To see the other types of publications on this topic, follow the link: Autonomy theory.
Dissertations / Theses on the topic 'Autonomy theory'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 dissertations / theses for your research on the topic 'Autonomy theory.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
1
Abrutyn, Seth Brian. "A general theory of institutional autonomy." Diss., UC access only, 2009. http://proquest.umi.com/pqdweb?did=1871850211&sid=1&Fmt=2&clientId=48051&RQT=309&VName=PQD.
Full textAbstract:
Thesis (Ph. D.)--University of California, Riverside, 2009.Includes abstract. Includes bibliographical references (leaves 425-458). Issued in print and online. Available via ProQuest Digital Dissertations.
2
Brown, Michael Peter. "Reconceptualizing the theory of local autonomy." Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/29346.
Full textAbstract:
Conceptualizations of local autonomy to date are critiqued and an alternative theory is offered. Three ideal types of local autonomy are reconstructed from existing literature: fiscal, political, and legal autonomy. Two specific criticisms are made: that each holds a deficient conceptualization of the local; and that each has a negative and constrained view of power and autonomy. Existing literature oversimplifies states' domination at the expense of local autonomy. A theory of local autonomy, I argue, must begin with the question of how localities can and cannot be autonomous rather than a prevailing focus on what they stand autonomous from. In this way, local autonomy and its absence (heteronomy) become dialectical concepts. I develop these points through a discussion of Massachusetts' inclusionary housing policy. The policy's drafting and its current impact in four suburbs provide the empirical basis for theoretical reconstruction. "Local" is viewed from a place-making perspective: places are seen as meaningful sets of social relations relative to a geographic context. Meaning is produced, reproduced, and contested within those contexts. A place's autonomy is related to the way in which meaningful sets of social relations are made to be "powerful" or "powerless" through a process of reification. Relating "local" to "autonomy" demands a relational and circulatory theory of power rather than prevailing corporeal theories. This reconceptualization is beneficial in theoretically relating power and place because it emphasizes the complexity and dynamics of relations of domination and resistance; because it highlights the relation between place making and truth/knowledge claims; and because it does not heuristically disentangle social processes whose very interaction is theoretically significant.Arts, Faculty of
Geography, Department of
Graduate
3
Axiotis, A. "Kant's project of a theory of autonomy." Thesis, University of Oxford, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.381774.
Full text
4
Benson, Carolyn Jane. "Autonomy and purity in Kant's moral theory." Thesis, University of St Andrews, 2010. http://hdl.handle.net/10023/937.
Full textAbstract:
Kant believed that the moral law is a law that the rational will legislates. This thesis examines this claim and its broader implications for Kant’s moral theory. Many are drawn to Kantian ethics because of its emphasis on the dignity and legislative authority of the rational being. The attractiveness of this emphasis on the special standing and capacities of the self grounds a recent tendency to interpret Kantian autonomy as a doctrine according to which individual agents create binding moral norms. Where this line is taken, however, its advocates face deep questions concerning the compatibility of autonomy and the conception of moral requirement to which Kant is also certainly committed – one which conceives of the moral law as a strictly universal and necessary imperative. This thesis has two main aims. In the first half, I offer an interpretation of Kantian autonomy that both accommodates the universality and necessity of moral constraint and takes seriously the notion that the rational will is a legislator of moral law. As a means of developing and securing my preferred view, I argue that recent popular interpretations of Kantian autonomy fail to resolve the tensions that seem at first glance to plague the concept of self-legislation, where what is at stake is the legislation of a categorical imperative. In the second half of this thesis, I examine the connections between my preferred interpretation of self-legislation and Kant’s dichotomisation of reason and our sensuous nature. I argue that some of the more harsh and seemingly unreasonable aspects of Kant’s moral philosophy can be defended by bringing to light the ways in which they are connected to his commitment both to the autonomy of the will and to developing a genuinely normative ethics.
5
Beaver, Anthony R. "Personal autonomy through education." Thesis, University of Nottingham, 1987. http://eprints.nottingham.ac.uk/13356/.
Full textAbstract:
The concept of personal autonomy as an educational ideal is analysed from its etymological roots of autos and nomos. The autos is shown to be most closely associated with authenticity and this concept is explored from existentialist roots. Authenticity's points of contact with reason are examined and the authentic individual is shown to be a deep, reflective evaluator of his own motives but existentialist radical choice of self is shown to be essentially incoherent. The nomos is linked to reason and the criteria it picks out. The limits upon reason are considered but its significance to personal autonomy is shown to be considerable; reason is argued to embrace feeling and a dimension of practical reason. The adjective, personal, is not redundant within personal autonomy as an educational ideal and is held to have significant moral implications for autonomy. A Millian analysis of the 'endowment' of a person is considered and perspectives from both developmental psychology and an ancient tradition embracing persons and virtues are shown to relate to autonomy. The second part of the thesis considers the relationship of personal autonomy to three related concepts in education: authority, freedom and paternalism and points of contact are clarified. The final part examines a place for personal autonomy within educational activities in schools. It is argued that personal autonomy should be exercised in school- based education as its exercise is the only sure way to develop it. Therefore a perspective of education as a series of practices in which the learner should be enabled to engage exercising a measure of personal autonomy is the theme of the final part. However, the purpose of the thesis is a clarification of fundamentals; it does not purport to present a curriculum for personal autonomy.
6
Gauthier-Chung, Maud Faïle. "Relational autonomy from a political perspective." Thesis, London School of Economics and Political Science (University of London), 2017. http://etheses.lse.ac.uk/3665/.
Full textAbstract:
Individual autonomy is crucial to both liberalism and feminism and, to some extent, for similar reasons: that is, the insistence on everyone being able to shape her own life and not just have it shaped for her. As it is currently understood, however, this ideal is a source of great dissatisfaction for feminists. For one, it is blind to the ‘problem of oppression’ –that is the way social factors, such as oppressive gender norms, can affect individuals’ capacity to lead a selfgoverned life. In addition, on the political level, autonomy is aligned with individualism, independence and rationality. This makes it an exclusionary ideal, which, under the cover of universalism, promotes a prejudiced and narrow vision of what agents and preferences should be seen as worthy of respect. I refer to this as the problem of exclusion. My thesis is an attempt to reframe our understanding of autonomy in order to answer these two problems. I argue that the relational accounts of autonomy feminists have articulated should be understood as motivated by the need to address these key concerns (Ch. 1). However, none of the relational accounts developed so far truly succeed in simultaneously addressing the problem of oppression and the problem of exclusion (Ch. 2). I suggest that this is because they are still too individualistic in their focus and remain fixed on the question of what individual agent and/or preference should be considered autonomous. In order to ensure we avoid the problem of exclusion, I propose we remain agnostic towards this question. This results in a systematic presumption of autonomy, which commits us to demonstrate respect to all agents (especially vulnerable ones), as well as to their declared preferences. Such a commitment, however, should not lead us to overlook the problem of oppression. In order to address this problem, I argue that we should devote our attention to the way the socio-relational context structures how agents can plausibly exercise their autonomy. In other words, in order to address the problem of oppression without reproducing the problem of exclusion, we need to stop focusing on the question of who should be considered autonomous and instead refocus on the question of what structural changes might promote the autonomy of all (Ch. 3). I call the resulting account an ‘agnostic and structural’ understanding of autonomy. I argue that such a conception of autonomy is promising as it offers an inclusive conception of self-government, which nonetheless gives us grounds to vindicate substantial emancipatory policies. I then present a set of case studies in order to show how such a conception of autonomy could help us deal with entrenched gender inequalities. Doing so enables me to illustrate the difference adopting an ‘agnostic and structural’ conception of autonomy could make in the areas of our legal system that are underpinned by an individualistic understanding of autonomy. Legal frameworks surrounding parental leave (Ch. 4), divorce and separation (Ch. 5), domestic violence (Ch. 6) and even our understanding of criminal responsibility (Ch. 7), I argue, could be effectively reframed using the kind of understanding of autonomy I propose.
