Relevant bibliographies by topics / Supporto autonomia

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Academic literature on the topic 'Supporto autonomia'

Author: Grafiati
Published: 9 March 2023
Last updated: 10 March 2023

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Journal articles on the topic "Supporto autonomia"

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Piccinni, Mariassunta, and Francesca Succu. "L'amministrazione di sostegno come strumento di supporto nel passaggio all'età adulta." MINORIGIUSTIZIA, no. 4 (July 2022): 96–105. http://dx.doi.org/10.3280/mg2021-004011.

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Le autrici, individuate le coordinate normative di riferimento e presentati alcuni casi emblematici di ricorso a misure di protezione delle persone prive in tutto o in parte di autonomia nel passaggio dalla minore alla maggiore età, propongono una riflessione sul funzionamento delle misure di protezione, ed in particolare dell'amministrazione di sostegno, come strumenti di partecipazione del minore con disabilità nelle scelte che lo riguardano anche nella delicata fase di transizione verso l'età adulta.
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Inaudi, Silvia. "Welfare und Ernährungssicherheit: Die Unterstützungsprogramme der Amministrazione per gli aiuti internazionali (Aai) von der Nachkriegszeit bis in die 60er Jahre." Quellen und Forschungen aus italienischen Archiven und Bibliotheken 97, no. 1 (December 20, 2017): 63–80. http://dx.doi.org/10.1515/qfiab-2017-0006.

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Riassunto :L’articolo propone una panoramica critica degli interventi socio-assistenziali posti in essere dal dopoguerra alla prima meta degli anni Sessanta dall’Amministrazione per gli aiuti internazionali (Aai): organismo singolare nel panorama assistenziale italiano per le sue caratteristiche di autonomia all’interno del complesso statuale e per la fitta rete di rapporti intessuti a livello internazionale. Sotto la guida del democristiano Lodovico Montini, l’Aai si fece portatrice di istanze di modernizzazione nell’ambito di una visione che intendeva coniugare la tradizione del cattolicesimo sociale con la moderna cultura anglosassone dell’auto-aiuto, e di un modello di Welfare promanante dallo Stato ma rispettoso dell’iniziativa privata. L’attuazione dei suoi programmi, nei quali rilevante fu la focalizzazione sull’infanzia e la gioventu e l’enfasi sull’aspetto pedagogico-formativo, si accompagno al costante supporto della professionalizzazione del personale preposto ai servizi socio-assistenziali. Per il ruolo del tutto peculiare che l’Aai ebbe nel panorama dell’assistenza pubblica italiana, analizzarne la genesi e l’operato significa anche riflettere sulle contraddittorie scelte in materia di intervento sociale da parte del governo italiano nel piu ampio contesto delle intersezioni fra welfare e guerra fredda.
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Inaudi, Silvia. "Welfare und Ernährungssicherheit: Die Unterstützungsprogramme der Amministrazione per gli aiuti internazionali (Aai) von der Nachkriegszeit bis in die 60er Jahre." Quellen und Forschungen aus italienischen Archiven und Bibliotheken 97, no. 1 (March 5, 2018): 63–80. http://dx.doi.org/10.1515/qufiab-2017-0006.

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Riassunto L’articolo propone una panoramica critica degli interventi socio-assistenziali posti in essere dal dopoguerra alla prima metà degli anni Sessanta dall’Amministrazione per gli aiuti internazionali (Aai): organismo singolare nel panorama assistenziale italiano per le sue caratteristiche di autonomia all’interno del complesso statuale e per la fitta rete di rapporti intessuti a livello internazionale. Sotto la guida del democristiano Lodovico Montini, l’Aai si fece portatrice di istanze di modernizzazione nell’ambito di una visione che intendeva coniugare la tradizione del cattolicesimo sociale con la moderna cultura anglosassone dell’auto-aiuto, e di un modello di Welfare promanante dallo Stato ma rispettoso dell’iniziativa privata. L’attuazione dei suoi programmi, nei quali rilevante fu la focalizzazione sull’infanzia e la gioventù e l’enfasi sull’aspetto pedagogico-formativo, si accompagnò al costante supporto della professionalizzazione del personale preposto ai servizi socio-assistenziali. Per il ruolo del tutto peculiare che l’Aai ebbe nel panorama dell’assistenza pubblica italiana, analizzarne la genesi e l’operato significa anche riflettere sulle contraddittorie scelte in materia di intervento sociale da parte del governo italiano nel più ampio contesto delle intersezioni fra welfare e guerra fredda.
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Cassamagnaghi, Silvia. "Il Foster Parents' Plan: l'"invenzione" dell'adozione a distanza e gli esordi dell'attività in Italia." ITALIA CONTEMPORANEA, no. 296 (August 2021): 231–54. http://dx.doi.org/10.3280/ic296-oa2.

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Il Foster Parents' Plan nacque nel 1937, per sostentare i bambini vittime della Guerra civile in Spagna, grazie a un corrispondente di guerra inglese, che ebbe l'idea di creare "legami per-sonali" tra bambini profughi e orfani e i loro benefattori, creando uno dei primissimi esperi-menti di "adozione a distanza". I "genitori adottivi" sostenevano finanziariamente i piccoli e mantenevano contatti con loro, attraverso lo scambio di lettere. Con lo scoppio della Seconda guerra mondiale, il Fpp estese i propri aiuti ai bambini di altri paesi e, alla fine del conflitto, si occupò di migliaia di giovani europei in situazioni di indigenza e disagio. Il Plan approdò stabilmente in Italia solo nel 1947 e le sue prime attività furono rivolte ai fanciulli che si tro-vavano ricoverati presso istituti e che avevano subito gravi menomazioni fisiche a causa della guerra. Per poter trattare i casi più urgenti e avere un contatto diretto con la realtà italiana, si cercò da principio il supporto di enti già presenti sul territorio. Tuttavia, a partire dai primis-simi anni Cinquanta, il Plan cominciò a operare con maggiore autonomia, grazie anche alle sue collaudate capacità organizzative.
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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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DE LA QUINTANA IBÁÑEZ, Ortzi. "Eusko legegileak Toki autonomiaren inguruan egindako apustua: Toki autonomia Euskadiko Toki Erakundeei buruzko apirilaren 7ko 2/2016 Legean." Revista Vasca de Administración Pública / Herri-Arduralaritzarako Euskal Aldizkaria, no. 108 (August 30, 2017): 325–54. http://dx.doi.org/10.47623/ivap-rvap.108.2017.10.

