You searched for subject:( Autonomy).
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University of Georgia
1.
Tarbet, Stacie.
Relinquishing control: a phenomenological exploration of teachers’ and students’ experiences with shifting towards decentralized decision making.
Degree: PhD, Middle School Education, 2011, University of Georgia
URL: http://purl.galileo.usg.edu/uga_etd/tarbet_stacie_201105_phd 
► The purpose of this phenomenological study is to explore and describe teachers’ and students’ experiences with shifting towards decentralized decision-making where the students and I…
(more)
▼ The purpose of this phenomenological study is to explore and describe teachers’ and students’ experiences with shifting towards decentralized decision-making where the students and I would share the responsibility with my students for making instructional decisions. Using a post-intentional phenomenological research approach developed by Vagle (2010), I chose to describe what it was like for me, a veteran teacher, a colleague, and my fourth grade students to experience a change in our practice. My desired change was to relinquish control to my students over the instruction in our classroom. This research approach includes the philosophical notion of intentionality described as the relationship between a person and the objects of his/her experience (Dahlberg, Dahlberg, & Nystrom, 2008). Furthermore, post-intentional phenomenological research acknowledges that intentionality is not stable, and instead tries to capture a tentative understanding of people’s intentional relationships (Vagle, 2010). Through the analysis, I discovered two tentative manifestations within the phenomenon of interest. The first manifestation was persecutory guilt, which was barrier to my change effort, but the second manifestation, relinquishing control, assisted with the change process. The content of this study should prove to add to the literature about the actual experience of changing one’s practice. It also provides an entry point for discussion amongst practitioners, administrators, staff developers, and teacher educators.
Advisors/Committee Members: Mark Vagle.
Subjects/Keywords: Autonomy
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APA (6th Edition):
Tarbet, S. (2011). Relinquishing control: a phenomenological exploration of teachers’ and students’ experiences with shifting towards decentralized decision making. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/tarbet_stacie_201105_phd
Chicago Manual of Style (16th Edition):
Tarbet, Stacie. “Relinquishing control: a phenomenological exploration of teachers’ and students’ experiences with shifting towards decentralized decision making.” 2011. Doctoral Dissertation, University of Georgia. Accessed October 21, 2019.
http://purl.galileo.usg.edu/uga_etd/tarbet_stacie_201105_phd.
MLA Handbook (7th Edition):
Tarbet, Stacie. “Relinquishing control: a phenomenological exploration of teachers’ and students’ experiences with shifting towards decentralized decision making.” 2011. Web. 21 Oct 2019.
Vancouver:
Tarbet S. Relinquishing control: a phenomenological exploration of teachers’ and students’ experiences with shifting towards decentralized decision making. [Internet] [Doctoral dissertation]. University of Georgia; 2011. [cited 2019 Oct 21].
Available from: http://purl.galileo.usg.edu/uga_etd/tarbet_stacie_201105_phd.
Council of Science Editors:
Tarbet S. Relinquishing control: a phenomenological exploration of teachers’ and students’ experiences with shifting towards decentralized decision making. [Doctoral Dissertation]. University of Georgia; 2011. Available from: http://purl.galileo.usg.edu/uga_etd/tarbet_stacie_201105_phd
University of Utah
2.
Warriner, Jennifer Anne.
Difficult choices: autonomy and the liberal state.
Degree: PhD, Philosophy, 2014, University of Utah
URL: http://content.lib.utah.edu/cdm/singleitem/collection/etd3/id/3398/rec/730
► This project concerns a deeply contested moral ideal: autonomy. To be autonomous is to have authority over one’s self and to govern one’s life on…
(more)
▼ This project concerns a deeply contested moral ideal: autonomy. To be autonomous is to have authority over one’s self and to govern one’s life on the basis ofvalue commitments one deems important. One of the dominant views of liberalism – antiperfectionist comprehensive liberalism – distinguishes itself from other liberal views because it grants unique privilege to the ideal of autonomy in personal and political life.Will Kymlicka is one of the most prominent defenders of antiperfectionist comprehensive liberalism and while he appeals to the ideal of autonomy in his liberalism, he is not clear about which theory of autonomy he is appealing to. As a result, his theory of autonomy is sketchy and incomplete. As an autonomy theorist, I think that there is more Kymlicka can say to elaborate on the view of autonomy operating in his theory of liberalism. Kymlicka has not explained whether his view is a procedural, or substantive, or a socio-relationalview and these exhaust the kinds of views of autonomy in the literature, so Kymlicka's view must be one of these. It is important for Kymlicka to be clear on the view of autonomy he incorporates because each theory has its own motivating assumptions and standards for what counts as an autonomous choice. In addition, it is important for Kymlicka to be clear about the theory of autonomy in his liberalism, because, in somecases, the standards for autonomy may be inconsistent with his liberal commitments. In this project, I argue that Kymlicka incorporates a socio-relational view of autonomy in his liberalism.
Subjects/Keywords: Autonomy; Liberalism; Socio-relational autonomy; Will kymlicka
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APA (6th Edition):
Warriner, J. A. (2014). Difficult choices: autonomy and the liberal state. (Doctoral Dissertation). University of Utah. Retrieved from http://content.lib.utah.edu/cdm/singleitem/collection/etd3/id/3398/rec/730
Chicago Manual of Style (16th Edition):
Warriner, Jennifer Anne. “Difficult choices: autonomy and the liberal state.” 2014. Doctoral Dissertation, University of Utah. Accessed October 21, 2019.
http://content.lib.utah.edu/cdm/singleitem/collection/etd3/id/3398/rec/730.
MLA Handbook (7th Edition):
Warriner, Jennifer Anne. “Difficult choices: autonomy and the liberal state.” 2014. Web. 21 Oct 2019.
Vancouver:
Warriner JA. Difficult choices: autonomy and the liberal state. [Internet] [Doctoral dissertation]. University of Utah; 2014. [cited 2019 Oct 21].
Available from: http://content.lib.utah.edu/cdm/singleitem/collection/etd3/id/3398/rec/730.
Council of Science Editors:
Warriner JA. Difficult choices: autonomy and the liberal state. [Doctoral Dissertation]. University of Utah; 2014. Available from: http://content.lib.utah.edu/cdm/singleitem/collection/etd3/id/3398/rec/730
McMaster University
3.
Zaslow, Joanna.
THE FEMINIST FEMALE SLAVE: FEMALE SUBMISSION, RELATIONAL AUTONOMY, AND BELONGING.
Degree: PhD, 2015, McMaster University
URL: http://hdl.handle.net/11375/18191
► This project introduces the case of the Feminist Female Slave [FFS], a female submissive in a BDSM relationship with a male Master. This case is…
(more)
▼ This project introduces the case of the Feminist Female Slave [FFS], a female submissive in a BDSM relationship with a male Master. This case is used in order to strengthen discourse in three main areas: feminist relational autonomy, BDSM theory, and feminist community politics. I argue that the FFS offers a case in which feminist autonomy theorists can serve to grow and develop their own approaches in a way that is inclusive of the diversity of women’s sexual expression, as she challenges our narrow notions of female subservience and asks us to rethink what it means to express an autonomous women’s sexuality. In BDSM theory she asks us to reflect upon our reliance upon superficial notions of consent and the lack of space for a critical dialogue, and finally, in feminist politics she asks us to consider what it means to belong to feminist communities, or what it means to feel as if one can lay claim to a feminist identity. Each of these considerations is brought to light in this project because of the interesting balance that the FFS’s relationship holds between her feminist identity, sexual politics, and sexual and romantic practices.
