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overflow: hidden; text-overflow: ellipsis; -webkit-line-clamp: 3; -webkit-box-orient: vertical; }</style><div class="col-xs-12 clearfix"><div class="u-floatLeft"><h1 class="PageHeader-title u-m0x u-fs30">Autonomy</h1><div class="u-tcGrayDark">21,225 Followers</div><div class="u-tcGrayDark u-mt2x">Recent papers in <b>Autonomy</b></div></div></div></div></div></div><div class="TabbedNavigation"><div class="container"><div class="row"><div class="col-xs-12 clearfix"><ul class="nav u-m0x u-p0x list-inline u-displayFlex"><li class="active"><a href="https://www.academia.edu/Documents/in/Autonomy">Top Papers</a></li><li><a href="https://www.academia.edu/Documents/in/Autonomy/MostCited">Most Cited Papers</a></li><li><a href="https://www.academia.edu/Documents/in/Autonomy/MostDownloaded">Most Downloaded Papers</a></li><li><a href="https://www.academia.edu/Documents/in/Autonomy/MostRecent">Newest Papers</a></li><li><a class="" href="https://www.academia.edu/People/Autonomy">People</a></li></ul></div><style type="text/css">ul.nav{flex-direction:row}@media(max-width: 567px){ul.nav{flex-direction:column}.TabbedNavigation li{max-width:100%}.TabbedNavigation li.active{background-color:var(--background-grey, #dddde2)}.TabbedNavigation li.active:before,.TabbedNavigation li.active:after{display:none}}</style></div></div></div><div class="container"><div class="row"><div class="col-xs-12"><div class="u-displayFlex"><div class="u-flexGrow1"><div class="works"><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_33575257" data-work_id="33575257" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/33575257/Paradoxien_der_Autonomie_Freiheit_und_Gesetz_I_Berlin_August_Verlag_2011_second_edition_2019_co_edited_with_Ch_Menke">Paradoxien der Autonomie. Freiheit und Gesetz I, Berlin: August Verlag, 2011, second edition: 2019; co-edited with Ch. Menke.</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Der Gedanke, der sich in der modernen Idee der Autonomie verdichtet, ist ein doppelter: Die Figur der Autonomie enthält zugleich eine neue Auffassung von Normativität und eine eigene Konzeption von Freiheit. Dem Gedanken der Autonomie... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_33575257" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Der Gedanke, der sich in der modernen Idee der Autonomie verdichtet, ist ein doppelter: Die Figur der Autonomie enthält zugleich eine neue Auffassung von Normativität und eine eigene Konzeption von Freiheit. Dem Gedanken der Autonomie zufolge ist ein Gesetz, das wahrhaft normativ ist, eines, als dessen Urheber wir uns selbst betrachten können; und eine Freiheit, die im vollen Sinne wirklich ist, drückt sich in Gestalt eben solcher selbstgegebener Gesetze aus. Die Idee der Autonomie artikuliert so die Einsicht, dass man Freiheit und Gesetz nicht durch ihre Entgegensetzung bestimmen kann, sondern durcheinander erläutern muss. Wirkliche Freiheit ist nicht Freiheit von Gesetzen, sondern Freiheit in Gesetzen; verbindliche Normen sind nicht das, was Freiheit äußerlich beschränkt, sondern das, was Freiheit innerlich verwirklicht. Die Idee der Autonomie, die für die moderne praktische Philosophie seit Rousseau und Kant grundlegend ist, zielt so darauf, Freiheit und Verbindlichkeit in einem Zuge zu artikulieren: durch die Form selbstgegebener Gesetze. Mit Beiträgen von Robert Brandom, Judith Butler, Thomas Khurana, Christoph Menke, Terry Pinkard und Sebastian Rödl.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/33575257" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="d53c5ee86fbe51573c6566d7c5e98fa7" rel="nofollow" data-download="{"attachment_id":53598752,"asset_id":33575257,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/53598752/download_file?st=MTc0MDYwMjU5OCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="65726542" href="https://uni-potsdam.academia.edu/ThomasKhurana">Thomas Khurana</a><script data-card-contents-for-user="65726542" type="text/json">{"id":65726542,"first_name":"Thomas","last_name":"Khurana","domain_name":"uni-potsdam","page_name":"ThomasKhurana","display_name":"Thomas Khurana","profile_url":"https://uni-potsdam.academia.edu/ThomasKhurana?f_ri=14197","photo":"https://0.academia-photos.com/65726542/17128510/17284369/s65_thomas.khurana.jpg"}</script></span></span></li><li class="js-paper-rank-work_33575257 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="33575257"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 33575257, container: ".js-paper-rank-work_33575257", }); });</script></li><li class="js-percentile-work_33575257 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 33575257; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_33575257"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_33575257 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="33575257"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 33575257; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=33575257]").text(description); $(".js-view-count-work_33575257").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_33575257").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="33575257"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">5</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="7942" rel="nofollow" href="https://www.academia.edu/Documents/in/Hegel">Hegel</a>, <script data-card-contents-for-ri="7942" type="text/json">{"id":7942,"name":"Hegel","url":"https://www.academia.edu/Documents/in/Hegel?f_ri=14197","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="14197" rel="nofollow" href="https://www.academia.edu/Documents/in/Autonomy">Autonomy</a>, <script data-card-contents-for-ri="14197" type="text/json">{"id":14197,"name":"Autonomy","url":"https://www.academia.edu/Documents/in/Autonomy?f_ri=14197","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="16031" rel="nofollow" href="https://www.academia.edu/Documents/in/Immanuel_Kant">Immanuel Kant</a>, <script data-card-contents-for-ri="16031" type="text/json">{"id":16031,"name":"Immanuel Kant","url":"https://www.academia.edu/Documents/in/Immanuel_Kant?f_ri=14197","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="18021" rel="nofollow" href="https://www.academia.edu/Documents/in/Paradoxes">Paradoxes</a><script data-card-contents-for-ri="18021" type="text/json">{"id":18021,"name":"Paradoxes","url":"https://www.academia.edu/Documents/in/Paradoxes?f_ri=14197","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=33575257]'), work: {"id":33575257,"title":"Paradoxien der Autonomie. Freiheit und Gesetz I, Berlin: August Verlag, 2011, second edition: 2019; co-edited with Ch. Menke.","created_at":"2017-06-20T12:18:07.952-07:00","url":"https://www.academia.edu/33575257/Paradoxien_der_Autonomie_Freiheit_und_Gesetz_I_Berlin_August_Verlag_2011_second_edition_2019_co_edited_with_Ch_Menke?f_ri=14197","dom_id":"work_33575257","summary":"Der Gedanke, der sich in der modernen Idee der Autonomie verdichtet, ist ein doppelter: Die Figur der Autonomie enthält zugleich eine neue Auffassung von Normativität und eine eigene Konzeption von Freiheit. Dem Gedanken der Autonomie zufolge ist ein Gesetz, das wahrhaft normativ ist, eines, als dessen Urheber wir uns selbst betrachten können; und eine Freiheit, die im vollen Sinne wirklich ist, drückt sich in Gestalt eben solcher selbstgegebener Gesetze aus. Die Idee der Autonomie artikuliert so die Einsicht, dass man Freiheit und Gesetz nicht durch ihre Entgegensetzung bestimmen kann, sondern durcheinander erläutern muss. Wirkliche Freiheit ist nicht Freiheit von Gesetzen, sondern Freiheit in Gesetzen; verbindliche Normen sind nicht das, was Freiheit äußerlich beschränkt, sondern das, was Freiheit innerlich verwirklicht. Die Idee der Autonomie, die für die moderne praktische Philosophie seit Rousseau und Kant grundlegend ist, zielt so darauf, Freiheit und Verbindlichkeit in einem Zuge zu artikulieren: durch die Form selbstgegebener Gesetze. Mit Beiträgen von Robert Brandom, Judith Butler, Thomas Khurana, Christoph Menke, Terry Pinkard und Sebastian Rödl. ","downloadable_attachments":[{"id":53598752,"asset_id":33575257,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":65726542,"first_name":"Thomas","last_name":"Khurana","domain_name":"uni-potsdam","page_name":"ThomasKhurana","display_name":"Thomas Khurana","profile_url":"https://uni-potsdam.academia.edu/ThomasKhurana?f_ri=14197","photo":"https://0.academia-photos.com/65726542/17128510/17284369/s65_thomas.khurana.jpg"}],"research_interests":[{"id":7942,"name":"Hegel","url":"https://www.academia.edu/Documents/in/Hegel?f_ri=14197","nofollow":true},{"id":14197,"name":"Autonomy","url":"https://www.academia.edu/Documents/in/Autonomy?f_ri=14197","nofollow":true},{"id":16031,"name":"Immanuel Kant","url":"https://www.academia.edu/Documents/in/Immanuel_Kant?f_ri=14197","nofollow":true},{"id":18021,"name":"Paradoxes","url":"https://www.academia.edu/Documents/in/Paradoxes?f_ri=14197","nofollow":true},{"id":92257,"name":"Freedom","url":"https://www.academia.edu/Documents/in/Freedom?f_ri=14197"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_22476156" data-work_id="22476156" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/22476156/Redefining_Individuality_Reflections_on_Kant_Adorno_and_Foucault">Redefining Individuality - Reflections on Kant, Adorno and Foucault</a></div></div><div class="u-pb4x u-mt3x"></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/22476156" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="3a8d4e89bd4ab5356faa2cc4f4cce1ac" rel="nofollow" data-download="{"attachment_id":43097635,"asset_id":22476156,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/43097635/download_file?st=MTc0MDYwMjU5OCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="3161659" href="https://ufms.academia.edu/MartaNunesdaCosta">Marta Nunes da Costa</a><script data-card-contents-for-user="3161659" type="text/json">{"id":3161659,"first_name":"Marta","last_name":"Nunes da Costa","domain_name":"ufms","page_name":"MartaNunesdaCosta","display_name":"Marta Nunes da Costa","profile_url":"https://ufms.academia.edu/MartaNunesdaCosta?f_ri=14197","photo":"https://0.academia-photos.com/3161659/1361911/35233475/s65_marta.nunes_da_costa.jpg"}</script></span></span></li><li class="js-paper-rank-work_22476156 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="22476156"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 22476156, container: ".js-paper-rank-work_22476156", }); 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$(".js-view-count[data-work-id=22476156]").text(description); $(".js-view-count-work_22476156").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_22476156").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="22476156"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">8</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="8" rel="nofollow" href="https://www.academia.edu/Documents/in/Critical_Theory">Critical Theory</a>, <script data-card-contents-for-ri="8" type="text/json">{"id":8,"name":"Critical Theory","url":"https://www.academia.edu/Documents/in/Critical_Theory?f_ri=14197","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="3511" rel="nofollow" href="https://www.academia.edu/Documents/in/Theodor_Adorno">Theodor Adorno</a>, <script data-card-contents-for-ri="3511" type="text/json">{"id":3511,"name":"Theodor Adorno","url":"https://www.academia.edu/Documents/in/Theodor_Adorno?f_ri=14197","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="8291" rel="nofollow" href="https://www.academia.edu/Documents/in/Kants_Practical_Philosophy">Kant's Practical Philosophy</a>, <script data-card-contents-for-ri="8291" type="text/json">{"id":8291,"name":"Kant's Practical Philosophy","url":"https://www.academia.edu/Documents/in/Kants_Practical_Philosophy?f_ri=14197","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="11927" rel="nofollow" href="https://www.academia.edu/Documents/in/Michel_Foucault">Michel Foucault</a><script data-card-contents-for-ri="11927" type="text/json">{"id":11927,"name":"Michel Foucault","url":"https://www.academia.edu/Documents/in/Michel_Foucault?f_ri=14197","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=22476156]'), work: {"id":22476156,"title":"Redefining Individuality - Reflections on Kant, Adorno and Foucault","created_at":"2016-02-26T06:15:04.002-08:00","url":"https://www.academia.edu/22476156/Redefining_Individuality_Reflections_on_Kant_Adorno_and_Foucault?f_ri=14197","dom_id":"work_22476156","summary":null,"downloadable_attachments":[{"id":43097635,"asset_id":22476156,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":3161659,"first_name":"Marta","last_name":"Nunes da Costa","domain_name":"ufms","page_name":"MartaNunesdaCosta","display_name":"Marta Nunes da Costa","profile_url":"https://ufms.academia.edu/MartaNunesdaCosta?f_ri=14197","photo":"https://0.academia-photos.com/3161659/1361911/35233475/s65_marta.nunes_da_costa.jpg"}],"research_interests":[{"id":8,"name":"Critical Theory","url":"https://www.academia.edu/Documents/in/Critical_Theory?f_ri=14197","nofollow":true},{"id":3511,"name":"Theodor Adorno","url":"https://www.academia.edu/Documents/in/Theodor_Adorno?f_ri=14197","nofollow":true},{"id":8291,"name":"Kant's Practical Philosophy","url":"https://www.academia.edu/Documents/in/Kants_Practical_Philosophy?f_ri=14197","nofollow":true},{"id":11927,"name":"Michel Foucault","url":"https://www.academia.edu/Documents/in/Michel_Foucault?f_ri=14197","nofollow":true},{"id":14197,"name":"Autonomy","url":"https://www.academia.edu/Documents/in/Autonomy?f_ri=14197"},{"id":16031,"name":"Immanuel Kant","url":"https://www.academia.edu/Documents/in/Immanuel_Kant?f_ri=14197"},{"id":17123,"name":"Democracy","url":"https://www.academia.edu/Documents/in/Democracy?f_ri=14197"},{"id":25243,"name":"Kant's Political Philosophy","url":"https://www.academia.edu/Documents/in/Kants_Political_Philosophy?f_ri=14197"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_42890510" data-work_id="42890510" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/42890510/Selecting_A_List_The_Capability_Approach_s_Achilles_Heel">Selecting A List: The Capability Approach´s Achilles Heel</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Capability theorists disagree on how to determine, for normative purposes, which capabilities are to be treated as basic, with Martha Nussbaum and Amartya Sen taking opposite views. This paper will scrutinize this list debate. It has two... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_42890510" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Capability theorists disagree on how to determine, for normative purposes, which capabilities are to be treated as basic, with Martha Nussbaum and Amartya Sen taking opposite views. This paper will scrutinize this list debate. It has two aims. First, it argues that some distinction between basic and non-basic capabilities is an inherent commitment of capability theories, but that there are many more options for responding to the capability-selection problem than a procedure of democratic deliberation (Sen) or a philosophical criterion of neo-Aristotelian flourishing (Nussbaum). A whole range of possible procedures and philosophical criteria could be combined with the capability metric. Second, it responds to a forceful challenge raised by Ian Crater, who argues that capability theorists should not endorse the selection of specific capabilities as basic (either democratically or philosophically) at all. In his view this will always have paternalistic implications; instead he proposes that the maximization of 'capability as such' should be the goal. In response I distinguish wellbeing-based and autonomy-based capability theories, and argue that while Carter's challenge is valid against the former, it fails against the latter.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/42890510" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="e06c812b99afcb592a83731c25ad7fe7" rel="nofollow" data-download="{"attachment_id":63136572,"asset_id":42890510,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/63136572/download_file?st=MTc0MDYwMjU5OCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="387792" href="https://uu.academia.edu/RutgerClaassen">Rutger Claassen</a><script data-card-contents-for-user="387792" type="text/json">{"id":387792,"first_name":"Rutger","last_name":"Claassen","domain_name":"uu","page_name":"RutgerClaassen","display_name":"Rutger Claassen","profile_url":"https://uu.academia.edu/RutgerClaassen?f_ri=14197","photo":"https://0.academia-photos.com/387792/98168/3097371/s65_rutger.claassen.jpg"}</script></span></span></li><li class="js-paper-rank-work_42890510 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="42890510"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 42890510, container: ".js-paper-rank-work_42890510", }); });</script></li><li class="js-percentile-work_42890510 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 42890510; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_42890510"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_42890510 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="42890510"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 42890510; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=42890510]").text(description); $(".js-view-count-work_42890510").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_42890510").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="42890510"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">8</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="9964" rel="nofollow" href="https://www.academia.edu/Documents/in/Well-Being">Well-Being</a>, <script data-card-contents-for-ri="9964" type="text/json">{"id":9964,"name":"Well-Being","url":"https://www.academia.edu/Documents/in/Well-Being?f_ri=14197","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="10129" rel="nofollow" href="https://www.academia.edu/Documents/in/Capability_Approach">Capability Approach</a>, <script data-card-contents-for-ri="10129" type="text/json">{"id":10129,"name":"Capability Approach","url":"https://www.academia.edu/Documents/in/Capability_Approach?f_ri=14197","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="14197" rel="nofollow" href="https://www.academia.edu/Documents/in/Autonomy">Autonomy</a>, <script data-card-contents-for-ri="14197" type="text/json">{"id":14197,"name":"Autonomy","url":"https://www.academia.edu/Documents/in/Autonomy?f_ri=14197","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="16449" rel="nofollow" href="https://www.academia.edu/Documents/in/Perfectionism">Perfectionism</a><script data-card-contents-for-ri="16449" type="text/json">{"id":16449,"name":"Perfectionism","url":"https://www.academia.edu/Documents/in/Perfectionism?f_ri=14197","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=42890510]'), work: {"id":42890510,"title":"Selecting A List: The Capability Approach´s Achilles Heel","created_at":"2020-04-29T07:55:45.595-07:00","url":"https://www.academia.edu/42890510/Selecting_A_List_The_Capability_Approach_s_Achilles_Heel?f_ri=14197","dom_id":"work_42890510","summary":"Capability theorists disagree on how to determine, for normative purposes, which capabilities are to be treated as basic, with Martha Nussbaum and Amartya Sen taking opposite views. This paper will scrutinize this list debate. It has two aims. First, it argues that some distinction between basic and non-basic capabilities is an inherent commitment of capability theories, but that there are many more options for responding to the capability-selection problem than a procedure of democratic deliberation (Sen) or a philosophical criterion of neo-Aristotelian flourishing (Nussbaum). A whole range of possible procedures and philosophical criteria could be combined with the capability metric. Second, it responds to a forceful challenge raised by Ian Crater, who argues that capability theorists should not endorse the selection of specific capabilities as basic (either democratically or philosophically) at all. In his view this will always have paternalistic implications; instead he proposes that the maximization of 'capability as such' should be the goal. In response I distinguish wellbeing-based and autonomy-based capability theories, and argue that while Carter's challenge is valid against the former, it fails against the latter.","downloadable_attachments":[{"id":63136572,"asset_id":42890510,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":387792,"first_name":"Rutger","last_name":"Claassen","domain_name":"uu","page_name":"RutgerClaassen","display_name":"Rutger Claassen","profile_url":"https://uu.academia.edu/RutgerClaassen?f_ri=14197","photo":"https://0.academia-photos.com/387792/98168/3097371/s65_rutger.claassen.jpg"}],"research_interests":[{"id":9964,"name":"Well-Being","url":"https://www.academia.edu/Documents/in/Well-Being?f_ri=14197","nofollow":true},{"id":10129,"name":"Capability Approach","url":"https://www.academia.edu/Documents/in/Capability_Approach?f_ri=14197","nofollow":true},{"id":14197,"name":"Autonomy","url":"https://www.academia.edu/Documents/in/Autonomy?f_ri=14197","nofollow":true},{"id":16449,"name":"Perfectionism","url":"https://www.academia.edu/Documents/in/Perfectionism?f_ri=14197","nofollow":true},{"id":34579,"name":"Liberty","url":"https://www.academia.edu/Documents/in/Liberty?f_ri=14197"},{"id":61922,"name":"Agency","url":"https://www.academia.edu/Documents/in/Agency?f_ri=14197"},{"id":149228,"name":"Paternalism","url":"https://www.academia.edu/Documents/in/Paternalism?f_ri=14197"},{"id":419641,"name":"Ian Carter","url":"https://www.academia.edu/Documents/in/Ian_Carter?f_ri=14197"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_30861227" data-work_id="30861227" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/30861227/BEST_INTERESTS_IN_THE_MENTAL_CAPACITY_ACT_TIME_TO_SAY_GOODBYE">BEST INTERESTS IN THE MENTAL CAPACITY ACT: TIME TO SAY GOODBYE?</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Article 12 of the United Nations Convention on the Rights of Persons with Disabilities, as interpreted by the Committee on the Rights of Persons with Disabilities in General Comment No. 1, offers a vision for law's response to capacity... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_30861227" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Article 12 of the United Nations Convention on the Rights of Persons with Disabilities, as interpreted by the Committee on the Rights of Persons with Disabilities in General Comment No. 1, offers a vision for law's response to capacity impairments which differs in crucial ways from that contained in the Mental Capacity Act 2005. The Committee rejects the functional test for capacity and requires that a 'will and preferences' paradigm must replace the 'best interests' paradigm and that all substitute decision-making regimes must be abolished. This article draws on the position adopted in General Comment No. 1 in evaluating the best interests standard in the Mental Capacity Act. It sets out the normative case for a stronger legislative endorsement of will and preferences and the inclusion of greater support mechanisms but rejects the contention that all substitute decision-making can, or should, be abolished. It also argues that the best interests standard in the Mental Capacity Act retains some revolutionary potential and that, pending legislative reform, this can be further developed through the courts.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/30861227" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="7206f9d83a0459cdc2318e053884e318" rel="nofollow" data-download="{"attachment_id":51286753,"asset_id":30861227,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/51286753/download_file?st=MTc0MDYwMjU5OCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="1519847" href="https://ucc-ie.academia.edu/MaryDonnelly">Mary Donnelly</a><script data-card-contents-for-user="1519847" type="text/json">{"id":1519847,"first_name":"Mary","last_name":"Donnelly","domain_name":"ucc-ie","page_name":"MaryDonnelly","display_name":"Mary Donnelly","profile_url":"https://ucc-ie.academia.edu/MaryDonnelly?f_ri=14197","photo":"https://0.academia-photos.com/1519847/538482/12390874/s65_mary.donnelly.jpg"}</script></span></span></li><li class="js-paper-rank-work_30861227 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="30861227"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 30861227, container: ".js-paper-rank-work_30861227", }); });</script></li><li class="js-percentile-work_30861227 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 30861227; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_30861227"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_30861227 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="30861227"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 30861227; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=30861227]").text(description); $(".js-view-count-work_30861227").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_30861227").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="30861227"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">8</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="2169" rel="nofollow" href="https://www.academia.edu/Documents/in/Human_Rights_Law">Human Rights Law</a>, <script data-card-contents-for-ri="2169" type="text/json">{"id":2169,"name":"Human Rights Law","url":"https://www.academia.edu/Documents/in/Human_Rights_Law?f_ri=14197","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="2827" rel="nofollow" href="https://www.academia.edu/Documents/in/Mental_Health">Mental Health</a>, <script data-card-contents-for-ri="2827" type="text/json">{"id":2827,"name":"Mental Health","url":"https://www.academia.edu/Documents/in/Mental_Health?f_ri=14197","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="14197" rel="nofollow" href="https://www.academia.edu/Documents/in/Autonomy">Autonomy</a>, <script data-card-contents-for-ri="14197" type="text/json">{"id":14197,"name":"Autonomy","url":"https://www.academia.edu/Documents/in/Autonomy?f_ri=14197","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="50051" rel="nofollow" href="https://www.academia.edu/Documents/in/Disability_Rights">Disability Rights</a><script data-card-contents-for-ri="50051" type="text/json">{"id":50051,"name":"Disability Rights","url":"https://www.academia.edu/Documents/in/Disability_Rights?f_ri=14197","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=30861227]'), work: {"id":30861227,"title":"BEST INTERESTS IN THE MENTAL CAPACITY ACT: TIME TO SAY GOODBYE?","created_at":"2017-01-10T09:58:42.810-08:00","url":"https://www.academia.edu/30861227/BEST_INTERESTS_IN_THE_MENTAL_CAPACITY_ACT_TIME_TO_SAY_GOODBYE?f_ri=14197","dom_id":"work_30861227","summary":"Article 12 of the United Nations Convention on the Rights of Persons with Disabilities, as interpreted by the Committee on the Rights of Persons with Disabilities in General Comment No. 1, offers a vision for law's response to capacity impairments which differs in crucial ways from that contained in the Mental Capacity Act 2005. The Committee rejects the functional test for capacity and requires that a 'will and preferences' paradigm must replace the 'best interests' paradigm and that all substitute decision-making regimes must be abolished. This article draws on the position adopted in General Comment No. 1 in evaluating the best interests standard in the Mental Capacity Act. It sets out the normative case for a stronger legislative endorsement of will and preferences and the inclusion of greater support mechanisms but rejects the contention that all substitute decision-making can, or should, be abolished. It also argues that the best interests standard in the Mental Capacity Act retains some revolutionary potential and that, pending legislative reform, this can be further developed through the courts.","downloadable_attachments":[{"id":51286753,"asset_id":30861227,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":1519847,"first_name":"Mary","last_name":"Donnelly","domain_name":"ucc-ie","page_name":"MaryDonnelly","display_name":"Mary Donnelly","profile_url":"https://ucc-ie.academia.edu/MaryDonnelly?f_ri=14197","photo":"https://0.academia-photos.com/1519847/538482/12390874/s65_mary.donnelly.jpg"}],"research_interests":[{"id":2169,"name":"Human Rights Law","url":"https://www.academia.edu/Documents/in/Human_Rights_Law?f_ri=14197","nofollow":true},{"id":2827,"name":"Mental Health","url":"https://www.academia.edu/Documents/in/Mental_Health?f_ri=14197","nofollow":true},{"id":14197,"name":"Autonomy","url":"https://www.academia.edu/Documents/in/Autonomy?f_ri=14197","nofollow":true},{"id":50051,"name":"Disability Rights","url":"https://www.academia.edu/Documents/in/Disability_Rights?f_ri=14197","nofollow":true},{"id":90804,"name":"Human Dignity","url":"https://www.academia.edu/Documents/in/Human_Dignity?f_ri=14197"},{"id":100552,"name":"Medical Law and Ethics","url":"https://www.academia.edu/Documents/in/Medical_Law_and_Ethics?f_ri=14197"},{"id":176267,"name":"Mental Capacity and Mental Health Legislation","url":"https://www.academia.edu/Documents/in/Mental_Capacity_and_Mental_Health_Legislation?f_ri=14197"},{"id":180822,"name":"Convention on the Rights of Persons with Disabilities","url":"https://www.academia.edu/Documents/in/Convention_on_the_Rights_of_Persons_with_Disabilities?f_ri=14197"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_11958275" data-work_id="11958275" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" rel="nofollow" href="https://www.academia.edu/11958275/Violence_and_Resistance_Beyond_P%C3%B3lemos_Foucault_and_Derrida_Between_Power_and_Unpower">Violence and Resistance Beyond Pólemos: Foucault and Derrida Between Power and Unpower</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">“Power is war, the continuation of war by other means”: Foucault’s reversal of Clausewitz’s formula has become a staple of critical theory — but it remains highly problematic on a conceptual level. Elaborated during Foucault’s 1976... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_11958275" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">“Power is war, the continuation of war by other means”: Foucault’s reversal of Clausewitz’s formula has become a staple of critical theory — but it remains highly problematic on a conceptual level. Elaborated during Foucault’s 1976 lectures (“Society Must Be Defended”), this work-hypothesis theorises “basic warfare” [la guerre fondamentale] as the teleological horizon of socio-political relations. Following Boulainvilliers, Foucault champions this polemological approach, conceived as a purely descriptive discourse on “real” politics and war, against the philosophico-juridical conceptuality attached to liberal society (Hobbes’s Leviathan being here the prime example). <br />However, in doing so, Foucault did not interrogate the conceptual validity of notions such as power and war, therefore interlinking them without questioning their ontological status. This problematic conflation was partly rectified in 1982, as Foucault proposed a more dynamic definition of power relations: “actions over potential actions”. <br />I argue, somewhat polemically, that Foucault’s hermeneutics of power still involves a teleological violence, dependent on a polemological representation of human relations as essentially instrumental: this resembles what Derrida names, in “Heidegger’s Ear”, an “anthropolemology”. However, I show that all conceptualisation of power implies its self-deconstruction. This self-deconstructive (or autoimmune) structure supposes an archi-originary unpower prior to power: power presupposes an excess within power, an excessive force, another violence making it both possible and impossible. There is something within power located “beyond the power principle” (Derrida). This (self-)excess signifies a limitless resistantiality co-extensive with power-relationality. It also allows the reversal of pólemos into its opposite, as unpower opens politics and warfare to the messianic call of a pre-political, pre-ontological disruption: the archi-originary force of différance. This force, unconditional, challenges Foucault’s conceptualisations of power, suggesting an originary performativity located before or beyond hermeneutics of power-knowledge, disrupting theoreticity as well as empiricity by pointing to their ontological complicity.<br />The bulk of this essay is dedicated to sketching the theoretical implications of this deconstructive reading of Foucault with respect to the methodology and conceptuality of political science and social theory.