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LABURPENA: Azken urteotan badirudi Toki Autonomia indarra galtzen joan dela beste printzipio batzuekin alderatuz, konkretuki aurrekontu egonkortasun eta finantza-jasangarritasunarekin. Bi printzipio hauek Toki Administrazioaren azkenengo erreformak baldintzatu dituzte. Baina aurreko urteko apirilean Euskadiko Toki Erakundeei buruzko apirilaren 7ko 2/2016 Legea (ETEL) argitaratu zen eta horrekin EAEko toki erakundeen autonomia indartzeko ahalegina egin zen. Lege hau da ahalegin horren produktua, eta horretan Toki Autonomiaren aldeko apustua egin da EAEk duen udal izaera eta garapena kontuan izanda. Gaur egun indarrean jarraitzen duen apustu horren adierazle handiak aurki daitezke legean zehar, Europako Toki Autonomiaren Hitzarmenarekin bat eginez eta udalerrien autonomia indartuz. Lan honetan toki autonomiaren adierazle diren ezaugarriak hartu eta ETELan duten isla aztertzen da. RESUMEN: Parece que en los últimos años la autonomía local ha ido cediendo fuerza en favor de otros principios como son la estabilidad presupuestaria y la sostenibilidad financiera. Estos son los principios que han impulsado las últimas reformas sobre la Administración Local. Pero en abril del año pasado se publicó la Ley 2/2016, de 7 de abril, de Entidades Locales de Euskadi (LILE) y con ella la CAV ha hecho un esfuerzo por impulsar la autonomía municipal. Esta ley es el producto de ese esfuerzo, donde a tenor de la naturaleza y concepción que la CAV tiene del municipio se ha apostado por la autonomía local. A lo largo de la Ley se pueden ver las expresiones de dicha apuesta que hoy día sigue en pie y que refuerza la autonomía local inspirada por la Carta Europea de la Autonomía Local. En este trabajo se van a tratar los indicadores de autonomía local y su reflejo en la LILE. ABSTRACT: It seems that during last years, local autonomy has yielded in favor of other principles as budget stability and financial sustainability. These are the principles that were bolstered by the last amendments on Local Administration. But last april it was published Act 2/2016 from April 7th on Local Entities of Euskadi and with it the Basque Autonomous Community has made and effort to bolster municipal autonomy. This Act is the consequence of that effort where in terms of the nature and conception that the Basque Autonomous community has over municipality, local autonomy has been fostered. Under the Act you can see expressions of that support that to this day stand and strengthen the local autonomy inspired by the European Charter of Local Autonomy. In this work we are going to deal with the local autonomy indicators and its expression within the Act on Local Entities.
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Freire, Gabriel Lucas Morais, Laura Carvalho Ribeiro, Daniel Vicentini de Oliveira, Igor Fabricio dos Santos Oliveira, Lenamar Fiorese, and José Roberto Andrade do Nascimento Junior. "Are the athletes' perceptions of the coach's autonomy support, age and practice time associated with the development of life skills among young athletes?" Cuadernos de Psicología del Deporte 23, no. 1 (January 4, 2023): 79–88. http://dx.doi.org/10.6018/cpd.482411.

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This cross-sectional study investigated if the coach's autonomy support, age and time of practice are associated with the development of life skills among 461 young Brazilians athletes (325 boys and 136 girls) aged between 10–17 years (Mage=15.12, SD=1.44). Data collection was conducted via the Life Skills Scale for Sport (P-LSSS) and Perceived Autonomy Support: Exercise Climate Questionnaire (PASECQ). Data analysis was conducted through independent t test, Pearson’s correlation and Multiple Regression (p<.05). Main results showed that coach´s autonomy support made the largest positive contribution to all eight dimensions (βrange=.07-.19, p<.05) and total life skill (β=.18; p<.001). Age made the largest positive contribution to the dimensions of teamwork, goal setting, leadership and communication (βrange=.11-.19, p<.05) and total life skills (β=.13; p<.01). However, practice time showed no contribution to life skills. This study revealed that coach´s autonomy support and age are associated positively with life skills development among youth athletes. Este estudio transversal investigó el association del apoyo a la autonomía del entrenador, la edad y el tiempo de práctica en el desarrollo de habilidades para la vida entre 461 jóvenes atletas brasileños (325 niños y 136 niñas) de entre 10 y 17 años (Mage = 15,12, SD = 1,44). La recopilación de datos se realizó mediante la Escala de habilidades para la vida para el deporte (P-LSSS) y el Apoyo a la autonomía percibida: Cuestionario de clima de ejercicio (PASECQ). El análisis de los datos se realizó mediante prueba t independiente, correlación de Pearson y regresión múltiple (p <.05). Los resultados principales mostraron que el apoyo a la autonomía del entrenador hizo la mayor contribución positiva a las ocho dimensiones (β rango = .07-.19, p <.05) y la habilidad para la vida total (β = .18; p <.001). La edad hizo la mayor contribución positiva a las dimensiones de trabajo en equipo, establecimiento de metas, liderazgo y comunicación (βrange = .11-.19, p <.05) y habilidades para la vida total (β = .13; p <.01). Sin embargo, el tiempo de práctica no mostró ninguna contribución a las habilidades para la vida. Este estudio reveló que el apoyo a la autonomía del entrenador y la edad son associados positivos del desarrollo de habilidades para la vida entre los atletas jóvenes. Este estudo transversal investigou se o suporte de autonomia do treinador, idade e tempo de prática estão associados ao desenvolvimento de habilidades de vida entre 461 jovens atletas brasileiros (325 meninos e 136 meninas) com idade entre 10-17 anos (M = 15,12, DP = 1,44). A coleta de dados foi realizada por meio da Escala de Habilidades de Vida para o Esporte (P-LSSS) e Suporte à Autonomia Percebida: Questionário de Clima de Exercício (PASECQ). A análise dos dados foi realizada por meio de teste t independente, correlação de Pearson e regressão múltipla (p <0,05). Os principais resultados mostraram que o suporte à autonomia do treinador deu a maior contribuição positiva para todas as oito dimensões (faixa β = .07-.19, p <.05) e habilidade de vida total (β = .18; p <.001). A idade deu a maior contribuição positiva para as dimensões de trabalho em equipe, estabelecimento de metas, liderança e comunicação (βrange = .11-.19, p <.05) e habilidades de vida totais (β = .13; p <.01). No entanto, o tempo de prática não mostrou nenhuma contribuição para as habilidades de vida. Este estudo revelou que o suporte à autonomia do treinador e a idade estão associados positivamente ao desenvolvimento de habilidades para a vida entre jovens atletas.
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Moreno-Murcia, Juan Antonio. "Supported teaching autonomy support. [Enseñanza apoyada en el soporte de autonomía]." RICYDE. Revista internacional de ciencias del deporte 12, no. 43 (January 1, 2016): 2–4. http://dx.doi.org/10.5232/ricyde2016.043ed.

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Assuncao, Luis, Carlos Goncalves, and Jose C. Cunha. "Autonomic Workflow Activities." International Journal of Adaptive, Resilient and Autonomic Systems 5, no. 2 (April 2014): 57–82. http://dx.doi.org/10.4018/ijaras.2014040104.

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Workflows have been successfully applied to express the decomposition of complex scientific applications. This has motivated many initiatives that have been developing scientific workflow tools. However the existing tools still lack adequate support to important aspects namely, decoupling the enactment engine from workflow tasks specification, decentralizing the control of workflow activities, and allowing their tasks to run autonomous in distributed infrastructures, for instance on Clouds. Furthermore many workflow tools only support the execution of Direct Acyclic Graphs (DAG) without the concept of iterations, where activities are executed millions of iterations during long periods of time and supporting dynamic workflow reconfigurations after certain iteration. We present the AWARD (Autonomic Workflow Activities Reconfigurable and Dynamic) model of computation, based on the Process Networks model, where the workflow activities (AWA) are autonomic processes with independent control that can run in parallel on distributed infrastructures, e. g. on Clouds. Each AWA executes a Task developed as a Java class that implements a generic interface allowing end-users to code their applications without concerns for low-level details. The data-driven coordination of AWA interactions is based on a shared tuple space that also enables support to dynamic workflow reconfiguration and monitoring of the execution of workflows. We describe how AWARD supports dynamic reconfiguration and discuss typical workflow reconfiguration scenarios. For evaluation we describe experimental results of AWARD workflow executions in several application scenarios, mapped to a small dedicated cluster and the Amazon (Elastic Computing EC2) Cloud.
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Esteinou, Rosario Esteinou. "Autonomía Adolescente y Apoyo y Control Parental en Familias Indígenas Mexicanas." Revista latinoamericana de Ciencias Sociales, Niñez y Juventud 13, no. 2 (July 31, 2015): 749–66. http://dx.doi.org/10.11600/1692715x.13214230114.

