Relevant bibliographies by topics / Autonomy

Academic literature on the topic 'Autonomy'

Author: Grafiati
Published: 4 June 2021
Last updated: 29 July 2024

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Journal articles on the topic "Autonomy"

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Mygind du Plessis, Erik. "Det utilstrækkelige subjekt – En foucauldiansk analyse af selvhjælpslitterær selvstyring." Dansk Sociologi 24, no. 2 (May 11, 2013): 11–33. http://dx.doi.org/10.22439/dansoc.v24i2.4587.

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Denne artikel undersøger, hvordan bestemte personlighedstræk søges problematiseret og kultiveret i moderne selvhjælpslitteratur. Undersøgelsen, som har et særligt fokus på autonomi, trækker teoretisk på Michel Foucaults begreb problematisering samt Foucaults tanker om governmentality og selvstyring. Artiklen kombinerer disse analytiske perspektiver i et forsøg på at vise, hvordan det autonome subjekt forsøges kultiveret på trods af det paradoks der indtræder, når kultiveringen sker gennem subjektets underkasten sig litteraturens anvisninger. Det konkluderes i artiklen, at problemer i selvhjælpslitteraturen generelt formuleres som forskellige typer mangler, der som løsning indebærer konstant udvikling hen mod et mål om selvrealisering, som aldrig helt kan opnås. Subjektet subjektiveres dermed som et ufærdigt projekt, der aldrig er helt godt nok, og som altid har brug for forbedring. Dette gælder også for autonomi som problem, og i artiklens anden halvdel vises det, hvordan den allestedsnærværende ufuldendthed ved subjektet manifesterer sig i paradokset, hvor subjektet bør være selvstændigt, autonomt og handle ud fra sin egne overbevisninger, men samtidig udleder denne evne til at handle autonomt fra de samme autoriteter, som det bør være autonomt fra. ENGELSK ABSTRACT: Erik Mygind du Plessis: The Inadequate Subject: Self-Help Literature and the Government of the Self – a Foucauldian Analysis This article investigates how current self-help literature seeks to problematize and cultivate certain personality traits. The study emphasizes individual autonomy, and is based on an analytical framework employing Michel Foucault’s concept of problematization and his insights into power and governmentality – particularly those concerned with the various ways in which subjects govern themselves. The article combines these two analytical perspectives in an attempt to show how the objective of creating autonomous subjects is carried out in this literature, despite the paradoxical nature of doing so through the readers’ subjection to self-help instructions. The analysis concludes that the problems taken up in the self-help literature are generally formulated in terms of various forms of incompleteness. This entails a constant and never ending development towards, as a final objective, a self-realization, which can never quite be achieved. Thus the subject is construed as an unfinished project that is never quite good enough, always requiring improvement. The second part of the article analyses how this ubiquitous incompleteness of the subject manifests itself through the paradox of creating autonomy through subjection. Key words: Foucault, problematization, self-help, autonomy.
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Neumann, Elena-Clara, Simon Schumacher, Dennis Bauer, Torben Lucht, Thomas Bauernhansl, and Peter Nyhuis. "Einführung einer autonomen Produktion/Introduction of autonomous production – A maturity model including recommended actions for manufacturing companies." wt Werkstattstechnik online 110, no. 04 (2020): 177–83. http://dx.doi.org/10.37544/1436-4980-2020-04-11.

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Industrie 4.0 ist geprägt von autonomen Produktionssystemen. Das Erreichen von Autonomie stellt viele Industrieunternehmen vor große Herausforderungen. Handlungsleitende Unterstützung bei der Einführung von Autonomie ist ein essenzieller Erfolgsfaktor. Das hier vorgestellte Reifegradmodell bietet Unternehmen die Möglichkeit, den aktuellen Entwicklungsstand, die individuelle Zielsetzung und den entsprechenden evolutionären Weg dahin zu identifizieren.   The vision of industry 4.0 is characterized by autonomous production systems. Achieving this autonomy is a major challenge for many industrial companies. Supporting the implementation of autonomy is an essential success factor. The maturity model presented in this article offers an opportunity for companies to identify the current state of development, their individual objectives and the corresponding evolutionary path for implementation.
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Banyś, Wiesław. "Dywersyfikacja instytucjonalna i autonomia uczelni oraz ich miary." Nauka i Szkolnictwo Wyższe, no. 2(50) (September 15, 2017): 189–202. http://dx.doi.org/10.14746/nisw.2017.2.9.

