A Framework for Human-Autonomy Team Research

Author(s):  
Nancy Cooke ◽  
Mustafa Demir ◽  
Lixiao Huang
Keyword(s):  
2017 ◽  
Vol 76 (3) ◽  
pp. 91-105 ◽  
Author(s):  
Vera Hagemann

Abstract. The individual attitudes of every single team member are important for team performance. Studies show that each team member’s collective orientation – that is, propensity to work in a collective manner in team settings – enhances the team’s interdependent teamwork. In the German-speaking countries, there was previously no instrument to measure collective orientation. So, I developed and validated a German-language instrument to measure collective orientation. In three studies (N = 1028), I tested the validity of the instrument in terms of its internal structure and relationships with other variables. The results confirm the reliability and validity of the instrument. The instrument also predicts team performance in terms of interdependent teamwork. I discuss differences in established individual variables in team research and the role of collective orientation in teams. In future research, the instrument can be applied to diagnose teamwork deficiencies and evaluate interventions for developing team members’ collective orientation.


1995 ◽  
Author(s):  
Lawrence J. Ouellet ◽  
◽  
W. Wayne Wiebel ◽  
Antonio D. Jimenez

2016 ◽  
Vol 8 (3) ◽  
pp. 75-92
Author(s):  
Christian Schröer

An act-theoretical view on the profile of responsibility discourse shows in what sense not only all kinds of technical, pragmatic and moral reason, but also all kinds of religious motivation cannot justify a human action sufficiently without acknowledgment to three basic principles of human autonomy as supreme limiting conditions that are human dignity, sense, and justifiability. According to Thomas Aquinas human beings ultimately owe their moral autonomy to a divine creator. So this autonomy can be considered as an expression of secondary-cause autonomy and as the voice of God in the enlightened conscience.


Edupedia ◽  
2019 ◽  
Vol 4 (1) ◽  
pp. 13-21
Author(s):  
Subyanto ◽  
Kurniyatul Faizah

In Natural Sciences (IPA) there are three aspects of learning, they arenatural sciences as product, process, and strengthening attitudes. This natural sciences learning classification found relevance with Islamic education learning in the aspect of fiqh, theseare fiqh as a product and fiqh as a process. The types of humanistlearning arelearning other than as a product, because this learning is not just transfer of knowledge without rationality, so that the lesson is not able to take part in the real life of humanity. In the implementation, humanist learning can be carried out using several scientific approaches such as problem based learning, discovery learning, social interaction, role playing, team research, and other forms that are oriented to students involvementdirectly.


2021 ◽  
Vol 25 (1) ◽  
pp. 51-72
Author(s):  
Nathan J. McNeese ◽  
Mustafa Demir ◽  
Erin K. Chiou ◽  
Nancy J. Cooke

AI & Society ◽  
2021 ◽  
Author(s):  
Simona Chiodo

AbstractWe continuously talk about autonomous technologies. But how can words qualifying technologies be the very same words chosen by Kant to define what is essentially human, i.e. being autonomous? The article focuses on a possible answer by reflecting upon both etymological and philosophical issues, as well as upon the case of autonomous vehicles. Most interestingly, on the one hand, we have the notion of (human) “autonomy”, meaning that there is a “law” that is “self-given”, and, on the other hand, we have the notion of (technological) “automation”, meaning that there is something “offhand” that is “self-given”. Yet, we are experiencing a kind of twofold shift: on the one hand, the shift from defining technologies in terms of automation to defining technologies in terms of autonomy and, on the other hand, the shift from defining humans in terms of autonomy to defining humans in terms of automation. From a philosophical perspective, the shift may mean that we are trying to escape precisely from what autonomy founds, i.e. individual responsibility of humans that, in the Western culture, have been defined for millennia as rational and moral decision-makers, even when their decisions have been the toughest. More precisely, the shift may mean that we are using technologies, and in particular emerging algorithmic technologies, as scapegoats that bear responsibility for us by making decisions for us. Moreover, if we consider the kind of emerging algorithmic technologies that increasingly surround us, starting from autonomous vehicles, then we may argue that we also seem to create a kind of technological divine that, by being always with us through its immanent omnipresence, omniscience, omnipotence and inscrutability, can always be our technological scapegoat freeing us from the most unbearable burden of individual responsibility resulting from individual autonomy.


2019 ◽  
Vol 69 (1) ◽  
pp. 42-61 ◽  
Author(s):  
Daniela Cammack

The meaning of dēmokratia is widely agreed: ‘rule by the people’ (less often ‘people-power’), where dēmos, ‘people’, implies ‘entire citizen body’, synonymous with polis, ‘city-state’, or πάντες πολίται, ‘all citizens’. Dēmos, on this understanding, comprised rich and poor, leaders and followers, mass and elite alike. As such, dēmokratia is interpreted as constituting a sharp rupture from previous political regimes. Rule by one man or by a few had meant the domination of one part of the community over the rest, but dēmokratia, it is said, implied self-rule, and with it the dissolution of the very distinction between ruler and ruled. Its governing principle was the formal political equality of all citizens. In the words of W.G. Forrest, between 750 and 450 b.c. there had developed ‘the idea of individual human autonomy … the idea that all members of a political society are free and equal, that everyone had the right to an equal say in determining the structure and the activities of his society’.


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