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/11958275" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="e4dbbf9d5debe78abf757113f4cb95ae" rel="nofollow" data-download="{"attachment_id":63286010,"asset_id":11958275,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/63286010/download_file?st=MTc0MDYwMjU5OCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="2357791" rel="nofollow" href="https://uai.academia.edu/T_C_Mercier">Thomas Clément MERCIER</a><script data-card-contents-for-user="2357791" type="text/json">{"id":2357791,"first_name":"Thomas Clément","last_name":"MERCIER","domain_name":"uai","page_name":"T_C_Mercier","display_name":"Thomas Clément MERCIER","profile_url":"https://uai.academia.edu/T_C_Mercier?f_ri=14197","photo":"https://0.academia-photos.com/2357791/743316/55133078/s65_thomas_cl_ment.mercier.jpg"}</script></span></span></li><li class="js-paper-rank-work_11958275 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="11958275"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 11958275, container: ".js-paper-rank-work_11958275", }); 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$(".js-view-count[data-work-id=11958275]").text(description); $(".js-view-count-work_11958275").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_11958275").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="11958275"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">257</a>  </div><span class="InlineList-item-text u-textTruncate u-pl11x"><a class="InlineList-item-text" data-has-card-for-ri="8" rel="nofollow" href="https://www.academia.edu/Documents/in/Critical_Theory">Critical Theory</a>, <script data-card-contents-for-ri="8" type="text/json">{"id":8,"name":"Critical Theory","url":"https://www.academia.edu/Documents/in/Critical_Theory?f_ri=14197","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="94" rel="nofollow" href="https://www.academia.edu/Documents/in/Discourse_Analysis">Discourse Analysis</a>, <script data-card-contents-for-ri="94" type="text/json">{"id":94,"name":"Discourse Analysis","url":"https://www.academia.edu/Documents/in/Discourse_Analysis?f_ri=14197","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="184" rel="nofollow" href="https://www.academia.edu/Documents/in/Sociology">Sociology</a>, <script data-card-contents-for-ri="184" type="text/json">{"id":184,"name":"Sociology","url":"https://www.academia.edu/Documents/in/Sociology?f_ri=14197","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="188" rel="nofollow" href="https://www.academia.edu/Documents/in/Cultural_Studies">Cultural Studies</a><script data-card-contents-for-ri="188" type="text/json">{"id":188,"name":"Cultural Studies","url":"https://www.academia.edu/Documents/in/Cultural_Studies?f_ri=14197","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=11958275]'), work: {"id":11958275,"title":"Violence and Resistance Beyond Pólemos: Foucault and Derrida Between Power and Unpower","created_at":"2015-04-15T07:32:39.552-07:00","url":"https://www.academia.edu/11958275/Violence_and_Resistance_Beyond_P%C3%B3lemos_Foucault_and_Derrida_Between_Power_and_Unpower?f_ri=14197","dom_id":"work_11958275","summary":"“Power is war, the continuation of war by other means”: Foucault’s reversal of Clausewitz’s formula has become a staple of critical theory — but it remains highly problematic on a conceptual level. Elaborated during Foucault’s 1976 lectures (“Society Must Be Defended”), this work-hypothesis theorises “basic warfare” [la guerre fondamentale] as the teleological horizon of socio-political relations. Following Boulainvilliers, Foucault champions this polemological approach, conceived as a purely descriptive discourse on “real” politics and war, against the philosophico-juridical conceptuality attached to liberal society (Hobbes’s Leviathan being here the prime example). \nHowever, in doing so, Foucault did not interrogate the conceptual validity of notions such as power and war, therefore interlinking them without questioning their ontological status. This problematic conflation was partly rectified in 1982, as Foucault proposed a more dynamic definition of power relations: “actions over potential actions”. \nI argue, somewhat polemically, that Foucault’s hermeneutics of power still involves a teleological violence, dependent on a polemological representation of human relations as essentially instrumental: this resembles what Derrida names, in “Heidegger’s Ear”, an “anthropolemology”. However, I show that all conceptualisation of power implies its self-deconstruction. This self-deconstructive (or autoimmune) structure supposes an archi-originary unpower prior to power: power presupposes an excess within power, an excessive force, another violence making it both possible and impossible. There is something within power located “beyond the power principle” (Derrida). This (self-)excess signifies a limitless resistantiality co-extensive with power-relationality. It also allows the reversal of pólemos into its opposite, as unpower opens politics and warfare to the messianic call of a pre-political, pre-ontological disruption: the archi-originary force of différance. This force, unconditional, challenges Foucault’s conceptualisations of power, suggesting an originary performativity located before or beyond hermeneutics of power-knowledge, disrupting theoreticity as well as empiricity by pointing to their ontological complicity.\nThe bulk of this essay is dedicated to sketching the theoretical implications of this deconstructive reading of Foucault with respect to the methodology and conceptuality of political science and social theory.","downloadable_attachments":[{"id":63286010,"asset_id":11958275,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":2357791,"first_name":"Thomas Clément","last_name":"MERCIER","domain_name":"uai","page_name":"T_C_Mercier","display_name":"Thomas Clément MERCIER","profile_url":"https://uai.academia.edu/T_C_Mercier?f_ri=14197","photo":"https://0.academia-photos.com/2357791/743316/55133078/s65_thomas_cl_ment.mercier.jpg"}],"research_interests":[{"id":8,"name":"Critical 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What Carrico’s contribution... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_75025032" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Two Systems, Two Countries is an unabashedly heterodox addition to a growing body of critical work on the Chinese Communist Party’s (CCP) suppression of local identity and political freedoms in Hong Kong. What Carrico’s contribution uniquely provides is a penetrating analysis of the various schools of thought that make up the diverse landscape of Hong Kong nationalism.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/75025032" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="31193661fc068cffd3495d0982fdb239" rel="nofollow" data-download="{"attachment_id":82962349,"asset_id":75025032,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/82962349/download_file?st=MTc0MDYwMjU5OCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="3200000" href="https://unimelb.academia.edu/AdamDedman">Adam Chen-Dedman (formerly Adam K. Dedman）</a><script data-card-contents-for-user="3200000" type="text/json">{"id":3200000,"first_name":"Adam","last_name":"Chen-Dedman (formerly Adam K. Dedman）","domain_name":"unimelb","page_name":"AdamDedman","display_name":"Adam Chen-Dedman (formerly Adam K. Dedman）","profile_url":"https://unimelb.academia.edu/AdamDedman?f_ri=14197","photo":"https://0.academia-photos.com/3200000/29151325/29237623/s65_adam.dedman.jpg"}</script></span></span></li><li class="js-paper-rank-work_75025032 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="75025032"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 75025032, container: ".js-paper-rank-work_75025032", }); });</script></li><li class="js-percentile-work_75025032 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 75025032; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_75025032"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_75025032 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="75025032"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 75025032; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=75025032]").text(description); $(".js-view-count-work_75025032").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_75025032").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="75025032"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">20</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="135" rel="nofollow" href="https://www.academia.edu/Documents/in/Intellectual_History">Intellectual History</a>, <script data-card-contents-for-ri="135" type="text/json">{"id":135,"name":"Intellectual History","url":"https://www.academia.edu/Documents/in/Intellectual_History?f_ri=14197","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="208" rel="nofollow" href="https://www.academia.edu/Documents/in/Social_Movements">Social Movements</a>, <script data-card-contents-for-ri="208" type="text/json">{"id":208,"name":"Social Movements","url":"https://www.academia.edu/Documents/in/Social_Movements?f_ri=14197","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="2190" rel="nofollow" href="https://www.academia.edu/Documents/in/Chinese_Studies">Chinese Studies</a>, <script data-card-contents-for-ri="2190" type="text/json">{"id":2190,"name":"Chinese Studies","url":"https://www.academia.edu/Documents/in/Chinese_Studies?f_ri=14197","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="2592" rel="nofollow" href="https://www.academia.edu/Documents/in/Human_Rights">Human Rights</a><script data-card-contents-for-ri="2592" type="text/json">{"id":2592,"name":"Human Rights","url":"https://www.academia.edu/Documents/in/Human_Rights?f_ri=14197","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=75025032]'), work: {"id":75025032,"title":"Two Systems Two Countries: A Nationalist Guide to Hong Kong","created_at":"2022-03-30T21:20:44.782-07:00","url":"https://www.academia.edu/75025032/Two_Systems_Two_Countries_A_Nationalist_Guide_to_Hong_Kong?f_ri=14197","dom_id":"work_75025032","summary":"Two Systems, Two Countries is an unabashedly heterodox addition to a growing body of critical work on the Chinese Communist Party’s (CCP) suppression of local identity and political freedoms in Hong Kong. What Carrico’s contribution uniquely provides is a penetrating analysis of the various schools of thought that make up the diverse landscape of Hong Kong nationalism.","downloadable_attachments":[{"id":82962349,"asset_id":75025032,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":3200000,"first_name":"Adam","last_name":"Chen-Dedman (formerly Adam K. Dedman）","domain_name":"unimelb","page_name":"AdamDedman","display_name":"Adam Chen-Dedman (formerly Adam K. Dedman）","profile_url":"https://unimelb.academia.edu/AdamDedman?f_ri=14197","photo":"https://0.academia-photos.com/3200000/29151325/29237623/s65_adam.dedman.jpg"}],"research_interests":[{"id":135,"name":"Intellectual History","url":"https://www.academia.edu/Documents/in/Intellectual_History?f_ri=14197","nofollow":true},{"id":208,"name":"Social Movements","url":"https://www.academia.edu/Documents/in/Social_Movements?f_ri=14197","nofollow":true},{"id":2190,"name":"Chinese Studies","url":"https://www.academia.edu/Documents/in/Chinese_Studies?f_ri=14197","nofollow":true},{"id":2592,"name":"Human Rights","url":"https://www.academia.edu/Documents/in/Human_Rights?f_ri=14197","nofollow":true},{"id":5878,"name":"Nationalism","url":"https://www.academia.edu/Documents/in/Nationalism?f_ri=14197"},{"id":10495,"name":"Nationalism And State Building","url":"https://www.academia.edu/Documents/in/Nationalism_And_State_Building?f_ri=14197"},{"id":12108,"name":"China","url":"https://www.academia.edu/Documents/in/China?f_ri=14197"},{"id":14197,"name":"Autonomy","url":"https://www.academia.edu/Documents/in/Autonomy?f_ri=14197"},{"id":17123,"name":"Democracy","url":"https://www.academia.edu/Documents/in/Democracy?f_ri=14197"},{"id":20602,"name":"China studies","url":"https://www.academia.edu/Documents/in/China_studies?f_ri=14197"},{"id":25021,"name":"Hong Kong","url":"https://www.academia.edu/Documents/in/Hong_Kong?f_ri=14197"},{"id":28508,"name":"History of Nationalism and Nation-Building","url":"https://www.academia.edu/Documents/in/History_of_Nationalism_and_Nation-Building?f_ri=14197"},{"id":34598,"name":"Authoritarianism","url":"https://www.academia.edu/Documents/in/Authoritarianism?f_ri=14197"},{"id":51334,"name":"Orientalism","url":"https://www.academia.edu/Documents/in/Orientalism?f_ri=14197"},{"id":70358,"name":"Protest Movements","url":"https://www.academia.edu/Documents/in/Protest_Movements?f_ri=14197"},{"id":122558,"name":"Hong Kong History and Politics","url":"https://www.academia.edu/Documents/in/Hong_Kong_History_and_Politics?f_ri=14197"},{"id":150548,"name":"Chinese Communist Party","url":"https://www.academia.edu/Documents/in/Chinese_Communist_Party?f_ri=14197"},{"id":163315,"name":"Hong Kong studies","url":"https://www.academia.edu/Documents/in/Hong_Kong_studies?f_ri=14197"},{"id":192660,"name":"Self Determination","url":"https://www.academia.edu/Documents/in/Self_Determination?f_ri=14197"},{"id":391715,"name":"Ethnicity and National Identity","url":"https://www.academia.edu/Documents/in/Ethnicity_and_National_Identity?f_ri=14197"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_3845608" data-work_id="3845608" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/3845608/Policy_implementation_street_level_bureaucracy_and_the_importance_of_discretion">Policy implementation, street-level bureaucracy and the importance of discretion</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Street-level bureaucrats implementing public policies have a certain degree of autonomy – or discretion – in their work. Following Lipsky, discretion has received wide attention in the policy implementation literature. However, scholars... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_3845608" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Street-level bureaucrats implementing public policies have a certain degree of autonomy – or discretion – in their work. Following Lipsky, discretion has received wide attention in the policy implementation literature. However, scholars have not developed theoretical frameworks regarding the effects of discretion, which were then tested these using large samples. This study therefore develops a theoretical framework regarding two main effects of discretion: client meaningfulness and willingness to implement. The relationships are tested using a survey among 1,300 healthcare professionals implementing a new policy. The results underscore the importance of discretion. Implications of the findings and a future research agenda is shown.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/3845608" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="06da2717f0f187ab53fe3267fe4c16dd" rel="nofollow" data-download="{"attachment_id":33419113,"asset_id":3845608,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/33419113/download_file?st=MTc0MDYwMjU5OCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="2946872" href="https://uu.academia.edu/LarsTummers">Lars Tummers</a><script data-card-contents-for-user="2946872" type="text/json">{"id":2946872,"first_name":"Lars","last_name":"Tummers","domain_name":"uu","page_name":"LarsTummers","display_name":"Lars Tummers","profile_url":"https://uu.academia.edu/LarsTummers?f_ri=14197","photo":"https://0.academia-photos.com/2946872/973638/1218749/s65_lars.tummers.jpg"}</script></span></span></li><li class="js-paper-rank-work_3845608 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="3845608"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 3845608, container: ".js-paper-rank-work_3845608", }); });</script></li><li class="js-percentile-work_3845608 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 3845608; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_3845608"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_3845608 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="3845608"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 3845608; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=3845608]").text(description); $(".js-view-count-work_3845608").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_3845608").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="3845608"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">12</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="38" rel="nofollow" href="https://www.academia.edu/Documents/in/Management">Management</a>, <script data-card-contents-for-ri="38" type="text/json">{"id":38,"name":"Management","url":"https://www.academia.edu/Documents/in/Management?f_ri=14197","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="221" rel="nofollow" href="https://www.academia.edu/Documents/in/Psychology">Psychology</a>, <script data-card-contents-for-ri="221" type="text/json">{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=14197","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="260" rel="nofollow" href="https://www.academia.edu/Documents/in/Health_Psychology">Health Psychology</a>, <script data-card-contents-for-ri="260" type="text/json">{"id":260,"name":"Health Psychology","url":"https://www.academia.edu/Documents/in/Health_Psychology?f_ri=14197","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="586" rel="nofollow" href="https://www.academia.edu/Documents/in/Health_Sciences">Health Sciences</a><script data-card-contents-for-ri="586" type="text/json">{"id":586,"name":"Health Sciences","url":"https://www.academia.edu/Documents/in/Health_Sciences?f_ri=14197","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=3845608]'), work: {"id":3845608,"title":"Policy implementation, street-level bureaucracy and the importance of discretion","created_at":"2013-07-03T02:47:42.026-07:00","url":"https://www.academia.edu/3845608/Policy_implementation_street_level_bureaucracy_and_the_importance_of_discretion?f_ri=14197","dom_id":"work_3845608","summary":"Street-level bureaucrats implementing public policies have a certain degree of autonomy – or discretion – in their work. Following Lipsky, discretion has received wide attention in the policy implementation literature. However, scholars have not developed theoretical frameworks regarding the effects of discretion, which were then tested these using large samples. This study therefore develops a theoretical framework regarding two main effects of discretion: client meaningfulness and willingness to implement. The relationships are tested using a survey among 1,300 healthcare professionals implementing a new policy. The results underscore the importance of discretion. Implications of the findings and a future research agenda is shown.","downloadable_attachments":[{"id":33419113,"asset_id":3845608,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":2946872,"first_name":"Lars","last_name":"Tummers","domain_name":"uu","page_name":"LarsTummers","display_name":"Lars Tummers","profile_url":"https://uu.academia.edu/LarsTummers?f_ri=14197","photo":"https://0.academia-photos.com/2946872/973638/1218749/s65_lars.tummers.jpg"}],"research_interests":[{"id":38,"name":"Management","url":"https://www.academia.edu/Documents/in/Management?f_ri=14197","nofollow":true},{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=14197","nofollow":true},{"id":260,"name":"Health Psychology","url":"https://www.academia.edu/Documents/in/Health_Psychology?f_ri=14197","nofollow":true},{"id":586,"name":"Health Sciences","url":"https://www.academia.edu/Documents/in/Health_Sciences?f_ri=14197","nofollow":true},{"id":799,"name":"Public Administration","url":"https://www.academia.edu/Documents/in/Public_Administration?f_ri=14197"},{"id":1073,"name":"Public Management","url":"https://www.academia.edu/Documents/in/Public_Management?f_ri=14197"},{"id":12620,"name":"Quantitative Methods","url":"https://www.academia.edu/Documents/in/Quantitative_Methods?f_ri=14197"},{"id":14197,"name":"Autonomy","url":"https://www.academia.edu/Documents/in/Autonomy?f_ri=14197"},{"id":18721,"name":"Work and Organizational Psychology","url":"https://www.academia.edu/Documents/in/Work_and_Organizational_Psychology?f_ri=14197"},{"id":29393,"name":"Healthcare","url":"https://www.academia.edu/Documents/in/Healthcare?f_ri=14197"},{"id":374335,"name":"Street Level Bureaucrats","url":"https://www.academia.edu/Documents/in/Street_Level_Bureaucrats?f_ri=14197"},{"id":1723635,"name":"Public Policy","url":"https://www.academia.edu/Documents/in/Public_Policy?f_ri=14197"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_49967840" data-work_id="49967840" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/49967840/Investigation_of_a_reinforcement_based_toilet_training_procedure_for_children_with_autism">Investigation of a reinforcement-based toilet training procedure for children with autism</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Independent toileting is an important developmental skill which individuals with developmental disabilities often ®nd a challenge to master. Effective toilet training interventions have been designed which rely on a combination of basic... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_49967840" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Independent toileting is an important developmental skill which individuals with developmental disabilities often ®nd a challenge to master. Effective toilet training interventions have been designed which rely on a combination of basic operant principles of positive reinforcement and punishment. In the present study, the effectiveness of a reinforcement-based toilet training intervention was investigated with three children with a diagnosis of autism. Procedures included a combination of positive reinforcement, graduated guidance, scheduled practice trials and forward prompting. Results indicated that all procedures were implemented in response to urination accidents. A three participants reduced urination accidents to zero and learned to spontaneously request use of the bathroom within 7±11 days of training. Gains were maintained over 6-month and 1-year follow-ups. Findings suggest that the proposed procedure is an effective and rapid method of toilet training, which can be implemented within a structured school setting with generalization to the home environment.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/49967840" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="33a1673c616c1b80698fa535b6501639" rel="nofollow" data-download="{"attachment_id":68127524,"asset_id":49967840,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/68127524/download_file?st=MTc0MDYwMjU5OCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="183629603" href="https://independent.academia.edu/AlbertPfadt">Albert Pfadt</a><script data-card-contents-for-user="183629603" type="text/json">{"id":183629603,"first_name":"Albert","last_name":"Pfadt","domain_name":"independent","page_name":"AlbertPfadt","display_name":"Albert Pfadt","profile_url":"https://independent.academia.edu/AlbertPfadt?f_ri=14197","photo":"https://gravatar.com/avatar/d324094c6ec36ffc45475a3d06d0936a?s=65"}</script></span></span></li><li class="js-paper-rank-work_49967840 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="49967840"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 49967840, container: ".js-paper-rank-work_49967840", }); });</script></li><li class="js-percentile-work_49967840 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 49967840; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_49967840"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_49967840 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="49967840"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 49967840; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=49967840]").text(description); $(".js-view-count-work_49967840").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_49967840").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="49967840"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">17</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="221" rel="nofollow" href="https://www.academia.edu/Documents/in/Psychology">Psychology</a>, <script data-card-contents-for-ri="221" type="text/json">{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=14197","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="1062" rel="nofollow" href="https://www.academia.edu/Documents/in/Special_Education">Special Education</a>, <script data-card-contents-for-ri="1062" type="text/json">{"id":1062,"name":"Special Education","url":"https://www.academia.edu/Documents/in/Special_Education?f_ri=14197","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="1317" rel="nofollow" href="https://www.academia.edu/Documents/in/Behavior_Modification">Behavior Modification</a>, <script data-card-contents-for-ri="1317" type="text/json">{"id":1317,"name":"Behavior Modification","url":"https://www.academia.edu/Documents/in/Behavior_Modification?f_ri=14197","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="2249" rel="nofollow" href="https://www.academia.edu/Documents/in/Autism">Autism</a><script data-card-contents-for-ri="2249" type="text/json">{"id":2249,"name":"Autism","url":"https://www.academia.edu/Documents/in/Autism?f_ri=14197","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=49967840]'), work: {"id":49967840,"title":"Investigation of a reinforcement-based toilet training procedure for children with autism","created_at":"2021-07-15T20:16:58.734-07:00","url":"https://www.academia.edu/49967840/Investigation_of_a_reinforcement_based_toilet_training_procedure_for_children_with_autism?f_ri=14197","dom_id":"work_49967840","summary":"Independent toileting is an important developmental skill which individuals with developmental disabilities often ®nd a challenge to master. Effective toilet training interventions have been designed which rely on a combination of basic operant principles of positive reinforcement and punishment. In the present study, the effectiveness of a reinforcement-based toilet training intervention was investigated with three children with a diagnosis of autism. Procedures included a combination of positive reinforcement, graduated guidance, scheduled practice trials and forward prompting. Results indicated that all procedures were implemented in response to urination accidents. A three participants reduced urination accidents to zero and learned to spontaneously request use of the bathroom within 7±11 days of training. Gains were maintained over 6-month and 1-year follow-ups. Findings suggest that the proposed procedure is an effective and rapid method of toilet training, which can be implemented within a structured school setting with generalization to the home environment.","downloadable_attachments":[{"id":68127524,"asset_id":49967840,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":183629603,"first_name":"Albert","last_name":"Pfadt","domain_name":"independent","page_name":"AlbertPfadt","display_name":"Albert Pfadt","profile_url":"https://independent.academia.edu/AlbertPfadt?f_ri=14197","photo":"https://gravatar.com/avatar/d324094c6ec36ffc45475a3d06d0936a?s=65"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=14197","nofollow":true},{"id":1062,"name":"Special Education","url":"https://www.academia.edu/Documents/in/Special_Education?f_ri=14197","nofollow":true},{"id":1317,"name":"Behavior Modification","url":"https://www.academia.edu/Documents/in/Behavior_Modification?f_ri=14197","nofollow":true},{"id":2249,"name":"Autism","url":"https://www.academia.edu/Documents/in/Autism?f_ri=14197","nofollow":true},{"id":8942,"name":"Treatment","url":"https://www.academia.edu/Documents/in/Treatment?f_ri=14197"},{"id":14197,"name":"Autonomy","url":"https://www.academia.edu/Documents/in/Autonomy?f_ri=14197"},{"id":64933,"name":"Child","url":"https://www.academia.edu/Documents/in/Child?f_ri=14197"},{"id":137145,"name":"Developmental disabilities","url":"https://www.academia.edu/Documents/in/Developmental_disabilities?f_ri=14197"},{"id":137516,"name":"Follow-up studies","url":"https://www.academia.edu/Documents/in/Follow-up_studies?f_ri=14197"},{"id":140420,"name":"Token Economy","url":"https://www.academia.edu/Documents/in/Token_Economy?f_ri=14197"},{"id":145286,"name":"Reinforcement","url":"https://www.academia.edu/Documents/in/Reinforcement?f_ri=14197"},{"id":201203,"name":"Hygiene","url":"https://www.academia.edu/Documents/in/Hygiene?f_ri=14197"},{"id":410370,"name":"Public health systems and services research","url":"https://www.academia.edu/Documents/in/Public_health_systems_and_services_research-1?f_ri=14197"},{"id":1208706,"name":"Environment","url":"https://www.academia.edu/Documents/in/Environment?f_ri=14197"},{"id":1929419,"name":"Nino","url":"https://www.academia.edu/Documents/in/Nino?f_ri=14197"},{"id":2489699,"name":"Autistic disorder","url":"https://www.academia.edu/Documents/in/Autistic_disorder?f_ri=14197"},{"id":2489700,"name":"Child preschool","url":"https://www.academia.edu/Documents/in/Child_preschool?f_ri=14197"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_62116433" data-work_id="62116433" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/62116433/The_Art_of_Mutual_Aid">The Art of Mutual Aid</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><a href="https://www.e-flux.com/architecture/" rel="nofollow">https://www.e-flux.com/architecture/</a></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/62116433" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="9d9c2c4c0c5fa3c4960bca851d09906b" rel="nofollow" data-download="{"attachment_id":74964834,"asset_id":62116433,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/74964834/download_file?st=MTc0MDYwMjU5OCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="57599330" href="https://nyu.academia.edu/AndreasPetrossiants">Andreas Petrossiants</a><script data-card-contents-for-user="57599330" type="text/json">{"id":57599330,"first_name":"Andreas","last_name":"Petrossiants","domain_name":"nyu","page_name":"AndreasPetrossiants","display_name":"Andreas Petrossiants","profile_url":"https://nyu.academia.edu/AndreasPetrossiants?f_ri=14197","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_62116433 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="62116433"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 62116433, container: ".js-paper-rank-work_62116433", }); });</script></li><li class="js-percentile-work_62116433 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 62116433; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_62116433"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_62116433 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="62116433"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 62116433; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=62116433]").text(description); $(".js-view-count-work_62116433").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_62116433").