• for: Jawara - right to self-determination - indigneous people

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• education: self determination
  • there is a need to translate to lay people terms what the saliance of this

https://www.urmc.rochester.edu/community-health/patient-care/self-determination-theory.aspx

This same sort of repetition is seen in the success of salespeople. Can they repetitively make the same (or slowly improving) pitches day after day without getting tired of hearing "no" to eventually the appropriate number of yeses they need to make a living.

Waterschoot, J., Morbée, S., Vermote, B., Brenning, K., Flamant, N., Vansteenkiste, M., & Soenens, B. (2021). Emotion Regulation in Times of COVID-19: A Person-Centered Approach Based on Self-Determination Theory. PsyArXiv. https://doi.org/10.31234/osf.io/n6hw7

Labor-based grading in writing allows students to listen and adjust to comments which gives them greater freedom and autonomy in both their learning process as well as their writing.

Ideally, in a system like this, a shorter feedback loop of commentary and readjustment may also help to more carefully hone their skills versus potentially hitting a plateau after which it's more difficult to improve.

PsyArXiv Preprints | A Global Experiment on Motivating Social Distancing during the COVID-19 Pandemic. (n.d.). Retrieved 2 June 2021, from https://psyarxiv.com/n3dyf/

Change your thinking of a task from an obligation to an opportunity

Great Parenting.

Try to understand why your kid has problems with motivations, maybe along the self-determination theory route (autonomy, relatedness, and competency).

Try to see if your child has a sense of control of the situation, what skills they have or are lacking to tackle the issue, and if they feel heard and connected.

The way we phrase our motivations is a large part in whether we can get it done.

Say we phrase our chores as something we 'have' to do then we lose our sense of autonomy or control over the situation. This leads to us less likely to do the task as it is something we are compelled to finish. If we rephrase it to "I get to do my chores" then the sense of autonomy returns as now chores are an oppurinity that I can take advantage of.

Self-Determination Theory says we have 3 psychological needs

1.Autonomy- Having the ability to make your own choices

2.Competence- The feeling that you have the skills needed to succeed

3.Relatedness- Sense of feeling connected with others

The Self-determination theory says that the quality and not the quantity of motivation determines how we action

This should've shown Santa Anna that he wasn't going to win by scaring them, he was going to have to use his head and his army to fight the Texans, with any hope of winning in the fight.

This article discusses the need for teacher education to focus just as much on technology knowledge (regardless of grade level taught) as on educational theory and methods. It argues that teachers cannot be effective if they are not trained in not only current technologies, but also taught to be familiar with navigating new technologies as the emerge. 5/10 Very specific to K-12 teacher education.

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Cultural resistance to imperialism ultimately resulted to the idea of nationalism and independence in specific places that weren't being governed correctly or fairly. These specific places felt out of place or were feeling that they weren't even part of the world rather just a part of another bigger country or nation. They are reclaiming their identity by claiming their independence. They become their own nation/race/category, what ever it may be. This is where we see the idea that they were simply being part of an Empire, but they desired to become their own for their own identity's sake (culture/race) so they begin to advocate against imperialism. The fact that these places/categories/race were trying to separate themselves from powerful empires resulted in those empires' to crumble to ruins as they began losing power.

As the ecological impact of the region is considered, it is worthy to note the group consciousness that the Alaskan natives experienced with regards to this risk. The heightened awareness of this ecological impact on the region became evident in the political activism and energy behind these local communities in the decade leading up to the project proposal. With the expanding presence of oil and gas extractive companies in the Northern Yukon and surrounding territories, a strong negative externality was exerted onto “fur-bearing creatures” and the resulting trapping lifestyle of the indigenous communities. Furthermore, the integrity of the region’s permafrost became comprised with the widespread and often times ill-measured construction of roads and conduct of industrial activity. Finally, the studied biodiversity of the Arctic region indicated that the ecosystem proved to be particularly vulnerable to the impacts of manmade industrial activity. These elements of vulnerability and danger to the Arctic region contributed to the notion that its ecosystem had become decidedly “disturbed” by the impacts of industrial development. This collective experience of a disturbed ecosystem led to the emergence of political activist groups such as Inupiat Paitot (or the “peoples heritage”), a political organization with the mission to serve all Alaskan natives against the external pressures of the oil and gas industries. As the development of a group consciousness among Alaskan natives grew, and subsequent grassroots organizations began to take on the political cause in the Arctic, national and international efforts to confront environmental science were simultaneously becoming a formalized and mainstream effort within into policy-making and industrial project consideration. Upon the initial arrival of the Mackenzie Valley Pipeline Inquiry in 1974, the stage was set for a grassroots movement against the project. In defense of an ecosystem at severe risk of damage, Alaskan natives now possessed the political and social capital necessary to bring about a concerted effort to preserve the region’s resources as well as the self-determination of indigenous communities.

Stuhl, Andrew. Unfreezing The Arctic: Science, Colonialism, and the Transformation of Inuit Lands. Chicago, IL: The University of Chicago Press, 2016.