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Journal articles on the topic 'Autonomy'

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Published: 4 June 2021
Last updated: 29 July 2024

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1

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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3

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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4

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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5

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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6

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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7

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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8

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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9

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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10

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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ALDRICH, JOHN. "AUTONOMY." Oxford Economic Papers 41, no. 1 (1989): 15–34. http://dx.doi.org/10.1093/oxfordjournals.oep.a041889.

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Parchomovsky, Gideon, and Alex Stein. "Autonomy." University of Toronto Law Journal 71, no. 1 (November 2020): 61–90. http://dx.doi.org/10.3138/utlj.2019-0113.

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13

Rossi,, Philip J. "Autonomy." American Catholic Philosophical Quarterly 75, no. 2 (2001): 171–77. http://dx.doi.org/10.5840/acpq200175214.

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Wrenn, Keith. "Autonomy." Academic Emergency Medicine 22, no. 8 (July 20, 2015): 1001. http://dx.doi.org/10.1111/acem.12719.

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15

HAWORTH, LAWRENCE. "Autonomy." Philosophical Books 29, no. 3 (February 12, 2009): 167–69. http://dx.doi.org/10.1111/j.1468-0149.1988.tb02059.x.

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Black, Hugh, and Brian Morrissey. "Autonomy." Chest 139, no. 2 (February 2011): 476. http://dx.doi.org/10.1378/chest.10-2251.

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Scearse, Patricia. "Autonomy." Journal of Professional Nursing 5, no. 4 (July 1989): 176–237. http://dx.doi.org/10.1016/s8755-7223(89)80047-x.

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18

Friedman, Dustin. "Autonomy." Victorian Literature and Culture 51, no. 3 (2023): 359–62. http://dx.doi.org/10.1017/s1060150323000050.

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In Studies in the History of the Renaissance (1873), Walter Pater asks if “modern art” can “represent men and women in these bewildering toils so as to give the spirit at least an equivalent for the sense of freedom?” I discuss how the notions of both subjective and aesthetic autonomy that Pater refers to here have gotten a bad rap for the past century or so for helping facilitate the liberal, capitalist, and imperialist projects of the nineteenth century. I then argue, however, that the version of autonomy described in the writings of Pater and other Victorian aesthetes and decadents is actually quite different from the bourgeois, Enlightenment notion of sovereign subjectivity that has been rightfully critiqued by postmodernists and poststructuralists. I end by suggesting that aestheticist and decadent versions of autonomy, which affirm humanity's capacity to unmake and remake ourselves and our society via the aesthetic, might serve as a resource for countering the racist Western myth Sylvia Wynter refers to as “biocentricity”: the notion that humankind,and thus the hierarchies that justify the uneven distributions of power, is wholly and intractably in thrall to natural laws beyond our control.
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19

Caruth, Scott. "In pursuit of autonomy: Autonomia and the archive." Scene 5, no. 1 (July 1, 2017): 7–21. http://dx.doi.org/10.1386/scene.5.1.7_1.

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20

Yahya, Mona A., Manal A. Yahya, and Ajantha Dahanayake. "Autonomic Computing: A Framework to Identify Autonomy Requirements." Procedia Computer Science 20 (2013): 235–41. http://dx.doi.org/10.1016/j.procs.2013.09.267.

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Burrow, Sylvia. "Relational Autonomy and Support for Autonomy." IJFAB: International Journal of Feminist Approaches to Bioethics 13, no. 2 (August 2020): 98–102. http://dx.doi.org/10.3138/ijfab.13.2.11.

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22

Walker, Tom. "Full Autonomy, Substantial Autonomy, and Neuroscience." AJOB Neuroscience 2, no. 3 (July 2011): 56–57. http://dx.doi.org/10.1080/21507740.2011.584947.

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23

Dorsey, Dale. "Welfare, Autonomy, and the Autonomy Fallacy." Pacific Philosophical Quarterly 96, no. 2 (May 26, 2015): 141–64. http://dx.doi.org/10.1111/papq.12069.

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MARTINS, Gustavo Afonso. "ENTRE A AUTONOMIA E A HETERONOMIA DA VONTADE NAS RELAÇÕES CONTRATUAIS." Percurso 4, no. 31 (October 5, 2019): 1. http://dx.doi.org/10.21902/revpercurso.2316-7521.v4i31.3698.

