Thematische Bibliographien / Psuchology and personal autonomy

Inhaltsverzeichnis

  1. Zeitschriftenartikel
  2. Dissertationen
  3. Bücher
  4. Buchteile
  5. Konferenzberichte
  6. Berichte der Organisationen

Auswahl der wissenschaftlichen Literatur zum Thema „Psuchology and personal autonomy“

Autor: Grafiati
Veröffentlicht am 18. Mai 2024

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Zeitschriftenartikel zum Thema "Psuchology and personal autonomy"

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Johnson, Baylor. „Personal Autonomy“. Social Philosophy Today 6 (1991): 326–27. http://dx.doi.org/10.5840/socphiltoday199161.

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Santiago, John. „Personal Autonomy“. Social Theory and Practice 31, Nr. 1 (2005): 77–104. http://dx.doi.org/10.5840/soctheorpract20053113.

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Taylor, Robert S. „Kantian Personal Autonomy“. Political Theory 33, Nr. 5 (Oktober 2005): 602–28. http://dx.doi.org/10.1177/0090591705278397.

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Tännsjö, Torbjöm. „Against Personal Autonomy“. International Journal of Applied Philosophy 4, Nr. 3 (1989): 45–56. http://dx.doi.org/10.5840/ijap19894317.

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Ford, Amasa B., Marie R. Haug, Kurt C. Stange, Atwood D. Gaines, Linda S. Noelker und Paul K. Jones. „Sustained Personal Autonomy“. Journal of Aging and Health 12, Nr. 4 (November 2000): 470–89. http://dx.doi.org/10.1177/089826430001200402.

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Oshana, Marina A. L. „Personal Autonomy and Society“. Journal of Social Philosophy 29, Nr. 1 (März 1998): 81–102. http://dx.doi.org/10.1111/j.1467-9833.1998.tb00098.x.

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Campbell, Peter. „Psychiatry and personal autonomy“. Critical Public Health 1, Nr. 4 (Oktober 1990): 11–15. http://dx.doi.org/10.1080/09581599008406789.

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Zutlevics, T. L. „Libertarianism and Personal Autonomy“. Southern Journal of Philosophy 39, Nr. 3 (September 2001): 461–71. http://dx.doi.org/10.1111/j.2041-6962.2001.tb01828.x.

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Ayob, Gloria Sibson. „Delusions and Personal Autonomy“. Journal of Applied Philosophy 36, Nr. 5 (06.12.2018): 737–54. http://dx.doi.org/10.1111/japp.12346.

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DeCew, Judith Wagner. „Personal Autonomy in Society“. Social Theory and Practice 35, Nr. 1 (2009): 148–55. http://dx.doi.org/10.5840/soctheorpract20093519.

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Dissertationen zum Thema "Psuchology and personal autonomy"

1

Dey, Jayashree. „Elderly people in Darjeeling hills and their quality of life“. Thesis, University of North Bengal, 2022. http://ir.nbu.ac.in/handle/123456789/4784.

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Beaver, Anthony R. „Personal autonomy through education“. Thesis, University of Nottingham, 1987. http://eprints.nottingham.ac.uk/13356/.

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The concept of personal autonomy as an educational ideal is analysed from its etymological roots of autos and nomos. The autos is shown to be most closely associated with authenticity and this concept is explored from existentialist roots. Authenticity's points of contact with reason are examined and the authentic individual is shown to be a deep, reflective evaluator of his own motives but existentialist radical choice of self is shown to be essentially incoherent. The nomos is linked to reason and the criteria it picks out. The limits upon reason are considered but its significance to personal autonomy is shown to be considerable; reason is argued to embrace feeling and a dimension of practical reason. The adjective, personal, is not redundant within personal autonomy as an educational ideal and is held to have significant moral implications for autonomy. A Millian analysis of the 'endowment' of a person is considered and perspectives from both developmental psychology and an ancient tradition embracing persons and virtues are shown to relate to autonomy. The second part of the thesis considers the relationship of personal autonomy to three related concepts in education: authority, freedom and paternalism and points of contact are clarified. The final part examines a place for personal autonomy within educational activities in schools. It is argued that personal autonomy should be exercised in school- based education as its exercise is the only sure way to develop it. Therefore a perspective of education as a series of practices in which the learner should be enabled to engage exercising a measure of personal autonomy is the theme of the final part. However, the purpose of the thesis is a clarification of fundamentals; it does not purport to present a curriculum for personal autonomy.
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Vice, Samantha Wynne. „Personal autonomy : philosophy and literature“. Thesis, Rhodes University, 1999. http://hdl.handle.net/10962/d1002853.

