Slavery has long stood as a mirror image to the conception of a free person in republican theory. This essay contends that slavery deserves this central status in a theory of freedom, but a more thorough examination of slavery in theory and in practice will reveal additional insights about freedom previously unacknowledged by republicans. Slavery combines imperium and dominium in a way that both destroys freedom today and diminishes opportunities to achieve freedom tomorrow. Dominium and imperium working together are a (...) greater affront to freedom than either working alone. However, an examination of slavery in practice, focusing on the experiences of American slaves, demonstrates that republicanisms’ acknowledged strategies for freedom-seeking, acquiring insulation from domination through law and through norms, do not encompass the full range of options. Slaves also seek freedom through physical absence, economic activity, and culture. The account of slavery and freedom developed here suggests republican accounts of freedom should either give up their focus on thresholds of freedom, or consider the possibility of a plural conception of freedom that extends beyond just freedom as non-domination to include freedom as collective world-making, or both. (shrink)

Understanding students’ learned hopelessness and academic self-esteem is important because the sense of controllability and competence perception can predict deficits in achievement-oriented behaviours and achievement performance. A survey was conducted to examine the role of learned hopelessness and academic self-esteem in academic achievement. Structural equation modelling was used to analyse the mediational roles of learned hopelessness and academic self-esteem in the academic achievement of 165 Hong Kong junior secondary students. The findings implied that learned hopelessness and academic self-esteem are distinct (...) constructs which play separate mediational roles between prior academic failure and academic achievement. However, the model comparisons indicated that there was no direct effect of learned hopelessness on academic self-esteem or vice versa. (shrink)

Written in honor of Dale K. Van Kley, leading specialist on religion and politics in the Old Regime and the French Revolution, these essays examine how Jansenist belief shaped enlightenment ideas, cultural identities, social relations and politics in France throughout the long eighteenth century. Van Kley's work has invited scholars to think beyond the traditional parameters of the Enlightenment and to consider how religious faith functioned in the broader context of Old Regime, Revolutionary, and post-Revolutionary France. In different ways, each (...) essay challenges the idea of an inherent opposition between faith and Enlightenment, which likewise equates modernity with secularization. The authors within this volume address two main questions. Firstly, how did religious belief continue to shape identities and experiences in the long eighteenth century? Secondly, how does this narrative of enduring religious belief in eighteenth-century France help historians rethink the Enlightenment and the French Revolution? The various methodologies used by the contributors illustrate how belief, Enlightenment, and Revolution coexisted and indeed co-mingled in different contexts: politics and political culture, the social and cultural history of ideas, and the history of material culture. (shrink)

Entry into mitosis is driven by the activity of kinases, which phosphorylate over 7000 proteins on multiple sites. For cells to exit mitosis and segregate their genome correctly, these phosphorylations must be removed in a specific temporal order. This raises a critical and important question: how are specific phosphorylation sites on an individual protein removed? Traditionally, the temporal order of dephosphorylation was attributed to decreasing kinase activity. However, recent evidence in human cells has identified unique patterns of dephosphorylation during mammalian (...) mitotic exit that cannot be fully explained by the loss of kinase activity. This suggests that specificity is determined in part by phosphatases. In this review, we explore how the physicochemical properties of an individual phosphosite and its surrounding amino acids can affect interactions with a phosphatase. These positive and negative interactions in turn help determine the specific pattern of dephosphorylation required for correct mitotic exit. (shrink)

Purpose: The aim of this research was to test whether Hong Kong science students would prefer a learning environment based on critical constructivism and whether a closer preferred-actual fit to such an environment would be associated with better learning outcomes. Method: The participants were 149 Hong Kong secondary school Chemistry students aged 16--19 years. They completed actual and preferred forms of a Chinese version of the Constructivist Learning Environment Survey and measures of self-efficacy and intrinsic value of their Chemistry course. (...) Their Chemistry examination scores were also obtained at the end of the course. Findings: Analysis showed that these students would prefer their Chemistry classrooms to be more personally relevant, to allow students more say and to share more control, and to encourage more negotiation with their teacher. Regression surface analysis showed that congruence of person environment fit did not influence examination results but was associated with greater valuing of the course and higher student self-efficacy. Research implications: Further research with a wider sampling from Hong Kong and elsewhere and focusing on other subject areas will be necessary to assess the generalizability of these findings. Practical implications: It seems that educational reforms based on critical constructivist principles may be of value in non-Western contexts. Original value: Educational reforms in Hong Kong and elsewhere currently are based on traditional constructivist principles. But this is the first research to support a more radical approach in what is usually regarded as a relatively conservative Asian educational context. (shrink)