7
Turner, Jonathan. "Political theory as moral philosophy." Thesis, University of Oxford, 2018. http://ora.ox.ac.uk/objects/uuid:9b47b083-30aa-411d-a100-29aee7c34a3b.
Full textAbstract:
I argue against the claim that normative political theory is 'autonomous' with respect to moral philosophy. I take the simple view that political theory is a form of moral philosophy, and is differentiated by pragmatic rather than theoretically significant criteria. I defend this view by criticizing arguments for the autonomy thesis. In the first three chapters I introduce and analyse the autonomy thesis and provide a framework for understanding the various claims that are made in the literature. In Chapters 4 to 8 I proceed to criticize a series of arguments for the autonomy thesis. In Chapter 4 I explain why Kant's division of morality into ethics and right is not as useful as it may seem to those who wish to defend the autonomy thesis, and argues that Arthur Ripstein gives no reason to think that political philosophy is autonomous that can be endorsed independently of commitment to a Kantian normative theory. In Chapter 5 I examine the political liberal argument for the autonomy thesis, concluding that even if a freestanding political conception of justice can be regarded as autonomous, it does not follow that political philosophy can also. Chapters 6 to 8 tackle various political realist arguments for the autonomy thesis. In Chapter 6 I argue that political theory is not required to deal with empirical facts in any way that distinguishes it from moral philosophy, and any argument for its autonomy that is based on a prior claim about the purpose of political theorizing would be question-begging. In Chapters 7 and 8 I provide various arguments against the idea that there is a distinctively political form of normativity, and diagnose some of the mistaken assumptions about morality that I take to lie at the heart of the realist case. In Chapter 9 I conclude.
8
Lewis, S. Joshua. "The terms of liberty : freedom, autonomy, and liberal theory." Thesis, University of Oxford, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.334995.
Full text
9
Moles, Velázquez Andrés. "Autonomy, freedom of speech and mental contamination." Thesis, University of Warwick, 2007. http://wrap.warwick.ac.uk/2422/.
Full textAbstract:
The aim of the thesis is to rebut the dominant autonomy-based defence of hate speech within a liberal framework. The thesis argues that liberal egalitarianism is compatible with certain restrictions on free speech. I defend the view that liberal ideals such as equality and autonomy are, contrary to the arguments of many liberals, better achieved by imposing certain restrictions on what citizens are allowed to express. I examine the problem of freedom of expression in the context. of the public/private distinction. In particular, I explore the Rawlsian conception of this distinction, which is based on the idea that principles of justice apply only to the 'basic structure of society'. Citizens are required by justice to treat all others as free and equal citizens, but this seems to hold only when citizens deliberate about 'constitutional essentials and matters of basic justice'. In their private lives and other social contexts citizens are free to treat other people without equal respect and concern, provided that basic rights are not violated. This position is criticised by calling attention to recent developments in Social and Cognitive Psychology. Evidence suggests that much of our behaviour is triggered by features of�· the environment that bypass individuals' rational control: this includes social stereotypes, non-instrumental behaviour, and goal-oriented activity among others. I develop these ideas into a discussion of free speech and autonomy. I argue that autonomy defences of free speech need to assess how the environment directly affects rational processes. Moreover, I argue, given the structure of human cognition, there is no guarantee that attitudes and actions cultivated in the private sphere will not 'spillover' into the public sphere. For this reason, I suggest, political morality must also extend to the justice of our private practices. To the extent that autonomy and justice matter, I argue that we have reasons to limit the expression of certain views, in particular those which trigger processes that bypass rational control. Finally, despite the importance I attribute to the concept of autonomy, I reject the claim that my position endorses a form of liberal perfectionism. I do so by defending a conception of full publicity and demonstrating that the view I articulate is compatible with rejecting perfectionism.
10
Luh, Cheng-Jye. "Abstraction morphisms for high-autonomy systems." Diss., The University of Arizona, 1992. http://hdl.handle.net/10150/185774.
Full textAbstract:
A model-based high autonomy system employs a multiplicity of models at various control layers to support the predefined system objectives. Such models differ in levels of abstraction and in formalism. Concepts and tools are needed to organize the models into a coherent whole. This dissertation deals with the abstraction processes for systematic derivation of related models through the use of system morphisms. Morphism abstraction tools to support model construction and model base consistency are developed and integrated into the Systems Entity Structure/Model Base (SES/MB) framework, which is employed as a foundation for model base management in advanced multifacetted system design. The DEVS-Scheme knowledge-based, discrete event simulation environment is used to test the models and tools in an autonomous laboratory application.
11
Goad, Alexis N. "The Effect of Autonomy on Prosocial Worldview Defense." Cleveland State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=csu1589640539951286.
Full text
12
O'Casey, Elizabeth. "A theory of need in international political theory : autonomy, freedom, and a global obligation." Thesis, London School of Economics and Political Science (University of London), 2012. http://etheses.lse.ac.uk/558/.
Full textAbstract:
The thesis is concerned with the nature of human action presupposed by normative theory; it is about recognising and articulating the fragility of the human within the context of human needs and assumptions made by international ethical theory. The primary aim of the thesis is to establish the existence of two basic needs necessary for moral action, to determine a global obligation to enable the meeting of those needs, and to articulate a necessary reconceptualisation of the state system in line with the demands of that obligation. The thesis makes this argument in three parts. By exploring and revealing the vulnerability and finitude of the individual actor, looking at the notion and language of ‘need’, and demonstrating what is involved in being held morally responsible, Part One seeks to provide an objective and universalist account of the prerequisites of moral action, establishing two basic needs: autonomy and freedom. The second Part of the thesis is dedicated to showing why there is a corresponding obligation – a ‘Global Principle’ – to meet these needs, an obligation which is cosmopolitan in scope and source. In its attempt to articulate a rationally-derived core and primary principle of justice, the thesis hopes to contribute to the cosmopolitan discourse of IPT. Part Three shows in what way the international system, with an emphasis on the state, needs to be reconceived; it argues that the state needs to be reconceptualised as a transparent enactor of the derivative duties of the Global Principle (through political and socio-economic reform) ensuring identification of the individual as the primary actor of responsibility within the international. Overall, the thesis aims to identify and acknowledge the limitations of the human and the necessity of some external provisions in order to enable her to become a normatively accountable actor. It aims to highlight what normative theory both assumes and reinforces about human action, arguing that only once the discourse of IPT has recognised the uniquely needing nature of the individual can she become a meaningful and free actor within the international arena.