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Gerald Dworkin's influential account of Personal Autonomy offers the following two conditions for autonomy: (i) Authenticity - the condition that one identify with one's beliefs, desires and values after a process of critical reflection, and (ii) Procedural Independence - the identification in (i) must not be "influenced in ways which make the process of identification in some way alien to the individual" (Dworkin 1989:61). I argue in this thesis that there are cases which fulfil both of Dworkin's conditions, yet are clearly not cases of autonomy. Specifically, I argue that we can best assess the adequacy of Dworkin's account of autonomy through literature, because it provides a unique medium for testing his account on the very terms he sets up for himself - ie. that autonomy apply to, and make sense of, persons leading lives of a certain quality. The examination of two novels - Kazuo Ishiguro's The Remains of the Day and Henry James's The Portrait of a Lady - shows that Dworkin's explanation of identification and critical reflection is inadequate for capturing their role in autonomy and that he does not pay enough attention to the role of external factors in preventing or supporting autonomy. As an alternative, I offer the following two conditions for autonomy: (i) critical reflection of a certain kind - radical reflection, and (ii) the ability to translate the results of (i) into action - competence. The novels demonstrate that both conditions are dependent upon considerations of the content of one's beliefs, desires, values etc. Certain of these will prevent or hinder the achievement of autonomy because of their content, so autonomy must be understood in relation to substantial considerations, rather than in purely formal terms, as Dworkin argues.
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Ahmed, Farrah. „Religious autonomy and the personal law system“. Thesis, University of Oxford, 2012. http://ora.ox.ac.uk/objects/uuid:e8d532c3-be53-4823-ba9d-bb78a9aaefcc.

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This thesis examines the Indian system of personal laws (‘the PLS’), under which the state applies a version of religious doctrine to the family matters of citizens whom it identifies as belonging to different religious groups. There has been a lengthy and persistent debate over the PLS, particularly in relation to its discriminatory effects upon women. However, another problem with the PLS has been little commented-upon. Supporters of the PLS emphasise its positive impact on religious freedom to such an extent that there is a pervasive assumption that the PLS is, indeed, good for religious freedom. But there has been surprisingly little critical assessment of the truth of this claim in either academic or political debates. This thesis, a work of applied normative legal theory, attempts to fill this important gap in the literature on the PLS. The thesis addresses the question of how the PLS affects one conception of religious freedom, namely religious autonomy. Its principal findings are that the PLS interferes with the religious autonomy of those subject to it by affecting their religious options (by interfering with their freedom from religion and their freedom to practice religion) and by harming their self-respect (by discriminating on the grounds of sex and religion, and by misrecognising their religious identities). Furthermore, the thesis finds that the PLS cannot be defended in the name of religious autonomy based on the possibility of exit from the system, the advantage of having the ‘option of personal law’, the power it gives people to bind their future selves, the expressive potential of the personal laws, the contribution it makes to membership in a religious community, the contribution it makes to religious group autonomy, or the recognition or validation it provides for religious identities. These conclusions imply that concerns relating to religious autonomy constitute an important set of objections to the PLS. The thesis then considers several reform proposals, including certain modifications of the PLS, a move towards a millet system, ‘internal’ reform of individual personal laws and the introduction of a Uniform Civil Code. It particularly focusses on one reform possibility – religious alternative dispute resolution – which has not been considered closely in the Indian context.
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Paphitis, Sharli Anne. „Control and authenticity: reflections on personal autonomy“. Thesis, Rhodes University, 2010. http://hdl.handle.net/10962/d1002847.

