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1
Ligthart, Sjors, Tijs Kooijmans, Thomas Douglas, and Gerben Meynen. "Closed-Loop Brain Devices in Offender Rehabilitation: Autonomy, Human Rights, and Accountability." Cambridge Quarterly of Healthcare Ethics 30, no. 4 (October 2021): 669–80. http://dx.doi.org/10.1017/s0963180121000141.
Повний текст джерелаАнотація:
AbstractThe current debate on closed-loop brain devices (CBDs) mainly focuses on their use in a medical context; possible criminal justice applications have only received incidental scholarly attention. Unlike in medicine, in criminal justice, CBDs might be offered on behalf of the State and for the purpose of protecting security, rather than realizing healthcare aims. It would be possible to deploy CBDs in the rehabilitation of convicted offenders, similarly to the much-debated possibility of employing other brain interventions in this context. Although such use of CBDs could in principle be consensual, there are significant differences between the choice faced by a criminal offender offered a CBD in the context of criminal justice, and that faced by a patient offered a CBD in an ordinary healthcare context. Employment of CBDs in criminal justice thus raises ethical and legal intricacies not raised by healthcare applications. This paper examines some of these issues under three heads: autonomy, human rights, and accountability.
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Cohen, Chelsea Blackburn. "World-Class Universities and Institutional Autonomy in China." International Higher Education, no. 99 (September 17, 2019): 26–28. http://dx.doi.org/10.6017/ihe.2019.99.11669.
Повний текст джерелаАнотація:
With the release of Scholars at Risk’s (SAR’s) Obstacles to Excellence: Academic Freedom and China’s Quest for World-Class Universities, institutional autonomy ascends to the fore. In China’s pursuit to transform its institutions into world-class universities, global rankings have offered metrics to purported advancement but too often lack consideration of academic freedom and institutional autonomy, permitting only a shrinking space for vital questions as China applies enormous effort to impose control while seeking the status of a world-class knowledge producer.
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Hanssen, Ingrid. "An Intercultural Nursing Perspective on Autonomy." Nursing Ethics 11, no. 1 (January 2004): 28–41. http://dx.doi.org/10.1191/0969733004ne664oa.
Повний текст джерелаАнотація:
This article is based on an empirical study regarding ethical challenges in intercultural nursing. The focus is on autonomy and disclosure. Autonomy is a human capacity that has become an important ethical principle in nursing. Although the relationship between autonomy and patients’ possibly harmful choices is discussed, the focus is on ‘forced’ autonomy. Nurses seem to equate respect with autonomy; it seems to be hard to cope with the fact that there are patients who voluntarily undergo treatment but who actively participate neither in the treatment offered nor in making choices regarding that treatment. Nurses’ demand for patients to be autonomous may in some cases jeopardize the respect, integrity and human worth that the ethical principle of autonomy is meant to ensure. Even though respect for a person’s autonomy is also respect for the person, one’s respect for the person in question should not depend on his or her capacity or aptitude to act autonomously. Is autonomy necessarily a universal ethical principle? This article negates this question and, through the issues of culture, individualism versus collectivism, first- and second- order autonomy, communication and the use of family interpreters, and respect, an attempt is made to explain why.
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Gilbert, G., and M. Sutherland. "The paradox of managing autonomy and control: An exploratory study." South African Journal of Business Management 44, no. 1 (March 30, 2013): 1–14. http://dx.doi.org/10.4102/sajbm.v44i1.144.
Повний текст джерелаАнотація:
Managers are frequently offered conflicting advice as to how to increase organisational success. One of these complex dilemmas is whether to grant employees autonomy, which may lead to self-management and empowerment or alternatively, exercise control which may enable managers to retain a well-focussed and goal driven workforce. This research focuses on the key factors that influence the various combinations of autonomy and control and their respective outcomes. Qualitative exploratory research was conducted using in-depth interviews with 16 leading South African management and Human Resource experts to uncover their insights regarding this dilemma. The findings suggest that combinations of autonomy and control can co-exist. Management are able to create environments with high levels of autonomy whilst simultaneously retaining high levels of monitoring and oversight when the management control is indirect. It was found that the seemingly contradictory practices of autonomy versus control are a paradox, not a dilemma. Seventeen factors were identified that influence the different levels of autonomy and control in organisations.
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Yuliantini, Linda. "Measuring the Autonomy of Female Family Heads in Savings and Loans Activities at a Microfinance Institution." Jurnal Perempuan 23, no. 4 (November 30, 2018): 215. http://dx.doi.org/10.34309/jp.v23i4.272.
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<p>It is important to study the autonomy of women's autonomy, because it is relational, multidimensional and influences the lives of women, especially regarding actions and decision-making in all aspects of their lives. This research explores the autonomy of female household heads (PEKKA) in savings and loan activities at a microfinance institution both individually and collectively. Pekka's individual autonomy is seen in the context of power through <em>power within</em>, <em>power to</em>, and <em>power over</em>, while collective autonomy is in line with the <em>power with</em> concept offered by Linda Mayoux. This study uses a qualitative approach with a female perspective. Data collection was conducted through in-depth interviews with five subjects that were selected purposively. The results showed that participation in savings and credit activities increased the autonomy of individual female heads of household more significantly compared to collective autonomy in groups.</p><p> </p>
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Alrashidi, Oqab. "Exploring Learner Autonomy: Secondary School EFL Teachers’ Beliefs and Practices in the Saudi Context." World Journal of English Language 12, no. 8 (October 5, 2022): 97. http://dx.doi.org/10.5430/wjel.v12n8p97.
Повний текст джерелаАнотація:
Learner autonomy is considered one of the fundamental factors leading to success in foreign language learning. This research study explored 76 Saudi secondary school EFL teachers’ beliefs and reported practices of learner autonomy. The English Language Teachers’ Beliefs about Learner Autonomy Questionnaire (Borg & Al-Busaidi, 2012a) was employed as the data collection tool. The results indicated that the teachers had positive perceptions of various features of learner autonomy. The findings also showed that while most teachers positively desired to implement learner autonomy principles in their teaching, they were less optimistic about the feasibility of developing these principles in practice. In addition, most of the teachers indicated that they offered their students opportunities to promote learner autonomy. However, the majority of the teachers did not view their students as autonomous. They identified four main factors that contributed to their perceptions of a lack of learner autonomy in their students: lack of motivation, students’ low proficiency in English, students’ overdependence on their teachers, and limited time allocated for teaching the syllabus.
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Blackburn Cohen, Chelsea. "World-Class Universities and Institutional Autonomy in China." International Higher Education, no. 99 (September 24, 2019): 26–28. http://dx.doi.org/10.6017/ihe.2019.99.11699.
Повний текст джерелаАнотація:
With the release of Scholars at Risk’s (SAR’s) Obstacles to Excellence: Academic Freedom and China’s Quest for World-Class Universities, institutional autonomy ascends to the fore. In China’s pursuit to transform its institutions into world-class universities, global rankings have offered metrics to purported advancement but too often lack consideration of academic freedom and institutional autonomy, permitting only a shrinking space for vital questions as China applies enormous effort to impose control while seeking the status of a world-class knowledge producer.
This article is based on a Scholars at Risk’s report entitled Obstacles to Excellence: Academic Freedom and China’s Quest for World-Class Universities, available on SAR’s website at https://www.scholarsatrisk.org/.