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="62116433"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">7</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="14197" rel="nofollow" href="https://www.academia.edu/Documents/in/Autonomy">Autonomy</a>, <script data-card-contents-for-ri="14197" type="text/json">{"id":14197,"name":"Autonomy","url":"https://www.academia.edu/Documents/in/Autonomy?f_ri=14197","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="33418" rel="nofollow" href="https://www.academia.edu/Documents/in/Peter_Kropotkin">Peter Kropotkin</a>, <script data-card-contents-for-ri="33418" type="text/json">{"id":33418,"name":"Peter Kropotkin","url":"https://www.academia.edu/Documents/in/Peter_Kropotkin?f_ri=14197","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="358784" rel="nofollow" href="https://www.academia.edu/Documents/in/Mutual_Aid">Mutual Aid</a>, <script data-card-contents-for-ri="358784" type="text/json">{"id":358784,"name":"Mutual Aid","url":"https://www.academia.edu/Documents/in/Mutual_Aid?f_ri=14197","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="659902" rel="nofollow" href="https://www.academia.edu/Documents/in/David_Graeber">David Graeber</a><script data-card-contents-for-ri="659902" type="text/json">{"id":659902,"name":"David Graeber","url":"https://www.academia.edu/Documents/in/David_Graeber?f_ri=14197","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=62116433]'), work: {"id":62116433,"title":"The Art of Mutual Aid","created_at":"2021-11-21T07:25:52.125-08:00","url":"https://www.academia.edu/62116433/The_Art_of_Mutual_Aid?f_ri=14197","dom_id":"work_62116433","summary":"https://www.e-flux.com/architecture/","downloadable_attachments":[{"id":74964834,"asset_id":62116433,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":57599330,"first_name":"Andreas","last_name":"Petrossiants","domain_name":"nyu","page_name":"AndreasPetrossiants","display_name":"Andreas Petrossiants","profile_url":"https://nyu.academia.edu/AndreasPetrossiants?f_ri=14197","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":14197,"name":"Autonomy","url":"https://www.academia.edu/Documents/in/Autonomy?f_ri=14197","nofollow":true},{"id":33418,"name":"Peter Kropotkin","url":"https://www.academia.edu/Documents/in/Peter_Kropotkin?f_ri=14197","nofollow":true},{"id":358784,"name":"Mutual Aid","url":"https://www.academia.edu/Documents/in/Mutual_Aid?f_ri=14197","nofollow":true},{"id":659902,"name":"David Graeber","url":"https://www.academia.edu/Documents/in/David_Graeber?f_ri=14197","nofollow":true},{"id":1259428,"name":"Recuperation","url":"https://www.academia.edu/Documents/in/Recuperation?f_ri=14197"},{"id":1346747,"name":"Undercommons","url":"https://www.academia.edu/Documents/in/Undercommons?f_ri=14197"},{"id":1940983,"name":"Food Not Bombs","url":"https://www.academia.edu/Documents/in/Food_Not_Bombs?f_ri=14197"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_14461959" data-work_id="14461959" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/14461959/Parental_Responsibility_and_Child_Autonomy_Interdependent_or_Incompatible">Parental Responsibility and Child Autonomy: Interdependent or Incompatible</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">In his dictum within the case of Hewer v Bryant , Lord Denning stated that the law surrounding children’s rights “can, and should, keep pace with the time ”. Denning criticised the late Victorian era case of Re Agar-Ellis where it was... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_14461959" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">In his dictum within the case of Hewer v Bryant , Lord Denning stated that the law surrounding children’s rights “can, and should, keep pace with the time ”. Denning criticised the late Victorian era case of Re Agar-Ellis  where it was held that a parent’s absolute authority over their children continued unabated until the age of majority. These comments resurfaced in the prominent case of Gillick  where the House of Lords established that a child’s capacity to make important medical decisions depended not on a legally set age but rather their individual level of maturity and understanding. This essay argues that post Hewer, Gillick and the implementation of the Human Rights Act , the UK has seen an increasingly contentious relationship between the concepts of parental responsibility and child autonomy at law. It is contended that the concepts are not inter-dependent but rather exist theoretically and practically opposed as competing and contextually qualified interests. This will be contended on the basis that the rights inherent within parental responsibility naturally conflict with a full conception of autonomy and represent instead a publicly endorsed paternalism toward children. Further, it is argued that both concepts are often used as judicial rhetoric in combination with the ‘welfare principle’ in order to impose judicial, value based, policy judgements; a precarious practice. It will be shown this is most apparent in the logically incoherent concept of ‘Gillick competency’  in relation to refusal of treatment.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/14461959" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="fc9c27c5b4e76c9f63f645b7b897dc88" rel="nofollow" data-download="{"attachment_id":44954402,"asset_id":14461959,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/44954402/download_file?st=MTc0MDYwMjU5OCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="26111660" href="https://hull.academia.edu/JordanRenault">Jordan Renault</a><script data-card-contents-for-user="26111660" type="text/json">{"id":26111660,"first_name":"Jordan","last_name":"Renault","domain_name":"hull","page_name":"JordanRenault","display_name":"Jordan Renault","profile_url":"https://hull.academia.edu/JordanRenault?f_ri=14197","photo":"https://0.academia-photos.com/26111660/8615441/15691672/s65_jordan.renault.jpg"}</script></span></span></li><li class="js-paper-rank-work_14461959 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="14461959"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 14461959, container: ".js-paper-rank-work_14461959", }); });</script></li><li class="js-percentile-work_14461959 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 14461959; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_14461959"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_14461959 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="14461959"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 14461959; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=14461959]").text(description); $(".js-view-count-work_14461959").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_14461959").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="14461959"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">5</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="534" rel="nofollow" href="https://www.academia.edu/Documents/in/Law">Law</a>, <script data-card-contents-for-ri="534" type="text/json">{"id":534,"name":"Law","url":"https://www.academia.edu/Documents/in/Law?f_ri=14197","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="3687" rel="nofollow" href="https://www.academia.edu/Documents/in/Family_Law">Family Law</a>, <script data-card-contents-for-ri="3687" type="text/json">{"id":3687,"name":"Family Law","url":"https://www.academia.edu/Documents/in/Family_Law?f_ri=14197","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="14197" rel="nofollow" href="https://www.academia.edu/Documents/in/Autonomy">Autonomy</a>, <script data-card-contents-for-ri="14197" type="text/json">{"id":14197,"name":"Autonomy","url":"https://www.academia.edu/Documents/in/Autonomy?f_ri=14197","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="317182" rel="nofollow" href="https://www.academia.edu/Documents/in/Parental_Responsibility">Parental Responsibility</a><script data-card-contents-for-ri="317182" type="text/json">{"id":317182,"name":"Parental Responsibility","url":"https://www.academia.edu/Documents/in/Parental_Responsibility?f_ri=14197","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=14461959]'), work: {"id":14461959,"title":"Parental Responsibility and Child Autonomy: Interdependent or Incompatible","created_at":"2015-07-28T08:00:11.735-07:00","url":"https://www.academia.edu/14461959/Parental_Responsibility_and_Child_Autonomy_Interdependent_or_Incompatible?f_ri=14197","dom_id":"work_14461959","summary":"In his dictum within the case of Hewer v Bryant , Lord Denning stated that the law surrounding children’s rights “can, and should, keep pace with the time ”. Denning criticised the late Victorian era case of Re Agar-Ellis where it was held that a parent’s absolute authority over their children continued unabated until the age of majority. These comments resurfaced in the prominent case of Gillick where the House of Lords established that a child’s capacity to make important medical decisions depended not on a legally set age but rather their individual level of maturity and understanding. This essay argues that post Hewer, Gillick and the implementation of the Human Rights Act , the UK has seen an increasingly contentious relationship between the concepts of parental responsibility and child autonomy at law. It is contended that the concepts are not inter-dependent but rather exist theoretically and practically opposed as competing and contextually qualified interests. This will be contended on the basis that the rights inherent within parental responsibility naturally conflict with a full conception of autonomy and represent instead a publicly endorsed paternalism toward children. Further, it is argued that both concepts are often used as judicial rhetoric in combination with the ‘welfare principle’ in order to impose judicial, value based, policy judgements; a precarious practice. It will be shown this is most apparent in the logically incoherent concept of ‘Gillick competency’ in relation to refusal of treatment.","downloadable_attachments":[{"id":44954402,"asset_id":14461959,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":26111660,"first_name":"Jordan","last_name":"Renault","domain_name":"hull","page_name":"JordanRenault","display_name":"Jordan Renault","profile_url":"https://hull.academia.edu/JordanRenault?f_ri=14197","photo":"https://0.academia-photos.com/26111660/8615441/15691672/s65_jordan.renault.jpg"}],"research_interests":[{"id":534,"name":"Law","url":"https://www.academia.edu/Documents/in/Law?f_ri=14197","nofollow":true},{"id":3687,"name":"Family Law","url":"https://www.academia.edu/Documents/in/Family_Law?f_ri=14197","nofollow":true},{"id":14197,"name":"Autonomy","url":"https://www.academia.edu/Documents/in/Autonomy?f_ri=14197","nofollow":true},{"id":317182,"name":"Parental Responsibility","url":"https://www.academia.edu/Documents/in/Parental_Responsibility?f_ri=14197","nofollow":true},{"id":572372,"name":"Children's autonomy","url":"https://www.academia.edu/Documents/in/Childrens_autonomy?f_ri=14197"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_41696705" data-work_id="41696705" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/41696705/An_Integrated_World_Modeling_Theory_IWMT_of_consciousness_Combining_Integrated_Information_and_Global_Neuronal_Workspace_Theories_with_the_Free_Energy_Principle_and_Active_Inference_Framework_towards_solving_the_Hard_problem_and_characterizing_agentic_causation">An Integrated World Modeling Theory (IWMT) of consciousness: Combining Integrated Information and Global Neuronal Workspace Theories with the Free Energy Principle and Active Inference Framework; towards solving the Hard problem and characterizing agentic causation</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">The Free Energy Principle and Active Inference Framework (FEP-AI) begins with the understanding that persisting systems must regulate environmental exchanges and prevent entropic accumulation. In FEP-AI, minds and brains are predictive... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_41696705" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">The Free Energy Principle and Active Inference Framework (FEP-AI) begins with the understanding that persisting systems must regulate environmental exchanges and prevent entropic accumulation. In FEP-AI, minds and brains are predictive controllers for autonomous systems, where action-driven perception is realized as probabilistic inference. Integrated Information Theory (IIT) begins with considering the preconditions for a system to intrinsically exist, as well as axioms regarding the nature of consciousness. IIT has produced controversy because of its surprising entailments: quasi-panpsychism; subjectivity without referents or dynamics; and the possibility of fully-intelligent-yet-unconscious brain simulations. Here, I describe how these controversies might be resolved by integrating IIT with FEP-AI, where integrated information only entails consciousness for systems with perspectival reference frames capable of generating models with spatial, temporal, and causal coherence for self and world. Without that connection with external reality, systems could have arbitrarily high amounts of integrated information, but nonetheless would not entail subjective experience. I further describe how an integration of these frameworks may contribute to their evolution as unified systems theories and models of emergent causation. Then, inspired by both Global Neuronal Workspace Theory (GNWT) and the Harmonic Brain Modes framework, I describe how streams of consciousness may emerge as an evolving generation of sensorimotor predictions, with the precise composition of experiences depending on the integration abilities of synchronous complexes as self-organizing harmonic modes (SOHMs). These integrating dynamics may be particularly likely to occur via richly connected subnetworks affording body-centric sources of phenomenal binding and executive control. Along these connectivity backbones, SOHMs are proposed to implement turbo coding via loopy message-passing over predictive (autoencoding) networks, so generating maximum a posteriori estimates as coherent vectors governing neural evolution, with alpha frequencies generating basic awareness, and cross-frequency phase-coupling within theta frequencies for access consciousness and volitional control. These dynamic cores of integrated information also function as global workspaces, centered on posterior cortices, but capable of being entrained with frontal cortices and interoceptive hierarchies, so affording agentic causation. Integrated World Modeling Theory (IWMT) represents a synthetic approach to understanding minds that reveals compatibility between leading theories of consciousness, so enabling inferential synergy.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/41696705" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="4bfe4494ddcf523a0ebb1a4f2758fe41" rel="nofollow" data-download="{"attachment_id":63579662,"asset_id":41696705,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/63579662/download_file?st=MTc0MDYwMjU5OCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="42083665" href="https://tufts.academia.edu/AdamSafron">Adam Safron</a><script data-card-contents-for-user="42083665" type="text/json">{"id":42083665,"first_name":"Adam","last_name":"Safron","domain_name":"tufts","page_name":"AdamSafron","display_name":"Adam Safron","profile_url":"https://tufts.academia.edu/AdamSafron?f_ri=14197","photo":"https://0.academia-photos.com/42083665/11367705/40332989/s65_adam.safron.jpg"}</script></span></span></li><li class="js-paper-rank-work_41696705 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="41696705"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 41696705, container: ".js-paper-rank-work_41696705", }); });</script></li><li class="js-percentile-work_41696705 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 41696705; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_41696705"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_41696705 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="41696705"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 41696705; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=41696705]").text(description); $(".js-view-count-work_41696705").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_41696705").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="41696705"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">8</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="9040" rel="nofollow" href="https://www.academia.edu/Documents/in/Consciousness">Consciousness</a>, <script data-card-contents-for-ri="9040" type="text/json">{"id":9040,"name":"Consciousness","url":"https://www.academia.edu/Documents/in/Consciousness?f_ri=14197","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="14197" rel="nofollow" href="https://www.academia.edu/Documents/in/Autonomy">Autonomy</a>, <script data-card-contents-for-ri="14197" type="text/json">{"id":14197,"name":"Autonomy","url":"https://www.academia.edu/Documents/in/Autonomy?f_ri=14197","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="324213" rel="nofollow" href="https://www.academia.edu/Documents/in/Generative_Models">Generative Models</a>, <script data-card-contents-for-ri="324213" type="text/json">{"id":324213,"name":"Generative Models","url":"https://www.academia.edu/Documents/in/Generative_Models?f_ri=14197","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="605488" rel="nofollow" href="https://www.academia.edu/Documents/in/Integrated_Information_Theory">Integrated Information Theory</a><script data-card-contents-for-ri="605488" type="text/json">{"id":605488,"name":"Integrated Information Theory","url":"https://www.academia.edu/Documents/in/Integrated_Information_Theory?f_ri=14197","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=41696705]'), work: {"id":41696705,"title":"An Integrated World Modeling Theory (IWMT) of consciousness: Combining Integrated Information and Global Neuronal Workspace Theories with the Free Energy Principle and Active Inference Framework; towards solving the Hard problem and characterizing agentic causation","created_at":"2020-01-21T19:16:04.093-08:00","url":"https://www.academia.edu/41696705/An_Integrated_World_Modeling_Theory_IWMT_of_consciousness_Combining_Integrated_Information_and_Global_Neuronal_Workspace_Theories_with_the_Free_Energy_Principle_and_Active_Inference_Framework_towards_solving_the_Hard_problem_and_characterizing_agentic_causation?f_ri=14197","dom_id":"work_41696705","summary":"The Free Energy Principle and Active Inference Framework (FEP-AI) begins with the understanding that persisting systems must regulate environmental exchanges and prevent entropic accumulation. In FEP-AI, minds and brains are predictive controllers for autonomous systems, where action-driven perception is realized as probabilistic inference. Integrated Information Theory (IIT) begins with considering the preconditions for a system to intrinsically exist, as well as axioms regarding the nature of consciousness. IIT has produced controversy because of its surprising entailments: quasi-panpsychism; subjectivity without referents or dynamics; and the possibility of fully-intelligent-yet-unconscious brain simulations. Here, I describe how these controversies might be resolved by integrating IIT with FEP-AI, where integrated information only entails consciousness for systems with perspectival reference frames capable of generating models with spatial, temporal, and causal coherence for self and world. Without that connection with external reality, systems could have arbitrarily high amounts of integrated information, but nonetheless would not entail subjective experience. I further describe how an integration of these frameworks may contribute to their evolution as unified systems theories and models of emergent causation. Then, inspired by both Global Neuronal Workspace Theory (GNWT) and the Harmonic Brain Modes framework, I describe how streams of consciousness may emerge as an evolving generation of sensorimotor predictions, with the precise composition of experiences depending on the integration abilities of synchronous complexes as self-organizing harmonic modes (SOHMs). These integrating dynamics may be particularly likely to occur via richly connected subnetworks affording body-centric sources of phenomenal binding and executive control. Along these connectivity backbones, SOHMs are proposed to implement turbo coding via loopy message-passing over predictive (autoencoding) networks, so generating maximum a posteriori estimates as coherent vectors governing neural evolution, with alpha frequencies generating basic awareness, and cross-frequency phase-coupling within theta frequencies for access consciousness and volitional control. These dynamic cores of integrated information also function as global workspaces, centered on posterior cortices, but capable of being entrained with frontal cortices and interoceptive hierarchies, so affording agentic causation. Integrated World Modeling Theory (IWMT) represents a synthetic approach to understanding minds that reveals compatibility between leading theories of consciousness, so enabling inferential synergy.","downloadable_attachments":[{"id":63579662,"asset_id":41696705,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":42083665,"first_name":"Adam","last_name":"Safron","domain_name":"tufts","page_name":"AdamSafron","display_name":"Adam Safron","profile_url":"https://tufts.academia.edu/AdamSafron?f_ri=14197","photo":"https://0.academia-photos.com/42083665/11367705/40332989/s65_adam.safron.jpg"}],"research_interests":[{"id":9040,"name":"Consciousness","url":"https://www.academia.edu/Documents/in/Consciousness?f_ri=14197","nofollow":true},{"id":14197,"name":"Autonomy","url":"https://www.academia.edu/Documents/in/Autonomy?f_ri=14197","nofollow":true},{"id":324213,"name":"Generative Models","url":"https://www.academia.edu/Documents/in/Generative_Models?f_ri=14197","nofollow":true},{"id":605488,"name":"Integrated Information Theory","url":"https://www.academia.edu/Documents/in/Integrated_Information_Theory?f_ri=14197","nofollow":true},{"id":1172273,"name":"Free-Energy Principle","url":"https://www.academia.edu/Documents/in/Free-Energy_Principle?f_ri=14197"},{"id":1220297,"name":"Autoencoder","url":"https://www.academia.edu/Documents/in/Autoencoder?f_ri=14197"},{"id":1485017,"name":"Global Workspace","url":"https://www.academia.edu/Documents/in/Global_Workspace?f_ri=14197"},{"id":2602268,"name":"Active Inference","url":"https://www.academia.edu/Documents/in/Active_Inference?f_ri=14197"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_10939550" data-work_id="10939550" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/10939550/The_Autonomy_of_Modern_Reason">The Autonomy of Modern Reason</a></div></div><div class="u-pb4x u-mt3x"></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/10939550" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="03f28e95fd506b9dc306817dba00205e" rel="nofollow" data-download="{"attachment_id":36700997,"asset_id":10939550,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm 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href="https://www.academia.edu/9940300/Motivating_Learning_Performance_and_Persistence_The_Synergistic_Effects_of_Intrinsic_Goal_Contents_and_Autonomy_Supportive_Contexts">Motivating Learning, Performance, and Persistence: The Synergistic Effects of Intrinsic Goal Contents and Autonomy-Supportive Contexts</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Three field experiments with high school and college students tested the self-determination theory (E. L. hypotheses that intrinsic (vs. extrinsic) goals and autonomy-supportive (vs. controlling) learning climates would improve students'... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_9940300" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Three field experiments with high school and college students tested the self-determination theory (E. L. hypotheses that intrinsic (vs. extrinsic) goals and autonomy-supportive (vs. controlling) learning climates would improve students' learning, performance, and persistence. The learning of text material or physical exercises was framed in terms of intrinsic (community, personal growth, health) versus extrinsic (money, image) goals, which were presented in an autonomy-supportive versus controlling manner. Analyses of variance confirmed that both experimentally manipulated variables yielded main effects on depth of processing, test performance, and persistence (all ps Ͻ .001), and an interaction resulted in synergistically high deep processing and test performance (but not persistence) when both intrinsic goals and autonomy support were present. 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L. hypotheses that intrinsic (vs. extrinsic) goals and autonomy-supportive (vs. controlling) learning climates would improve students' learning, performance, and persistence. The learning of text material or physical exercises was framed in terms of intrinsic (community, personal growth, health) versus extrinsic (money, image) goals, which were presented in an autonomy-supportive versus controlling manner. Analyses of variance confirmed that both experimentally manipulated variables yielded main effects on depth of processing, test performance, and persistence (all ps Ͻ .001), and an interaction resulted in synergistically high deep processing and test performance (but not persistence) when both intrinsic goals and autonomy support were present. Effects were significantly mediated by autonomous motivation.","downloadable_attachments":[{"id":36091195,"asset_id":9940300,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":24145524,"first_name":"Willy","last_name":"Len","domain_name":"knjc","page_name":"WillyLen","display_name":"Willy Len","profile_url":"https://knjc.academia.edu/WillyLen?f_ri=14197","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":39,"name":"Marketing","url":"https://www.academia.edu/Documents/in/Marketing?f_ri=14197","nofollow":true},{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=14197","nofollow":true},{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science?f_ri=14197","nofollow":true},{"id":2672,"name":"Personality","url":"https://www.academia.edu/Documents/in/Personality?f_ri=14197","nofollow":true},{"id":9043,"name":"Performance","url":"https://www.academia.edu/Documents/in/Performance?f_ri=14197"},{"id":14197,"name":"Autonomy","url":"https://www.academia.edu/Documents/in/Autonomy?f_ri=14197"},{"id":22506,"name":"Adolescent","url":"https://www.academia.edu/Documents/in/Adolescent?f_ri=14197"},{"id":43774,"name":"Learning","url":"https://www.academia.edu/Documents/in/Learning?f_ri=14197"},{"id":46406,"name":"Motivation","url":"https://www.academia.edu/Documents/in/Motivation?f_ri=14197"},{"id":85930,"name":"High School","url":"https://www.academia.edu/Documents/in/High_School?f_ri=14197"},{"id":102674,"name":"College Students","url":"https://www.academia.edu/Documents/in/College_Students?f_ri=14197"},{"id":137917,"name":"Self Determination Theory","url":"https://www.academia.edu/Documents/in/Self_Determination_Theory?f_ri=14197"},{"id":144259,"name":"Goals","url":"https://www.academia.edu/Documents/in/Goals?f_ri=14197"},{"id":148391,"name":"Field Experiment","url":"https://www.academia.edu/Documents/in/Field_Experiment?f_ri=14197"},{"id":174464,"name":"Social Environment","url":"https://www.academia.edu/Documents/in/Social_Environment?f_ri=14197"},{"id":294340,"name":"Journal of Personality and Social Psychology","url":"https://www.academia.edu/Documents/in/Journal_of_Personality_and_Social_Psychology?f_ri=14197"},{"id":327850,"name":"Questionnaires","url":"https://www.academia.edu/Documents/in/Questionnaires?f_ri=14197"},{"id":638048,"name":"Physical Exercise","url":"https://www.academia.edu/Documents/in/Physical_Exercise?f_ri=14197"},{"id":1821487,"name":"Personal autonomy","url":"https://www.academia.edu/Documents/in/Personal_autonomy?f_ri=14197"},{"id":2228624,"name":"Synergistic effect","url":"https://www.academia.edu/Documents/in/Synergistic_effect?f_ri=14197"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_81063801" data-work_id="81063801" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/81063801/Freedom_and_Its_Conditions_Discipline_Autonomy_and_Resistance">Freedom and Its Conditions: Discipline, Autonomy, and Resistance</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Freedom and Its Conditions: Discipline, Autonomy, and Resistance Richard Flathman Can any of us ever really be free? Do we follow the rules our society gives us because we want to, or because we are forced to? Discipline, Freedom,... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_81063801" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Freedom and Its Conditions: Discipline, Autonomy, and Resistance Richard Flathman Can any of us ever really be free? Do we follow the rules our society gives us because we want to, or because we are forced to? Discipline, Freedom, Resistance challenges the received wisdom that discipline and freedom are opposite and mutually exclusive. Though it is typically argued that a well-ordered liberal society must discipline its more unruly citizens to maintain freedom for all, Flathman shows how resistance to rules can mean more than criminals breaking laws. Resistance can also mean political protest and political dialogues about what the rules can be. Discipline, Freedom, Resistance draws on Foucault's theories of the self to describe the inner discipline it takes to resist authority-declaring that individuals must sometimes resist forces that wish to destroy freedom, to ensure freedom.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/81063801" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="02ade953b0cc5fce35be17d4e42ab99d" rel="nofollow" data-download="{"attachment_id":87238000,"asset_id":81063801,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/87238000/download_file?st=MTc0MDYwMjU5OCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="324073" href="https://hws.academia.edu/JodiDean">Jodi Dean</a><script data-card-contents-for-user="324073" type="text/json">{"id":324073,"first_name":"Jodi","last_name":"Dean","domain_name":"hws","page_name":"JodiDean","display_name":"Jodi Dean","profile_url":"https://hws.academia.edu/JodiDean?f_ri=14197","photo":"https://0.academia-photos.com/324073/803265/999428/s65_jodi.dean.jpg"}</script></span></span></li><li class="js-paper-rank-work_81063801 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="81063801"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 81063801, container: ".js-paper-rank-work_81063801", }); 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$(".js-view-count[data-work-id=81063801]").text(description); $(".js-view-count-work_81063801").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_81063801").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="81063801"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">4</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="184" rel="nofollow" href="https://www.academia.edu/Documents/in/Sociology">Sociology</a>, <script data-card-contents-for-ri="184" type="text/json">{"id":184,"name":"Sociology","url":"https://www.academia.edu/Documents/in/Sociology?f_ri=14197","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="221" rel="nofollow" href="https://www.academia.edu/Documents/in/Psychology">Psychology</a>, <script data-card-contents-for-ri="221" type="text/json">{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=14197","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="4486" rel="nofollow" href="https://www.academia.edu/Documents/in/Political_Science">Political Science</a>, <script data-card-contents-for-ri="4486" type="text/json">{"id":4486,"name":"Political Science","url":"https://www.academia.edu/Documents/in/Political_Science?f_ri=14197","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="14197" rel="nofollow" href="https://www.academia.edu/Documents/in/Autonomy">Autonomy</a><script data-card-contents-for-ri="14197" type="text/json">{"id":14197,"name":"Autonomy","url":"https://www.academia.edu/Documents/in/Autonomy?f_ri=14197","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=81063801]'), work: {"id":81063801,"title":"Freedom and Its Conditions: Discipline, Autonomy, and Resistance","created_at":"2022-06-08T23:54:40.647-07:00","url":"https://www.academia.edu/81063801/Freedom_and_Its_Conditions_Discipline_Autonomy_and_Resistance?f_ri=14197","dom_id":"work_81063801","summary":"Freedom and Its Conditions: Discipline, Autonomy, and Resistance Richard Flathman Can any of us ever really be free? Do we follow the rules our society gives us because we want to, or because we are forced to? Discipline, Freedom, Resistance challenges the received wisdom that discipline and freedom are opposite and mutually exclusive. Though it is typically argued that a well-ordered liberal society must discipline its more unruly citizens to maintain freedom for all, Flathman shows how resistance to rules can mean more than criminals breaking laws. Resistance can also mean political protest and political dialogues about what the rules can be. Discipline, Freedom, Resistance draws on Foucault's theories of the self to describe the inner discipline it takes to resist authority-declaring that individuals must sometimes resist forces that wish to destroy freedom, to ensure freedom.","downloadable_attachments":[{"id":87238000,"asset_id":81063801,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":324073,"first_name":"Jodi","last_name":"Dean","domain_name":"hws","page_name":"JodiDean","display_name":"Jodi Dean","profile_url":"https://hws.academia.edu/JodiDean?f_ri=14197","photo":"https://0.academia-photos.com/324073/803265/999428/s65_jodi.dean.jpg"}],"research_interests":[{"id":184,"name":"Sociology","url":"https://www.academia.edu/Documents/in/Sociology?f_ri=14197","nofollow":true},{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=14197","nofollow":true},{"id":4486,"name":"Political Science","url":"https://www.academia.edu/Documents/in/Political_Science?f_ri=14197","nofollow":true},{"id":14197,"name":"Autonomy","url":"https://www.academia.edu/Documents/in/Autonomy?f_ri=14197","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_70408050" data-work_id="70408050" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/70408050/Bio%C3%A9tica_e_processos_de_religiosidade_entre_os_pacientes_com_doen%C3%A7as_terminais_no_Brasil">Bioética e processos de religiosidade entre os pacientes com doenças terminais no Brasil</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Os avanços tecnocientíficos das últimas décadas contribuíram para o aumento do número de pacientes com doenças terminais no mundo. Em decorrência da milenar conexão entre a fase de terminalidade de vida e os processos espiritualistas,... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_70408050" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Os avanços tecnocientíficos das últimas décadas contribuíram para o aumento do número de pacientes com doenças terminais no mundo. Em decorrência da milenar conexão entre a fase de terminalidade de vida e os processos espiritualistas, esse fato assumiu aspectos peculiares no Brasil, país em que o número de segmentos religiosos/espiritualistas multiplicou-se nas últimas décadas. Este trabalho procura mostrar que a diversificação das necessidades de pacientes brasileiros com referência ao bemestar espiritual na fase final da vida pode gerar dilemas bioéticos novos para o profissional da saúde que não conheça os fundamentos das principais correntes espiritualistas do país. Defendendo que tal conhecimento é ferramenta útil para o profissional da saúde que quer observar os princípios da beneficência e do respeito à autonomia do paciente, o texto disponibiliza algumas orientações básicas das principais linhas espiritualistas brasileiras sobre os processos da morte e do morrer.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/70408050" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="73291bf3349e7a57187da71c6d9f2b9a" rel="nofollow" data-download="{"attachment_id":80173765,"asset_id":70408050,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/80173765/download_file?st=MTc0MDYwMjU5OCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="16744945" href="https://independent.academia.edu/SallesAlvaro">Alvaro Salles</a><script data-card-contents-for-user="16744945" type="text/json">{"id":16744945,"first_name":"Alvaro","last_name":"Salles","domain_name":"independent","page_name":"SallesAlvaro","display_name":"Alvaro Salles","profile_url":"https://independent.academia.edu/SallesAlvaro?f_ri=14197","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_70408050 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="70408050"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 70408050, container: ".js-paper-rank-work_70408050", }); });</script></li><li class="js-percentile-work_70408050 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 70408050; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_70408050"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_70408050 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="70408050"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 70408050; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=70408050]").text(description); $(".js-view-count-work_70408050").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_70408050").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="70408050"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">3</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="1414" rel="nofollow" href="https://www.academia.edu/Documents/in/Bioethics">Bioethics</a>, <script data-card-contents-for-ri="1414" type="text/json">{"id":1414,"name":"Bioethics","url":"https://www.academia.edu/Documents/in/Bioethics?f_ri=14197","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="14197" rel="nofollow" href="https://www.academia.edu/Documents/in/Autonomy">Autonomy</a>, <script data-card-contents-for-ri="14197" type="text/json">{"id":14197,"name":"Autonomy","url":"https://www.academia.edu/Documents/in/Autonomy?f_ri=14197","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="26327" rel="nofollow" href="https://www.academia.edu/Documents/in/Medicine">Medicine</a><script data-card-contents-for-ri="26327" type="text/json">{"id":26327,"name":"Medicine","url":"https://www.academia.edu/Documents/in/Medicine?f_ri=14197","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=70408050]'), work: {"id":70408050,"title":"Bioética e processos de religiosidade entre os pacientes com doenças terminais no Brasil","created_at":"2022-02-04T04:04:44.619-08:00","url":"https://www.academia.edu/70408050/Bio%C3%A9tica_e_processos_de_religiosidade_entre_os_pacientes_com_doen%C3%A7as_terminais_no_Brasil?f_ri=14197","dom_id":"work_70408050","summary":"Os avanços tecnocientíficos das últimas décadas contribuíram para o aumento do número de pacientes com doenças terminais no mundo. Em decorrência da milenar conexão entre a fase de terminalidade de vida e os processos espiritualistas, esse fato assumiu aspectos peculiares no Brasil, país em que o número de segmentos religiosos/espiritualistas multiplicou-se nas últimas décadas. Este trabalho procura mostrar que a diversificação das necessidades de pacientes brasileiros com referência ao bemestar espiritual na fase final da vida pode gerar dilemas bioéticos novos para o profissional da saúde que não conheça os fundamentos das principais correntes espiritualistas do país. Defendendo que tal conhecimento é ferramenta útil para o profissional da saúde que quer observar os princípios da beneficência e do respeito à autonomia do paciente, o texto disponibiliza algumas orientações básicas das principais linhas espiritualistas brasileiras sobre os processos da morte e do morrer.","downloadable_attachments":[{"id":80173765,"asset_id":70408050,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":16744945,"first_name":"Alvaro","last_name":"Salles","domain_name":"independent","page_name":"SallesAlvaro","display_name":"Alvaro Salles","profile_url":"https://independent.academia.edu/SallesAlvaro?f_ri=14197","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":1414,"name":"Bioethics","url":"https://www.academia.edu/Documents/in/Bioethics?f_ri=14197","nofollow":true},{"id":14197,"name":"Autonomy","url":"https://www.academia.edu/Documents/in/Autonomy?f_ri=14197","nofollow":true},{"id":26327,"name":"Medicine","url":"https://www.academia.edu/Documents/in/Medicine?f_ri=14197","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_60852762" data-work_id="60852762" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/60852762/What_types_of_organizations_benefit_from_team_production_and_how_do_they_benefit">What types of organizations benefit from team production, and how do they benefit?</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">[Excerpt] Using data from a large cross section of British establishments, we ask how different firm characteristics are associated with the predicted benefits to organizational performance from using team production. To compute the... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_60852762" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">[Excerpt] Using data from a large cross section of British establishments, we ask how different firm characteristics are associated with the predicted benefits to organizational performance from using team production. To compute the predicted benefits from using team production, we estimate structural models for financial performance, labor productivity, and product quality, treating the firm's choices of whether or not to use teams and whether or not to grant teams autonomy as endogenous. One of the main results is that many firm characteristics are associated with larger predicted benefits from teams to labor productivity and product quality but smaller predicted benefits to financial performance. For example, this is true for union recognition as measured by the number of recognized unions in an establishment. Similarly, when a particular firm characteristic is associated with lower benefits from teams to labor productivity or product quality, the same characteristic is frequently associated with higher predicted benefits to financial performance. This is true for the degree of financial participation and employee ownership and also for establishment size and a number of industries. These results highlight the advantages of analyzing broader measures of organizational performance that are more inclusive of the wide spectrum of benefits and costs associated with teams than the labor productivity measures frequently studied in the teams literature.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/60852762" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="86536db8fd73ee6b5342afe6248d66dd" rel="nofollow" data-download="{"attachment_id":74116887,"asset_id":60852762,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/74116887/download_file?st=MTc0MDYwMjU5OCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="34287843" href="https://independent.academia.edu/FKurtulus">F. Kurtulus</a><script data-card-contents-for-user="34287843" type="text/json">{"id":34287843,"first_name":"F.","last_name":"Kurtulus","domain_name":"independent","page_name":"FKurtulus","display_name":"F. 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To compute the predicted benefits from using team production, we estimate structural models for financial performance, labor productivity, and product quality, treating the firm's choices of whether or not to use teams and whether or not to grant teams autonomy as endogenous. One of the main results is that many firm characteristics are associated with larger predicted benefits from teams to labor productivity and product quality but smaller predicted benefits to financial performance. For example, this is true for union recognition as measured by the number of recognized unions in an establishment. Similarly, when a particular firm characteristic is associated with lower benefits from teams to labor productivity or product quality, the same characteristic is frequently associated with higher predicted benefits to financial performance. This is true for the degree of financial participation and employee ownership and also for establishment size and a number of industries. These results highlight the advantages of analyzing broader measures of organizational performance that are more inclusive of the wide spectrum of benefits and costs associated with teams than the labor productivity measures frequently studied in the teams literature.","downloadable_attachments":[{"id":74116887,"asset_id":60852762,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":34287843,"first_name":"F.","last_name":"Kurtulus","domain_name":"independent","page_name":"FKurtulus","display_name":"F. 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Dans cet article, les pratiques politiques, culturelles et économiques du Centre social autogéré de Pointe-Saint-Charles déployées durant la lutte pour l'appropriation collective du Bâtiment 7 sont examinées à l'aune du concept d'autonomie collective. En rendant visible ces pratiques subversives, l'analyse permet de saisir la portée révolutionnaire de cette initiative libertaire située en marge de l'économie sociale au Québec. <br /> <br />Social movements throughout the world are rebelling against liberal democracy and capitalism, while at the same time experimenting ways of being, thinking and doing based on autonomy, respect of diversity and mutual aid. In this article, political, cultural and economic practices enacted by the Autonomous Social Center of Point St. Charles during the struggle to reclaim Building 7 are examined in light of the concept of collective autonomy. As these subversive practices are rendered visible, the revolutionary potential of this anti-authoritarian initiative situated on the margins of the social economy in Quebec emerges.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/35243458" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="389fcedbb137b36cd30f7e4e68c908a6" rel="nofollow" data-download="{"attachment_id":58615796,"asset_id":35243458,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/58615796/download_file?st=MTc0MDYwMjU5OCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="32028039" href="https://concordia.academia.edu/AnnaKruzynski">Anna Kruzynski</a><script data-card-contents-for-user="32028039" type="text/json">{"id":32028039,"first_name":"Anna","last_name":"Kruzynski","domain_name":"concordia","page_name":"AnnaKruzynski","display_name":"Anna Kruzynski","profile_url":"https://concordia.academia.edu/AnnaKruzynski?f_ri=14197","photo":"https://0.academia-photos.com/32028039/10249428/20522755/s65_anna.kruzynski.jpg"}</script></span></span></li><li class="js-paper-rank-work_35243458 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="35243458"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 35243458, container: ".js-paper-rank-work_35243458", }); 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$(".js-view-count[data-work-id=35243458]").text(description); $(".js-view-count-work_35243458").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_35243458").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="35243458"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">8</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="4952" rel="nofollow" href="https://www.academia.edu/Documents/in/Anarchism">Anarchism</a>, <script data-card-contents-for-ri="4952" type="text/json">{"id":4952,"name":"Anarchism","url":"https://www.academia.edu/Documents/in/Anarchism?f_ri=14197","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="7235" rel="nofollow" href="https://www.academia.edu/Documents/in/Social_Economy">Social Economy</a>, <script data-card-contents-for-ri="7235" type="text/json">{"id":7235,"name":"Social Economy","url":"https://www.academia.edu/Documents/in/Social_Economy?f_ri=14197","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="14197" rel="nofollow" href="https://www.academia.edu/Documents/in/Autonomy">Autonomy</a>, <script data-card-contents-for-ri="14197" type="text/json">{"id":14197,"name":"Autonomy","url":"https://www.academia.edu/Documents/in/Autonomy?f_ri=14197","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="25868" rel="nofollow" href="https://www.academia.edu/Documents/in/Solidarity_Economy">Solidarity Economy</a><script data-card-contents-for-ri="25868" type="text/json">{"id":25868,"name":"Solidarity Economy","url":"https://www.academia.edu/Documents/in/Solidarity_Economy?f_ri=14197","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=35243458]'), work: {"id":35243458,"title":"L’autonomie collective en action : du Centre Social Autogéré de Pointe-Saint-Charles au Bâtiment 7","created_at":"2017-11-24T11:15:14.249-08:00","url":"https://www.academia.edu/35243458/L_autonomie_collective_en_action_du_Centre_Social_Autog%C3%A9r%C3%A9_de_Pointe_Saint_Charles_au_B%C3%A2timent_7?f_ri=14197","dom_id":"work_35243458","summary":"Des mouvements sociaux partout sur la planète se révoltent contre la démocratie libérale et le capitalisme tout en expérimentant des manières d'être, de penser et de faire basées sur l'autonomie, le respect de la diversité et l'aide mutuelle. Dans cet article, les pratiques politiques, culturelles et économiques du Centre social autogéré de Pointe-Saint-Charles déployées durant la lutte pour l'appropriation collective du Bâtiment 7 sont examinées à l'aune du concept d'autonomie collective. En rendant visible ces pratiques subversives, l'analyse permet de saisir la portée révolutionnaire de cette initiative libertaire située en marge de l'économie sociale au Québec. \r\n\r\nSocial movements throughout the world are rebelling against liberal democracy and capitalism, while at the same time experimenting ways of being, thinking and doing based on autonomy, respect of diversity and mutual aid. In this article, political, cultural and economic practices enacted by the Autonomous Social Center of Point St. Charles during the struggle to reclaim Building 7 are examined in light of the concept of collective autonomy. As these subversive practices are rendered visible, the revolutionary potential of this anti-authoritarian initiative situated on the margins of the social economy in Quebec emerges.","downloadable_attachments":[{"id":58615796,"asset_id":35243458,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":32028039,"first_name":"Anna","last_name":"Kruzynski","domain_name":"concordia","page_name":"AnnaKruzynski","display_name":"Anna Kruzynski","profile_url":"https://concordia.academia.edu/AnnaKruzynski?f_ri=14197","photo":"https://0.academia-photos.com/32028039/10249428/20522755/s65_anna.kruzynski.jpg"}],"research_interests":[{"id":4952,"name":"Anarchism","url":"https://www.academia.edu/Documents/in/Anarchism?f_ri=14197","nofollow":true},{"id":7235,"name":"Social Economy","url":"https://www.academia.edu/Documents/in/Social_Economy?f_ri=14197","nofollow":true},{"id":14197,"name":"Autonomy","url":"https://www.academia.edu/Documents/in/Autonomy?f_ri=14197","nofollow":true},{"id":25868,"name":"Solidarity Economy","url":"https://www.academia.edu/Documents/in/Solidarity_Economy?f_ri=14197","nofollow":true},{"id":28808,"name":"Quebec","url":"https://www.academia.edu/Documents/in/Quebec?f_ri=14197"},{"id":114110,"name":"Autogestión","url":"https://www.academia.edu/Documents/in/Autogesti%C3%B3n?f_ri=14197"},{"id":119207,"name":"Post-Capitalism","url":"https://www.academia.edu/Documents/in/Post-Capitalism?f_ri=14197"},{"id":714170,"name":"Anti-Authoritarianism","url":"https://www.academia.edu/Documents/in/Anti-Authoritarianism?f_ri=14197"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_35109942" data-work_id="35109942" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/35109942/Zapatismo_una_grieta_en_el_muro">Zapatismo, una grieta en el muro</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Los zapatistas devienen de comunidades indígenas despojadas de tierras y de la libertad para gobernarse según la cultura de los pueblos originarios; producto de su organización y lucha lograron formar comunidades organizadas en gobiernos... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_35109942" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Los zapatistas devienen de comunidades indígenas despojadas de tierras y de la libertad para gobernarse según la cultura de los pueblos originarios; producto de su organización y lucha lograron formar comunidades organizadas en gobiernos autónomos. Cuentan con una caja de herramientas provista de conceptos teóricos y trabajo colectivo que se usan como armas para analizar las entrañas del capitalismo, impulsar la resistencia política y construir la autonomía de los pueblos rebeldes. Ahora sus palabras resuenan con el propósito de reivindicar la autonomía que erigieron al fragor de su gesta social y de advertir sobre la inminencia de la crisis capitalista y los múltiples peligros que representa la Hidra para los pueblos y las organizaciones que se aprestan a luchar.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/35109942" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="ab6d71fb25e748cd9591b06fbd56430c" rel="nofollow" data-download="{"attachment_id":54970842,"asset_id":35109942,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/54970842/download_file?st=MTc0MDYwMjU5OSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="58885072" href="https://ufsc.academia.edu/AnaLiliaF%C3%A9lixPichardo">Ana Lilia Félix Pichardo</a><script data-card-contents-for-user="58885072" type="text/json">{"id":58885072,"first_name":"Ana Lilia","last_name":"Félix Pichardo","domain_name":"ufsc","page_name":"AnaLiliaFélixPichardo","display_name":"Ana Lilia Félix Pichardo","profile_url":"https://ufsc.academia.edu/AnaLiliaF%C3%A9lixPichardo?f_ri=14197","photo":"https://0.academia-photos.com/58885072/15399223/55223660/s65_ana_lilia.f_lix_pichardo.jpeg"}</script></span></span></li><li class="js-paper-rank-work_35109942 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="35109942"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 35109942, container: ".js-paper-rank-work_35109942", }); 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$(".js-view-count[data-work-id=35109942]").text(description); $(".js-view-count-work_35109942").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_35109942").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="35109942"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">8</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="388" rel="nofollow" href="https://www.academia.edu/Documents/in/Latin_American_Studies">Latin American Studies</a>, <script data-card-contents-for-ri="388" type="text/json">{"id":388,"name":"Latin American Studies","url":"https://www.academia.edu/Documents/in/Latin_American_Studies?f_ri=14197","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="926" rel="nofollow" href="https://www.academia.edu/Documents/in/Indigenous_Studies">Indigenous Studies</a>, <script data-card-contents-for-ri="926" type="text/json">{"id":926,"name":"Indigenous Studies","url":"https://www.academia.edu/Documents/in/Indigenous_Studies?f_ri=14197","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="2395" rel="nofollow" href="https://www.academia.edu/Documents/in/Mexican_Studies">Mexican Studies</a>, <script data-card-contents-for-ri="2395" type="text/json">{"id":2395,"name":"Mexican Studies","url":"https://www.academia.edu/Documents/in/Mexican_Studies?f_ri=14197","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="8004" rel="nofollow" href="https://www.academia.edu/Documents/in/Resistance_Social_">Resistance (Social)</a><script data-card-contents-for-ri="8004" type="text/json">{"id":8004,"name":"Resistance (Social)","url":"https://www.academia.edu/Documents/in/Resistance_Social_?f_ri=14197","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=35109942]'), work: {"id":35109942,"title":"Zapatismo, una grieta en el muro","created_at":"2017-11-10T08:50:44.683-08:00","url":"https://www.academia.edu/35109942/Zapatismo_una_grieta_en_el_muro?f_ri=14197","dom_id":"work_35109942","summary":"Los zapatistas devienen de comunidades indígenas despojadas de tierras y de la libertad para gobernarse según la cultura de los pueblos originarios; producto de su organización y lucha lograron formar comunidades organizadas en gobiernos autónomos. Cuentan con una caja de herramientas provista de conceptos teóricos y trabajo colectivo que se usan como armas para analizar las entrañas del capitalismo, impulsar la resistencia política y construir la autonomía de los pueblos rebeldes. Ahora sus palabras resuenan con el propósito de reivindicar la autonomía que erigieron al fragor de su gesta social y de advertir sobre la inminencia de la crisis capitalista y los múltiples peligros que representa la Hidra para los pueblos y las organizaciones que se aprestan a luchar.","downloadable_attachments":[{"id":54970842,"asset_id":35109942,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":58885072,"first_name":"Ana Lilia","last_name":"Félix Pichardo","domain_name":"ufsc","page_name":"AnaLiliaFélixPichardo","display_name":"Ana Lilia Félix Pichardo","profile_url":"https://ufsc.academia.edu/AnaLiliaF%C3%A9lixPichardo?f_ri=14197","photo":"https://0.academia-photos.com/58885072/15399223/55223660/s65_ana_lilia.f_lix_pichardo.jpeg"}],"research_interests":[{"id":388,"name":"Latin American Studies","url":"https://www.academia.edu/Documents/in/Latin_American_Studies?f_ri=14197","nofollow":true},{"id":926,"name":"Indigenous Studies","url":"https://www.academia.edu/Documents/in/Indigenous_Studies?f_ri=14197","nofollow":true},{"id":2395,"name":"Mexican Studies","url":"https://www.academia.edu/Documents/in/Mexican_Studies?f_ri=14197","nofollow":true},{"id":8004,"name":"Resistance (Social)","url":"https://www.academia.edu/Documents/in/Resistance_Social_?f_ri=14197","nofollow":true},{"id":14197,"name":"Autonomy","url":"https://www.academia.edu/Documents/in/Autonomy?f_ri=14197"},{"id":60732,"name":"Movimientos sociales","url":"https://www.academia.edu/Documents/in/Movimientos_sociales?f_ri=14197"},{"id":135424,"name":"Zapatismo","url":"https://www.academia.edu/Documents/in/Zapatismo?f_ri=14197"},{"id":470341,"name":"Anticapitalism","url":"https://www.academia.edu/Documents/in/Anticapitalism?f_ri=14197"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_30905594" data-work_id="30905594" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/30905594/Correlation_between_level_of_self_regulation_in_the_newborn_infant_and_developmental_status_at_two_years_of_age">Correlation between level of self-regulation in the newborn infant and developmental status at two years of age</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Lundqvist-Persson C. Correlation between level of self-regulation in the newborn infant and developmental status at two years of age. Acta Paediatr 2001; 90: 345-350. Stockholm. ISSN 0803-5253 The purpose of this study was to investigate... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_30905594" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Lundqvist-Persson C. Correlation between level of self-regulation in the newborn infant and developmental status at two years of age. Acta Paediatr 2001; 90: 345-350. Stockholm. ISSN 0803-5253 The purpose of this study was to investigate whether the level of self-regulation in the newborn baby (a) predicts later cognitive and social development, (b) correlates to duration of breastfeeding and (c) has an impact on sleeping rhythm and the infant's autonomic behaviour. The study involved 38 full-term infants of optimal health who were assessed at an age of 3 d using a screening instrument measuring neonatal self-regulation, low, ordinary and high. The instrument, a conditional global scale, developed on the basis of the items in the Neonatal Behavioral Assessment Scale, identi es three levels of self-regulation. Thirty-six of the infants participated in a follow-up study at 2 y of age, when they were tested with Grif ths' Mental Developmental Scales and one of the parents was interviewed about length of breastfeeding, sleeping habits and the infant's autonomic behaviour. The results showed that the level of self-regulation was correlated to 3 out of 5 variables (Personal-Social development, Hearing & Speech and Eye & Hand Coordination) in the Grif ths test. The results also indicated differences in sleeping rhythm as well as in breastfeeding patterns between the three groups. Furthermore, the study indicated gender-based differences in the level of neonatal self-regulation and con rmed previous ndings of gender-based differences in achieved developmental level at 2 y of age assessed with Griffths' Mental Developmental Scales.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/30905594" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="098b42b37176496b4dd5ca2725c6f2a1" rel="nofollow" data-download="{"attachment_id":51330817,"asset_id":30905594,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/51330817/download_file?st=MTc0MDYwMjU5OSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="58767058" href="https://lu.academia.edu/CristinaLundqvistPersson">Cristina Lundqvist-Persson</a><script data-card-contents-for-user="58767058" type="text/json">{"id":58767058,"first_name":"Cristina","last_name":"Lundqvist-Persson","domain_name":"lu","page_name":"CristinaLundqvistPersson","display_name":"Cristina Lundqvist-Persson","profile_url":"https://lu.academia.edu/CristinaLundqvistPersson?f_ri=14197","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_30905594 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="30905594"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 30905594, container: ".js-paper-rank-work_30905594", }); 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$(".js-view-count[data-work-id=30905594]").text(description); $(".js-view-count-work_30905594").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_30905594").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="30905594"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">7</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="2971" rel="nofollow" href="https://www.academia.edu/Documents/in/Cognitive_development">Cognitive development</a>, <script data-card-contents-for-ri="2971" type="text/json">{"id":2971,"name":"Cognitive development","url":"https://www.academia.edu/Documents/in/Cognitive_development?f_ri=14197","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="4307" rel="nofollow" href="https://www.academia.edu/Documents/in/Behavior">Behavior</a>, <script data-card-contents-for-ri="4307" type="text/json">{"id":4307,"name":"Behavior","url":"https://www.academia.edu/Documents/in/Behavior?f_ri=14197","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="14197" rel="nofollow" href="https://www.academia.edu/Documents/in/Autonomy">Autonomy</a>, <script data-card-contents-for-ri="14197" type="text/json">{"id":14197,"name":"Autonomy","url":"https://www.academia.edu/Documents/in/Autonomy?f_ri=14197","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="64987" rel="nofollow" href="https://www.academia.edu/Documents/in/Social_Development">Social Development</a><script data-card-contents-for-ri="64987" type="text/json">{"id":64987,"name":"Social Development","url":"https://www.academia.edu/Documents/in/Social_Development?f_ri=14197","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=30905594]'), work: {"id":30905594,"title":"Correlation between level of self-regulation in the newborn infant and developmental status at two years of age","created_at":"2017-01-13T00:34:34.972-08:00","url":"https://www.academia.edu/30905594/Correlation_between_level_of_self_regulation_in_the_newborn_infant_and_developmental_status_at_two_years_of_age?f_ri=14197","dom_id":"work_30905594","summary":"Lundqvist-Persson C. Correlation between level of self-regulation in the newborn infant and developmental status at two years of age. Acta Paediatr 2001; 90: 345-350. Stockholm. ISSN 0803-5253 The purpose of this study was to investigate whether the level of self-regulation in the newborn baby (a) predicts later cognitive and social development, (b) correlates to duration of breastfeeding and (c) has an impact on sleeping rhythm and the infant's autonomic behaviour. The study involved 38 full-term infants of optimal health who were assessed at an age of 3 d using a screening instrument measuring neonatal self-regulation, low, ordinary and high. The instrument, a conditional global scale, developed on the basis of the items in the Neonatal Behavioral Assessment Scale, identi es three levels of self-regulation. Thirty-six of the infants participated in a follow-up study at 2 y of age, when they were tested with Grif ths' Mental Developmental Scales and one of the parents was interviewed about length of breastfeeding, sleeping habits and the infant's autonomic behaviour. The results showed that the level of self-regulation was correlated to 3 out of 5 variables (Personal-Social development, Hearing \u0026 Speech and Eye \u0026 Hand Coordination) in the Grif ths test. The results also indicated differences in sleeping rhythm as well as in breastfeeding patterns between the three groups. Furthermore, the study indicated gender-based differences in the level of neonatal self-regulation and con rmed previous ndings of gender-based differences in achieved developmental level at 2 y of age assessed with Griffths' Mental Developmental Scales.","downloadable_attachments":[{"id":51330817,"asset_id":30905594,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":58767058,"first_name":"Cristina","last_name":"Lundqvist-Persson","domain_name":"lu","page_name":"CristinaLundqvistPersson","display_name":"Cristina Lundqvist-Persson","profile_url":"https://lu.academia.edu/CristinaLundqvistPersson?f_ri=14197","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":2971,"name":"Cognitive development","url":"https://www.academia.edu/Documents/in/Cognitive_development?f_ri=14197","nofollow":true},{"id":4307,"name":"Behavior","url":"https://www.academia.edu/Documents/in/Behavior?f_ri=14197","nofollow":true},{"id":14197,"name":"Autonomy","url":"https://www.academia.edu/Documents/in/Autonomy?f_ri=14197","nofollow":true},{"id":64987,"name":"Social Development","url":"https://www.academia.edu/Documents/in/Social_Development?f_ri=14197","nofollow":true},{"id":127241,"name":"Duration","url":"https://www.academia.edu/Documents/in/Duration?f_ri=14197"},{"id":130136,"name":"Autoregulation","url":"https://www.academia.edu/Documents/in/Autoregulation?f_ri=14197"},{"id":133324,"name":"Sleep","url":"https://www.academia.edu/Documents/in/Sleep?f_ri=14197"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_77355315" data-work_id="77355315" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/77355315/Artificial_Intelligence_and_the_Problem_of_Autonomy">Artificial Intelligence and the Problem of Autonomy</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Cette étude présente les résultats d'une campagne de mesures réalisée en octobre 2019 à l'entrée du pertuis d'Antioche, entre les îles de Ré au Nord et d'Oléron au Sud (France), au moment du passage de la tempête Lorenzo au large du Golfe... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_77355315" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Cette étude présente les résultats d'une campagne de mesures réalisée en octobre 2019 à l'entrée du pertuis d'Antioche, entre les îles de Ré au Nord et d'Oléron au Sud (France), au moment du passage de la tempête Lorenzo au large du Golfe de Gascogne. Les données expérimentales sont complétées par l'application d'un système de modélisation couplé vague-courant en 3D. Les résultats tendent à montrer que l'effet du couplage a relativement peu d'impact sur les courants moyens, en revanche la distribution verticale des vitesses horizontales est mieux reproduite lorsque le couplage est activé : une réduction de l'erreur quadratique moyenne de l'ordre de 15 à 40 % selon le cycle de marée est observée. De plus, l'effet des vagues sur les courants le long de la colonne d'eau semble d'autant plus important que les vagues incidentes sont énergétiques.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/77355315" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="0a5c053748b544f5f90cd29ba049e078" rel="nofollow" data-download="{"attachment_id":84750829,"asset_id":77355315,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/84750829/download_file?st=MTc0MDYwMjU5OSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="1285614" href="https://nus.academia.edu/SimonChesterman">Simon Chesterman</a><script data-card-contents-for-user="1285614" type="text/json">{"id":1285614,"first_name":"Simon","last_name":"Chesterman","domain_name":"nus","page_name":"SimonChesterman","display_name":"Simon Chesterman","profile_url":"https://nus.academia.edu/SimonChesterman?f_ri=14197","photo":"https://0.academia-photos.com/1285614/473287/162686223/s65_simon.chesterman.png"}</script></span></span></li><li class="js-paper-rank-work_77355315 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="77355315"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 77355315, container: ".js-paper-rank-work_77355315", }); 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Les données expérimentales sont complétées par l'application d'un système de modélisation couplé vague-courant en 3D. Les résultats tendent à montrer que l'effet du couplage a relativement peu d'impact sur les courants moyens, en revanche la distribution verticale des vitesses horizontales est mieux reproduite lorsque le couplage est activé : une réduction de l'erreur quadratique moyenne de l'ordre de 15 à 40 % selon le cycle de marée est observée. De plus, l'effet des vagues sur les courants le long de la colonne d'eau semble d'autant plus important que les vagues incidentes sont énergétiques.","downloadable_attachments":[{"id":84750829,"asset_id":77355315,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":1285614,"first_name":"Simon","last_name":"Chesterman","domain_name":"nus","page_name":"SimonChesterman","display_name":"Simon Chesterman","profile_url":"https://nus.academia.edu/SimonChesterman?f_ri=14197","photo":"https://0.academia-photos.com/1285614/473287/162686223/s65_simon.chesterman.png"}],"research_interests":[{"id":26,"name":"Business","url":"https://www.academia.edu/Documents/in/Business?f_ri=14197","nofollow":true},{"id":428,"name":"Algorithms","url":"https://www.academia.edu/Documents/in/Algorithms?f_ri=14197","nofollow":true},{"id":465,"name":"Artificial Intelligence","url":"https://www.academia.edu/Documents/in/Artificial_Intelligence?f_ri=14197","nofollow":true},{"id":14197,"name":"Autonomy","url":"https://www.academia.edu/Documents/in/Autonomy?f_ri=14197","nofollow":true},{"id":69856,"name":"Social Science Research Network","url":"https://www.academia.edu/Documents/in/Social_Science_Research_Network?f_ri=14197"},{"id":84688,"name":"Autonomous Vehicles","url":"https://www.academia.edu/Documents/in/Autonomous_Vehicles?f_ri=14197"},{"id":917904,"name":"Lethal Autonomous Weapons","url":"https://www.academia.edu/Documents/in/Lethal_Autonomous_Weapons?f_ri=14197"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_43736447 coauthored" data-work_id="43736447" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/43736447/AUTONOMY_OF_RESERVE_BANK_OF_INDIA_IN_THE_REGULATORY_FRAMEWORK_OF_INDIAN_FINANCIAL_SYSTEM_A_WAY_TO_A_DEVELOPED_INDIA">AUTONOMY OF RESERVE BANK OF INDIA IN THE REGULATORY FRAMEWORK OF INDIAN FINANCIAL SYSTEM: A WAY TO A DEVELOPED INDIA</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">As a monetary authority and regulator of the financial system, Reserve Bank of India has done a commendable job. This paper has focused on the role played by RBI in the regulatory framework of Indian financial system as a regulator and... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_43736447" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">As a monetary authority and regulator of the financial system, Reserve Bank of India has done a commendable job. This paper has focused on the role played by RBI in the regulatory framework of Indian financial system as a regulator and supervisor and also analyzed whether granting autonomy to RBI can contribute to the growth of the country. Review of literature has shown that majority of the central banks in the world only have instrumental independence which shows that the central banks are free to only choose the means to achieve the objectives set by the government and many of the central banks have also shown the evidence of the government's influence on its decision making. Doing Business Report 2014(World Bank), investigating the regulations that enhance or constrain business activity, has placed India at low ranks in almost all parameters. Furthermore inflation and independence of a central bank has been seen to have an inverse relation. Secondary data along with supporting primary data were adopted for collecting the requisite information for this study. The study has revealed that if RBI achieves autonomy along with ensured accountability it can help the fiscal system to tone up and ensure more transparency in the entire budget making process. It is seen important for the government and the regulators in India to develop conventions and practices which will serve the goal of preserving financial stability without eroding the autonomy of the regulators for the growth of its economy. The Development Financial Institution at the international level IMF has also suggested making the RBI free from the government's influence by removing certain provisions from the law which can undermine its independence from the government.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/43736447" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="c74762ad3528fc75e62dbc2cd9c3388f" rel="nofollow" data-download="{"attachment_id":64046577,"asset_id":43736447,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/64046577/download_file?st=MTc0MDYwMjU5OSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="2376926" href="https://tezu.academia.edu/MaumitaChoudhury">Maumita Choudhury</a><script data-card-contents-for-user="2376926" type="text/json">{"id":2376926,"first_name":"Maumita","last_name":"Choudhury","domain_name":"tezu","page_name":"MaumitaChoudhury","display_name":"Maumita Choudhury","profile_url":"https://tezu.academia.edu/MaumitaChoudhury?f_ri=14197","photo":"/images/s65_no_pic.png"}</script></span></span><span class="u-displayInlineBlock InlineList-item-text"> and <span class="u-textDecorationUnderline u-clickable InlineList-item-text js-work-more-authors-43736447">+1</span><div class="hidden js-additional-users-43736447"><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://independent.academia.edu/DrNikitaSharma">Dr Nikita Sharma</a></span></div></div></span><script>(function(){ var popoverSettings = { el: $('.js-work-more-authors-43736447'), placement: 'bottom', hide_delay: 200, html: true, content: function(){ return $('.js-additional-users-43736447').html(); 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This paper has focused on the role played by RBI in the regulatory framework of Indian financial system as a regulator and supervisor and also analyzed whether granting autonomy to RBI can contribute to the growth of the country. Review of literature has shown that majority of the central banks in the world only have instrumental independence which shows that the central banks are free to only choose the means to achieve the objectives set by the government and many of the central banks have also shown the evidence of the government's influence on its decision making. Doing Business Report 2014(World Bank), investigating the regulations that enhance or constrain business activity, has placed India at low ranks in almost all parameters. Furthermore inflation and independence of a central bank has been seen to have an inverse relation. Secondary data along with supporting primary data were adopted for collecting the requisite information for this study. The study has revealed that if RBI achieves autonomy along with ensured accountability it can help the fiscal system to tone up and ensure more transparency in the entire budget making process. It is seen important for the government and the regulators in India to develop conventions and practices which will serve the goal of preserving financial stability without eroding the autonomy of the regulators for the growth of its economy. The Development Financial Institution at the international level IMF has also suggested making the RBI free from the government's influence by removing certain provisions from the law which can undermine its independence from the government.","downloadable_attachments":[{"id":64046577,"asset_id":43736447,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":2376926,"first_name":"Maumita","last_name":"Choudhury","domain_name":"tezu","page_name":"MaumitaChoudhury","display_name":"Maumita Choudhury","profile_url":"https://tezu.academia.edu/MaumitaChoudhury?f_ri=14197","photo":"/images/s65_no_pic.png"},{"id":165657860,"first_name":"Dr Nikita","last_name":"Sharma","domain_name":"independent","page_name":"DrNikitaSharma","display_name":"Dr Nikita Sharma","profile_url":"https://independent.academia.edu/DrNikitaSharma?f_ri=14197","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":9945,"name":"Financial development","url":"https://www.academia.edu/Documents/in/Financial_development?f_ri=14197","nofollow":true},{"id":14197,"name":"Autonomy","url":"https://www.academia.edu/Documents/in/Autonomy?f_ri=14197","nofollow":true},{"id":1283774,"name":"RBI","url":"https://www.academia.edu/Documents/in/RBI?f_ri=14197","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_31230078" data-work_id="31230078" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/31230078/Supporting_Student_Autonomy_in_Physical_Education">Supporting Student Autonomy in Physical Education</a></div></div><div class="u-pb4x u-mt3x"></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/31230078" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="4e62118596c27c077709bb20e91e6125" rel="nofollow" data-download="{"attachment_id":51640267,"asset_id":31230078,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/51640267/download_file?st=MTc0MDYwMjU5OSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="59654521" href="https://independent.academia.edu/DanaPerlman">Dana Perlman</a><script data-card-contents-for-user="59654521" type="text/json">{"id":59654521,"first_name":"Dana","last_name":"Perlman","domain_name":"independent","page_name":"DanaPerlman","display_name":"Dana Perlman","profile_url":"https://independent.academia.edu/DanaPerlman?f_ri=14197","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_31230078 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="31230078"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 31230078, container: ".js-paper-rank-work_31230078", }); 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$(".js-view-count[data-work-id=31230078]").text(description); $(".js-view-count-work_31230078").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_31230078").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="31230078"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">6</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="9401" rel="nofollow" href="https://www.academia.edu/Documents/in/Transformational_Leadership">Transformational Leadership</a>, <script data-card-contents-for-ri="9401" type="text/json">{"id":9401,"name":"Transformational Leadership","url":"https://www.academia.edu/Documents/in/Transformational_Leadership?f_ri=14197","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="14197" rel="nofollow" href="https://www.academia.edu/Documents/in/Autonomy">Autonomy</a>, <script data-card-contents-for-ri="14197" type="text/json">{"id":14197,"name":"Autonomy","url":"https://www.academia.edu/Documents/in/Autonomy?f_ri=14197","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="25806" rel="nofollow" href="https://www.academia.edu/Documents/in/Physical_Education">Physical Education</a>, <script data-card-contents-for-ri="25806" type="text/json">{"id":25806,"name":"Physical Education","url":"https://www.academia.edu/Documents/in/Physical_Education?f_ri=14197","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="192660" rel="nofollow" href="https://www.academia.edu/Documents/in/Self_Determination">Self Determination</a><script data-card-contents-for-ri="192660" type="text/json">{"id":192660,"name":"Self Determination","url":"https://www.academia.edu/Documents/in/Self_Determination?f_ri=14197","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=31230078]'), work: {"id":31230078,"title":"Supporting Student Autonomy in Physical Education","created_at":"2017-02-04T12:59:51.208-08:00","url":"https://www.academia.edu/31230078/Supporting_Student_Autonomy_in_Physical_Education?f_ri=14197","dom_id":"work_31230078","summary":null,"downloadable_attachments":[{"id":51640267,"asset_id":31230078,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":59654521,"first_name":"Dana","last_name":"Perlman","domain_name":"independent","page_name":"DanaPerlman","display_name":"Dana Perlman","profile_url":"https://independent.academia.edu/DanaPerlman?f_ri=14197","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":9401,"name":"Transformational Leadership","url":"https://www.academia.edu/Documents/in/Transformational_Leadership?f_ri=14197","nofollow":true},{"id":14197,"name":"Autonomy","url":"https://www.academia.edu/Documents/in/Autonomy?f_ri=14197","nofollow":true},{"id":25806,"name":"Physical Education","url":"https://www.academia.edu/Documents/in/Physical_Education?f_ri=14197","nofollow":true},{"id":192660,"name":"Self Determination","url":"https://www.academia.edu/Documents/in/Self_Determination?f_ri=14197","nofollow":true},{"id":508371,"name":"Curriculum and Pedagogy","url":"https://www.academia.edu/Documents/in/Curriculum_and_Pedagogy?f_ri=14197"},{"id":691375,"name":"Journal of Physical Education Recreation and Dance","url":"https://www.academia.edu/Documents/in/Journal_of_Physical_Education_Recreation_and_Dance?f_ri=14197"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_29755903" data-work_id="29755903" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/29755903/A_model_of_contextual_motivation_in_physical_education_Using_constructs_from_self_determination_and_achievement_goal_theories_to_predict_physical_activity_intentions">A model of contextual motivation in physical education: Using constructs from self-determination and achievement goal theories to predict physical activity intentions</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Assessing the motivational responses of 328 secondary school students, this study examined a model of student motivation in physical education that incorporated constructs from achievement goal and self-determination theories. The focus... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_29755903" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Assessing the motivational responses of 328 secondary school students, this study examined a model of student motivation in physical education that incorporated constructs from achievement goal and self-determination theories. The focus was on the prediction of students' intention to partake in physical activity outside of physical education. Structural equation modeling analysis supported a model in which an autonomy-supportive climate, and to a lesser extent perceptions of a mastery climate, positively impacted hypothesized mediating variables (i.e., autonomy, competence, relatedness) to foster self-determined motivation. Self-determined motivation was found to positively predict, whereas amotivation was a negative predictor of leisure-time physical activity intentions. , these different self-regulations are hypothe-</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/29755903" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="b049c18d08a6ab2c96606e80ed989527" rel="nofollow" data-download="{"attachment_id":50210889,"asset_id":29755903,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/50210889/download_file?st=MTc0MDYwMjU5OSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="56113703" href="https://independent.academia.edu/JoanDuda">Joan Duda</a><script data-card-contents-for-user="56113703" type="text/json">{"id":56113703,"first_name":"Joan","last_name":"Duda","domain_name":"independent","page_name":"JoanDuda","display_name":"Joan Duda","profile_url":"https://independent.academia.edu/JoanDuda?f_ri=14197","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_29755903 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="29755903"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 29755903, container: ".js-paper-rank-work_29755903", }); 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The focus was on the prediction of students' intention to partake in physical activity outside of physical education. Structural equation modeling analysis supported a model in which an autonomy-supportive climate, and to a lesser extent perceptions of a mastery climate, positively impacted hypothesized mediating variables (i.e., autonomy, competence, relatedness) to foster self-determined motivation. Self-determined motivation was found to positively predict, whereas amotivation was a negative predictor of leisure-time physical activity intentions. , these different self-regulations are hypothe-","downloadable_attachments":[{"id":50210889,"asset_id":29755903,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":56113703,"first_name":"Joan","last_name":"Duda","domain_name":"independent","page_name":"JoanDuda","display_name":"Joan Duda","profile_url":"https://independent.academia.edu/JoanDuda?f_ri=14197","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=14197","nofollow":true},{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science?f_ri=14197","nofollow":true},{"id":3398,"name":"Educational Psychology","url":"https://www.academia.edu/Documents/in/Educational_Psychology?f_ri=14197","nofollow":true},{"id":9112,"name":"Physical Activity","url":"https://www.academia.edu/Documents/in/Physical_Activity?f_ri=14197","nofollow":true},{"id":14197,"name":"Autonomy","url":"https://www.academia.edu/Documents/in/Autonomy?f_ri=14197"},{"id":17871,"name":"Physics Education","url":"https://www.academia.edu/Documents/in/Physics_Education?f_ri=14197"},{"id":23846,"name":"Student Motivation","url":"https://www.academia.edu/Documents/in/Student_Motivation?f_ri=14197"},{"id":25806,"name":"Physical Education","url":"https://www.academia.edu/Documents/in/Physical_Education?f_ri=14197"},{"id":84578,"name":"Educational","url":"https://www.academia.edu/Documents/in/Educational?f_ri=14197"},{"id":137917,"name":"Self Determination Theory","url":"https://www.academia.edu/Documents/in/Self_Determination_Theory?f_ri=14197"},{"id":192660,"name":"Self Determination","url":"https://www.academia.edu/Documents/in/Self_Determination?f_ri=14197"},{"id":214510,"name":"Structural Equation Model","url":"https://www.academia.edu/Documents/in/Structural_Equation_Model?f_ri=14197"},{"id":489650,"name":"Secondary School Students","url":"https://www.academia.edu/Documents/in/Secondary_School_Students?f_ri=14197"},{"id":638048,"name":"Physical Exercise","url":"https://www.academia.edu/Documents/in/Physical_Exercise?f_ri=14197"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_7903127 coauthored" data-work_id="7903127" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/7903127/POLIPO_Policies_and_OntoLogies_for_Interoperability_Portability_and_autOnomy">POLIPO: Policies & OntoLogies for Interoperability, Portability, and autOnomy</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">In this paper we identify the requirements for the definition of a security framework for distributed access control in dynamic coalitions of heterogeneous systems. Based on the elicited requirements, we introduce the POLIPO framework... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_7903127" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">In this paper we identify the requirements for the definition of a security framework for distributed access control in dynamic coalitions of heterogeneous systems. Based on the elicited requirements, we introduce the POLIPO framework that combines distributed access control with ontologies to give a globally understandable semantics to policies, enabling interoperability among heterogeneous systems.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/7903127" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="c3eae71db8c7ce9d8669edb2c0d210b4" rel="nofollow" data-download="{"attachment_id":34386466,"asset_id":7903127,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/34386466/download_file?st=MTc0MDYwMjU5OSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="14802262" href="https://tue.academia.edu/NicolaZannone">Nicola Zannone</a><script data-card-contents-for-user="14802262" type="text/json">{"id":14802262,"first_name":"Nicola","last_name":"Zannone","domain_name":"tue","page_name":"NicolaZannone","display_name":"Nicola Zannone","profile_url":"https://tue.academia.edu/NicolaZannone?f_ri=14197","photo":"/images/s65_no_pic.png"}</script></span></span><span class="u-displayInlineBlock InlineList-item-text"> and <span class="u-textDecorationUnderline u-clickable InlineList-item-text js-work-more-authors-7903127">+1</span><div class="hidden js-additional-users-7903127"><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://independent.academia.edu/FredSpiessens">Fred Spiessens</a></span></div></div></span><script>(function(){ var popoverSettings = { el: $('.js-work-more-authors-7903127'), placement: 'bottom', hide_delay: 200, html: true, content: function(){ return $('.js-additional-users-7903127').html(); 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Based on the elicited requirements, we introduce the POLIPO framework that combines distributed access control with ontologies to give a globally understandable semantics to policies, enabling interoperability among heterogeneous systems.","downloadable_attachments":[{"id":34386466,"asset_id":7903127,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":14802262,"first_name":"Nicola","last_name":"Zannone","domain_name":"tue","page_name":"NicolaZannone","display_name":"Nicola Zannone","profile_url":"https://tue.academia.edu/NicolaZannone?f_ri=14197","photo":"/images/s65_no_pic.png"},{"id":5382463,"first_name":"Fred","last_name":"Spiessens","domain_name":"independent","page_name":"FredSpiessens","display_name":"Fred Spiessens","profile_url":"https://independent.academia.edu/FredSpiessens?f_ri=14197","photo":"https://0.academia-photos.com/5382463/17259760/17379163/s65_fred.spiessens.jpg"}],"research_interests":[{"id":805,"name":"Ontology","url":"https://www.academia.edu/Documents/in/Ontology?f_ri=14197","nofollow":true},{"id":7798,"name":"Access Control","url":"https://www.academia.edu/Documents/in/Access_Control?f_ri=14197","nofollow":true},{"id":11044,"name":"Trust Management","url":"https://www.academia.edu/Documents/in/Trust_Management?f_ri=14197","nofollow":true},{"id":14197,"name":"Autonomy","url":"https://www.academia.edu/Documents/in/Autonomy?f_ri=14197","nofollow":true},{"id":49161,"name":"Safety","url":"https://www.academia.edu/Documents/in/Safety?f_ri=14197"},{"id":51860,"name":"Ontologies","url":"https://www.academia.edu/Documents/in/Ontologies?f_ri=14197"},{"id":52295,"name":"Interoperability","url":"https://www.academia.edu/Documents/in/Interoperability?f_ri=14197"},{"id":209555,"name":"Open Systems","url":"https://www.academia.edu/Documents/in/Open_Systems?f_ri=14197"},{"id":313252,"name":"Policy Evaluation","url":"https://www.academia.edu/Documents/in/Policy_Evaluation?f_ri=14197"},{"id":337140,"name":"Authorisation","url":"https://www.academia.edu/Documents/in/Authorisation?f_ri=14197"},{"id":454611,"name":"Heterogeneous Systems","url":"https://www.academia.edu/Documents/in/Heterogeneous_Systems?f_ri=14197"},{"id":1221635,"name":"Portability","url":"https://www.academia.edu/Documents/in/Portability?f_ri=14197"},{"id":2491107,"name":"software portability","url":"https://www.academia.edu/Documents/in/software_portability?f_ri=14197"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_27907312" data-work_id="27907312" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/27907312/El_soporte_de_autonom%C3%ADa_en_Educaci%C3%B3n_F%C3%ADsica_como_medio_de_prevenci%C3%B3n_de_la_oposici%C3%B3n_desafiante_del_alumnado_Autonomy_support_in_Physical_Education_as_a_means_of_preventing_students_oppositional_defiance">El soporte de autonomía en Educación Física como medio de prevención de la oposición desafiante del alumnado Autonomy support in Physical Education as a means of preventing students' oppositional defiance</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">La ausencia de apoyo a la autonomía creado por el docente de Educación Física (EF) puede desencadenar en el alumnado conductas desinteresadas e indisciplinadas. Así, bajo el sustento de la teoría de la autodeterminación el objetivo del... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_27907312" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">La ausencia de apoyo a la autonomía creado por el docente de Educación Física (EF) puede desencadenar en el alumnado conductas desinteresadas e indisciplinadas. Así, bajo el sustento de la teoría de la autodeterminación el objetivo del estudio fue testar un modelo que relacionaba el apoyo a la autonomía del profesorado de EF con la percepción de satisfacción y frustración de dicha necesidad, así como con la conducta de oposición desafiante del alumnado en las clases de EF. En el estudio participaron 196 alumnos (M edad = 13.32; DT = 1.38), 95 varones y 101 mujeres, pertenecientes al primer ciclo de Educación Secundaria Obligatoria, quiénes cumplimentaron los factores de autonomía de los siguientes cuestionarios: Cuestionario de Apoyo a las Necesidades Psicológicas Básicas (CANPB), la Escala de Medición de las Necesidades Psicológicas Básicas (BPNES) y la Escala de Frustración de las Necesidades Psicológicas (EFNP). Además se midió la oposición desafiante con una escala adaptada a la EF. El análisis de los resultados evidenció la importancia del apoyo a la autonomía para satisfacer y evitar la frustra-ción de ésta. De igual modo, la frustración de la autonomía se configura como una variable influyente sobre la opo-sición desafiante. Estos hallazgos suscitan la necesidad de crear un clima orientado al apoyo a la autonomía en EF, alejado de un estilo más controlador, evitando de este modo la frustración de la autonomía en el aula y previniendo de esta manera las conductas desafiantes del alumnado. Palabras clave: teoría de la autodeterminación; apoyo a la autonomía; estilo controlador; educación física; indisciplina. The lack of autonomy support created by the Physical Education (PE) teacher can trigger disinterested and undisciplined behaviors in students. Grounded in Self-Determination Theory, this study tested an integrated model that related autonomy supportive teaching with autonomy satisfaction and autonomy frustration, as well as oppositio-nal defiance of PE students. 196 students (age = 13.32, SD = 1.38), 95 men and 101 women, from the first cycle of secondary school, answered the following questionnaires: Questionnaire to assess support of basic psychological needs (Spanish acronym CANPB), Basic Psychological Need Scale (BPNS) and Psychological Need Thwarting Scale (PNTS). For these questionnaires, only the items of autonomy factor were measured. Besides Oppositional Defiance was measured using a scale adapted to the PE. The results showed the importance of autonomy supportive teaching to satisfy autonomy and avoid this need frustration. Similarly, autonomy frustration is established as an influential variable on oppositional defiance. These findings raise the need to create an autonomy support climate in PE, away from a control teaching, to avoid autonomy frustration in the classroom and to prevent defiance behaviors of students. Abstract Recibido el 31 de Mayo de 2015; Aceptado el 5 de Noviembre de 2015</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/27907312" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="1688296ee650f5d9495865a51cfb19d5" rel="nofollow" data-download="{"attachment_id":48196626,"asset_id":27907312,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/48196626/download_file?st=MTc0MDYwMjU5OSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="24852267" href="https://unizar.academia.edu/JavierSevil">Javier Sevil</a><script data-card-contents-for-user="24852267" type="text/json">{"id":24852267,"first_name":"Javier","last_name":"Sevil","domain_name":"unizar","page_name":"JavierSevil","display_name":"Javier Sevil","profile_url":"https://unizar.academia.edu/JavierSevil?f_ri=14197","photo":"https://0.academia-photos.com/24852267/7938627/8893115/s65_javier.sevil.jpg_oh_42a9ca05f58b8be3daec94409d6ea989_oe_5571ee88___gda___1438134925_c4a04c8066962de7c05b0f7afa995195"}</script></span></span></li><li class="js-paper-rank-work_27907312 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="27907312"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 27907312, container: ".js-paper-rank-work_27907312", }); });</script></li><li class="js-percentile-work_27907312 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 27907312; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_27907312"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_27907312 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="27907312"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 27907312; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=27907312]").text(description); $(".js-view-count-work_27907312").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_27907312").