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Currently the most influential accounts of personal autonomy, at least in the Englishspeaking world, focus on providing conditions under which agents can be said to exercise self-control. Two distinct accounts of personal autonomy have emerged in this tradition: firstly, hierarchical models grounded in the work of Harry Frankfurt; and secondly, systems division models most famously articulated by Gary Watson. In this thesis I show the inadequacies of both of these models by exploring the problematic views of the self and self-control underlying each model. I will suggest that the problems faced by these models stem from the fact that they endorse a problematic fragmentation of the self. I suggest that a Nietzschean account of personal autonomy is able to avoid these problems. The Nietzschean account can largely, I show, be drawn from Nietzsche’s understanding of both the ‘man of ressentiment’ and his opposite, the sovereign individual. On this picture wholeness of self – rather than fragmentation of the self – is required in order for us to be most fully autonomous. Furthermore, this wholeness of self requires the kind of integrity which is opposed to the problematic fragmentation endorsed by Frankfurt and Watson.
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Thomas, Brian Boxill Bernard R. „The racialized self empowerment, self-respect, and personal autonomy /“. Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2006. http://dc.lib.unc.edu/u?/etd,622.

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Thesis (Ph. D.)--University of North Carolina at Chapel Hill, 2006.
Title from electronic title page (viewed Oct. 10, 2007). "... in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the Department of Philosophy." Discipline: Philosophy; Department/School: Philosophy.
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Ahlin, Jesper. „Personal Autonomy and Informed Consent : Conceptual and Normative Analyses“. Licentiate thesis, KTH, Filosofi, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-212300.

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This licentiate thesis is comprised of a “kappa” and two articles. The kappa includes an account of personal autonomy and informed consent, an explanation of how the concepts and articles relate to each other, and a summary in Swedish. Article 1 treats one problem with the argument that a patient’s consent to treatment is valid only if it is authentic, i.e., if it is “genuine,” “truly her own,” “not out of character,” or similar. As interventions with a patient’s life and liberties must be justified, the argument presupposes that the authenticity of desires can be reliably determined. If the status of a desire in terms of authenticity cannot be reliably determined, discarding the desire-holder’s treatment decision on the basis that it is inauthentic is morally unjustified. In the article, I argue that no theory of authenticity that is present in the relevant literature can render reliably observable consequences. Therefore, the concept of authenticity, as it is understood in those theories, should not be part of informed consent practices. Article 2 discusses the problem of what it is to consent or refuse voluntarily. In it, I argue that voluntariness should be more narrowly understood than what is common. My main point is that a conceptualization of voluntariness should be agent-centered, i.e., take into account the agent’s view of her actions. Among other things, I argue that an action is non-voluntary only if the agent thinks of it as such when being coerced. This notion, which at first look may seem uncontroversial, entails the counterintuitive conclusion that an action can be voluntary although the agent has been manipulated or coerced into doing it. In defense of the notion, I argue that if the agent’s point of view is not considered accordingly, describing her actions as non-voluntary can be alien to how she leads her life. There are other moral concepts available to describe what is wrong with manipulation and coercion, i.e., to make sense of the counterintuitive conclusion. Voluntariness should be reserved to fewer cases than what is commonly assumed.

QC 20170821

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Hajin, Mona. „Seeking Personal Autonomy Through the Use of Facebook in Iran“. Stockholms universitet, Institutionen för mediestudier, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-89767.

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In Iran, where males and females are kept separated in different spheres, Facebook may be used as an opportunity to bridge this gap between the genders. However, this study showed that Facebook, as a nonymous platform in which people are in contact with their already-made social ties, didn’t seem to be liberating from the existing norms and rules within society. Facebook was a stage that became restricted with the involvement of social ties. The study’s analysis of interviews with six young Iranians showed that social meanings and norms of self-presentation on Facebook are defined to a large degree in terms of gender. The informants used a variety of strategies when presenting themselves on Facebook. They used Facebook simply for gaining personal autonomy. Strategies were adopted especially when one’s personal and community needs were in conflict. Efforts made to apply strategies were gendered and were used mainly by females. Males conformed to and women resisted societal norms and expectations.
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Apperley, Alan Robert. „Personal autonomy and health policy : some considerations in political theory“. Thesis, University of Warwick, 1991. http://wrap.warwick.ac.uk/37880/.