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Roper, Jack. "Take Control." Industrial Vehicle Technology International 29, no. 1 (March 2021): 22–30. http://dx.doi.org/10.12968/s1471-115x(23)70212-2.
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REMOTE CONTROL IS EVOLVING, FROM A NICHE AFTERMARKET ADD-ON FOR LIMITED APPLICATIONS SUCH AS MINING, TO A FUNCTION INCREASINGLY OFFERED AS A STANDARD UPGRADE BY MAJOR OEMS, FOR USE IN CONSTRUCTION AND BEYOND, POINTING THE WAY TO FULL AUTONOMY
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Alpa, Guido. "Party Autonomy and Choice of Law Applicable to Domestic Contracts." European Business Law Review 25, Issue 5 (October 1, 2014): 605–21. http://dx.doi.org/10.54648/eulr2014028.
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Until some years ago the principle of sovereignty prevailed over the principle of freedom of contract and the parties, whether they had the same citizenship, could not choose a foreign law applicable to their transaction. A broad interpretation of Regulation Rome I leads to a more liberal choice. In this contribution the Author explores the boundaries of freedom of choice and tries to envisage the opportunities offered to the parties by a comparative perspective of legal systems.
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Scott, P. Anne, Maritta Välimäki, Helena Leino-Kilpi, Theo Dassen, Maria Gasull, Chryssoula Lemonidou, Marianne Arndt, Anja Schopp, Riitta Suhonen, and Anne Kaljonen. "Perceptions of Autonomy in the Care of Elderly People in Five European Countries." Nursing Ethics 10, no. 1 (January 2003): 28–38. http://dx.doi.org/10.1191/0969733003ne572oa.
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The focus of this article is perceptions of elderly patients and nurses regarding patients’ autonomy in nursing practice. Autonomy is empirically defined as having two components: information received/given as a prerequisite and decision making as the action. The results indicated differences between staff and patient perceptions of patient autonomy for both components in all five countries in which this survey was conducted. There were also differences between countries in the perceptions of patients and nurses regarding the frequency with which patients received information from nursing staff or were offered opportunities to make decisions. This is the second of a set of five articles published together in this issue of Nursing Ethics in which the results of this comparative research project are presented.
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Álvarez, María Sol, Isabel Balaguer, Isabel Castillo, and Joan L. Duda. "Coach Autonomy Support and Quality of Sport Engagement in Young Soccer Players." Spanish journal of psychology 12, no. 1 (May 2009): 138–48. http://dx.doi.org/10.1017/s1138741600001554.
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Based on the self-determination theory (Ryan & Deci, 2000), this study tested a model of the assumed sequential relationships between perceived autonomy support, psychological need satisfaction, self-determined motivation, and enjoyment/boredom. The hypothesized mediational roles of psychological need satisfaction and self-determined motivation were also studied. In a sample of 370 young male soccer players, path analysis results offered support for the proposed model. Total mediation was supported in the case of the psychological need satisfaction in the relationship between autonomy support and self-determined motivation, and partial mediation for self-determined motivation in the links between psychological need satisfaction and enjoyment (positive) and boredom (negative). Implications of autonomy-supportive behaviors provided by coaches for the quality of sport involvement among young athletes are discussed.
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Duong, Tham My, and Sirithorn Seepho. "Implementing a Portfolio-based Learner Autonomy Development Model in an EFL Writing Course." Suranaree Journal of Social Science 11, no. 1 (December 6, 2022): 29–46. http://dx.doi.org/10.55766/nreu9610.
Повний текст джерелаАнотація:
Learner autonomy is believed to play a leading role in life-long learning; as a result, a myriad of studies have been conducted to discover tools to promote learner autonomy (e.g., blogs, Facebook, web 2.0, learning contracts, etc.). Nevertheless, the effects of a portfolio on promoting learner autonomy have not been explored much. This paper endeavored to investigate whether or not learner autonomy was developed with the implementation of the portfolio-based learner autonomy development (PLAD) model in an EFL writing course. Regarding research methodology, both qualitative and quantitative data were collected from a questionnaire with closed-ended and open-ended items and reflection logs kept in portfolios. For data analysis, the quantitative data were analyzed through descriptive statistics and inferential statistics, whereas qualitative data were analyzed through content analysis. The findings showed the development of learner autonomy after the course in which a portfolio was employed as a learning tool. In particular, the participants were aware of learner autonomy and felt positive about autonomous learning tasks, especially writing reflection. Self-assessment, however, was the most challenging task which they encountered because of lack of confidence and experience. In addition, it was evident that the participants could choose learning materials when they were offered freedom and rights to do this task.
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Mijares, Víctor M. "Paradox of Autonomy: explaining flaws in South American security regionalism." Estudos Internacionais: revista de relações internacionais da PUC Minas 8, no. 1 (April 24, 2020): 89–106. http://dx.doi.org/10.5752/p.2317-773x.2020v8n1p89-106.
Повний текст джерелаАнотація:
This article addresses the South American difficulties in the consolidation of regional security mechanisms, developing an analytical model called the “paradox of autonomy.” This model was developed through the application of inductive and deductive methodological criteria, based on the observation of recent historical reality, in order to attain generalizable lessons from a relevant case for South American international relations. Also using rational analytical approaches that allow their construction within the framework of rational action problems. From the observation on the emergence and performance of the South American Defense Council, it was identified that the allowing conditions for a novel mechanism of regional (collective) autonomy for security, paradoxically offered opportunities for the exercise of national (individual) autonomy. The article concludes that, although the conditions for the paradox of autonomy are difficult to overcome in cases of security regionalism initiatives, there are possibilities to do so. The key would be in less ambitious institutional designs that recognize the inherent difficulties for institutional regional security cooperation in South America.
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Umeukeje, Ebele M., Rabia Osman, Arie L. Nettles, Kenneth A. Wallston, and Kerri L. Cavanaugh. "Provider Attitudes and Support of Patients’ Autonomy for Phosphate Binder Medication Adherence in ESRD." Journal of Patient Experience 7, no. 5 (November 19, 2019): 708–12. http://dx.doi.org/10.1177/2374373519883502.
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This cross-sectional study of 56 dialysis providers from 3 dialysis clinics examined providers’ attitudes and perception of autonomy support for patients’ medication adherence behaviors. Respondents completed surveys assessing attitudes and perception of autonomy support. Compared to all other provider types, physicians and nurse practitioners (MD/NP) thought it was “less true” that phosphate binder medications are very important for dialysis patients (MD/NP vs others: 5.1 [1.4] vs 6.1 [1.1]; P = 0.02). More dialysis technicians (19%) offered the highest level of support. Attitudes and perception of autonomy support for medication adherence are suboptimal, vary by dialysis provider type, and are targets for quality improvement in dialysis care. This study addresses critical gap in existing knowledge about these two novel provider-based psychosocial factors and their potential impact on phosphate binder medication adherence.
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Sommarström, Kaarina, Elena Oikkonen, and Timo Pihkala. "The School and the Teacher Autonomy in the Implementing Process of Entrepreneurship Education Curricula." Education Sciences 11, no. 5 (May 3, 2021): 215. http://dx.doi.org/10.3390/educsci11050215.