Dissertation
Doctor of Philosophy (PhD)
Advisors/Committee Members: Gedge, Elisabeth, Philosophy.
Subjects/Keywords: BDSM; Feminist Philosophy; Autonomy; Relational Autonomy
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APA (6th Edition):
Zaslow, J. (2015). THE FEMINIST FEMALE SLAVE: FEMALE SUBMISSION, RELATIONAL AUTONOMY, AND BELONGING. (Doctoral Dissertation). McMaster University. Retrieved from http://hdl.handle.net/11375/18191
Chicago Manual of Style (16th Edition):
Zaslow, Joanna. “THE FEMINIST FEMALE SLAVE: FEMALE SUBMISSION, RELATIONAL AUTONOMY, AND BELONGING.” 2015. Doctoral Dissertation, McMaster University. Accessed October 21, 2019.
http://hdl.handle.net/11375/18191.
MLA Handbook (7th Edition):
Zaslow, Joanna. “THE FEMINIST FEMALE SLAVE: FEMALE SUBMISSION, RELATIONAL AUTONOMY, AND BELONGING.” 2015. Web. 21 Oct 2019.
Vancouver:
Zaslow J. THE FEMINIST FEMALE SLAVE: FEMALE SUBMISSION, RELATIONAL AUTONOMY, AND BELONGING. [Internet] [Doctoral dissertation]. McMaster University; 2015. [cited 2019 Oct 21].
Available from: http://hdl.handle.net/11375/18191.
Council of Science Editors:
Zaslow J. THE FEMINIST FEMALE SLAVE: FEMALE SUBMISSION, RELATIONAL AUTONOMY, AND BELONGING. [Doctoral Dissertation]. McMaster University; 2015. Available from: http://hdl.handle.net/11375/18191
University of Minnesota
4.
Swanson, Kathryn.
Non-Ideal Autonomy in Relationships of Care.
Degree: PhD, Philosophy, 2017, University of Minnesota
URL: http://hdl.handle.net/11299/191434
► In moral and political philosophy, autonomy is generally theorized as a right exercised by independent, self-reflective, rational, adult persons. Feminist philosophers have challenged this picture…
(more)
▼ In moral and political philosophy, autonomy is generally theorized as a right exercised by independent, self-reflective, rational, adult persons. Feminist philosophers have challenged this picture by emphasizing that critical reflection as well as relationships and dependencies are integral to what it means to exercise autonomy. This work addresses the implications of necessitating cognitive processes such as critical reflection for autonomy in legal guardianships. In a guardianship, a court determines that a person (i.e., the ward) is ‘incapable’ of legal decision-making and appoints someone else (i.e., the guardian) to make decisions on her behalf. This is problematic because a state bill of rights statute may simultaneously require that a ward’s autonomy be respected by the guardian. Here, there is a gap between our philosophical conceptions of autonomy and how real cognitively diverse people experience it. In response to this gap, a non-ideal approach treats autonomy as a fundamental need rather than a right, suspends cognitive ideals and instead attends to diverse experiences of it. Approaching autonomy in this way has the potential to more meaningfully inform expectations of care within legal guardianships.
Subjects/Keywords: Autonomy; Care; Feminism; Guardianship; Paternalism; Relational Autonomy
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APA (6th Edition):
Swanson, K. (2017). Non-Ideal Autonomy in Relationships of Care. (Doctoral Dissertation). University of Minnesota. Retrieved from http://hdl.handle.net/11299/191434
Chicago Manual of Style (16th Edition):
Swanson, Kathryn. “Non-Ideal Autonomy in Relationships of Care.” 2017. Doctoral Dissertation, University of Minnesota. Accessed October 21, 2019.
http://hdl.handle.net/11299/191434.
MLA Handbook (7th Edition):
Swanson, Kathryn. “Non-Ideal Autonomy in Relationships of Care.” 2017. Web. 21 Oct 2019.
Vancouver:
Swanson K. Non-Ideal Autonomy in Relationships of Care. [Internet] [Doctoral dissertation]. University of Minnesota; 2017. [cited 2019 Oct 21].
Available from: http://hdl.handle.net/11299/191434.
Council of Science Editors:
Swanson K. Non-Ideal Autonomy in Relationships of Care. [Doctoral Dissertation]. University of Minnesota; 2017. Available from: http://hdl.handle.net/11299/191434
University of Edinburgh
5.
O Donnell, Grace.
Effects of autonomy and relatedness needs manipulation on state authenticity.
Degree: 2011, University of Edinburgh
URL: http://hdl.handle.net/1842/6065
► This study aimed to determine if manipulation of two basic psychological needs, autonomy and relatedness, each had independent effects on inducing state authenticity. Participants were…
(more)
▼ This study aimed to determine if manipulation of two basic psychological needs,
autonomy and relatedness, each had independent effects on inducing state authenticity. Participants were randomly assigned to a condition where their
autonomy need was either fulfilled or unfulfilled and their relatedness need was met or not. The
autonomy need was manipulated as follows, a participant was asked to write an essay in accord with their personal beliefs (
autonomy fulfilled) or against their personal beliefs (
autonomy unfulfilled). The participant was accept or rejected for a future interaction on the basis of this essay by a bogus interaction partner. Potential mediators were also examined which included self-esteem, positive affect, negative affect, private self-consciousness and public self-consciousness. Analysis of the results using ANOVAs and ANCOVAs revealed a lack of effect of relatedness manipulation on state authenticity and a lack of effect of the
autonomy manipulation on two domains of state authenticity as measured by the Wood, Linley, Maltby, Balisousis and Joseph’s (2008) adapted state authenticity scale, authentic living and accepting external influence; possible explanations for this failure to find effects are described. This study found that manipulation of support for
autonomy caused variation in levels of self alienation a third subscale of the Wood et al. (2008) authenticity scale. This effect was partially mediated by negative affect. Implications for theory regarding authenticity, and possible therapeutic methods are discussed
Advisors/Committee Members: Lenton, Alison.
Subjects/Keywords: state authenticity; autonomy
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Manager
APA (6th Edition):
O Donnell, G. (2011). Effects of autonomy and relatedness needs manipulation on state authenticity. (Thesis). University of Edinburgh. Retrieved from http://hdl.handle.net/1842/6065
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
O Donnell, Grace. “Effects of autonomy and relatedness needs manipulation on state authenticity.” 2011. Thesis, University of Edinburgh. Accessed October 21, 2019.
http://hdl.handle.net/1842/6065.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
O Donnell, Grace. “Effects of autonomy and relatedness needs manipulation on state authenticity.” 2011. Web. 21 Oct 2019.
