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Physical Education (PE) and School Sport (SS) in South Africa demonstrate extremes and inequities. Contrast is visible in all aspects of South African life, but most significantly in education. White and urban schools are relatively problem free, whereas black and rural schools have been adversely affected by the past governments’ apartheid and separate development policies (Walter, 1994). Some schools have well developed facilities, while the majority have next to nothing. PE teachers are qualified in some cases and grossly unqualified in many others. PE programmes in white schools and urban cities offer a wide and balanced variety of activities while in others opportunities are limited to a few movement activities. As a school subject PE has been neglected, misunderstood, seen as being of little importance and regarded as inferior when compared to other subjects in the school curriculum (Walter, 1994). In order to find out the status of PE and school sport among school children aged 6- 15years, we administered the Sport in Education (SpinEd) project questionnaire (Bailey, 2005) to 897 school children in two provinces and contrasting geographical locations in South Africa. The questionnaire focused on five main themes/domains that refer to specific aspects of children’s development and understanding through PE and school sport, i.e. physical development, lifestyle development, affective development, social development and cognitive development. The results showed some disparity in the perception and understanding of PE and SS among the respondents’ age group and geographical location, specifically with regard to ‘feeling’ about PE and SS, ‘values’ (importance) of PE and SS, ‘comparison’ of PE and SS with other school subjects and ‘self-rating’ on PE and SS. Responses to each of the five themes/domains varied across age group, and geographical location, indicating the fact that children need to achieve the five most important developmental competencies – foundational (knowledge), practical skills (psychomotor), reflexive (affective), physical (growth) and social skills for holistic development and for PE and SS to adequately address the needs of post-independent South Africa.

