Relevant bibliographies by topics / Dilemmas of self

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Dilemmas of self'

Author: Grafiati
Published: 4 June 2021
Last updated: 6 February 2022

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Journal articles on the topic "Dilemmas of self"

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Danielson, Peter. "Learning to cooperate: Reciprocity and self-control." Behavioral and Brain Sciences 25, no. 2 (April 2002): 256–57. http://dx.doi.org/10.1017/s0140525x0228005x.

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Using a simple learning agent, we show that learning self-control in the primrose path experiment does parallel learning cooperation in the prisoner's dilemma. But Rachlin's claim that “there is no essential difference between self-control and altruism” is too strong. Only iterated prisoner's dilemmas played against reciprocators are reduced to self-control problems. There is more to cooperation than self-control and even altruism in a strong sense.
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Tucker, Charles W., and John P. Hewitt. "Dilemmas of the American Self." Social Forces 69, no. 3 (March 1991): 973. http://dx.doi.org/10.2307/2579521.

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Powell, Joel O. ":Dilemmas of the American Self." Symbolic Interaction 14, no. 3 (August 1991): 367–69. http://dx.doi.org/10.1525/si.1991.14.3.367.

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Bobek, Donna D., and Robin R. Radtke. "An Experiential Investigation of Tax Professionals' Ethical Environments." Journal of the American Taxation Association 29, no. 2 (September 1, 2007): 63–84. http://dx.doi.org/10.2308/jata.2007.29.2.63.

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This paper investigates the ethical environment in which tax professionals operate by eliciting practicing tax professionals' personal experiences with ethical dilemmas in tax engagements. Since organizational culture can play a role in creating an environment where ethical decision making is encouraged (Arnold et al. 1999, 2000; Booth and Schulz 2004), we expected that tax professionals' self-identified ethical dilemmas would be related to their assessments of the ethical environments of their firms. Based on 146 responses from practicing tax professionals, most participants rated their ethical environment as very strong. Additionally, the 84 participants who did not describe a self-identified ethical dilemma rated the ethical environment of their firms significantly stronger than the 62 who reported a dilemma. Implications of this study include an emphasis on in-house ethics training and explicitly including rewards and sanctions regarding ethical behavior in performance evaluation systems.
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Holm, Anne Lise, and Elisabeth Severinsson. "Reflections on the ethical dilemmas involved in promoting self-management." Nursing Ethics 21, no. 4 (October 7, 2013): 402–13. http://dx.doi.org/10.1177/0969733013500806.

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Due to their understanding of self-management, healthcare team members responsible for depressed older persons can experience an ethical dilemma. Each team member contributes important knowledge and experience pertaining to the management of depression, which should be reflected in the management plan. The aim of this study was to explore healthcare team members’ reflections on the ethical dilemmas involved in promoting self-management among depressed older persons. A qualitative design was used and data were collected by means of focus group interviews. The results revealed one main theme: ‘Lack of trust in the community health care system’s commitment to bringing about effectiveness and change, based on three themes; ‘Struggling to ensure the reliable transfer of information about depressed older persons to professionals and family members’, ‘Balancing autonomy, care and dignity’ and ‘Differences in the understanding of responsibility’. Lack of engagement on the part of and trust between the various professional categories who work in the community are extremely counterproductive and have serious implications for patient dignity as well as safety. In conclusion, ethical dilemmas occur when staff members are unable to act in accordance with their professional ethical stance and deliver an appropriate standard of care.
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Chesney, Margaret. "Dilemmas of Self in the Method." Qualitative Health Research 11, no. 1 (January 2001): 127–35. http://dx.doi.org/10.1177/104973201129118876.

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Karlsson, Kristina, and Claes Nilholm. "Democracy and dilemmas of self‐determination." Disability & Society 21, no. 2 (March 2006): 193–207. http://dx.doi.org/10.1080/09687590500498267.

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Foster, Craig A., Christopher D’Lauro, and Brian R. Johnson. "A social dilemma model of information self-disclosure, applied to the concussion domain." Journal of Concussion 3 (January 2019): 205970021988287. http://dx.doi.org/10.1177/2059700219882876.