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Artykuł omawia kwestie zróżnicowania instytucjonalnego i autonomii uczelni oraz możliwe miary ich mierzenia. Przedstawiono w nim powody potrzeby zwiększania zróżnicowania instytucjonalnego i jego różne typy, w tym ważne rozróżnienie między zróżnicowaniem zewnętrznym i wewnętrznym. Specjalny nacisk położono na konieczność zastosowania zróżnicowania do samego pojęcia zróżnicowania, co prowadzi m.in. do wydobycia konieczności mówienia o zróżnicowanej doskonałości uczelni w zależności od przyjętych misji i strategii. W tym kontekście omówiono różne aspekty możliwych podziałów uczelni, np. na co najmniej trzy typy, w rodzaju mniej lub bardziej propozycji przedłożonych przez Marka Kwieka i Zespół. Przedstawiono także potrzebę wprowadzenia do przygotowywanej ustawy nowego pojęcia zgrupowań uczelnianych, takiego jak we Francji, federacji uniwersytetów/uniwersytetu federacyjnego, między zwykłymi związkami uczelni a ich fuzją. Kwestia zróżnicowania instytucjonalnego jest ściśle związana z autonomią (jej stopniem) uniwersytetów, w normalnej sytuacji bowiem autonomia uniwersytetów jest warunkiem ich zróżnicowania instytucjonalnego. Omówiono także kwestię autonomii uniwersytetów i podkreślono fakt, że autonomia i deregulacja wzajemnie się warunkują. Różne stopnie autonomii uniwersytetów europejskich, analizowane w EUA Autonomy Scoreboard, pokrótce przedstawiono, a nacisk położono na różnice w tym względzie między uczelniami polskimi i brytyjskimi (w szczególności angielskimi). Podkreślono, że konieczne jest wzięcie pod uwagę powyższych okoliczności i przygotowanie odpowiednich ram prawnych dla większego zróżnicowania instytucjonalnego polskich uczelni i ich większej autonomii w przygotowywanej aktualnie Ustawie 2.0.
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Koschke, Mandy, Michael K. Boettger, Steffen Schulz, Sandy Berger, Janneke Terhaar, Andreas Voss, Vikram K. Yeragani, and Karl-Jürgen Bär. "Autonomy of Autonomic Dysfunction in Major Depression." Psychosomatic Medicine 71, no. 8 (October 2009): 852–60. http://dx.doi.org/10.1097/psy.0b013e3181b8bb7a.

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Dal Pizzol, Andrieli, and Soraia Kfouri Salerno. "Autonomia Universitária: Reflexões Sobre a Universidade Estadual de Londrina." Revista de Ensino, Educação e Ciências Humanas 18, no. 3 (December 14, 2017): 306. http://dx.doi.org/10.17921/2447-8733.2017v18n3p306-316.

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O tema deste estudo trata sobre a autonomia universitária com reflexões sobre o contexto vivido pelas universidades paranaenses, a partir da Universidade Estadual de Londrina - UEL. O conceito de autonomia faz parte do processo histórico constituinte da universidade, bem como da essência institucional, desde seu berço na Europa. A universidade contemporânea se estabeleceu pela conquista da ideia da autonomia do saber diante da religião e do Estado. Objetiva-se neste artigo reconhecer elementos do atual debate sobre autonomia, seus avanços e recuos, para refletir sobre a crise vivenciada nas universidades estaduais paranaenses e o processo de mobilização ocorrido em 2015, assim, levanta-se a trajetória sobre a autonomia universitária, analisando conceitualmente a autonomia e autonomia universitária. Utiliza-se a pesquisa qualitativa e como procedimento metodológico o levantamento de referenciais teóricos sobre a construção do conceito de autonomia, bem como uma análise documental dentre o período de 1992 a 2016, em que relatem os recentes embates entre a UEL e o poder público. Assim, se utilizaum vasto referencial bibliográfico dentre os quais se destaca Fávero (2006), Ranieri (1988), Teixeira (1988) e Cunha (2000). Infere-se quetem ocorrido um intenso confronto do poder público com as instituições universitárias a respeito do preceito constitucional sobre autonomiauniversitária, resultando em mobilizações pela comunidade acadêmica.Palavras-chave: Autonomia Universitária. Educação. Educação Superior.AbstractThe theme of this study is about university autonomy with reflections on the context lived by the universities of Paraná, from the State Universityof Londrina - UEL. The concept of autonomy is part of the historical constituent process of the university, as well as of the institutional essence,from its cradle in Europe. The contemporary university was established by the achievement of the idea of the knowledge autonomy beforethe religion and the State. This article aims to recognize elements of the current debate on autonomy, its advances and retreats, to reflect onthe crisis experienced in the state universities of Paraná and the process of mobilization that occurred in 2015, thus raising the trajectory onuniversity autonomy, analyzing conceptually the autonomy and University autonomy. Qualitative research was used and as a methodologicalprocedure, the theoretical reference on the construction of the concept of autonomy, as well as a documentary analysis between the periodfrom 1992 to 2016 in which they report the recent conflicts between UEL and the public Power. Thus a vast bibliographic reference was used,among which highlight Fávero (2006), Ranieri (1988), Teixeira (1988) and Cunha (2000) are highlighted. It is infered that there has been anintense confrontation of the public power with the university institutions regarding the constitutional precept on university autonomy, resultingin mobilizations by the academic community.Keywords: University autonomy. Education. College education.
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Montanaro, Marianna. "AUTONOMIA NELL’APPRENDIMENTO DELLE LINGUE STRANIERE. UNA REVISIONE DELLA LETTERATURA." Italiano LinguaDue 15, no. 2 (December 15, 2023): 287–303. http://dx.doi.org/10.54103/2037-3597/21949.