The Question(s) of Youth, of what to do with them, of how to school them, or police them, or regulate them, or house them, or employ them, or prevent them from becoming involved in any number of Risky (sexual, eating, drug (ab)using or peer cultural) practices are questions which have a substantial historical aspect. In the Liberal Democracies at the end of the millennium the Crisis of Youth (at-Risk) is a key marker in theoretical, political and popular debates about Youth. This thesis explores the 'conditions of possibility' which enable discourses of Youth at-Risk to function as true (Henriques et al 1984). I argue that the truth of Youth at-Risk rehearses, in part, the historical truths of Youth as Delinquent, Deviant and Disadvantaged. I will also argue that a historically novel aspect of the truth of Youth at-Risk is that, potentially, every behaviour, every practice, every group of Youth can be constructed in terms of Risk. This thesis is not about the practices, behaviours and dispositions of young people. Rather, my concern is with the ways in which institutionally structured processes of expert knowledge production construct the truths of Youth (at-Risk). The thesis is concerned with the processes by which these largely autonomous systems of expert knowledge production are constitutive of both the 'institutional reflexivity' which characterises contemporary settings, and the forms of identity which emerge in these settings (Giddens 1994 c). I am also concerned with the ways in which these systems of expertise mobilise categories of Risk in diverse attempts to regulate the behaviours and dispositions of certain populations of young people under the conditions of 'reflexive modernization' (Beck, Giddens & Lash 1994). The thesis argues for a productive convergence between theories of reflexive modernization and governmentality. This convergence enables Youth at-Risk to be examined at two (interconnected) levels. In the first instance Risk is understood as constituting a metanarrative in an Age of Manufactured Uncertainty. In the second instance the identification of Risk factors and populations at-Risk will be understood as techniques mobilised in diverse attempts to 'make up' rational, choice making, autonomous, responsible citizens within (Neo)Liberal projects of government (Rose 1996). Foucault's (1991) theory of governmentality foregrounds the practices and relations implicated in the processes whereby 'human beings are made into subjects' (Foucault 1983). Governmentality is a useful and strategic analytic for understanding the diverse attempts by various experts and centres of expertise to regulate young people's identity through the construction of populations of Youth at-Risk. Processes of reflexive modernization are marked by the emergence of a degree of collective awareness that our contemporary conditions of existence are characterised by the thoroughgoing penetration of the social and the natural by reflexive human knowledge. Such a situation leads, not to a position in 'which collectively we are the masters [sic] of our destiny'; but rather to a series of settings in which we are confronted with the possibility that, as a 'consequence of our own doings', the future becomes 'very threatening' (Beck, Giddens & Lash 1994). In problematising the truth of Youth at-Risk this thesis will also engage with various problematisations of Left (critical) intellectual and political practices in domains which take Youth as their object. This thesis is explicitly located in the space of 'critical' (Educational) scholarship in Anglo settings which is structured, historically, by the 'European Marxist social philosophy' of the Frankfurt School and Gramscian (British) Cultural Studies, and French and Italian Feminism and Post (Structuralism and Modernism) (Popkewitz and Brennan 1997). The thesis argues that in order to problematise the truth of Youth at-Risk it is necessary, also, to problematise the processes of truth production mobilised from the Left in an engagement with the material and discursive realities which enable Youth at-Risk to function as a truth. Examining the truth of Youth at-Risk in the frameworks enabled by a convergence of theories of reflexive modernization and governmentality is a contribution to the processes of rethinking the intellectual and political positions which the Left might mobilise at the end of the millennium, when, as Beck (1994 ) argues, 'uncertainty returns'. I will argue that Left intellectual and political practice has no choice but to be open to the uncertain nature of truth telling which characterises processes of reflexive modernization. The tensions generated within these processes are not resolvable. Nor should the 'return of uncertainty' be seen as immobilising in the context of political and intellectual practice. The thesis argues that theories of reflexive modernization and governmentality highlight the dangers of intellectual and political positions which invest heavily in 'modernity's war on ambivalence' (Bauman 1990 b). In settings where the practices and activities of expertise have so thoroughly penetrated the natural and the social, where these processes of colonisation have resulted in the 'return of uncertainty', then the practices and activities of expertise promise, paradoxically, to 'exterminate ambivalence' by telling the truths of Youth at-Risk (Bauman 1990 b). This thesis argues that in an Age of Manufactured Uncertainty the mobilisation of rationally grounded Risk discourses in attempts to regulate Youth emerges as a paradoxical, and dangerous, Quest for Certainty (Bauman 1990 a).

The present paper focuses on the problem of reflexivization in Lithuanian and English. The study is based on a corpus of 6718 instances of reflexive constructions in the novel “Sodybų Tuštėjimo Metas” by Jonas Avyžius and their equivalents in the English variant of the text translated by Olga Shartse. The aim of the paper is to describe the semantic patterns that can be expressed by reflexive constructions in Lithuanian and English, and to determine the basic similarities and differences in the employment of reflexivization in the two languages. The analysis is carried out by means of the descriptive method. The results show that both in Lithuanian and English the greatest number of reflexive constructions are used in their primary function, i.e. to mark the coreference of two semantic roles. In both the languages reflexives can be used to mark other meanings than that of semantic reflexivity, but Lithuanian reflexive constructions are in a position to express more meanings. The analysis of the data shows that, in contrast to Lithuanian, in English there is a strong preference for the use of unmarked reflexive constructions rather than for the marked ones in all the semantic patterns. The differences in the use of reflexive constructions in the two languages can be accounted for by the peculiarities of the morphological structure of the languages. In English the reflexive marker is a pronoun with a relatively independent syntactical status, which can be omitted if the context... [to full text]

Centered on the universal search for home, The Ocean in Between is an autobiographical documentary about my bicultural identity and sense of guilt as a first generation Italian emigrant daughter. As I embark on a journey between Italy and the United States, I attempt to reconcile my American aspirations with my Italian roots. Using observational footage, direct interviews, and narration, this film provides a poetic and intimate look at family relations, love and death, bicultural identity, and sexuality.