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Under-reporting of concussions is a well-known public health problem. Unfortunately, concussion researchers and practitioners do not have an explicit theoretical foundation for understanding the psychology of concussion non-disclosure. We used interdependence theory, a theory based on the structure of social relationships, to develop a social dilemma model of personal information non-disclosure and apply it to the concussion domain. Self-disclosure becomes problematic when individuals perceive a need to report their concussions but also perceive that disclosure could be detrimental in some way. Individuals who experience these disclosure dilemmas can evaluate the value of concussion self-disclosure using direct outcomes (e.g. losing scholarships, improved recovery), self-concept outcomes (e.g. viewing disclosure as “weak” or “sensible”), and social status outcomes (e.g. being perceived poorly or favorably by teammates). These immediate, personal outcomes are integrated with relationship-specific motives and ethical considerations ultimately leading to disclosure or non-disclosure. Providing an explicit theoretical basis for self-disclosure dilemmas is critical for understanding concussion non-disclosure and mitigating its corresponding harm. Our social dilemma model highlights (a) the foundational psychological basis for concussion non-disclosure, (b) possible reasons that initiatives designed to increase concussion disclosure have been ineffective, and (c) the need to consider the decision-making autonomy of concussed individuals. Although we explain our social dilemma model using concussion self-reporting, we believe that this model is applicable to any domain where individuals are reluctant to disclose personal information to others who need it.
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Liu, Chang‐Jiang, and Shu Li. "Contextualized self: When the self runs into social dilemmas." International Journal of Psychology 44, no. 6 (December 2009): 451–58. http://dx.doi.org/10.1080/00207590902757377.

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Druen, Perri B., and Stephanie J. Zawadzki. "Escaping the Climate Trap: Participation in a Climate-Specific Social Dilemma Simulation Boosts Climate-Protective Motivation and Actions." Sustainability 13, no. 16 (August 23, 2021): 9438. http://dx.doi.org/10.3390/su13169438.

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One way in which educators can help to address increasingly pressing environmental problems, including climate change, is to encourage individuals to change their behavior and to press for structural changes in society. The promotion of climate-protective behavior is challenging because the payoffs for various actions and inactions are structured such that they create social dilemmas. The conflict between short-term personal benefit and long-term collective gain in such dilemmas often leads to self-serving motives that can ultimately be self-defeating. We created a social dilemma simulation specific to climate change, called Climate Trap: Social Dilemma Simulation, to help students observe how they and others respond to these conflicts, and predicted that doing so would lead to climate-protective motivations and behaviors after the simulation. The simulation participants (N = 344) reported greater confidence in their knowledge and understanding of the social dilemma context of climate change, higher environmental concern and more self-determined motivation to act, and they engaged in more climate-protective behaviors compared to the students who did not complete the simulation. Moreover, the simulation participants reported greater pro-environmental engagement on all of the measures after the simulation compared to before they participated in the simulation. The results suggest that a climate-specific social dilemma simulation can create uniquely motivating experiences, and can have utility as a teaching tool, research instrument and intervention.
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Dissertations / Theses on the topic "Dilemmas of self"

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Silva, Vítor Manuel da Costa. "Competências de aconselhamento da carreira e dilemas vividos pelos psicólogos." Master's thesis, Universidade de Évora, 2012. http://hdl.handle.net/10174/15060.