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RESUMOO presente artigo analisa o instituto da autonomia da vontade como referencial para o negócio jurídico. Isso se dá, na perspectiva da pesquisa, quanto àquilo quanto possível para aproximar o Direito do Trabalho e o Direito Civil no que tange a matéria de contratos que é posterior à autonomia da vontade de contratar. PALAVRAS-CHAVE: Relações Contratuais; Negócio Jurídico; Autonomia da vontade. ABSTRACTThis paper analyzes the institute of autonomy of will as a reference for the legal business. From the perspective of the research, this is as far as possible to bring labor and civil law closer together with regard to the subject of contracts that is subsequent to the autonomy of the will to contract. KEYWORDS: Contractual Relations; Juridic business; Autonomy of will.
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YAZICI, Ahmet Şakir. "The relationship between the teacher autonomy and learner autonomy support behaviors." Journal of Educational Sciences Research 6, no. 2 (October 30, 2016): 1–23. http://dx.doi.org/10.12973/jesr.2016.62.1.

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Jesus, Milena Silva de, and Fátima Aparecida Said. "Autonomia: conceitos e correlações com a prática do enfermeiro." Revista de Enfermagem UFPE on line 2, no. 3 (June 29, 2008): 284. http://dx.doi.org/10.5205/reuol.350-11415-1-le.0203200811.

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ABSTRACTThis article is a bibliographical study with describers: autonomy, nurses and assistance, as axles of the following contents: autonomy, conceptual means, determination and challenges in the contemporary time; the nurses, social practical its and the challenges to its autonomy. The aims are to describe concepts on the word autonomy and its inter-relations in its professional exercise. The conclusion is to have autonomy has been one of the great searches of the human being in the instauration of the solidity of its practical professionals, however, in nursing it gains happened complexities of its historical construction as profession and the exercise of the work. Descriptors: autonomy; nurses; assistance. RESUMOEstudo bibliográfico que parte dos descritores: autonomia, enfermeiros e assistência, como eixos norteadores para o encadeamento dos seguintes conteúdos: autonomia: raízes conceituais, determinações e desafios no contemporâneo; os enfermeiros, sua prática social e os desafios a sua autonomia. Os objetivos são elencar conceitos sobre a palavra autonomia e suas inter-relações no seu exercício profissional. Concluí-se que ter autonomia tem sido uma das grandes buscas do ser humano na instauração da solidez de suas práticas profissionais, entretanto, em Enfermagem ganha complexidades advindas da construção histórica como profissão e do entorno que acompanha o exercício do trabalho. Descritores: autonomia; enfermeiros; assistência.RESUMENEs un estudio bibliográfico con los descriptores: autonomía, enfermeros y asistencia como ejes para la articulación de los siguientes contenidos: autonomía: raices conceptuales, determinaciones y desafíos contemporaneos; los enfermeros, su práctica social y los desafíos a su autonomía. Los objetivos son describir conceptos de la palabra autonomía y sus interrelaciones en su ejercicio profesional. La conclusión es que tener autonomía ha sido una de las grandes búsquedas del ser humano en la instauración en el solidez de sus prácticas profesionales; en tanto en enfermería gana complejidades proveniente de su construcción histórica como profesión y del entorno que acompaña el ejercicio del trabajo. Descriptores: autonomía; enfermeros; asistencia.
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Yazici, Hikmet. "PERSONALITY, DEPRESSIVE SYMPTOMS AND SMOKING STATUS AMONG TURKISH UNIVERSITY STUDENTS." Social Behavior and Personality: an international journal 36, no. 6 (January 1, 2008): 799–810. http://dx.doi.org/10.2224/sbp.2008.36.6.799.

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The association between the sociotropic/autonomic personality characteristics, depressive symptoms and cigarette-smoking status of 385 male and 241 female university students was examined. Depressive symptoms and sociotropic/autonomic personality were measured using the Beck Depression Inventory (adapted for use in Turkey by Hisli [1998]) and the Sociotropy-Autonomy Scale (adapted for use in Turkey by Şahin, Ulusoy, & Şahin [1993]); smoking behaviors were also assessed. Logistic regression analysis was used to assess the association between sociotropic/autonomic personality characteristics, depressive symptoms and cigarette-smoking status. Current smokers showed a trend, scoring higher than nonsmokers on depressive symptoms, and they also scored significantly higher than nonsmokers on autonomy. Results also show that depressive symptoms (OR = 1.07, 95% CI = 1.05–1.10), and autonomy (OR = 1.02, 95% CI = 1.01–1.03) were predictive variables of current smoking status.
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Supriatna, Tjahya. "Perspektif Otonomi Daerah Dalam Desentralisasi." Jurnal Wahana Bina Pemerintahan 3, no. 1 (August 29, 2022): 111–23. http://dx.doi.org/10.55745/jwbp.v3i1.27.