13
Apperley, Alan Robert. "Personal autonomy and health policy : some considerations in political theory." Thesis, University of Warwick, 1991. http://wrap.warwick.ac.uk/37880/.
Full textAbstract:
This thesis examines some of the implications for social policy of an account of human nature frequently associated with liberal political theory. Taking as its starting point the claim that the objectives of social policy are contested, it seeks to develop an account of autonomy that will serve as a neutral 'organizational principle' around which to construct social policy. A particular version of personal autonomy is developed and defended against both abstract Kantian moral autonomy, and the individualism often associated with liberal theories. This project is pursued first through a discussion of the relationship of autonomous persons to 'social forms', and then through a critique of libertarian and 'intellectualist' accounts of autonomy. It is argued that, since autonomy is not only employed in the making of choices, but also in the implementing of those choices, it follows that the autonomous person must, of necessity, be viewed 'holistically' for the body is the primary means of implementing the choices autonomous persons make. The health of the body, as well as that of the mind, therefore assumes importance for any social policy that takes autonomy to be a fundamental objective. The implications for such an account of social policy are then explored in two ways. First, through a discussion of the phenomenon of 'medicalization'. Second, through a discussion of the Prevention and Health campaign. In the first instance, it is argued that the assumption that medicalization systematically undermines autonomy is ill-founded because theories of medicalization misunderstand what it is to be autonomous. In the second instance, the discussion of preventive health-care policy serves to illustrate the fundamentally erroneous assumptions of individually-focussed health-care programmes. In conclusion, it is argued that a unified account of autonomous persons must inevitably lead to a more integrated social policy.
14
Cannavina, Cenwein. "Medical autonomy, judicial precedent : towards a theory of consensus policy." Thesis, University of Sheffield, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.425626.
Full text
15
(UPC), Universidad Peruana de Ciencias Aplicadas, Jolene van der Kaap-Deeder, Maarten Vansteenkiste, Bart Soenens, Tom Loeys, Elien Mabbe, and Rafael Gargurevich. "Autonomy-Supportive Parenting and Autonomy-Supportive Sibling Interactions: The Role of Mothers’ and Siblings’ Psychological Need Satisfaction." SAGE Publications, 2015. http://hdl.handle.net/10757/578660.
Full textAbstract:
Autonomy-supportive parenting yields manifold benefits. To gain more insight into the family-level dynamics involved in autonomy-supportive parenting, the present study addressed three issues. First, on the basis of self-determination theory, we examined whether mothers’ satisfaction of the psychological needs for autonomy, competence, and relatedness related to autonomy-supportive parenting. Second, we investigated maternal autonomy support as an intervening variable in the mother–child similarity in psychological need satisfaction. Third, we examined associations between autonomy-supportive parenting and autonomy-supportive sibling interactions. Participants were 154 mothers (M age = 39.45, SD = 3.96) and their two elementary school-age children (M age = 8.54, SD = 0.89 and M age = 10.38, SD = 0.87). Although mothers’ psychological need satisfaction related only to maternal autonomy support in the younger siblings, autonomy-supportive parenting related to psychological need satisfaction in both siblings and to an autonomy-supportive interaction style between siblings. We discuss the importance of maternal autonomy support for family-level dynamics.Peer review
16
Joel, Katie D. "Demobilizing immunology : autopoiesis and autonomy in Francisco Varela's theory of immunity." Thesis, University of British Columbia, 2012. http://hdl.handle.net/2429/43118.
Full textAbstract:
This thesis examines the transformative impact of the immune network theory on theoretical immunology, especially how immunity has been understood and described metaphorically in the scholarship. The immune system had been conventionally couched in warfare rhetoric. At the end of the nineteenth century, Russian scientist and pathologist Elie Metchnikoff depicted pathogens as savages in the theory of phagocytosis, which, he postulated, the body must destroy with equal ferocity. Virologist Frank Burnet further affirmed this concept in 1957. In the Clonal Selection Theory, he articulated the model of self and non-self discrimination, thus giving rise to the idea of the immune system as a defense and attack system. In 1979, Francisco Varela and Nelson Vaz proposed that the immune system should be considered instead as a network in “Self and Non-Sense.” At the heart of their theory was the notion of self-determination that emphasized the goal of the immune system was to maintain the autonomy and individuality of the organism. This non-martial interpretation was rooted in the theory of autopoiesis, whose conceptualization was greatly influenced by Varela’s experiences of the political and social chaos in Chile during the Allende regime and the Pinochet dictatorship. I will explore the extent to which Varela’s immune theory was a political critique of the condition of his homeland, and beyond that, the ideological hostility that divided the world between capitalism and communist in the post-1954 era. Further, the importance of the whole of the organism was also reiterated in his theory, and the experimental techniques Varela designed to examine this quality have been applied to research fields such as computer sciences and artificial intelligences. Therefore, the immune network theory is not only creating a paradigm shift in immunology, but also bringing about revolutionary changes in other disciplines.
17
Weinstock, Daniel Mark. "Autonomy, critique and proceduralism : the Kantian foundations of contemporary liberal theory." Thesis, University of Oxford, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.316960.
Full text
18
Alexander, Kirsty. "Autonomy in feminist theory : the contemporary relevance of an old concept." Thesis, University of Strathclyde, 2010. http://oleg.lib.strath.ac.uk:80/R/?func=dbin-jump-full&object_id=14328.
Full text
19
Iachini, Aidyn Lorraine. "Factors Influencing the Provision of Autonomy-Support." The Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=osu1218218875.
Full text
20
Yalcin, Hasan B. "International Politics as a Struggle for Autonomy." University of Cincinnati / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1313494233.
Full text
21
Gruenewald, John M. "Self-determination theory and hedonic well-being in a cross-cultural perspective." Pullman, Wash. : Washington State University, 2009. http://www.dissertations.wsu.edu/Dissertations/Summer2009/j_gruenewald_040109.pdf.
Full text
22
Headley, Beth Ann. "Feminist theories of autonomy and their implications for rape law reform." CONNECT TO THIS TITLE ONLINE, 2007. http://etd.lib.umt.edu/theses/available/etd-04092007-143444/.
