Intraconnection in practice

The Twentieth Century is often characterized as a time when autonomy triumphed in biomedical practice. However, its central position has been challenged in the last decade from clinical and philosophical quarters. While empirical findings reveal that most patients, especially those facing serious medical decisions at the bedside, are not making any real autonomous decisions and need and want help and guidance from others. Feminists argue that the traditional individualistic concept of autonomy is a kind of abstraction that deprives and betrays the true identity and needs of the patient. They propose the concept of relational autonomy to restore the patient to her embedded situation as a member of her community. This concept gives due regard to a person’s personal identity and brings in the help of related persons, family members, friends, etc. While there are a number of different versions of the concept of relational autonomy, these treatments are not very satisfactory. This paper argues that the Confucian concept of a person can provide an answer to most of the intricate problems with this concept. A Confucian analysis of the nature of our moral experience supports the primacy of autonomy for a moral being and reveals the relational character of such a being. In doing so, the concept of relational autonomy is aligned with the basic idea of autonomy in the Kantian sense, and the concept of person is being reinterpreted according to the Confucian concept of a person. According to this version of the concept of autonomy, a person’s family is her main source of personal identity.

This paper argues for a conception of autonomy that takes social oppression seriously without sapping autonomy of its valuable focus on individual self-direction. Building on recent work in relational accounts of autonomy, the paper argues that current conceptions of autonomy from liberal, feminist and critical theorists do not adequately account for the social features of belief formation. The paper then develops an alternative conception of relational autonomy that focuses on how autonomy contains both individualistic and social epistemic features. Rather than consider autonomy to reside in an impenetrable inner citadel, a place immune from external influences, the paper argues that we must acknowledge the hermeneutic relationship between individual and social processes of belief adjudication. Taking such an argument seriously results in the need to alter our conception of autonomy and the schooling needed to foster its growth.

Education is a lifelong learning process that includes formal, nonformal, and informal aspects, aiming to develop students' character, knowledge, and skills. Apart from being a means of knowledge transfer, education also plays a role in the formation of moral values and helps students adapt to the dynamics of the times. Teachers are the main actors in the success of education, playing a role not only as teachers, but also as facilitators and supervisors who are able to create a conducive learning environment and in accordance with the needs of students. This study aims to examine the influence of classroom management on student motivation and learning activity at SMAN 22 Surabaya. Education is a lifelong learning process that includes formal, nonformal, and informal aspects, aiming to develop students' character, knowledge, and skills. Apart from being a means of knowledge transfer, education also plays a role in the formation of moral values and helps students adapt to the dynamics of the times. Teachers are the main actors in the success of education, playing a role not only as teachers, but also as facilitators and supervisors who are able to create a conducive learning environment and in accordance with the needs of students. This study aims to examine the influence of classroom management on student motivation and learning activity at SMAN 22 Surabaya. Using a qualitative approach, data were collected through observation, semi-structured interviews, and documentation. The main teacher who became the focus of the research was Mr. Agus Suhendra, while the principal, Mr. Dr. Muhammad Romli S.Pd., M.Pd gave full support for the implementation of good classroom management in the school. The results of the study show that effective classroom management, such as the preparation of common rules, the application of project- and problem-based learning methods, and the group investigation approach, are able to increase student motivation and activeness in learning. Mr. Agus Suhendra gives individualized attention, uses interactive methods, and utilizes technology to create an interesting and supportive learning atmosphere. Good classroom management also includes maintaining the cleanliness and regularity of the learning environment. Students who study in a classroom with good management tend to be more active than students in a class with less than optimal management. In addition, students' internal factors such as interests, talents, and motivation also affect their involvement in the learning process. Mr. Agus Suhendra plays an important role in overcoming differences in student activity levels, by providing motivation, special attention, and awards. Interaction between students is also a factor that can spur their enthusiasm for learning. In the context of the independent curriculum, the use of diagnostic tests helps teachers understand student characteristics more deeply to create relevant and effective learning. With good classroom management by Mr. Agus Suhendra and policy support from Mr. Arif Hidayat, students' motivation and learning activity can be improved, as well as help them understand the importance of education to achieve optimal learning outcomes.

The supervision process represents one of the possible processes of life-long learning and development of an adult. This paper presents a developmental-educational model of supervision. It is a specific learning developmental and supportive method of professional reflection and counselling used in social and educational settings in Slovenia. Different concepts that explain learning and acquiring competence in the process of supervision are discussed. Special emphasis is given to the process of experiential learning (Kolb), learning within the zone of proximal development (Vygotsky) and the process of mental adaptation leading to new cognition (Piaget).