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This thesis examines some of the implications for social policy of an account of human nature frequently associated with liberal political theory. Taking as its starting point the claim that the objectives of social policy are contested, it seeks to develop an account of autonomy that will serve as a neutral 'organizational principle' around which to construct social policy. A particular version of personal autonomy is developed and defended against both abstract Kantian moral autonomy, and the individualism often associated with liberal theories. This project is pursued first through a discussion of the relationship of autonomous persons to 'social forms', and then through a critique of libertarian and 'intellectualist' accounts of autonomy. It is argued that, since autonomy is not only employed in the making of choices, but also in the implementing of those choices, it follows that the autonomous person must, of necessity, be viewed 'holistically' for the body is the primary means of implementing the choices autonomous persons make. The health of the body, as well as that of the mind, therefore assumes importance for any social policy that takes autonomy to be a fundamental objective. The implications for such an account of social policy are then explored in two ways. First, through a discussion of the phenomenon of 'medicalization'. Second, through a discussion of the Prevention and Health campaign. In the first instance, it is argued that the assumption that medicalization systematically undermines autonomy is ill-founded because theories of medicalization misunderstand what it is to be autonomous. In the second instance, the discussion of preventive health-care policy serves to illustrate the fundamentally erroneous assumptions of individually-focussed health-care programmes. In conclusion, it is argued that a unified account of autonomous persons must inevitably lead to a more integrated social policy.
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Werhun, Wojciech Sebastian. „Autonomy and authenticity: Joseph's personal journey towards freedom and truth“. Thesis, Boston College, 2019. http://hdl.handle.net/2345/bc-ir:108459.

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Thesis advisor: Andrew R. Davis
Thesis advisor: Richard J. Clifford
Thesis (STL) — Boston College, 2019
Submitted to: Boston College. School of Theology and Ministry
Discipline: Sacred Theology
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Bücher zum Thema "Psuchology and personal autonomy"

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Meyers, Diana T. Self, society, and personal choice. New York: Columbia University Press, 1989.

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Moshe, Sokol, und Rabbi Isaac Elchanan Theological Seminary., Hrsg. Rabbinic authority and personal autonomy. Northvale, N.J: J. Aronson, 1992.

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1970-, TAYLOR JAMES STACEY. Personal autonomy: New essays on personal autonomy and its role in contemporary moral philosophy. Cambridge: Cambridge University Press, 2008.

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Marshall, James D. Michel Foucault: Personal Autonomy and Education. Dordrecht: Springer Netherlands, 1996. http://dx.doi.org/10.1007/978-94-015-8662-7.

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Marshall, James. Michel Foucault: Personal autonomy and education. Dordrecht: Kluwer Academic Publishers, 1996.

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Personal autonomy: Beyond negative and positive liberty. London: Croom Helm, 1986.

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Young, Robert. Personal autonomy: Beyond negative and positive liberty. London: Croom Helm, 1986.

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Robert, Young. Personal autonomy: Beyond negative and positive liberty. New York, NY: St. Martin's Press, 1986.

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Liberation from self: A theory of personal autonomy. Cambridge: Cambridge University Press, 1995.

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Richard, Flaste, Hrsg. Why we do what we do: The dynamics of personal autonomy. New York: Putnam's Sons, 1995.

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Buchteile zum Thema "Psuchology and personal autonomy"

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Marshall, James D. „Personal Autonomy Revisited“. In Michel Foucault: Personal Autonomy and Education, 165–93. Dordrecht: Springer Netherlands, 1996. http://dx.doi.org/10.1007/978-94-015-8662-7_7.

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Christman, John. „Autonomy and Personal History“. In The Routledge Handbook of Autonomy, 178–88. London: Routledge, 2022. http://dx.doi.org/10.4324/9780429290411-19.

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Quante, Michael. „Precedent Autonomy and Personal Identity“. In Personhood and Health Care, 253–63. Dordrecht: Springer Netherlands, 2001. http://dx.doi.org/10.1007/978-94-017-2572-9_22.

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Pelletier, Luc G., Daniel Baxter und Veronika Huta. „Personal Autonomy and Environmental Sustainability“. In Cross-Cultural Advancements in Positive Psychology, 257–77. Dordrecht: Springer Netherlands, 2010. http://dx.doi.org/10.1007/978-90-481-9667-8_12.