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Dissertations / Theses on the topic "Supporto autonomia"

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NICOLOTTI, MATILDE. "ON BECOMING ONESELF - Autenticità nell’adultità emergente." Doctoral thesis, Università degli Studi di Milano-Bicocca, 2021. http://hdl.handle.net/10281/325879.

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Il presente lavoro di tesi affronta il tema dell’autenticità tra gli adulti emergenti, soffermandosi in particolare sui legami dell’autenticità con lo sviluppo identitario e sul ruolo del contesto familiare di riferimento nel supportare un funzionamento autentico e il benessere dell’individuo. Definire la propria identità è un compito complesso per l’adulto emergente che si trova ad affrontarlo, in particolare nel contesto sociale odierno, caratterizzato da una moltitudine di possibilità identitarie da selezionare e integrare. L’adulto emergente è chiamato a compiere delle scelte e in questo contesto si tratta da un lato di una sfida ricca di stimoli, dall’altro di una fonte di distress non indifferente. La qualità delle domande che guidano l’esplorazione in questa fase, inoltre, porta l’adulto emergente a confrontarsi con la propria conoscenza e consapevolezza di Sé, mettendo in luce il tema dell’autenticità dell’individuo e dell’identità che va costruendosi. Sebbene vi sia un’ampia letteratura teorica e una crescente letteratura empirica relativa al costrutto di autenticità, alla sua definizione e alle sue implicazioni per il benessere della persona, scarsa attenzione è stata dedicata alla relazione tra autenticità e identità, nonostante il forte nesso teorico riscontrabile tra i due costrutti. Muovendo da queste considerazioni, la prima parte del presente elaborato è dedicata al rapporto tra autenticità e identità nell’adulto emergente. Viene dato spazio alla definizione dell’adultità emergente, dei processi di formazione dell’identità e del costrutto di autenticità, a partire dalla sua storia nel pensiero filosofico e psicologico. A seguire, un primo contributo empirico presenta un’analisi dei rapporti tra autenticità e formazione dell’identità nell’adulto emergente e pone a confronto due modalità di analisi degli stessi, evidenziando i potenziali vantaggi di un approccio analitico centrato sulla persona. La seconda parte dell’elaborato volge invece l’attenzione agli elementi del contesto sociale, in particolare del contesto familiare, in grado di supportare uno sviluppo e un funzionamento autentico. La letteratura teorica ed empirica converge infatti nel suggerire che elementi di accettazione incondizionata, supporto all’autonomia e calore nella relazione con i genitori siano fondamentali per lo sviluppo di consapevolezza e autonomia, elementi centrali nella definizione di autenticità, nonché per sostenere il benessere dell’individuo anche nella fase dell’adultità emergente. A seguito dell’esposizione delle principali formulazioni teoriche sull’argomento e dei principali contributi della ricerca in merito, vengono presentati i risultati di due studi empirici. Il primo studio sottopone a verifica empirica il modello che vede l’autenticità come mediatore nella relazione tra dette caratteristiche della relazione con i genitori e il buon adattamento psicologico dell’adulto emergente. Il secondo prende in considerazione diadi di genitori e figli in questa fase dello sviluppo approfondendo i legami tra caratteristiche della relazione, autenticità di genitori e autenticità dei figli e tenendo in considerazione possibili differenze nelle diadi materne e paterne. I risultati degli studi presentati sostengono l’importanza di promuovere un funzionamento autentico, in particolare nella componente relativa alla consapevolezza di Sé, in relazione alla formazione dell’identità degli adulti emergenti. Mettono inoltre in luce la rilevanza di relazioni significative caratterizzate da calore, vicinanza e accettazione a sostegno dell’autenticità dei giovani in questa fase evolutiva e del loro benessere.
The present work takes on the topic of authenticity among emerging adults, reflecting in particular on the ties between authenticity and identity development and on the role of the family context in supporting authentic functioning and individual well-being. Defining one’s identity is a complex task for the emerging adult who faces it, in particular in the modern social context, which is characterized by a multitude of identity possibilities to be selected and integrated. Emerging adults are called to make choices and in this context this is on one hand a stimulating challenge, on the other a source of considerable distress. Moreover, the quality of questions which guide exploration in this phase brings about confrontation with one’s knowledge and awareness of one’s own Self, highlighting matters of authenticity of the individual and of the identity that is being built. Although there is broad theoretical literature and growing empirical studies on the concept of authenticity, its definition and its implications for personal well-being, scarce attention has been dedicated to the relationship between authenticity and identity, despite the strong theoretical link between the two constructs. Moving from these considerations, the first part of the present work is dedicated to the relationship between authenticity and identity in emerging adults. The concepts of emerging adulthood, identity formation and authenticity are defined thoroughly, the latter starting from its history in philosophical and psychological thinking. Following, a first empirical study presents an analysis of the connections between authenticity and identity formation in emerging adulthood and confronts two different analytical approaches, underlining potential advantages of a person centered statistical approach. The second part of the essay turns its attention towards the elements of the social context, particularly the family context, able to support an authentic development and functioning. Indeed, theoretical and empirical literature converge in suggesting that elements of unconditional acceptance, autonomy support and warmth in the relationships with one’s parents are fundamental for the development of awareness and autonomy, central elements in the definition of authenticity, as well as for sustaining individual well-being also in emerging adulthood. Following an exposition of the main theoretical formulations and empirical contributes on the subject, the results of two empirical studies are presented. The first study verifies the goodness of a model which sees authenticity as a mediator in the relationship between the aforesaid characteristics of the relationship with parents and god psychological adjustment in emerging adult children. The second study considers dyads formed by parents and emerging adult children and it focuses on the links between characteristics of the relationship, parents’ authenticity and children’s authenticity, taking into account possible differences in maternal and paternal dyads. Results of presented works highlight importance of promoting an authentic functioning, especially in the component relative to one’s Self awareness, relative to identity formation in emerging adults. They also underline the relevance of significative relationships characterized by warmth, closeness and acceptance to sustain authenticity and well-being of youth in this developmental phase.
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Van, Waardhuizen Sarah Nicole. "Perceptions of administrative autonomy-support and teacher autonomy-support in music education." Diss., University of Iowa, 2018. https://ir.uiowa.edu/etd/6319.

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Autonomous learning is defined as an individual being actively engaged in the learning process to further his or her own interests and pleasure (Evans, 2016). This study measured music educators’ self-reported perceptions of autonomy-support provided by their principal and music educators’ self-reported perceptions of the autonomy-support they offered to their students. Bonneville-Roussy, Lavigne, and Vallerand (2011), Bonneville-Roussy, Vallerand, and Bouffard (2013), and Evans (2015) researched autonomous learning in music teaching and learning. They suggested music educators need to create a learning environment where students are motivated to learn for their own interests, pleasure, and passion for music. Autonomous learning research has focused not only on the autonomous learning of the students, but on the support offered by the teacher to motivate the autonomous learning (Reeve, 1998). Reeve (2009) defined autonomy-supportive teaching as “the interpersonal sentiment and behavior teachers provide to identify, nurture, and develop students’ inner motivational resources” (p. 159). Building from that definition, Deci and Ryan (2016) asserted through autonomy-supportive efforts in the classroom, a student will be “moved to act” in the motivational process (Ryan, 2016; Ryan & Deci, 2016). Autonomy-supportive teaching centers on the careful alignment of the teacher’s motivating action with student needs. For this study, current music educator participants (N = 295) took an online survey that included demographic information, the Work Climate Questionnaire-Schools (Baard, Deci, & Ryan, 2004; adapted for schools with permission), and the Situations in Schools Questionnaire (Aelterman et al., 2017; used with permission from J. Reeve, 2016). Descriptive statistical analysis, correlation analysis, MANOVA, and ANOVA resulted in no significant differences in the correlation analysis between Work Climate Questionnaire – School and Situations in Schools – Controlling-Teaching or Work Climate Questionnaire – School and Situations in Schools – Autonomy-Support. There was significant negative correlation between Situations in Schools – Controlling-Teaching and Situations in Schools – Autonomy-Support, r (293) = -.160, p < .01, one-tailed. The MANOVA design indicated a main effect for area taught by level taught by highest education attained, Өᵢ = 0.031, F (2, 276) = 4.26, p = .015. There was a statistically significant difference between highest education level attained and the Situations in Schools – Controlling-Teaching Scale, F (1, 290) = 4.923, p < .05. The negative relationship between controlling-teaching and autonomy-supportive teaching promotes the relevance for the newly established Situations in Schools (Aelterman et al., 2017) measurement tool. The data suggest music educators who possess graduate degrees tend to utilize less controlling-teaching practices. Future research in undergraduate teacher training and professional development in autonomy-supportive teaching could enhance the development of teachers-in-training and current music educators.
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Broto, Laurent. "Support langage et système pour l'administration autonome." Phd thesis, Université Paul Sabatier - Toulouse III, 2008. http://tel.archives-ouvertes.fr/tel-00524704.

