No / The Mid Staffordshire scandal is a salutary lesson that highlights unacceptable standards of poor care of patients by medical and nursing practitioners. The Francis report (2013) made 290 recommendations and a legal duty to enforce a duty of openness and transparencies has been prioritised. Fischer and Ferlie (2013) argue that rules-based regulation eroded values-based self-regulation, producing professional defensiveness and contradictions that undermine, rather than support, good patient care. The role of managers and clinical leaders will be crucial in achieving positive changes in practice; however, the return of autonomy to the practitioners remains central to re-establishing both public and professional confidence.

Finding a fire inside of a structure without knowing its conditions poses a dangerous threat to the safety of firefighters. As a result, robots are being explored to increase awareness of the conditions inside structures before having firefighter enter. This thesis presents a method that autonomously guides a robot to the location of a fire inside a structure. The method uses classification of fire, smoke, and other fire environment objects to calculate a weighted probability. Weighted probability is a measurement that indicates the probability that a given region on an infra-red image will lead to fire. This method was tested on large-scale fire videos with a robot moving towards a fire and it is also compared to following the highest temperatures on the image. Sending a robot to find a fire has the potential to save the lives of firefighters. / Master of Science / Finding a fire inside of a structure without knowing its conditions poses a dangerous threat to the safety of firefighters. As a result, robots are being explored to increase awareness of the conditions inside structures before having firefighter enter. This thesis presents a method that autonomously guides a robot to the location of a fire inside a structure. The method uses classification of fire, smoke, and other fire environment objects to calculate a weighted probability. Weighted probability is a measurement that indicates the probability that a given region on an infra-red image will lead to fire. This method was tested on large-scale fire videos with a robot moving towards a fire and it is also compared to following the highest temperatures on the image. Sending a robot to find a fire has the potential to save the lives of firefighters.

High school students often face foreign language requirements, either to graduate from their high school or to be accepted at a college or university of their choice (www.ncssfl.org). These requirements serve as external motivators and may decrease a student's intrinsic motivation to learn a language. Indeed, researchers have determined that extrinsic motivation greatly undermines self-motivation (Deci, et al., 2011). Without intrinsic motivation, students struggle to learn in meaningful ways and fail to implement strategies that lead to meaningful foreign language learning and proficiency. Educators must critically analyze their materials, instructional style, lesson plans and assessments and then remove from the curriculum any practice or task that does not foster learner autonomy that ultimately leads to intrinsic motivation. Further, to foster intrinsic motivation, language teaching and learning must focus on the relational aspect of language, as the use of any language is purposed to communicate needs and ideas with others This report explores how learner autonomy and interrelatedness aid the development of intrinsic motivation and provides pedagogical implications for the classroom. / text

Made available in DSpace on 2016-07-27T13:52:22Z (GMT). No. of bitstreams: 1 Edslene Dias Pereira Schutz.pdf: 6454509 bytes, checksum: f4cb0e8757eeba23f6e500225593e66d (MD5) Previous issue date: 2010-12-16 / The objective of this thesis was to identify whether students in the Bachelor's Degree in Physics Distance Learning Consortium Northern UFG-UEG-UCG (LICFIS) are encouraged to develop skills and attitudes necessary for independent learning. In the first chapter presents a brief history and models of Distance Education (EAD), highlighting the role of autonomy in this type of teaching and learning. These topics are discussed in light of Almeida (2003), Belloni (2002), Maia and Mattar (2007), Moore and Kearsley (2008), Peters (2004, 2006) Pretto (2001, 2002, 2003, 2008) Pretto and Shrike (2005), Santos (2005) and Silva (2000, 2003). The second chapter discusses learner autonomy in distance education and ICT can foster the development of autonomy. The third chapter presents the empirical research of what was basically an exploratory observation of the virtual environment of the course "Psychology of Education" conducted between 2008 and 2009, for (42) forty-two students from the poles and Luziânia Quirinópolis (Goiás)'s Degree in Physics Distance Learning Consortium Northern UFG-UEG-SCU. The informational and technical dimensions of autonomy (Preti, 2005) were adopted as analytical categories. It was also a questionnaire with the teacher educator and the academic advisor of that discipline. Data indicate that in the course on screen, there are some mechanisms that stimulated the development of the autonomy of the students who stayed the course, but apparently not have prevented the escape. / O objetivo desta dissertação foi identificar se os alunos do curso de Licenciatura em Física à Distância do Consórcio Setentrional UFG-UEG-UCG (LICFIS) são estimulados para o desenvolvimento de habilidades e de atitudes necessárias à aprendizagem autônoma. No primeiro capítulo são apresentados um breve histórico e os modelos de Educação à Distância (EAD), destacando o papel da autonomia neste tipo de ensino-aprendizagem. Estes temas são abordados à luz de Almeida (2003), Belloni (2002), Maia e Mattar (2007), Moore e Kearsley (2008), Peters (2004, 2006), Pretto (2001, 2002, 2003, 2008), Pretto e Picanço (2005), Santos (2005) e Silva (2000, 2003). O segundo capítulo discute a autonomia do aluno na EAD e se as TIC podem favorecer o desenvolvimento desta autonomia. O terceiro capítulo apresenta a pesquisa empírica, de tipo exploratória que consistiu basicamente na observação do ambiente virtual da disciplina Psicologia da Educação ministrada no período de 2008 e 2009, para os (42) quarenta e dois alunos dos polos de Luziânia e de Quirinópolis (Goiás) do Curso de Licenciatura em Física à Distância do Consórcio Setentrional UFG-UEG-UCG. As dimensões informacional e técnica da autonomia (Preti, 2005) foram adotadas como categorias de análise. Foi também aplicado um questionário com a professora formadora e com o orientador acadêmico da referida disciplina. Os dados obtidos indicam que no curso em tela, verificam-se alguns mecanismos que estimularam o desenvolvimento da autonomia dos alunos que permaneceram no curso, mas parece, não terem impedido a evasão.