Повний текст джерелаАнотація:
The purpose of this study was to examine the utilization of the opportunities offered by teacher and school autonomy in entrepreneurship education with companies involved. The research question was: How do schools and teachers use their autonomy in the implementation of entrepreneurship education? This research question was complemented by two additional research questions that were: How does teacher autonomy benefit the implementation of entrepreneurship education? and How do teachers want to utilize autonomy in teaching? This qualitative study used content analyses and the data were collected via semi-structured interviews, with a total of 35 people from 23 schools in Finland. The findings show that school and teacher autonomy brought excellent results in implementing entrepreneurship education and, in these cases, the message of the curriculum worked as fuel for the activities carried out by the school and the teachers. At the same time, some groups of schools and teachers disregarded the message of the curriculum for a set of reasons. Hence, the educational authorities nationally and locally need to consider the balance between autonomy and the core curriculum and weigh the pros and cons of the situation. The study suggests further research on teachers’ perceptions of the relationship between the curricula expectations and implementation of entrepreneurship education.
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Ahn, Jiseon, and Ki-Joon Back. "The role of autonomy, competence and relatedness." International Journal of Contemporary Hospitality Management 31, no. 1 (January 14, 2019): 87–104. http://dx.doi.org/10.1108/ijchm-01-2018-0088.
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PurposeThis study aims to apply the perspective of self-determination theory to investigate the effects of needs satisfaction on customers’ emotional bond and perceived fit with the integrated resort brand.Design/methodology/approachTo provide empirical evidence, this study uses an online survey analyzed with structural equation modeling.FindingsThe results suggest how integrated resort experiences enhance the needs satisfaction for autonomy, competence and relatedness, and that customers are likely to have an attachment and compatibility with the brand. This study also documents that strong attachments and compatibility are predictive of behavioral intention.Research limitations/implicationsThis study provides a theoretical perspective through self-determination theory for explaining how needs satisfaction impacts customers’ brand-related attitude, which can be used to guide future studies. Insights from this research will be used to design and evaluate customers’ experience in tourism and hospitality industry.Originality/valueAlthough the concept of needs satisfaction has studied on the employees’ behavior, a scarcity of research has been offered to explain customers’ behavior. Thus, this study makes a significant contribution to the hospitality and tourism research by testing the needs satisfaction as an antecedent of customers’ brand-related behavior.
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Cameron, Ailsa, Pauline Allen, Lorraine Williams, Mary Alison Durand, Will Bartlett, Virginie Perotin, and Andrew Hutchings. "Increasing autonomy in publically owned services." Journal of Health Organization and Management 29, no. 6 (September 21, 2015): 778–94. http://dx.doi.org/10.1108/jhom-06-2014-0098.
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Purpose – The purpose of this paper is to explore government efforts to enhance the autonomy of community health services (CHS) in England through the creation of Foundation Trusts status. It considers why some CHS elected to become nascent Community Foundation Trusts (CFTs) while others had not and what advantages they thought increased levels of autonomy offered. Design/methodology/approach – Data are drawn from the evaluation of the Department of Health’s CFT pilot programme. Participants were purposively selected from pilot sites, as well as from comparator non-pilot organisations. A total of 44 staff from 14 organisations were interviewed. Findings – The data reveals that regardless of the different pathways that organisations were on, they all shared the same goal, a desire for greater autonomy, but specifically within the NHS. Additionally, irrespective of their organisational form most organisations were considering an almost identical set of initiatives as a means to improve service delivery and productivity. Research limitations/implications – Despite the expectations of policy makers no CFTs were established during the course of the study, so it is not possible to find out what the effect of such changes were. Nevertheless, the authors were able to investigate the attitudes of all the providers of CHS to the plans to increase their managerial autonomy, whether simply by separating from PCTs or by becoming CFTs. Originality/value – As no CFTs have yet been formed, this study provides the only evidence to date about increasing autonomy for CHS in England.
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Baranovskaya, Tatiana, and Valentina Shaforostova. "Learner Autonomy through Role Plays in English Language Teaching." Journal of Language and Education 4, no. 4 (December 31, 2018): 8–19. http://dx.doi.org/10.17323/2411-7390-2018-4-4-8-19.
Повний текст джерелаАнотація:
Nowadays, learner autonomy is considered to be a multidimensional and diversified concept. A number of scientists have found support for the importance of learner autonomy but there is little empirical research on using different strategies for promoting and evaluating students’ autonomy. Accordingly, in order to become better language learners, students should plan, implement, and evaluate their own learning. This study aims at fostering and evaluating students’ autonomy by scaffolding their speaking practices through role plays in an English for Special Purposes (ESP) course. The research suggests that role-play strategies should help students develop their autonomy in acquiring ESP speaking skills. The study argues that developing autonomy is an efficient way to improve students’ performance in ESP speaking skills as it provides them with relevant scaffolding. This article provides theoretical grounding for autonomy. The entry-level and post-study speaking scores (IELTS test) are compared across experimental and control groups. A class-based training course of ESP speaking was offered in an institutional setting to 38 (15 male, 23 female) second-year students at a national research university in Russia. A special questionnaire was developed to assess learner autonomy in ESP speaking, which proved that role play promoted learner autonomy and encouraged students to master ESP speaking skills. The results of the study indicate that students who were developing their speaking skills via role play performed significantly better than their peers in the control group. The level of their English language competence improved. The role plays in the ESP speaking course proved to be a viable and productive teaching strategy for fostering autonomy among students.
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Hang, Bui Thi Thuy, Amrita Kaur, and Arun Patil. "Impacts of School Administration Autonomy Support on Students' Learning Motivation and Intentions to Drop out of Vocational School." International Journal of Quality Assurance in Engineering and Technology Education 4, no. 2 (April 2015): 1–12. http://dx.doi.org/10.4018/ijqaete.2015040101.
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This paper presents the results of a study on the impacts of school administration autonomy support on students` learning motivation and their intentions to persist in versus drop out of vocational school. The data was collected from 209 students of the industrial vocational college of Hanoi through self-reported questionnaires assessing school administration autonomy support, academic motivation and intentions to persist versus drop out. Students reported the college staff respected them, offered them opportunities, provided choices, and adequate and detailed information. This style of administration predicted students` self-determined learning motivation. Results from linear regression analysis reported that learning motivation predicted their intentions to stay in school. Conversely, amotivation predicted their intentions to quit school. However no relationship could be established between the school administration autonomy support and students` dropout or persistence intentions. The implications are discussed for school managers and administrators.
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Sliwka, Dirk. "Trust as a Signal of a Social Norm and the Hidden Costs of Incentive Schemes." American Economic Review 97, no. 3 (May 1, 2007): 999–1012. http://dx.doi.org/10.1257/aer.97.3.999.
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An explanation for motivation crowding-out phenomena is developed in a social preferences framework. Besides selfish and fair or altruistic types, a third type of agent is introduced. These “conformists” have social preferences if they believe that sufficiently many of the others do as well. When there is asymmetric information about the distribution of preferences (the “social norm”), the incentive scheme offered or autonomy granted can reveal a principal's beliefs about that norm. High-powered incentives may crowd out motivation as pessimism about the norm is conveyed. But by choosing fixed wages or granting autonomy, trust in a favorable norm may be signaled. (JEL D64, D82, J41, Z13)
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Glass, Sandra Rubin. "Markets & Myths: Autonomy in Public & Private Schools." education policy analysis archives 5 (January 6, 1997): 1. http://dx.doi.org/10.14507/epaa.v5n1.1997.