Since 1999 when the Bologna Declaration was signed, European institutions started to modernize and reform higher education. In Poland the year 2013 not only introduced the most basic assumptions of the reform of the university, but also allowed to finish work on the Polish Framework for Higher Education Qualifications. The Bologna Process attaches great importance to the question of employment, i.e. to the ability of graduates to find and maintain work in the changing labor market. Employers are looking for people with competences, knowledge of at least two foreign languages at the level of free communication and with certain skills which facilitate team work in multicultural and multiethnic teams. Institutions educating future teachers should take over the role of integrators learning through whole life (lifelong learning process – LLP). First of all, graduates of these courses should be better equipped with the most universal competence. The range of possibilities is virtually unlimited, especially that one can connect LLP activities with the process of Recognition of Prior Learning (RPL), which is supposed to help in the recognition of competences acquired outside the formal education process.

This essay will explore the critical issues and challenges surrounding lifelong learning for professionals, initially exploring within the profession and organizational context of nuclear medicine practice. It will critically examine how the peer-review process called Quality Management Audits in Nuclear Medicine Practice (QUANUM) of the International Atomic Energy Agency (IAEA) can be considered a lifelong learning opportunity to instill a culture of quality to improve patient care and elevate the status of the nuclear medicine profession and practice within the demands of social changes, policy, and globalization. This will be explored initially by providing contextual background to the identity of the IAEA as an organization responsible for nuclear medicine professionals, followed by the benefits that QUANUM can offer. Further key debates surrounding lifelong learning, such as compulsification of lifelong learning and impact on professional change, will then be weaved through the discussion using theoretical grounding through a qualitative review of the literature. Keeping in mind that there is very limited literature focusing on the implications of QUANUM as a lifelong learning process for nuclear medicine professionals, this essay uses select narratives and observations of QUANUM as a lifelong learning process from an auditor's perspective and will further provide a comparative perspective of QUANUM on the basis of other lifelong learning opportunities such as continuing professional development activities and observe parallelisms on its benefits and challenges that it will offer to other professionals in other medical speciality fields and in the teaching profession.

It is necessary to have a conception of autonomy that can plausibly explain the interaction between patients and family members or patients and significant others in order to craft effective principles for surrogate decision-making concerning life-sustaining treatment. In this article the author contrasts two possible conceptions of autonomy―family autonomy and relational autonomy―that are thought to explain the relationships between patients and family members or patients and significant others. In doing so, the author aims to determine the best conception of autonomy for surrogate decision-making. In article 18 of the newly enacted Hospice, Palliative Care, and Life-Sustaining Treatment Decision-Making Act, family members are authorized to make surrogate decisions. However, the law does not provide any criteria for surrogate decision-making or limit the surrogates’ authority. The author applies the aforementioned conceptions of autonomy to article 18 and examines the possible outcomes. It is concluded that that relational autonomy is the best conception of autonomy in the context of surrogate decision-making concerning end-of-life decisions. This conception allows due regard to be given to the role of family members and significant others. Moreover, additional support is provided for the relational concept of autonomy by the significant level of equal liberty that this concept ensures.

Assessment of music education courses of public education center in the direction of the trainees opinions in the process of lifelong learning

Infectious diseases as a specialty is tilted toward social justice, and practitioners are frequently on the front lines of the battle against health inequity in practices that are diverse and sometimes cross international borders. Whether caring for patients living with the human immunodeficiency virus, tuberculosis, or Ebola, infectious diseases practitioners often interact with those at the margins of societies (eg, racial/ethnic/sexual/gender minorities), who disproportionately bear the brunt of these conditions. Therefore, cultural barriers between providers and patients are often salient in the infectious diseases context. In this article, we discuss cultural competence broadly, to include not only the knowledge and the skills needed at both the organizational and the individual levels to provide culturally appropriate care, but also to include "cultural humility"-a lifelong process of learning, self-reflection, and self-critique. To enhance the quality and the impact of our practices, we must prioritize cultural competence and humility and be mindful of the role of culture in the patient-provider-system interactions, in our larger healthcare systems, and in our research agendas and workforce development.

Smart devices in combination with other digital tools have occupied the cities transforming citizens’ urban experience. People are connected any time and anywhere with their global identities changing their relation to the local. People live in glocalities, where the local and the global co-exists. Glocalities are unique and constantly changing in a lifelong-learning process in which the citizen is in the centre. There is an urgent need for services to support glocal, reciprocal and multi-episodic lifelong learning processes in digital urban spaces. In this paper we define three key attributes that these services has to fulfil for being the glue to connect and guide the complex technology-enhanced learning ecosystems in smart cities: multi-channel, multi-objective and multi- context. Finally, we give an example of these types of services and contribute with an illustrative glocalised learning scenario showing how life-long learning processes would be supported in smart cities of the future.