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The purpose of this study was to describe the laying of regional autonomy in local governance based on the theory of decentralizaion and regional autonomy, Qualitative approach is used to answer the questions proposed in this study. The result of this study shows that the implementation of the policy of decentralizaion and regional autonomu have relevance to the theory of Symmetric an A-symmetric Decentralizaion. Laying of regional autonomy in the Moderate Model composed of first, the Provincial Regions with special authority or limited authonomy and administrative region. Second, The Distric/City regions as fully authonomy.
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Forst, Rainer. "Moral Autonomy and the Autonomy of Morality." Graduate Faculty Philosophy Journal 26, no. 1 (2005): 65–88. http://dx.doi.org/10.5840/gfpj20052611.

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30

Moses, Ingrid. "Institutional Autonomy Revisited: Autonomy Justified and Accounted." Higher Education Policy 20, no. 3 (August 1, 2007): 261–74. http://dx.doi.org/10.1057/palgrave.hep.8300157.

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Ferreira, Carlos Enrique Ruiz, and Guilherme Fenicio Alves Macedo. "Uma Análise sobre a Política Externa do Governo José Sarney a partir da Autonomia Relacional | An Analysis of the Foreign Policy of the José Sarney Government from the Perspective of Relational Autonomy." Mural Internacional 13 (December 21, 2022): e66872. http://dx.doi.org/10.12957/rmi.2022.66872.

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O presente artigo objetiva analisar, através do conceito de autonomia relacional, a política externa do Governo José Sarney (1985-1990). A estrutura do artigo é composta por dois momentos: inicialmente, são apresentadas as definições e interpretações do conceito de autonomia nas relações internacionais e política externa e, em seguinte, é desenvolvida a aplicação conceitual da autonomia relacional sobre a política externa brasileira do Governo Sarney, tendo em conta 2 (duas) questões paradigmáticas deste período, a saber: a integração regional do MERCOSUL; a inserção do país na ONU, tendo em conta a agenda do Conselho de Segurança e dos Direitos Humanos. Palavras-Chave: Autonomia relacional; Política externa; José Sarney.ABSTRACT This article aims to analyze the foreign policy of the José Sarney Government (1985-1990) through the concept of relational autonomy. The structure of the article is composed of two moments: first, we presented the definitions and interpretations of the concept of autonomy in international relations and foreign policy. Secondly, we developed the conceptual application of relational autonomy on the Brazilian foreign policy of Sarney’s Government, taking into account 2 (two) paradigmatic issues of this period, namely: the regional integration of MERCOSUR and the insertion of the country in the UN, with emphasis on the Security Council and the Human Rights agenda. Keywords: Relational Autonomy; Foreign Policy; José Sarney.Recebido em: 30 abr. 2022 | Aceito em: 12 dez. 2022.
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Vivan Eichenberger, Hernandez. "Ciência e Mercado." História da Ciência e Ensino: construindo interfaces 19 (July 27, 2019): 2–13. http://dx.doi.org/10.23925/2178-2911.2019v19p2-13.

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O presente artigo trata do processo de mercantilização da ciência. Para tanto, segue o seguinte itinerário: i) reconstituição da posição de Galileu em sua tentativa de fundamentar a autonomia da ciência; ii) a exposição da noção de Vannevar Bush acerca da autonomia; iii) problematização da emergência da ciência orientada em torno do mercado; iv) apresentação das resistências a esse processo no interior da própria comunidade científica. Palavras-chave: mercantilização, ciência, autonomia.AbstractThis article deals with the process of commodification of science. To do so, it follows the following itinerary: i) reconstitution of Galileo's position in his attempt to ground the autonomy of science; ii) exposing Vannevar Bush's notion of autonomy; iii) problematization of the emergence of market-oriented science; iv) presentation of resistance to this process within the scientific community itself.Keywords: commodification, science, autonomy.
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Asada, Minoru. "Rethinking Autonomy of Humans and Robots." Journal of Artificial Intelligence and Consciousness 07, no. 02 (July 25, 2020): 141–53. http://dx.doi.org/10.1142/s2705078520500083.