Повний текст джерелаАнотація:
School choice is the most controversial education policy issue of the 1990s. John Chubb and Terry Moe's Politics, Markets and America's Schools stimulated this investigation. They concluded that teacher and administrator autonomy was the most important influence on student achievement. They assumed that the organization of private schools offered greater autonomy resulting in higher student achievement and that the bureaucracy of public schools stifles autonomy limiting student achievement. The research undertaken here elaborates, elucidates, and fills in the framework of teacher and principal autonomy in public and private secondary schools. Interviews of more than thirty teachers and administrators in six high schools, observations, field notes, and analysis of documents collected in the field form the empirical base of this work. The sites included three private, independent, nondenominational secondary schools which are college preparatory and three public secondary schools noted for high graduation rates and offering numerous advanced placement courses.The feelings expressed by both public and private school participants in this study testify to equally high degrees of autonomy. Issues that emerged from data analysis in this study which mitigate and shape autonomy include the following: conflicting and contradictory demands, shared beliefs, layers of protection, a system of laws, funding constraints and matters of size of the institution. These issues challenge oversimplified assertions that differences of any importance exist between the autonomy experienced by professionals in public and private high schools. This study reveals the complexity of the concept of autonomy and challenges the myth that teachers and principals in private schools enjoy autonomy and freedom from democratic bureaucracy that their public school counterparts do not.
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STANCIU, CEZAR. "Autonomy and Ideology: Brezhnev, Ceauşescu and the World Communist Movement." Contemporary European History 23, no. 1 (January 6, 2014): 115–34. http://dx.doi.org/10.1017/s0960777313000532.
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AbstractOne of Leonid Brezhnev's primary goals when he acceded to party leadership in the Soviet Union was to restore Moscow's control over the world communist movement, severely undermined by the Sino-Soviet dispute. Nicolae Ceauşescu of Romania was determined to prevent this, in order to consolidate his country's autonomy in the Communist bloc. The Sino-Soviet dispute offered the political and ideological framework for autonomy, as the Romanian Communists claimed their neutrality in the dispute. This article describes Ceauşescu's efforts to sabotage Brezhnev's attempts to have China condemned by an international meeting of Communist parties between 1967 and 1969. His basic ideological argument was that unity of world communism should have a polycentric meaning.
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Budroni, Paolo. "About Open Science and Autonomy of Science." Data Intelligence 3, no. 1 (February 2021): 52–63. http://dx.doi.org/10.1162/dint_a_00077.
Повний текст джерелаАнотація:
This article invites us to a concise walk through the past, offering insights defined by the major challenges science encountered during the centuries. Some lessons for today and tomorrow are enumerated in the three sections of the article, and they go beyond the relatively few perspectives offered by today's Data Science: Open Science (OS) is what has always happened and is nothing new, because science has always sought to be open. Esthetical values played a relevant role in the past. Former scientists recognized the intrinsic relation between the way they opened science and the way they followed the principles of beauty and the sense of esthetic. Their groundbreaking heritage still inspires us in being ready to open new ways in science. Whereas Latin was the original lingua franca of European science, and English is the recent lingua franca, the new lingua franca is software. Pieces of software are the filter, which connect researchers to the world, through layers of data. They assist in observing, in choosing, and in selecting. Open scientists should be aware of the fact that their autonomy in science depends on the quality of these pieces. Another lesson is that ethics—regarded as a source of innovative activities—must be a core component of innovative processes in OS, because society needs a responsible use of data and algorithms in corresponding practices that serve OS.
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Maharmeh, Mahmoud. "Understanding critical care nurses’ autonomy in Jordan." Leadership in Health Services 30, no. 4 (October 2, 2017): 432–42. http://dx.doi.org/10.1108/lhs-10-2016-0047.
Повний текст джерелаАнотація:
Purpose The aim of this study was to describe Jordanian critical care nurses’ experiences of autonomy in their clinical practice. Design/methodology/approach A descriptive correlational design was applied using a self-reported cross-sectional survey. A total of 110 registered nurses who met the eligibility criteria participated in this study. The data were collected by a structured questionnaire. Findings A majority of critical care nurses were autonomous in their decision-making and participation in decisions to take action in their clinical settings. Also, they were independent to develop their own knowledge. The study identified that their autonomy in action and acquired knowledge were influenced by a number of factors such as gender and area of practice. Practical implications Nurse’s autonomy could be increased if nurses are made aware of the current level of autonomy and explore new ways to increase empowerment. This could be offered through classroom lectures that concentrate on the concept of autonomy and its implication in practice. Nurses should demonstrate autonomous nursing care at the same time in the clinical practice. This could be done through collaboration between educators and clinical practice to help merge theory to practice. Originality/value Critical care nurses were more autonomous in action and knowledge base. This may negatively affect the quality of patient care and nurses’ job satisfaction. Therefore, improving nurses’ clinical decision-making autonomy could be done by the support of both hospital administrators and nurses themselves.
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Hašková, Alena, and Miriam Bitterová. "SCHOOL AUTONOMY AND SCHOOL LEADERSHIP: CASE STUDY OF SCHOOL OPERATION IN SLOVAKIA." Problems of Education in the 21st Century 76, no. 3 (June 15, 2018): 299–308. http://dx.doi.org/10.33225/pec/18.76.299.
Повний текст джерелаАнотація:
During as near as three decades after the political changes in Slovakia its system of education has undergone many reforms. As an integral part of them have been changes regarding school autonomy as it influences quality of education. To achieve an optimal model of autonomy offered to schools is very difficult, as appropriate level of autonomy is dependent on time and social conditions. To improve democratic participation of primary and secondary school leaders in Slovakia, a research aimed at assessment of the current state of the level of school autonomy was carried out. The research data were obtained from a questionnaire survey, the respondents of which were 93 headmasters and deputy headmasters. These school leaders assessed the power they (the schools) have in five fields, namely in the fields of school activity in the whole, school curricula matters, school financing and budgeting, staff recruitment, selection, employing and sacking, administrative and operational management. The assessment they give once with respect to the level in which to them given autonomy matches the tasks and problems they have to cope with, and the second time with respect to their opinion where the scope of the autonomy should be changed. Although the school leaders assessed the level of the powers they are given in a positive way, as average or broader, they still feel a need to have a broader scope of the powers and responsibilities, mainly in the field of financing and budgeting. Keywords: power extension, school autonomy, school deliberation, school leaders.
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Eberle, Claudia, Stefanie Stichling, and Maxine Löhnert. "Diabetology 4.0: Scoping Review of Novel Insights and Possibilities Offered by Digitalization." Journal of Medical Internet Research 23, no. 3 (March 24, 2021): e23475. http://dx.doi.org/10.2196/23475.
Повний текст джерелаАнотація:
Background The increasing prevalence of diabetes mellitus and associated morbidity worldwide justifies the need to create new approaches and strategies for diabetes therapy. Therefore, the ongoing digitalization offers novel opportunities in this field. Objective The aim of this study is to provide an updated overview of available technologies, possibilities, and novel insights into diabetes therapy 4.0. Methods A scoping review was carried out, and a literature search was performed using electronic databases (MEDLINE [PubMed], Cochrane Library, Embase, CINAHL, and Web of Science). The results were categorized according to the type of technology presented. Results Different types of technology (eg, glucose monitoring systems, insulin pens, insulin pumps, closed-loop systems, mobile health apps, telemedicine, and electronic medical records) may help to improve diabetes treatment. These improvements primarily affect glycemic control. However, they may also help in increasing the autonomy and quality of life of people who are diagnosed with diabetes mellitus. Conclusions Diabetes technologies have developed rapidly over the last few years and offer novel insights into diabetes therapy and a chance to improve and individualize diabetes treatment. Challenges that need to be addressed in the following years relate to data security, interoperability, and the development of standards.