Full text
23
Ogawa, Kyoko. "EFL learner autonomy and unfamiliar vocabulary learning." Diss., Temple University Libraries, 2012. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/174127.
Full textAbstract:
CITE/Language ArtsEd.D.
The notion of learner autonomy is one of the major theoretical constructs studied in L2 learning. Drawing on Deci and Ryan's (1985) Self-Determination Theory (SDT), I sought to investigate and describe L2 learner autonomy and how an educational intervention influences it. The SDT conceptualizing human motivation for learning as existing on a continuum from extrinsic to intrinsic motivation provides ways of measuring learner autonomy and a rationale for educational interventions for developing it. First, Japanese adult EFL learners' characteristics were described in terms of learner autonomy-related psychological constructs (motivation, affect, and strategy use) according to levels of learner autonomy based on SDT. Second, the adapted VSS yielded significant effects on the participants' vocabulary learning and L2 learning anxiety (for the high and low autonomous motivation groups) and social strategy use (for the low autonomous motivation group). Third, the implementation of the adapted VSS into the adult L2 English classes was considered in terms of the development of linguistic and autonomous forms of learning quoting from the participants' quantitative and qualitative responses for this approach.
Temple University--Theses
24
Conti, Joseph P. "The effects of mortality salience and autonomy priming on worldview defensiveness." Cleveland State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=csu1558603015969159.
Full text
25
Goggin, Philip Frederick Dejean. "The form and derivation of a professionally relevant educational theory for pupil autonomy." Thesis, Keele University, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.277196.
Full text
26
Nadler, Dustin Ryan. "AUTONOMY SUPPORT: MODERATING STEREOTYPE THREAT IN AFRICAN AMERICAN STUDENTS." OpenSIUC, 2011. https://opensiuc.lib.siu.edu/theses/757.
Full textAbstract:
This study examined the role of autonomy support (AS) in the relationship between stereotype threat (ST) and performance on a subset of the Raven's Standard Progressive Matrices (RSPM) using a 2 x 2 factorial design. It was hypothesized that: 1. There would be significantly fewer correct answers in ST conditions compared to non-ST conditions, 2. There would be a significantly higher number of correct answers in AS conditions compared to non-AS conditions, 3.The relationship between ST conditions and performance would be moderated by AS conditions 206 African American college students from a mid-sized Midwestern university participated in the study. Performance, measured by the overall number of correct items answered from a set of 14 problems from the RSPM and also difficult and easy subsets of these problems, was the dependent variable and participants also completed a survey. Participants in ST conditions performed better than those in non-ST conditions. There was no difference in performance for participants in AS and non-AS conditions. High academic identified participants in AS conditions performed significantly better than similar participants in non-AS conditions on all items. Low academic identified participants in ST conditions performed better than those in non-ST conditions, only on easy items. These results provide information on the role of AS and item difficulty in stereotype threat situations.
27
Ueda, Gen. "Devolution and autonomy : dynamics of micro enterprise reproduction in Nyeri Town, Kenya." Thesis, University College London (University of London), 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.325409.
Full text
28
Parreñas, Rheana. "Arrested Autonomy: An Ethnography of Orangutan Rehabilitation." Thesis, Harvard University, 2012. http://dissertations.umi.com/gsas.harvard:10443.
Full textAbstract:
This dissertation is an ethnographic study about ecological displacement, affective encounters, the work of care, and human and animal subjectivities involved in rehabilitating endangered orangutans in Sarawak, Malaysia. Using participant-observation, interviews, archival research, and animal behavioral methods during seventeen months of fieldwork, this work exemplifies Donna Haraway's idea of 'zooethnography' by treating animals and humans as situated subjects. Specifically, I examine encounters between semi-wild orangutans, indigenous Sarawakian workers, Sarawakian Chinese and Malay middle-class managers of the semi-governmental corporation running the centers, and transnational professionals from the Global North who pay thousands of US dollars to volunteer their manual labor. I address the question, how do conflicting concepts of freedom and autonomy get produced at wildlife centers in which animals are restrained and managed for the purpose of an eventual freedom that is unobtainable? I argue that orangutan rehabilitation entails the production of affect between bodies, which in turn generates a global, postcolonial economy of human nostalgia. Despite assiduous efforts to train orangutans for a life of autonomy within the confines of forest reserves, I found that rehabilitant orangutans experience a permanently deferred independence. I offer the concept of 'arrested autonomy' as a way of understanding how subjects are forcibly made dependent while simultaneously regarded as potentially independent. This permanently deferred independence resembles the deferred promises and hopes of decolonization that have yet to materialize.Anthropology
29
Kekedi, Balint. "Descartes, the sheep, and the wolf : a study in the autonomy of Cartesian automata." Thesis, University of Aberdeen, 2015. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=230042.
Full textAbstract:
My thesis is an analysis of classical problems in perceptual cognition as they appear in Descartes' mechanical philosophy. My primary focus will be on animals, as well as on the models and metaphors that Descartes used to explain how sense perception, information processing, self-regulation, and self-determination occur in natural automata. His models and metaphors typically include man-made devices of his age and a variety of natural processes taken from the inanimate part of nature, which will also be an integral part of my discussion. Throughout the analysis, I will approach these issues from the vantage point of the notion of physiological autonomy, a concept I develop to show how the inner mechanisms of organic bodies contribute to their autonomous functioning in the physical world in Descartes' conception. This is an important task because it allows us to have a better understanding of the mechanical approach to the living in the early modern period, but also because the approach I adopt here highlights the shortcomings of existing literature on the bête-machine theory which most often fail to appreciate Descartes' efforts to imagine a working cognitive system inside non-human living creatures. Even those commentators who direct their attention to Descartes' views about animals emphasise the limitations of natural automata resulting from what they are not, i.e. they are not mind-body unions as humans, whereas I shall maintain that if we understand correctly what the machinery of the body is capable of, we will understand better what Descartes has to say about human cognition as well, in particular, what he believes the body contributes to the cognitive economy of embodied minds.
30
Dixon, David. "Measuring language learner autonomy in tertiary-level learners of English." Thesis, University of Warwick, 2011. http://wrap.warwick.ac.uk/58287/.
Full textAbstract:
The thesis aims to explore the viability of using a quantitative instrument to measure language learner autonomy and investigate whether such an instrument has a function in supporting teachers and learners in the development of learner autonomy. The research developed into a critical reflexive approach which probed the theoretical and design issues surrounding the development of a quantitative autonomy-measurement instrument by actually attempting to produce such an instrument. This approach means that I could experience and examine first-hand the theoretical and practical issues which the quantified measurement of autonomy would involve. The main conclusions of this research were, firstly, that the aim of measuring learner autonomy needs to be recast in the light of the research which indicated that it is necessary to understand autonomy as a quality which has only an abstract existence if it is not instantiated in a context. This means that the aim of producing an instrument which measures an abstract universal learner autonomy cannot be achieved. However, such an instrument can be used to monitor learners in autonomyrelevant areas and can serve a useful purpose in scaffolding the learners in their environment in order to facilitate the dialogue which enables a teacher to support the learners better in the development and maintenance of their autonomous learning. Secondly, teacher estimates of their learners' autonomy can be complemented and assisted by using the data provided by the quantitative instrument developed in this research. Another outcome was that the translation of instruments in second language teaching research is an issue which needs to be given more serious consideration and should be carried out in a more principled way than it is currently.
