? The Implication of Grayling's 'Transforming Rehabilitation' Agenda on the Safety of Women and Children

Abstract The Coalition Government's new Transforming Rehabilitation (TR) agenda jeopardises the work undertaken with perpetrators of domestic abuse by highly skilled, qualified probation staff. Under new changes outlined by Grayling, Lord Chancellor and Secretary of State for Justice, probation clients who are assessed as posing a medium/low risk of causing harm will be assigned to private sector/voluntary organisations rather than come under the remit of the National Probation Service. This article argues that victims of domestic abuse, primarily women and children, will be placed at an increased risk of harm given this latest TR strategy. The majority of domestic abuse cases will be assessed as posing a medium risk of causing harm and will receive lower levels of intervention by a variety of disparate agencies and organisations. The Ministry of Justice states that the National Probation Service will directly manage offenders who pose a high risk of serious harm to the public, this article will argue that all perpetrators of domestic abuse should be considered as an important exception to this stance, and should remain under the auspices of Probation supervision, irrespective of statistical risk assessment, as has sex offender case management and sex offender treatment programme delivery.

Analisi del cammino di pazienti con lesione midollare

Nel trattamento e nella cura di pazienti con lesione spinale è fondamentale una corretta valutazione della lesione e delle disfunzionalità che questa produce. Il cammino è senza dubbio una delle funzionalità maggiormente ridotta a seguito di una lesione, che può portare sia ad una diminuzione di questa capacità sia ad una completa inabilità. Nella valutazione del cammino il clinico si avvale di diverse strumentazioni come sistemi stereofotogrammetrici, pedane di forza ed elettromiografi che gli permettono di svolgere un’analisi strumentale del passo ed indagare le cause muscolari e neurologiche che portano a delle anormalità nella deambulazione. Questo lavoro si propone di presentare questi sistemi e compiere una panoramica dei principali parametri cinematici (velocità del cammino, lunghezza del passo, fase di stance, angoli articolari, ciclogrammi intra-articolari) che influenzano il passo e le metodologie con più successo nel migliorarli. Inoltre verranno evidenziati i risultati ottenuti dall’analisi elettromiografica riguardo alla presenza di pattern muscolari comuni alla base del cammino riscontrabili anche in persone sane e come gli impulsi EMG siano modulabili in ampiezza e durata a seguito di training motori.

Biodiversity offsetting and restoration under the European Union Habitats Directive: balancing between no net loss and deathbed conservation?

Biodiversity offsets have emerged as one of the most prominent policy approaches to align economic development with nature protection across many jurisdictions, including the European Union. Given the increased level of scrutiny that needs to be applied when authorizing economic developments near protected Natura 2000 sites, the incorporation of onsite biodiversity offsets in project design has grown increasingly popular in some member states, such as the Netherlands and Belgium. Under this approach, the negative effects of developments are outbalanced by restoration programs that are functionally linked to the infrastructure projects. However, although taking into consideration that the positive effects of onsite restoration measures leads to more leeway for harmful project development, the EU Court of Justice has recently dismissed the latter approaches for going against the preventative underpinnings of the EU Habitats Directive. Also, the expected beneficial outcomes of the restoration efforts are uncertain and thus cannot be relied upon in an ecological assessment under Article 6(3) of the Habitats Directive. Although biodiversity offsets can still be relied upon whenever application is being made of the derogation clause under Article 6(4) of the Habitats Directive, they cannot be used as mitigation under the generic decision-making process for plans and programs liable to adversely affect Natura 2000 sites. We outline the main arguments pro and contra the stance of the EU Court of Justice with regards to the exact delineation between mitigation and compensation. The analysis is also framed in the ongoing debate on the effectiveness of the EU nature directives. Although ostensibly rigid, it is argued that the recent case-law developments are in line with the main principles underpinning biodiversity offsetting. Opening the door for biodiversity offsetting under the Habitats Directive will certainly not reverse the predicament of the EU’s biodiversity. A reinforcement of the preventative approach is instrumental to avert a further biodiversity loss within the European Union, even if it will lead to additional permit refusals for unsustainable project developments.

Hindfoot Kinematics of Healthy Subjects Using Lateral Wedge Insoles in a Biplane Fluoroscopy System

Thesis (Master's)--University of Washington, 2016-08

Developing Innovative TEL Practice in Teacher Education

This interactive symposium will focus on the use of different technologies in developing innovative practice in teacher education at one university in England. Technology Enhanced Learning (TEL) is a field of educational policy and practice that has the power to ignite diametrically opposing views and reactions amongst teachers and teacher educators, ranging across a spectrum from immense enthusiasm to untold terror. In a field where the skills and experience of individuals vary from those of digital natives (Prensky 2001) to lags and lurkers in digital spaces, the challenges of harnessing the potential of TEL are complex. The challenges include developing the IT skills of trainees and educators and the creative application of these skills to pedagogy in all areas of the curriculum. The symposium draws on examples from primary, secondary and post-compulsory teacher education to discuss issues and approaches to developing research capacity and innovative practice using different etools, many of which are freely available. The first paper offers theoretical and policy perspectives on finding spaces in busy professional lives to engage in research and develop research-informed practice. It draws on notions of teachers as researchers, practitioner research and evidenc-ebased practice to argue that engagement in research is integral to teacher education and an empowering source of creative professional learning for teachers and teacher educators. Whilst acknowledging the challenges of this stance, examples from our own research practice illustrate how e-tools can assist us in building the capacity and confidence of staff and students in researching and enhancing teaching, learning and assessment practice. The second paper discusses IT skills development through the TEL pathway for trainee teachers in secondary education across different curriculum subjects. The lead tutor for the TEL pathway will use examples of activities developed with trainee teachers and university subject tutors to enhance their skills in using e-tools, such as QR codes, Kahoot, Padlet, Pinterest and cloud based learning. The paper will also focus on how these skills and tools can be used for action Discussant - the wider use of technologies in a university centre for teacher education; course management, recruitment and mentor training. research, evaluation and feedback and for marking and administrative tasks. The discussion will finish with thoughts on widening trainee teachers’ horizons into the future direction of educational technology. The third paper considers institutional policies and strategies for promoting and embedding TEL, including an initiative called ‘The Learning Conversation’, which aims ‘to share, highlight, celebrate, discuss, problematise, find things out...’ about TEL through an online space. The lead for ‘The Learning Conversation’ will offer reflections on this and other initiatives across the institution involving trainee teachers, university subject tutors, librarians and staff in student support services who are using TEL to engage, enthuse and support students on campus and during placements in schools. The fourth paper reflects on the use of TEL to engage with trainee teachers in post-compulsory education. This sector of education and training is more fragmented than primary and secondary schools sectors and so the challenges of building a community of practice that can support the development of innovative practice are greater.