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Pap, Zselyke, Delia Vîrgă, Guy Notelaers, and Laurențiu Maricuțoiu. "A multilevel model of job insecurity and engagement." Journal of Managerial Psychology 35, no. 7/8 (September 14, 2020): 529–41. http://dx.doi.org/10.1108/jmp-02-2020-0089.
Повний текст джерелаАнотація:
PurposeThe purpose of this current study was to investigate the moderating effect of autonomy (individual-level job resource) and social supportive climate (group-level job resource) on the negative relationship between job insecurity and work engagement.Design/methodology/approachCross-sectional data were gathered and analyzed using hierarchical linear modeling from 3,812 participants nested in 116 work units.FindingsA significant interaction between job insecurity and autonomy offered support for the buffering hypothesis of autonomy. Hypotheses regarding both the direct and the buffering effect of social supportive climate were also supported, suggesting that shared perceptions of a supportive environment can reduce the negative impact of job insecurity on work engagement.Practical implicationsFocus on unit climate can aid practitioners in designing interventions that take into account the effects, and make use of resources that are shared in the work-group.Originality/valueThis study extends the job demands-resources theory, showing that resources exist not only at the level of the individual but also a group-level phenomenon, and interact with demands across levels.
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Boyask, Ruth. "Primary school autonomy in the context of the expanding academies programme." Educational Management Administration & Leadership 46, no. 1 (December 15, 2016): 107–23. http://dx.doi.org/10.1177/1741143216670649.
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The transnational trend towards school autonomy has been enacted in England through the academies programme. The programme is poised to enter its third phase of expansion in light of government commitment to the conversion of all state-funded schools to academies. This article considers the moral implications of the expansion of the programme that aims to include all primary schools. It draws upon a study of schools in four local authorities to examine the extent to which autonomy and therefore academy conversion is desirable. In their relationships with local authorities, primary schools that have resisted conversion and primary schools that have already converted show ambivalence to the notion of autonomy which has been promoted by the government as motivation to convert. Indeed most of the primary schools in this study that have already converted are critical of the local authorities that are driven by business values. Given that expansion of the academies programme is likely to lead to more rather than less fragmentation in the education system, worsen student outcomes overall and see market values extended, it is concluded that the vision of autonomy for primary schools offered via the academies programme is both misleading and undesirable.
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Bohac, Rodney. "The Promise of the Road: Legal Peasant Movement for Short Distances and the Limits of Serfdom." Russian History 45, no. 1 (May 3, 2018): 101–16. http://dx.doi.org/10.1163/18763316-04501006.
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Russian serfdom was characterized by the tension between the need of the state and of the nobility to restrict peasant mobility and the simultaneous need of both parties to keep peasants moving in order for the economy to function. Previous studies have examined this movement through the lens of long-distance peasant migration. This article shifts the focus to short-distance movement in which serfs traveled on their estates, to neighboring villages, and to nearby towns and cities. Serfs journeyed in order to carry freight for themselves and for their serfowners, to conduct business at nearby markets and district towns, and to find work. Travel brought many dangers for peasants, which could result in economic and physical harm. Peasants endured these hardships because the road offered the advantages of financial gain and the pleasures of social interaction. Moreover, travel offered moments of autonomy during which serfs were not directly supervised by their owners. Some serfs enjoyed their autonomy so much that they changed the itineraries on their travel documents, moved beyond the spatial or temporal limits of their documents, or engaged in flight in an effort to escape the personal control of their owner.
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Tupan, Tupan, and Retno Asihanti Setiorini. "NARATIVE REVIEW KONTEN PUBLIKASI IMPLEMENTASI KEBIJAKAN DESENTRALISASI DAN OTONOMI DAERAH DI WILAYAH PERBATASAN." Shaut Al-Maktabah : Jurnal Perpustakaan, Arsip dan Dokumentasi 14, no. 1 (May 31, 2022): 39–49. http://dx.doi.org/10.37108/shaut.v14i1.658.
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Border areas are very lagging behind in the field of development when compared to development in neighboring countries. There are several problems that need to be resolved in the border areas with neighboring countries. The welfare of the people living in border areas needs to be considered. The purpose of writing is to conduct a narrative review of the published content of the implementation of decentralization and autonomy policies in border areas. The research was conducted using a narrative review method with searches through the ISJD database, garudaristekbrin.go.id, doaj.org, google scholar, and academic.microsoft.com/homes. The data collected were 18 articles that were appropriate to be grouped into 3 major themes, namely: implementation of decentralization and regional autonomy; border area problems; border area development. The results show that according to historical records, regional autonomy has been implemented in Indonesia since the days of the kingdom, colonialism, and the development period of the Law on Regional Autonomy, namely Law Number 1 of 1945. Border areas face the problem of disparity or gaps in regional growth and regional autonomy. socio-economic status in border areas with the phenomenon of rampant illegal logging activities, illegal trade, illegal migration flows, and the many shifts in the boundaries between countries. The solution to the problem of development in border areas offered by the author is asymmetric decentralization.
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Puspitasari, Fantika Febry, Supriyanto Supriyanto, and Ahmad Sulaiman. "Progressivism, Collegialism and Autonomy in Muhammadiyah: Threats and Solution." Cakrawala: Jurnal Studi Islam 15, no. 2 (December 30, 2020): 140–60. http://dx.doi.org/10.31603/cakrawala.4066.
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Muhammadiyah is one of the world's largest Islamic movement organizations, contributing to a variety of important areas of life for Indonesians. Muhammadiyah promotes three main characteristics based on community development: progressiveism, collegialism, and autonomy. Unfortunately, as Islamic populism grew stronger, Muhammadiyah became engulfed in a political vortex, endangering the stability of its cadres and giving the public the impression that the government could control the organization. This article evaluates the threats that cause these values to deteriorate and offers treatment options. The solutions offered to maintain the principles of progressiveism, collegialism, and autonomy are to rejuvenate the leadership, build distance from politics, develop community funds, and build supporting business units, according to literature studies and observations in several areas. Furthermore, political education as an effort to formulate political theology for Muhammadiyah members is required so that the big ship of Muhammadiyah does not become divided due to differences in political views and can increasingly contribute to politics at the local-national level without jeopardizing its integrity as a movement organization.
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Ninet, Antoni Abad i., and Adrià Rodés Mateu. "Spain’s Multinational Constitution: a Lost Opportunity?" Constitutional Forum / Forum constitutionnel 17, no. 1, 2 & 3 (July 11, 2011): 2008. http://dx.doi.org/10.21991/c9t08f.