In this study, the perceptions of fathers with children in the preschool period towards the concept of fatherhood, a lifelong learning process, and father education after the father education they received, were examined. The study was carried out with a qualitative research method. The sample of the study consisted of 14 fathers who had children attending two kindergartens in Kocaeli in the 2018-2019 academic year and volunteering to participate in the study. Fourteen fathers in the group were interviewed after the training program was applied. As a result of the face-to-face interviews with the semi-structured interview form, what they expressed about fatherhood, how they expressed themselves as fathers in the lifelong learning process, and their thoughts on participation in father education were obtained. It is known that the father has a critical role in the formation of the child's personality. Father education should be given importance to raise happy and healthy individuals. Today, it has been observed that there is a transition from the patriarchal social structure to modernity, and the fathers' traditional thoughts have changed, and they have started to think more child-oriented. It has been revealed that fathers gain awareness after education and fatherhood is a conscious and learnable phenomenon when an effort is made.
 
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The concept of autonomy is one of the central concepts in distributed computational systems, and in multi-agent systems in particular. With diverse implications in philosophy, social sciences and the theory of computation, autonomy is a rather complicated and somewhat vague notion. Most researchers do not discuss the details of this concept, but rather assume a general, common-sense understanding of autonomy in the context of computational multi-agent systems. In this chapter, we will review the existing definitions and formalisms related to the notion of autonomy. We re-introduce two concepts: relative autonomy and absolute autonomy. We argue that even though the concept of absolute autonomy does not make sense in computational settings, it is useful if treated as an assumed property of computational units. For example, the concept of autonomous agents facilitates more flexible and robust architectures. We adopt and discuss a new formalism based on results from the study of massively parallel multi-agent systems in the context of Evolvable Virtual Machines. We also present the architecture for building such architectures based on our multi-agent system KEA, where we use an extended notion of dynamic and flexibly linking. We augment our work with theoretical results from chemical abstract machine algebra for concurrent and asynchronous information processing systems. We argue that for open distributed systems, entities must be connected by multiple computational dependencies and a system as a whole must be subjected to influence from external sources. However, the exact linkages are not directly known to the computational entities themselves. This provides a useful notion and the necessary means to establish an autonomy in such open distributed systems.

The Comprehensive School Physical Activity Program (CSPAP) is a whole-school model for increasing opportunities throughout the school day for access to physical activity (PA). Opportunities for PA during the school day are an important part of the field of kinesiology and critical to individuals’ developing patterns of lifetime PA. Guided by Guskey’s theory of teacher change, this scoping literature review summarizes findings from 29 studies that collected data concerning the perceptions of stakeholders in a CSPAP. Teachers’ lifelong learning process is the focus, including K-12 classroom and physical education teachers and students, as well as current preservice classroom and physical education teacher education students and education faculty at teacher-preparation institutions. Positive perceptions of CSPAP programs were reported by all stakeholder groups. Although studies often include barriers to implementation, the stakeholders generally shared strategies to overcoming these and focused on benefits to the school setting that the researchers explained in their discussions.

Lifelong learning is an important element of European Union educational strategies. Unfortunately, in Poland the percentage of people who have completed formal education and undertake further training is at a very low level and turns out to be very poor in comparison with other European countries. This study examines the barriers to educational involvement on the basis of the data provided by a Polish nationwide survey on human capital. According to the nature of the data used in this study, selected multidimensional methods are applied to facilitate the identification of the relationships among the barriers of lifelong learning participation as well as their associations with a set of socio-economic characteristics. Clustering procedure is used to detect the possible groups of factors and logistic regression approach is applied to examine the impact of socio-economic issues. DOI: 10.5901/jesr.2014.v4n4p21

Medical educators face many challenges instructing future medical students, specifically in the integration of learning technologies. To overcome these challenges, educators must implement learner-centered and interactive teaching strategies. Anatomical sciences are the cornerstone of medical education and provide the bedrock to layer conceptual understanding of the human body. With the “medical knowledge boom”, most medical schools have reduced the curricular time for anatomy instruction, resulting in a paucity of knowledge and issues incorporating anatomical knowledge in clinical scenarios. Modern pedagogical techniques combining AI chatbots with concurrent metacognitive frameworks can foster a deeper understanding of anatomical knowledge and analysis of clinical cases. Student reflection on the learning process allows for monitoring their progress and tailoring of learning strategies to their specific capabilities and needs. A.I. technology can aid in scaffolding knowledge with practical applications via iterative and immediate feedback in case- or problem-based learning formats. The use of textual conversations actively engages students and simulates conversations with instructors. In this communication, we advocate for the incorporation of AI technologies fused with a metacognitive framework as a medium to foster increased critical thinking and skill development that enhances comprehension. These skills are important for medical students’ lifelong learning process.