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I need to move it, move It!
(2024)
Purpose
Student interest and learning success is an important component of teaching learning research. However, while the impact of emotions and psychological needs on students' achievements has been a focus of research, the impact of their physiological needs has been under studied. In this explorative study, I examine what impact the physiological and psychological needs of student teachers have on their feelings, motivation, and interest in different learning settings.
Approach
The research method used was the daily reconstruction method and included the Felix-App, a new digital research and feedback tool that allows the measurement of feelings, needs, motivation, and interest in real time.
Findings
The results suggest the importance of physiological needs for perceived emotions, motivation, and interest in the learning subject. The psychological needs, on the other hand, are of less importance.
Originality
The Felix-App is an innovative tool to learn more about learners' emotions and needs in real learning settings. The importance of physiological needs has been known since Maslow, but should be considered much more in the context of teaching and learning research in the future. There is a need for further research on the importance of physical aspects in learning.
The contribution explores how an understanding of neoliberal subjectification in socio-economic education can serve to counteract the trend marketisation of democracy. Drawing on Foucault’s lectures on biopolitics and Brown’s current analysis of neoliberalism, it lays out a sociological explanation that treats the idea of homo economicus as a structuring element of our society and outlines the threat this poses to the liberal democratic order. The second part of the contribution outlines – through immanent critique – an ideology-critical analytical competence that uses key problems to illuminate socially critical perspectives on social reality. The objective is to challenge some of the foundations of social order (Salomon, D. Kritische politische Bildung. Ein Versuch. In B. Widmaier & Overwien, B. (Hrsg.), Was heißt heute kritische politische Bildung? (S. 232–239). Wochenschau, 2013) in pursuit of the ultimate objective of an educated and assertive citizenry.
Gut zwei Jahrzehnte nach dem Millenniumsgipfel der Vereinten Nationen bleiben berechtigte Zweifel an der Wirksamkeit von Entwicklungszusammenarbeit (EZ). Ist das Politikfeld von den Realitäten überholt worden? Welchen Beitrag haben Entwicklungstheorien für die Weiterentwicklung von Entwicklungspolitik leisten können? Der Beitrag zieht eine Bilanz, die von der ersten Entwicklungsdekade in den 1960er-Jahren bis zu den Folgen der Covid-19-Pandemie reicht. Er plädiert für eine herrschaftskritische Weiterentwicklung des Entwicklungsbegriffs und für eine Stärkung globaler Kooperation.
This chapter examines the extent of the 1951 Convention's Article 44 and the 1967 Protocol's Article IX. It starts with identifying the standard denunciation clause in Article 44 and Article IX. Multilateral treaties of unlimited duration allow States parties an unconditional right to withdraw. A denunciation releases the denouncing party from any obligation further to perform the treaty in relation to the other parties of the 1967 Protocol. The chapter clarifies that denunciation or withdrawal expresses the same legal concept since it is a procedure initiated unilaterally by a State that wants to terminate its legal engagements under a treaty.
This chapter tackles the analysis and function of Article 43 of the 1951 Convention and Article VIII of the 1967 Protocol. It explains that a multilateral treaty can be enforced when met with necessary conditions, such as the Article 24 of the Vienna Convention on the Law of Treaties (VCLT). The provision also regulates the 1951 Convention's entry into force of States' ratification or accession. The chapter notes that the 1967 Protocol entered into force after Sweden deposited its instrument of accession. It elaborates on the specific details needed for the ratification or accession prior to the entry into force.
This chapter focuses on Article 46 of the 1951 Convention and Article X of the 1967 Protocol. It explains the depository of a treaty playing an essential procedural role in ensuring the smooth operation of a multilateral treaty. Article 46 enumerates the Secretary-General's function as a depositary performed by the Treaty Section of the Office of Legal Affairs in the United Nations Secretariat. Similarly, Article X confirms and details the Secretary-General's designation and role as depositary of the 1967 Protocol. The chapter mentions that the enumeration of Article X's depositary notification is exemplary instead of conclusive. It examines the depositoary notifications of declarations, signatures, and researvations under Article 46 and Article X.