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="27907312"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">4</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="4433" rel="nofollow" href="https://www.academia.edu/Documents/in/Self-Determination_Theory">Self-Determination Theory</a>, <script data-card-contents-for-ri="4433" type="text/json">{"id":4433,"name":"Self-Determination Theory","url":"https://www.academia.edu/Documents/in/Self-Determination_Theory?f_ri=14197","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="14197" rel="nofollow" href="https://www.academia.edu/Documents/in/Autonomy">Autonomy</a>, <script data-card-contents-for-ri="14197" type="text/json">{"id":14197,"name":"Autonomy","url":"https://www.academia.edu/Documents/in/Autonomy?f_ri=14197","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="52586" rel="nofollow" href="https://www.academia.edu/Documents/in/Oppositional_Defiant_Disorder">Oppositional Defiant Disorder</a>, <script data-card-contents-for-ri="52586" type="text/json">{"id":52586,"name":"Oppositional Defiant Disorder","url":"https://www.academia.edu/Documents/in/Oppositional_Defiant_Disorder?f_ri=14197","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="112636" rel="nofollow" href="https://www.academia.edu/Documents/in/Students_Motivation">Students Motivation</a><script data-card-contents-for-ri="112636" type="text/json">{"id":112636,"name":"Students Motivation","url":"https://www.academia.edu/Documents/in/Students_Motivation?f_ri=14197","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=27907312]'), work: {"id":27907312,"title":"El soporte de autonomía en Educación Física como medio de prevención de la oposición desafiante del alumnado Autonomy support in Physical Education as a means of preventing students' oppositional defiance","created_at":"2016-08-20T04:59:45.762-07:00","url":"https://www.academia.edu/27907312/El_soporte_de_autonom%C3%ADa_en_Educaci%C3%B3n_F%C3%ADsica_como_medio_de_prevenci%C3%B3n_de_la_oposici%C3%B3n_desafiante_del_alumnado_Autonomy_support_in_Physical_Education_as_a_means_of_preventing_students_oppositional_defiance?f_ri=14197","dom_id":"work_27907312","summary":"La ausencia de apoyo a la autonomía creado por el docente de Educación Física (EF) puede desencadenar en el alumnado conductas desinteresadas e indisciplinadas. Así, bajo el sustento de la teoría de la autodeterminación el objetivo del estudio fue testar un modelo que relacionaba el apoyo a la autonomía del profesorado de EF con la percepción de satisfacción y frustración de dicha necesidad, así como con la conducta de oposición desafiante del alumnado en las clases de EF. En el estudio participaron 196 alumnos (M edad = 13.32; DT = 1.38), 95 varones y 101 mujeres, pertenecientes al primer ciclo de Educación Secundaria Obligatoria, quiénes cumplimentaron los factores de autonomía de los siguientes cuestionarios: Cuestionario de Apoyo a las Necesidades Psicológicas Básicas (CANPB), la Escala de Medición de las Necesidades Psicológicas Básicas (BPNES) y la Escala de Frustración de las Necesidades Psicológicas (EFNP). Además se midió la oposición desafiante con una escala adaptada a la EF. El análisis de los resultados evidenció la importancia del apoyo a la autonomía para satisfacer y evitar la frustra-ción de ésta. De igual modo, la frustración de la autonomía se configura como una variable influyente sobre la opo-sición desafiante. Estos hallazgos suscitan la necesidad de crear un clima orientado al apoyo a la autonomía en EF, alejado de un estilo más controlador, evitando de este modo la frustración de la autonomía en el aula y previniendo de esta manera las conductas desafiantes del alumnado. Palabras clave: teoría de la autodeterminación; apoyo a la autonomía; estilo controlador; educación física; indisciplina. The lack of autonomy support created by the Physical Education (PE) teacher can trigger disinterested and undisciplined behaviors in students. Grounded in Self-Determination Theory, this study tested an integrated model that related autonomy supportive teaching with autonomy satisfaction and autonomy frustration, as well as oppositio-nal defiance of PE students. 196 students (age = 13.32, SD = 1.38), 95 men and 101 women, from the first cycle of secondary school, answered the following questionnaires: Questionnaire to assess support of basic psychological needs (Spanish acronym CANPB), Basic Psychological Need Scale (BPNS) and Psychological Need Thwarting Scale (PNTS). For these questionnaires, only the items of autonomy factor were measured. Besides Oppositional Defiance was measured using a scale adapted to the PE. The results showed the importance of autonomy supportive teaching to satisfy autonomy and avoid this need frustration. Similarly, autonomy frustration is established as an influential variable on oppositional defiance. These findings raise the need to create an autonomy support climate in PE, away from a control teaching, to avoid autonomy frustration in the classroom and to prevent defiance behaviors of students. Abstract Recibido el 31 de Mayo de 2015; Aceptado el 5 de Noviembre de 2015","downloadable_attachments":[{"id":48196626,"asset_id":27907312,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":24852267,"first_name":"Javier","last_name":"Sevil","domain_name":"unizar","page_name":"JavierSevil","display_name":"Javier Sevil","profile_url":"https://unizar.academia.edu/JavierSevil?f_ri=14197","photo":"https://0.academia-photos.com/24852267/7938627/8893115/s65_javier.sevil.jpg_oh_42a9ca05f58b8be3daec94409d6ea989_oe_5571ee88___gda___1438134925_c4a04c8066962de7c05b0f7afa995195"}],"research_interests":[{"id":4433,"name":"Self-Determination Theory","url":"https://www.academia.edu/Documents/in/Self-Determination_Theory?f_ri=14197","nofollow":true},{"id":14197,"name":"Autonomy","url":"https://www.academia.edu/Documents/in/Autonomy?f_ri=14197","nofollow":true},{"id":52586,"name":"Oppositional Defiant Disorder","url":"https://www.academia.edu/Documents/in/Oppositional_Defiant_Disorder?f_ri=14197","nofollow":true},{"id":112636,"name":"Students Motivation","url":"https://www.academia.edu/Documents/in/Students_Motivation?f_ri=14197","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_3526740" data-work_id="3526740" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/3526740/Family_refusals_of_registered_consents_the_disruption_of_organ_donation_by_double_standard_surrogate_decision_making">Family refusals of registered consents: the disruption of organ donation by double-standard surrogate decision-making</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Some countries such as Australia, Spain, Norway, Italy and Canada allow next of kin to override the consent of registered organ donor candidates if they personally do not concur with the donation desire of their relative. This form of... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_3526740" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Some countries such as Australia, Spain, Norway, Italy and Canada allow next of kin to override the consent of registered organ donor candidates if they personally do not concur with the donation desire of their relative. This form of surrogate decision-making represents a double standard in terms of the principle of substituted judgment (the surrogate's duty). Further, double-standard surrogate decision-making in the setting of organ donation is a slippery slope to unethical surrogate decision-making while patients are alive. Concerns about family distress and donor candidate revocation of consent can still be managed without permitting double-standard surrogate decision-making.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/3526740" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="ce1769fa6bc3d0912d6ef39511284355" rel="nofollow" data-download="{"attachment_id":50246508,"asset_id":3526740,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/50246508/download_file?st=MTc0MDYwMjU5OSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="933790" href="https://philips.academia.edu/KatrinaBramstedtPhD">Katrina Bramstedt, PhD</a><script data-card-contents-for-user="933790" type="text/json">{"id":933790,"first_name":"Katrina","last_name":"Bramstedt, PhD","domain_name":"philips","page_name":"KatrinaBramstedtPhD","display_name":"Katrina Bramstedt, PhD","profile_url":"https://philips.academia.edu/KatrinaBramstedtPhD?f_ri=14197","photo":"https://0.academia-photos.com/933790/349930/416112/s65_katrina.bramstedt.jpg"}</script></span></span></li><li class="js-paper-rank-work_3526740 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="3526740"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 3526740, container: ".js-paper-rank-work_3526740", }); 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$(".js-view-count[data-work-id=3526740]").text(description); $(".js-view-count-work_3526740").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_3526740").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="3526740"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">3</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="9435" rel="nofollow" href="https://www.academia.edu/Documents/in/Medical_Ethics">Medical Ethics</a>, <script data-card-contents-for-ri="9435" type="text/json">{"id":9435,"name":"Medical Ethics","url":"https://www.academia.edu/Documents/in/Medical_Ethics?f_ri=14197","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="14197" rel="nofollow" href="https://www.academia.edu/Documents/in/Autonomy">Autonomy</a>, <script data-card-contents-for-ri="14197" type="text/json">{"id":14197,"name":"Autonomy","url":"https://www.academia.edu/Documents/in/Autonomy?f_ri=14197","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="17378" rel="nofollow" href="https://www.academia.edu/Documents/in/Organ_Donation_and_Transplantation">Organ Donation and Transplantation</a><script data-card-contents-for-ri="17378" type="text/json">{"id":17378,"name":"Organ Donation and Transplantation","url":"https://www.academia.edu/Documents/in/Organ_Donation_and_Transplantation?f_ri=14197","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=3526740]'), work: {"id":3526740,"title":"Family refusals of registered consents: the disruption of organ donation by double-standard surrogate decision-making","created_at":"2013-05-13T15:43:35.667-07:00","url":"https://www.academia.edu/3526740/Family_refusals_of_registered_consents_the_disruption_of_organ_donation_by_double_standard_surrogate_decision_making?f_ri=14197","dom_id":"work_3526740","summary":"Some countries such as Australia, Spain, Norway, Italy and Canada allow next of kin to override the consent of registered organ donor candidates if they personally do not concur with the donation desire of their relative. This form of surrogate decision-making represents a double standard in terms of the principle of substituted judgment (the surrogate's duty). Further, double-standard surrogate decision-making in the setting of organ donation is a slippery slope to unethical surrogate decision-making while patients are alive. Concerns about family distress and donor candidate revocation of consent can still be managed without permitting double-standard surrogate decision-making.","downloadable_attachments":[{"id":50246508,"asset_id":3526740,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":933790,"first_name":"Katrina","last_name":"Bramstedt, PhD","domain_name":"philips","page_name":"KatrinaBramstedtPhD","display_name":"Katrina Bramstedt, PhD","profile_url":"https://philips.academia.edu/KatrinaBramstedtPhD?f_ri=14197","photo":"https://0.academia-photos.com/933790/349930/416112/s65_katrina.bramstedt.jpg"}],"research_interests":[{"id":9435,"name":"Medical Ethics","url":"https://www.academia.edu/Documents/in/Medical_Ethics?f_ri=14197","nofollow":true},{"id":14197,"name":"Autonomy","url":"https://www.academia.edu/Documents/in/Autonomy?f_ri=14197","nofollow":true},{"id":17378,"name":"Organ Donation and Transplantation","url":"https://www.academia.edu/Documents/in/Organ_Donation_and_Transplantation?f_ri=14197","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_54210093" data-work_id="54210093" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/54210093/Ethical_issues_in_palliative_care">Ethical issues in palliative care</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">in those with life-threatening disease, prognosis is unpredictable. communication with the patient and family must guide the clinician, always weighing up the benefits against the risks and burdens of any intervention, and recognizing... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_54210093" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">in those with life-threatening disease, prognosis is unpredictable. communication with the patient and family must guide the clinician, always weighing up the benefits against the risks and burdens of any intervention, and recognizing when interventions are futile in the face of irreversible deterioration. there is no evidence that patients' lives are shortened when opioids and other drugs are used to control pain and other symptoms, which challenges the usual examples for double effect (having good and bad consequences) as given in many standard textbooks. Some patients make advance decisions to refuse treatment, in the event of losing decision-making capacity. Such advance decisions should be properly drawn up, in writing, be situation specific and be of the patient's own free will. they will then be legally binding, and the patient will have the same standing in law as a competent patient refusing consent to an intervention. When a patient loses capacity without having expressed his wishes in advance, the clinicians must take a decision over what is in the best interests of the patient as a person. this requires that those close to the patient are consulted to seek all that can be known to inform the decision; however, when a best interests decision is taken, it is the clinician who carries the ultimate responsibility.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/54210093" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="90b3d178cc2c75980ae3d714b7f0d837" rel="nofollow" data-download="{"attachment_id":70690922,"asset_id":54210093,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/70690922/download_file?st=MTc0MDYwMjU5OSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="156899152" href="https://city.academia.edu/derekwillis">derek willis</a><script data-card-contents-for-user="156899152" type="text/json">{"id":156899152,"first_name":"derek","last_name":"willis","domain_name":"city","page_name":"derekwillis","display_name":"derek willis","profile_url":"https://city.academia.edu/derekwillis?f_ri=14197","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_54210093 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="54210093"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 54210093, container: ".js-paper-rank-work_54210093", }); 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Some patients make advance decisions to refuse treatment, in the event of losing decision-making capacity. Such advance decisions should be properly drawn up, in writing, be situation specific and be of the patient's own free will. they will then be legally binding, and the patient will have the same standing in law as a competent patient refusing consent to an intervention. When a patient loses capacity without having expressed his wishes in advance, the clinicians must take a decision over what is in the best interests of the patient as a person. this requires that those close to the patient are consulted to seek all that can be known to inform the decision; however, when a best interests decision is taken, it is the clinician who carries the ultimate responsibility.","downloadable_attachments":[{"id":70690922,"asset_id":54210093,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":156899152,"first_name":"derek","last_name":"willis","domain_name":"city","page_name":"derekwillis","display_name":"derek 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Guérin","profile_url":"https://univ-parisi.academia.edu/JeanOctaveGu%C3%A9rin?f_ri=14197","photo":"https://0.academia-photos.com/6662501/3917171/11841606/s65_jean-octave.gu_rin.png"}],"research_interests":[{"id":3516,"name":"Contemporary History","url":"https://www.academia.edu/Documents/in/Contemporary_History?f_ri=14197","nofollow":true},{"id":14197,"name":"Autonomy","url":"https://www.academia.edu/Documents/in/Autonomy?f_ri=14197","nofollow":true},{"id":15588,"name":"Social History","url":"https://www.academia.edu/Documents/in/Social_History?f_ri=14197","nofollow":true},{"id":67880,"name":"Autonomist Marxism","url":"https://www.academia.edu/Documents/in/Autonomist_Marxism?f_ri=14197","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_62537356" data-work_id="62537356" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/62537356/Double_gestures_of_inclusion_and_exclusion_Notions_of_learning_outcomes_autonomy_and_informed_choices_in_Swedish_educational_and_vocational_guidance">Double gestures of inclusion and exclusion. Notions of learning outcomes, autonomy, and informed choices in Swedish educational and vocational guidance</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Taking as its vantage point a citation from the critical educationalist Thomas Popkewitz, "double gestures of inclusion and exclusion," the aim of this article is to describe and contextualize the project of inclusion in Swedish... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_62537356" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Taking as its vantage point a citation from the critical educationalist Thomas Popkewitz, "double gestures of inclusion and exclusion," the aim of this article is to describe and contextualize the project of inclusion in Swedish educational and vocational guidance, and to identify and to analyze the potentially excluding discourses that may be inherent in that project. Empirically, the article starts with an account of how career counselors describe the desired learning outcomes of their professional activities. The accounts are given in interviews where they comment on the conditions for migrant youth in the transition from school to work, and the professional considerations that follow from these conditions. Among these desired learning outcomes, learning to be an autonomous individual capable of informed choosing is the most central. The emphasis of autonomy and informed choosing is in several ways related to the goal of work life and societal inclusion; on the other hand, a perceived lack of autonomy during the process of choosing secondary education is allegedly ascribed to the category of immigrants, and the immigrant condition. Thus, in the project of inclusion, a potentially excluding way of describing the migrant other is articulated, and "the double gestures of inclusion and exclusion" are hence performed. Still, it is also held that the pursuit of autonomyas an end goal for the counseling and guiding processis not unconditional, and it is recognized that certain conditions call for the development of other counseling strategies and learning outcomes.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/62537356" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="b234f4e7e0c9b978fc2777a7b5181647" rel="nofollow" data-download="{"attachment_id":75264557,"asset_id":62537356,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/75264557/download_file?st=MTc0MDYwMjU5OSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="5301225" href="https://independent.academia.edu/FHertzberg">Fredrik Hertzberg</a><script data-card-contents-for-user="5301225" type="text/json">{"id":5301225,"first_name":"Fredrik","last_name":"Hertzberg","domain_name":"independent","page_name":"FHertzberg","display_name":"Fredrik Hertzberg","profile_url":"https://independent.academia.edu/FHertzberg?f_ri=14197","photo":"https://0.academia-photos.com/5301225/27763242/26055580/s65_fredrik.hertzberg.jpg"}</script></span></span></li><li class="js-paper-rank-work_62537356 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="62537356"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 62537356, container: ".js-paper-rank-work_62537356", }); 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Notions of learning outcomes, autonomy, and informed choices in Swedish educational and vocational guidance","created_at":"2021-11-27T01:46:39.102-08:00","url":"https://www.academia.edu/62537356/Double_gestures_of_inclusion_and_exclusion_Notions_of_learning_outcomes_autonomy_and_informed_choices_in_Swedish_educational_and_vocational_guidance?f_ri=14197","dom_id":"work_62537356","summary":"Taking as its vantage point a citation from the critical educationalist Thomas Popkewitz, \"double gestures of inclusion and exclusion,\" the aim of this article is to describe and contextualize the project of inclusion in Swedish educational and vocational guidance, and to identify and to analyze the potentially excluding discourses that may be inherent in that project. Empirically, the article starts with an account of how career counselors describe the desired learning outcomes of their professional activities. The accounts are given in interviews where they comment on the conditions for migrant youth in the transition from school to work, and the professional considerations that follow from these conditions. Among these desired learning outcomes, learning to be an autonomous individual capable of informed choosing is the most central. The emphasis of autonomy and informed choosing is in several ways related to the goal of work life and societal inclusion; on the other hand, a perceived lack of autonomy during the process of choosing secondary education is allegedly ascribed to the category of immigrants, and the immigrant condition. Thus, in the project of inclusion, a potentially excluding way of describing the migrant other is articulated, and \"the double gestures of inclusion and exclusion\" are hence performed. Still, it is also held that the pursuit of autonomyas an end goal for the counseling and guiding processis not unconditional, and it is recognized that certain conditions call for the development of other counseling strategies and learning outcomes.","downloadable_attachments":[{"id":75264557,"asset_id":62537356,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":5301225,"first_name":"Fredrik","last_name":"Hertzberg","domain_name":"independent","page_name":"FHertzberg","display_name":"Fredrik Hertzberg","profile_url":"https://independent.academia.edu/FHertzberg?f_ri=14197","photo":"https://0.academia-photos.com/5301225/27763242/26055580/s65_fredrik.hertzberg.jpg"}],"research_interests":[{"id":2727,"name":"Welfare State","url":"https://www.academia.edu/Documents/in/Welfare_State?f_ri=14197","nofollow":true},{"id":5453,"name":"Race and Ethnicity","url":"https://www.academia.edu/Documents/in/Race_and_Ethnicity?f_ri=14197","nofollow":true},{"id":6040,"name":"Career Guidance","url":"https://www.academia.edu/Documents/in/Career_Guidance?f_ri=14197","nofollow":true},{"id":6579,"name":"Cosmopolitanism","url":"https://www.academia.edu/Documents/in/Cosmopolitanism?f_ri=14197","nofollow":true},{"id":13430,"name":"Social Exclusion","url":"https://www.academia.edu/Documents/in/Social_Exclusion?f_ri=14197"},{"id":14197,"name":"Autonomy","url":"https://www.academia.edu/Documents/in/Autonomy?f_ri=14197"},{"id":19707,"name":"Social Inclusion","url":"https://www.academia.edu/Documents/in/Social_Inclusion?f_ri=14197"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_8530404" data-work_id="8530404" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/8530404/Hearing_Latin_American_Voices_in_International_Relations_Studies">Hearing Latin American Voices in International Relations Studies</a></div></div><div class="u-pb4x u-mt3x"></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/8530404" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="47c8439e38cfbf830f1336462a9b072c" rel="nofollow" data-download="{"attachment_id":41528180,"asset_id":8530404,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/41528180/download_file?st=MTc0MDYwMjU5OSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="16318839" href="https://independent.academia.edu/ArleneBTickner">Arlene B. 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Na obra de Cornelius Castoriadis, o imaginário ganha a acepção de poder radical de criação da sociedade, realizada por um coletivo sempre anônimo; quanto à imaginação, o termo é reservado para o poder igualmente radical, que designa a atividade de auto constituição do sujeito. Eis, pois, a boa razão que a obra do filósofo nos oferece para adotar tais conceitos: a exigência de pensar a educação sob o signo da criação humana. Nisso consiste, afinal, a tarefa impossível da educação: contribuir para a ressurgência do projeto de autonomia individual e coletiva, isso é, para o renascimento da vontade de liberdade. Nesses tempos de perda de sentido, se, de fato, pretendemos ainda lutar pela transformação da sociedade, por instituições verdadeiramente democráticas, não podemos deixar de lado a luta por uma educação orientada para a autonomia. Palavras-chave: Autonomia. Criação. Educação impossível. Crise do imaginário.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/69319856" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="37eafef53ca42cbd594278cd7bb1c922" rel="nofollow" data-download="{"attachment_id":79461336,"asset_id":69319856,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/79461336/download_file?st=MTc0MDYwMjU5OSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="50262194" href="https://independent.academia.edu/L%C3%ADlianDoValle">Lílian Do Valle</a><script data-card-contents-for-user="50262194" type="text/json">{"id":50262194,"first_name":"Lílian","last_name":"Do Valle","domain_name":"independent","page_name":"LílianDoValle","display_name":"Lílian Do Valle","profile_url":"https://independent.academia.edu/L%C3%ADlianDoValle?f_ri=14197","photo":"https://0.academia-photos.com/50262194/20502078/20142432/s65_l_lian.do_valle.png"}</script></span></span></li><li class="js-paper-rank-work_69319856 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="69319856"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 69319856, container: ".js-paper-rank-work_69319856", }); 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Na obra de Cornelius Castoriadis, o imaginário ganha a acepção de poder radical de criação da sociedade, realizada por um coletivo sempre anônimo; quanto à imaginação, o termo é reservado para o poder igualmente radical, que designa a atividade de auto constituição do sujeito. Eis, pois, a boa razão que a obra do filósofo nos oferece para adotar tais conceitos: a exigência de pensar a educação sob o signo da criação humana. Nisso consiste, afinal, a tarefa impossível da educação: contribuir para a ressurgência do projeto de autonomia individual e coletiva, isso é, para o renascimento da vontade de liberdade. Nesses tempos de perda de sentido, se, de fato, pretendemos ainda lutar pela transformação da sociedade, por instituições verdadeiramente democráticas, não podemos deixar de lado a luta por uma educação orientada para a autonomia. Palavras-chave: Autonomia. Criação. Educação impossível. Crise do imaginário.","downloadable_attachments":[{"id":79461336,"asset_id":69319856,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":50262194,"first_name":"Lílian","last_name":"Do Valle","domain_name":"independent","page_name":"LílianDoValle","display_name":"Lílian Do Valle","profile_url":"https://independent.academia.edu/L%C3%ADlianDoValle?f_ri=14197","photo":"https://0.academia-photos.com/50262194/20502078/20142432/s65_l_lian.do_valle.png"}],"research_interests":[{"id":184,"name":"Sociology","url":"https://www.academia.edu/Documents/in/Sociology?f_ri=14197","nofollow":true},{"id":14197,"name":"Autonomy","url":"https://www.academia.edu/Documents/in/Autonomy?f_ri=14197","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_34261579" data-work_id="34261579" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/34261579/Vie%C5%A1osios_erdv%C4%97s_transformacijos_problema_H_Arendt_ir_J_Habermaso_teorijose_In_Sociologija_Mintis_ir_veiksmas_2016_39_41_63">Viešosios erdvės transformacijos problema H. Arendt ir J. Habermaso teorijose. In: Sociologija. Mintis ir veiksmas, 2016 (39), 41 - 63.</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">[EN] This paper briefly introduces the concepts of the public space by H. Arendt and J. Habermas, compares them and presents an analysis of the problems concerning the transformation of the public space. In this work, I try to demonstrate... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_34261579" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">[EN] This paper briefly introduces the concepts of the public space by H. Arendt and J. Habermas, compares them and presents an analysis of the problems concerning the transformation of the public space. In this work, I try to demonstrate that a confrontation between the civic body and the state that appears in the context of the transformation of the public space is not completely grounded. The public sphere, which connects these two areas, is not autonomous. For the main points, I choose the theories of the two authors – Hannah Arendt and Jurgen Habermas. In the work, I discuss the similarities and differences of these theories as well as their conceptual interactions. <br /> <br />[LT] Straipsnyje aptariama viešoji erdvė ir jos sampratos bei transformacijos problemos. Pagrindiniais atramos taškais pasirinktos dviejų autorių – Hannah’os Arendt ir Jürgeno Habermaso – teorijos. Darbe aptariami šių teorijų panašumai ir skirtumai, jų konceptualios sąveikos. Straipsnyje mėginama įrodyti, kad viešosios erdvės transformacijos kontekste atsirandantis valstybės priešpriešinimas pilietinei bendruomenei nėra visiškai pagrįstas, o šias dvi sritis jungianti viešoji sfera nėra autonomiška.