The main objective of this thesis is to describe category of reflexivity in Czech language based on Russian language material, followed by design and formation of language handbook to category of reflexivity for foreign students of Czech language for A1 - B2 levels in accordance with Common European Framework of Reference for Languages: Learning, teaching, assessment (CEFR). In the theoretical part individual aspects in category of reflexivity in Czech language are described. Mainly reflexive form of verbs, reflexive deagentive forms and reflexive verbs. The proposal of our own clasification category of reflexivity comes after and it incorporates explored material, which is systemized for design and formation of educational materials. The main target of the practical part is to design and form language handbook to category of reflexivity in Czech language. After the analysis of current educational materials we realized category of reflexivity is not taken in consideration enough, sometimes it is missing at all. In the process of creation of the educational material itself we followed the current methodological base CEFR for Czech language as foreign language. We defined grammar and lexical competences for individual A1, A2, B1, B2 levels in accordance with CEFR. Based on all above rules four...

It is shown that there is an unconditional requirement on rational beings to adopt “reflexive” beliefs, these being beliefs with a very particular sort of self-referential structure. It is shown that whoever adopts such beliefs will thereby adopt beliefs that imply that a certain proposition, ᴪ, is true. From the fact that there is this unconditional requirement on rational being to adopt beliefs that imply ᴪ, it is concluded that ᴪ is knowable a priori. ᴪ is a proposition that says, in effect, that one’s own point of view is a point in space and time that is the point of view of some being who has reflexive beliefs. It is argued that this information that is contained in ᴪ boils down to the information that one’s point of view is located at a point in the world at which there is something that is “conscious” in a certain natural and philosophically interesting sense of that word. In other words, a theory of consciousness is defended according to which an entity is conscious if and only if it has reflexive beliefs.

Within the transnational legal sphere, internal and external private legal systems regulate alongside a pluralism of national and international legal systems. This thesis explores the elements of transnational private legal systems that are external to a single organization or company and whether they can elevate the higher-order principle of sustainability within the mining sector. A private legal system would broadly incorporate legal rules and obligations for corporate governance, and specifically for integrating sustainable development into the mining industry. Using the lens of reflexive law, this thesis explores five observable trends of a private legal system: interorganizational network; regulatory hybridization; private juridification; civic constitutionalism; and international judicialisation. A variety of methodological tools are used to determine if the first three trends, which are linked to the emergence of private legal obligations, exist. Through qualitative content analysis this thesis adds to the empirical literature supporting reflexive law and provides insights into the ability of private legal systems to govern resource issues. The evidence of any private juridification and civic constitutionalism occurring within the mining sector is detailed, and the consequences for the regulation and development of a sustainable mining industry that result from that juridification is discussed. / Graduate / 0616 / 0366 / 0551 / adamnott@shaw.ca

This thesis investigates reflexivity in ancient Greek literature and philosophy from Homer to Plato. It contends that ancient Greek culture developed a notion of personhood that was characteristically reflexive, and that this was linked to a linguistic development of specialized reflexive pronouns, which are the words for 'self'.

In this paper I argue that Velmens’ reflexive model of perceptual consciousness is useful for understanding the first-person perspective and sentience in animals. I then offer a defense of the proposal that ray-finned bony fish have a first-person perspective and sentience. This defense has two prongs. The first prong is presence of a substantial body of evidence that the neuroanatomy of the fish brain exhibits basic organizational principles associated with consciousness in mammals. These principles include a relationship between a second-order sensory relay, the preglomerular complex, and the fish pallium which bears a resemblance to the relationship between the mammalian thalamus and the neocortex, the existence of feedback/feedforward and reentrant circuitry in the pallium, and structural and functional differences among divisions of the fish pallium. The second prong is the existence of behaviors in fish that exhibit significant flexibility in the presence of environmental change and require relational learning among stimuli distributed in space, over time, or both. I conclude that, although they are instantiated differently, a first-person perspective and sentience are present in fish.