31
Horan, Kristin A. Horan. "Participant preference in interventions in occupational health psychology: Potential implications for autonomy." Bowling Green State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1524949525954918.
Full text
32
Morrow, Mary I. "Self-determination theory increasing motivation in middle school students /." [Denver, Colo.] : Regis University, 2008. http://165.236.235.140/lib/MMorrow2008.pdf.
Full text
33
Araujo, Marcelo de. "Scepticism, freedom and autonomy : a study of the moral foundations of Descartes' theory of knowledge /." Berlin : W. de Gruyter, 2003. http://catalogue.bnf.fr/ark:/12148/cb39088570r.
Full text
34
Pratson, Daniel Francis. "An investigation of environmental education instructors: motivations, autonomy, experience, and their influences on student outcomes." Thesis, Virginia Tech, 2019. http://hdl.handle.net/10919/91387.
Full textAbstract:
Environmental education (EE) programming has been found to lead to positive behavioral and attitudinal outcomes in student participants. Among a variety of factors, the characteristics of EE program instructors have been found to play a role in driving these outcomes. This thesis investigates the specific motivators of EE instructors and the links between instructor autonomy, prior experience, and program outcomes. I used a multi-methods approach to investigate these themes and have organized the results between two chapters that are manuscripts intended as separate journal publications. Chapter 2 presents a qualitative study that identifies the salient motivators of EE instructors, as well as organizational practices that affect EE instructor feelings of autonomy, competence, relatedness, and the meaningfulness these instructors feel within their jobs. Chapter 3 presents a quantitative study analyzing the impact of autonomy and prior experience on program outcomes by linking instructor and student participant survey responses from a sample of 166 EE programs performed throughout 57 different organizations across the US. Results led to the following recommendations for EE organizations: (1) promote job enrichment elements for their instructional staff, including the implementing of participatory evaluation processes; (2) encourage instructors to take "ownership" of programming, such that they continue to practice and develop competence over time; (3) increase instructor autonomy as they gain further experience.Master of Science
Environmental education (EE) programming has been found to lead to positive behavioral and attitudinal outcomes in student participants. Among a variety of factors, the characteristics of EE program instructors have been found to play a role in driving these outcomes. This thesis investigates the specific motivators of EE instructors and the links between instructor autonomy, prior experience, and program outcomes. I used a multi-methods approach, employing semi-structured interviews and surveys to investigate these themes, and have organized the results between two chapters that are manuscripts intended as separate journal publications. Chapter 2 presents a qualitative study that identifies the salient motivators of EE instructors, as well as organizational practices that affect EE instructor feelings of autonomy, competence, relatedness, and the meaningfulness these instructors feel within their jobs. Chapter 3 presents a quantitative study analyzing the impact of autonomy and prior experience on program outcomes by linking instructor and student participant survey responses from a sample of 166 EE programs performed throughout 57 different organizations across the US. Results led to the following recommendations for EE organizations: (1) promote job enrichment elements for their instructional staff, including the implementing of participatory evaluation processes; (2) encourage instructors to take “ownership” of programming, such that they continue to practice and develop competence over time; (3) increase instructor autonomy as they gain further experience. This research provides information to better EE organizational management in the aims of promoting motivated employees and ultimately effective program outcomes.
35
Khaitan, Tarunabh. "An autonomy-based foundation for legal protection against discrimination." Thesis, University of Oxford, 2010. http://ora.ox.ac.uk/objects/uuid:1f354185-66aa-45c9-a91b-54f7c1c76cd1.
Full textAbstract:
The impressive growth of antidiscrimination law in liberal democracies in the past few decades belies the inadequacy of the normative bases on which it has been sought to be justified. Popular ideals such as rationality, equality and dignity have been unsuccessful in providing a coherent liberal framework for the fundamental aspects of the practice of antidiscrimination law. In this thesis, I have argued that a unified normative framework comprising autonomy and dignity-as-autonomy does a markedly better job of justifying the most fundamental aspects of these laws. The ideal of personal autonomy is understood here as a principle that seeks to guarantee an adequate range of valuable options to individuals. Dignity-as-autonomy is understood to be an expressive norm, which forbids certain persons from expressing contempt for the autonomy of another. These ideals have different forms: autonomy is a non-action-regarding principle, while dignity-as-autonomy is action-regarding. They are also distinct substantively: it is often possible to violate one of them without affecting the other. When these ideals make incompatible demands, I argue that those made by autonomy should prevail. Mandating positive action and reasonable accommodation on the one hand, and prohibiting indirect discrimination and harassment on the other, are essential features of a model of antidiscrimination law based on this framework. Further, under this framework, antidiscrimination law is not vulnerable to objections such as ‘levelling down’ and responds well to claims of discrimination on ‘intersectional grounds’. Furthermore, it is not essential to find an ‘appropriate comparator’ in order to prove discrimination. This model also explains when, and under what conditions, can some forms of discrimination be ‘justified’. Finally, on an autonomy-based model, antidiscrimination law is only one of several complementary tools that should be employed to protect and promote personal autonomy.
36
Brown, Rosemarie Ann. "Food Autonomy: The Paradox to Cereal-Based Food Choice." Queensland University of Technology, 2005. http://eprints.qut.edu.au/16103/.