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La finalità del presente articolo è ricostruire lo stato dell’arte riguardo l’autonomia degli studenti nell’apprendimento delle lingue straniere (LS). L’autonomia è un concetto complesso e ampiamente studiato a partire dagli anni Settanta del Ventesimo secolo. È centrale nelle argomentazioni pedagogiche e glottodidattiche e la riflessione intorno all’autonomia è ancora oggi urgente e contingente in quanto è presupposto per il lifelong learning e per l’innovazione pedagogica e didattica. Si presenta dunque lo stato dell’arte sull’autonomia dagli anni Settanta al primo decennio degli anni duemila, le principali definizioni elaborate dagli studiosi, i modelli di autonomia e le strategie per misurarla, nonché le variabili che influenzano su di essa. Si conclude con l’esposizione dei principali lavori in merito al ruolo del docente nell’ambiente di apprendimento autonomo e con riflessioni intorno alle lacune nello stato dell’arte, nonché nuove prospettive di ricerca. Autonomy in foreign language learning: a literature review The purpose of this article is to reconstruct the state of the art regarding the autonomy of students in learning foreign languages (LS). Autonomy is a complex concept that has been extensively studied since the 1970s. It is central to pedagogical and language teaching arguments and the reflection around autonomy is still urgent and contingent today as it is a prerequisite for lifelong learning and for pedagogical and didactic innovation. We therefore present the state of the art on autonomy from the 1970s to the first decade of the 2000s, the main definitions elaborated by scholars, the models of autonomy and the strategies to measure it, as well as the variables that influence it and new perspectives of research.
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Antsaklis, Panos. "Autonomy and metrics of autonomy." Annual Reviews in Control 49 (2020): 15–26. http://dx.doi.org/10.1016/j.arcontrol.2020.05.001.

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Villarreal, Gabriela Milenka Arraya, Arlete Maria Monte de Camargo, and Mary Jose Almeida Pereira. "Teaching autonomy like political concept: real autonomy and granted autonomy." Concilium 23, no. 8 (May 25, 2023): 318–41. http://dx.doi.org/10.53660/clm-1233-23k10.

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This article seeks to analyze the foundations of the idea of ​​teaching autonomy today, in the neoliberal context of alienation, exploitation, worker accountability and how this concept has been used in capitalist society from the point of view of reorganizing the teaching work. To this end, bibliographical research was used, supported by the discourse analysis of Fairclough (2001), with emphasis on the historical, political and social foundations of the idea of ​​autonomy. In general, it can be said that the regulated and granted autonomy has been controlled by the state to maintain the discourse of consensus and harmony of antagonistic interests, in addition to helping to hide the class division, and the weakening of solidarity between workers, a concept that is refuted in this work. The discourse on teaching autonomy has been appropriated by the neoliberal concept that strengthens the individual dimension and tends to fragment any form of collective organization. Beside this, it appears that the teaching autonomy, which expresses the strengthening of the social, among peers, can contribute to resignify the subjects' resistance to all forms of oppression and fragmentation.
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Freire, José Carlos da Silveira. "AUTONOMIA DOCENTE NA CONTEMPORANEIDADE: fundamentos, condições e possibilidades." Revista Observatório 4, no. 2 (April 1, 2018): 321–45. http://dx.doi.org/10.20873/uft.2447-4266.2018v4n2p321.