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Piper, Mark. „Justifying Respect for Personal Autonomy“. In The Routledge Handbook of Autonomy, 293–302. London: Routledge, 2022. http://dx.doi.org/10.4324/9780429290411-31.

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Betzler, Monika. „The Normative Significance of Personal Projects“. In Autonomy and the Self, 101–26. Dordrecht: Springer Netherlands, 2012. http://dx.doi.org/10.1007/978-94-007-4789-0_5.

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Levey, Geoffrey Brahm. „Confronting autonomy in liberal practice“. In Personal Autonomy in Plural Societies, 38–50. Abingdon, Oxon ; N.Y., NY : Routledge, 2018. | Series: Law and anthropology: Routledge, 2017. http://dx.doi.org/10.4324/9781315413617-3.

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Waldow, Anik. „What Is Humean Autonomy?“ In Hume on the Self and Personal Identity, 177–200. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-04275-1_8.

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Foblets, Marie-Claire, Michele Graziadei und Alison Dundes Renteln. „Introduction“. In Personal Autonomy in Plural Societies, 1–18. Abingdon, Oxon ; N.Y., NY : Routledge, 2018. | Series: Law and anthropology: Routledge, 2017. http://dx.doi.org/10.4324/9781315413617-1.

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Akhtar, Rajnaara C. „Unregistered Muslim marriages in the UK“. In Personal Autonomy in Plural Societies, 140–55. Abingdon, Oxon ; N.Y., NY : Routledge, 2018. | Series: Law and anthropology: Routledge, 2017. http://dx.doi.org/10.4324/9781315413617-10.

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Konferenzberichte zum Thema "Psuchology and personal autonomy"

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Ricoy, Santiago, Leonardo Georgescu und Paul Oh. „Personal tracked vehicle autonomy platform“. In 2018 IEEE International Conference on Consumer Electronics (ICCE). IEEE, 2018. http://dx.doi.org/10.1109/icce.2018.8326355.

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Clark, David D. „Limits of autonomy for personal workstations“. In the 3rd workshop. New York, New York, USA: ACM Press, 1988. http://dx.doi.org/10.1145/504092.504104.

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Hexmoor, Henry, und Justin Tyrel Vaughn. „Computational adjustable autonomy for NASA Personal Satellite Assistants“. In the 2002 ACM symposium. New York, New York, USA: ACM Press, 2002. http://dx.doi.org/10.1145/508791.508798.

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Muszynski, Sebastian, Jorg Stuckler und Sven Behnke. „Adjustable autonomy for mobile teleoperation of personal service robots“. In 2012 RO-MAN: The 21st IEEE International Symposium on Robot and Human Interactive Communication. IEEE, 2012. http://dx.doi.org/10.1109/roman.2012.6343870.

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Chirkov, Valery. „Culture, Personal Autonomy and Individualism: Their Relationships and Implications for Personal Growth and Well-Being“. In International Association of Cross Cultural Psychology Congress. International Association for Cross-Cultural Psychology, 2008. http://dx.doi.org/10.4087/ifqe7624.

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The recent research and theorizing in cross-cultural social psychology have raised several interesting and conceptually important issues about the role of autonomy, selfdetermination and freedom of choice in different cultures and regarding the role of these factors in human functioning within various cultural contexts (Ahuvia, 2001; Inghilleri, 1999; Iyengar & DeVoe, 2003; Kagitcibasi, 2003, 2005; Markus & Kitayama, 2003; Miller, 2003; Rychlak, 2003; Schwartz, 2000). The following are among the key questions that have been raised: What is the nature and role of autonomy in the behavior of people from different cultures? Is autonomy’s positive influence only a prerogative of Western cultures built on the ideology of individualism? How does autonomy support relate to the psychological well-being (PWB) of people from different cultures? In this paper, I suggest answers to these questions and provide empirical evidence that support them.
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Schwarz, Max, Jörg Stückler und Sven Behnke. „Mobile teleoperation interfaces with adjustable autonomy for personal service robots“. In HRI'14: ACM/IEEE International Conference on Human-Robot Interaction. New York, NY, USA: ACM, 2014. http://dx.doi.org/10.1145/2559636.2563716.