Full textAbstract:
Certain aspects of our modern diet have been implicated in thedevelopment of non-communicable diseases. For instance, energyconsumed in excess of an individual's physiological requirements maylead to an increased risk of obesity, diabetes mellitus, gall bladder disease,coronary heart disease, high blood pressure, and possibly some cancers.Although many of these diet-related diseases can be controlled by modernmedicine, they cannot be cured. Instead, prevention through public healthstrategies is the only satisfactory solution. One of the major strategies forprevention of diet-related diseases in Australia is to modify the nationaldiet (Rogers 1987). In April 1979, the Commonwealth Department of Health responded to theWorld Health Organisation's call for the development of national food andnutrition polices by proposing the Dietary Guidelines for Australians. "TheDietary Guidelines for Australians provide advice to the general populationabout healthy food choices, so that their usual diet contributes to ahealthy life-style and is consistent with minimal risk for the developmentof diet-related diseases" (National Health and Medical Research Council1992:ix). However, in order to achieve the aim of the dietary guidelines,supporting educational programs are required. This is because it isbelieved that as consumers become more informed about food, nutrition,health, and the dietary guidelines, they are more likely to begin changingtheir diet in the directions recommended by the CommonwealthDepartment of Health and Family Services (1998a). Public health professionals believe that behaviour-change theories arebeneficial in gaining an understanding of the evolution of peoples' foodand nutrition behaviours. Behaviour-change theories are typicallyintegrated into dietary interventions as a means of educating theAustralian population about healthy food choices. However, attempts tochange Australians' food and nutrition behaviours by applying behaviour-change theories have been adiaphorous. Therefore, public health professionals need to explore traditional food and nutrition practices inorder to determine more effective dietary change strategies for the Australian population. Qualitative research is complementary to existing quantitative studies onbehaviour-change. Since qualitative methodologies focus on the whole ofhuman experience and the meaning ascribed by individuals living theexperience, these methodologies permit broader understanding and deeperinsight into complex human behaviours such as food consumption thanwhat might be obtained from grossly measured quantitativeclassifications. Grounded theory was the qualitative methodology chosenfor this study because it allowed me to theorise about the rationale forconsumers' current food choices. Bread and Cereal consumption waschosen as an important staple food group in which to explore thisphenomenon. Thus, this research was designed to discover, understand,and theorise about the rationale for consumers' current Bread and Cerealfood choices. Semi-structured, in-depth interviews were conducted with22 participants living in South-East Queensland. Adult males and femalesfrom three-generational families of varying ethnicity were recruited frommy personal network of associates. Interviews were analysed usinggrounded theory methodology for data analysis. The resulting Grounded Substantive Theory of Food Autonomy posits thatconsumers have different levels of power when it comes to selecting theBreads and Cereals they want to eat and that their power to choose themis governed by micro- and macroenvironmental forces.Microenvironmental forces envelop sociofamilial powers such as parents,partner, and offspring whereas macroenvironmental forces envelop thesociopolitical powers of the food industry, health professionals, andinstitutions. These forces influence a consumer's capacity to select theBreads and Cereals they want to eat. Consumers engage in the process ofinformation gathering in order to overcome these prevailing influences. The significance of the Grounded Substantive Theory of Food Autonomy asa means for explaining how consumers acquire food autonomy fromprevailing influences in order to eat the Breads and Cereals they desirehas important implications for public health nutrition education andpractice. An understanding of the life long nature underpinning a person'sfood behaviour will help nutrition and dietetic professionals understandbetter the range of change that is likely to be possible, and the best waysto facilitate food autonomy through appropriate education and compatibledietary interventions. Autonomy is not a new concept but when associatedwith food it introduces the public health professional to a paradoxicalperspective for studying consumers' food behaviour, which has beencustomarily looked at via the decision making process of food choice andbehaviour-change theories with adiaphorous effects.
37
Biddle, Ian Duncan. "Autonomy, ontology and the ideal : music theory and philosophical aesthetics in early Nineteenth Century German thought." Thesis, University of Newcastle Upon Tyne, 1995. http://hdl.handle.net/10443/371.
Full textAbstract:
This thesis falls into two distinct parts. The first gives an account of the economic and social factors which contributed to the emergence of the new post- Cartesian world order in early nineteenth-century Germany and attempts to ground the German response to the French theories of mimesis in this broader context. The second, larger, part engages in an analysis of the philosophical aesthetics of the critic and writer Wilhelm Heinrich Wackenroder, and the Idealists Friedrich Wilhelm Joseph Schelling and Georg Wilhelm Friedrich Hegel, paying particular attention to the notions of musical closure embedded in the their usage or intimation of the terms autonomy, ontology and the ideal. To this end, this thesis attempts to analyse the relationship between the organic structures of early nineteenth-century Naturphilosophie and aesthetic approaches to music from that same period.
38
Galloway, Sheila. "Professionalism and autonomy : the case of teachers' in-service training 1988-92." Thesis, University of Warwick, 1999. http://wrap.warwick.ac.uk/55555/.
Full textAbstract:
This thesis provides a sociological analysis of the in-service training (INSET) of teachers in England between 1988 and 1992, to explore issues concerning the professionalism and autonomy of teachers. Sociologists of education have produced numerous explanations of educational phenomena, and evaluation studies reveal much about INSET. Yet there remains the task of developing sociological explanations in this field. As an especially dynamic phase, the period designated merits detailed study. Teachers' professional development is conceptualized in three ways: in relation to change in the education system, to the place of teaching as a profession, and in terms of professional learning. National INSET schemes implicitly threatened teacher autonomy, yet professionalism could be redefined at the micro- level, and this study therefore addresses macro- and micro-sociological issues. The empirical research concentrates with increasing intensity on school-focused INSET experiences, through data from documentary sources, in-depth interviews, and participant observation. Chapter 1 explains the rationale for the investigation and demarcates the field of study. Chapter 2 outlines the background to the Local Education Authority Training Grant Scheme and similar initiatives. Chapter 3 sets out the sociological basis for the analysis of INSET phenomena. Methodological issues are addressed in Chapter 4, including the choice of case studies, the challenges of re-analyzing data and the criteria for selecting cases. The analysis presents a macro-sociological perspective in Chapter 5, then examines how national and LEA priorities are implemented in schools in Chapter 6. Micro-level case studies explore specific aspects of INSET: across different phases in Chapter 7 and on using information technology in Chapter 8. Chapter 9 investigates INSET for art. Chapter 10 summarizes the ways this thesis contributes to knowledge about the professionalism and autonomy of teachers through the study of INSET during a critical period. It reviews the application of the theoretical approach and points to areas for further research.
39
Griner, Downi. "Student Autonomy: A Case Study of Intrinsic Motivation in the Art Classroom." BYU ScholarsArchive, 2012. https://scholarsarchive.byu.edu/etd/3362.
Full textAbstract:
How might a curriculum based on Self-Determination Theory (SDT) influence student motivation and art making in a 9th grade art classroom? The researcher devised a negotiated curriculum called The Master Artist Program based on the SDT theory of intrinsic motivation. The implementation of this curriculum was designed to explore the question of how a curriculum based on SDT theory would influence student motivation and art making in a 9th grade art classroom. This curriculum was implemented in a ninth grade art class on an optional basis for the course of nine weeks. The results of data analysis, illustrated by relevant vignettes, revealed features indicative of intrinsic motivation as well as peer interaction and community.
40
Gillespie, Jethro D. "The Portable Art Gallery: Facilitating Student Autonomy and Ownership through Exhibiting Artwork." BYU ScholarsArchive, 2011. https://scholarsarchive.byu.edu/etd/2848.
Full textAbstract:
In an attempt to help a class of high school AP Studio Art students find a more authentic sense of autonomy and ownership with their own art projects, the author has constructed a portable art gallery space designated for the exhibition of student artwork. Through a theoretical framework of post-structuralism, as well as a hybrid methodological approach, including tenets of both action research and grounded theory, he was able to explore how de-centralizing traditional, pedagogical notions of power in the classroom and utilizing contemporary art education practices affected AP Studio Art students' experience in the art classroom. By placing an emphasis on student exhibitions, the author was able to foster an environment of greater student autonomy and meaningful art making in the classroom.