Vancouver:
O Donnell G. Effects of autonomy and relatedness needs manipulation on state authenticity. [Internet] [Thesis]. University of Edinburgh; 2011. [cited 2019 Oct 21].
Available from: http://hdl.handle.net/1842/6065.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
O Donnell G. Effects of autonomy and relatedness needs manipulation on state authenticity. [Thesis]. University of Edinburgh; 2011. Available from: http://hdl.handle.net/1842/6065
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Debrecen
6.
Kovács, Eszter.
Learner-Centred Teaching in the North-Eastern Region of Hungary
.
Degree: DE – TEK – Bölcsészettudományi Kar, 2013, University of Debrecen
URL: http://hdl.handle.net/2437/171618
This Thesis discusses and evaluates the most important characteristic features of
learner centred language teaching, the related issues, and the situation in Hungarian secondary
schools as regards learner centred language teaching.
Advisors/Committee Members: Csépes, Ildikó (advisor).Subjects/Keywords: learner centeredness;
autonomy
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APA (6th Edition):
Kovács, E. (2013). Learner-Centred Teaching in the North-Eastern Region of Hungary
. (Thesis). University of Debrecen. Retrieved from http://hdl.handle.net/2437/171618
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Kovács, Eszter. “Learner-Centred Teaching in the North-Eastern Region of Hungary
.” 2013. Thesis, University of Debrecen. Accessed October 21, 2019.
http://hdl.handle.net/2437/171618.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Kovács, Eszter. “Learner-Centred Teaching in the North-Eastern Region of Hungary
.” 2013. Web. 21 Oct 2019.
Vancouver:
Kovács E. Learner-Centred Teaching in the North-Eastern Region of Hungary
. [Internet] [Thesis]. University of Debrecen; 2013. [cited 2019 Oct 21].
Available from: http://hdl.handle.net/2437/171618.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Kovács E. Learner-Centred Teaching in the North-Eastern Region of Hungary
. [Thesis]. University of Debrecen; 2013. Available from: http://hdl.handle.net/2437/171618
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Debrecen
7.
Szopkó, Márta.
Learner Autonomy as Reflected in Student's Attitude Towards Homework in Szentannai Secondary School in Karcag
.
Degree: DE – TEK – Bölcsészettudományi Kar, 2013, University of Debrecen
URL: http://hdl.handle.net/2437/163597
► The purpose of this research is to examine the reasons why some EFL students aged 18 have shortages of interests in doing their English written…
(more)
▼ The purpose of this research is to examine the reasons why some EFL students aged 18 have shortages of interests in doing their English written homework day-by-day. The study will show the background to my students‟ neglectful behaviour in Sámuel Szentannai Secondary School in Karcag. The data will be collected from the students and some teachers. I will use questionnaires and observe the students‟ homework doing habits day by day for four weeks. My first hypothesis is that most of the 18-year old students would like to get more
autonomy in any fields of their lives but in language learning they tend to draw back and do as little as possible. They are too inactive to be autonomous learners which mean they do not care about their homework or their studies. If they do not understand a word or an expression, they do not use any dictionaries or other books to find out about the rules of language for themselves. The second hypothesis is that through investigating my students‟ habits of doing homework I can get closer to their language learning customs and I can get to know their
autonomy.
Advisors/Committee Members: Mónos, Katalin (advisor).
Subjects/Keywords: learner autonomy;
homework
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APA ·
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APA (6th Edition):
Szopkó, M. (2013). Learner Autonomy as Reflected in Student's Attitude Towards Homework in Szentannai Secondary School in Karcag
. (Thesis). University of Debrecen. Retrieved from http://hdl.handle.net/2437/163597
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Szopkó, Márta. “Learner Autonomy as Reflected in Student's Attitude Towards Homework in Szentannai Secondary School in Karcag
.” 2013. Thesis, University of Debrecen. Accessed October 21, 2019.
http://hdl.handle.net/2437/163597.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Szopkó, Márta. “Learner Autonomy as Reflected in Student's Attitude Towards Homework in Szentannai Secondary School in Karcag
.” 2013. Web. 21 Oct 2019.
Vancouver:
Szopkó M. Learner Autonomy as Reflected in Student's Attitude Towards Homework in Szentannai Secondary School in Karcag
. [Internet] [Thesis]. University of Debrecen; 2013. [cited 2019 Oct 21].
Available from: http://hdl.handle.net/2437/163597.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Szopkó M. Learner Autonomy as Reflected in Student's Attitude Towards Homework in Szentannai Secondary School in Karcag
. [Thesis]. University of Debrecen; 2013. Available from: http://hdl.handle.net/2437/163597
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of St. Andrews
8.
Benson, Carolyn Jane.
Autonomy and purity in Kant's moral theory
.
Degree: 2010, University of St. Andrews
URL: http://hdl.handle.net/10023/937
► 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…
(more)
▼ 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.
Advisors/Committee Members: Timmermann, Jens (advisor), Broadie, Sarah (advisor).
Subjects/Keywords: Kant's ethics;
Autonomy
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Manager
APA (6th Edition):
Benson, C. J. (2010). Autonomy and purity in Kant's moral theory
. (Thesis). University of St. Andrews. Retrieved from http://hdl.handle.net/10023/937
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Benson, Carolyn Jane. “Autonomy and purity in Kant's moral theory
.” 2010. Thesis, University of St. Andrews. Accessed October 21, 2019.
http://hdl.handle.net/10023/937.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Benson, Carolyn Jane. “Autonomy and purity in Kant's moral theory
.” 2010. Web. 21 Oct 2019.
Vancouver:
Benson CJ. Autonomy and purity in Kant's moral theory
. [Internet] [Thesis]. University of St. Andrews; 2010. [cited 2019 Oct 21].
Available from: http://hdl.handle.net/10023/937.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Benson CJ. Autonomy and purity in Kant's moral theory
. [Thesis]. University of St. Andrews; 2010. Available from: http://hdl.handle.net/10023/937
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
California State University – Chico
9.
Donahoo, Katie-ann K.
The Impact of Student Choices on Engagement in Learning
.
Degree: 2011, California State University – Chico
URL: http://hdl.handle.net/10211.4/359
► ABSTRACT THE IMPACT OF STUDENT CHOICES ON ENGAGEMENT IN LEARNING by ?? Katie-ann K. Donahoo 2011 Master of Arts in Education California State University, Chico…
(more)
▼ ABSTRACT
THE IMPACT OF STUDENT CHOICES ON ENGAGEMENT
IN LEARNING
by
?? Katie-ann K. Donahoo 2011
Master of Arts in Education
California State University, Chico
Summer 2011
Our future democracy depends on fostering youth with an education in which students learn to think critically, listen and learn from others??? viewpoints, and feel their voice is valued. Students should feel confident as they exercise their own choices in curriculum, contributing to their education through critical thinking and decision making.
Strict school guidelines and prepackaged curriculum have created lost opportunities for students to think critically and many students seem to be disengaged in their learning. This study attempts to empower students by creating a learning environment in which students are provided with choices in the curriculum in ways that will impact their engagement in the content.