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Goodrich, Kenneth H., Jim Nickolaou und Mark D. Moore. „Transformational Autonomy and Personal Transportation: Synergies and Differences between Cars and Planes“. In 16th AIAA Aviation Technology, Integration, and Operations Conference. Reston, Virginia: American Institute of Aeronautics and Astronautics, 2016. http://dx.doi.org/10.2514/6.2016-3604.

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Poskrebysheva, Natalia N. „Personal Autonomy Development, Adolescents Separation Process In Different Types Of Child-Parent Relations“. In ECCE 2018 VII International Conference Early Childhood Care and Education. Cognitive-Crcs, 2018. http://dx.doi.org/10.15405/epsbs.2018.07.14.

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Aseeva, Irina. „CASE STUDY OF THE CONCEPT OF PERSONAL AUTONOMY IN RUSSIAN MEDICINE AND LAW“. In SGEM 2014 Scientific SubConference on PSYCHOLOGY AND PSYCHIATRY, SOCIOLOGY AND HEALTHCARE, EDUCATION. Stef92 Technology, 2014. http://dx.doi.org/10.5593/sgemsocial2014/b12/s2.016.

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Burzagli, Laura. „Automation versus machine autonomy“. In Intelligent Human Systems Integration (IHSI 2024) Integrating People and Intelligent Systems. AHFE International, 2024. http://dx.doi.org/10.54941/ahfe1004517.

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When planning support to people in their living environments using technology based on AI, the first approach is to look for the possibility of automation of functionalities favoring independent living. For example, it is possible to install sensors to automatically switch on or off the lights, to turn on the television when a program of interest starts, to remind people the drugs to be taken at the right time. This is supposed to support people in maintaining their autonomy, i.e., their ability to live in their environment without unwanted external interference. When an Artificial Intelligence system detects abnormal behavior of the person, for example through physiological and/or environmental parameters, may be technologically capable to act: for example it can send an alert to the person, via a sound or a message on an electronic device, can proceed to warn relatives or caregivers, sending an appropriate signal through the TLC network, can also administer medicines, or make equally impactful decisions, via home robots or equivalent devices integrated into the home network.The main problem is that not all people, even if supported by automation, are able to live autonomously, due to physical or mental limitations. Therefore, it is necessary to consider the possibility that the supporting systems become partially autonomous, i.e., able to reach a predefined goal according to the current situation without recourse to human control. Such systems are supposed to perceive their environment via sensors, proactively create a plan of action according to the situation and related constraints and execute the planned actions safely and reliably via actuators.Different possibilities of autonomy are possible. The support system offers no assistance - the human must make all decisions and actions, offers a complete set of decision/action alternatives; narrows the selection down to a few alternatives; suggests one alternative. Then it may execute that suggestion if the human operator approves, or allows the human a restricted time to veto before automatic execution, or executes automatically, and necessarily informs the human, or informs the human only if asked etc. This implies several ethical problems, as shown in the following examples. It is necessary to decide who can check that the state of the person is such as to require more advanced autonomous decision-making systems based on AI? Which people and with what priority should those who have a relationship with the person in the house be allowed to contribute? Who becomes responsible for the malfunction of the equipment, in the event of a breakdown, which may cause personal injury? What is the level of decision that can be entrusted to the machine compared to that which is delegated to a caregiver? The answers are related to the person's capacity for autonomy, the responsibility that those who care for this person have, but also e.g., the person's will, the readiness to intervene, the type of warning. The problem will be discussed with reference to three applications implemented at IFAC: cooking in an intelligent kitchen (activity level), support for the solitude of people at home (social support); pedestrian mobility (activities in public areas).
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Berichte der Organisationen zum Thema "Psuchology and personal autonomy"

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Dietrich, Anna Mracek. Unsettled Topics in the General Aviation Autonomy Landscape. SAE International, Februar 2022. http://dx.doi.org/10.4271/epr2022004.