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/34261579" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="e445ef33afbdba5744f30a4ac4dea256" rel="nofollow" data-download="{"attachment_id":54171099,"asset_id":34261579,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/54171099/download_file?st=MTc0MDYwMjU5OSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="26511995" href="https://vu-lt.academia.edu/AgneAlijauskaite">Agnė Alijauskaitė</a><script data-card-contents-for-user="26511995" type="text/json">{"id":26511995,"first_name":"Agnė","last_name":"Alijauskaitė","domain_name":"vu-lt","page_name":"AgneAlijauskaite","display_name":"Agnė Alijauskaitė","profile_url":"https://vu-lt.academia.edu/AgneAlijauskaite?f_ri=14197","photo":"https://0.academia-photos.com/26511995/7366315/29331183/s65_agn_.alijauskait_.jpg"}</script></span></span></li><li class="js-paper-rank-work_34261579 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="34261579"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 34261579, container: ".js-paper-rank-work_34261579", }); 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Straipsnyje mėginama įrodyti, kad viešosios erdvės transformacijos kontekste atsirandantis valstybės priešpriešinimas pilietinei bendruomenei nėra visiškai pagrįstas, o šias dvi sritis jungianti viešoji sfera nėra autonomiška.","downloadable_attachments":[{"id":54171099,"asset_id":34261579,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":26511995,"first_name":"Agnė","last_name":"Alijauskaitė","domain_name":"vu-lt","page_name":"AgneAlijauskaite","display_name":"Agnė Alijauskaitė","profile_url":"https://vu-lt.academia.edu/AgneAlijauskaite?f_ri=14197","photo":"https://0.academia-photos.com/26511995/7366315/29331183/s65_agn_.alijauskait_.jpg"}],"research_interests":[{"id":813,"name":"Political Philosophy","url":"https://www.academia.edu/Documents/in/Political_Philosophy?f_ri=14197","nofollow":true},{"id":1696,"name":"Political Theory","url":"https://www.academia.edu/Documents/in/Political_Theory?f_ri=14197","nofollow":true},{"id":4486,"name":"Political 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Habermas","url":"https://www.academia.edu/Documents/in/J%C3%BCrgen_Habermas?f_ri=14197"},{"id":430004,"name":"Habermas public sphere","url":"https://www.academia.edu/Documents/in/Habermas_public_sphere?f_ri=14197"},{"id":854429,"name":"Strukturwandel der Öffentlichkeit","url":"https://www.academia.edu/Documents/in/Strukturwandel_der_Offentlichkeit?f_ri=14197"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_8919283" data-work_id="8919283" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/8919283/Volunteer_Activism_and_Professionalism_in_Social_Movement_Organizations">Volunteer Activism and Professionalism in Social-Movement Organizations</a></div></div><div class="u-pb4x u-mt3x"></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/8919283" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="a57e99629f842ecf331a78adb331be30" rel="nofollow" data-download="{"attachment_id":47954567,"asset_id":8919283,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/47954567/download_file?st=MTc0MDYwMjU5OSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="19676174" href="https://csuohio.academia.edu/RobertKleidman">Robert Kleidman</a><script data-card-contents-for-user="19676174" type="text/json">{"id":19676174,"first_name":"Robert","last_name":"Kleidman","domain_name":"csuohio","page_name":"RobertKleidman","display_name":"Robert Kleidman","profile_url":"https://csuohio.academia.edu/RobertKleidman?f_ri=14197","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_8919283 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="8919283"><i class="u-m1x fa 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href="https://www.academia.edu/Documents/in/Sociology">Sociology</a>, <script data-card-contents-for-ri="184" type="text/json">{"id":184,"name":"Sociology","url":"https://www.academia.edu/Documents/in/Sociology?f_ri=14197","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="208" rel="nofollow" href="https://www.academia.edu/Documents/in/Social_Movements">Social Movements</a>, <script data-card-contents-for-ri="208" type="text/json">{"id":208,"name":"Social Movements","url":"https://www.academia.edu/Documents/in/Social_Movements?f_ri=14197","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="2969" rel="nofollow" href="https://www.academia.edu/Documents/in/Leadership">Leadership</a>, <script data-card-contents-for-ri="2969" type="text/json">{"id":2969,"name":"Leadership","url":"https://www.academia.edu/Documents/in/Leadership?f_ri=14197","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="3464" rel="nofollow" href="https://www.academia.edu/Documents/in/Social_Problems">Social Problems</a><script data-card-contents-for-ri="3464" type="text/json">{"id":3464,"name":"Social Problems","url":"https://www.academia.edu/Documents/in/Social_Problems?f_ri=14197","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=8919283]'), work: {"id":8919283,"title":"Volunteer Activism and Professionalism in Social-Movement Organizations","created_at":"2014-10-22T21:11:06.184-07:00","url":"https://www.academia.edu/8919283/Volunteer_Activism_and_Professionalism_in_Social_Movement_Organizations?f_ri=14197","dom_id":"work_8919283","summary":null,"downloadable_attachments":[{"id":47954567,"asset_id":8919283,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":19676174,"first_name":"Robert","last_name":"Kleidman","domain_name":"csuohio","page_name":"RobertKleidman","display_name":"Robert Kleidman","profile_url":"https://csuohio.academia.edu/RobertKleidman?f_ri=14197","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":184,"name":"Sociology","url":"https://www.academia.edu/Documents/in/Sociology?f_ri=14197","nofollow":true},{"id":208,"name":"Social Movements","url":"https://www.academia.edu/Documents/in/Social_Movements?f_ri=14197","nofollow":true},{"id":2969,"name":"Leadership","url":"https://www.academia.edu/Documents/in/Leadership?f_ri=14197","nofollow":true},{"id":3464,"name":"Social Problems","url":"https://www.academia.edu/Documents/in/Social_Problems?f_ri=14197","nofollow":true},{"id":14197,"name":"Autonomy","url":"https://www.academia.edu/Documents/in/Autonomy?f_ri=14197"},{"id":46271,"name":"Strategy","url":"https://www.academia.edu/Documents/in/Strategy?f_ri=14197"},{"id":47813,"name":"Planning","url":"https://www.academia.edu/Documents/in/Planning?f_ri=14197"},{"id":68802,"name":"Organization","url":"https://www.academia.edu/Documents/in/Organization?f_ri=14197"},{"id":110632,"name":"Organisation","url":"https://www.academia.edu/Documents/in/Organisation?f_ri=14197"},{"id":218315,"name":"Mobilization","url":"https://www.academia.edu/Documents/in/Mobilization?f_ri=14197"},{"id":219927,"name":"Efficiency","url":"https://www.academia.edu/Documents/in/Efficiency?f_ri=14197"},{"id":232299,"name":"Hierarchy","url":"https://www.academia.edu/Documents/in/Hierarchy?f_ri=14197"},{"id":257755,"name":"Organisational Structure","url":"https://www.academia.edu/Documents/in/Organisational_Structure?f_ri=14197"},{"id":518504,"name":"Centralization","url":"https://www.academia.edu/Documents/in/Centralization?f_ri=14197"},{"id":953291,"name":"Bureaucratization","url":"https://www.academia.edu/Documents/in/Bureaucratization?f_ri=14197"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_13750375" data-work_id="13750375" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/13750375/Final_Report_The_Role_of_Benevolence_in_Trust_of_Autonomous_Systems">Final Report: The Role of Benevolence in Trust of Autonomous Systems</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This report is furnished to the Air Force Office of Scientific Research as the final deliverable for AFOSR Grant FA9550-‐12-‐1-‐0097, “The Role of Benevolence in Trust of Autonomous Systems.” This report provides a summary of the... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_13750375" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This report is furnished to the Air Force Office of Scientific Research as the final deliverable for AFOSR Grant FA9550-‐12-‐1-‐0097, “The Role of Benevolence in Trust of Autonomous Systems.” This report provides a summary of the research and related activities performed with the support of this grant and key results, including pre-‐print copies of the peer-‐reviewed publications and related material. Without reliable and robust methods for assessing the trustworthiness of intelligent, autonomous systems, the issue of trust has become one of the most significant obstacles to broad use of autonomy technology by DoD and other agencies. However, the impact of the research described in this report supports creation of computational methods that create a bridge to future engineering of trustworthy autonomous systems. The core objectives of this research were (1) to operationalize the quality of “benevolence” and understand how it contributes to well-‐calibrated trust of, and reliance upon, autonomous systems, and (2) to investigate portrayal of trust-‐related attributes in the human-‐machine interface. Significant headway was achieved on key topics, including some notable results. Key accomplishments discussed in this report include: (1) the formulation of benevolence as a complex “belief structure” with antecedent beliefs having important semantic, temporal, causal and other interrelationships; (2) the mapping of a portion of this belief structure to measurable internal states of autonomous systems, thereby potentially creating new opportunities for assessment of trustworthiness of such systems; (3) the obtaining of empirical evidence in support of the proposition that previous psychological concepts of interpersonal human trust are applicable to trust in autonomous systems, including the role of personality and situation in modulating the role and importance of certain beliefs; (4) the creation of a theory of a “Human Social Interface” which, when expressed in systems engineering terms, provides guidance for machine portrayal of trust-‐related qualities in human-‐machine social interaction; (5) the design and implementation of a software prototype based on the Human Social Interface theory that provides a basis for future experimentation and evaluation. This project resulted in eight peer-‐reviewed publications and sixteen presentations in scientific venues, meetings with distinguished visitors, and other in support of technology transition opportunities within DoD and to industry. Many new research questions were generated and there remains considerable work to do to fully understand the role of benevolence with respect to intelligent autonomous systems. Overall, the theoretical foundation for trustworthiness of autonomous systems is immature and remains an important area of focus for multiple disciplines.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/13750375" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="cc8170a25eca8d078dab4e33f985b263" rel="nofollow" data-download="{"attachment_id":41565475,"asset_id":13750375,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/41565475/download_file?st=MTc0MDYwMjU5OSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="520354" href="https://retired.academia.edu/DavidAtkinson">David Atkinson</a><script data-card-contents-for-user="520354" type="text/json">{"id":520354,"first_name":"David","last_name":"Atkinson","domain_name":"retired","page_name":"DavidAtkinson","display_name":"David Atkinson","profile_url":"https://retired.academia.edu/DavidAtkinson?f_ri=14197","photo":"https://0.academia-photos.com/520354/996028/1245953/s65_david.atkinson.jpg"}</script></span></span></li><li class="js-paper-rank-work_13750375 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="13750375"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 13750375, container: ".js-paper-rank-work_13750375", }); 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$(".js-view-count[data-work-id=13750375]").text(description); $(".js-view-count-work_13750375").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_13750375").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="13750375"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">8</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="472" rel="nofollow" href="https://www.academia.edu/Documents/in/Human_Computer_Interaction">Human Computer Interaction</a>, <script data-card-contents-for-ri="472" type="text/json">{"id":472,"name":"Human Computer Interaction","url":"https://www.academia.edu/Documents/in/Human_Computer_Interaction?f_ri=14197","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="1689" rel="nofollow" href="https://www.academia.edu/Documents/in/Autonomous_Cognitive_Agents">Autonomous Cognitive Agents</a>, <script data-card-contents-for-ri="1689" type="text/json">{"id":1689,"name":"Autonomous Cognitive Agents","url":"https://www.academia.edu/Documents/in/Autonomous_Cognitive_Agents?f_ri=14197","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="3043" rel="nofollow" href="https://www.academia.edu/Documents/in/Trust">Trust</a>, <script data-card-contents-for-ri="3043" type="text/json">{"id":3043,"name":"Trust","url":"https://www.academia.edu/Documents/in/Trust?f_ri=14197","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="4892" rel="nofollow" href="https://www.academia.edu/Documents/in/Autonomous_Robotics">Autonomous Robotics</a><script data-card-contents-for-ri="4892" type="text/json">{"id":4892,"name":"Autonomous Robotics","url":"https://www.academia.edu/Documents/in/Autonomous_Robotics?f_ri=14197","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=13750375]'), work: {"id":13750375,"title":"Final Report: The Role of Benevolence in Trust of Autonomous Systems","created_at":"2015-07-07T07:43:30.193-07:00","url":"https://www.academia.edu/13750375/Final_Report_The_Role_of_Benevolence_in_Trust_of_Autonomous_Systems?f_ri=14197","dom_id":"work_13750375","summary":"This report is furnished to the Air Force Office of Scientific Research as the final deliverable for AFOSR Grant FA9550-‐12-‐1-‐0097, “The Role of Benevolence in Trust of Autonomous Systems.” This report provides a summary of the research and related activities performed with the support of this grant and key results, including pre-‐print copies of the peer-‐reviewed publications and related material. Without reliable and robust methods for assessing the trustworthiness of intelligent, autonomous systems, the issue of trust has become one of the most significant obstacles to broad use of autonomy technology by DoD and other agencies. However, the impact of the research described in this report supports creation of computational methods that create a bridge to future engineering of trustworthy autonomous systems. The core objectives of this research were (1) to operationalize the quality of “benevolence” and understand how it contributes to well-‐calibrated trust of, and reliance upon, autonomous systems, and (2) to investigate portrayal of trust-‐related attributes in the human-‐machine interface. Significant headway was achieved on key topics, including some notable results. Key accomplishments discussed in this report include: (1) the formulation of benevolence as a complex “belief structure” with antecedent beliefs having important semantic, temporal, causal and other interrelationships; (2) the mapping of a portion of this belief structure to measurable internal states of autonomous systems, thereby potentially creating new opportunities for assessment of trustworthiness of such systems; (3) the obtaining of empirical evidence in support of the proposition that previous psychological concepts of interpersonal human trust are applicable to trust in autonomous systems, including the role of personality and situation in modulating the role and importance of certain beliefs; (4) the creation of a theory of a “Human Social Interface” which, when expressed in systems engineering terms, provides guidance for machine portrayal of trust-‐related qualities in human-‐machine social interaction; (5) the design and implementation of a software prototype based on the Human Social Interface theory that provides a basis for future experimentation and evaluation. This project resulted in eight peer-‐reviewed publications and sixteen presentations in scientific venues, meetings with distinguished visitors, and other in support of technology transition opportunities within DoD and to industry. Many new research questions were generated and there remains considerable work to do to fully understand the role of benevolence with respect to intelligent autonomous systems. Overall, the theoretical foundation for trustworthiness of autonomous systems is immature and remains an important area of focus for multiple disciplines.","downloadable_attachments":[{"id":41565475,"asset_id":13750375,"asset_type":"Work","always_allow_download":false},{"id":38119697,"asset_id":13750375,"asset_type":"Work","always_allow_download":false},{"id":41565399,"asset_id":13750375,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":520354,"first_name":"David","last_name":"Atkinson","domain_name":"retired","page_name":"DavidAtkinson","display_name":"David Atkinson","profile_url":"https://retired.academia.edu/DavidAtkinson?f_ri=14197","photo":"https://0.academia-photos.com/520354/996028/1245953/s65_david.atkinson.jpg"}],"research_interests":[{"id":472,"name":"Human Computer Interaction","url":"https://www.academia.edu/Documents/in/Human_Computer_Interaction?f_ri=14197","nofollow":true},{"id":1689,"name":"Autonomous Cognitive Agents","url":"https://www.academia.edu/Documents/in/Autonomous_Cognitive_Agents?f_ri=14197","nofollow":true},{"id":3043,"name":"Trust","url":"https://www.academia.edu/Documents/in/Trust?f_ri=14197","nofollow":true},{"id":4892,"name":"Autonomous Robotics","url":"https://www.academia.edu/Documents/in/Autonomous_Robotics?f_ri=14197","nofollow":true},{"id":12059,"name":"Human-Robot Interaction","url":"https://www.academia.edu/Documents/in/Human-Robot_Interaction?f_ri=14197"},{"id":14197,"name":"Autonomy","url":"https://www.academia.edu/Documents/in/Autonomy?f_ri=14197"},{"id":14448,"name":"Social Computing","url":"https://www.academia.edu/Documents/in/Social_Computing?f_ri=14197"},{"id":65430,"name":"Cyber Physical Systems","url":"https://www.academia.edu/Documents/in/Cyber_Physical_Systems?f_ri=14197"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_11755363" data-work_id="11755363" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/11755363/Reproductive_Autonomy_and_Reproductive_Technology">Reproductive Autonomy and Reproductive Technology</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">The emergence of new forms of reproductive technology raise an increasingly complex array of social and ethical issues. Nevertheless, this paper focuses on commonplace reproductive technologies used during labor and birth such as... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_11755363" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">The emergence of new forms of reproductive technology raise an increasingly complex array of <br />social and ethical issues. Nevertheless, this paper focuses on commonplace reproductive <br />technologies used during labor and birth such as ultrasound, fetal monitoring, episiotomy, <br />epidurals, labor induction, amniotomy, and cesarean section. This paper maintains that social <br />pressures increase women’s perceived need to such reproductive technologies and thus <br />undermine women’s capacity to choose an elective cesarean or avoid an emergency cesarean. <br />Routine, normalized use of technology interferes with the possibility of choosing use of <br />technology where best suited through misdirecting laboring women to use technological <br />resources whenever possible. This normalized use of technology decreases risk tolerance and <br />increases dependence on technology for reassurance, which bears significant implications for <br />self-trust and self-confidence. My account encourages women’s cultivation of autonomy as a <br />capacity interconnected with our own attitudes and those of other persons; and as a function of <br />cultivating trust and confidence in one’s body.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/11755363" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="7eb06af4d449efb12d2ccb674822c01e" rel="nofollow" data-download="{"attachment_id":37634347,"asset_id":11755363,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/37634347/download_file?st=MTc0MDYwMjU5OSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="2939029" href="https://cbu-ca.academia.edu/SBurrow">Sylvia Burrow</a><script data-card-contents-for-user="2939029" type="text/json">{"id":2939029,"first_name":"Sylvia","last_name":"Burrow","domain_name":"cbu-ca","page_name":"SBurrow","display_name":"Sylvia Burrow","profile_url":"https://cbu-ca.academia.edu/SBurrow?f_ri=14197","photo":"https://0.academia-photos.com/2939029/971162/10190246/s65_sylvia.burrow.jpg"}</script></span></span></li><li class="js-paper-rank-work_11755363 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="11755363"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 11755363, container: ".js-paper-rank-work_11755363", }); });</script></li><li class="js-percentile-work_11755363 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 11755363; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_11755363"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_11755363 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="11755363"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 11755363; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=11755363]").text(description); $(".js-view-count-work_11755363").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_11755363").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="11755363"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">3</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="923" rel="nofollow" href="https://www.academia.edu/Documents/in/Technology">Technology</a>, <script data-card-contents-for-ri="923" type="text/json">{"id":923,"name":"Technology","url":"https://www.academia.edu/Documents/in/Technology?f_ri=14197","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="14197" rel="nofollow" href="https://www.academia.edu/Documents/in/Autonomy">Autonomy</a>, <script data-card-contents-for-ri="14197" type="text/json">{"id":14197,"name":"Autonomy","url":"https://www.academia.edu/Documents/in/Autonomy?f_ri=14197","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="20126" rel="nofollow" href="https://www.academia.edu/Documents/in/Bioethics_Reproductive_Technology">Bioethics Reproductive Technology</a><script data-card-contents-for-ri="20126" type="text/json">{"id":20126,"name":"Bioethics Reproductive Technology","url":"https://www.academia.edu/Documents/in/Bioethics_Reproductive_Technology?f_ri=14197","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=11755363]'), work: {"id":11755363,"title":"Reproductive Autonomy and Reproductive Technology","created_at":"2015-04-01T06:49:59.789-07:00","url":"https://www.academia.edu/11755363/Reproductive_Autonomy_and_Reproductive_Technology?f_ri=14197","dom_id":"work_11755363","summary":"The emergence of new forms of reproductive technology raise an increasingly complex array of\r\nsocial and ethical issues. Nevertheless, this paper focuses on commonplace reproductive\r\ntechnologies used during labor and birth such as ultrasound, fetal monitoring, episiotomy,\r\nepidurals, labor induction, amniotomy, and cesarean section. This paper maintains that social\r\npressures increase women’s perceived need to such reproductive technologies and thus\r\nundermine women’s capacity to choose an elective cesarean or avoid an emergency cesarean.\r\nRoutine, normalized use of technology interferes with the possibility of choosing use of\r\ntechnology where best suited through misdirecting laboring women to use technological\r\nresources whenever possible. This normalized use of technology decreases risk tolerance and\r\nincreases dependence on technology for reassurance, which bears significant implications for\r\nself-trust and self-confidence. My account encourages women’s cultivation of autonomy as a\r\ncapacity interconnected with our own attitudes and those of other persons; and as a function of\r\ncultivating trust and confidence in one’s body.","downloadable_attachments":[{"id":37634347,"asset_id":11755363,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":2939029,"first_name":"Sylvia","last_name":"Burrow","domain_name":"cbu-ca","page_name":"SBurrow","display_name":"Sylvia Burrow","profile_url":"https://cbu-ca.academia.edu/SBurrow?f_ri=14197","photo":"https://0.academia-photos.com/2939029/971162/10190246/s65_sylvia.burrow.jpg"}],"research_interests":[{"id":923,"name":"Technology","url":"https://www.academia.edu/Documents/in/Technology?f_ri=14197","nofollow":true},{"id":14197,"name":"Autonomy","url":"https://www.academia.edu/Documents/in/Autonomy?f_ri=14197","nofollow":true},{"id":20126,"name":"Bioethics Reproductive Technology","url":"https://www.academia.edu/Documents/in/Bioethics_Reproductive_Technology?f_ri=14197","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_60876187" data-work_id="60876187" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/60876187/The_concept_of_free_will_and_forensic_psychiatry">The concept of free will and forensic psychiatry</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This text examines how conceptions of free will impact on legal systems and forensic psychiatry: free will is generally regarded as a prerequisite for responsibility, criminal responsibility included, while forensic psychiatry to a large... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_60876187" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This text examines how conceptions of free will impact on legal systems and forensic psychiatry: free will is generally regarded as a prerequisite for responsibility, criminal responsibility included, while forensic psychiatry to a large extent deals with the limits imposed on responsibility by mental disorder. First we discuss the question of whether there is and has been such an impact. The answer is yes: different conceptions of free will have inspired different systems of law and forensic psychiatry, as becomes clear when looking at the accountability doctrine as compared to the unique Swedish system rejecting this doctrine. However, there is no necessary connection between doctrines of responsibility and conceptions of free will, since the former primarily says something about when someone should be held responsible and the latter says something about when someone really is free in a sense relevant to responsibility. This leads to the second question: should conceptions of free will have an impact on law and forensic psychiatry? We argue: that they should not, given the implausibility the normative theory retributivism, which posits a direct connection between free will and punishment. More importantly, questions of free will are complicated and unresolved philosophical issues that are better left out of the everyday decision-making incumbent on the legal and psychiatric systems. Instead, we recommend using an empirically useful and gradual conception of autonomy to facilitate the determination of legal responsibility. This autonomy conception, being neutral on the question of free will, eliminates the need to take a stand on it.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/60876187" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="fdbad28953175ef01ce5360b19f95f20" rel="nofollow" data-download="{"attachment_id":74129448,"asset_id":60876187,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/74129448/download_file?st=MTc0MDYwMjU5OSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="49554897" href="https://independent.academia.edu/NiklasJuth">Niklas Juth</a><script data-card-contents-for-user="49554897" type="text/json">{"id":49554897,"first_name":"Niklas","last_name":"Juth","domain_name":"independent","page_name":"NiklasJuth","display_name":"Niklas Juth","profile_url":"https://independent.academia.edu/NiklasJuth?f_ri=14197","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_60876187 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="60876187"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 60876187, container: ".js-paper-rank-work_60876187", }); });</script></li><li class="js-percentile-work_60876187 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 60876187; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_60876187"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_60876187 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="60876187"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 60876187; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=60876187]").text(description); $(".js-view-count-work_60876187").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_60876187").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="60876187"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">14</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="534" rel="nofollow" href="https://www.academia.edu/Documents/in/Law">Law</a>, <script data-card-contents-for-ri="534" type="text/json">{"id":534,"name":"Law","url":"https://www.academia.edu/Documents/in/Law?f_ri=14197","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="1681" rel="nofollow" href="https://www.academia.edu/Documents/in/Decision_Making">Decision Making</a>, <script data-card-contents-for-ri="1681" type="text/json">{"id":1681,"name":"Decision Making","url":"https://www.academia.edu/Documents/in/Decision_Making?f_ri=14197","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="7071" rel="nofollow" href="https://www.academia.edu/Documents/in/Forensic_psychiatry">Forensic psychiatry</a>, <script data-card-contents-for-ri="7071" type="text/json">{"id":7071,"name":"Forensic psychiatry","url":"https://www.academia.edu/Documents/in/Forensic_psychiatry?f_ri=14197","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="14197" rel="nofollow" href="https://www.academia.edu/Documents/in/Autonomy">Autonomy</a><script data-card-contents-for-ri="14197" type="text/json">{"id":14197,"name":"Autonomy","url":"https://www.academia.edu/Documents/in/Autonomy?f_ri=14197","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=60876187]'), work: {"id":60876187,"title":"The concept of free will and forensic psychiatry","created_at":"2021-11-03T03:43:29.505-07:00","url":"https://www.academia.edu/60876187/The_concept_of_free_will_and_forensic_psychiatry?f_ri=14197","dom_id":"work_60876187","summary":"This text examines how conceptions of free will impact on legal systems and forensic psychiatry: free will is generally regarded as a prerequisite for responsibility, criminal responsibility included, while forensic psychiatry to a large extent deals with the limits imposed on responsibility by mental disorder. First we discuss the question of whether there is and has been such an impact. The answer is yes: different conceptions of free will have inspired different systems of law and forensic psychiatry, as becomes clear when looking at the accountability doctrine as compared to the unique Swedish system rejecting this doctrine. However, there is no necessary connection between doctrines of responsibility and conceptions of free will, since the former primarily says something about when someone should be held responsible and the latter says something about when someone really is free in a sense relevant to responsibility. This leads to the second question: should conceptions of free will have an impact on law and forensic psychiatry? We argue: that they should not, given the implausibility the normative theory retributivism, which posits a direct connection between free will and punishment. More importantly, questions of free will are complicated and unresolved philosophical issues that are better left out of the everyday decision-making incumbent on the legal and psychiatric systems. Instead, we recommend using an empirically useful and gradual conception of autonomy to facilitate the determination of legal responsibility. This autonomy conception, being neutral on the question of free will, eliminates the need to take a stand on it.","downloadable_attachments":[{"id":74129448,"asset_id":60876187,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":49554897,"first_name":"Niklas","last_name":"Juth","domain_name":"independent","page_name":"NiklasJuth","display_name":"Niklas Juth","profile_url":"https://independent.academia.edu/NiklasJuth?f_ri=14197","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":534,"name":"Law","url":"https://www.academia.edu/Documents/in/Law?f_ri=14197","nofollow":true},{"id":1681,"name":"Decision Making","url":"https://www.academia.edu/Documents/in/Decision_Making?f_ri=14197","nofollow":true},{"id":7071,"name":"Forensic psychiatry","url":"https://www.academia.edu/Documents/in/Forensic_psychiatry?f_ri=14197","nofollow":true},{"id":14197,"name":"Autonomy","url":"https://www.academia.edu/Documents/in/Autonomy?f_ri=14197","nofollow":true},{"id":18297,"name":"Free Will","url":"https://www.academia.edu/Documents/in/Free_Will?f_ri=14197"},{"id":29070,"name":"Libertarianism","url":"https://www.academia.edu/Documents/in/Libertarianism?f_ri=14197"},{"id":38592,"name":"Compatibilism","url":"https://www.academia.edu/Documents/in/Compatibilism?f_ri=14197"},{"id":44814,"name":"Sweden","url":"https://www.academia.edu/Documents/in/Sweden?f_ri=14197"},{"id":57919,"name":"Psychiatry and the law","url":"https://www.academia.edu/Documents/in/Psychiatry_and_the_law?f_ri=14197"},{"id":65449,"name":"Fatalism","url":"https://www.academia.edu/Documents/in/Fatalism?f_ri=14197"},{"id":97501,"name":"Concept Formation","url":"https://www.academia.edu/Documents/in/Concept_Formation?f_ri=14197"},{"id":211445,"name":"Mental Disorder","url":"https://www.academia.edu/Documents/in/Mental_Disorder?f_ri=14197"},{"id":309843,"name":"Legal system","url":"https://www.academia.edu/Documents/in/Legal_system?f_ri=14197"},{"id":1821487,"name":"Personal autonomy","url":"https://www.academia.edu/Documents/in/Personal_autonomy?f_ri=14197"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_60273915" data-work_id="60273915" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/60273915/A_auto_avalia%C3%A7%C3%A3o_na_pratica_pedagogica">A auto-avaliação na pratica pedagogica</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">O presente artigo discute questões relacionadas com a auto-avaliação à luz de práticas educacionais na sala-de-aula. As recomendações pedagógicas para os professores referem-se tanto à necessidade do desenvolvimento da autonomia do aluno... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_60273915" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">O presente artigo discute questões relacionadas com a auto-avaliação à luz de práticas educacionais na sala-de-aula. As recomendações pedagógicas para os professores referem-se tanto à necessidade do desenvolvimento da autonomia do aluno pela educação escolar quanto à do desenvolvimento da autonomia do futuro cidadão e do ser humano mesmo. Observando-se que os professores podem fornecer muitos documentos pedagógicos para ajudar na aprendizagem, que contêm exercícios autocorrigidos baseando-se na noção de autocorreção, este artigo propõe discussões sobre o sentido dessas três noções no campo educacional com exemplos práticos.