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O presente estudo teve como objetivos identificar os principais dilemas vividos pelos psicólogos/conselheiros na sua prática de aconselhamento da carreira e perceber a relação que os sentimentos de autoeficácia nas tarefas de aconselhamento, experienciados por estes profissionais, têm nesse processo. Participaram neste estudo 102 psicólogos de ambos os sexos, que exercem práticas do aconselhamento de carreira. Os instrumentos utilizados foram o Questionário de Dados Demográficos, o IDAC (Inventário de Dilemas em Aconselhamento de Carreira) Cardoso (2008) e a Escala de Autoeficácia em Aconselhamento de Carreira (O’Brien, Heppener, 1995). Os resultados obtidos demonstraram que: os dilemas de neutralidade e confidencialidade são os mais frequentes; com o avanço da idade e dos anos de serviço, diminui a frequência de dilemas em psicólogos do aconselhamento de carreira; e quanto maior for a confiança (autoeficácia) destes profissionais a desempenhar este tipo de tarefas, menor é a vivência de experiências dilemáticas; ABSTRACT:The present study aimed to identify the major dilemmas faced by psychologists/counselors in their practice of career counseling and understand the relationship of self-efficacy in counseling tasks, experienced by these professionals in this process. 102 psychologists of both sexes, engaged in career counseling practices, participated in this study. The instruments used were the Demographic Data Questionnaire, IDAC Inventory (Dilemmas in Career Counseling) Cardoso (2008) and The Self-efficacy Scale in Career Counseling (O'Brien & Heppener, 1995). The results showed that: the dilemmas of neutrality and confidentiality are the most frequent; the advancing of age and years of service, reduces the frequency of dilemmas in career counseling psychologists; and the greater the confidence (selfefficacy) of these professionals to perform these tasks, the less they experience dilemmas.
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Rossi, Anthony James, and mikewood@deakin edu au. "Knowledge, identities and dilemmas of the self in physical education teacher education." Deakin University. School of Social and Cultural Studies in Education, 1999. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20060727.140209.

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The purpose of this study was to understand how becoming a physical education teacher is shaped by personally and socially constructed knowledge and is affected by the rules and resources of the structural systems in which physical education teacher education (PETE) takes place. The study was influenced by the traditions of Personal Construct Theory (Kelly 1955), the theoretical tenets of social constructionism (Gergen 1991), and Giddens’s work on structuration (1984) and self-identity (1991). Ten PETE students participated in the study over almost three years. They undertook repertory grid sessions periodically through their study, followed by ‘learning conversations’, in which the grid itself was discussed, reworked and collaboratively analysed. All conversations were audio taped and were fully transcribed. The data were analysed in three ways, all of which were used to construct a story of the study. First, the grids were analysed for patterns, consistencies across students and for consistencies within students. These grids provided the first level story that related to constructions of knowledge. These constructions were then content analysed using analysis categories developed from Gergen’s notion of the saturated self and Giddens’ ideas of identity in late modernity. These analyses represented what Giddens calls a double hermeneutic since to all intents and purposes, the story of the study was constructed from the participants’ constructions of what it is to be a physical education teacher. The data suggests that during the process of constructing professional knowledge the student experienced a series of dilemmas of professional self-identity. It seems that to become a PE teacher, the dilemmas must be worked through until a position of what Giddens calls ontologist security has been achieved. Some students in this study had not managed to reach such a point before they left university and entered the teaching profession. In spite of this, the methods of the study allowed the participants to begin to articulate their theories and visions of teaching physical education. The therapeutic qualities of Kelly’s theory encouraged a number of the students to ‘see it differently’ (Rossi, 1997) and to begin to develop a rationale for physical education based on educational practice that considers the needs of individuals and the promotion of a socially just community. I have argued however that this ‘critical’ approach to physical education pedagogy was considered risky and as such students who were prepared to engage in such risk strategies also had other strategic relational selves (Gergen, 1991) to minimise risk at key times during their teacher education.
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De, Cremer David. "Beyond self-interest in social dilemmas : a relational model of co-operation." Thesis, University of Southampton, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.299416.

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Tait, Angela Julie. "The Urban Foundation and self-help housing in South Africa : difficulties, dilemmas and contradictions of development." Thesis, University of Cambridge, 1994. https://www.repository.cam.ac.uk/handle/1810/283701.

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Carmichael, Richard. "Becoming vegetarian and vegan : rhetoric, ambivalence and repression in self-narrative." Thesis, Loughborough University, 2002. https://dspace.lboro.ac.uk/2134/6904.