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RESUMO Este trabalho discute os fundamentos ontológicos da autonomia docente na perspectiva da emancipação humana. O conceito de autonomia como práxis moral é problematizado a partir do referencial teórico de Marx, para quem a autonomia emerge como uma práxis sócio-histórica e crítica cultural de transformação das condições do trabalho alienado. A questão norteadora desse trabalho foi saber o sentido sócio-historico de autonomia, suas condições e possibilidade na sociedade contemporânea. Postula-se a autonomia como práxis de emancipação presente no horizonte do trabalho como realização humana. PALAVRAS-CHAVE: Autonomia; Práxis Moral; Trabalho Docente; Universidade; Emancipação. ABSTRACT This paper discusses the ontological foundations of teacher autonomy in the perspective of human emancipation. The concept of autonomy as a moral praxis is problematized from the theoretical reference of Marx, for whom autonomy emerges as a socio-historical praxis and cultural critique of transformation of the conditions of alienated labor. The guiding question of this work was to know the socio-historical sense of autonomy, its conditions and possibility in contemporary society. Autonomy is posited as a praxis of emancipation present on the horizon of work as a human achievement. KEYWORDS: Autonomy; Moral Praxis; Teaching Work; University; Emancipation. RESUMEN Este trabajo discute los fundamentos ontológicos de la autonomía docente en la perspectiva de la emancipación humana. El concepto de autonomía como praxis moral es problematizado a partir del referencial teórico de Marx, para quienes la autonomía emerge como una praxis socio histórica y crítica cultural de transformación de las condiciones del trabajo alienado. La cuestión orientadora de ese trabajo fue conocer el sentido sociocultural de autonomía, sus condiciones y posibilidad en la sociedad contemporánea. Se postula la autonomía como praxis de emancipación presente en el horizonte del trabajo como realización humana. PALABRAS CLAVE: Autonomía; Práxis Moral; Trabajo Docente; Universidad; Emancipación.
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Wright, David, and Daniel Albright. "Autonomy." Musical Times 131, no. 1773 (November 1990): 601. http://dx.doi.org/10.2307/966189.

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Dissertations / Theses on the topic "Autonomy"

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Jones, Dolores C. "Nurse Practitioner Professional Autonomy: Relationship Between Structural Autonomy and Attitudinal Autonomy." UNF Digital Commons, 1998. http://digitalcommons.unf.edu/etd/149.

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The purpose of this study was to identify and describe the possible components of structural autonomy that influence Nurse Practitioners' (NPs) perceptions of independence in practice. The components identified were NP state regulatory practices, educational background, and managed care environment. The study explored the relationship between NP structural autonomy as it relates to the above components and attitudinal autonomy as it relates to perceptions of independence in practice. A conceptual framework derived from a review of the literature demonstrated the possible relationships. The investigator employed a mail survey to collect data from certified NPs in six eastern and mid-eastern states. Current state regulations regarding advanced nursing practice were used to establish current state practice scores. The Nursing Autonomy Scale (Pankratz & Pankratz, 1974), the Index of Work Satisfaction (Stamps & Piedmonte, 1986), and the Professional Inventory (Hall, 1974) measured perceptions of autonomy. Additional information was collected to determine the NP demographic background, educational background, practice setting and managed care circumstances. Of 300 surveys mailed, 227 participants responded. Data analysis included correlation analysis, t-tests, analysis of variance, and multiple regression procedures. Demographic information was summarized with descriptive statistics. The major findings of the study were: (1) State regulatory guidelines do not affect perceptions of autonomy as measured on the scales used. (2) Preceptor experience during NP education does not affect perceptions of autonomy as measured on the scales used. (3) Pharmacology preparedness does not affect perceptions of autonomy as measured on the scales used. (4) Managed care circumstances do not affect autonomy as measured on the scales used. It was concluded that structural autonomy is a more complex and multi-dimensional experience than originally hypothesized. Many additional factors must be taken into consideration when exploring NPs' perceptions of autonomy. It may be that most NPs are practicing in an independent, yet collaborative role, which provides opportunity for autonomy. The investigator also concluded that NP educational programs do not adequately prepare NPs for independent prescriptive authority. Variables related to NP autonomy were not determined in the study, yet it is evident that NPs' perceptions of autonomy are affected by many variables. Further study is needed to ascertain these variables.
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Kotavuopio, Olsson Riitta Anneli. "Beslutsfattning och kontroll : Rektors upplevda autonomi i Sverige och i Finland." Thesis, Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-373864.

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Mian, Emran. "Authority and autonomy." Thesis, University of Cambridge, 2002. https://www.repository.cam.ac.uk/handle/1810/251847.

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Phipps-Morgan, Ilona K. "Autonomy and Paternalism." Scholarship @ Claremont, 2012. http://scholarship.claremont.edu/scripps_theses/58.