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/60273915" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="c8b9748bc0a7d9af49f22a6568d6039f" rel="nofollow" data-download="{"attachment_id":73792759,"asset_id":60273915,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/73792759/download_file?st=MTc0MDYwMjU5OSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="37860037" href="https://universite-lyon2.academia.edu/JR%C3%A9gnier">Jean-Claude Régnier</a><script data-card-contents-for-user="37860037" type="text/json">{"id":37860037,"first_name":"Jean-Claude","last_name":"Régnier","domain_name":"universite-lyon2","page_name":"JRégnier","display_name":"Jean-Claude Régnier","profile_url":"https://universite-lyon2.academia.edu/JR%C3%A9gnier?f_ri=14197","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_60273915 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="60273915"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 60273915, container: ".js-paper-rank-work_60273915", }); 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As recomendações pedagógicas para os professores referem-se tanto à necessidade do desenvolvimento da autonomia do aluno pela educação escolar quanto à do desenvolvimento da autonomia do futuro cidadão e do ser humano mesmo. Observando-se que os professores podem fornecer muitos documentos pedagógicos para ajudar na aprendizagem, que contêm exercícios autocorrigidos baseando-se na noção de autocorreção, este artigo propõe discussões sobre o sentido dessas três noções no campo educacional com exemplos práticos.","downloadable_attachments":[{"id":73792759,"asset_id":60273915,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":37860037,"first_name":"Jean-Claude","last_name":"Régnier","domain_name":"universite-lyon2","page_name":"JRégnier","display_name":"Jean-Claude Régnier","profile_url":"https://universite-lyon2.academia.edu/JR%C3%A9gnier?f_ri=14197","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":14197,"name":"Autonomy","url":"https://www.academia.edu/Documents/in/Autonomy?f_ri=14197","nofollow":true},{"id":239280,"name":"Self Evaluation","url":"https://www.academia.edu/Documents/in/Self_Evaluation?f_ri=14197","nofollow":true},{"id":608531,"name":"Formative evaluation","url":"https://www.academia.edu/Documents/in/Formative_evaluation?f_ri=14197","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_27036478" data-work_id="27036478" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/27036478/Autonomy_and_maternal_health_seeking_among_slum_populations_of_Mumbai">Autonomy and maternal health-seeking among slum populations of Mumbai</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest">Data from a retrospective survey of autonomy and maternal care seeking in the eastern slums of Mumbai shows that women who have recently delivered have high levels of autonomy.</div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/27036478" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="37f2413e5f69bf0a8fba42e9e7da8705" rel="nofollow" data-download="{"attachment_id":47292000,"asset_id":27036478,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/47292000/download_file?st=MTc0MDYwMjU5OSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="24235045" href="https://independent.academia.edu/RadhikaRamasubban">Radhika Ramasubban</a><script data-card-contents-for-user="24235045" type="text/json">{"id":24235045,"first_name":"Radhika","last_name":"Ramasubban","domain_name":"independent","page_name":"RadhikaRamasubban","display_name":"Radhika Ramasubban","profile_url":"https://independent.academia.edu/RadhikaRamasubban?f_ri=14197","photo":"https://0.academia-photos.com/24235045/149337513/138906688/s65_radhika.ramasubban.png"}</script></span></span></li><li class="js-paper-rank-work_27036478 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="27036478"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 27036478, container: ".js-paper-rank-work_27036478", }); 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With its political rants, depictions of working-class life, symbolic imagery, and vivid descriptions of the... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_25194458" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This paper discusses the discursive significance of the body in Dalton Trumbo’s classic anti-war novel, Johnny Got His Gun. With its political rants, depictions of working-class life, symbolic imagery, and vivid descriptions of the dismembered torso of its protagonist, Johnny invokes many questions concerning the role that historical forces play in influencing the way we conceptualize the body, as well as how one might use the image of the body to subvert oppressive hierarchies of power. <br />    The novel, which is said to have been based on the true story of a World War I amputee, tells the story of Joe Bonham, a working-class soldier who survives an explosion that costs him his arms, legs and face; as well as his ability to see, speak, hear, eat and breath for himself. As Joe struggles to regain a sense of agency and autonomy in the world, he begins identifying himself as part of a long tradition of “little guys” who are exploited and silenced by those in power. Through a series of stream of consciousness rants, hallucinations and flashbacks, the human body emerges as our primary vehicle for being-in-the-world, as well as the figurative weight that grounds us in it. Following this logic, human freedom and autonomy appear to be curtailed by our own corporeal limitations, coupled with our involvement in a world of oppressive hierarchal systems and reified social relations.<br />    Building on the works of Maurice Merleau-Ponty, Mikhail Bakhtin, Georg Lukacs and others, this paper will reveal a dialectic at work within Johnny between what can best be described as the phenomenal, reified, and grotesque bodies. While the phenomenal (or lived) body of Merleau-Ponty’s philosophy emphasizes relative autonomy and embodied subjectivity, the reified body represents humankind in a completely objectified state. My analysis will illustrate how Johnny Got His Gun creates a tension between these two conceptions of corporeity, while employing grotesque realism—a subversive literary mode utilizing the degraded image of the body—to inspire change in the real world. In doing so, I hope to emphasize how Joe Bonham’s final wish—to use his war ravaged flesh as a subversive tool, thus becoming “the new messiah of the battlefields”— is fulfilled as the text enters the social sphere.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/25194458" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="17fd7bf02fe1a168969ed8b8e9ac99ef" rel="nofollow" data-download="{"attachment_id":45507813,"asset_id":25194458,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/45507813/download_file?st=MTc0MDYwMjU5OSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="31097208" href="https://gu-se.academia.edu/wadeAbellJr">wade A bell Jr</a><script data-card-contents-for-user="31097208" type="text/json">{"id":31097208,"first_name":"wade A","last_name":"bell Jr","domain_name":"gu-se","page_name":"wadeAbellJr","display_name":"wade A bell Jr","profile_url":"https://gu-se.academia.edu/wadeAbellJr?f_ri=14197","photo":"https://0.academia-photos.com/31097208/9124505/10176335/s65_wade_a.bell_jr.jpg"}</script></span></span></li><li class="js-paper-rank-work_25194458 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="25194458"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 25194458, container: ".js-paper-rank-work_25194458", }); 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$(".js-view-count[data-work-id=25194458]").text(description); $(".js-view-count-work_25194458").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_25194458").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="25194458"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">8</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="1698" rel="nofollow" href="https://www.academia.edu/Documents/in/Marxism">Marxism</a>, <script data-card-contents-for-ri="1698" type="text/json">{"id":1698,"name":"Marxism","url":"https://www.academia.edu/Documents/in/Marxism?f_ri=14197","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="7220" rel="nofollow" href="https://www.academia.edu/Documents/in/The_Grotesque_Body">The Grotesque Body</a>, <script data-card-contents-for-ri="7220" type="text/json">{"id":7220,"name":"The Grotesque Body","url":"https://www.academia.edu/Documents/in/The_Grotesque_Body?f_ri=14197","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="8418" rel="nofollow" href="https://www.academia.edu/Documents/in/Maurice_Merleau-Ponty">Maurice Merleau-Ponty</a>, <script data-card-contents-for-ri="8418" type="text/json">{"id":8418,"name":"Maurice Merleau-Ponty","url":"https://www.academia.edu/Documents/in/Maurice_Merleau-Ponty?f_ri=14197","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="14197" rel="nofollow" href="https://www.academia.edu/Documents/in/Autonomy">Autonomy</a><script data-card-contents-for-ri="14197" type="text/json">{"id":14197,"name":"Autonomy","url":"https://www.academia.edu/Documents/in/Autonomy?f_ri=14197","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=25194458]'), work: {"id":25194458,"title":"“The new messiah of the battlefields”: The Body as Discursive Strategy in Dalton Trumbo’s Johnny Got His Gun","created_at":"2016-05-10T05:22:32.746-07:00","url":"https://www.academia.edu/25194458/_The_new_messiah_of_the_battlefields_The_Body_as_Discursive_Strategy_in_Dalton_Trumbo_s_Johnny_Got_His_Gun?f_ri=14197","dom_id":"work_25194458","summary":"This paper discusses the discursive significance of the body in Dalton Trumbo’s classic anti-war novel, Johnny Got His Gun. With its political rants, depictions of working-class life, symbolic imagery, and vivid descriptions of the dismembered torso of its protagonist, Johnny invokes many questions concerning the role that historical forces play in influencing the way we conceptualize the body, as well as how one might use the image of the body to subvert oppressive hierarchies of power. \n The novel, which is said to have been based on the true story of a World War I amputee, tells the story of Joe Bonham, a working-class soldier who survives an explosion that costs him his arms, legs and face; as well as his ability to see, speak, hear, eat and breath for himself. As Joe struggles to regain a sense of agency and autonomy in the world, he begins identifying himself as part of a long tradition of “little guys” who are exploited and silenced by those in power. Through a series of stream of consciousness rants, hallucinations and flashbacks, the human body emerges as our primary vehicle for being-in-the-world, as well as the figurative weight that grounds us in it. Following this logic, human freedom and autonomy appear to be curtailed by our own corporeal limitations, coupled with our involvement in a world of oppressive hierarchal systems and reified social relations.\n Building on the works of Maurice Merleau-Ponty, Mikhail Bakhtin, Georg Lukacs and others, this paper will reveal a dialectic at work within Johnny between what can best be described as the phenomenal, reified, and grotesque bodies. While the phenomenal (or lived) body of Merleau-Ponty’s philosophy emphasizes relative autonomy and embodied subjectivity, the reified body represents humankind in a completely objectified state. My analysis will illustrate how Johnny Got His Gun creates a tension between these two conceptions of corporeity, while employing grotesque realism—a subversive literary mode utilizing the degraded image of the body—to inspire change in the real world. In doing so, I hope to emphasize how Joe Bonham’s final wish—to use his war ravaged flesh as a subversive tool, thus becoming “the new messiah of the battlefields”— is fulfilled as the text enters the social sphere.\n","downloadable_attachments":[{"id":45507813,"asset_id":25194458,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":31097208,"first_name":"wade A","last_name":"bell Jr","domain_name":"gu-se","page_name":"wadeAbellJr","display_name":"wade A bell Jr","profile_url":"https://gu-se.academia.edu/wadeAbellJr?f_ri=14197","photo":"https://0.academia-photos.com/31097208/9124505/10176335/s65_wade_a.bell_jr.jpg"}],"research_interests":[{"id":1698,"name":"Marxism","url":"https://www.academia.edu/Documents/in/Marxism?f_ri=14197","nofollow":true},{"id":7220,"name":"The Grotesque Body","url":"https://www.academia.edu/Documents/in/The_Grotesque_Body?f_ri=14197","nofollow":true},{"id":8418,"name":"Maurice Merleau-Ponty","url":"https://www.academia.edu/Documents/in/Maurice_Merleau-Ponty?f_ri=14197","nofollow":true},{"id":14197,"name":"Autonomy","url":"https://www.academia.edu/Documents/in/Autonomy?f_ri=14197","nofollow":true},{"id":14617,"name":"Phenomenology of the body","url":"https://www.academia.edu/Documents/in/Phenomenology_of_the_body?f_ri=14197"},{"id":50019,"name":"Mikhail Bakhtin","url":"https://www.academia.edu/Documents/in/Mikhail_Bakhtin?f_ri=14197"},{"id":107318,"name":"Reification","url":"https://www.academia.edu/Documents/in/Reification?f_ri=14197"},{"id":374852,"name":"Dalton Trumbo","url":"https://www.academia.edu/Documents/in/Dalton_Trumbo?f_ri=14197"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_16684469" data-work_id="16684469" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/16684469/Nudge_2_0_The_Future_of_Behavioural_Analysis_of_Law_in_Europe_and_beyond_A_Review_of_Nudge_and_the_Law_A_European_Perspective_edited_by_Alberto_Alemanno_and_Anne_Lise_Sibony">Nudge 2.0 – The Future of Behavioural Analysis of Law, in Europe and beyond. A Review of “Nudge and the Law. A European Perspective”, edited by Alberto Alemanno and Anne-Lise Sibony</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This essay is both a review of the excellent book “Nudge and the Law. A European Perspective”, edited by Alberto Alemanno and Anne-Lise Sibony, and an assessment of the major themes and challenges that the behavioural analysis of law will... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_16684469" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This essay is both a review of the excellent book “Nudge and the Law. A European Perspective”, edited by Alberto Alemanno and Anne-Lise Sibony, and an assessment of the major themes and challenges that the behavioural analysis of law will and should face in the immediate future.<br /><br />The book makes important and novel contributions in a range of topics, both on a theoretical and a substantial level. Regarding theoretical issues, four themes stand out: First, it highlights the differences between the EU and the US nudging environments. Second, it questions the reliance on expertise in rulemaking. Third, it unveils behavioural trade-offs that have too long gone unnoticed in behavioural law and economics. And fourth, it discusses the requirement of the transparency of nudges and the related concept of autonomy. Furthermore, the different authors discuss the impact of behavioural regulation on a number of substantial fields of law: health and lifestyle regulation, privacy law, and the disclosure paradigm in private law.<br /><br />This paper aims to take some of the book’s insights one step further in order to point at crucial challenges – and opportunities – for the future of the behavioural analysis of law. In the last years, the movement has gained tremendously in breadth and depth. It is now time to make it scientifically even more rigorous, e.g. by openly embracing empirical uncertainty and by moving beyond the neo-classical/behavioural dichotomy. Simultaneously, the field ought to discursively readjust its normative compass. Finally and perhaps most strikingly, however, the power of big data holds the promise of taking behavioural interventions to an entirely new level. If these challenges can be overcome, this paper argues, the intersection between law and behavioural sciences will remain one of the most fruitful approaches to legal analysis in Europe and beyond.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/16684469" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="5fce1b9ea3ae12f35b0af95fceba909c" rel="nofollow" data-download="{"attachment_id":44752824,"asset_id":16684469,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/44752824/download_file?st=MTc0MDYwMjU5OSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="29671056" href="https://europa-uni.academia.edu/PhilippHacker">Philipp Hacker</a><script data-card-contents-for-user="29671056" type="text/json">{"id":29671056,"first_name":"Philipp","last_name":"Hacker","domain_name":"europa-uni","page_name":"PhilippHacker","display_name":"Philipp Hacker","profile_url":"https://europa-uni.academia.edu/PhilippHacker?f_ri=14197","photo":"https://0.academia-photos.com/29671056/8527428/29948049/s65_philipp.hacker.jpg"}</script></span></span></li><li class="js-paper-rank-work_16684469 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="16684469"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 16684469, container: ".js-paper-rank-work_16684469", }); });</script></li><li class="js-percentile-work_16684469 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 16684469; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_16684469"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_16684469 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="16684469"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 16684469; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=16684469]").text(description); $(".js-view-count-work_16684469").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_16684469").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="16684469"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">10</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="1306" rel="nofollow" href="https://www.academia.edu/Documents/in/European_Law">European Law</a>, <script data-card-contents-for-ri="1306" type="text/json">{"id":1306,"name":"European Law","url":"https://www.academia.edu/Documents/in/European_Law?f_ri=14197","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="2783" rel="nofollow" href="https://www.academia.edu/Documents/in/Privacy">Privacy</a>, <script data-card-contents-for-ri="2783" type="text/json">{"id":2783,"name":"Privacy","url":"https://www.academia.edu/Documents/in/Privacy?f_ri=14197","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="13805" rel="nofollow" href="https://www.academia.edu/Documents/in/Behavioral_Economics">Behavioral Economics</a>, <script data-card-contents-for-ri="13805" type="text/json">{"id":13805,"name":"Behavioral Economics","url":"https://www.academia.edu/Documents/in/Behavioral_Economics?f_ri=14197","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="14197" rel="nofollow" href="https://www.academia.edu/Documents/in/Autonomy">Autonomy</a><script data-card-contents-for-ri="14197" type="text/json">{"id":14197,"name":"Autonomy","url":"https://www.academia.edu/Documents/in/Autonomy?f_ri=14197","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=16684469]'), work: {"id":16684469,"title":"Nudge 2.0 – The Future of Behavioural Analysis of Law, in Europe and beyond. A Review of “Nudge and the Law. A European Perspective”, edited by Alberto Alemanno and Anne-Lise Sibony","created_at":"2015-10-12T01:30:08.928-07:00","url":"https://www.academia.edu/16684469/Nudge_2_0_The_Future_of_Behavioural_Analysis_of_Law_in_Europe_and_beyond_A_Review_of_Nudge_and_the_Law_A_European_Perspective_edited_by_Alberto_Alemanno_and_Anne_Lise_Sibony?f_ri=14197","dom_id":"work_16684469","summary":"This essay is both a review of the excellent book “Nudge and the Law. A European Perspective”, edited by Alberto Alemanno and Anne-Lise Sibony, and an assessment of the major themes and challenges that the behavioural analysis of law will and should face in the immediate future.\n\nThe book makes important and novel contributions in a range of topics, both on a theoretical and a substantial level. Regarding theoretical issues, four themes stand out: First, it highlights the differences between the EU and the US nudging environments. Second, it questions the reliance on expertise in rulemaking. Third, it unveils behavioural trade-offs that have too long gone unnoticed in behavioural law and economics. And fourth, it discusses the requirement of the transparency of nudges and the related concept of autonomy. Furthermore, the different authors discuss the impact of behavioural regulation on a number of substantial fields of law: health and lifestyle regulation, privacy law, and the disclosure paradigm in private law.\n\nThis paper aims to take some of the book’s insights one step further in order to point at crucial challenges – and opportunities – for the future of the behavioural analysis of law. In the last years, the movement has gained tremendously in breadth and depth. It is now time to make it scientifically even more rigorous, e.g. by openly embracing empirical uncertainty and by moving beyond the neo-classical/behavioural dichotomy. Simultaneously, the field ought to discursively readjust its normative compass. Finally and perhaps most strikingly, however, the power of big data holds the promise of taking behavioural interventions to an entirely new level. If these challenges can be overcome, this paper argues, the intersection between law and behavioural sciences will remain one of the most fruitful approaches to legal analysis in Europe and beyond.\n","downloadable_attachments":[{"id":44752824,"asset_id":16684469,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":29671056,"first_name":"Philipp","last_name":"Hacker","domain_name":"europa-uni","page_name":"PhilippHacker","display_name":"Philipp Hacker","profile_url":"https://europa-uni.academia.edu/PhilippHacker?f_ri=14197","photo":"https://0.academia-photos.com/29671056/8527428/29948049/s65_philipp.hacker.jpg"}],"research_interests":[{"id":1306,"name":"European Law","url":"https://www.academia.edu/Documents/in/European_Law?f_ri=14197","nofollow":true},{"id":2783,"name":"Privacy","url":"https://www.academia.edu/Documents/in/Privacy?f_ri=14197","nofollow":true},{"id":13805,"name":"Behavioral Economics","url":"https://www.academia.edu/Documents/in/Behavioral_Economics?f_ri=14197","nofollow":true},{"id":14197,"name":"Autonomy","url":"https://www.academia.edu/Documents/in/Autonomy?f_ri=14197","nofollow":true},{"id":16097,"name":"Decision Making Under Uncertainty","url":"https://www.academia.edu/Documents/in/Decision_Making_Under_Uncertainty?f_ri=14197"},{"id":16288,"name":"Public Health","url":"https://www.academia.edu/Documents/in/Public_Health?f_ri=14197"},{"id":20844,"name":"European private law","url":"https://www.academia.edu/Documents/in/European_private_law?f_ri=14197"},{"id":60475,"name":"Behavioral Law \u0026 Economics","url":"https://www.academia.edu/Documents/in/Behavioral_Law_and_Economics?f_ri=14197"},{"id":605185,"name":"Behavioral Law and Economics","url":"https://www.academia.edu/Documents/in/Behavioral_Law_and_Economics-1?f_ri=14197"},{"id":637109,"name":"Nudge","url":"https://www.academia.edu/Documents/in/Nudge?f_ri=14197"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_44979379" data-work_id="44979379" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/44979379/Liberalism_Autonomy_Diversity_and_Education_Irrational_Reasons_Kutafin_Moscow_State_Law_University_MSAL_2nd_December_2020">Liberalism Autonomy Diversity and Education - Irrational Reasons - Kutafin Moscow State Law University (MSAL) - 2nd December 2020</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This is the PDF-Powerpoint of the paper I exposed on 2 December 2020 during the Webinar HISTORY OF LEGAL SCIENCE: TRANSFORMATION OF IDEAS AND IMAGES, II International Scientific-Methodological Seminar, organised by the Department of... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_44979379" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This is the PDF-Powerpoint of the paper I exposed on 2 December 2020 during the Webinar HISTORY OF LEGAL SCIENCE: TRANSFORMATION OF IDEAS AND IMAGES, II International Scientific-Methodological Seminar, organised by the Department of History of State and Law of the Kutafin Moscow State Law University (MSAL). The title of the Webinar was: MYTHOLOGEMS OF LAW: IRRATIONAL IN LAW. The title of my paper was: Liberalism, Autonomy, Diversity, and Education: Irrational Reasons. The whole webinar can be watched on YouTube. For further information see on the web-site <a href="http://msal.ru/en/news/a-new-impulse-in-legal-science-transformation-of-ideas-and-images/" rel="nofollow">http://msal.ru/en/news/a-new-impulse-in-legal-science-transformation-of-ideas-and-images/</a></div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/44979379" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="397b851306283c8ec3ed320c18bef582" rel="nofollow" data-download="{"attachment_id":65518807,"asset_id":44979379,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/65518807/download_file?st=MTc0MDYwMjU5OSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="59703929" href="https://coimbra.academia.edu/GianluigiSegalerba">Gianluigi Segalerba</a><script data-card-contents-for-user="59703929" type="text/json">{"id":59703929,"first_name":"Gianluigi","last_name":"Segalerba","domain_name":"coimbra","page_name":"GianluigiSegalerba","display_name":"Gianluigi Segalerba","profile_url":"https://coimbra.academia.edu/GianluigiSegalerba?f_ri=14197","photo":"https://0.academia-photos.com/59703929/25722014/132028868/s65_gianluigi.segalerba.jpg"}</script></span></span></li><li class="js-paper-rank-work_44979379 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="44979379"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 44979379, container: ".js-paper-rank-work_44979379", }); 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The title of the Webinar was: MYTHOLOGEMS OF LAW: IRRATIONAL IN LAW. The title of my paper was: Liberalism, Autonomy, Diversity, and Education: Irrational Reasons. The whole webinar can be watched on YouTube. For further information see on the web-site http://msal.ru/en/news/a-new-impulse-in-legal-science-transformation-of-ideas-and-images/","downloadable_attachments":[{"id":65518807,"asset_id":44979379,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":59703929,"first_name":"Gianluigi","last_name":"Segalerba","domain_name":"coimbra","page_name":"GianluigiSegalerba","display_name":"Gianluigi Segalerba","profile_url":"https://coimbra.academia.edu/GianluigiSegalerba?f_ri=14197","photo":"https://0.academia-photos.com/59703929/25722014/132028868/s65_gianluigi.segalerba.jpg"}],"research_interests":[{"id":5956,"name":"Learner Autonomy","url":"https://www.academia.edu/Documents/in/Learner_Autonomy?f_ri=14197","nofollow":true},{"id":9491,"name":"Pedagogy","url":"https://www.academia.edu/Documents/in/Pedagogy?f_ri=14197","nofollow":true},{"id":14197,"name":"Autonomy","url":"https://www.academia.edu/Documents/in/Autonomy?f_ri=14197","nofollow":true},{"id":21479,"name":"Cultural Diversity","url":"https://www.academia.edu/Documents/in/Cultural_Diversity?f_ri=14197","nofollow":true},{"id":21639,"name":"Children's Rights","url":"https://www.academia.edu/Documents/in/Childrens_Rights?f_ri=14197"},{"id":39204,"name":"Joseph Raz","url":"https://www.academia.edu/Documents/in/Joseph_Raz?f_ri=14197"},{"id":72179,"name":"Wisconsin V. 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How high-tech conversion therapy could undermine gay rights</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Following the death of 17-year-old Leelah Alcorn, a transgender teen who committed suicide after forced “conversion therapy,” President Barack Obama called for a nationwide ban on psychotherapy aimed at changing sexual orientation or... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_12055156" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Following the death of 17-year-old Leelah Alcorn, a transgender teen who committed suicide after forced “conversion therapy,” President Barack Obama called for a nationwide ban on psychotherapy aimed at changing sexual orientation or gender identity. The administration argued that because conversion therapy causes substantial psychological harm to minors, it is neither medically nor ethically appropriate. We fully agree with the President and believe that this is a step in the right direction. Of course, in addition to being unsafe as well as ethically unsound, current conversion therapy approaches aren’t actually effective at doing what they claim to do – changing sexual orientation. But we also worry that this may be a short-term legislative solution to what is really a conceptual problem. The question we ought to be asking is “what will happen if and when scientists do end up developing safe and effective technologies that can alter sexual orientation?”</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/12055156" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="0539f5b8bc177e5c626e25e162a09a23" rel="nofollow" data-download="{"attachment_id":37382667,"asset_id":12055156,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/37382667/download_file?st=MTc0MDYwMjU5OSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="377433" href="https://oxford.academia.edu/BrianDEarp">Brian D . 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itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/50944127/Self_Controlled_Practice_Enhances_Motor_Learning_in_Introverts_and_Extroverts">Self-Controlled Practice Enhances Motor Learning in Introverts and Extroverts</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">The purpose of the present study was to investigate the effects of self-controlled feedback on the learning of a sequential-timing motor task in introverts and extroverts. Method: Fifty-six university students were selected by the Eysenck... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_50944127" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">The purpose of the present study was to investigate the effects of self-controlled feedback on the learning of a sequential-timing motor task in introverts and extroverts. Method: Fifty-six university students were selected by the Eysenck Personality Questionnaire. They practiced a motor task consisting of pressing computer keyboard keys in a specific spatial and temporal pattern. The experiment consisted of practice, retention, and transfer phases. The participants were distributed into 4 groups, formed by the combination of personality trait (extraversion/introversion) and type of feedback frequency (selfcontrolled/yoked). Results: The results showed superior learning for the groups that practiced in a self-controlled schedule, in relation to groups who practiced in an externally controlled schedule, F(1, 52) ¼ 4.13, p , .05, h 2 ¼ .07, regardless of personality trait. Conclusion: We conclude that self-controlled practice enhances motor learning in introverts and extroverts.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/50944127" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="b184f1c79f292fd5b5794acf2f4eb09a" rel="nofollow" data-download="{"attachment_id":68820995,"asset_id":50944127,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/68820995/download_file?st=MTc0MDYwMjU5OSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="114684622" href="https://independent.academia.edu/SuzeteChiviacowsky">Suzete Chiviacowsky</a><script data-card-contents-for-user="114684622" type="text/json">{"id":114684622,"first_name":"Suzete","last_name":"Chiviacowsky","domain_name":"independent","page_name":"SuzeteChiviacowsky","display_name":"Suzete Chiviacowsky","profile_url":"https://independent.academia.edu/SuzeteChiviacowsky?f_ri=14197","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_50944127 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="50944127"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 50944127, container: ".js-paper-rank-work_50944127", }); 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Method: Fifty-six university students were selected by the Eysenck Personality Questionnaire. They practiced a motor task consisting of pressing computer keyboard keys in a specific spatial and temporal pattern. The experiment consisted of practice, retention, and transfer phases. The participants were distributed into 4 groups, formed by the combination of personality trait (extraversion/introversion) and type of feedback frequency (selfcontrolled/yoked). Results: The results showed superior learning for the groups that practiced in a self-controlled schedule, in relation to groups who practiced in an externally controlled schedule, F(1, 52) ¼ 4.13, p , .05, h 2 ¼ .07, regardless of personality trait. Conclusion: We conclude that self-controlled practice enhances motor learning in introverts and extroverts.","downloadable_attachments":[{"id":68820995,"asset_id":50944127,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":114684622,"first_name":"Suzete","last_name":"Chiviacowsky","domain_name":"independent","page_name":"SuzeteChiviacowsky","display_name":"Suzete Chiviacowsky","profile_url":"https://independent.academia.edu/SuzeteChiviacowsky?f_ri=14197","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=14197","nofollow":true},{"id":4117,"name":"Motor Development","url":"https://www.academia.edu/Documents/in/Motor_Development?f_ri=14197","nofollow":true},{"id":11106,"name":"Self 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