41
Gurganious, Norris Jerard. "The Relationship Between Teacher Autonomy and Middle School Students' Achievement in Science." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3992.
Full textAbstract:
The pressure to have students perform well on standardized tests can serve as a stressor to some teachers in their efforts to autonomously teach their students, particularly those of low socioeconomic status (SES). However, the relationship between teachers' sense of autonomy, teachers' attitudes and behaviors, SES, and student's academic success remains unclear. The purpose of this quantitative study was to examine the relationship between teachers' autonomy to make decisions about classroom teaching practices and specific science curricula, school-wide student achievement in science, and students' SES. Freire's empowerment theory served as the theoretical framework. The research questions investigated the extent that student SES background moderated the relationship between teacher autonomy, curricula, and school district science achievement. Data sources were student Florida Comprehensive Assessment Test science achievement scores and teacher autonomy data from 108 eighth grade science teachers in 16 school districts. Data were analyzed using hierarchical linear regression analysis. Results revealed no significant relationships between eighth-grade science teachers' perceptions of their autonomy, teaching practices, their science curriculum, and district eighth-grade science achievement scores (p > .001). Although the results were not significant, this study provides insights into 8th grade science education which may benefit students, teachers, and administration. Factors such as SES and teacher perception of autonomy can be advantegeously considered in science classes to increase student achievement. Such considerations can influence positive social change by increasing the science capacity of students at all SES levels.
42
McNeil, Nicene Rebecca. "Representations of Black Autonomy in Selected Works of Black Fiction." Kent State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=kent1605789333021661.
Full text
43
Zounffa, Hossou C. Boniface. "Monetary Autonomy as a Driving Force for Poverty Reduction in the Franc Zone." Thesis, Western Illinois University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1572966.
Full textAbstract:
The thesis takes as its point of departure the "long-run monetary union" between France and fifteen French-speaking African countries to provide insights into how the rules, mechanisms and practices underlying the monetary dependence of these African states operate. The main objective of the study is to contribute towards a better understanding of the institutions and principles governing the CFA franc zone with the intention of helping policy-makers to take optimal decisions.
A well-designed monetary policy could generate employment and pro-poor growth. But designing and administering a good policy will depend on the objective of policy designers. In principle, monetary authorities could choose between a fixed exchange regime and a flexible exchange regime. Of this, the above African countries adopted a managed regime with France since 1945. In this study, I examine the relationship between monetary autonomy and poverty reduction in the Franc Zone. The discussion focused on the impact of monetary independence on poverty incidence and poverty gap in the fifteen African nations.
I utilized two OLS model equations. The functions were estimated using data from a panel of 14 countries (the exception being Equatorial Guinea because insufficient data were available) in the CFA franc zone and covering the 1984-2011 period. Seven predictor variables were forced into the models. With regard to the findings, only four of them such as inflation and, more importantly, credit to private sector, centralization rate, exchange rate and gross national savings are important to headcount index and the depth of poverty reduction in the CFA franc zone.The results therefore suggest that monetary sovereignty measured by the specified variables is a driving force for poverty reduction in the CFA franc zone.
44
Thompson, Sharon. "Prenuptial agreements and the presumption of free choice : issues of power and autonomy in theory and practice." Thesis, Queen's University Belfast, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.603425.
Full textAbstract:
On divorce, the court determines how spouses' property is divided. If couples want to make this determination for themselves, entering a prenuptial agreement is one way of doing so. Yet whilst prenuptial agreements give couples the right to make autonomous decisions, this does not necessarily mean both parties have actually exercised their autonomy. Drawing on data from a study on practitioners' experiences of prenuptial agreements in New York, this thesis will show t hat prenuptial agreements are fraught with issues of power and autonomy, and that these issues are not always recognised by the court. The free choice of parties to a prenuptial agreement is often presumed, while the complexity of the parties' relationship is ignored. In order to address the analytical weaknesses inherent in the current judicial approach to prenuptial agreements, as articulated in Radmacher v Granatino [2010J UKSC 42, the theoretical framework employed in this thesis will consider feminist and contractual perspectives. An aim of this framework is to produce a more nuanced understanding of the autonomy experienced and exercised by parties entering into prenuptial agreements. Furthermore, this theoretical approach aims to expose power imbalances, particularly along gender lines, which other perspectives on prenuptial agreements overlook. Finally, this thesis will explore how the court might address concerns with power and autonomy during the drafting and enforcement processes of prenuptial agreements, in a way which appreciates the relationship between the parties, thus providing a more convincing approach to the role that prenups can play in the judicial allocation of spousal property on the breakdown of marriage.
45
Vanhanen, Tuuli. "The European Strategic Autonomy Dilemma : French and German Interpretations by Means of Comparative Analysis and Realist Theory." Thesis, Linköpings universitet, Institutionen för ekonomisk och industriell utveckling, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-179892.
Full textAbstract:
This research focuses on the concept of European strategic autonomy and what it really is. Through two different European Union Member States, France and Germany, the research will compare how European strategic autonomy is interpreted and why. The research will use different concepts from the theory of realism to focus on the conventional perspective of strategic autonomy in Europe. The research will show how France pushes for greater European strategic autonomy to secure the future of Europe through strategic hedging strategy when again Germany wants to strengthen European strategic autonomy to be taken more seriously by European external allies and by strengthening European bandwagoning strategy. Based on the previously mentioned, the research will analyze how France and Germany interpret the meaning of European strategic autonomy. The research suggests that France’s approach to European security is through Europeanism when Germany’s approach is through Atlanticism. The research will conclude with findings that the significance of European strategic autonomy is in its meaning of increasing Europe’s and European Union’s credibility, sovereignty, and European integration, to name a few.
46
Savage-Speegle, Amanda Lynn. "Autonomy Supportive Teaching Strategies and Student Motivation in Middle School Physical Education." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4327.
Full textAbstract:
Many U.S. adolescents struggle with obesity and a lack of motivation to be healthy and physically active, which affects individual as well as public health. The purpose of this mixed-method study was to evaluate students' motivation to participate in physical education class and better understand the teaching strategies currently used by physical education teachers who participated in an interview and 2 observations. Self-determination theory framed the research questions, which focused on students' intrinsic motivation to participate in physical education class and physical education teachers' use of autonomy supportive teaching strategies. Learning Climate and Basic Need surveys were administered to 6th-8th grade students (n = 261). Analysis of descriptive statistics revealed students felt the strongest fulfillment of relatedness from their teacher (M = 5.6) and autonomy support to be the least (M = 4.6). Overall inferential statistics revealed similar results when teachers were compared. Analysis of variance resulted in no significant differences between the teachers as related to competence, relatedness, autonomy, and perceptions. Qualitative data was coded and revealed similar themes; all data revealed relatedness scores were the highest for all the teachers, and autonomy support was the lowest for all the teachers. Positive social change provides an updated 9-week curriculum plan with new units that have been designed to enhance their motivation and create awareness of lifelong physical activities; autonomy supportive teaching strategies have been incorporated in the curriculum.