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The Spanish Constitution of 1978 provid- ed an opportunity for minority nationalities within Spain to achieve a degree of political au- tonomy not shared by others within the state. During the constituent process, the non-Span- ish speaking national communities of Catalonia and the Basque Country were the only political entities demanding political autonomy to ac- commodate their national identities in the new Constitution. Today, after thirty years of demo- cratic and constitutional development, we can see that the possibilities offered by the Spanish Constitution to recognize and accommodate the multinational character of the Spanish state have been lost. This article examines causes of this failure to take advantage of the possibilities provided by the Spanish Constitution to pro- vide for asymmetrical political autonomy for minority nationalities.
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Evans, William. "Divining the Social Order: Class, Gender, and Magazine Astrology Columns." Journalism & Mass Communication Quarterly 73, no. 2 (June 1996): 389–400. http://dx.doi.org/10.1177/107769909607300210.
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This content analysis compares the astrological advice offered in magazines targeted at working- and middle-class women. Readers' social class was a far better predictor than readers' zodiac sign of the nature of astrological advice offered. Working-class horoscopes were less likely than middle-class horoscopes to advise readers to travel and spend money. Working-class horoscopes were less likely than middle-class horoscopes to predict career-related advances and positive interactions with family, friends, and lovers. Readers of both classes were commonly advised to nurture others, be patient and cooperative, and avoid confrontations rather than assert themselves, but middle-class readers were encouraged more frequently than working-class readers to expect some autonomy.
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Aprita Sari, Cut Maya, Muhammad Suhail Ghifari, and Kartini Aboo Talib @ Khalid. "TRANSACTIONAL POLITICAL PRACTICES IN THE ASYMMETRIC DECENTRALIZATION SYSTEM IN ACEH (10-YEAR ANALYSIS OF SPECIAL AUTONOMY FUND MANAGEMENT PERIOD 2008-2018)." Humanities & Social Sciences Reviews 8, no. 3 (September 19, 2020): 1443–53. http://dx.doi.org/10.18510/hssr.2020.83145.
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Purpose of the study: Within 10 years, the central government of Indonesia has granted the special autonomy fund to Aceh as a strategy to improve the welfare of Acehnese. Contrary, the special autonomy funds that cannot be implemented properly-affected to the poverty in Aceh-is not significantly decreased. This study aims to determine the failure of special autonomy funds to decrease poverty in Aceh.
Methodology: This research used descriptive qualitative methods by conducting the primary data through interviews, also secondary data through books, journals, newspapers, and other related sources. The analysis data is doing by using Transactional Political Theory.
Main Findings: The results of this study indicate that asymmetric decentralization can be seen from the weak Regional Economic Growth Rate and the slow improvement of the Quality of Human Development Index (HDI). Thus the failure was caused by two things, namely: the thick Political Content of The Local Political Elite and the Domination of Local Political Elite in the Management of Aceh's Special Autonomy Fund in the Compilation of Planning and Work Programs. The absence of control in the management of special autonomy funds is based on project performance without good planning, and the existence of interest-based planning in the management of special autonomy funds that based on populist activity programs following the wishes of politicians which have an impact on weak regional economic growth, slow index improvement of human development quality, high poverty rates, and high unemployment in Aceh.
Applications of this study: The finding of this study offered the evaluation systems for the government of Aceh to strengthen better local government governance, especially in increasing budget planning and implementation efficiency and strengthening regulations, and implementing an e-planning system to select program activities from the Aceh special autonomy fund.
Novelty/Originality of this study: Based on the literature review conducted, there were limited publications which are focusing on the failure of autonomy funds in Aceh. Therefore this research will enrich the publication that concerns the failure of managing special autonomy funds in Aceh.
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Holmes, Jeremy, Gwen Adshead, and Jeanette Smith. "An ethical dilemma in psychotherapy." Psychiatric Bulletin 18, no. 8 (August 1994): 466–68. http://dx.doi.org/10.1192/pb.18.8.466.
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This paper examines the ethical principles of justice and autonomy in psychotherapy. A case history is presented which illustrates how ethical dilemmas concerning the type of psychotherapy to be offered are powerfully influenced by often unconscious counter-transference feelings in the resource allocators. The question of how autonomous a psychotherapy patient can be, when unconscious motivations could be affecting rational choice, is also explored and possible answers provided.
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Montero-Carretero, Carlos, David Barbado, and Eduardo Cervelló. "Predicting Bullying through Motivation and Teaching Styles in Physical Education." International Journal of Environmental Research and Public Health 17, no. 1 (December 21, 2019): 87. http://dx.doi.org/10.3390/ijerph17010087.
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From the theoretical framework offered by the self-determination theory, the objective of the study was to test a predictor model of bullying behaviors based on the physical education teacher’s supportive style, the students’ satisfaction of basic psychological needs, and self-determined motivation. A total of 608 students of both sexes, between 11 and 15 years of age, from primary and secondary schools in the province of Alicante (Spain) voluntarily completed questionnaires to measure each of the variables under study. The design of the study was cross-sectional. The results showed that the autonomy supportive style positively predicted the satisfaction of basic psychological needs, which, in turn, positively predicted self-determined motivation towards physical education. The latter negatively predicted bullying perpetration and bullying victimization. The controlling style presented inverse relationships to those of the autonomy supportive style. These results are in line with the positions of the self-determination theory and underline the potential responsibility of physical education teachers in the struggle against bullying, and how, by supporting autonomy and avoiding a controlling style, they can help reduce bullying perpetration and victimization.
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Batomunkuev, Sergei. "Buryat Urbanisation and Modernisation: A Theoretical Model Based on the Example of Ulan-Ude." Inner Asia 5, no. 1 (2003): 3–16. http://dx.doi.org/10.1163/146481703793647370.
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AbstractThis paper provides a model for understanding the modernisation process undergone by ethnic minorities in Russia during the twentieth century. Modernisation is often seen as a negative process implying cultural loss, but focus on this theme has distracted attention from the more humane and positive aspects of the process. Using the example of the Buryats, the article makes a strong argument for the inevitability of socio-economic change, as people gradually adapt to, and then grasp, the opportunities offered by urbanisation. It is true that the cost has been a relative loss of cultural autonomy and the decline of the Buryat language as a multi-functional means of communication. This happens because allencompassing institutional unification is an inescapable effect of modernisation, and linguistic unity follows the cultural dominance of the majority ethnic group. For minorities cultural autonomy is a transient form and is conditional on even more urgent problems of socio-economic vitality and viability. Thus, culturallinguistic autonomy is inversely proportional to the degree of access to selfrealisation and mobility within industrial societies.
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WILLIS, JUSTIN, and SUZANNE MIERS. "BECOMING A CHILD OF THE HOUSE: INCORPORATION, AUTHORITY AND RESISTANCE IN GIRYAMA SOCIETY." Journal of African History 38, no. 3 (November 1997): 479–95. http://dx.doi.org/10.1017/s0021853797007032.
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The last twenty years have seen a series of studies dealing, at least in part, with the nineteenth-century history of slavery at the East African coast. Each has, in its own way, focused on transformations associated with changing patterns of accumulation in the nineteenth century. If there has been a general theme it is of the increasing constraints placed upon slaves and the increasing demands made on them, as owners sought to reorganize labour time and processes to take advantage of the new opportunities offered by the rapid expansion of commerce from the 1830s. While Morton has attacked Cooper's ‘hegemonic’ perspective and accused him of presenting slavery as benign and static, both are agreed on a basic trend: the increasingly commercial orientation of slave-based agriculture considerably diminished slave autonomy between 1820 and 1890. Recently, Glassman has offered a study which is decidedly non-hegemonic in perspective, and has revealed the ways in which marginal members of society appropriated and sought to reinterpret the ideology through which they were subordinated. Yet he too describes the increasing circumscription of slave autonomy in response to the demands of new kinds of production – in his case, the sugar plantations of the Pangani valley.