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Les environnements logiciels distribués sont de plus en plus complexes et difficiles à administrer car ils sont composés d'applications patrimoniales avec des interfaces d'administration spécifiques. De plus, les tâches d'administration menées par un humain sont sujettes à erreur et à un manque de réactivité. Ceci est particulièrement visible sur les architectures moyennement ou grandement distribuées. Pour résoudre ce problème, nous étudions la conception et l'implantation d'un système d'administration autonome. Le principe est d'encapsuler un morceau de logiciel patrimonial dans un composant puis d'administrer l'architecture patrimoniale comme une architecture à composant. Cependant, nous avons observé que les interfaces d'un modèle à composant sont de trop bas niveau et difficiles à utiliser. Nous introduisons donc des formalismes de haut niveau pour spécifier le déploiement et les politiques de reconfiguration. Cette thèse décrit ces contributions qui sont intégrées dans un prototype de système autonome baptisé TUNe.
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Iachini, Aidyn Lorraine. "Factors Influencing the Provision of Autonomy-Support." The Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=osu1218218875.

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Miseldine, Philip L. "Language support for process-oriented programming of autonomic software systems." Thesis, Liverpool John Moores University, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.439065.

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Vasisht, Vikas R. "Architectural support for autonomic protection against stealth by rootkit exploits." Thesis, Atlanta, Ga. : Georgia Institute of Technology, 2008. http://hdl.handle.net/1853/26618.

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Thesis (M. S.)--Electrical and Computer Engineering, Georgia Institute of Technology, 2009.
Committee Chair: Lee, Hsien-Hsin; Committee Member: Blough, Douglas; Committee Member: Copeland, John. Part of the SMARTech Electronic Thesis and Dissertation Collection.
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Almeida, Thomas Augusto Ferreira de. "Fundações de apoio - regime jurídico - autonomia universitária." Pontifícia Universidade Católica de São Paulo, 2013. https://tede2.pucsp.br/handle/handle/6183.

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This work intends to elaborate an analysis of the legal treatment about the support foundations of the Federal Institutions of Higher Education (IFES), highlighting its unique conformation among the entities of the Third Sector. It will be demonstrated his special approach to the legal public regime resulted from recent legislative changes introduced by Law No. 12,349, of 15/12/2010, which significantly changed the law of the support foundations, Law No. 8958 of 20/12/1994. The origin of the support foundations will be contextualized within the constant design of the government seeking in private entities the flexibility of administrative management for implementation of the tasks assigned to it. This runway to the private legal regime, sharply occurred after the 1990s by the introduction of management administration as government policy, will be addressed from the perspective of the federal public universities and university autonomy in administrative, financial and patrimonial aspects. The dependence between the support foundations and IFES supported and the usefulness of its partnerships especially in university extension activities will also be the subject of reflection in this work. We will develop our study from the history of public universities and the growth of the Third Sector after the 1990s, going to the evolution of the legislative associated with the precedents of the Court of Audit in Brazil (Tribunal de Contas da União). At the end, will be examined the vulnerabilities and strengths of the current legal arrangement provided by law for the relationship between support foundations and IFES supported
Pretendemos, com este trabalho, elaborar uma análise do regime jurídico das fundações de apoio às Instituições Federais de Ensino Superior (IFES), com destaque para sua singular conformação dentre os entes do Terceiro Setor. Será evidenciada sua especial aproximação ao regime jurídico público decorrente das recentes alterações legislativas promovidas pela Lei nº 12.349, de 15/12/2010, que modificaram significativamente o marco legal das fundações de apoio, a Lei nº 8.958, de 20/12/1994. A origem das fundações de apoio será contextualizada dentro do constante desígnio da Administração Pública em buscar nas entidades de direito privado a flexibilidade de gestão administrativa para execução das tarefas a que está incumbida. Esta fuga para o direito privado, acentuada após os anos 1990 pela introdução da administração gerencial como política de governo, será abordada sob a perspectiva das universidades públicas federais e a autonomia universitária de gestão administrativa, financeira e patrimonial. A dependência entre as fundações de apoio e as IFES apoiadas e a utilidade de suas parcerias especialmente nas atividades de extensão universitária também serão objeto de reflexão deste trabalho. Desenvolveremos nosso estudo a partir da história das universidades públicas e do crescimento do Terceiro Setor após os anos 1990, passando ao regime jurídico das fundações associado à evolução legislativa do tema e sua relação com a jurisprudência do Tribunal de Contas da União. Ao final, serão examinadas as vulnerabilidades e potencialidades do atual arranjo jurídico previsto em lei para o relacionamento entre fundações de apoio e IFES apoiadas
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Ludwig, Natália Costa. "Reconhecimento e percepção de suporte organizacional: um estudo entre trabalhadores dos serviços compartilhados regional Norte e Nordeste da Petrobras." Escola de Administração da Universidade Federal da Bahia, 2013. http://repositorio.ufba.br/ri/handle/ri/17339.