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In the field of artificial intelligence, autonomy is defined as an expected capacity for systems to behave without human control, and there are currently many items with such capabilities. However, the mechanisms for how autonomous behavior is generated in these systems are different than those in humans, thus machine autonomy is often misunderstood. In this paper, we rethink the autonomy of artificial systems, including how they should function, what autonomy truly means, and how society might accept such systems. First, we review the general meaning of autonomy within an ideological background of the relations between human beings and objects. We also discuss how machine autonomy can be realized, and how it differs from human autonomy. Based on these premises, we consider this as a relative difference, not a deficiency of machines, and seek any means by which the concept of autonomy can be fully extended to machines. We begin with a key aspect of autonomy, an early concept of the self. Then, the pain nervous system, which is expected to produce empathy, morality, and ethics, is introduced and compared with human autonomic nervous systems. Finally, a hierarchy of autonomous machines is introduced and discussed in the context of responsibility. This may cause social impacts on how to treat the artificial systems when they cause fatal errors. All stake holders should consider such cases together for the healthy development of science and technology that have important roles in our future symbiotic society.
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CARMO (UFPA), Nilce Pantoja do, and Waldir Ferreira de ABREU (UFPA). "SABERES E AUTONOMIA DOCENTE: UM DIÁLOGO ENTRE ELEMENTOS IMPRESCINDÍVEIS À FORMAÇÃO DO PROFESSOR." Revista Margens Interdisciplinar 14, no. 23 (February 19, 2021): 25. http://dx.doi.org/10.18542/mri.v14i23.5778.

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O presente trabalho faz-se como um desdobramento da dissertação “Um rio no caminho: processos de escolarização de alunos ribeirinhos em contexto escolar urbano”, apresentada em 2019 como critério avaliativo do título de Mestre em Educação ao Programa de Pós-Graduação em Educação (do Instituto de Ciências da Educação da Universidade Federal do Pará). Neste ínterim, “Saberes e autonomia docente: um diálogo entre elementos imprescindíveis à formação do professor”, caracteriza-se como uma pesquisa bibliográfica, que objetiva compreender as relações peculiares aos saberes e à autonomia, discorrendo sobre como essa interação vem se constituindo no processo de formação do professor. Para tanto, buscou-se aporte nos trabalhos de Freire (1996), Contreras (2002) e Tardif (2014), autores que se debruçaram na abordagem de tais categorias (saberes e autonomia) vinculadas ao contexto formativo daqueles que estão afrente da prática educativa formal dos sujeitos. Os resultados do estudo apontam que a constituição da autonomia se associa diretamente ao aguçar dos saberes. Assim, a formação do professor deve considerar a relevância dos saberes como basilares ao fomento da autonomia docente.Palavras-chave: Saberes; Autonomia; Formação do Professor.KNOWLEDGE AND TEACHING AUTONOMY: A DIALOGUE BETWEEN COMPREHENSIVE ELEMENTS FOR TEACHER TRAININGThe present work unfolds from the dissertation “A river on the way: schooling processes of riverside students in an urban school context”, presented in 2019 as an evaluation criterion for the title of Master in Education to the Graduate Program in Education (from the Institute of Educational Sciences of the Federal University of Pará). In the interim, “Teacher knowledge and autonomy: a dialogue between elements essential to teacher education”, is characterized as bibliographic research, which aims to understand the peculiar relations to knowledge and autonomy, discussing how this interaction has been constituted in the teacher training process. Therefore, we sought theoretical contribution in the works of Freire (1996), Contreras (2002), and Tardif (2014), authors who focused on the apprehension and approach of such categories (knowledge and autonomy) linked to the formative context of those who are responsible for the formal educational practice of the subjects. The results of the study show that the constitution of autonomy is directly associated with the improvement of knowledge. Thus, teacher education must consider the relevance of knowledge as fundamental to the promotion of teacher autonomy.Keywords: Knowledge; Autonomy; Teacher Education
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Gaylin, Willard. "Worshiping Autonomy." Hastings Center Report 26, no. 6 (November 1996): 43. http://dx.doi.org/10.2307/3528763.

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36

Gilkerson, Robert W., and Eric A. Schon. "Nucleoid autonomy." Communicative & Integrative Biology 1, no. 1 (July 2008): 34–36. http://dx.doi.org/10.4161/cib.1.1.6622.

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37

Fleming, Thomas. "Household Autonomy." Chesterton Review 20, no. 4 (1994): 503–7. http://dx.doi.org/10.5840/chesterton199420450.

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Peltomäki, Kirsi. "Questionable Autonomy." Afterimage 33, no. 3 (November 2005): 57–59. http://dx.doi.org/10.1525/aft.2005.33.3.57.

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Hatchet, Richard. "Automatic autonomy?" Nursing Standard 6, no. 41 (July 1992): 46. http://dx.doi.org/10.7748/ns.6.41.46.s55.

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Vilar, Gerard. "Proustian autonomy." Enrahonar. An international journal of theoretical and practical reason 27 (March 14, 1997): 61. http://dx.doi.org/10.5565/rev/enrahonar.499.