The author employs action research using qualitative measures. The results in this study show that when students are given choices they feel empowered through their experiences of having
autonomy in their learning. This study found students taking the
initiative, listening and learning from their peers and thinking critically. These practices leave students feeling valued, cared for and confident.
The goal of this study is that students will continue to feel empowered through their voices and choices in and out of the classroom and carry these traits into adulthood. This study proves that creating a democratic learning environment is not impossible in our current school system.
Advisors/Committee Members: Schulte, Ann (advisor).
Subjects/Keywords: autonomy in learning
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APA (6th Edition):
Donahoo, K. K. (2011). The Impact of Student Choices on Engagement in Learning
. (Thesis). California State University – Chico. Retrieved from http://hdl.handle.net/10211.4/359
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Donahoo, Katie-ann K. “The Impact of Student Choices on Engagement in Learning
.” 2011. Thesis, California State University – Chico. Accessed October 21, 2019.
http://hdl.handle.net/10211.4/359.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Donahoo, Katie-ann K. “The Impact of Student Choices on Engagement in Learning
.” 2011. Web. 21 Oct 2019.
Vancouver:
Donahoo KK. The Impact of Student Choices on Engagement in Learning
. [Internet] [Thesis]. California State University – Chico; 2011. [cited 2019 Oct 21].
Available from: http://hdl.handle.net/10211.4/359.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Donahoo KK. The Impact of Student Choices on Engagement in Learning
. [Thesis]. California State University – Chico; 2011. Available from: http://hdl.handle.net/10211.4/359
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of North Texas
10.
Neupane, Diptee.
Determinants of Women's Autonomy in Nepal.
Degree: 2016, University of North Texas
URL: https://digital.library.unt.edu/ark:/67531/metadc955067/
► Nepal in recent times has witnessed a proliferation of community-based organization (CBOs). Established by local residents, CBOs are small level organizations that promote and defend…
(more)
▼ Nepal in recent times has witnessed a proliferation of community-based organization (CBOs). Established by local residents, CBOs are small level organizations that promote and defend the rights and interests of people especially that of minorities and the disadvantaged. One such minority group that CBOs greatly focus on are women. Despite dramatic increase in the number of CBOs in Nepal its impact on women is understudied. The purpose of this dissertation is to analyze the relationship between Nepalese women's participation in CBOs and their
autonomy.
Autonomy comprises of four different dimensions; physical mobility, financial
autonomy, household decision-making, and reproductive
autonomy. Modifying the conceptual framework used by Mahmud, Shah, and Becker in 2012, I hypothesize that women who participate in CBOs experience greater
autonomy. Data from the 2008 Chitwan Valley Family Study is used for analysis. Using SPSS, separate logistic
regressions are run to analyze the relationship between CBO membership and the dimensions of
autonomy. The results support three of the four proposed major hypotheses. Nepalese women who participate in CBOs have greater
autonomy in terms of physical mobility, financial
autonomy, and household decision-making. No evidence was found to establish link between CBO membership and reproductive
autonomy. The variables that are controlled for in the study include age, caste, religion, education, marital status, exposure to television, exposure to radio, and relationship with one's mother-in-law.
Advisors/Committee Members: Ignatow, Gabe, Rodeheaver, Daniel G, Yang, Philip Q..
Subjects/Keywords: Women; autonomy; CBOs
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Virginia Tech
11.
Zetts, Andrew Wyatt.
The Impact of a Microturbine Power Plant on an Off Road Range Extended Electric Vehicle.
Degree: MS, Mechanical Engineering, 2015, Virginia Tech
URL: http://hdl.handle.net/10919/72974
► The purpose of this thesis is to examine the feasibility of using a microturbine to power an off-road Series Hybrid Autonomous Vehicle (SHEV), and evaluate…
(more)
▼ The purpose of this thesis is to examine the feasibility of using a microturbine to power an off-road Series Hybrid Autonomous Vehicle (SHEV), and evaluate the benefits and drawbacks inherent in using a microturbine rather than an Internal Combustion Engine (ICE). The specific power plant requirements for a low speed hybrid vehicle that must operate extensively as an Electric Vehicle (EV) and run on JP-8 (a diesel equivalent) are unusual; few options can adequately address all of these needs. Most development of Hybrid Electric Vehicles (HEVs) has focused on gasoline ICE power plants, but Diesel ICEs are heavier, which has an adverse effect on EV range.
While mechanically-linked turbine vehicles failed to have the same performance abilities of their ICE counterparts, a microturbine generator-powered SHEV can take advantage of its battery pack to avoid the issues inherent in its mechanical predecessors. A microturbine generator is mechanically decoupled from the powertrain, allowing for an incredibly power dense power plant that lightens the weight of the vehicle. This weight reduction directly correlates to an increased EV operational range, enhancing mobility, stealth, and the tactical effectiveness of the squad that the vehicle is intended to support.
To determine the full impact that a microturbine might have on this specific SHEV, modeling of the vehicle was conducted to directly compare a microturbine and an ICE power plant using two drive cycles that were designed to simulate the typical operation specific to the vehicle. Drive cycle analysis revealed that the improved EV performance and design flexibility offered by the microturbine's weight justifies the selection of a microturbine over an ICE for this specific case. This decision is dependent upon several factors: a microturbine with fuel efficiency comparable to an ICE, the selection of a large battery pack, and an emphasis on EV operations.
Advisors/Committee Members: Wicks, Alfred L. (committeechair), Nelson, Douglas J. (committee member), O'Brien, Walter F. Jr. (committee member).
Subjects/Keywords: Microturbine; HEV; Autonomy
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APA (6th Edition):
Zetts, A. W. (2015). The Impact of a Microturbine Power Plant on an Off Road Range Extended Electric Vehicle. (Masters Thesis). Virginia Tech. Retrieved from http://hdl.handle.net/10919/72974
Chicago Manual of Style (16th Edition):
Zetts, Andrew Wyatt. “The Impact of a Microturbine Power Plant on an Off Road Range Extended Electric Vehicle.” 2015. Masters Thesis, Virginia Tech. Accessed October 21, 2019.
http://hdl.handle.net/10919/72974.
MLA Handbook (7th Edition):
Zetts, Andrew Wyatt. “The Impact of a Microturbine Power Plant on an Off Road Range Extended Electric Vehicle.” 2015. Web. 21 Oct 2019.
Vancouver:
Zetts AW. The Impact of a Microturbine Power Plant on an Off Road Range Extended Electric Vehicle. [Internet] [Masters thesis]. Virginia Tech; 2015. [cited 2019 Oct 21].
Available from: http://hdl.handle.net/10919/72974.
Council of Science Editors:
Zetts AW. The Impact of a Microturbine Power Plant on an Off Road Range Extended Electric Vehicle. [Masters Thesis]. Virginia Tech; 2015. Available from: http://hdl.handle.net/10919/72974
University of Texas – Austin
12.
Cheshire, Philip Andrew.
The effects of resistance training on mood following an autonomous vs. yoked protocol.