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Este trabalho foi desenvolvido com o propósito de investigar as práticas de Reconhecimento e o nível de Reconhecimento e de Percepção de Suporte Organizacional dos empregados da unidade Serviços Compartilhados Regional Norte e Nordeste da Petrobras. Para tanto, realizou-se uma pesquisa descritiva e aplicada, valendo-se de metodologias quantitativas. A amostra da pesquisa foi composta por 342 empregados, aos quais foi aplicado um questionário elaborado a partir de práticas de Reconhecimento identificadas através de Mendonça, 2002; Nelson, 2007; Almeida, 2008 e Ventrice, 2009, da escala de Prazer-Sofrimento no Trabalho - Fator Reconhecimento (Mendes, 1999) e da escala Percepção de Suporte Organizacional (Brandão, 2009). Os dados obtidos foram analisados por meio dos softwares Excel e SPSS versão 20. Foi realizada análise fatorial e verificada consistência interna através do indicador de Alpha de Cronbach. Também foi realizado cálculo de estatística dos dados como média, desvio-padrão, favorabilidade e correlação (coeficiente de correlação de Pearson) entre o constructo fator Reconhecimento e as dimensões do constructo Percepção de Suporte Organizacional. Identificou-se como práticas de reconhecimento mais valorizadas pelos trabalhadores que responderam a pesquisa: respeito do superior imediato, elogio escrito e divulgado na gerência, autonomia para tomada de decisão, aprovação, apoio e feedback de superiores. O nível de Reconhecimento foi alto e a percepção de suporte organizacional moderada. Em relação às correlações, identificaram-se correlações positivas entre a variável reconhecimento e os fatores Gestão de Desempenho e prática de Promoção, Suporte Material ao Desempenho e Remuneração. Para o fator carga de trabalho a correlação não se apresentou significativa. Diante dos resultados obtidos, foi possível elaborar algumas sugestões para fortalecer a cultura de Reconhecimento na unidade e desta forma, alavancar o nível de percepção de suporte organizacional. This work was developed with the aim to investigate Recognition practices and the level of workers at the unity Serviços Compartilhados Regional RNNE about Recognition and Perceived Organization Support. To this end, we carried out a descriptive and applied study, drawing on quantitative methodologies. The search sample consisted of 342 workers, for which a questionnaire was developed from a model of recognition practices identified by Mendonça, 2008; Nelson, 2007; Almeida, 2008 and Ventrice, 2009, from Pleasure-Suffering scale (Mendes, 1999) and from Perceived Organization Support scale (Brandão, 2009). The data were analyzed using Excel software and SPSS version 20. Did factorial analysis and verified the internal consistence by Alpha of Cronbach indicator. The statistical calculation data was done as an average, standard deviation, favorability and correlation (Pearson´s correlation coefficient) between the Recognition factor construct and the Perceived Organization Support dimensions construct. We have identified like as recognition practices most valued by workers who responded to the survey: respect of the immediate superior, praise written and published in management, autonomy for decision making, approval, support and feedback from superiors. The level of recognition was high and perceived organizational support moderate. Regarding positive correlations were identified between recognition variable and Performance Management and Practice of Promotion, Material Support to Performance and Payment factors. The factor Workload correlation did not prove to be significant. Based on these results, we can make some suggestions to strengthen the culture of recognition in the unit and thus enhance the level of perceived organizational support.
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Wisniewski, Tierney. "Role redefinition as autonomy support : a narrative inquiry." Thesis, University of British Columbia, 2017. http://hdl.handle.net/2429/63387.

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Self-determination theory (SDT) is a well-established theory of motivation that posits that we grow optimally to the degree to which our contexts afford us autonomy support, the collective term for the ways in which others afford us opportunities to satisfy our basic psychological needs for autonomy, relatedness, and competence. Although Ryan and Niemiec (2009) suggest that self-determination theory can be “critical and liberating,” I trouble their assertion, making use of literature on student voice, student-faculty learning partnerships, and radical collegiality, and propose that redefining the student role is an essential form of autonomy support if we wish to follow through on SDT’s liberating possibilities. To that end, I undertook a narrative inquiry into five students’ experiences of transformation through role redefinition in a set of non-traditional university courses. Participants described their experiences and relationships with peers and instructors before, during, and after this set of courses. A thematic analysis revealed that students experienced their post-secondary courses as largely controlling, with concomitant negative effects on their engagement and well-being, while they experienced these non-traditional courses as highly autonomy-supportive, with concomitant positive effects. Analysis also revealed that students underwent two transformative processes: an incremental process of integration and a more epochal process of role redefinition. This latter process in particular was fostered through persistent messages that students’ educations belonged to them, through de-emphasis on the instructor-student hierarchy, and through being supported through their struggles with transformation. Once students redefined their roles, they took more responsibility for their peers’ well-being, offered them autonomy support, and engaged more agentically in other courses by expressing themselves more, taking more risks, and even standing up to and defying miseducative instructors on their own and their peers’ behalves. They came to perceive themselves as agents of change not only in their institutions, but also in other arenas, following through on the critical and liberating potential of SDT that Ryan and Niemiec had envisioned. This study has broad implications for how educators engage with students and how our institutions are structured, as well as how SDT research is conducted, if we wish to capitalize on this potential.
Education, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
Graduate
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Nadler, Dustin Ryan. "AUTONOMY SUPPORT: MODERATING STEREOTYPE THREAT IN AFRICAN AMERICAN STUDENTS." OpenSIUC, 2011. https://opensiuc.lib.siu.edu/theses/757.

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This study examined the role of autonomy support (AS) in the relationship between stereotype threat (ST) and performance on a subset of the Raven's Standard Progressive Matrices (RSPM) using a 2 x 2 factorial design. It was hypothesized that: 1. There would be significantly fewer correct answers in ST conditions compared to non-ST conditions, 2. There would be a significantly higher number of correct answers in AS conditions compared to non-AS conditions, 3.The relationship between ST conditions and performance would be moderated by AS conditions 206 African American college students from a mid-sized Midwestern university participated in the study. Performance, measured by the overall number of correct items answered from a set of 14 problems from the RSPM and also difficult and easy subsets of these problems, was the dependent variable and participants also completed a survey. Participants in ST conditions performed better than those in non-ST conditions. There was no difference in performance for participants in AS and non-AS conditions. High academic identified participants in AS conditions performed significantly better than similar participants in non-AS conditions on all items. Low academic identified participants in ST conditions performed better than those in non-ST conditions, only on easy items. These results provide information on the role of AS and item difficulty in stereotype threat situations.
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Books on the topic "Supporto autonomia"

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McCluskey, Thomas Leo, Apostolos Kotsialos, Jörg P. Müller, Franziska Klügl, Omer Rana, and René Schumann, eds. Autonomic Road Transport Support Systems. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-25808-9.

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Sadkovich, James J. Italian support for Croatian separatism, 1927-1937. New York: Garland, 1987.

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Wallace, Janice S. Publications of the NASA Controlled Ecological Life Support Systems (CELSS) Program, 1979-1989. [Washington, D.C.]: National Aeronautics and Space Administration, Office of Management, Scientific and Technical Information Division, 1990.

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The independence of urban Hispanic elderly: The growing need for social support networks. New York: Garland Pub., 1998.

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United States. President (1989-1993 : Bush). Independence for the Baltic States: Message from the President of the United States transmitting a report on U.S. government actions in support of the peaceful restoration of independence for the Baltic States, pursuant to Public Law 101-309, (104 Stat. 265). Washington: U.S. G.P.O., 1991.

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Fleischner, Justine. Homebound security: Migrant support for improved public safety in conflict-prone settings : a report of the CSIS post-conflict reconstruction project, October 2009. Washington, D.C: Center for Strategic and International Studies (CSIS), 2009.

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Fleischner, Justine. Homebound security: Migrant support for improved public safety in conflict-prone settings : a report of the CSIS post-conflict reconstruction project, October 2009. Washington, D.C: Center for Strategic and International Studies (CSIS), 2009.

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Fleischner, Justine. Homebound security: Migrant support for improved public safety in conflict-prone settings : a report of the CSIS post-conflict reconstruction project, October 2009. Washington, D.C: Center for Strategic and International Studies (CSIS), 2009.

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A resolution expressing the sense of the Congress in opposition to the government of Pakistan's support for armed incursion into Jammu and Kashmir, India: Markup before the Subcommittee on Asia and the Pacific of the Committee on International Relations, House of Representatives, One Hundred Sixth Congress, first session, on H. Res. 227, July 1, 1999. Washington: U.S. G.P.O., 1999.

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A, Parks Jennifer, and Waymack Mark H, eds. Ethics, aging, and society: The critical turn. New York, NY: Springer Pub. Co., 2011.

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Book chapters on the topic "Supporto autonomia"

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de Pereira, Ana Paula Almeida. "Support with Autonomy." In Cultural Diversity in Neuropsychological Assessment, 438–53. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003051862-59.

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McCluskey, Thomas Leo, Apostolos Kotsialos, Jörg P. Müller, Franziska Klügl, Omer F. Rana, and René Schumann. "Autonomic Road Transport Support Systems: An Introduction." In Autonomic Road Transport Support Systems, 1–11. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-25808-9_1.