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MacDougall, Robert. "Long Lines: AT&T's Long-Distance Network as an Organizational and Political Strategy." Business History Review 80, no. 2 (2006): 297–327. http://dx.doi.org/10.1017/s0007680500035509.
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The primary importance of long-distance telephone service to the American Telephone and Telegraph Company in the first two decades of the twentieth century was not commercial but organizational and political. The so-called Bell System was not a single firm before 1910 but was, rather, an association of regional companies with considerable autonomy. As AT&T's leaders worked both to overcome independent competitors and to curtail the autonomy of their own local affiliates, long-distance service offered them a powerful technological justification for the consolidation of control. Outside the Bell System, long distance also served as a vivid symbol of interconnection and integration. Long distance proved central to AT&T's campaign to convince Americans of its own legitimacy and that of nation-spanning corporations in general.
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Fang, Xiaoqing, and Philip Morris. "Cultivation of Student Translator Autonomy in UK Higher Education." English Language Teaching 14, no. 5 (April 20, 2021): 41. http://dx.doi.org/10.5539/elt.v14n5p41.
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This study, based on two questionnaires directed to translation lecturers in UK Higher Education (HE), aims to explore the teacher awareness of learner autonomy in the UK university translation classroom, and the extent to which students of translation are encouraged to become autonomous learners. It covers six aspects of translation education, i.e., objective setting, learning strategies, resources, technology, learner reflection and assessment, and teacher’s role. The results provide insights to the teachers’ understanding of student choice, control and responsibility in autonomous translation learning. The findings suggest that the translation students in UK HE are offered the most choice in translation resources and technologies, and the least choice in co-deciding translation syllabi, specialized professional goal and teaching materials; they seem to share consistent control with their teachers over the whole learning process, from goal-setting, to translation task completion, group collaboration, final version and translation quality criteria decision, to self-evaluation and reflection; they are encouraged to take responsibility for their translation products, collaboration in class, for learning to translate, and learning to evaluate and reflect. Nevertheless, the importance of encouraging student self-evaluation, peer-evaluation and self reflection in UK translation education seems to be underestimated, and is recommended to be brought to the forefront of further research.
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Ahmed, Tanvir. "The Case of Doctor-Patient Relationship in Bangladesh: An Application of Relational Model of Autonomy." Bangladesh Journal of Bioethics 12, no. 1 (February 7, 2021): 14–24. http://dx.doi.org/10.3329/bioethics.v12i1.51900.
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The objective of this article is to establish an alternative doctor-patient relationship model and describe its importance in the case of the doctor-patient relationship in Bangladesh. There is a lot of diversity in the religious beliefs, social norms and values in Bangladesh. Likewise, the development of biological science as well as medical technology, the allocation of healthcare resources must be considered as an important issue. That is why the autonomy of both doctor and patient is a relational factor here. Besides, the four traditional doctor-patient relationship models offered by Ezekiel J. Emanuel and Linda L. Emanuel are not beyond criticism. So, we need an ideal doctor-patient relationship model for Bangladesh to protect every patient’s autonomy which will give freedom to the patient in choosing their own treatment as well as which will not conflict with the patient’s social or cultural values. In this article, I have selected the relational model of autonomy as the method of alternative doctor-patient relationship model. Hopefully, this alternative model will work better since it considers care first concerning a patient’s autonomy. Besides, doctors would treat their patients as a ‘care seeker’ rather than ‘client’ or ‘customer’, and simultaneously, patients would perceive their physicians as ‘caregivers’. But, applying the relational model of autonomy in the case of doctor-patient relationship is more challenging in Bangladesh due to some obstacles like large numbers of population, illiteracy, insufficiency of skilled doctors and hospitals, corruption in medical sectors, social prejudices and so on. But, if we can overcome these problems, the relational model of autonomy will be considered as a suitable doctor-patient relationship model in Bangladesh.
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Zazo Sánchez-Mateos, Ricardo, and Juan Antonio Moreno Murcia. "Autonomy support in the aquatic motivational healthy program through the SDT." Motricidade 14, no. 2-3 (October 28, 2018): 95–106. http://dx.doi.org/10.6063/motricidade.13864.
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This study aimed to test an aquatic motivation healthy program based on the self determination theory (SDT), using a quasi-experimental study. The research data come from different physical, psycho-social and behavioral measures made on 49 women. The sample was divided into two groups, an experimental group consisting of 28 women (M= 43.64; SD= 12.06), with an average experience of 3.05 years, and a control group composed of 21 women (M= 47.14; SD= 10.01), with an average experience of 2.29 years doing physical exercise in an aquatic environment in a large Spanish city. After the intervention with a program based on the SDT and instructor’s autonomy support, both groups perceived physical benefits for health, but the experimental group perceived a better instructor’s autonomy support, a better relationship with others and a greater psychological well-being among the practitioners. The information offered in this study may be of interest to promote for instructor part, these type the aquatic physical exercise programs in favor of the population’s health.
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Aalinezhad, Parisa, Zohreh Salehan, and Zohreh Noroozi. "Investigating the Effect of Blended Learning on Iranian EFL Learners' Autonomy, Self-esteem, and Vocabulary Achievement." International Journal of Linguistics, Literature and Translation 4, no. 6 (June 30, 2021): 155–62. http://dx.doi.org/10.32996/ijllt.2021.4.6.18.
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This study aimed at examining the influence of blended learning on Iranian English as Foreign Language (EFL) learners' autonomy, self-esteem, and vocabulary achievement. To do this, 60 Iranian females intermediate EFL learners were chosen from an institute in Ilam, Iran. Then, the selected participants were divided into two groups; one experimental group (EG) and one control group (CG). Each group contained 30 learners. Afterwards, in three separate sessions, the instruments of learner autonomy, self-esteem, and vocabulary progress were distributed and administered among the participants of both groups. The researchers offered a blended learning teaching framework to the EG to encourage students to utilize the language in and out of the classroom. The target vocabulary was learnt by the learners using blended learning techniques. While the same vocabularies were learned through the face-to-face way of instruction in the CG. After the period of teaching that lasted for 6-weeks, the participants of both groups received the learner autonomy, self-esteem, and vocabulary achievement instruments as post-test. The results demonstrated that instruction through a blended learning approach had a considerable impact on participants' level of autonomy and vocabulary achievement. But the approach had no significant impact on learners' self-esteem. EFL learners, Teachers, and material developers can benefit from the results of the study.
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Chekhratova, Olena, Oksana Kovalenko, Virkoriia Petrenko, Tetiana Pohorielova, and Tetiana Ved. "Developing students’ autonomy and responsibility via promoting digital and media literacy in an English-language classroom." Revista Amazonia Investiga 11, no. 52 (May 29, 2022): 15–23. http://dx.doi.org/10.34069/ai/2022.52.04.2.