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I wish to determine when one is justified in paternalistic interferences that override a subject’s autonomy. In order to lay the groundwork for discussing paternalistic interferences with autonomous decisions, I first consider different conceptions of autonomy, welfare, and paternalism, and determine which I mean to use. In particular, I proceed with Dworkin’s characterization of autonomy as a combination of authenticity and self-determination; Nussbaum’s capabilities theory in order to determine welfare; and a definition of paternalism as being an interference with a subject’s liberty or autonomy that is motivated exclusively by consideration for that subject’s own good or welfare. Once I have working definitions for autonomy, welfare, and paternalism, I consider arguments justifying paternalistic interferences. Because I especially wish to determine when paternalistic interferences that conflict with a subject’s autonomous decision are justified, I begin with Scoccia’s arguments for using hypothetical consent — which is based on what would maximize the subject’s welfare — to justify paternalistic acts. Using Scoccia’s argument, I consider a few cases in which concerns for welfare may justify paternalistic acts overriding the subject’s autonomy. However, hypothetical consent does not go very far in justifying paternalistic acts. Therefore, I also consider arguments justifying paternalism in cases where the subject is not necessarily fully autonomous when making or acting upon a decision. For example, Carter argues that paternalistic acts are justified if autonomy has been waived through prior or subsequent consent. Additionally, I look at justifying paternalism when the subject’s autonomy is compromised through involuntariness or incompetence.
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Westwell-Roper, Yolande. "Autonomy and paternalism." Thesis, University of Oxford, 1985. http://ora.ox.ac.uk/objects/uuid:811ba39b-7535-4586-8089-91b8459c3bb5.

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The aim of the thesis is to develop a theory of autonomy-respecting paternalism which delineates an area of morally permissible paternalistic interference. Paternalism is defined as any infringement of a prima facie right to non-interference for the purpose of protecting or promoting the recipient's well-being. It is argued that autonomy involves not only liberty of action, but also the achievement of self-construction and self-control. The role of rational reflection in the achievement of self-construction is discussed at some length, and the importance of knowledge, including self-knowledge and moral sensitivity is emphasized. The right to non-interference is taken to be grounded in the intrinsic value of autonomy, and possession of a prima facie right to non-interference is extended to all beings with desires. This general right is discussed in terms of three rights of greater specificity: non-interference with actions, states, and opportunities. An account of the vehicle for alienation of the right to non-interference is developed in terms of a technical notion of subsequent approval. The principle of respect for autonomy is shown to be as applicable in paternalistic dealings with children as it is with adults, without this having counter-intuitive consequences in practice. It is also shown how far the paternalistic promotion of a recipient's well-being, understood as the satisfaction of informed desires, can be reconciled with the principle of respect for autonomy. Finally, the theory is applied to particular cases of paternalism in familial, medical, and legal contexts.
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Colburn, Ben Andrew. "Autonomy and liberalism." Thesis, University of Cambridge, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.612005.

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Clifford, Daniel. "Nietzsche's autonomy ideal." Thesis, University of Southampton, 2011. https://eprints.soton.ac.uk/367322/.

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The aim of this thesis will be to give an elucidation of Nietzsche’s ideal of the post-moral autonomous individual: to give a picture of what Nietzsche takes such an individual to look like, and to show how this picture relates to some of Nietzsche’s most fundamental philosophical concerns. Overall, my argument will be that autonomy, or rather the degree of autonomy that a person possesses, is a function of the power of that person in relation to the other people and forces, and of their ability to extend their will over long periods of time. Moreover, the achievement of the highest degrees of autonomy, and by extension the achievement of the greatest levels of power, requires imposing (whether intentionally or not) an ethic upon one’s actions and one’s self. There are several features that this ethic must have if it is adequately to perform its function: it must be self-chosen rather than simply picked up from one’s surroundings, it must act to give unity to the most diverse collection of collection of drives and affects possible for the person who holds it, and it must be well tailored to fit their specific natural constitution. In order to establish this I will focus on four main issues: the significance of the sovereign individual of GM II: 2, the role of ethics/values in Nietzsche’s ideal of autonomy, the relation between Nietzsche’s deflationary account of consciousness and his views of freedom, and the notion of unity at play in Nietzsche’s writings. I will also offer some thoughts on the coherence of Nietzsche’s ideal of autonomy with his thoughts on life-affirmation.
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Estradas, Madeleine. "Perspectives on teacher autonomy : an investigation into teacher autonomy and its relationship with the development of learner autonomy." Thesis, University of Nottingham, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.438312.