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Schaefer, Martin, Jiří Vokřínek, Daniele Pinotti, and Fabio Tango. "Multi-Agent Traffic Simulation for Development and Validation of Autonomic Car-to-Car Systems." In Autonomic Road Transport Support Systems, 165–80. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-25808-9_10.

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Schumann, René. "Performance Maintenance of ARTS Systems." In Autonomic Road Transport Support Systems, 181–95. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-25808-9_11.

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Gregurić, Martin, Edouard Ivanjko, and Sadko Mandžuka. "Learning-Based Control Algorithm for Ramp Metering." In Autonomic Road Transport Support Systems, 197–213. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-25808-9_12.

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Kouvelas, Anastasios, Diamantis Manolis, Elias Kosmatopoulos, Ioannis Papamichail, and Markos Papageorgiou. "An Autonomic Methodology for Embedding Self-tuning Competence in Online Traffic Control Systems." In Autonomic Road Transport Support Systems, 215–32. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-25808-9_13.

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Marmaras, Charalampos, Erotokritos Xydas, Liana M. Cipcigan, Omer Rana, and Franziska Klügl. "Electric Vehicles in Road Transport and Electric Power Networks." In Autonomic Road Transport Support Systems, 233–52. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-25808-9_14.

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Kosonen, Iisakki, and Xiaoliang Ma. "Traffic Signal Control with Autonomic Features." In Autonomic Road Transport Support Systems, 253–67. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-25808-9_15.

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García, Javier, Álvaro Torralba, José E. Florez, Daniel Borrajo, Carlos Linares López, and Ángel García-Olaya. "TIMIPLAN: A Tool for Transportation Tasks." In Autonomic Road Transport Support Systems, 269–85. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-25808-9_16.

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Prades-Farrón, Miguel, Luis A. García, and Vicente R. Tomás. "Applying the PAUSETA Protocol in Traffic Management Plans." In Autonomic Road Transport Support Systems, 287–302. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-25808-9_17.

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Conference papers on the topic "Supporto autonomia"

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Quyen, Thach Thi. "Teacher and Peer Supports on EFL Learners’ Autonomy." In The 4th Conference on Language Teaching and Learning. AIJR Publisher, 2022. http://dx.doi.org/10.21467/proceedings.132.6.

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The role of teacher and peer autonomy support place great importance on boosting learners' autonomy. Meanwhile, the first agent enables students to gain the feeling of acceptance and confidence, the second one supports them to deal with challenging tasks. This current research was carried out to dip into such social agents on learners’ autonomy with three main objectives. The purpose of this study is to dip into such social agents on learners’ autonomy with three main objectives. Firstly, the role of teacher autonomy support was examined. Secondly, the role of peer autonomy support was also investigated. Lastly, the role from which side more important in enhancing EFL learners' autonomy was analyzed. A survey through distributing a questionnaire was used to collect data of 58 adolescent participants from three classes, whose age ranges from 12 to 15 years old and whose English level is intermediate in a language center in Binh Tan District, Ho Chi Minh City. The findings revealed that both social supports played a significant role in promoting EFL learners' autonomy. However, teacher autonomy support appeared to be more important than the other. Such roles were deeply acknowledged, as teachers, we can provide students with necessary supports by applying different teaching practices or supplying suitable materials. Cultural aspects and psychological development stages need to be taken into teachers’ consideration to understand students’ behaviours in the classroom. Moreover, the role of peer is also vital to promote learners’ autonomy, which partly makes mixed ability groups become a suitable way in the class discussion.
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Sato, Yuta, and Yasushi Kambayashi. "A rehabilitation-through-photographing support system for muscular dystrophy patients." In Intelligent Human Systems Integration (IHSI 2023) Integrating People and Intelligent Systems. AHFE International, 2023. http://dx.doi.org/10.54941/ahfe1002827.

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We propose a system that helps patients of the Duchenne muscular dystrophy to take photos as a part of rehabilitations. Duchenne muscular dystrophy is a progressive disease. The disease makes it difficult for patients to walk as their muscles contract and their muscles progressively lose strength.Since the condition of the progresses of the disease and the experience of daily life is different from each other for variety of patients, it is important for caregiver to pay attention not only to physical functions but also to psychological aspects of the patients. Rehabilitation should be based on a holistic perspective. However, functional training tends to focus too much on physical function recovery. Thus, rehabilitation has paid little consideration to the psychological aspect. To alleviate this problem and foster a sense of self-affirmation, we designed and implemented a rehabilitation system that addresses the psychological aspects of Duchenne muscular dystrophy patients by having them act autonomic in rehabilitation. Research scientists of nursing have found that the two factors of "self-initiated subject search" and "photography based on internal evaluation criteria" are important for the quality of life of patients as well as their rehabilitations. The two factors, "subject search" and "acting based on internal evaluation criteria" bring positive psychological effects to the patients through the autonomy of the photographing. In order to elucidate the neural basis of the positive psychological effects mediated by autonomy, we used functional magnetic resonance imaging to investigate the effects of photography on the psychological mal-adjustment patients brought about by the autonomic actions. In other words, the neural basis behind the positive psychological effect of the act of photography was demonstrated. It is conceivable that the process of taking photographs, i.e., the actions of searching for a subject and pressing the shutter, can improve the psychological stability of patients with muscular dystrophy. The two actions have a combined psychological effect due to the autonomy of the action-takers. On the psychological side, patients with Duchenne muscular dystrophy can expand their range of activities for photography and develop curiosity and ambition by taking photos by his own will and force, in contrast to doing monotonic functional training. Taking photos by their own muscle help their psychological well-being as well as rehabilitate their arm and hand muscles. In addition, our system provides semi-automatic management of photos to reduce the burden on caregivers. The system consists of a device that is attached on the user’s wheelchairs to assist taking photos and an application software to send the photos to caregivers. In order to adapt to the muscular dystrophy patients that have weak muscle, we employed a home video game console controller to manipulate the camera in order to press the shutter button. We designed this device easy to use for muscular dystrophy patients to change the directions and angles of the camera and to capture the subject with their weak muscle forces. In order to demonstrate the effectiveness of our system, we have conduct experiences of the system and succeeded to obtain favorable outcome.
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Pinheiro, Wallace A., Marcelino C. O. Silva, Ricardo Barros, Geraldo Xexeo, and Jano de Souza. "Autonomic collaborative RSS: An implementation of autonomic data using data killing patterns." In 2009 13th International Conference on Computer Supported Cooperative Work in Design. IEEE, 2009. http://dx.doi.org/10.1109/cscwd.2009.4968107.

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da Silva, Ricardo Tadeu, Jano Moreira de Souza, and Jonice Oliveira. "Autonomic analysis of social networks." In 2011 15th International Conference on Computer Supported Cooperative Work in Design (CSCWD). IEEE, 2011. http://dx.doi.org/10.1109/cscwd.2011.5960120.

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"Student Autonomy in Online Learning." In 5th International Conference on Computer Supported Education. SciTePress - Science and and Technology Publications, 2013. http://dx.doi.org/10.5220/0004353102290233.

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CHAIKA, Galina. "AN INDIVIDUAL’S PSYCHOLOGICAL AUTONOMY AND WARM RELATIONS WITH OTHERS AND THEIR INFLUENCE ON THE FEELING OF HAPPINESS." In Happiness And Contemporary Society : Conference Proceedings Volume. SPOLOM, 2021. http://dx.doi.org/10.31108/7.2021.12.