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This thesis takes a discursive-rhetorical approach to becoming vegetarian and vegan. Previous studies have pointed to complexity and variety in definitions, types and criteria of vegetarianism, making `objective' studies difficult. Meat is also one of the most highly prized but ambivalently valued foodstuffs. The cultural and social meanings of diet in terms of `identities' are well established but the rhetorical approach taken here explores identity as accomplished through social practices of accounting. Rather than seeing variation and disagreement as problematic, analytic focus is on the complex and varied construction of social categories/identities in accounts and the practices of justification and criticism. Cultural ambivalences are recast as dilemmas of identity and account-giving. Diary and serial interview `case-material' was collected from 23 new and aspiring vegetarians and vegans. Participants' accounts are shown to handle a number of dilemmatic aspects of vegetarian/vegan identity; notably, a dilemma of moral superiority and a dilemma of abstinence. These dilemmas are discussed in terms of stereotype-avoidance, commitment, and the co-construction of self and Other. Such identity-management is argued to fundamentally involve relationships. Seen as contexts, texts and resources for account-giving, relationships highlight both local and biographical elements in self-construction, the inter-dependence of selfnarratives/ identities and the need for managing them, especially when identities are changed. A number of other rhetorical resources and practices used in the management of identity are also drawn out, including the discourses of lapsing, desire and temptation and accounts of suppression and repression. The management of dilemmas of accounting through presenting the self as ambivalent, conflicted and divided is underlined. Following recent work by Billig (e. g., 1999a), ambivalence and repression are further considered as discursive activities as well as claims. This leads to a discussion of identity, contradiction and repression in terms of prohibition, desire and transgression. It is suggested that becoming vegetarian or vegan may be characterised as a matter of narrating autobiographical change and the continued negotiation of various dilemmas of identity. Social psychological theories of identity and identity change are criticised and the importance of argumentation, ambivalence and commitment are emphasised. The value of a more `populated' case-study perspective within discursive psychology is also stressed and the study of discursive avoidance and repression is illustrated and recommended.
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Potts, Sonja K. "Therapists' religion : dialogical processes in the self-narratives of Christian clinical and counselling psychologists." Thesis, University of Wolverhampton, 2008. http://hdl.handle.net/2436/115823.

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The aim of this study was to explore the therapists' personal religious and spiritual belief systems and the impact of these on their work. The literature reviewed included material regarding the role of religion and spirituality in relation to psychology and therapy, identity, and especially, the person of the therapist. The present qualitative investigation applies the theory of the Dialogical Self to the narratives of five practising Christian clinical and counselling psychologists. It draws on a narrative to allow for process-oriented, context-sensitive interpretation.
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Phiri, Paul Velentino. "Trials of a comprehensive peace agreement : an investigation into the dilemmas faced by North and South Sudan." Thesis, University of Bradford, 2016. http://hdl.handle.net/10454/14584.

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The study focuses on the north and south Sudan conflict and seeks to investigate the continuing threats to a return to war between the two parties since the 2005 Sudan Comprehensive Peace Agreement (CPA) and after the independence of South Sudan. The study critically analyses the CPA and investigates the dilemmas faced by the two Sudans and examines the conflict resolution/transformation process. This thesis relies on data generated from key informant interviews and archival data as primary sources; complemented by secondary sources of data obtained from books, journals, research documents and relevant literature on the area. The study analyses the background of the north-south Sudan conflict, analysis of the CPA, implications of the negotiation, mediation and the implementation processes of the CPA and the referendum, post-referendum, the post-independence issues and the conflict resolution efforts. These are discussed in order to find the reasons as to why the CPA emerged as it did and its effectiveness. The study uses the concept of the conflict resolution/transformation approaches and their methods (mediation, negotiation and peacebuilding), the Galtung ABC theory and the Liberal peace theory as tools to guide the study in order to measure the data collected from the field. The results of the analysis suggest that history, the mediation and the negotiation process viewed to have been narrow and non-inclusive, the content of the CPA itself, the problems of the previous processes before the referendum, the referendum of Southern Sudan and the Abyei referendum failure provided the basis of the origins of the post-referendum and the post-independence issues. These issues are responsible for the dilemmas faced by the two states and eventually the tensions and the threats to a return to war which exist up to the present. All these issues lie at the heart of the difficulties of the conflict resolution process and the relationship problem of North and South Sudan. However, the 2005 CPA had partial success in that it achieved partial negative peace which in turn led to the separation of north and south Sudan.
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Dakin, Emily K. "OLDER WOMEN'S PERCEPTIONS OF ETHICAL DILEMMAS IN ADULT PROTECTIVE SERVICES: AN EXPLORATORY STUDY." online version, 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=case1081529078.

