Legitimating Alien Rule

In his talk, Hechter suggests that alien rule can become legitimate to the extent that it provides governance that is both effective and fair. Governance is effective to the degree that citizens have access to an expanding economy and an ample supply of culturally appropriate collective goods. Governance is fair to the degree that rulers act according to the strictures of procedural justice. These twin conditions help account for the legitimization of alien rulers in organizations of markedly different scales. These principles to the legitimization of alien rulers in states (the Republic of Genoa, 19th and 20th century China, and modern Iraq), colonies (Taiwan and Korea under Japanese rule), and occupation regimes, as well as in less encompassing organizations such as universities (academic receivership), corporations (mergers and acquisitions), and stepfamilies. Finally, Hechter will speculate about the possibility of an international market in governance services.Ohio State UniversityMershon Center for International Security Studiesevent web page, event photo

Mapping deep-sea biodiversity and good environmental status in the Azores: assisng with the implementaon of EU Marine Strategy Framework Direcve

Tese de Doutoramento, Ciências Biológicas, 26 de junho de 2023, Universidade dos Açores.ABSTRACT: One of the major shortfall of biodiversity knowledge steams from an incomplete description of the geographical distribution of species. Overcoming this shortfall is essential for conserving nature and its services and it is a required first step to tackle more complex ecological processes (e.g. dispersal, speciation, disturbance, biotic interactions, etc.) in remote and poorly studied regions such as the deep sea. In a region such as the Azores (NE Atlantic), where the deep sea represents a dominant component of the seascape, it is essential to characterize patterns and processes of deep-sea biodiversity. In fact, only by understanding how species and marine resources distribute it is possible to correctly inform area- and ecosystem-based management and achieve the goals of policies aiming at reversing the cycle of decline in ocean health. In particular, the European Commission has adopted a number of policies to grant a sustainable use of nature space and resources which include the Marine Strategy Framework Directive (MFSD) and the Maritime Spatial Planning Directive (MSPD). The overall goal of this thesis is to bring together existing and new biodiversity data from recent scientific surveys to deepen our understanding of biodiversity and biogeographic patterns of deep-sea Vulnerable Marine Ecosystems (VMEs) indicator taxa. The focus is on deep-sea hard-substrate communities of the Azores and, in particular, on ecosystem engineer species of the Phyla Cnidaria and Porifera. Four major environmental drivers of deep-sea benthic engineer species are recognized in the Azores: (i) a latitudinal gradient in primary production strongly influenced by the Azores Current-Azores Front (AzC-AzF) system; (ii) the depth-wise succession of the regional water masses and their stratification into different isopycnal (vertical) layers; (iii) the spatial distribution of prominent geomorphic features such as seamounts ridges and island slopes; (iv) the availability of hard substrate for attachment. The recognition of these environmental drivers sets an interesting background for future ecological research, ecosystem-based management and spatial monitoring. The response of deep-sea species to these environmental drivers is explored in detail in the different chapters of the present manuscript

Changes in Preservice Elementary Teachers\u27 Personal Science Teaching Efficacy and Science Teaching Outcome Expectancies: The Influence of Context

The purpose of this study was to investigate how retrospective-test/post-test perceptions of science teaching self-efficacy differ according to personalscience expectancy and science teaching outcome expectancy among preservice elementary teachers when exposed to a science teaching methods course. Preservice elementary teacher candidates (N=69) enrolled in Spring and Fall 2007 sessions of an elementary science methods class were asked to assess their science teaching self-efficacy using the Science Teaching Expectancy Belief Instrument (STEBI-B). The survey was administered three times using pre-test, post-test and retrospective-test methodology. The 23-item instrument contains a Likert-scale with a 1 to 5 range of strongly disagree to strongly agree . A higher score indicated a stronger sense science teaching self-efficacy. The dependent variable was change in self-efficacy. Scienceteaching self-efficacy comprises two subcomponents: (1) personal science teaching efficacy (PSTE); and (2) science teaching outcome expectancy(STOE). Both components were represented as subscales on the STEBI-B. The independent variables were: (1) number of postsecondary science content courses taken; (2) perceptions of prior science experiences; and (3) a science methods course. Research questions sought to investigate main effects and interaction effects of independent variables on each of the PSTE and STOE subscales. A 2X2 ANOVA was used to statistically analyze the data with a Type I error rate of 0.05 as the judgment criteria for statistical significance. The findings revealed that whether preservice elementary teachers met or exceeded thenumber of postsecondary science courses required to graduate, and their positive or negative perceptions of prior school science experiences had a statistically significant main effect on the change in PSTE but not STOE. There was no evidence to suggest significant interaction effects of number ofpostsecondary science courses taken and perception of school science experiences on the change in both PSTE and STOE. Practical significance of theresults is also discussed. The results will guide reforming teacher preparation to strengthen science teaching self-efficacy of preservice elementary teachercandidates throughout their programs of study leading out into the teaching profession. The implications of this study have bearing on current and future organization, structure, and dynamics of elementary science teacher preparation

Taxation Burden and Fairness in Nevada

Nevada has long been a low-tax state. In a 1968 study, The Amount and Source of State Taxes in Nevada, Robert Rieke reported taxes on Nevada residents were considerably below the national average as a fraction of income. These taxes were regressive, falling more heavily on low income Nevadans than on high income Nevadans

Revising teacher candidates' views of science and self: can accounts from the history of science help?

Our inquiry uses accounts from the history of science to develop teacher-candidate (student teacher) understanding of the nature of science (NOS) in a science teacher education methods course. This understanding of the NOS is then used as a foundation for developing teacher candidate appreciation of the attributes of authentic science lessons. Based upon their understanding of the nature of science, teacher candidates plan and teach lessons and critique the experiences provided for students using their own conceptual framework of authentic science learning experiences. The study uses an instrumental case study approach in which a case is examined mainly to provide insight into an issue or for refinement of a theory; that is, does the use of the nature of science have utility for supporting teachers of science in their planning and teaching, and, in particular, for assisting them in teaching science authentically and developing a more positive perception of self as a teacher of science. Implications of this inquiry in informing the development and utility of nature of science understandings in teacher education methods courses are also considered

A Confucian Framework For Categorizing Elementary Pre-service Teachers Expectations Of Their Science Methods Course

Science teacher educators strive to improve their elementary science methods courses through modification of existing content, activities, or teaching technique. But what do the enrolled preservice teachers expect to learn from these courses and how do they expect to learn it? This study qualitatively examines preservice elementary teachers’ expectations of: their science methods course, the activities of the course, the instructor, and of themselves. Upon entry to the elementary science methods course at two Midwestern colleges in the Fall term of 2008, preservice teachers (n=37) were asked to articulate what they expected to learn and how they expected to learn it. Their written responses were coded and categorized into one of three areas: imitation, reflection, and experience. These three categories, as a philosophical theoretical framework, stem from Confucius who suggested that the aforementioned areas were the keys to gaining wisdom. It is important, that as science teacher educators, we understand how our students expect to gain wisdom about their profession from our course.  It is our contention that preservice teachers' expectations of their elementary science methods course prior to the commencement of the course have far reaching effects into the context in which they engage within the course