Institutional constraints on party behaviour: Keynesian v. neo-liberal paradigms

2003 ◽  
pp. 268-291
Keyword(s):  
Institutional Constraints

Autism and Neurodiversity: Addressing Concerns and Offering Implications for the School-Based Speech-Language Pathologist

2020 ◽  
pp. 1-7
Author(s):  
Laura S. DeThorne ◽  
Kelly Searsmith
Keyword(s):  
Service Provision ◽  
Individualized Education Program ◽  
Institutional Constraints ◽  
Individualized Education ◽  
Existing Structures ◽  
Eligibility Determination ◽  
Speech Language Pathologist ◽  
School Based ◽  
Key Points ◽  
C Center

Purpose The purpose of this article is to address some common concerns associated with the neurodiversity paradigm and to offer related implications for service provision to school-age autistic students. In particular, we highlight the need to (a) view first-person autistic perspectives as an integral component of evidence-based practice, (b) use the individualized education plan as a means to actively address environmental contributions to communicative competence, and (c) center intervention around respect for autistic sociality and self-expression. We support these points with cross-disciplinary scholarship and writings from autistic individuals. Conclusions We recognize that school-based speech-language pathologists are bound by institutional constraints, such as eligibility determination and Individualized Education Program processes that are not inherently consistent with the neurodiversity paradigm. Consequently, we offer examples for implementing the neurodiversity paradigm while working within these existing structures. In sum, this article addresses key points of tension related to the neurodiversity paradigm in a way that we hope will directly translate into improved service provision for autistic students. Supplemental Material https://doi.org/10.23641/asha.13345727

Hard versus soft institutional constraints

1965 ◽  
Author(s):  
Ija N. Korner
Keyword(s):  
Institutional Constraints

Teaching Against the Grain: Enacting Constructivist Beliefs Within Institutional Constraints

2008 ◽  
Vol 1 (4) ◽  
pp. 33-45
Author(s):  
Midge Madden ◽  
◽  
Sharon Lynch ◽  
Keyword(s):  
Institutional Constraints ◽  
Constructivist Beliefs

Measuring Spatial Effects in Presence of Institutional Constraints: The Case of Italian Local Health Authority Expenditure

2013 ◽  
Author(s):  
Vincenzo Atella ◽  
Federico Belotti ◽  
Domenico Depalo ◽  
Andrea Piano Mortari
Keyword(s):  
Health Authority ◽  
Institutional Constraints ◽  
Local Health Authority ◽  
Local Health ◽  
Spatial Effects

Water Recycling: Review and Background

1982 ◽  
Vol 14 (9-11) ◽  
pp. 1385-1392
Author(s):  
K D Linstedt
Keyword(s):  
Water Quality ◽  
Water Resource ◽  
Water Reuse ◽  
Public Acceptance ◽  
Institutional Constraints ◽  
Water Recycling ◽  
Quality Cost ◽  
The World ◽  
Resource Situation

A review is provided of the world water resource situation. Water reuse is discussed as a means of augmenting conventional supplies, with types of potential reuse applications identified. Considerations of water quality, cost, public acceptance, and institutional constraints are discussed for their impact on decisions regarding implementation of water reuse.

Misapplication and Individuality

2018 ◽  
Author(s):  
Jason Hanna
Keyword(s):  
Well Being ◽  
The Self ◽  
Institutional Constraints ◽  
Self Development ◽  
Paternalistic Intervention

This chapter critically examines two of John Stuart Mill’s consequentialist objections to paternalism: that paternalistic authority is likely to be misapplied or abused and that intervention in the self-regarding sphere threatens individuality and self-development. It is argued here that both objections can be resisted. Concerns about misapplication and abuse pose no challenge to intervention that is likely to succeed in achieving its benevolent aims, and attempts to avoid this problem by construing Mill’s arguments in rule-consequentialist terms are unconvincing. Concerns about Millian individuality or self-development leave considerable room for justified paternalism, both because individuality is not the only component of well-being and because paternalistic intervention can sometimes promote individuality. Mill’s arguments may show that there ought to be some institutional constraints on the government’s ability to intervene in the self-regarding sphere, but defenders of paternalism can happily accept this result.

Bribery, export decisions, and institutional constraints: Evidence from cross-country firm-level data

2021 ◽  
Vol 69 ◽  
pp. 585-612
Author(s):  
Le Thanh Ha ◽  
To Trung Thanh ◽  
Doan Ngoc Thang ◽  
Pham Thi Hoang Anh
Keyword(s):  
Institutional Constraints ◽  
Firm Level ◽  
Export Decisions ◽  
Level Data ◽  
Firm Level Data ◽  
Cross Country

scholarly journals Staying neutral or intervening?

2021 ◽  
Author(s):  
Maartje Hoogsteyns ◽  
Amalia Muhaimin
Keyword(s):  
Medical Students ◽  
The Netherlands ◽  
Medical Ethics ◽  
Cultural Change ◽  
Moral Distress ◽  
Institutional Constraints ◽  
Neutral Position ◽  
Insight Into ◽  
Proper Response

AbstractEthics teachers are regularly confronted with disturbing cases brought in by medical students in class. These classes are considered confidential, so that everyone can speak freely about their experiences. But what should ethics teachers do when they hear about a situation they consider to be outright alarming, for example where patients/students’ safety is at stake or where systematic power abuse seems to be at hand? Should they remain neutral or should they step in and intervene? In the Netherlands, as in many other countries, there are no clear guidelines for ethics teachers on how to respond. To get more insight into what teachers themselves think a proper response would be, we interviewed 18 Dutch medical ethics teachers. We found that Dutch ethics teachers will address the issue in class, but that they are overall reluctant to intervene; take action outside the scope of class. This reluctance is partly rooted in the conviction that ethicists should stay neutral and facilitate reflection, instead of telling students or physicians what to do. At the same time, this neutral position seems a difficult place to leave for those teachers who would want to or feel they need to. This has to do with various organizational and institutional constraints tied up with their position. The study invites medical ethics teachers to reflect on these constraints together and think about how to proceed from there. This study seeks to contribute to research on cultural change in medicine and medical students’ experiences of moral distress.

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