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Gradin, Franzén Anna. "Disciplining Freedom : Treatment Dilemmas and Subjectivity at a Detention Home for Young Men." Doctoral thesis, Linköpings universitet, Psykologi, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-106936.

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This ethnographic study explores treatment practices and staff-resident interaction at a detention home for young men, drawing on video recorded conversations and interviews. It investigates ideological dilemmas inherent in the institutional setting and how these produce complex subject positions to uptake, negotiate or refuse. Study I explores a core treatment dilemma: coercion vs. freedom, involving the dual institutional goal of coercing residents into norm abiding behavior and of producing individuals who behave "properly" out of their own free will. It focuses on staff members’ talk about token economy, illuminating rhetorical resources deployed to avoid the troubled subject position of a disciplinarian. Study II investigates disciplinary humor, illuminating how humor is used both to impose and disrupt social order. It shows how staff members and youths skillfully deploy humor in negotiating local hierarchies related to authority, generation, and age. Humor was also found to be a useful way of navigating ideological dilemmas. Study III explores behavior modification practices, focusing on how selfassessment practices can be conceptualized as responsibilization that emphasizes self-regulation. It documents the participants’ engagement in strategic deployment of specific subject position relations, “young boy”-caregiver rather than delinquent-disciplinarian. In brief, the thesis shows that subject positions are essentially co-constructed, and how positions related to age are highly relevant in this institutional setting. Paradoxical aspects of subject positions provide discursive resources that can be deployed to navigate ideological dilemmas such as that of coercion vs. freedom, but also to handle issues of authenticity.
Denna etnografiska studie undersöker behandlingspraktiker och interaktion mellan personal och ungdomar på ett särskilt ungdomshem för unga män. Materialet består framförallt av videoinspelad interaktion och intervjuer. I studien utforskas ideologiska dilemman samt hur dessa producerar komplexa subjektspositioner att uppta, förhandla om eller neka. Studie I undersöker ett huvuddilemma: tvång vs. frihet, vilket involverar de dubbla institutionella målen att tvinga ungdomarna till önskvärt beteende och att producera individer som beter sig ”korrekt” av egen fri vilja. Fokus ligger på personalens tal om teckenekonomi och studien synliggör retoriska resurser som används för att undvika positionen ”disciplinär personal”. Studie II utforskar disciplinerande humor och synliggör hur humor används både för att skapa och omskapa den sociala ordningen. Studien visar hur personal och ungdomar skickligt använder humor i förhandlingar om lokala hierarkier relaterade till auktoritet, generation och ålder. Humor var också ett sätt att navigera ideologiska dilemman. Studie III undersöker beteendemodifieringspraktiker, med fokus på hur självutvärdering kan förstås som responsibilisering med fokus på själv-reglering. Studien dokumenterar deltagarnas strategiska användning av specifika subjektspositionsrelationer, ”liten pojke”-vårdare snarare än ungdomsbrottsling-disciplinär personal. Sammantaget visar avhandlingen att subjektspositioner i grunden är samkonstruerade och att positioner rörande ålder är ytterst relevanta i denna kontext. Paradoxala aspekter av subjektspositioner bidrar med diskursiva resurser vilka kan användas för att hantera ideologiska dilemman och för att hantera frågor rörande autenticitet.
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Ng, Yuk-yee Jessie. "The influence of social labelings on the self-esteem of delinquent girls : a reflection on social work dilemmas with social deviants /." [Hong Kong : University of Hong Kong], 1985. http://sunzi.lib.hku.hk/hkuto/record.jsp?B12322453.

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Books on the topic "Dilemmas of self"

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Dilemmas of the American self. Philadelphia: Temple University Press, 1989.