Degree: MSin Kinesiology, Kinesiology, 2015, University of Texas – Austin
URL: http://hdl.handle.net/2152/31938
► Background. Previous research has shown that an individual’s post-exercise mood plays an important role in their likelihood to participate in that exercise activity in the…
(more)
▼ Background. Previous research has shown that an individual’s post-exercise mood plays an important role in their likelihood to participate in that exercise activity in the future (Emmons & Diener, 1986; Williams et al., 2008; Williams et al., 2012). Of the possible moderating variables in the exercise-affect relationship, exercise intensity shows the most support. However, an uncoupling effect manifested in Parffit, Rose, & Burgess (2006) showed that self-selecting the intensity acted as an affective buffer and essentially allowed participants to exercise at higher intensity without the expected drop in affect. It may be, therefore, that
autonomy may further serve to moderate the impact of exercise on mood. Design. To explore this issue, we employed a "yoked" design (Dickerson & Creedon, 1981). Participants were randomly assignment to either a free-choice resistance exercise, or a yoked control. The yoked participant performs a bout of exercise that matches the selection of their autonomous counterpart. In this study, 14 college-aged students participated in a testing session to estimate 1-repetition maximums, and a resistance exercise session that was either autonomous (self-selected) or a relative replication (yoked). Participants completed mood questionnaires following the resistance exercise session. Results. A 2 (group) x 3 (time) with repeated measures on the second factor showed significant main effects of time for the Felt Arousal Scale F(2, 13) = 4.15, p = .05 and Negative Affect F(2, 11) = 4.28, p = .05 such that arousal and negative affect both declined during recovery. Additionally, five of the seven yoked participants were unable to progress through their relative resistance exercise bout without a decrease in weight in order to achieve the prescribed number of repetitions. Conclusion.
Autonomy does not appear to be a critical component of affect following resistance training. Further research is needed to explore resistance training as a model of
autonomy manipulation, and to test the possibility of a performance detriment accompanying a loss of
autonomy.
Advisors/Committee Members: Bartholomew, John B. (advisor), Jowers, Esbelle (committee member).
Subjects/Keywords: Exercise; Affect; Autonomy
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APA (6th Edition):
Cheshire, P. A. (2015). The effects of resistance training on mood following an autonomous vs. yoked protocol. (Masters Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/31938
Chicago Manual of Style (16th Edition):
Cheshire, Philip Andrew. “The effects of resistance training on mood following an autonomous vs. yoked protocol.” 2015. Masters Thesis, University of Texas – Austin. Accessed October 21, 2019.
http://hdl.handle.net/2152/31938.
MLA Handbook (7th Edition):
Cheshire, Philip Andrew. “The effects of resistance training on mood following an autonomous vs. yoked protocol.” 2015. Web. 21 Oct 2019.
Vancouver:
Cheshire PA. The effects of resistance training on mood following an autonomous vs. yoked protocol. [Internet] [Masters thesis]. University of Texas – Austin; 2015. [cited 2019 Oct 21].
Available from: http://hdl.handle.net/2152/31938.
Council of Science Editors:
Cheshire PA. The effects of resistance training on mood following an autonomous vs. yoked protocol. [Masters Thesis]. University of Texas – Austin; 2015. Available from: http://hdl.handle.net/2152/31938
University of Texas – Austin
13.
Hooper, Sophia Man Yang.
A meta-analysis of teacher autonomy support and control.
Degree: PhD, Educational psychology, 2018, University of Texas – Austin
URL: http://hdl.handle.net/2152/68067
► A meta-analysis of 184 correlational studies and 25 experimental studies examined the relationships between teacher autonomy support and student academic and psychosocial outcomes. The results…
(more)
▼ A meta-analysis of 184 correlational studies and 25 experimental studies examined the relationships between teacher
autonomy support and student academic and psychosocial outcomes. The results indicated that 1) teacher
autonomy support was positively associated with desirable student academic and psychological outcomes (e.g., autonomous motivation,
autonomy, and academic performance), 2) teacher control was negatively associated with desirable student outcomes, and 3) teacher
autonomy support interventions enhanced desirable student outcomes. Moderator tests revealed several factors that explained the variation in teacher
autonomy support relationships for certain outcomes. 1) The relationships of teacher
autonomy support with students’ optimal outcomes were stronger when teacher
autonomy support included multiple dimensions than when it included a single dimension. 2) The relationships of teacher
autonomy support with students’ optimal outcomes were stronger for middle school students than for high school and college students. 3) The relationships of teacher control with students’ optimal outcomes were also stronger for middle school students than for students from other grade levels. 4) The teacher
autonomy support correlations with proximal outcomes (i.e.,
autonomy, competence, and relatedness) were stronger than those with distal outcomes (i.e., engagement and academic performance). Implications for theory and future research were discussed.
Advisors/Committee Members: Falbo, Toni (advisor), Patall, Erika A. (advisor), Yeager, David (committee member), Schallert, Diane (committee member), Pustejovsky, James (committee member).
Subjects/Keywords: Autonomy support; Control
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Manager
APA (6th Edition):
Hooper, S. M. Y. (2018). A meta-analysis of teacher autonomy support and control. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/68067
Chicago Manual of Style (16th Edition):
Hooper, Sophia Man Yang. “A meta-analysis of teacher autonomy support and control.” 2018. Doctoral Dissertation, University of Texas – Austin. Accessed October 21, 2019.
http://hdl.handle.net/2152/68067.
MLA Handbook (7th Edition):
Hooper, Sophia Man Yang. “A meta-analysis of teacher autonomy support and control.” 2018. Web. 21 Oct 2019.
Vancouver:
Hooper SMY. A meta-analysis of teacher autonomy support and control. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2018. [cited 2019 Oct 21].
Available from: http://hdl.handle.net/2152/68067.
Council of Science Editors:
Hooper SMY. A meta-analysis of teacher autonomy support and control. [Doctoral Dissertation]. University of Texas – Austin; 2018. Available from: http://hdl.handle.net/2152/68067
University of Lund
14.
von Gerber, Ylva.
Autonomi - realitet eller ideal?.
Degree: 2014, University of Lund
URL: http://lup.lub.lu.se/record/4648306
;
http://portal.research.lu.se/ws/files/6146456/4690657.pdf
► This work investigates the concept of autonomy in three contexts: in constitutional law (SA), in the philosophy of Immanuel Kant (KA) and in the contemporary…
(more)
▼ This work investigates the concept of autonomy in
three contexts: in constitutional law (SA), in the philosophy of
Immanuel Kant (KA) and in the contemporary philosophical discussion
on personal autonomy (PA). Tracing the concept of autonomy
historically, we highlight similarities and dissimilarities between
different definitions. For example, Kant’s account of
self-legislation is traced back to Samuel von Pufendorf’s theory of
legislation. The main aim is to describe the difference between a
descriptive and a normative interpretation of autonomy. Autonomy is
presented as a relational concept, being on the one hand
commonplace and concrete – individuals are mutually intertwined
through various social relations and states of dependence – yet
having also logical and conceptual aspects, in this work
illustrated by a model where one entity (X) is autonomous in
relation to another entity (Y) regarding a right or a capacity (Z).