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The extent of automation and autonomy used in general aviation (GA) has been accelerating dramatically. This has huge potential benefits for safety given that 75% of accidents in personal and on-demand GA are due to pilot error. However, an approach to certifying autonomous systems that relies on reversionary modes limits their potential to improve safety. Placing a human pilot in a situation where they are suddenly tasked with flying an airplane in a failed situation, often without sufficient situational awareness, is overly demanding. This, coupled with advancing technology that may not align with a deterministic certification paradigm, creates an opportunity for new approaches to certifying autonomous and highly automated aircraft systems. Unsettled Topics in the General Aviation Autonomy Landscape discusses how these new approaches must account for the multifaceted aviation approach to risk management which has interlocking requirements for airworthiness and operations (including training and airspace integration). If implemented properly, autonomy can take GA safety to the next level while simultaneously increasing the number and variety of aircraft and transportation options they provide.
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van der Sloot, Bart. The Quality of Life: Protecting Non-personal Interests and Non-personal Data in the Age of Big Data. Universitätsbibliothek J. C. Senckenberg, Frankfurt am Main, 2021. http://dx.doi.org/10.21248/gups.64579.

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Under the current legal paradigm, the rights to privacy and data protection provide natural persons with subjective rights to protect their private interests, such as related to human dignity, individual autonomy and personal freedom. In principle, when data processing is based on non-personal or aggregated data or when such data pro- cesses have an impact on societal, rather than individual interests, citizens cannot rely on these rights. Although this legal paradigm has worked well for decades, it is increasingly put under pressure because Big Data processes are typically based indis- criminate rather than targeted data collection, because the high volumes of data are processed on an aggregated rather than a personal level and because the policies and decisions based on the statistical correlations found through algorithmic analytics are mostly addressed at large groups or society as a whole rather than specific individuals. This means that large parts of the data-driven environment are currently left unregu- lated and that individuals are often unable to rely on their fundamental rights when addressing the more systemic effects of Big Data processes. This article will discuss how this tension might be relieved by turning to the notion ‘quality of life’, which has the potential of becoming the new standard for the European Court of Human Rights (ECtHR) when dealing with privacy related cases.
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Durovic, Mateja, und Franciszek Lech. A Consumer Law Perspective on the Commercialization of Data. Universitätsbibliothek J. C. Senckenberg, Frankfurt am Main, 2021. http://dx.doi.org/10.21248/gups.64577.

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Commercialization of consumers’ personal data in the digital economy poses serious, both conceptual and practical, challenges to the traditional approach of European Union (EU) Consumer Law. This article argues that mass-spread, automated, algorithmic decision-making casts doubt on the foundational paradigm of EU consumer law: consent and autonomy. Moreover, it poses threats of discrimination and under- mining of consumer privacy. It is argued that the recent legislative reaction by the EU Commission, in the form of the ‘New Deal for Consumers’, was a step in the right direction, but fell short due to its continued reliance on consent, autonomy and failure to adequately protect consumers from indirect discrimination. It is posited that a focus on creating a contracting landscape where the consumer may be properly informed in material respects is required, which in turn necessitates blending the approaches of competition, consumer protection and data protection laws.
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Rarasati, Niken, und Rezanti Putri Pramana. Giving Schools and Teachers Autonomy in Teacher Professional Development Under a Medium-Capability Education System. Research on Improving Systems of Education (RISE), Januar 2023. http://dx.doi.org/10.35489/bsg-rise-ri_2023/050.