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Recognition versus self-determination: Dilemmas of emancipatory politics. Vancouver, British Columbia: UBC Press, 2014.

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Sloan, Tod Stratton. Life choices: Understanding dilemmas and decisions. Boulder, Colo: Westview Press, 1996.

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The saturated self: Dilemmas of identity in contemporary life. New York, NY: Basic Books, 1991.

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Gergen, Kenneth J. The saturated self: Dilemmas of identity in contemporary life. New York: Basic Books, 2000.

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The saturated self: Dilemmas of identity in contemporary life. [New York]: Basic Books, 1991.

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Bloody nations: Moral dilemmas for nations, states and international relations. Burlington, VT: Ashgate, 2008.

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Mascie-Taylor, Hugo. Doctors & dilemmas workbook: A self-develoment programme of values clarification, dilemma resolution and effective action for doctors in the health service. Bristol: NHS Training Division, 1998.

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How to meet a man after forty: And other midlife dilemmas solved. New York: Viking, 2009.

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Smereczynska, Dominika. Brands and fashion provide a solution to the dilemmas of the self within the youth society. London: LCP, 2002.

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Book chapters on the topic "Dilemmas of self"

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Tal, Eyal, and Paul Silva. "Knowledge-First Evidentialism and the Dilemmas of Self-Impact." In Epistemic Dilemmas, 182–99. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003134565-14.

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Stokman, Frans N., and Evelien P. H. Zeggelink. "’self-organizing’ Friendship Networks." In Frontiers in Social Dilemmas Research, 385–418. Berlin, Heidelberg: Springer Berlin Heidelberg, 1996. http://dx.doi.org/10.1007/978-3-642-85261-9_20.

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Fullagar, Simone, and Iesha Small. "Writing Recovery from Depression Through a Creative Research Assemblage: Mindshackles, Digital Mental Health, and a Feminist Politics of Self-Care." In Digital Dilemmas, 121–41. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-95300-7_6.

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Scott, Susie. "Dramaturgical Dilemmas of the Shy Self." In Shyness and Society, 37–69. London: Palgrave Macmillan UK, 2007. http://dx.doi.org/10.1057/9780230801325_3.

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Schmid, Hillel. "Ideological, Structural, and Organizational Dilemmas of Neighborhood Organizations in International Perspective." In Neighborhood Self-Management, 115–33. Boston, MA: Springer US, 2001. http://dx.doi.org/10.1007/978-1-4615-1259-2_6.

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Bryant, Peter T. "Self-Regulation." In Augmented Humanity, 169–97. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-76445-6_6.

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AbstractTo monitor and manage the dilemmas of digitalization, augmented agents must self-regulate in a collaborative fashion. Artificial agents are advancing rapidly in these respects and some are fully self-generative. They are increasingly capable of complex, fast, sensitive self-regulation. In consequence, augmented agents will have the potential for effective self-regulation and self-supervision. However, human self-regulation is often simplified and sluggish and lacks sensitivity. People rely on habit, routine, and docility, and often with good reasons. Yet, as noted, artificial agents are increasingly hyperactive and hypersensitive, compared to humans. When both agents combine, therefore, artificial self-regulatory functioning could be complex, fast, and precise, while human functioning is relatively simple, sluggish, and heuristic. The result could be self-regulatory divergence or convergence and possibly dysfunction. Further implications then follow for self-efficacy, task engagement, and motivational strength.
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Ambrosius, Lloyd E. "Dilemmas of National Self-Determination: Woodrow Wilson’s Legacy." In Wilsonianism, 125–34. New York: Palgrave Macmillan US, 2002. http://dx.doi.org/10.1057/9781403970046_10.

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Dawes, Robyn M. "Social Dilemmas, Economic Self-Interest, and Evolutionary Theory." In Recent Research in Psychology, 53–79. New York, NY: Springer New York, 1991. http://dx.doi.org/10.1007/978-1-4612-3088-5_2.

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Ishibashi, Natsuyo. "Military Institutions: Bundeswehr versus Self-Defense Forces (SDF)." In Alliance Security Dilemmas in the Iraq War, 105–37. New York: Palgrave Macmillan US, 2012. http://dx.doi.org/10.1007/978-1-137-12073-1_5.