This thesis introduces the idea of progressive autonomy, namely future-oriented self-governance, based on the pursuit of desired goals that one has established for oneself. As the thesis shows, focus on this sort of activity, as well as its value and importance, has been largely left out of the existing literature on autonomy. In contrast, this activity is central to progressive autonomy, which, as this thesis puts forth, enables the individual to actively determine the course of his life. Throughout the process, the individual is author of his own narrative, which, as the ongoing fulfillment of desired goals, he experiences as both meaningful and worthwhile. The thesis does not frame the narrative of the progressively autonomous individual as merely a story or an account of events. Rather, it does so as a sequence events the progressively autonomous individual is directly responsible for bringing about, as well as concretely situated in. He is, in other words, part and parcel of his narrative, as opposed to, say, a novelist who physically stands apart from the events he imagines and writes. Finally, the thesis demonstrates that, though the progressively autonomous individual is motivated by his own desires, he is more than just a pleasure seeker; he is strategically morally responsible. Such responsibility involves and is characterized by rejecting certain motives that undermine the actual achievement of desired goals, while affirming other motives that facilitate this achievement. This, as the thesis shows, renders the progressively autonomous individual more responsible than one who partakes in this rejection or affirmation, without regard to how either will impact one’s future.

This thesis introduces the idea of progressive autonomy, namely future-oriented self-governance, based on the pursuit of desired goals that one has established for oneself. As the thesis shows, focus on this sort of activity, as well as its value and importance, has been largely left out of the existing literature on autonomy. In contrast, this activity is central to progressive autonomy, which, as this thesis puts forth, enables the individual to actively determine the course of his life. Throughout the process, the individual is author of his own narrative, which, as the ongoing fulfillment of desired goals, he experiences as both meaningful and worthwhile. The thesis does not frame the narrative of the progressively autonomous individual as merely a story or an account of events. Rather, it does so as a sequence events the progressively autonomous individual is directly responsible for bringing about, as well as concretely situated in. He is, in other words, part and parcel of his narrative, as opposed to, say, a novelist who physically stands apart from the events he imagines and writes. Finally, the thesis demonstrates that, though the progressively autonomous individual is motivated by his own desires, he is more than just a pleasure seeker; he is strategically morally responsible. Such responsibility involves and is characterized by rejecting certain motives that undermine the actual achievement of desired goals, while affirming other motives that facilitate this achievement. This, as the thesis shows, renders the progressively autonomous individual more responsible than one who partakes in this rejection or affirmation, without regard to how either will impact one’s future.