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Autonomy and positive relationships with others are two factors that influence people’s belief that they have a choice and are able to choose their life path based on own goals, beliefs and values, and, in addition, they are able and want to interact flexibly with the social environment, and this is what supports their psychological well-being. The thesis demonstrates that there are some personal traits that support both personal autonomy and the ability to create and maintain positive relationships with other people. That is, these needs are not mutually exclusive, but rather complement each other, making a person's life pain colourful and multifaceted. It is clear that not only autonomy in actions and deeds and not only positive relationships are the key to happiness. Happiness is a complex phenomenon that depends on many factors, both external and internal, but experienced autonomy and positive relationships are its components. KEY WORDS: autonomy, positive relationships with others, psychological wellbeing, happiness.
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Simpson, Bob, Christopher Rouff, Joe Roberts, and Gary Edwards. "An Autonomic System for Close Air Support." In 2009 Sixth IEEE Conference and Workshops on Engineering of Autonomic and Autonomous Systems (EASe 2009). IEEE, 2009. http://dx.doi.org/10.1109/ease.2009.10.

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Niehorster, Oliver, Alexander Krieger, Jens Simon, and Andre Brinkmann. "Autonomic Resource Management with Support Vector Machines." In 2011 12th IEEE/ACM International Conference on Grid Computing (GRID). IEEE, 2011. http://dx.doi.org/10.1109/grid.2011.28.

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Baumgarten, Matthias, Kieran Greer, Maurice Mulvenna, Kevin Curran, and Chris Nugent. "Utilizing Stigmergy in Support of Autonomic Principles." In Third International Conference on Semantics, Knowledge and Grid (SKG 2007). IEEE, 2007. http://dx.doi.org/10.1109/skg.2007.291.

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Baumgarten, Matthias, Kieran Greer, Maurice Mulvenna, Kevin Curran, and Chris Nugent. "Utilizing Stigmergy in Support of Autonomic Principles." In Third International Conference on Semantics, Knowledge and Grid (SKG 2007). IEEE, 2007. http://dx.doi.org/10.1109/skg.2007.70.

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Reports on the topic "Supporto autonomia"

1

Lumia, Ronald, and James S. Albus. An architecture to support teleoperation and autonomy. Gaithersburg, MD: error:, January 1987. http://dx.doi.org/10.6028/nbs.ir.87-3609.

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Smith, Gary M., J. B. Schroeder, Sergio A. Navarro, and Douglas G. Haldeman. Development of an Integrated Diagnostic Strategy to Support Autonomic Logistics,. Fort Belvoir, VA: Defense Technical Information Center, January 1999. http://dx.doi.org/10.21236/ada369785.

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Konaev, Margarita, Husanjot Chahal, Ryan Fedasiuk, Tina Huang, and Ilya Rahkovsky. U.S. Military Investments in Autonomy and AI: A Budgetary Assessment. Center for Security and Emerging Technology, October 2020. http://dx.doi.org/10.51593/20200069.

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The Pentagon has a wide range of research and development programs using autonomy and AI in unmanned vehicles and systems, information processing, decision support, targeting functions, and other areas. This policy brief delves into the details of DOD’s science and technology program to assess trends in funding, key areas of focus, and gaps in investment that could stymie the development and fielding of AI systems in operational settings.
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Dancis, Julia. The Role of Teacher Autonomy Support Across the Transition to Middle School: Its Components, Reach, and Developmental Effects. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6611.

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Rarasati, Niken, and Rezanti Putri Pramana. Giving Schools and Teachers Autonomy in Teacher Professional Development Under a Medium-Capability Education System. Research on Improving Systems of Education (RISE), January 2023. http://dx.doi.org/10.35489/bsg-rise-ri_2023/050.

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A mature teacher who continuously seeks improvement should be recognised as a professional who has autonomy in conducting their job and has the autonomy to engage in a professional community of practice (Hyslop-Margison and Sears, 2010). In other words, teachers’ engagement in professional development activities should be driven by their own determination rather than extrinsic sources of motivation. In this context, teachers’ self-determination can be defined as a feeling of connectedness with their own aspirations or personal values, confidence in their ability to master new skills, and a sense of autonomy in planning their own professional development path (Stupnisky et al., 2018; Eyal and Roth, 2011; Ryan and Deci, 2000). Previous studies have shown the advantages of providing teachers with autonomy to determine personal and professional improvement. Bergmark (2020) found that giving teachers the opportunity to identify areas of improvement based on teaching experience expanded the ways they think and understand themselves as teachers and how they can improve their teaching. Teachers who plan their own improvement showed a higher level of curiosity in learning and trying out new things. Bergmark (2020) also shows that a continuous cycle of reflection and teaching improvement allows teachers to recognise that the perfect lesson does not exist. Hence, continuous reflection and improvement are needed to shape the lesson to meet various classroom contexts. Moreover, Cheon et al. (2018) found that increased teacher autonomy led to greater teaching efficacy and a greater tendency to adopt intrinsic (relative to extrinsic) instructional goals. In developed countries, teacher autonomy is present and has become part of teachers’ professional life and schools’ development plans. In Finland, for example, the government is responsible for providing resources and services that schools request, while school development and teachers’ professional learning are integrated into a day-to-day “experiment” performed collaboratively by teachers and principals (Niemi, 2015). This kind of experience gives teachers a sense of mastery and boosts their determination to continuously learn (Ryan and Deci, 2000). In low-performing countries, distributing autonomy of education quality improvement to schools and teachers negatively correlates with the countries’ education outcomes (Hanushek et al., 2011). This study also suggests that education outcome accountability and teacher capacity are necessary to ensure the provision of autonomy to improve education quality. However, to have teachers who can meet dynamic educational challenges through continuous learning, de Klerk & Barnett (2020) suggest that developing countries include programmes that could nurture teachers’ agency to learn in addition to the regular content and pedagogical-focused teacher training materials. Giving autonomy to teachers can be challenging in an environment where accountability or performance is measured by narrow considerations (teacher exam score, administrative completion, etc.). As is the case in Jakarta, the capital city of Indonesia, teachers tend to attend training to meet performance evaluation administrative criteria rather than to address specific professional development needs (Dymoke and Harrison, 2006). Generally, the focus of the training relies on what the government believes will benefit their teaching workforce. Teacher professional development (TPD) is merely an assignment for Jakarta teachers. Most teachers attend the training only to obtain attendance certificates that can be credited towards their additional performance allowance. Consequently, those teachers will only reproduce teaching practices that they have experienced or observed from their seniors. As in other similar professional development systems, improvement in teaching quality at schools is less likely to happen (Hargreaves, 2000). Most of the trainings were led by external experts or academics who did not interact with teachers on a day-to-day basis. This approach to professional development represents a top-down mechanism where teacher training was designed independently from teaching context and therefore appears to be overly abstract, unpractical, and not useful for teachers (Timperley, 2011). Moreover, the lack of relevancy between teacher training and teaching practice leads to teachers’ low ownership of the professional development process (Bergmark, 2020). More broadly, in the Jakarta education system, especially the public school system, autonomy was never given to schools and teachers prior to establishing the new TPD system in 2021. The system employed a top-down relationship between the local education agency, teacher training centres, principals, and teachers. Professional development plans were usually motivated by a low teacher competency score or budgeted teacher professional development programme. Guided by the scores, the training centres organised training that could address knowledge areas that most of Jakarta's teachers lack. In many cases, to fulfil the quota as planned in the budget, the local education agency and the training centres would instruct principals to assign two teachers to certain training without knowing their needs. Realizing that the system was not functioning, Jakarta’s local education agency decided to create a reform that gives more autonomy toward schools and teachers in determining teacher professional development plan. The new system has been piloted since November 2021. To maintain the balance between administrative evaluation and addressing professional development needs, the new initiative highlights the key role played by head teachers or principals. This is based on assumption that principals who have the opportunity to observe teaching practice closely could help teachers reflect and develop their professionalism. (Dymoke and Harrison, 2006). As explained by the professional development case in Finland, leadership and collegial collaboration are also critical to shaping a school culture that could support the development of professional autonomy. The collective energies among teachers and the principal will also direct the teacher toward improving teaching, learning, and caring for students and parents (Hyslop-Margison and Sears, 2010; Hargreaves, 2000). Thus, the new TPD system in Jakarta adopts the feature of collegial collaboration. This is considered as imperative in Jakarta where teachers used to be controlled and join a professional development activity due to external forces. Learning autonomy did not exist within themselves. Hence, teachers need a leader who can turn the "professional development regulation" into a culture at schools. The process will shape teachers to do professional development quite autonomously (Deci et al., 2001). In this case, a controlling leadership style will hinder teachers’ autonomous motivation. Instead, principals should articulate a clear vision, consider teachers' individual needs and aspirations, inspire, and support professional development activities (Eyal and Roth, 2011). This can also be called creating a professional culture at schools (Fullan, 1996). In this Note, we aim to understand how the schools and teachers respond to the new teacher professional development system. We compare experience and motivation of different characteristics of teachers.
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6