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Almokayyad, Rami, and Robert Cuddihy. "What is the Role of Self-Monitoring in Diabetes? Is there a Role for Postprandial Glucose Monitoring? How does Continuous Glucose Monitoring Integrate into Clinical Practice?" In Clinical Dilemmas in Diabetes, 41–55. Oxford, UK: Wiley-Blackwell, 2011. http://dx.doi.org/10.1002/9781444340280.ch5.

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Conference papers on the topic "Dilemmas of self"

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Durmus, Yunus, Andreas Loukas, Ertan Onur, and Koen Langendoen. "Sybil-Resistant Meta Strategies for the Forwarder's Dilemma." In 2014 IEEE 8th International Conference on Self-Adaptive and Self-Organizing Systems (SASO). IEEE, 2014. http://dx.doi.org/10.1109/saso.2014.21.

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Kaplan, Dana, and Maya Wizel. ""MIND THE GAP": THE TRANSFORMATIVE LEARNING PROCESS OF SECOND LANGUAGE PRACTITIONERS WHEN BECOMING SCHOLARS." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end056.

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This paper is about transformations from knowing to not-knowing and from doing to becoming. The paper’s focus is an ongoing research project on a new Doctorate program in Modern Languages studies (DML) and the process that the students in this program undergo when transitioning from being practitioners to becoming novice scholars. This program is part of a conscious effort to create an academic field whereby scholarly and professional types of knowledge are organically co-produced and this interlaced knowledge is expected to fertilize practitioners’ professional practices. The program’s graduate students are mostly in their mid-career and are motivated to pursue their DML studies for multiple reasons. The necessity of developing a study plan that can foster their transition from practitioners to scholars and help them develop a researcher identity became evident early on. Students were expected to quickly re-adjust their self-image as future theorizers who could carry out independent research and produce original scholarship. While the challenges mentioned above are not unique to this specific doctorate program and are well documented in the extensive scholarship on doctorate students’ education, fewer studies have addressed the particular challenges faculty and students face as part of the latter’s transition from practitioners to graduate students and novice researchers. Therefore, we ask, what accounts for a successful process of supporting language teachers in becoming novice researchers? Our aim is twofold: first, to detail our pedagogical rationale, dilemmas we faced, and the solutions we carved out; and secondly, to contribute to a nascent discussion on doctorate students’ training and academic socialization in applied disciplines. Using Mezirow’s adult learning theory of Transformative Learning, we describe the challenge of designing a process of academic socialization that can support adult learners’ development and shift in perceptions, skills, and actions. During the first four cohorts of the program, in an introductory course, “Research Foundations,” we faced dilemmas regarding reading materials and teaching activities, and collected students' reflections and communications with us, the course professors. Accordingly, the paper explicitly emphasizes our efforts to actively foster a culture of independent learning and a productive learning community by introducing new knowledge and skills. The paper can benefit instructors who design and lead graduate programs for practitioners in any field of practice.
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Opsenica Kostic, Jelena, Damjana Panic, and Milica Mitrovic. "ATTITUDES OF STUDENTS TOWARDS GAMETE DONATION AND BASIC LIFE VALUES." In International Psychological Applications Conference and Trends. inScience Press, 2021. http://dx.doi.org/10.36315/2021inpact048.