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Moomaw, William Edward. "Teacher-perceived autonomy a construct validation of the teacher autonomy scale /." [Pensacola, Fla.] : University of West Florida, 2005. http://purl.fcla.edu/fcla/etd/WFE0000027.

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Ryman, Johan, and Karin Söderström. "Varning - Klämrisk! : Lärares autonomi som ett multidimensionellt fenomen." Thesis, Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-295748.

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Den här studien ämnar undersöka hur lärare uppfattar sin autonomi inom olika områden av deras yrke och fungerar som en förstudie till ett forskningsprojekt. Begreppet autonomi är mångfacetterat, men kontroll över yrket och inflytande över beslutsprocesser utgör en stor del av det. Uppsatsen fokuserar på lärare i grundskolan och gymnasiet. Tre forskningsfrågor formulerades för att fånga in begreppet autonomi. Dessa är: Hur uppfattar lärare sin professionella autonomi?, Hur skiljer sig lärares uppfattningar angående olika dimensioner av autonomi (olika nivåer och olika områden i yrkeslivet)? samt Hur väl korrelerar olika delar av lärares uppfattade autonomi med varandra?. Studiens empiri samlades in genom kvantitativ metod i form av en webbenkät vilken 93 personer svarade på. Merparten av lärarna svarade på enkäten via facebookgrupper även om flera olika kanaler användes för att nå ut till möjliga respondenter. Det teoretiska ramverket består i Frostensons tre nivåer av autonomi, LaCoes sex komponenter gällande lärares yrkesautonomi och Ballous individuella autonomi vilka tillsammans skapar en multidimensionell konstruktion. Tidigare forskning behandlar hur de senaste decenniernas skolreformer i Sverige omformat lärarprofessionen men består också i utländsk forskning gällande lärare och deras autonomi.                       Uppsatsens resultat visar att lärare uppfattar sin autonomi som både stor och liten beroende på vilket område av autonomi som åsyftas. Respondenterna anser sig ha litet inflytande gällande ekonomiska beslut vilka även visar sig vara de beslut de uppfattar är viktigast i skolans verksamhet. Vidare uppfattar lärarna som svarade på enkäten sin autonomi som hög vad gäller sådant som rör deras klassrumsmiljö och undervisning.
This study serves as a pilot study for a research project and aims to investigate how teachers perceive their autonomy in different domains of their profession. Autonomy as a concept is multifaceted but control over the profession and influence in decision-making processes constitute a great part of it. The study focuses on primary, secondary and high school teachers. Three research questions were formed to capture the term autonomy. These are: How do teachers perceive their professional autonomy?, How do teachers perceptions differ in the various dimensions of autonomy (different levels and domains of the worklife)? and How well do various domains of teachers perceived autonomy correlate?. The data of the study was collected by quantitative method via a web-based questionnaire which was answered by 93 persons. The main part of the teachers answered the questionnaire through facebook groups despite having used several other different channels to reach out to possible respondents. The theoretical framework consists of Frostenson’s three different levels of autonomy, LaCoe’s six components of teacher autonomy and Ballou’s themes within individual autonomy which together create a multidimensional construction. Previous research discusses how school reforms of the recent decades in Sweden have reshaped the teaching profession but it also consists of foreign research of teachers and their autonomy.                       The results of the study indicates that teachers perceive their degree of autonomy as both high and low depending on what domain referred to. The respondents consider themselves having a small influence regarding economical decisions which also is considered the most important decisions in school’s activities. Furthermore the teachers who responded perceive their degree of autonomy as high regarding the classroom environment and teaching.
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Books on the topic "Autonomy"

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Lindley, Richard. Autonomy. London: Macmillan Education UK, 1986. http://dx.doi.org/10.1007/978-1-349-18428-6.

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Sellers, Mortimer, ed. Autonomy. Dordrecht: Springer Netherlands, 2008. http://dx.doi.org/10.1007/978-1-4020-6490-6.

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Frankel, Paul Ellen, Miller Fred Dycus 1944-, and Paul Jeffrey, eds. Autonomy. Cambridge, England: Cambridge University Press, 2003.

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Irie, Kay, and Alison Stewart, eds. Realizing Autonomy. London: Palgrave Macmillan UK, 2012. http://dx.doi.org/10.1057/9780230358485.

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Matheson, Jonathan, and Kirk Lougheed. Epistemic Autonomy. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003003465.

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Hexmoor, Henry, Cristiano Castelfranchi, and Rino Falcone, eds. Agent Autonomy. Boston, MA: Springer US, 2003. http://dx.doi.org/10.1007/978-1-4419-9198-0.