The X-Y-Z-model is applied throughout in the three above-mentioned
contexts. Two main issues are discussed in the thesis: First, the
contemporary discussion is characterized by the transition from
“ought” to “is” – an inverse naturalistic fallacy, as it were.
Personal autonomy is described as being factual, a psychological
capacity people possess to a varying extent, but without any
positive evidence presented for it being humanly possible. Being
only seemingly descriptive, the concept is in fact normative, and
the point of departure is an ideal outlook on human beings – how
people should, or ought to, be. Thus, PA seems to imply that if
human beings should, or ought to, be some certain way, then they
are or can be in that way. A person’s irrationality and his lack of
reason, however, is substantiated precisely by the fact that he, in
spite of compelling evidence to the contrary, does not realize, or
does not want to realize, that he is not solely rational or ruled
by his intellect. In other words, it is not evident whether
personal autonomy is a matter of theoretical reasoning, hypotheses,
ideals or empirically established facts and realities regarding the
autonomy of human beings. This is not entirely manifest in Kant’s
account either, which leads to the second issue. Kant may, on one
hand, as advocated in this work, be interpreted as presenting an
ethical theory – hypotheses, ideals defining how human beings ought
to be, that clearly differs from how he describes them to be. If,
on the other hand, Kant is read as intending his theory to be put
into practice in mundus sensibilis, then he joins the vast majority
of thinkers, idealists, utopists, who through the centuries have
insisted that their theories are applicable in practice, if not in
the present, at least in an indeterminate future; if human beings
were only a little less irrational, a little less predictably
unpredictable, a little less controlled by their emotions and
impulses, i.e. if man were what he is not, he would be able to live
according to the ideals of reason.
Subjects/Keywords: Filosofi; Concept; Autonomy; Relational; Kant; Pufendorf; Constitutional Autonomy; Personal Autonomy; Inverse Naturalistic Fallacy; Ideal; Reality
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APA ·
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MLA ·
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CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
von Gerber, Y. (2014). Autonomi - realitet eller ideal?. (Doctoral Dissertation). University of Lund. Retrieved from http://lup.lub.lu.se/record/4648306 ; http://portal.research.lu.se/ws/files/6146456/4690657.pdf
Chicago Manual of Style (16th Edition):
von Gerber, Ylva. “Autonomi - realitet eller ideal?.” 2014. Doctoral Dissertation, University of Lund. Accessed October 21, 2019.
http://lup.lub.lu.se/record/4648306 ; http://portal.research.lu.se/ws/files/6146456/4690657.pdf.
MLA Handbook (7th Edition):
von Gerber, Ylva. “Autonomi - realitet eller ideal?.” 2014. Web. 21 Oct 2019.
Vancouver:
von Gerber Y. Autonomi - realitet eller ideal?. [Internet] [Doctoral dissertation]. University of Lund; 2014. [cited 2019 Oct 21].
Available from: http://lup.lub.lu.se/record/4648306 ; http://portal.research.lu.se/ws/files/6146456/4690657.pdf.
Council of Science Editors:
von Gerber Y. Autonomi - realitet eller ideal?. [Doctoral Dissertation]. University of Lund; 2014. Available from: http://lup.lub.lu.se/record/4648306 ; http://portal.research.lu.se/ws/files/6146456/4690657.pdf
University of Georgia
15.
Shotwell, Jessica Janice.
Diagnosing the dialogue between physicians and patients: assessing reports of healthcare autonomy: assessing reports of healthcare autonomy.
Degree: MS, Psychology, 2017, University of Georgia
URL: http://hdl.handle.net/10724/37495
► Healthcare institutions and providers are charged with supporting patient autonomy by creating an autonomy supportive environment and practicing Shared Decision Making. Yet, patients and providers…
(more)
▼ Healthcare institutions and providers are charged with supporting patient
autonomy by creating an
autonomy supportive environment and practicing Shared Decision Making. Yet, patients and providers may hold different opinions regarding
autonomy, patients may not follow-through with being autonomous, and providers may not engage in equal amounts of
autonomy support. Study 1 found that patients (N = 214) and providers (N = 19) had different perceptions of patient
autonomy and provider support of patient
autonomy. Study 2 found that
autonomy primed patients (n = 123) and non-
autonomy primed patients (n = 125) received equal amounts of
autonomy support from providers (N = 22). However, Study 2 results indicate a ceiling-effect—all patients reported high personal
autonomy and provider support of
autonomy. Future work should examine whether priming patient
autonomy would be advantageous in different populations and if different types of healthcare providers are more likely to engage in
autonomy support.
Advisors/Committee Members: Adam Goodie.
Subjects/Keywords: autonomy; patient autonomy; patient autonomy support; healthcare perceptions; patient centered care; shared decision making
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Manager
APA (6th Edition):
Shotwell, J. J. (2017). Diagnosing the dialogue between physicians and patients: assessing reports of healthcare autonomy: assessing reports of healthcare autonomy. (Masters Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/37495
Chicago Manual of Style (16th Edition):
Shotwell, Jessica Janice. “Diagnosing the dialogue between physicians and patients: assessing reports of healthcare autonomy: assessing reports of healthcare autonomy.” 2017. Masters Thesis, University of Georgia. Accessed October 21, 2019.
http://hdl.handle.net/10724/37495.
MLA Handbook (7th Edition):
Shotwell, Jessica Janice. “Diagnosing the dialogue between physicians and patients: assessing reports of healthcare autonomy: assessing reports of healthcare autonomy.” 2017. Web. 21 Oct 2019.
Vancouver:
Shotwell JJ. Diagnosing the dialogue between physicians and patients: assessing reports of healthcare autonomy: assessing reports of healthcare autonomy. [Internet] [Masters thesis]. University of Georgia; 2017. [cited 2019 Oct 21].
Available from: http://hdl.handle.net/10724/37495.
Council of Science Editors:
Shotwell JJ. Diagnosing the dialogue between physicians and patients: assessing reports of healthcare autonomy: assessing reports of healthcare autonomy. [Masters Thesis]. University of Georgia; 2017. Available from: http://hdl.handle.net/10724/37495
Texas A&M University
16.
Shaykhutdinov, Renat.
Give peace a chance: the origins of territorial autonomy arrangements in multiethnic states.
Degree: 2009, Texas A&M University
URL: http://hdl.handle.net/1969.1/ETD-TAMU-1601
► This research explains the formation of territorial autonomy regimes, arrangements enabling ethnic groups to express their distinct identity. The origins of territorial autonomy arrangements is…
(more)
▼ This research explains the formation of territorial
autonomy regimes,
arrangements enabling ethnic groups to express their distinct identity. The origins of
territorial
autonomy arrangements is an important topic due to the great potential of such
institutions to prevent ethnic strife or reduce ongoing conflict. While the literature has
explored the consequences of
autonomy regimes, its contribution to our understanding of
the origins of territorial
autonomy is limited. In answering why territorial
autonomy
regimes are adopted, I develop a theory that focuses on the bargaining strategies of
ethnic groups. Specifically, I posit that nonviolent bargaining strategies adopted by
ethnic groups influence national leaders? decision-making processes. In this dissertation,
I also address the question of why ethnic groups employ peaceful, as opposed to violent,
tactics. Hypotheses derived from this theorization are tested using 197 ethnic groups in
95 states. In the empirical analysis I use data from 1945 to 2000 and employ the duration
model and the modified Heckman selection model as my primary statistical methods. To
trace the process of territorial
autonomy formation I use a case study conducted in the Republic of Tatarstan in the Russian Federation. The results suggest that while groups
with access to easily extractable resources choose to employ violent strategies, ethnic
collectivities who use peaceful protest tactics are in fact more successful in obtaining
territorial
autonomy arrangements from central governments.