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ASAMA, Hajime. "Robot Autonomy." TRENDS IN THE SCIENCES 25, no. 5 (May 1, 2020): 5_28–5_29. http://dx.doi.org/10.5363/tits.25.5_28.

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Lbugami, Muneerah, and Usamah El Alem. "Patient autonomy." International Journal of Medicine 9, no. 1 (June 11, 2021): 58. http://dx.doi.org/10.14419/ijm.v9i1.31526.

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Patient autonomy is one of the most important ethical values in the health care practice. Patients’ autonomy means the right of patients to make decisions about their medical care without their health care provider trying to influence the decision. Patients’ autonomy allows health care providers to educate the patients but do not allow them to make the decision for the patients.
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Wood, Christopher. "Why Autonomy?" Perspecta 33 (2002): 48. http://dx.doi.org/10.2307/1567296.

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Sexton, Patrick, Linda S. Levy, K. Sean Willeford, Mary G. Barnum, Greg Gardner, M. Susan Guyer, and A. Louise Fincher. "Supervised Autonomy." Athletic Training Education Journal 4, no. 1 (January 1, 2009): 14–18. http://dx.doi.org/10.4085/1947-380x-4.1.14.

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Objective: The primary objective of this paper is to present the evolution, purpose, and definition of direct supervision in the athletic training clinical education. The secondary objective is to briefly present the factors that may negatively affect the quality of direct supervision to allow remediation and provide higher quality clinical experiences for athletic training students. Background: Athletic training educators and clinical instructors often engage in discussions regarding the direct supervision of ATSs. These discussions tend to center around concerns about ATS preparation, and how the current level of preparedness differs from that of the past. Some believe that direct supervision, rather than unsupervised practice, retards the ATSs' development; however, there is no current literature to support this concept. Description: Supervision means to watch or direct, while mentoring means to tutor, instruct, or guide; therefore, mentoring may be more descriptive of the desired/intended interaction between an ATS and their clinical instructor (CI). The intent of supervision is for an ATS to refine and improve their clinical proficiencies under CI guidance. For this to occur, the CI must alter their interactions with the ATS as the student evolves. Clinical Advantages: Developing the CIs' understanding of the intent and continuum of expectations associated with direct supervision will allow them to maximize their students' education and position them to become highly skilled and confident Athletic Trainers.
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Cooke, Robin. "Party Autonomy." Victoria University of Wellington Law Review 30, no. 1 (June 1, 1999): 257. http://dx.doi.org/10.26686/vuwlr.v30i1.6022.

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This is an augmented version of a paper delivered at the International Centre for Alternative Dispute Resolution, New Delhi, in December 1998. Party autonomy describes the principle whereby the parties to a dispute have full autonomy when making their arbitration agreement. The author discusses the Arbitration and Conciliation Act 1996 of the Parliament of India, focusing on the principle of party autonomy. He describes his formative experiences to arbitration in cases like Wellington City v National Bank of New Zealand Properties Ltd, the Arbitration and Conciliation Act itself, Indian case law before the Arbitration and Conciliation Act, and a brief look at New Zealand's Arbitration Act 1996.
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Parker, Gemma (Nee Richardson). "Teachers' Autonomy." Research in Education 93, no. 1 (May 2015): 19–33. http://dx.doi.org/10.7227/rie.0008.

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Turnbull, John. "Encouraging autonomy." Learning Disability Practice 2, no. 3 (November 1999): 36. http://dx.doi.org/10.7748/ldp.2.3.36.s21.

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48

Sjøvaag, Helle. "Journalistic Autonomy." Nordicom Review 34, s1 (March 13, 2020): 155–66. http://dx.doi.org/10.2478/nor-2013-0111.

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AbstractThis article investigates the concept of autonomy within the journalistic institution. A review of the literature reveals that journalist autonomy is restricted at the political, economic and organisational levels of news production, negotiated at the editorial level, and exercised at the level of practice. The article addresses the limits of professional autonomy, aiming for a wider contextualisation of the question to analyse the factors that restrict and enable journalistic autonomy. By investigating journalistic autonomy within the duality of structure, the analysis finds that autonomy is attained when journalists engage in the recursive reproduction of the institution. The level of autonomy enjoyed by journalists therefore remains a fluid concept that is continually adjusted to manage the daily task of reporting the news.
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Lomasky, Loren E. "Liberal Autonomy." Philosophy and Theology 4, no. 3 (1990): 297–309. http://dx.doi.org/10.5840/philtheol1990435.

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Williams, Gwyn. "Cultivating Autonomy." Critique of Anthropology 28, no. 1 (March 2008): 63–86. http://dx.doi.org/10.1177/0308275x07086558.

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