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A mature teacher who continuously seeks improvement should be recognised as a professional who has autonomy in conducting their job and has the autonomy to engage in a professional community of practice (Hyslop-Margison and Sears, 2010). In other words, teachers’ engagement in professional development activities should be driven by their own determination rather than extrinsic sources of motivation. In this context, teachers’ self-determination can be defined as a feeling of connectedness with their own aspirations or personal values, confidence in their ability to master new skills, and a sense of autonomy in planning their own professional development path (Stupnisky et al., 2018; Eyal and Roth, 2011; Ryan and Deci, 2000). Previous studies have shown the advantages of providing teachers with autonomy to determine personal and professional improvement. Bergmark (2020) found that giving teachers the opportunity to identify areas of improvement based on teaching experience expanded the ways they think and understand themselves as teachers and how they can improve their teaching. Teachers who plan their own improvement showed a higher level of curiosity in learning and trying out new things. Bergmark (2020) also shows that a continuous cycle of reflection and teaching improvement allows teachers to recognise that the perfect lesson does not exist. Hence, continuous reflection and improvement are needed to shape the lesson to meet various classroom contexts. Moreover, Cheon et al. (2018) found that increased teacher autonomy led to greater teaching efficacy and a greater tendency to adopt intrinsic (relative to extrinsic) instructional goals. In developed countries, teacher autonomy is present and has become part of teachers’ professional life and schools’ development plans. In Finland, for example, the government is responsible for providing resources and services that schools request, while school development and teachers’ professional learning are integrated into a day-to-day “experiment” performed collaboratively by teachers and principals (Niemi, 2015). This kind of experience gives teachers a sense of mastery and boosts their determination to continuously learn (Ryan and Deci, 2000). In low-performing countries, distributing autonomy of education quality improvement to schools and teachers negatively correlates with the countries’ education outcomes (Hanushek et al., 2011). This study also suggests that education outcome accountability and teacher capacity are necessary to ensure the provision of autonomy to improve education quality. However, to have teachers who can meet dynamic educational challenges through continuous learning, de Klerk & Barnett (2020) suggest that developing countries include programmes that could nurture teachers’ agency to learn in addition to the regular content and pedagogical-focused teacher training materials. Giving autonomy to teachers can be challenging in an environment where accountability or performance is measured by narrow considerations (teacher exam score, administrative completion, etc.). As is the case in Jakarta, the capital city of Indonesia, teachers tend to attend training to meet performance evaluation administrative criteria rather than to address specific professional development needs (Dymoke and Harrison, 2006). Generally, the focus of the training relies on what the government believes will benefit their teaching workforce. Teacher professional development (TPD) is merely an assignment for Jakarta teachers. Most teachers attend the training only to obtain attendance certificates that can be credited towards their additional performance allowance. Consequently, those teachers will only reproduce teaching practices that they have experienced or observed from their seniors. As in other similar professional development systems, improvement in teaching quality at schools is less likely to happen (Hargreaves, 2000). Most of the trainings were led by external experts or academics who did not interact with teachers on a day-to-day basis. This approach to professional development represents a top-down mechanism where teacher training was designed independently from teaching context and therefore appears to be overly abstract, unpractical, and not useful for teachers (Timperley, 2011). Moreover, the lack of relevancy between teacher training and teaching practice leads to teachers’ low ownership of the professional development process (Bergmark, 2020). More broadly, in the Jakarta education system, especially the public school system, autonomy was never given to schools and teachers prior to establishing the new TPD system in 2021. The system employed a top-down relationship between the local education agency, teacher training centres, principals, and teachers. Professional development plans were usually motivated by a low teacher competency score or budgeted teacher professional development programme. Guided by the scores, the training centres organised training that could address knowledge areas that most of Jakarta's teachers lack. In many cases, to fulfil the quota as planned in the budget, the local education agency and the training centres would instruct principals to assign two teachers to certain training without knowing their needs. Realizing that the system was not functioning, Jakarta’s local education agency decided to create a reform that gives more autonomy toward schools and teachers in determining teacher professional development plan. The new system has been piloted since November 2021. To maintain the balance between administrative evaluation and addressing professional development needs, the new initiative highlights the key role played by head teachers or principals. This is based on assumption that principals who have the opportunity to observe teaching practice closely could help teachers reflect and develop their professionalism. (Dymoke and Harrison, 2006). As explained by the professional development case in Finland, leadership and collegial collaboration are also critical to shaping a school culture that could support the development of professional autonomy. The collective energies among teachers and the principal will also direct the teacher toward improving teaching, learning, and caring for students and parents (Hyslop-Margison and Sears, 2010; Hargreaves, 2000). Thus, the new TPD system in Jakarta adopts the feature of collegial collaboration. This is considered as imperative in Jakarta where teachers used to be controlled and join a professional development activity due to external forces. Learning autonomy did not exist within themselves. Hence, teachers need a leader who can turn the "professional development regulation" into a culture at schools. The process will shape teachers to do professional development quite autonomously (Deci et al., 2001). In this case, a controlling leadership style will hinder teachers’ autonomous motivation. Instead, principals should articulate a clear vision, consider teachers' individual needs and aspirations, inspire, and support professional development activities (Eyal and Roth, 2011). This can also be called creating a professional culture at schools (Fullan, 1996). In this Note, we aim to understand how the schools and teachers respond to the new teacher professional development system. We compare experience and motivation of different characteristics of teachers.
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