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autonomy</title> <meta name="description" content="Search results for: autonomy"> <meta name="keywords" content="autonomy"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none navbar-toggler ml-auto" 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id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="autonomy"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 463</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: autonomy</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">463</span> Applying Sliding Autonomy for a Human-Robot Team on USARSim</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Fang%20Tang">Fang Tang</a>, <a href="https://publications.waset.org/abstracts/search?q=Jacob%20Longazo"> Jacob Longazo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper describes a sliding autonomy approach for coordinating a team of robots to assist the human operator to accomplish tasks while adapting to new or unexpected situations by requesting help from the human operator. While sliding autonomy has been well studied in the context of controlling a single robot. Much work needs to be done to apply sliding autonomy to a multi-robot team, especially human-robot team. Our approach aims at a hierarchical sliding control structure, with components that support human-robot collaboration. We validated our approach in the USARSim simulation and demonstrated that the human-robot team's overall performance can be improved under the sliding autonomy control. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=sliding%20autonomy" title="sliding autonomy">sliding autonomy</a>, <a href="https://publications.waset.org/abstracts/search?q=multi-robot%20team" title=" multi-robot team"> multi-robot team</a>, <a href="https://publications.waset.org/abstracts/search?q=human-robot%20collaboration" title=" human-robot collaboration"> human-robot collaboration</a>, <a href="https://publications.waset.org/abstracts/search?q=USARSim" title=" USARSim"> USARSim</a> </p> <a href="https://publications.waset.org/abstracts/27177/applying-sliding-autonomy-for-a-human-robot-team-on-usarsim" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/27177.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">545</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">462</span> Did Nature of Job Matters - Impact of Perceived Job Autonomy on Turnover Intention in Sales and Marketing Managers: Moderating Effect of Procedural and Distributive Justice</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Muhammad%20Babar%20Shahzad">Muhammad Babar Shahzad</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of our study is to investigate the relationship between perceived job autonomy and turnover intention in sales & marketing staff. Perceived job autonomy is considered one of most studied dimension of Job Characteristic Model. But still there is a confusion in scholars about predictive role of perceived job autonomy in turnover intention. In line of more complex research on this relation, we investigated the relationship between perceived job autonomy and turnover intention. Did nature of job have any impact on this relationship. On the call of different authors we take interactive effect of perceived job autonomy and procedural justice on turnover intention. Predictive role of distributive justice to employee outcomes is not deniable. But predictive role of distributive justice will be prone in different contextual influences. Interactive role of distributive justice and perceived job autonomy is also not tested before. We collected date from 279 marketing and sales managers working in financial institution, FMCG industries, Pharamesutical Industry & Bank. Strong and direct negative relation was found in perceived job autonomy, distributive justice & procedural justice on turnover intention. Distributive and procedural justice is also amplifying the negative relationship of perceived job autonomy and turnover intention. Limitation and future direction for research is also discussed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=perceived%20job%20autonomy" title="perceived job autonomy">perceived job autonomy</a>, <a href="https://publications.waset.org/abstracts/search?q=turnover%20intention" title=" turnover intention"> turnover intention</a>, <a href="https://publications.waset.org/abstracts/search?q=procedural%20justice" title=" procedural justice"> procedural justice</a>, <a href="https://publications.waset.org/abstracts/search?q=distributive%20job" title=" distributive job"> distributive job</a> </p> <a href="https://publications.waset.org/abstracts/26402/did-nature-of-job-matters-impact-of-perceived-job-autonomy-on-turnover-intention-in-sales-and-marketing-managers-moderating-effect-of-procedural-and-distributive-justice" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/26402.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">511</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">461</span> The Autonomy Use of Preparatory School Students to Learn English Language</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mi%CC%87hri%CC%87ban%20M%C3%BCge%20Aras">Mi̇hri̇ban Müge Aras</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The present study aims to investigate the learner autonomy usage of prep school students. This research focuses on the prep school students' autonomy habits according to their self-regulated studies, age and duration of learning English. The research also analyzes whether prep school students have strong autonomy to learn the English language or depend on teachers and English classes only. The participants of the study consisted of 32 prep school students. The "Likert- type of questionnaire " was adopted by the researcher from the survey of Dede (2017). The scale was a one-dimensional 4-Likert type, which has the options of 1=never, 2= sometimes, 3=often, and 4=always. There are 19 questions in the questionnaire to understand the autonomy of students when they try to learn English. Descriptive statistics and OneANOVA were used to analyze the data. The results of the study showed that there is no significant correlation between their ages and their duration of learning English according to their autonomy studies for English. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=learner%20autonomy" title="learner autonomy">learner autonomy</a>, <a href="https://publications.waset.org/abstracts/search?q=self-regulated%20learning" title=" self-regulated learning"> self-regulated learning</a>, <a href="https://publications.waset.org/abstracts/search?q=independent%20learning" title=" independent learning"> independent learning</a>, <a href="https://publications.waset.org/abstracts/search?q=English%20language%20learning" title=" English language learning"> English language learning</a>, <a href="https://publications.waset.org/abstracts/search?q=prep%20school%20students" title=" prep school students"> prep school students</a> </p> <a href="https://publications.waset.org/abstracts/167211/the-autonomy-use-of-preparatory-school-students-to-learn-english-language" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/167211.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">242</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">460</span> EFL Teacher Cognition and Learner Autonomy: An Exploratory Study into Algerian Teachers’ Understanding of Learner Autonomy </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Linda%20Ghout">Linda Ghout</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The main aim of the present case study was to explore EFL teachers’ understanding of learner autonomy. Thus, it sought to uncover how teachers at the de Department of English, University of Béjaia, Algeria view the process of language learning, their learners’ roles, their own roles and their practices to promote learner autonomy. For data collection, firstly, a questionnaire was designed and administered to all the teachers in the department. Secondly, interviews were conducted with some volunteers for the sake of clarifying emerging issues and digging deeper into some of the teachers’ answers to the questionnaire. The analysis revealed interesting data pertaining to the teachers’ cognition and its effects on their teaching practices. With regard to their views of language learning, it seems that the participants hold discrete views which are in opposition with the principles of learner autonomy. The teachers seemed to have a limited knowledge of the characteristics of autonomous learners and autonomy- based methodology. When it comes to teachers’ practices to promote autonomy in their classes, the majority reported that the most effective way is to ask students to search for information on their own. However, in defining their roles in the EFL learning process, most of the respondents claimed that teachers should play the role of facilitators. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=English" title="English">English</a>, <a href="https://publications.waset.org/abstracts/search?q=learner%20autonomy" title=" learner autonomy"> learner autonomy</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20process" title=" learning process"> learning process</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20cognition" title=" teacher cognition"> teacher cognition</a> </p> <a href="https://publications.waset.org/abstracts/38581/efl-teacher-cognition-and-learner-autonomy-an-exploratory-study-into-algerian-teachers-understanding-of-learner-autonomy" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/38581.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">389</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">459</span> Human Dignity as a Source and Limitation of Personal Autonomy</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jan%20Podkowik">Jan Podkowik</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The article discusses issues of mutual relationships of human dignity and personal autonomy. According to constitutions of many countries and international human rights law, human dignity is a fundamental and inviolable value. It is the source of all freedoms and rights, including personal autonomy. Human dignity, as an inherent, inalienable and non-gradable value comprising an attribute of all people, justifies freedom of action according to one's will and following one's vision of good life. On the other hand, human dignity imposes immanent restrictions to personal autonomy regarding decisions on commercialization of the one’s body, etc. It points to the paradox of dignity – the source of freedom and conditions (basic) of its limitations. The paper shows the theoretical concept of human dignity as an objective value among legal systems, determining the boundaries of legal protection of personal autonomy. It is not, therefore, the relevant perception of human dignity and freedom as opposite values. Reference point has been made the normative provisions of the Polish Constitution and the European Convention on Human Rights and Fundamental Freedoms as well as judgments of constitutional courts. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=autonomy" title="autonomy">autonomy</a>, <a href="https://publications.waset.org/abstracts/search?q=constitution" title=" constitution"> constitution</a>, <a href="https://publications.waset.org/abstracts/search?q=human%20dignity" title=" human dignity"> human dignity</a>, <a href="https://publications.waset.org/abstracts/search?q=human%20rights" title=" human rights"> human rights</a> </p> <a href="https://publications.waset.org/abstracts/76031/human-dignity-as-a-source-and-limitation-of-personal-autonomy" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/76031.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">299</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">458</span> Self-Reliant and Auto-Directed Learning: Modes, Elements, Fields and Scopes</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Habibollah%20Mashhady">Habibollah Mashhady</a>, <a href="https://publications.waset.org/abstracts/search?q=Behruz%20Lotfi"> Behruz Lotfi</a>, <a href="https://publications.waset.org/abstracts/search?q=Mohammad%20Doosti"> Mohammad Doosti</a>, <a href="https://publications.waset.org/abstracts/search?q=Moslem%20Fatollahi"> Moslem Fatollahi </a> </p> <p class="card-text"><strong>Abstract:</strong></p> An exploration of the related literature reveals that all instruction methods aim at training autonomous learners. After the turn of second language pedagogy toward learner-oriented strategies, learners’ needs were more focused. Yet; the historical, social and political aspects of learning were still neglected. The present study investigates the notion of autonomous learning and explains its various facets from a pedagogical point of view. Furthermore; different elements, fields and scopes of autonomous learning will be explored. After exploring different aspects of autonomy, it is postulated that liberatory autonomy is highlighted since it not only covers social autonomy but also reveals learners’ capabilities and human potentials. It is also recommended that learners consider different elements of autonomy such as motivation, knowledge, confidence, and skills. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=critical%20pedagogy" title="critical pedagogy">critical pedagogy</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20autonomy" title=" social autonomy"> social autonomy</a>, <a href="https://publications.waset.org/abstracts/search?q=academic%20learning" title=" academic learning"> academic learning</a>, <a href="https://publications.waset.org/abstracts/search?q=cultural%20notions" title=" cultural notions"> cultural notions</a> </p> <a href="https://publications.waset.org/abstracts/19093/self-reliant-and-auto-directed-learning-modes-elements-fields-and-scopes" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/19093.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">461</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">457</span> School Autonomy in the United Kingdom: A Correlational Study Applied to English Principals</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Pablo%20Javier%20Ortega-Rodriguez">Pablo Javier Ortega-Rodriguez</a>, <a href="https://publications.waset.org/abstracts/search?q=Francisco%20Jose%20Pozuelos-Estrada"> Francisco Jose Pozuelos-Estrada</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Recently, there has been a renewed interest in school autonomy in the United Kingdom and its impact on students' outcomes. English principals have a pivotal role in decision-making. The aim of this paper is to explore the correlation between the type of school (public or private) and the considerable responsibilities of English principals which participated in PISA 2015. The final sample consisted of 419 principals. Descriptive data (percentages and means) were generated for the variables related to professional autonomy. Pearson's chi-square test was used to determine if there is an association between the type of school and principals' responsibilities for relevant tasks. Statistical analysis was performed using SPSS software, version 22. Findings suggest a significant correlation between the type of school and principals' responsibility for firing teachers and formulating the school budget. This study confirms that the type of school is not associated with principals' responsibility for choosing which textbooks are used at school. The present study establishes a quantitative framework for defining four models of professional autonomy and some proposals to improve school autonomy in the United Kingdom. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=decision%20making" title="decision making">decision making</a>, <a href="https://publications.waset.org/abstracts/search?q=principals" title=" principals"> principals</a>, <a href="https://publications.waset.org/abstracts/search?q=professional%20autonomy" title=" professional autonomy"> professional autonomy</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20autonomy" title=" school autonomy"> school autonomy</a> </p> <a href="https://publications.waset.org/abstracts/99907/school-autonomy-in-the-united-kingdom-a-correlational-study-applied-to-english-principals" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/99907.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">792</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">456</span> Subsidiary Entrepreneurial Orientation, Trust in Headquarters and Performance: The Mediating Role of Autonomy</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Zhang%20Qingzhong">Zhang Qingzhong</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Though there exists an increasing number of research studies on the headquarters-subsidiary relationship, and within this context, there is a focus on subsidiaries' contributory role to multinational corporations (MNC), subsidiary autonomy, and the conditions under which autonomy exerts an effect on subsidiary performance still constitute a subject of debate in the literature. The objective of this research is to study the MNC subsidiary autonomy and performance relationship and the effect of subsidiary entrepreneurial orientation and trust on subsidiary autonomy in the China environment, a phenomenon that has not yet been studied. The research addresses the following three questions: (i) Is subsidiary autonomy associated with MNC subsidiary performance in the China environment? (ii) How do subsidiary entrepreneurship and its trust in headquarters affect the level of subsidiary autonomy and its relationship with subsidiary performance? (iii) Does subsidiary autonomy have a mediating effect on subsidiary performance with subsidiary’s entrepreneurship and trust in headquarters? In the present study, we have reviewed literature and conducted semi-structured interviews with multinational corporation (MNC) subsidiary senior executives in China. Building on our insights from the interviews and taking perspectives from four theories, namely the resource-based view (RBV), resource dependency theory, integration-responsiveness framework, and social exchange theory, as well as the extant articles on subsidiary autonomy, entrepreneurial orientation, trust, and subsidiary performance, we have developed a model and have explored the direct and mediating effects of subsidiary autonomy on subsidiary performance within the framework of the MNC. To test the model, we collected and analyzed data based on cross-industry two waves of an online survey from 102 subsidiaries of MNCs in China. We used structural equation modeling to test measurement, direct effect model, and conceptual framework with hypotheses. Our findings confirm that (a) subsidiary autonomy is positively related to subsidiary performance; (b) subsidiary entrepreneurial orientation is positively related to subsidiary autonomy; (c) subsidiary’s trust in headquarters has a positive effect on subsidiary autonomy; (d) subsidiary autonomy mediates the relationship between entrepreneurial orientation and subsidiary performance; (e) subsidiary autonomy mediates the relationship between trust and subsidiary performance. Our study highlights the important role of subsidiary autonomy in leveraging the resource of subsidiary entrepreneurial orientation and its trust relationship with headquarters to achieve high performance. We discuss the theoretical and managerial implications of the findings and propose directions for future research. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=subsidiary%20entrepreneurial%20orientation" title="subsidiary entrepreneurial orientation">subsidiary entrepreneurial orientation</a>, <a href="https://publications.waset.org/abstracts/search?q=trust" title=" trust"> trust</a>, <a href="https://publications.waset.org/abstracts/search?q=subsidiary%20autonomy" title=" subsidiary autonomy"> subsidiary autonomy</a>, <a href="https://publications.waset.org/abstracts/search?q=subsidiary%20performance" title=" subsidiary performance"> subsidiary performance</a> </p> <a href="https://publications.waset.org/abstracts/141146/subsidiary-entrepreneurial-orientation-trust-in-headquarters-and-performance-the-mediating-role-of-autonomy" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/141146.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">186</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">455</span> The Interrelationship between Formal and Informal Institutions and Its Impacts on the Autonomy of Public Service Delivery Units: The Case of Vietnam </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Minh%20Thi%20Hai%20Vo">Minh Thi Hai Vo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This article draws on in-depth interviews with state employees at public hospitals and universities in its institutional analysis of the autonomy practices of public service delivery units in Vietnam. Unlike many empirical and theoretical studies that view formal and informal institutions as complements or substitutes, this article finds no evidence of complementary or substitutive relationships. Instead, the article finds that formal institutions accommodate informal ones and that informal institutions tend to compete and interfere, with the existing and ineffective formal institutions. The result of such conflicting relationship is that the actual autonomy of public service delivery units is, in most cases, perceived to be greater than the formal autonomy they are given. In the condition of poor regulation, the informal autonomy may result in unethical practices including rent-seeking and corruption. The implication of the study finding is policy-makers need to redesign and reorganize the autonomisation of public service delivery units to make informal institutions support and reinforce formal ones in a complementary manner. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=autonomy" title="autonomy">autonomy</a>, <a href="https://publications.waset.org/abstracts/search?q=formal%20institutions" title=" formal institutions"> formal institutions</a>, <a href="https://publications.waset.org/abstracts/search?q=informal%20institutions" title=" informal institutions"> informal institutions</a>, <a href="https://publications.waset.org/abstracts/search?q=public%20service%20delivery%20units" title=" public service delivery units"> public service delivery units</a>, <a href="https://publications.waset.org/abstracts/search?q=Vietnam" title=" Vietnam"> Vietnam</a> </p> <a href="https://publications.waset.org/abstracts/89830/the-interrelationship-between-formal-and-informal-institutions-and-its-impacts-on-the-autonomy-of-public-service-delivery-units-the-case-of-vietnam" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/89830.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">205</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">454</span> Bangladeshi English Teachers’ Understanding of Teacher Autonomy</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rubaiyat%20Jahan">Rubaiyat Jahan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper reports some findings of a study on the issues related to teacher autonomy in the Bangladeshi school contexts, and data of this research was collected from fourteen practicing English teachers of Bangladesh through semi structured interviews. The theoretical underpinning of teacher autonomy, on an apparent note, focuses on the behavioral aspects of teacher autonomy hence emphasizing mostly on the teachers’ capacity for self-directed acts of teaching and self-directed acts of professional development. Yet, a contemporary literature survey of teacher autonomy seems to be concerned more on the political interpretations of teacher autonomy. Thus, autonomous teachers are expected to generate their personal theories of teaching from their practices. The idea of personal theories of practice upholds the view that along with the teaching, teachers need to engage themselves in various classroom based research with a view to theorising from their practices. The findings of this research indicate enormous evidence of behavioral aspects of teacher autonomy. As the data of this research suggests, the participant teachers’ understanding of classroom situations, their reflections on the situational realities and opting for classroom decisions on the basis of those realizations are some good examples of teacher autonomy. Also, a few teachers’ stated teaching practices seem to reflect, though in a subtle way, their effort of outlining context embedded personal theories of teaching. This paper has got one significant pedagogical implication for the teacher education. Any teacher education must promote the conditions and capabilities for the present and prospective teachers for the role of theorisers in addition to develop their professional, procedural, and personal knowledge base. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=personal%20theories%20of%20practice" title="personal theories of practice">personal theories of practice</a>, <a href="https://publications.waset.org/abstracts/search?q=self-directed%20acts%20of%20professional%20development" title=" self-directed acts of professional development"> self-directed acts of professional development</a>, <a href="https://publications.waset.org/abstracts/search?q=self-directed%20acts%20of%20teaching" title=" self-directed acts of teaching"> self-directed acts of teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20autonomy" title=" teacher autonomy"> teacher autonomy</a> </p> <a href="https://publications.waset.org/abstracts/70857/bangladeshi-english-teachers-understanding-of-teacher-autonomy" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/70857.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">347</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">453</span> Autonomy and Other Variables Related to the Expression of Love among Saudi Couples</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Reshaa%20Alruwaili">Reshaa Alruwaili</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The primary aim of this study was to examine the hypothesis presented by Self Determination theory which suggests that autonomy impacts positively the expression of love. Other hypotheses were also examined which suggest that other variables explain the expression of love, including: dyadic adjustment (dyadic consensus, dyadic satisfaction and dyadic cohesion), couple satisfaction, age, gender, the length of marriage, number of children and attachment styles. The participants were Saudi couples, which provided the opportunity to consider the influence of Saudi culture on the expression of love. A questionnaire was employed to obtain measures of all the relevant variables, including a measure of expression of love that was built from 27 items, constituting verbal, physical and caring features, and a measure of autonomy based on three features: authorship, interest-taking and susceptibility. Data were collected from both members of 34 Saudi couples. Descriptive analysis of both expression of love and autonomy was conducted. Correlation and regression were used to assess the relationships between expression of love and autonomy and other variables. Results indicated that Saudi couples who most often express their love tend to be more than somewhat autonomous. Not much difference was found between husbands and wives in expressing love, although wives were slightly more autonomous than husbands. Expression of love was enhanced by the autonomy of the participants to a greater extent when dyadic satisfaction was controlled, since the latter was negatively correlated with autonomy and had no effect on the expression of love. Basic psychological needs, dyadic consensus and dismissive-avoidant attachment improve the expression of love, while it is decreased by the number of children. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=autonomy" title="autonomy">autonomy</a>, <a href="https://publications.waset.org/abstracts/search?q=determination%20theory" title=" determination theory"> determination theory</a>, <a href="https://publications.waset.org/abstracts/search?q=expression%20of%20love" title=" expression of love"> expression of love</a>, <a href="https://publications.waset.org/abstracts/search?q=dyadic%20adjustment" title=" dyadic adjustment "> dyadic adjustment </a> </p> <a href="https://publications.waset.org/abstracts/73995/autonomy-and-other-variables-related-to-the-expression-of-love-among-saudi-couples" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/73995.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">232</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">452</span> University Lecturers' Attitudes towards Learner Autonomy in the EFL Context in Vietnam</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nhung%20T.%20Bui">Nhung T. Bui</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Part of the dilemma facing educational reforms in Vietnam as in other Asian contexts is how to encourage more independence in students’ learning approaches. Since 2005, the Ministry of Education and Training of Vietnam has included the students’ ability to learn independently in its national education objectives. While learner autonomy has been viewed as a goal in the teaching and learning English as a foreign language (EFL) and there has been a considerable literature on strategies to stimulate autonomy in learners, teachers’ voices have rarely been heard. Given that teachers play a central role in helping their students to be more autonomous, especially in an inherent Confucian heritage culture like Vietnam, their attitudes towards learner autonomy should be investigated before any practical implementations could be undertaken. This paper reports significant findings of a survey questionnaire with 262 lecturers of English from 5 universities in Hanoi, Vietnam giving opinions regarding the practices and prospects of learner autonomy in their classrooms. The study reveals that lecturers perceive they should be more responsible than their students in all class-related activities; they most appreciate their students’ ability to learn cooperatively and that they consider stimulating students’ interest as the most important teaching strategy to promote learner autonomy. Lecturers, then, are strongly suggested to gradually ‘empower’ their students through the application of out-of-classroom activities; of learning activities which requires collaboration and team spirit; and of activities which could boost students’ interest in learning English. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=English%20as%20a%20foreign%20language" title="English as a foreign language">English as a foreign language</a>, <a href="https://publications.waset.org/abstracts/search?q=higher%20education" title=" higher education"> higher education</a>, <a href="https://publications.waset.org/abstracts/search?q=learner%20autonomy" title=" learner autonomy"> learner autonomy</a>, <a href="https://publications.waset.org/abstracts/search?q=Vietnam" title=" Vietnam"> Vietnam</a> </p> <a href="https://publications.waset.org/abstracts/43936/university-lecturers-attitudes-towards-learner-autonomy-in-the-efl-context-in-vietnam" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/43936.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">267</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">451</span> Sociocultural Barriers to the Development of Autonomous Foreign Language Learning: Some Teaching Strategies to Overcome Such Challenges in a Mexican Context</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Zaideth%20Zobeida%20Ponce%20Alonso">Zaideth Zobeida Ponce Alonso</a>, <a href="https://publications.waset.org/abstracts/search?q=Laura%20Emilia%20Fierro%20Lopez"> Laura Emilia Fierro Lopez</a>, <a href="https://publications.waset.org/abstracts/search?q=Maria%20del%20Rocio%20Dominguez%20Gaona"> Maria del Rocio Dominguez Gaona</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The present study is part of the Master in Modern Languages at the Universidad Autónoma de Baja California, and it aims to analyze how the sociocultural background might influence the development of learner autonomy in foreign language education in order to propose some strategies to overcome such challenges. Given the lack of research on the sociocultural barriers in learner autonomy in a Mexican context and the need to hear teachers’ voices about this issue, qualitative data was obtained from semi-structured interviews with six language teachers on their perspectives on learner autonomy, its application to the language classroom, and their experiences with Mexican and foreign learners/contexts in order to find out differences regarding learner autonomy. The results suggest three main sociocultural characteristics: preference for an authority figure, tendency towards collectivism, and low tolerance of ambiguity. Finally, nine strategies were proposed in order to help language teachers to deal with such sociocultural characteristics when fostering learner autonomy in the border city of Mexicali, where this study was carried out. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=learner%20autonomy" title="learner autonomy">learner autonomy</a>, <a href="https://publications.waset.org/abstracts/search?q=Mexican%20context" title=" Mexican context"> Mexican context</a>, <a href="https://publications.waset.org/abstracts/search?q=sociocultural%20influence" title=" sociocultural influence"> sociocultural influence</a>, <a href="https://publications.waset.org/abstracts/search?q=teachers%27%20perspectives" title=" teachers' perspectives"> teachers' perspectives</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20strategies" title=" teaching strategies"> teaching strategies</a> </p> <a href="https://publications.waset.org/abstracts/128292/sociocultural-barriers-to-the-development-of-autonomous-foreign-language-learning-some-teaching-strategies-to-overcome-such-challenges-in-a-mexican-context" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/128292.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">157</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">450</span> Autonomy in Healthcare Organisations: A Comparative Case Study of Middle Managers in England and Iran</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Maryam%20Zahmatkesh">Maryam Zahmatkesh</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Middle managers form a significant occupational category in organisations. They undertake a vital role, as they sit between the operational and strategic roles. Traditionally they were acting as diplomat administrators, and were only in power to meet the demands of professionals. Following the introduction of internal market, in line with the principles of New Public Management, middle managers have been considered as change agents. More recently, in the debates of middle managers, there is emphasis on entrepreneurialism and enacting strategic role. It was assumed that granting autonomy to the local organisations and the inception of semi-autonomous hospitals (Foundation Trusts in England and Board of Trustees in Iran) would give managers more autonomy to act proactively and innovatively. This thesis explores the hospital middle managers’ perception of and responses to public management reforms (in particular, hospital autonomy) in England and Iran. In order to meet the aims of the thesis, research was undertaken within the interpretative paradigm, in line with social constructivism. Data were collected from interviews with forty-five middle managers, observational fieldwork and documentary analysis across four teaching university hospitals in England and Iran. The findings show the different ways middle managers’ autonomy is constrained in the two countries. In England, middle managers have financial and human recourses, but their autonomy is constrained by government policy and targets. In Iran, middle managers are less constrained by government policy and targets, but they do not have financial and human resources to exercise autonomy. Unbalanced autonomy causes tension and frustration for middle managers. According to neo-institutional theory, organisations are deeply embedded within social, political, economic and normative settings that exert isomorphic and internal population-level pressures to conform to existing and established modes of operation. Health systems which are seeking to devolve autonomy to middle managers must appreciate the multidimensional nature of the autonomy, as well as the wider environment that organisations are embedded, if they are about to improve the performance of managers and their organisations. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=autonomy" title="autonomy">autonomy</a>, <a href="https://publications.waset.org/abstracts/search?q=healthcare%20organisations" title=" healthcare organisations"> healthcare organisations</a>, <a href="https://publications.waset.org/abstracts/search?q=middle%20managers" title=" middle managers"> middle managers</a>, <a href="https://publications.waset.org/abstracts/search?q=new%20public%20management" title=" new public management"> new public management</a> </p> <a href="https://publications.waset.org/abstracts/53964/autonomy-in-healthcare-organisations-a-comparative-case-study-of-middle-managers-in-england-and-iran" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/53964.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">310</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">449</span> The Relationships between Autonomy-Based Insula Activity and Learning: A Functional Magnetic Resonance Imaging Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Woogul%20Lee">Woogul Lee</a>, <a href="https://publications.waset.org/abstracts/search?q=Johnmarshall%20Reeve"> Johnmarshall Reeve</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Learners’ perceived autonomy predicts learners’ interest, engagement, and learning. To understand these processes, we conducted an fMRI experiment. In this experiment, participants saw the national flag and were asked to rate how much they freely wanted to learn about that particular national flag. The participants then learned the characteristics of the national flag. Results showed that (1) the degree of participants’ perceived autonomy was positively correlated with the degree of insula activity, (2) participants’ early-trial insula activity predicted corresponding late-trial dorsolateral prefrontal cortex activity, and (3) the degree of dorsolateral prefrontal cortex activity was positively correlated with the degree of participants’ learning about the characteristics of the national flag. Results suggest that learners’ perceived autonomy predicts learning through the mediation of insula activity associated with intrinsic satisfaction and 'pure self' processes. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=insular%20cortex" title="insular cortex">insular cortex</a>, <a href="https://publications.waset.org/abstracts/search?q=autonomy" title=" autonomy"> autonomy</a>, <a href="https://publications.waset.org/abstracts/search?q=self-determination" title=" self-determination"> self-determination</a>, <a href="https://publications.waset.org/abstracts/search?q=dorsolateral%20prefrontal%20cortex" title=" dorsolateral prefrontal cortex"> dorsolateral prefrontal cortex</a> </p> <a href="https://publications.waset.org/abstracts/73516/the-relationships-between-autonomy-based-insula-activity-and-learning-a-functional-magnetic-resonance-imaging-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/73516.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">203</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">448</span> The Use of Active Methodologies as a Means to Promote Autonomy and Motivation in English as a Foreign Language High School Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Danielle%20%20Guerra">Danielle Guerra</a>, <a href="https://publications.waset.org/abstracts/search?q=Marden%20Silva"> Marden Silva</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The use of active methodologies in the teaching of English has been widely encouraged recently, due to its potential to create propitious conditions for the learners to develop autonomy and studying skills that tend to keep them motivated throughout the learning process. The constant use of technology by the students makes it possible to implement strategies such as blended learning, which blends regular classes with online instruction and practice. (Horn and Staker, 2015) For that reason, the aim of this study was to implement the blended approach in a High School second-grade English class in Brazil, in order to analyze the impacts of this methodology on the students' autonomy. The teacher's role was that of a mediator, being responsible for selecting the best resources for students to study with, and also for helping them with questions when necessary. The results show that taking learner characteristics and learning experiences into account and allowing the students to follow their learning paths at their own pace was crucial to promoting engagement that led to the desired outcomes. In conclusion, the research shows that blended learning is a helpful strategy to foster autonomy and promote motivation in EFL students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=active%20methodologies" title="active methodologies">active methodologies</a>, <a href="https://publications.waset.org/abstracts/search?q=autonomy" title=" autonomy"> autonomy</a>, <a href="https://publications.waset.org/abstracts/search?q=blended%20learning" title=" blended learning"> blended learning</a>, <a href="https://publications.waset.org/abstracts/search?q=motivation" title=" motivation"> motivation</a> </p> <a href="https://publications.waset.org/abstracts/139589/the-use-of-active-methodologies-as-a-means-to-promote-autonomy-and-motivation-in-english-as-a-foreign-language-high-school-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/139589.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">210</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">447</span> “A Watched Pot Never Boils.” Exploring the Impact of Job Autonomy on Organizational Commitment among New Employees: A Comprehensive Study of How Empowerment and Independence Influence Workplace Loyalty and Engagement in Early Career Stages</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Atnafu%20Ashenef%20Wondim">Atnafu Ashenef Wondim</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In today’s highly competitive business environment, employees are considered a source of competitive advantage. Researchers have looked into job autonomy's effect on organizational commitment and declared superior organizational performance strongly depends on the effort and commitment of employees. The purpose of this study was to explore the relationship between job autonomy and organizational commitment from newcomer’s point of view. The mediation role of employee engagement (physical, emotional, and cognitive) was also examined in the case of Ethiopian Commercial Banks. An exploratory survey research design with mixed-method approach that included partial least squares structural equation modeling and Fuzzy-Set Qualitative Comparative Analysis technique were using to address the sample size of 348 new employees. In-depth interviews with purposive and convenientsampling techniques are conducted with new employees (n=43). The results confirmed that job autonomy had positive, significant direct effects on physical engagement, emotional engagement, and cognitive engagement (path coeffs. = 0.874, 0.931, and 0.893).The results showed thatthe employee engagement driver, physical engagement, had a positive significant influence on affective commitment (path coeff. = 0.187) and normative commitment (path coeff. = 0.512) but no significant effect on continuance commitment. Employee engagement partially mediates the relationship between job autonomy and organizational commitment, which means supporting the indirect effects of job autonomy on affective, continuance, and normative commitment through physical engagement. The findings of this study add new perspectives by positioning it within a complex organizational African setting and by expanding the job autonomy and organizational commitment literature, which will benefit future research. Much of the literature on job autonomy and organizational commitment has been conducted within a well-established organizational business context in Western developed countries.The findings lead to fresh information on job autonomy and organizational commitment implementation enablers that can assist in the formulation of a better policy/strategy to efficiently adopt job autonomy and organizational commitment. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=employee%20engagement" title="employee engagement">employee engagement</a>, <a href="https://publications.waset.org/abstracts/search?q=job%20autonomy" title=" job autonomy"> job autonomy</a>, <a href="https://publications.waset.org/abstracts/search?q=organizational%20commitment" title=" organizational commitment"> organizational commitment</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20exchange%20theory" title=" social exchange theory"> social exchange theory</a> </p> <a href="https://publications.waset.org/abstracts/190075/a-watched-pot-never-boils-exploring-the-impact-of-job-autonomy-on-organizational-commitment-among-new-employees-a-comprehensive-study-of-how-empowerment-and-independence-influence-workplace-loyalty-and-engagement-in-early-career-stages" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/190075.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">28</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">446</span> A Theoretical Framework of Patient Autonomy in a High-Tech Care Context</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Catharina%20Lindberg">Catharina Lindberg</a>, <a href="https://publications.waset.org/abstracts/search?q=Cecilia%20Fagerstrom"> Cecilia Fagerstrom</a>, <a href="https://publications.waset.org/abstracts/search?q=Ania%20Willman"> Ania Willman</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Patients in high-tech care environments are usually dependent on both formal/informal caregivers and technology, highlighting their vulnerability and challenging their autonomy. Autonomy presumes that a person has education, experience, self-discipline and decision-making capacity. Reference to autonomy in relation to patients in high-tech care environments could, therefore, be considered paradoxical, as in most cases these persons have impaired physical and/or metacognitive capacity. Therefore, to understand the prerequisites for patients to experience autonomy in high-tech care environments and to support them, there is a need to enhance knowledge and understanding of the concept of patient autonomy in this care context. The development of concepts and theories in a practice discipline such as nursing helps to improve both nursing care and nursing education. Theoretical development is important when clarifying a discipline, hence, a theoretical framework could be of use to nurses in high-tech care environments to support and defend the patient’s autonomy. A meta-synthesis was performed with the intention to be interpretative and not aggregative in nature. An amalgamation was made of the results from three previous studies, carried out by members of the same research group, focusing on the phenomenon of patient autonomy from a patient perspective within a caring context. Three basic approaches to theory development: derivation, synthesis, and analysis provided an operational structure that permitted the researchers to move back and forth between these approaches during their work in developing a theoretical framework. The results from the synthesis delineated that patient autonomy in a high-tech care context is: To be in control though trust, co-determination, and transition in everyday life. The theoretical framework contains several components creating the prerequisites for patient autonomy. Assumptions and propositional statements that guide theory development was also outlined, as were guiding principles for use in day-to-day nursing care. Four strategies used by patients to remain or obtain patient autonomy in high-tech care environments were revealed: the strategy of control, the strategy of partnership, the strategy of trust, and the strategy of transition. This study suggests an extended knowledge base founded on theoretical reasoning about patient autonomy, providing an understanding of the strategies used by patients to achieve autonomy in the role of patient, in high-tech care environments. When possessing knowledge about the patient perspective of autonomy, the nurse/carer can avoid adopting a paternalistic or maternalistic approach. Instead, the patient can be considered to be a partner in care, allowing care to be provided that supports him/her in remaining/becoming an autonomous person in the role of patient. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=autonomy" title="autonomy">autonomy</a>, <a href="https://publications.waset.org/abstracts/search?q=caring" title=" caring"> caring</a>, <a href="https://publications.waset.org/abstracts/search?q=concept%20development" title=" concept development"> concept development</a>, <a href="https://publications.waset.org/abstracts/search?q=high-tech%20care" title=" high-tech care"> high-tech care</a>, <a href="https://publications.waset.org/abstracts/search?q=theory%20development" title=" theory development"> theory development</a> </p> <a href="https://publications.waset.org/abstracts/92291/a-theoretical-framework-of-patient-autonomy-in-a-high-tech-care-context" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/92291.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">207</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">445</span> The Impact of Job Meaningfulness on the Relationships between Job Autonomy, Supportive Organizational Climate, and Job Satisfaction</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sashank%20Nyapati">Sashank Nyapati</a>, <a href="https://publications.waset.org/abstracts/search?q=Laura%20Lorente-Prieto"> Laura Lorente-Prieto</a>, <a href="https://publications.waset.org/abstracts/search?q=Maria%20Peiro"> Maria Peiro</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The general objective of this study is to analyse the mediating role of meaningfulness in the relationships between job autonomy and job satisfaction and supportive organizational climate and job satisfaction. Theories such as the Job Characteristics Model, Conservation of Resources theory, as well as the Job Demands-Resources theory were used as theoretical framework. Data was obtained from the 5th European Working Conditions Survey (EWCS), and sample was composed of 1005 and 1000 workers from Spain and Portugal respectively. The analysis was conducted using the SOBEL Macro for SPSS (A multiple regression mediation model) developed by Preacher and Hayes in 2003. Results indicated that Meaningfulness partially mediates both the Job Autonomy-Job Satisfaction as well as the Supportive Organizational Climate-Job Satisfaction relationships. However, the percentages are large enough to draw substantial conclusions, especially that Job Meaningfulness plays an essential – if indirect – role in the amount of Satisfaction that one experiences at work. Some theoretical and practical implications are discussed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=meaningfulness" title="meaningfulness">meaningfulness</a>, <a href="https://publications.waset.org/abstracts/search?q=job%20autonomy" title=" job autonomy"> job autonomy</a>, <a href="https://publications.waset.org/abstracts/search?q=supportive%20organizational%20climate" title=" supportive organizational climate"> supportive organizational climate</a>, <a href="https://publications.waset.org/abstracts/search?q=job%20satisfaction" title=" job satisfaction"> job satisfaction</a> </p> <a href="https://publications.waset.org/abstracts/29199/the-impact-of-job-meaningfulness-on-the-relationships-between-job-autonomy-supportive-organizational-climate-and-job-satisfaction" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/29199.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">536</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">444</span> Autonomy Supportive Coaching to Achieve Health Literacy </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=E.%20Knisel">E. Knisel</a>, <a href="https://publications.waset.org/abstracts/search?q=H.%20Rupprich"> H. Rupprich</a>, <a href="https://publications.waset.org/abstracts/search?q=A.%20Heissel"> A. Heissel</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Health Literacy is defined as the degree to which people have the capacity to obtain and understand information to make health decisions. Illustrated are three levels of health literacy: (1) Functional literacy refers to the transmission of information about e. g. physical activity and nutrition; (2) interactive literacy implies the development of personal and social skills to adopt health-related behaviour and (3) critical health literacy indicates advanced cognitive skills connected with personal empowerment to critically analyse health information, to define self-determined goals and taking action in various situations accordingly. The achievement of the third level refers to self-determination and autonomy which should be outcomes of exercise programs for overweight children as health-related behaviour change will occur and persist if it is autonomously motivated. Method: We adopted a quasi-experimental design with group (autonomy supportive coaching, control) and session (pre-test, intervention, post-test, and follow-up-test). Overweight and obese children and adolescents at the age of 8-14 years (N=40) received a 6-month (20 sessions) exercise program with autonomy supportive coaching implemented by the coaches and sandwiched between pre-test and post-test. All participants (N=92) completed the German version of the Basic Needs Satisfaction Scale Sport and Exercise. Additionally, we assessed the engagement in the exercise program by the MVPA (Moderate-to-Vigorous Physical Activity) and by the adherence and drop-out-rate. Results: Participants in the intervention group perceived their autonomy as moderate in the post-test and the follow-up-test. However, the psychological intervention failed to develop a high autonomy, as both groups show moderate perceived autonomy from the pre-test to the post-test. Participants in the intervention group were higher engaged in MVPA in the exercise program and they attend the program more regularly. Discussion: Young overweight and obese children and adolescents can acquire autonomy using autonomy supporting coaching. However, research identifying the extent they achieve critical health literacy is required to implement an autonomy-supportive coaching style into exercise programs for this target group. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=autonomy%20support" title="autonomy support">autonomy support</a>, <a href="https://publications.waset.org/abstracts/search?q=coaching" title=" coaching"> coaching</a>, <a href="https://publications.waset.org/abstracts/search?q=health%20literacy" title=" health literacy"> health literacy</a>, <a href="https://publications.waset.org/abstracts/search?q=health%20promotion" title=" health promotion"> health promotion</a> </p> <a href="https://publications.waset.org/abstracts/25546/autonomy-supportive-coaching-to-achieve-health-literacy" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/25546.