47
Deibler, Kevin A. "The Relative Influence of Military Rank versus Personality on Perceived Autonomy for United States Air Force Pararescuemen." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/1034.
Full textAbstract:
Hierarchies within organizations like the military have often contributed to feelings of subordination and have contributed to lower employee autonomy and a decrease in job satisfaction, motivation, and performance. Other constructs, such as those relating to personality, have been eluded to explain the variance in the poor outcomes. However, despite the research on dominance, autonomy, and personality constructs, there has been little investigation to bridge together the structure and dynamics of personality and autonomy. By applying interpersonal, boundary, control, and contingency theories, this quantitative study bridged the gap between hierarchical levels of military rank, the personality construct of relative dominance, and perceived autonomy in a convenience sample of United States Air Force pararescuemen ( N = 72). Based on a multiple linear regression and post hoc logistic regressions, results indicated that relative dominance and military rank equally and significantly explained the variance in total perceived autonomy for pararescuemen. These findings question the current rank-centric military hierarchy and highlight the importance of personality and qualitative factors that influence perceived autonomy in pararescue, a critical variable throughout organizational psychology. These findings have positive social change implications by encouraging a paradigm shift from a rank-centric to position-centric structure for pararescuemen, a shift that may improve personnel/resource management; reduce organizational costs for military personnel; and increase overall job satisfaction, motivation, performance, recruitment, and retention.
48
Hildingsson, Malin. "Upplevda motivationsfaktorer hos damfotbollsspelare i samband med rehabilitering efter en idrottsskada." Thesis, Linnéuniversitetet, Institutionen för pedagogik, psykologi och idrottsvetenskap, PPI, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-26778.
Full textAbstract:
Vid rehabilitering efter en idrottsskada kan man se dålig följsamhet av rehabiliteringsträningen och en av de främsta orsakerna som påverkar hur rehabiliteringen efterföljs och utgången av den är idrottarens motivation. Här kan man se hur det framförallt är en autonom motivation som resulterar i att rehabiliteringsträningen utförs. Syfte: Syftet med denna studie var att undersöka upplevda motivationsfaktorer hos damfotbollsspelare i samband med rehabilitering efter en idrottsskada och i vilken utsträckning som dessa motivationsfaktorer sågs som autonoma. Metod: Kvalitativa intervjuer utifrån en semi-strukturerad intervjuguide med damfotbollsspelare som genomgår en rehabilitering efter en idrottsskada analyserade med innehållsanalys och utifrån självbestämmande teorin. Resultat: Motivationsfaktorerna som upplevdes var motiven till varför de utförde rehabiliteringsträningen, sina målsättningar, ett socialt stöd samt av en extern och intern press. Den upplevda autonomin varierade något men överlag var det en yttre motivation som drev dem varpå beteendet därmed inte var helt självbestämt. Resultat är tänkt att ge en ökad förståelse för damfotbollsspelarnas motivation i samband med deras rehabilitering så att sjukgymnaster, tränare m.fl. som är en del i rehabiliteringsprocessen kan bidra till att öka den autonoma motivationen och på så sätt förbättra följsamheten och utgången av rehabiliteringen.When rehabilitating after a sports injury poor adherence of the rehabilitation program can be seen and one of the main causes that affects if the rehabilitation is followed and the outcome of it is the athlete’s motivation. Here you can see how it is primarily an autonomous motivation that results in a rehabilitation training that is performed. Aim: The aim of this study was to investigate the perceived motivations of female football players during rehabilitation after a sports injury and the extent to which these motivators were seen as autonomous. Method: Qualitative interviews based on a semi-structured interview guide with female football players undergoing rehabilitation after a sports injury analyzed with content analysis and the basis of the self-determination theory. Results: The players were motivated by the reasons to why they performed the rehabilitation, their goals, social support and an external and internal pressure. The perceived autonomy varied somewhat but overall it was an external motivation that drove them whereupon behavior therefore was not entirely self-determined. Results are supposed to provide a better understanding of women's football players' motivation in relation to their rehabilitation so physical therapists, coaches, etc. which is part of the rehabilitation process can contribute to increasing the autonomous motivation and thus improve compliance and outcome of rehabilitation.
49
Powell, Stephen. "Positive Autonomy as a Mechanism in Rwanda’s Post-Genocide Development." Scholarship @ Claremont, 2017. http://scholarship.claremont.edu/cmc_theses/1592.
Full textAbstract:
Rwanda is a small resource poor country in East Africa that has experienced almost two decades’ worth of significant growth following a genocide that claimed almost 10% of the country’s population. This paper explores the role of positive autonomy in the countries path to development hoping to demonstrate that countries that are ready to pursue independent policy initiatives ought to be encouraged to do so by their international partners. Positive autonomy has three defining characteristics; the ability of a country to pursue its own internally driven policy choices, especially in the face of external opposition but not necessarily in the face of opposition, “ownership” of a community over policy developments that affect them, i.e. their involvement in the administration of policy, and lastly, the ability of a country to reject policy propositions from the outside. Negative autonomy would be a lack of two or more of those conditions. Using this model, I seek to show that these three characteristics have been pursued by Rwanda as a result of its pre-genocide history. I also seek to show that these three characteristics have played a vital role in the development of Rwanda by allowing the government to pursue innovative strategies outside of international norms. To demonstrate this conclusion, I first look to the pre and post-colonial histories of Rwanda in order to examine the role of negative autonomy, seeking to build a case that demonstrates its lasting impact in Rwanda’s political character. I then examine an extreme case of negative autonomy in the case of the CFA monetary union followed by an extended examination of a clear case of positive autonomy in Rwanda and the benefits and failures it has produced. I then briefly examine the relationship between development aid and influence also demonstrating that Rwanda’s position on development aid mirrors its position on positive autonomy in general. Finally, I briefly examine three different examples of positive autonomy in Rwanda as a supplement to the extended example to demonstrate that some of the biggest policy initiatives undertaken by the Rwandan government are either the result of positive autonomy, are successful because of positive autonomy or can be drastically improved by a better implementation of positive autonomy. I hope that this research can be seen as a fresh lens for examining the relationship between weak and powerful states to validate the position that more autonomy for weaker states in their decision-making processes can produce much more successful results in their development drives.
50
Li, Da. "Using Three-Level Hierarchical Linear Model Analyses Examining the Relationship between Political Culture and Teacher Autonomy." The Ohio State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=osu1524178684834411.
Full text