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"Gamete donation is a procedure that includes the “reproductive others” in the process of conception. There are numerous dilemmas related to donation while various European countries have different ways of solving them. In the Republic of Serbia, only voluntary gamete donation is allowed, and donors can only be women and men from the general population, or women included in the In vitro fertilization process. The donors remain anonymous to the child which was conceived with their help. Overcoming infertility in this way usually includes building public awareness, especially when it is not a common practice in that society, and work should be done on forming positive attitudes towards the donation. Experience from other countries indicates that sperm donation usually does not represent a problem, but there is greater demand for egg cells than the existing supply, which is an additional reason for studying attitudes and planning appropriate campaigns. In this study, the attitudes of university students (N = 503; 206 young men, 297 young women) towards gamete donation were analyzed, as were the differences in the extent of basic values about acceptance of the donation. We used several questions to determine the attitudes towards donations, including those specially designed for this research and the Schwartz Personal Values Questionnaire (Schwartz, 2002). University students are young people who represent not only potential donors but also the everyday environment of couples who require a donation. As highly educated individuals, they have the potential to be attitude holders. The results have shown generally positive attitudes of the students towards donation. The differences in certain basic values among the participants who support donation were obtained only for the sub-sample of young men: a more pronounced Openness to change and Self-transcendence. The authors present some specific ideas regarding the promotion of gamete donation in general – for example, we believe that in the supporting campaign for donation it would be more appropriate to use Self-transcendence than Openness to change."
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Seredenciuc, Nadia-Laura. "Certainty and Uncertainty in Education - A Contemporary Challenge for Teachers." In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/31.

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This study is a reflection on educational reality based on certainty and uncertainty coordinates. Exploring the significance of the binomial reality, generated by the different degrees of certainty, perceived by the actors involved in teaching, the article proposes a few acting options, in order to develop an appropriate orientation of the teacher training process, in a contemporary society marked by the “certainty of uncertainty”. Embracing the unknown, coping with unfamiliar situations, reflecting constructively on one’s own mistakes, as part of a teacher daily activity, are generated by a genuine positioning towards uncertainty in education, raising it from the status of a problem to the hypostasis of an opportunity. Mapping uncertainty through resilience, building confidence in experiencing doubt, reshaping learning by daring to approach dilemmas and stepping out of inaction can be viewed as valid alternatives in developing a professional self in a changing environment. That claims a rethinking of teacher training in terms of developing abilities for sustaining appropriate responses and a proper understanding of the relationship between certainty and uncertainty in education, having the intention of building quality learning experiences. The concepts of choice and change are about to conquer the ideas of standards and stability in educational context as proofs of a renewed approach in order to delineate core drivers of human development in contemporaneity. That is why rethinking teacher training needs to focus on articulating the reflective practicing with experiencing a constant change, integrating the multiplicity of opportunities in a supportive learning environment for developing a global competence, in order to respond effectively to the contemporary challenges.
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Hu, Shuyue, and Ho-fung Leung. "Do Social Norms Emerge? The Evolution of Agents' Decisions with the Awareness of Social Values under Iterated Prisoner's Dilemma." In 2018 IEEE 12th International Conference on Self-Adaptive and Self-Organizing Systems (SASO). IEEE, 2018. http://dx.doi.org/10.1109/saso.2018.00012.

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Wiggins, Christopher. "Self-service portal solves the forgotten password dilemma." In the ACM SIGUCCS 40th annual conference. New York, New York, USA: ACM Press, 2012. http://dx.doi.org/10.1145/2382456.2382486.

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Huang, Chung-Yuan, Sheng-Wen Wang, and Chuen-Tsai Sun. "Self-Aware Intelligent Agents in the Prisoner's Dilemma." In 2011 International Conference on Future Computer Sciences and Application (ICFCSA). IEEE, 2011. http://dx.doi.org/10.1109/icfcsa.2011.36.

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Kang, Zhao, Youli Kang, and Qingfeng Shi. "Dilemma and Transcendence: Self-Compassion in Epidemic Crisis." In 6th International Conference on Education Reform and Modern Management (ERMM 2021). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210513.121.

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Chen, Xiaojie, Feng Fu, and Long Wang. "Could feedback-based self-learning help solve networked Prisoner's Dilemma?" In 2009 Joint 48th IEEE Conference on Decision and Control (CDC) and 28th Chinese Control Conference (CCC). IEEE, 2009. http://dx.doi.org/10.1109/cdc.2009.5400154.

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Kimmerle, Joachim, and Ulrike Cress. "Group awareness and self-presentation in the information-exchange dilemma." In the 8th iternational conference. Morristown, NJ, USA: Association for Computational Linguistics, 2007. http://dx.doi.org/10.3115/1599600.1599671.

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