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">487</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">443</span> Ex (War) Machina: Arab Spring</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Deniz%20Alca">Deniz Alca</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research aims to study the themes of autonomy, democracy and the legitimacy of power under the headline of Arab Spring. After the first wave of Arab Spring, among the frequently mentioned ideals of self-recognition, awakening, democracy, autonomy, freedom etc. main concern of the border neighbors and the western governments was to see a “legitimate power.” Although the metaphor of spring was still pointing at emancipation, the principal focus was mostly not on the people but on the governments. So the question of what makes a government legitimate has come to the forefront. However, democracy and freedom, seems to be the main subject matters of the discussions, this rush about establishment of “legitimate governments” lead other countries, to indulge or worse endorse armed oppositionists. So essence of “power” changed from legitimate to rulership. It seems that the civil initiative or autonomy and clearly democracy are still far away from us. The need to a savior is overpowering. This cultural and traditional and almost hereditary miss orientation of the people, both the ones who are playing the role of god and the ones who believed the inevitable need to be freed by someone else, seems to be leading the Arabs to a new autocracy or worse. Middle East is waiting for the ex machina to operate. But what it gets is a spreading warfare. This darkness falling down on Middle East under the concept of spring may be explained by the confrontation of the concepts of emancipation and liberation. So the question is, if the era of emancipation really over or is there still a chance for autonomy and grassroots democracy operating as constituent power? <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=autonomy" title="autonomy">autonomy</a>, <a href="https://publications.waset.org/abstracts/search?q=awakening" title=" awakening"> awakening</a>, <a href="https://publications.waset.org/abstracts/search?q=civil%20initiative" title=" civil initiative"> civil initiative</a>, <a href="https://publications.waset.org/abstracts/search?q=democracy" title=" democracy"> democracy</a>, <a href="https://publications.waset.org/abstracts/search?q=emancipation" title=" emancipation"> emancipation</a>, <a href="https://publications.waset.org/abstracts/search?q=legitimacy" title=" legitimacy"> legitimacy</a>, <a href="https://publications.waset.org/abstracts/search?q=liberation" title=" liberation"> liberation</a> </p> <a href="https://publications.waset.org/abstracts/30805/ex-war-machina-arab-spring" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/30805.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">405</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">442</span> Autonomy not Automation: Using Metacognitive Skills in ESL/EFL Classes</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Marina%20Paula%20Carreira%20Rolim">Marina Paula Carreira Rolim</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In order to have ELLs take responsibility for their own learning, it is important that they develop skills to work their studies strategically. The less they rely on the instructor as the content provider, the more they become active learners and have a higher sense of self-regulation and confidence in the learning process. This e-poster proposes a new teacher-student relationship that encourages learners to reflect, think critically, and act upon their realities. It also suggests the implementation of different autonomy-supportive teaching tools, such as portfolios, written journals, problem-solving activities, and strategy-based discussions in class. These teaching tools enable ELLs to develop awareness of learning strategies, learning styles, study plans, and available learning resources as means to foster their creative power of learning outside of classroom. In the role of a learning advisor, the teacher is no longer the content provider but a facilitator that introduces skills such as ‘elaborating’, ‘planning’, ‘monitoring’, and ‘evaluating’. The teacher acts as an educator and promotes the use of lifelong metacognitive skills to develop learner autonomy in the ESL/EFL context. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=autonomy" title="autonomy">autonomy</a>, <a href="https://publications.waset.org/abstracts/search?q=metacognitive%20skills" title=" metacognitive skills"> metacognitive skills</a>, <a href="https://publications.waset.org/abstracts/search?q=self-regulation" title=" self-regulation"> self-regulation</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20strategies" title=" learning strategies"> learning strategies</a>, <a href="https://publications.waset.org/abstracts/search?q=reflection" title=" reflection"> reflection</a> </p> <a href="https://publications.waset.org/abstracts/44048/autonomy-not-automation-using-metacognitive-skills-in-eslefl-classes" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/44048.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">366</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">441</span> Motherhood Managerial in Health Services: Need Eustress Internalization</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Retty%20Ratnawati">Retty Ratnawati</a>, <a href="https://publications.waset.org/abstracts/search?q=Santi%20Sri%20Wulandari"> Santi Sri Wulandari</a>, <a href="https://publications.waset.org/abstracts/search?q=Tulus%20Sabrina"> Tulus Sabrina</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Feminine and masculine gender role stress could occur in some work situation. Being manager in health services that is known to be more women’ role in Indonesia, has expected to have feminine stereotype role. In the communities, this has been done in the program kesejahteraan keluarga (welfare family program) since the 1970s, for example through family planning program. The aim of the study was to explore the experience of being a motherhood managerial in health services. Our auto ethnographic study has revealed that motherhood managerial, even though running by a woman, could have some stress conditions whether she has realized or has not. The challenge would occur when the manager did not realize that she needed the eustress. The autonomy concept for a woman to be a manager could be a complex cycle that needs open communication continually and understanding the four elements surround her life. In conclusion, there is a demand to have the eustress when the manager does not realize that she has to be an autonomy person. However, it does not need eustress when the manager understands about how to deal with the complex cycle of being autonomy. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=motherhood%20managerial" title="motherhood managerial">motherhood managerial</a>, <a href="https://publications.waset.org/abstracts/search?q=eustress" title=" eustress"> eustress</a>, <a href="https://publications.waset.org/abstracts/search?q=feminine%20gender%20role%20stress" title=" feminine gender role stress"> feminine gender role stress</a>, <a href="https://publications.waset.org/abstracts/search?q=masculine%20gender%20role%20stress" title=" masculine gender role stress"> masculine gender role stress</a>, <a href="https://publications.waset.org/abstracts/search?q=autonomy%20concept%20in%20women" title=" autonomy concept in women"> autonomy concept in women</a> </p> <a href="https://publications.waset.org/abstracts/58081/motherhood-managerial-in-health-services-need-eustress-internalization" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/58081.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">274</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">440</span> The Influence of Parental Media Mediation on Adolescents Risky Media Use: Controlled vs. Autonomy Supportive Strategies</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jeffrey%20L.%20Hurst">Jeffrey L. Hurst</a>, <a href="https://publications.waset.org/abstracts/search?q=Sarah%20M.%20Coyne"> Sarah M. Coyne</a> </p> <p class="card-text"><strong>Abstract:</strong></p> With the growth of technology and media, teens are increasingly exposed to media such as pornography and engaging in risky media use such as sexting. Parental media mediation strategies including controlling or autonomy supporting strategies can be an important protective factor against risky media uses. The purpose of this study is to examine how parental media mediation around media, influence adolescents’ behaviors including frequency of pornography use and sexting. We also examine the effects of parental media mediation on adolescents disclosing pornography use to parents and the amount of secrets that adolescents keep about pornography use. We hypothesize that controlling media mediation will result in more sexting, more frequency pornography use, more secrets about pornography and less disclosure to parents. We also predict that autonomy supportive media mediation will show the opposite pattern. Data for this study came from a nationally representative research project, Project M.E.D.I.A. Participants included 783 adolescents. 49% of the participants were male, and the mean age for boys was 15.44 years (SD= 3.34) and for girls was 15.3 years (SD=2.93). Parental media mediation was assessed using an eight-item measure with subscales of controlling and autonomy supporting media mediation. Participants were also asked if they have ever viewed pornography. If they answered yes, they were asked about the frequency of pornography use as well as if they have ever kept secrets from their parents about it and if they had ever disclosed their pornography use to their parents. The data analysis strategy for this study was a multiple group path analysis. Frequency of pornography use, sexting, secrets from parents and disclosure to parents were predicted by controlling and autonomy supporting parental media mediation, frequency of parents warning against pornography use, income and ethnicity. Groups were distinguished by boys and girls, allowing for sex differences. After running the model in MPLUS, we found partial support for our hypotheses. Autonomy supportive media mediation resulted in less sexting for boys (β= -.15, p < .05) and girls ( β= -.13, p < .05). Autonomy supportive media mediation also predicted keeping fewer secrets for girls (β=-.27, p < .01) but had no effect for boys. Controlling media mediation predicted more disclosure about pornography to parents for boys (β=.16, p < .05) and less disclosure to parents about pornography for girls (β=-.14, p < .05). Frequency of pornography was not predicted by any of the predictors in the model. Autonomy supportive media mediation was a very strong predictor of less sexting for both boys and girls. Parents should approach media mediation with this supportive and understanding mindset. Parental autonomy support allows adolescents to explore and develop their own moral beliefs without feeling guilt or shame from their parents. This need to have autonomy is also shown by girls disclosing less pornography use to their parents when parents are really controlling about media use. Interestingly, boys disclosed more to their parents when their parents were controlling. Further research is needed on why this is. Further research should also look at the effects that disclosing pornography use to parents has on future pornography use. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=media" title="media">media</a>, <a href="https://publications.waset.org/abstracts/search?q=moral%20development" title=" moral development"> moral development</a>, <a href="https://publications.waset.org/abstracts/search?q=parental%20mediation" title=" parental mediation"> parental mediation</a>, <a href="https://publications.waset.org/abstracts/search?q=pornography" title=" pornography"> pornography</a>, <a href="https://publications.waset.org/abstracts/search?q=sexting" title=" sexting"> sexting</a> </p> <a href="https://publications.waset.org/abstracts/102181/the-influence-of-parental-media-mediation-on-adolescents-risky-media-use-controlled-vs-autonomy-supportive-strategies" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/102181.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">156</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">439</span> Student Authenticity: A Foundation for First-Year Experience Courses</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Amy%20L.%20Smith">Amy L. Smith</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study investigates the impact of student authenticity while engaging in academic exploration of students' sense of belonging, autonomy, and persistence. Research questions include: How does incorporating authenticity in first-year academic exploration courses impact; 1) first-year students’ sense of belonging, autonomy, and persistence? 2) first-year students’ sense of belonging, autonomy, and persistence during the first and last halves of the fall semester? 3) first-year students’ sense of belonging, autonomy, and persistence among various student demographics? First-year students completed a Likert-like survey at the conclusion of eight weeks (first and last eight weeks/fall semester) academic exploration courses. Course redesign included grounding the curriculum and instruction with student authenticity and creating opportunities for students to explore, define, and reflect upon their authenticity during academic exploration. Surveys were administered at the conclusion of these eight week courses (first and last eight weeks/fall semester). Data analysis included an entropy balancing matching method and t-tests. Research findings indicate integrating authenticity into academic exploration courses for first-year students has a positive impact on students' autonomy and persistence. There is a significant difference between authenticity and first-year students' autonomy (p = 0.00) and persistence (p = 0.01). Academic exploration courses with the underpinnings of authenticity are more effective in the second half of the fall semester. There is a significant difference between an academic exploration course grounding the curriculum and instruction in authenticity offered M8A (first half, fall semester) and M8B (second half, fall semester) (p = 0); M8B courses illustrate an increase of students' sense of belonging, autonomy, and persistence. Integrating authenticity into academic exploration courses for first-year students has a positive impact on varying student demographics (p = 0.00). There is a significant difference between authenticity and low-income (p = 0.04), first-generation (p = 0.00), Caucasian (p = 0.02), and American Indian/Alaskan Native (p = 0.05) first-year students' sense of belonging, autonomy, and persistence. Academic exploration courses embedded in authenticity helps develop first-year students’ sense of belonging, autonomy, and persistence, which are effective traits of college students. As first-year students engage in content courses, professors can empower students to have greater engagement in their learning process by relating content to students' authenticity and helping students think critically about how content is authentic to them — how students' authenticity relates to the content, how students can take their content expertise into the future in ways that, to the student, authentically contribute to the greater good. A broader conversation within higher education needs to include 1) designing courses that allow students to develop and reflect upon their authenticity/to formulate answers to the questions: who am I, who am I becoming, and how will I move my authentic self forward; and 2) a discussion of how to shift from the university shaping students to the university facilitating the process of students shaping themselves. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=authenticity" title="authenticity">authenticity</a>, <a href="https://publications.waset.org/abstracts/search?q=first-year%20experience" title=" first-year experience"> first-year experience</a>, <a href="https://publications.waset.org/abstracts/search?q=sense%20of%20belonging" title=" sense of belonging"> sense of belonging</a>, <a href="https://publications.waset.org/abstracts/search?q=autonomy" title=" autonomy"> autonomy</a>, <a href="https://publications.waset.org/abstracts/search?q=persistence" title=" persistence"> persistence</a> </p> <a href="https://publications.waset.org/abstracts/123342/student-authenticity-a-foundation-for-first-year-experience-courses" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/123342.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">137</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">438</span> Functions of Public Policy in Private International Law</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Fedorova%20Elena">Fedorova Elena</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this article, we draw a distinction between two important functions of public policy in private international law. The first function is widely recognized and relates to the prevention of application of foreign laws and enforcement of foreign court judgments whenever their effects are incompatible with the domestic legal system of the forum. This effectively protects sovereign rights of the forum state as it allows to resist against the undesirable effects of foreign law-making and law-enforcement policies. The second function is less obvious, but not less important. As the internal private legal relationships, international private relationships are usually governed by rules of public policy, to which the parties can not derogate by mutual agreement. Thefore, for international private law relations public policy has a different function than previously mentioned: in this case, the public policy acts as a defense against unacceptable effects of the party autonomy. Thus, this second function of public policy consists in the limitation of the party autonomy wich effects would be unacceptable for the local legal system. In the frame of this second function the author will analyse two types of public policy which can limit the party autonomy: « substantial » public policy (which regulates the substance of international legal relationship) and « conflictual » public policy (which regulates the party autonomy to choose the law applicable for the substance of relationship). The author provides an analysis of these functions of the public policy in the field of international contract law because of the important role of the principle of party autonomy for international contract relations. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=public%20policy" title="public policy">public policy</a>, <a href="https://publications.waset.org/abstracts/search?q=general%20theory%20of%20private%20international%20law" title=" general theory of private international law"> general theory of private international law</a>, <a href="https://publications.waset.org/abstracts/search?q=substantial%20public%20policy" title=" substantial public policy"> substantial public policy</a>, <a href="https://publications.waset.org/abstracts/search?q=conflictual%20public%20policy" title=" conflictual public policy"> conflictual public policy</a> </p> <a href="https://publications.waset.org/abstracts/24109/functions-of-public-policy-in-private-international-law" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/24109.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">573</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">437</span> Higher Education and the Economy in Western Canada: Is Institutional Autonomy at Risk?</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=James%20Barmby">James Barmby</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Canada’s westernmost provinces of British Columbia and Alberta are similar in many respects as they are both reliant on volatile natural resources for major portions of their economies. The two provinces have banded together to develop mutually beneficial trade, investment and labour market mobility rules, but in terms of developing systems of higher education, the two provinces are attempting to align higher education programs to economic development objectives by means that are quite different. In British Columbia, the recently announced initiative, B.C’s Skills for Jobs Blueprint will “make sure education and training programs are aligned with the demands of the labor market.” Meanwhile in Alberta, the province’s institutions of higher education are enjoying the tenth year of their membership in the Campus Alberta Quality Council, which makes recommendations to government on issues related to post-secondary education, including the approval of new programs. In B.C., public institutions of higher education are encouraged to comply with government objectives, and are rewarded with targeted funds for their efforts. In Alberta, the institutions as a system tell the government what programs they want to offer and government can agree or not agree to fund these programs through a ministerial approval process. In comparing the two higher education systems, the question emerges as to which one is more beneficial to the province: the one where change is directed primarily by financial incentives to achieve economic objectives or the one that makes recommendations to the government for changes in programs to achieve institutional objectives? How is institutional autonomy affected in each strategy? Does institutional autonomy matter anymore? In recent years, much has been written in regard to academic freedom, but less about institutional autonomy, which is seen by many as essential to protecting academic freedom. However, while institutional autonomy means freedom from government control, it does not necessarily mean self-government. In this study, a comparison of the two higher education systems is made using recent government policy initiatives in both provinces, and responses to those actions by the higher education institutions. The findings indicate that the economic needs in both provinces take precedence over issues of institutional autonomy. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=alberta" title="alberta">alberta</a>, <a href="https://publications.waset.org/abstracts/search?q=British%20Columbia" title=" British Columbia"> British Columbia</a>, <a href="https://publications.waset.org/abstracts/search?q=institutional%20autonomy" title=" institutional autonomy"> institutional autonomy</a>, <a href="https://publications.waset.org/abstracts/search?q=funding" title=" funding"> funding</a> </p> <a href="https://publications.waset.org/abstracts/20517/higher-education-and-the-economy-in-western-canada-is-institutional-autonomy-at-risk" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/20517.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">701</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">436</span> Enhancing Nursing Teams' Learning: The Role of Team Accountability and Team Resources</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sarit%20Rashkovits">Sarit Rashkovits</a>, <a href="https://publications.waset.org/abstracts/search?q=Anat%20Drach-%20Zahavy"> Anat Drach- Zahavy</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The research considers the unresolved question regarding the link between nursing team accountability and team learning and the resulted team performance in nursing teams. Empirical findings reveal disappointing evidence regarding improvement in healthcare safety and quality. Therefore, there is a need in advancing managerial knowledge regarding the factors that enhance constant healthcare teams' proactive improvement efforts, meaning team learning. We first aim to identify the organizational resources that are needed for team learning in nursing teams; second, to test the moderating role of nursing teams' learning resources in the team accountability-team learning link; and third, to test the moderated mediation model suggesting that nursing teams' accountability affects team performance by enhancing team learning when relevant resources are available to the team. We point on the intervening role of three team learning resources, namely time availability, team autonomy and performance data on the relation between team accountability and team learning and test the proposed moderated mediation model on 44 nursing teams (462 nurses and 44 nursing managers). The results showed that, as was expected, there was a positive significant link between team accountability and team learning and the subsequent team performance when time availability and team autonomy were high rather than low. Nevertheless, the positive team accountability- team learning link was significant when team performance feedback was low rather than high. Accordingly, there was a positive mediated effect of team accountability on team performance via team learning when either time availability or team autonomy were high and the availability of team performance data was low. Nevertheless, this mediated effect was negative when time availability and team autonomy were low and the availability of team performance data was high. We conclude that nurturing team accountability is not enough for achieving nursing teams' learning and the subsequent improved team performance. Rather there is need to provide nursing teams with adequate time, autonomy, and be cautious with performance feedback, as the latter may motivate nursing teams to repeat routine work strategies rather than explore improved ones. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=nursing%20teams%27%20accountability" title="nursing teams' accountability">nursing teams' accountability</a>, <a href="https://publications.waset.org/abstracts/search?q=nursing%20teams%27%20learning" title=" nursing teams' learning"> nursing teams' learning</a>, <a href="https://publications.waset.org/abstracts/search?q=performance%20feedback" title=" performance feedback"> performance feedback</a>, <a href="https://publications.waset.org/abstracts/search?q=teams%27%20autonomy" title=" teams' autonomy "> teams' autonomy </a> </p> <a href="https://publications.waset.org/abstracts/49816/enhancing-nursing-teams-learning-the-role-of-team-accountability-and-team-resources" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/49816.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">264</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">435</span> Negotiating Autonomy in Women’s Political Participation: The Case of Elected Women’s Representatives from Jharkhand</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rajeshwari%20Balasubramanian">Rajeshwari Balasubramanian</a>, <a href="https://publications.waset.org/abstracts/search?q=Margit%20Van%20Wessel"> Margit Van Wessel</a>, <a href="https://publications.waset.org/abstracts/search?q=Nandini%20Deo"> Nandini Deo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The participation of women in local bodies witnessed a rise after the implementation of 73rd and 74th Amendments to the Indian Constitution which created quotas for women representatives. However, even when participation increased, it did not translate into meaningful contributions by women in local bodies. This led some civil society organisations (CSOs) to begin working with women panchayat representatives in various states to build their capacity for political participation. The focus of this paper is to study capacity building training by CSOs in Jharkhand. The paper maps how the training helps women elected representatives to negotiate their autonomy at multiple levels. The paper describes the capacity building program conducted by an international feminist organisation along with its seven local partners in Jharkhand. The central question that the study asks is: How does capacity building training by CSOs in Jharkhand impact the autonomy of elected women representatives? It uses a qualitative research methodology based on empirical data gathered through field visits in four districts of Jharkhand (Chatra, Hazaribagh, East Singhbum and Ranchi) where the program was implemented for three years. The study found that women elected representatives had to develop strategies to negotiate their choice to move out of their homes and attend the training conducted by CSOs. The ability to participate in the training programs itself was a significant achievement of personal autonomy for many women. The training provided them a platform to voice their opinion and appreciate their own value as panchayat leaders. This realization allowed them to negotiate their presence and a space for themselves in Gram panchayats. A Foucauldian approach to analyze capacity building workshops might lead us to see them as systems in which CSOs impose a form of governmentality on rural elected representatives. Instead, what we see here is a much more complex negotiation of agency in which the CSO creates spaces and practices that allow women to achieve their own forms of autonomy. The study concludes that the impact of the training on the autonomy of these women is based on their everyday negotiations of time, space and mobility. Autonomy for these elected women representatives is also contextual and relative, as they seem to realize it during the training process. The training allows the women to not only negotiate their participation in panchayats but also challenge everyday practices that are rooted in patriarchy. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=autonomy" title="autonomy">autonomy</a>, <a href="https://publications.waset.org/abstracts/search?q=feminist%20organization" title=" feminist organization"> feminist organization</a>, <a href="https://publications.waset.org/abstracts/search?q=local%20bodies" title=" local bodies"> local bodies</a>, <a href="https://publications.waset.org/abstracts/search?q=political%20participation" title=" political participation"> political participation</a> </p> <a href="https://publications.waset.org/abstracts/103770/negotiating-autonomy-in-womens-political-participation-the-case-of-elected-womens-representatives-from-jharkhand" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/103770.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">149</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">434</span> A Concept Analysis of Control over Nursing Practice</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Oznur%20Ispir">Oznur Ispir</a>, <a href="https://publications.waset.org/abstracts/search?q=S.%20Duygulu"> S. Duygulu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Health institutions are the places where fast and efficient decisions are required and mistakes and uncertainties are not tolerated due to the urgency of the services provided within the body of these institutions. Thus, in those institutions where patient care services are targeted to be provided quality and safety, the nurses attending the decisions, creating the solutions for problems, taking initiative and bearing the responsibility of results in brief having the control over practices are needed. Control over nursing practices is defined as affecting the employment and work environment at the unit level of the institution, perceived freedom for organizing and evaluating nursing practices, the ability to make independent decisions about patient care and accountability for the results of such decisions. This study scrutinizes the concept of control over nursing practices (organizational autonomy), which is frequently confused with other concepts (autonomy) in the literature, by reviewing the literature and making suggestions to improve nurses’ control over nursing practices. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=control%20over%20nursing%20practice" title="control over nursing practice">control over nursing practice</a>, <a href="https://publications.waset.org/abstracts/search?q=nurse" title=" nurse"> nurse</a>, <a href="https://publications.waset.org/abstracts/search?q=nursing" title=" nursing"> nursing</a>, <a href="https://publications.waset.org/abstracts/search?q=organizational%20autonomy" title=" organizational autonomy"> organizational autonomy</a> </p> <a href="https://publications.waset.org/abstracts/66243/a-concept-analysis-of-control-over-nursing-practice" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/66243.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">266</span> </span> </div> </div> <ul class="pagination"> <li class="page-item disabled"><span class="page-link">&lsaquo;</span></li> <li class="page-item active"><span class="page-link">1</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=autonomy&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=autonomy&page=3">3</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=autonomy&page=4">4</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=autonomy&page=5">5</a></li> <li class="page-item"><a class="page-link" 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