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Denniston, George C., Frederick M. Hodges, and Marilyn Fayre Milos, eds. Genital Autonomy:. Dordrecht: Springer Netherlands, 2010. http://dx.doi.org/10.1007/978-90-481-9446-9.

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Moreno, Alvaro, and Matteo Mossio. Biological Autonomy. Dordrecht: Springer Netherlands, 2015. http://dx.doi.org/10.1007/978-94-017-9837-2.

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Clarke, Paul A. B. Autonomy unbound. Aldershot, Hants, England: Ashgate, 1999.

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10

Konigsberg, Amir. Aesthetic autonomy. Jerusalem: The Hebrew University of Jerusalem, Center for the Study of Rationality, 2012.

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Book chapters on the topic "Autonomy"

1

Lindley, Richard. "Introduction." In Autonomy, 1–10. London: Macmillan Education UK, 1986. http://dx.doi.org/10.1007/978-1-349-18428-6_1.

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Lindley, Richard. "False Consciousness and Emancipation." In Autonomy, 165–85. London: Macmillan Education UK, 1986. http://dx.doi.org/10.1007/978-1-349-18428-6_10.

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Lindley, Richard. "Concluding Remarks." In Autonomy, 186–89. London: Macmillan Education UK, 1986. http://dx.doi.org/10.1007/978-1-349-18428-6_11.

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Lindley, Richard. "Autonomy as Pure Rationality." In Autonomy, 13–27. London: Macmillan Education UK, 1986. http://dx.doi.org/10.1007/978-1-349-18428-6_2.

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Lindley, Richard. "The Destruction of the Whole World." In Autonomy, 28–43. London: Macmillan Education UK, 1986. http://dx.doi.org/10.1007/978-1-349-18428-6_3.

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Lindley, Richard. "Socrates and the Fool." In Autonomy, 44–62. London: Macmillan Education UK, 1986. http://dx.doi.org/10.1007/978-1-349-18428-6_4.

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Lindley, Richard. "A Liberal Conception of Autonomy." In Autonomy, 63–70. London: Macmillan Education UK, 1986. http://dx.doi.org/10.1007/978-1-349-18428-6_5.

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Lindley, Richard. "Respect for Autonomy." In Autonomy, 73–94. London: Macmillan Education UK, 1986. http://dx.doi.org/10.1007/978-1-349-18428-6_6.

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Lindley, Richard. "The Liberty Principle." In Autonomy, 95–113. London: Macmillan Education UK, 1986. http://dx.doi.org/10.1007/978-1-349-18428-6_7.

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Lindley, Richard. "Children." In Autonomy, 117–39. London: Macmillan Education UK, 1986. http://dx.doi.org/10.1007/978-1-349-18428-6_8.

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Conference papers on the topic "Autonomy"

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Thalmann, Daniel. "Autonomy." In ACM SIGGRAPH 2005 Courses. New York, New York, USA: ACM Press, 2005. http://dx.doi.org/10.1145/1198555.1198675.

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Rogers, Ralph V. "Autonomy." In the 25th conference. New York, New York, USA: ACM Press, 1993. http://dx.doi.org/10.1145/256563.257058.

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Guinea, D., F. Recio, and J. Vicente. "Framing autonomy." In the first international conference. New York, New York, USA: ACM Press, 1997. http://dx.doi.org/10.1145/267658.267761.

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Dignum, Virginia. "Responsible Autonomy." In Twenty-Sixth International Joint Conference on Artificial Intelligence. California: International Joint Conferences on Artificial Intelligence Organization, 2017. http://dx.doi.org/10.24963/ijcai.2017/655.

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As intelligent systems are increasingly making decisions that directly affect society, perhaps the most important upcoming research direction in AI is to rethink the ethical implications of their actions. Means are needed to integrate moral, societal and legal values with technological developments in AI, both during the design process as well as part of the deliberation algorithms employed by these systems. In this paper, we describe leading ethics theories and propose alternative ways to ensure ethical behavior by artificial systems. Given that ethics are dependent on the socio-cultural context and are often only implicit in deliberation processes, methodologies are needed to elicit the values held by designers and stakeholders, and to make these explicit leading to better understanding and trust on artificial autonomous systems.
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Bharadwaj, Ramesh. "Assuring autonomy." In Disruptive Technologies in Information Sciences IV, edited by Misty Blowers, Russell D. Hall, and Venkateswara R. Dasari. SPIE, 2020. http://dx.doi.org/10.1117/12.2557564.

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Friedman, Batya, and Helen Nissenbaum. "User autonomy." In Conference companion. New York, New York, USA: ACM Press, 1996. http://dx.doi.org/10.1145/257089.257434.