European student mobility and intercultural learning at a portuguese university

The purpose of this study is to understand, impact and evaluate the development of intercultural communicative competencies among European credit-seeking exchange students and other sojourners through purposeful intercultural pedagogy. This pedagogy encompasses intentional intercultural- educational approaches which aim to support and enhance sojourners’ intercultural learning throughout the study abroad cycle (pre-departure, in-country and reentry phases). To test and validate these pedagogies a 20-hour intervention was designed and implemented among two cohorts of 31 sojourners during the in-country phase of their sojourn in Portugal. The process to develop and validate the intercultural intervention was driven by a mixed-methods methodology which combined quantitative and qualitative data to triangulate, complement and expand research results from a pragmatic stance. The mixed methods research design adopted is multi-phased and encompasses a multi-case study and an evaluative component. The multi-case component is embodied by sojourner cohorts: (1) the primary case study involves 19 incoming students at the University of Aveiro (Portugal) as participants in the European exchange program Campus Europae; (2) the second case study comprises three incoming Erasmus students and nine highly skilled immigrants at the same university. All 31 sojourners attended two intermediate Portuguese as Foreign Language classrooms where the intervention was employed. Data collection was extensive and involved collecting, analyzing and mixing quantitative and qualitative strands across four research phases. These phases refer to the: (1) development, (2) implementation and (3) evaluation of the intervention, as well as to (4) a stakeholder analysis of the external value of the intervention and of the Campus Europae program. Data collection instruments included pre and posttest questionnaires and semi-structured interviews. Results confirm the intercultural effectiveness of the intervention and the positive impact upon research participants’ intercultural gains. This impact was, however, greater in case study 2. Among explanatory variables, three stand out: (1) participant meaning-making abilities, (2) host language proficiency and related variables, and (3) type of sojourn or exchange programs. Implications for further research highlight the need to systematize purposeful intercultural pedagogy in sojourner populations in general, and in European credit student mobility in particular. In the latter case, these pedagogies should be part of the design and delivery of credit-bearing exchange programs in pre- departure, in-country and re-entry phases. Implications for practice point to the urge to improve intercultural practices in: macro (higher education institutions), mezzo (exchange programs) and micro (sojourner language classrooms) contexts where this research took place, and wider social scenarios they represent.

Efeito da ligadura de reposicionamento do perónio em basquetebolistas adultos com instabilidade crónica da tibiotársica

Introdução: A instabilidade crónica da tibiotársica apresenta uma elevada incidência e prevalência nos basquetebolistas, pelo que é fundamental aprofundar as estratégias existentes para a redução das limitações funcionais e mecânicas decorrentes desta condição. Objetivo: comparar o efeito da ligadura de reposicionamento do perónio segundo Mulligan com o de uma ligadura placebo imediatamente após a sua aplicação e após o teste de corrida (Yo-Yo IRT). Metodologia: Estudo cruzado de amostras emparelhadas. Participantes: 16 basquetebolistas adultos (10 homens, 6 mulheres) com instabilidade crónica da tibiotársica com idade média de 21,50 ± 2,76 anos. Procedimentos de avaliação e intervenção: Avaliação do controlo postural estático (teste de apoio unipodal com os olhos fechados numa plataforma de forças durante 15 segundos), performance funcional (hop test em 8 e hop test lateral) e controlo neuromuscular (tempo de latência do músculo longo peronial durante o movimento de inversão repentina) em duas sessões: Mulligan e Placebo. Resultados: Em ambos Hop tests não houve um efeito significativo para o fator ligadura (p>0,17) mas houve para o fator tempo (p<0,03). No tempo de latência do músculo longo peronial, houve um efeito significativo para o fator tempo (p=0,042) e interação significativa entre os dois fatores (p=0,028). Em relação ao controlo postural, nas variáveis de deslocamento do CoP em x e y, área de deslocamento do CoP, velocidade de deslocamento do CoP, e comprimento total do CoP não houve nenhum efeito significativo (p≥0,10). Conclusão: Não há diferenças no controlo postural estático nem na performance funcional de basquetebolistas com instabilidade crónica da tibiotársica entre a ligadura de reposicionamento do perónio de Mulligan e uma ligadura placebo. Contudo, a ligadura de Mulligan parece reduzir o tempo de latência do longo peronial após a corrida quando comparada com uma ligadura placebo.