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Digitalization of society necessitates the implementation of new technologies into an educational process on a daily basis, so educators are in constant search for new means of facilitating this process and should consider the challenges of a digital world. The paper hypothesizes the idea that by improving students’ digital and media literacy using self and peer assessment techniques in blended learning, the effectiveness of the educational process will increase along with the development of students’ responsibility and autonomy. To prove the assumed idea a research has been conducted with the students enrolled into the educational process of Simon Kuznets Kharkiv National University of Economics (Ukraine). In the paper an alternative assessment method based on interrelation between students’ digital and media literacy and their autonomy and responsibility is offered to be implemented in the English-language classroom.
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Mataniak, Mateusz. "Recenzja książki Krzysztofa Brońskiego Finanse publiczne w Galicji w okresie autonomii (1867–1914). Kraków: Wydawnictwo Uniwersytetu Ekonomicznego w Krakowie, 2019, stron 319." Krakowskie Studia z Historii Państwa i Prawa 14, no. 2 (2021): 271–75. http://dx.doi.org/10.4467/20844131ks.21.019.13527.
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Review of Krzysztof Broński’s Book Public Finance of Galicia in the Autonomy Era (1867–1914). Kraków: Kraków University of Economics Press, 2019, 319 Pages The review discusses the latest book on the situation of public finances in Galicia during the period of autonomy (1867–1914). The author, using numerous statistical studies, materials of the Diet of Galicia and Lodomeria, and the National Department as well as academic literature (nineteenth-century and modern), presents Galicia’s place in the Austro-Hungarian tax system and recreates the structure of its budgets, as well as the financial situation of local government, and the basic principles of the social security system. This is all offered against a broad constitutional and political, as well as socio-economic, background. The result of the work is several important research theorems, which significantly enrich knowledge about Galicia.
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Chib, Arul, and Vivian Hsueh-Hua Chen. "Midwives with mobiles: A dialectical perspective on gender arising from technology introduction in rural Indonesia." New Media & Society 13, no. 3 (March 31, 2011): 486–501. http://dx.doi.org/10.1177/1461444810393902.
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Mobile phones were introduced to rural midwives in tsunami-affected Indonesia, allowing them to contact medical experts and communicate with patients. Ninety-two interviews were conducted with midwives, coordinators, doctors, and village representatives. This study applies a dialectical perspective to supplement the analytical frame of the ICT for healthcare development model (Chib et al., 2008), by addressing the multi-dimensionality of benefits and barriers. The theory of dialectical tension (Baxter and Montgomery, 1996) situates the conceptual discussion around the struggles between autonomy and subordination within gender roles, personal growth versus technological competency, and issues of economic and resource control in traditional hierarchies. We find that midwives engage in legitimization strategies, develop peer support, and focus on strategic issues to develop the capacity for agency and autonomy, despite socio-organizational barriers. Specific recommendations are offered, focusing on the resourcefulness and desire of women.
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Tschofen, Carmen, and Jenny Mackness. "Connectivism and dimensions of individual experience." International Review of Research in Open and Distributed Learning 13, no. 1 (January 31, 2012): 124. http://dx.doi.org/10.19173/irrodl.v13i1.1143.
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<p>Connectivism has been offered as a new learning theory for a digital age, with four key principles for learning: autonomy, connectedness, diversity, and openness. The testing ground for this theory has been massive open online courses (MOOCs). As the number of MOOC offerings increases, interest in how people interact and develop as individual learners in these complex, diverse, and distributed environments is growing. In their work in these environments the authors have observed a growing tension between the elements of connectivity believed to be necessary for effective learning and the variety of individual perspectives both revealed and concealed during interactions with these elements. In this paper we draw on personality and self-determination theories to gain insight into the dimensions of individual experience in connective environments and to further explore the meaning of autonomy, connectedness, diversity, and openness. The authors suggest that definitions of all four principles can be expanded to recognize individual and psychological diversity within connective environments. They also suggest that such expanded definitions have implications for learners’ experiences of MOOCs, recognizing that learners may vary greatly in their desire for and interpretation of connectivity, autonomy, openness, and diversity.</p>
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Indonesia, Alfath Bagus Panuntun El Nur. "Education and Social Mobility For Orang Asli Papua." PCD Journal 9, no. 2 (April 5, 2022): 121–47. http://dx.doi.org/10.22146/pcd.v9i2.3313.
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Papuan human resources are complicated due to educational barriers that make it difficult for indigenous Papuans (OAP) to achieve upward social mobility. Many factors have contributed to these educational barriers, including poverty, conflict and war, a lack of teachers, and poor infrastructure. These obstacles should be solved through the main feature of the Special Autonomy Law (SAL), namely the "special autonomy fund". Although these funds have been rolled out in Papua since 2001 to address inequality and improve OAP's human resources, their conditions have not improved significantly. This qualitative study explored the experiences of Mappi and Puncak OAPs involved in education financed by the special autonomy fund through cooperation between the government and the university. The findings revealed the positive effect of SAL on reducing educational barriers and increasing social mobility for OAPs, but there are still some areas that needed to be improved. OAPs’ experience showed that formal education was the main determining factor to upward social mobility. This article also highlighted several areas for change, such as informal education support that needed to be improved; promoting equal development in both the coast and the highlands; increased community participation; and strengthening the political will. Recommendations are also offered.
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Cabrera, Luis. "Individual rights and the democratic boundary problem." International Theory 6, no. 2 (June 20, 2014): 224–54. http://dx.doi.org/10.1017/s1752971914000037.
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How should the geographic boundaries of democratic participation be set? This has been a notoriously difficult theoretical question, beset by paradoxes around determining democratic participants democratically. It also is seen as increasingly important in practical terms, amid deepening interdependence between states, immigration tensions, and suprastate regional integration. Numerous recent accounts have called for extending participation beyond the state. The case is generally made on intrinsic grounds: democracy demands it. Respect for individual autonomy is said to be violated when outsiders are deeply affected by decision processes, or subject to coercion from them, without being able to participate in them. Yet, familiar problems around restrictions on the autonomy of persistent democratic minorities remain in such accounts, and they could be magnified with expanded boundaries. An alternative approach is offered here, grounded in a rights-based instrumental justification for democracy. It sees participation as foundationally – though not solely – valuable as a means of promoting and protecting fundamental rights. It recommends extending participation boundaries to reinforce protections within regional and ultimately global institutions. Democratic participation would remain crucial at all levels, not principally as an expression of autonomy but to provide checks on power and promote accountability to individuals in multilevel polities.
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Simmons, Scott E. "Maya Resistance, Maya Resolve: The tools of autonomy from Tipu, Belize." Ancient Mesoamerica 6 (1995): 135–46. http://dx.doi.org/10.1017/s0956536100002145.
Повний текст джерелаАнотація:
AbstractThis paper summarizes the results of an analysis of the formal stone tools from the Maya site of Tipu, Belize. The lithic tools are dominated by one form, the small, side-notched projectile point. These tools were recovered from Colonial-period contexts at the site. These points were manufactured from prismatic blade and flake blanks and were fairly uniform in terms of their size and method of manufacture, although distinct base styles were observed. A brief discussion of both quantitative and qualitative attributes and a description of the technology used in the manufacture of these points are presented. Also, several ideas on how researchers may be able to see ethnic or subethnic expressions of style in Colonial-period tools is offered. The possible functions of these projectile points is discussed using information from different sources. The use of these small projectile points, a component of bow-and-arrow technology, will be discussed in light of the often hostile nature of the Spanish Conquest, and in particular, the conquest and reconquest of the Tipu area.