Advisors/Committee Members: Pacek, Alexander C. (advisor), Escobar-Lemmon, Maria C. (committee member), Geva, Nehemia (committee member), Lynham, Susan A. (committee member), Whitten, Guy D. (committee member).
Subjects/Keywords: territorial autonomy; peaceful movements
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Manager
APA (6th Edition):
Shaykhutdinov, R. (2009). Give peace a chance: the origins of territorial autonomy arrangements in multiethnic states. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-1601
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Shaykhutdinov, Renat. “Give peace a chance: the origins of territorial autonomy arrangements in multiethnic states.” 2009. Thesis, Texas A&M University. Accessed October 21, 2019.
http://hdl.handle.net/1969.1/ETD-TAMU-1601.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Shaykhutdinov, Renat. “Give peace a chance: the origins of territorial autonomy arrangements in multiethnic states.” 2009. Web. 21 Oct 2019.
Vancouver:
Shaykhutdinov R. Give peace a chance: the origins of territorial autonomy arrangements in multiethnic states. [Internet] [Thesis]. Texas A&M University; 2009. [cited 2019 Oct 21].
Available from: http://hdl.handle.net/1969.1/ETD-TAMU-1601.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Shaykhutdinov R. Give peace a chance: the origins of territorial autonomy arrangements in multiethnic states. [Thesis]. Texas A&M University; 2009. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-1601
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Texas A&M University
17.
Thompson, Rebecca Jean.
Defining Employee Perceptions of Discretion: When, Where, and How.
Degree: 2013, Texas A&M University
URL: http://hdl.handle.net/1969.1/151703
► The construct employee discretion has been researched under many labels (e.g., flexibility, autonomy). As a result, employee discretion has been operationalized differently across multiple streams…
(more)
▼ The construct employee discretion has been researched under many labels (e.g., flexibility,
autonomy). As a result, employee discretion has been operationalized differently across multiple streams of research leading to construct deficiency, contamination, and confounding. The current study contributes to the research literature in three distinct ways. First, the literature on employee discretion is reviewed, in order to clearly differentiate the three primary conceptualizations of employee discretion: choice over when, where, and how one works. Second, the influence of these three forms of discretion on both work-related outcomes (job satisfaction, burnout, and turnover intentions) and nonwork-related outcomes (life satisfaction, work-to-nonwork conflict, negative physical health symptoms and psychological health symptoms) was examined in order to reveal the relative impact of each form of discretion using distinct measures. Third, three potential moderators (role ambiguity, locus of control, and perceived organizational support) of the employee discretion-outcome relationship were examined in order to determine if there are important boundary conditions to the benefit of the various forms of employee discretion.
Faculty members are frequently given a high degree of discretion over when, where, and how they conduct many aspects of their work, particularly their research-related tasks. Despite the many advantages of employee discretion, many faculty members report feeling pressured, stressed, and experience conflict between work and non-work roles, suggesting the possibility that too much discretion can be problematic.
Survey data were collected from a sample of 1223 faculty members. Results revealed main effects for discretion over how work is conducted on work-related outcomes while discretion over when and where had main effects on almost all work and nonwork-related outcomes examined. Contrary to expectations, discretion appeared to have linear rather than nonlinear effects on all the outcomes examined and combinations of multiple forms of discretion did not yield synergistic effects. Role ambiguity moderated the relationship between the where dimension of discretion and several outcomes, such that individuals with high levels of role ambiguity and high levels of discretion over where they work had worse outcomes than individuals with low role ambiguity and low levels of discretion over where they work. These results suggest that employees unclear about their responsibilities benefit less from discretion over where they work. Theoretical and applied implications are discussed.
Advisors/Committee Members: Payne, Stephanie C (advisor), Bergman, Mindy E (committee member), Miner, Kathi (committee member), Boswell, Wendy (committee member).
Subjects/Keywords: Discretion; flexibility; autonomy; work-life
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Manager
APA (6th Edition):
Thompson, R. J. (2013). Defining Employee Perceptions of Discretion: When, Where, and How. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/151703
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Thompson, Rebecca Jean. “Defining Employee Perceptions of Discretion: When, Where, and How.” 2013. Thesis, Texas A&M University. Accessed October 21, 2019.
http://hdl.handle.net/1969.1/151703.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Thompson, Rebecca Jean. “Defining Employee Perceptions of Discretion: When, Where, and How.” 2013. Web. 21 Oct 2019.
Vancouver:
Thompson RJ. Defining Employee Perceptions of Discretion: When, Where, and How. [Internet] [Thesis]. Texas A&M University; 2013. [cited 2019 Oct 21].
Available from: http://hdl.handle.net/1969.1/151703.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Thompson RJ. Defining Employee Perceptions of Discretion: When, Where, and How. [Thesis]. Texas A&M University; 2013. Available from: http://hdl.handle.net/1969.1/151703
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Texas A&M University
18.
Yeh, Yu-Chuan.
How Journalists Sustain Their Autonomy under Ownership Change: A Case Study in Taiwan.
Degree: 2014, Texas A&M University
URL: http://hdl.handle.net/1969.1/153603
► The purpose of this research is to explore how changes in the structure of the print media in Taiwan affect journalists? autonomy, a key element…
(more)
▼ The purpose of this research is to explore how changes in the structure of the print media in Taiwan affect journalists?
autonomy, a key element of free speech in a democracy. The case of China Times faces the change of managerial practice and the formalization of control after the changes in ownership. This research attempts to examine how these changes influence journalists?
autonomy, and further clarify how journalists react to the change of their
autonomy. To examine the problem, I interviewed seven journalists who work or have worked in China Times. In addition, I conducted the archival analysis based on interviewees? blogs and the on-line publications of union at China Times.
The results show that with change of managerial practice, which decreased journalists?
autonomy, there is a formalization of control. There were three different owners at China Times, each representing three work regimes: paternalist hegemony, market hegemony and subsidiary hegemonic despotism. The changes in ownership resulted in the formalization of control resulting in the break between managers and employees. This division resulted in journalists feeling less autonomous than before. Faced with less
autonomy, journalists had to choose whether to stay or to exit.
Advisors/Committee Members: Plankey Videla, Nancy (advisor), Mackin, Robert Sean (committee member), Prechel, Harland (committee member), Sumpter, Randall Scott (committee member).