Using a qualitative multiple case study methodology, this study explores the relationship between government funding and INGO autonomy in three INGOs through resource dependence and tool choice frameworks. Adapting Verhoest, Peters et al.'s (2004) conceptualization of organizational autonomy as the extent of an organization's decision making capacity in matters concerning agency operations and human resource and financial management; this research regards the authors second definition of financial, structural, legal, and interventional constraints not as types of autonomy per se, but as the mechanisms through which INGOs' actual use of their decision making competencies is constrained. The findings in this research suggest that relative to other funding sources, government funding disproportionately impacts INGOs' operational and managerial autonomy. This is largely accomplished through various ex ante and ex post constraints such as, rules and regulations on inputs allocation and use, performance controls and evaluation requirements attached to government funding. This research also finds that the tool of choice used by government to finance INGO activities also steer, direct and influence INGO grantees' decisions thus positioning INGOs to incorporate government policy interests, preferences and priorities. However, INGOs can exercise their autonomy through various strategies ranging from program design, contract negotiation, and participation in advisory groups.

Thesis (Ph. D.)--Florida State University, 2003. / Advisor: Dr. Ronald L. Mullis, Florida State University, College of Human Sciences, Dept. of Family and Child Sciences. Title and description from dissertation home page (viewed Jan. 15, 2004). Includes bibliographical references.

This thesis introduces the idea of progressive autonomy, namely future-oriented self-governance, based on the pursuit of desired goals that one has established for oneself. As the thesis shows, focus on this sort of activity, as well as its value and importance, has been largely left out of the existing literature on autonomy. In contrast, this activity is central to progressive autonomy, which, as this thesis puts forth, enables the individual to actively determine the course of his life. Throughout the process, the individual is author of his own narrative, which, as the ongoing fulfillment of desired goals, he experiences as both meaningful and worthwhile. The thesis does not frame the narrative of the progressively autonomous individual as merely a story or an account of events. Rather, it does so as a sequence events the progressively autonomous individual is directly responsible for bringing about, as well as concretely situated in. He is, in other words, part and parcel of his narrative, as opposed to, say, a novelist who physically stands apart from the events he imagines and writes. Finally, the thesis demonstrates that, though the progressively autonomous individual is motivated by his own desires, he is more than just a pleasure seeker; he is strategically morally responsible. Such responsibility involves and is characterized by rejecting certain motives that undermine the actual achievement of desired goals, while affirming other motives that facilitate this achievement. This, as the thesis shows, renders the progressively autonomous individual more responsible than one who partakes in this rejection or affirmation, without regard to how either will impact one’s future.

[Abstract]: Learner autonomy in language learning has been described as the ability to take charge of one’s own learning by determining the objectives, defining the contents and progressions, selecting methods and techniques to be used, monitoring the procedure of acquisition and evaluating what has been acquired (Holec, 1979). Few would doubt that learner autonomy in language learning is a positive thing and can lead to learners who are more proficient in the target language. These sentiments are echoed in many language programs, which have as their explicitly stated goal the development of autonomous, self-directed learners. This project is a pilot study with the aim of investigating one such program: the Languages Other Than English (LOTE) (Indonesian) program at a regional public high school.Taking a collective case study approach this investigation sought to determine two LOTE (Indonesian) learners’ and their teacher’s beliefs about roles and responsibilities in the language learning process and how these beliefs are translated into their teaching and learning behaviour. Prior to any interventions aimed at facilitating the transfer of responsibility for the management of the learning process from the teacher to the learner, it is essential to access learners’ and teachers’ beliefs and attitudes as these have a profound impact on their learning and teaching behaviour and erroneous beliefs may lead to less effective approaches to learning, ultimately impacting on learners’ success in language learning (Horwitz, 1987).The data, collected through structured interviews and classroom observations, suggest that the subjects simultaneously exhibit characteristics consistent with and in contradiction to the profiles of autonomous learners and of a teacher who engages in pedagogy aimed at the development of autonomous learners. The two LOTE learners’ beliefs, and their learning behaviour, suggest that they defer responsibility to the teacher for the technical aspects of their learning, such as identifying learning objectives and topics, selecting learning activities and resources. On the other hand, through their expressed beliefs, and from the observed lessons, it appears that the two learners accept some level responsibility for reflecting and evaluating their learning and fully accept responsibility for maintaining their interest and motivations in learning the LOTE. While the LOTE learners defer responsibility for the technical aspects of their learning to their LOTE teacher, the LOTE teacher herself defers responsibility to the LOTE syllabus. However, the LOTE teacher was observediiiworking with learners, helping them to evaluate and reflect upon their learning and maintaining their interest and motivation in learning the LOTE.Recommendations for pedagogy to promote the development of learner autonomy and further research are presented.