Cuello, Hugo, Alex Glennie, and Nyangala Zolho. Innovation Agencies in Latin America and the Caribbean: A Characterization of the RELAI Network. Inter-American Development Bank, November 2022. http://dx.doi.org/10.18235/0004574.

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This report considers the ways in which innovation agencies are currently operating across Latin America and the Caribbean. The analysis is focused on the Latin American Network of Innovation Agencies (RELAI), which is an association that brings together the main national and regional innovation agencies in the region. Although this is a study of the institutions that are members of RELAI, the insights and recommendations are intended to be useful to other innovation agencies across the region and worldwide. This research revealed six key factors that are significant in shaping an innovation agency's role in its system: harmonized ecosystem, institutional safeguards, learning culture, autonomy and influence, skills and talent, and networks and reach. This report considers each factor, offering a general framework to help agencies assess where they are in relation to each area and suggesting ideas for action to support the development of agency capabilities and preparedness for future challenges.
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Duong, Bich-Hang, and Joan DeJaeghere. From Student-Centered to Competency-Based Reform: Exploring Teachers’ Perspective of Meaningful Participation. Research on Improving Systems of Education (RISE), February 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/089.

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Student-centered pedagogy has been widely advocated in many contexts with student active participation in learning being a central element. Vietnam has adopted innovative pedagogies including child-centered and competency-based teaching to further active learning and develop students’ full potential. This study explores Vietnamese teachers’ views about student participation and teaching roles as they implement these progressive reforms. It also examines pedagogical practices that teachers planned to use and actually employed to support student learning through meaningful participation. Drawing on qualitative analysis of interviews and classroom observations conducted over three years with 47 secondary-level literature teachers throughout Vietnam, we found that student participation as expected by teachers broadly falls into three categories: participation as attention; participation as contribution and collaboration; and participation as autonomy and engagement. Each of these modes characterizes what teachers’ envision of students’ overall engagement, but these modes coexisted in the data in classroom practices. Our analysis shows how ‘hybrid pedagogy,’ a mix of teacher-directed and student-centered approaches, was most used to support students’ active contribution and collaboration. This research contributes to the literature on student-centered learning and student participation in transitional contexts, highlighting the complex processes of how teachers perceive and enact these pedagogical reforms.
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Rolufs, Angela, Amelia Trout, Kevin Palmer, Clark Boriack, Bryan Brilhart, and Annette Stumpf. Integration of autonomous electric transport vehicles into a tactical microgrid : final report. Engineer Research and Development Center (U.S.), September 2021. http://dx.doi.org/10.21079/11681/42007.

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The objective of the Autonomous Transport Innovation (ATI) technical research program is to investigate current gaps and challenges and develop solutions to integrate emerging electric transport vehicles, vehicle autonomy, vehicle-to-grid (V2G) charging and microgrid technologies with military legacy equipment. The ATI research area objectives are to: identify unique military requirements for autonomous transportation technologies; identify currently available technologies that can be adopted for military applications and validate the suitability of these technologies to close need gaps; identify research and operational tests for autonomous transport vehicles; investigate requirements for testing and demonstrating of bidirectional-vehicle charging within a tactical environment; develop requirements for a sensored, living laboratory that will be used to assess the performance of autonomous innovations; and integrate open standards to promote interoperability and broad-platform compatibility. This final report summarizes the team’s research, which resulted in an approach to develop a sensored, living laboratory with operational testing capability to assess the safety, utility, interoperability, and resiliency of autonomous electric transport and V2G technologies in a tactical microgrid. The living laboratory will support research and assessment of emerging technologies and determine the prospect for implementation in defense transport operations and contingency base energy resilience.
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Rolufs, Angela, Amelia Trout, Kevin Palmer, Clark Boriack, Bryan Brilhart, and Annette Stumpf. Autonomous Transport Innovation (ATI) : integration of autonomous electric vehicles into a tactical microgrid. Engineer Research and Development Center (U.S.), September 2021. http://dx.doi.org/10.21079/11681/42160.

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The objective of the Autonomous Transport Innovation (ATI) technical research program is to investigate current gaps and challenges then develop solutions to integrate emerging electric transport vehicles, vehicle autonomy, vehicle-to-grid (V2G) charging and microgrid technologies with military legacy equipment. The ATI research area objectives are to: identify unique military requirements for autonomous transportation technologies; identify currently available technologies that can be adopted for military applications and validate the suitability of these technologies to close need gaps; identify research and operational tests for autonomous transport vehicles; investigate requirements for testing and demonstrating of bidirectional vehicle charging within a tactical environment; develop requirements for a sensored, living laboratory that will be used to assess the performance of autonomous innovations; and integrate open standards to promote interoperability and broad-platform compatibility. The research performed resulted in an approach to develop a sensored, living laboratory with operational testing capability to assess the safety, utility, interoperability, and resiliency of autonomous electric transport and V2G technologies in a tactical microgrid. The living laboratory will support research and assessment of emerging technologies and determine the prospect for implementation in defense transport operations and contingency base energy resilience.
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Aránguiz Villagrán, Matías. Abierta configuration options Auditoría algorítmica para sistemas de toma o soporte de decisiones. Inter-American Development Bank, March 2022. http://dx.doi.org/10.18235/0004154.

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Un sistema automatizado de toma o soporte de decisiones (ADS por las siglas en inglés de Automated Decision Support) es un sistema computacional que puede, para un determinado conjunto de objetivos definidos por seres humanos, hacer predicciones y recomendaciones o tomar decisiones que inciden en entornos reales o virtuales. Estos sistemas están diseñados para operar con diversos grados de autonomía. Durante los últimos años, los ADS han crecido exponencialmente en número y ámbitos de aplicación. En la actualidad, cada vez interactuamos con una mayor cantidad de ADS, a menudo sin que nos percatemos de ello. Sin embargo, la falta de conciencia acerca de su uso no reduce los riesgos sociales, en caso de que estos sistemas estén mal diseñados o se hayan creado sin tomar las precauciones necesarias. Esta guía buscar servir de instrumento que ayude a tomar conciencia sobre las implicaciones y consecuencias que conlleva la puesta en marcha de sistemas automatizados en la toma o soporte de las decisiones que afectan las vidas de las personas. Si bien las auditorías se han convertido en un componente fundamental en el campo cada vez más extenso de la gobernanza algorítmica, por sí solas no son suficientes para mitigar los impactos de la implementación y ejecución de un sistema; en esencia constituyen un proceso mediante el cual se determina el cumplimiento de ciertos estándares. Con todo, las auditorías sí desempeñan un papel indispensable en materia de evaluación de impacto y de consecución y disponibilidad de información, tanto en el ámbito de la entidad misma, como en el de los organismos reguladores, así como para los afectados potenciales y para la sociedad en su conjunto.
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