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Few, Douglas, William D. Smart, David Bruemmer, and Curtis Neilsen. "“Seamless Autonomy”: Removing autonomy level stratifications." In 2008 Conference on Human System Interactions (HSI). IEEE, 2008. http://dx.doi.org/10.1109/hsi.2008.4581480.

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Qaddumi, Carroll Thronesbery Ayman, Michael Merta, Eugene McMahon, and Mike Monahan. "Supporting tests of autonomy: Autonomy Requirements Tester (ART)." In 2018 IEEE Aerospace Conference. IEEE, 2018. http://dx.doi.org/10.1109/aero.2018.8396556.

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Xu, Xiaodong, Liang Ma, Yun Zhang, and Cheng Xu. "Effects of System Reliability on Workload and Performance in Image Recognition Tasks." In AHFE 2023 Hawaii Edition. AHFE International, 2023. http://dx.doi.org/10.54941/ahfe1004417.

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Autonomy has found wide-ranging applications, yet its imperfect nature necessitates human oversight and intervention. Investigating autonomy's impact on the operator is pivotal for enhancing human-machine system performance and safety. This study analyzes the effects of autonomous system reliability on operator task performance and mental workload in the context of vehicle type recognition. Experimental findings reveal that autonomy with 90% reliability significantly reduces task completion time and lessens subjective workload. Autonomy with 70% reliability supports the participants, while 50% reliability hampers them, although insignificantly. The reliability threshold for autonomy to have no effect on the participants is around 55%. Autonomy reliability's influence on the operator lies in altering task completion strategies — an all-or-none approach that accelerates task processing speed without improving overall response accuracy. The experiment yielded insights applicable to the design of assistive autonomous systems and the allocation of human-machine functions in real-world tasks.
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Cellucci, Daniel, Nick B. Cramer, and Jeremy D. Frank. "Distributed Spacecraft Autonomy." In ASCEND 2020. Reston, Virginia: American Institute of Aeronautics and Astronautics, 2020. http://dx.doi.org/10.2514/6.2020-4232.

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Reports on the topic "Autonomy"

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Stilwell, Daniel J. Riverine Autonomy. Fort Belvoir, VA: Defense Technical Information Center, September 2013. http://dx.doi.org/10.21236/ada598152.

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Nilsson, Nils, Pat Langley, and Daniel Shapiro. Strong Autonomy for Physical Domains. Fort Belvoir, VA: Defense Technical Information Center, August 1997. http://dx.doi.org/10.21236/ada336225.

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Chavez, Jon. Autonomy for Hypersonics Mission Campaign (A4H). Office of Scientific and Technical Information (OSTI), October 2019. http://dx.doi.org/10.2172/1572138.

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Stilwell, Daniel J., and Craig A. Woolsey. Sensing and Autonomy for Riverine Vessels. Fort Belvoir, VA: Defense Technical Information Center, September 2012. http://dx.doi.org/10.21236/ada573129.

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Simmons, Reid. Contextual Awareness for Robust Robot Autonomy. Fort Belvoir, VA: Defense Technical Information Center, December 2013. http://dx.doi.org/10.21236/ada595778.

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Stilwell, Daniel J., and Craig A. Woolsey. Sensing and Autonomy for Riverine Vessels. Fort Belvoir, VA: Defense Technical Information Center, September 2011. http://dx.doi.org/10.21236/ada557264.

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Alberts, David S., and Kathy Conley. C2 Approach: Agility, Autonomy (Briefing Charts). Fort Belvoir, VA: Defense Technical Information Center, April 2015. http://dx.doi.org/10.21236/ada617821.

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Cook, Stephen, and Anna Dietrich. Regulatory Barriers to Autonomy in Aviation. ASTM International, March 2022. http://dx.doi.org/10.1520/tr3-eb.

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As technology advances and increased automation and autonomy in aviation become ever more within reach, it makes sense to turn our attention to the operational regulatory landscape within which these aircraft will be flown. Technical standards that could be part of the means of compliance for the airworthiness certification of these aircraft are receiving attention within a variety of standards development organizations (SDOs). The operational rules and their implications for autonomous aircraft, however, remain largely unexplored.
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Carlà, Andrea. 50 Years of South Tyrolean Autonomy. European Centre for Minority Issues, January 2023. http://dx.doi.org/10.53779/jjjj2807.

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Hayden, Nancy Kay, and Stephen D. Kleban. Autonomy and Complexity at Sandia Executive Summary of Academic Alliance Workshop on Autonomy and Complex Systems. Office of Scientific and Technical Information (OSTI), May 2017. http://dx.doi.org/10.2172/1367282.

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