Subjects/Keywords: Autonomy; managerial practice; control; journalists
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Manager
APA (6th Edition):
Yeh, Y. (2014). How Journalists Sustain Their Autonomy under Ownership Change: A Case Study in Taiwan. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/153603
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Yeh, Yu-Chuan. “How Journalists Sustain Their Autonomy under Ownership Change: A Case Study in Taiwan.” 2014. Thesis, Texas A&M University. Accessed October 21, 2019.
http://hdl.handle.net/1969.1/153603.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Yeh, Yu-Chuan. “How Journalists Sustain Their Autonomy under Ownership Change: A Case Study in Taiwan.” 2014. Web. 21 Oct 2019.
Vancouver:
Yeh Y. How Journalists Sustain Their Autonomy under Ownership Change: A Case Study in Taiwan. [Internet] [Thesis]. Texas A&M University; 2014. [cited 2019 Oct 21].
Available from: http://hdl.handle.net/1969.1/153603.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Yeh Y. How Journalists Sustain Their Autonomy under Ownership Change: A Case Study in Taiwan. [Thesis]. Texas A&M University; 2014. Available from: http://hdl.handle.net/1969.1/153603
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Victoria University of Wellington
19.
Davies, Danielle.
Newcomers as Accessories:
A Study of Basque and Catalan Autonomy Campaigns
through Immigrant Integration Strategies.
Degree: 2010, Victoria University of Wellington
URL: http://hdl.handle.net/10063/1457
► This thesis examines the political autonomy campaigns of subnational entities. Subnational entities may be defined as political entities located below the state level whose members…
(more)
▼ This thesis examines the political
autonomy campaigns of subnational entities.
Subnational entities may be defined as political entities located below the state level
whose members are connected through historic territories and socio-cultural identities.
Catalonia and the Basque Country are presented as the two case studies of this thesis
and are approached with a comparative framework. From the outset, an examination
of the Westphalian state structure of the international political system is provided,
with particular emphasis on the political position of subnational entities. The thesis
then utilises the contemporary phenomenon of international migration and explores
the international immigration trends that affect Catalonia and the Basque Country.
The potential tension at the intersection of international immigration and subnational
autonomy campaigns is analysed, guided by the question of whether Catalonia or the
Basque Country approach foreign immigration as a hindrance or a help to their
political
autonomy campaigns. The integration policies of Catalonia and the Basque
Country are then assessed, as well as an analysis of the alternative political relations
which Catalonia and the Basque Country have formed based upon the issue of foreign
immigrant integration.
This thesis finds that although the sovereign state structure continues to dominate the
international political system, Catalonia and the Basque Country demonstrate how
subnational
autonomy campaigns continue to be pursued. Furthermore, this thesis
finds that Catalonia and the Basque Country have recently utilised the issue of foreign
immigrant integration as a stratagem for enhancing their informal political
competencies.
Advisors/Committee Members: Barker, Fiona.
Subjects/Keywords: Spain; Subnational; Autonomy; Immigrant
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Chicago ·
MLA ·
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CSE |
Export
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Manager
APA (6th Edition):
Davies, D. (2010). Newcomers as Accessories:
A Study of Basque and Catalan Autonomy Campaigns
through Immigrant Integration Strategies. (Masters Thesis). Victoria University of Wellington. Retrieved from http://hdl.handle.net/10063/1457
Chicago Manual of Style (16th Edition):
Davies, Danielle. “Newcomers as Accessories:
A Study of Basque and Catalan Autonomy Campaigns
through Immigrant Integration Strategies.” 2010. Masters Thesis, Victoria University of Wellington. Accessed October 21, 2019.
http://hdl.handle.net/10063/1457.
MLA Handbook (7th Edition):
Davies, Danielle. “Newcomers as Accessories:
A Study of Basque and Catalan Autonomy Campaigns
through Immigrant Integration Strategies.” 2010. Web. 21 Oct 2019.
Vancouver:
Davies D. Newcomers as Accessories:
A Study of Basque and Catalan Autonomy Campaigns
through Immigrant Integration Strategies. [Internet] [Masters thesis]. Victoria University of Wellington; 2010. [cited 2019 Oct 21].
Available from: http://hdl.handle.net/10063/1457.
Council of Science Editors:
Davies D. Newcomers as Accessories:
A Study of Basque and Catalan Autonomy Campaigns
through Immigrant Integration Strategies. [Masters Thesis]. Victoria University of Wellington; 2010. Available from: http://hdl.handle.net/10063/1457
Universiteit Utrecht
20.
Haugen, J.
User Autonomy Support in Automated E-Coaches.
Degree: 2016, Universiteit Utrecht
URL: http://dspace.library.uu.nl:8080/handle/1874/337626
► Autonomy is an increasingly relevant topic in medical health care, particularly when persuasive technology is used to influence the behavior of individuals. Persuasive applications inevitably…
(more)
▼ Autonomy is an increasingly relevant topic in medical health care, particularly when persuasive technology is used to influence the behavior of individuals. Persuasive applications inevitably nudge its users’ behavior in one direction or another, thus interfering to a certain extent with their
autonomy. Despite having the users’ best interest in mind,
autonomy is considered a basic psychological human need and right, meaning that excessive interference can be considered unethical. The purpose of this thesis has been to find ways in which to support the
autonomy of the user while still retaining the benefits of persuasive technology. More specifically, we focus on E-Coaches, which are a type of persuasive application that take on the role of a social actor and aid its users in attaining sustainable behavior changes. A profound literature review was conducted to define
autonomy in an integrated manner, resulting in four main postulates of
autonomy. Furthermore, the literature review gave rise to the definition of three basic strategies for
autonomy support. Subsequently, transcripts of therapy sessions of patients with primary insomnia were analyzed to discover speech act strategies related to the previously established basic strategies of
autonomy support. The dialogue analysis revealed two additional
autonomy support strategies that were dubbed supplementary strategies. For each of the five categories, several sub-strategies were discovered in the transcripts. Finally, the speech act strategies were applied to SleepCare, a mobile E-Coach for individuals with insomnia, so as to illustrate how the strategies could be applied in practice. The five strategies constitute a major step towards a framework for
autonomy support in persuasive applications. However, it may be reasonable to at least not discard the possibility of additional strategies existing. The sub-strategies are not intended to be interpreted as an exhaustive list of possible
autonomy support methods. Rather, they represent an empirical account of
autonomy support strategies employed by a sleep therapist, seen from the perspective of a persuasive application that delivers cues through natural language.
Advisors/Committee Members: Frans Wiering, Robbert Jan Beun.
Subjects/Keywords: autonomy; persuasive technology; sleepcare
Record Details
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APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Haugen, J. (2016). User Autonomy Support in Automated E-Coaches. (Masters Thesis). Universiteit Utrecht. Retrieved from http://dspace.library.uu.nl:8080/handle/1874/337626
Chicago Manual of Style (16th Edition):
Haugen, J. “User Autonomy Support in Automated E-Coaches.” 2016. Masters Thesis, Universiteit Utrecht. Accessed October 21, 2019.
http://dspace.library.uu.nl:8080/handle/1874/337626.
MLA Handbook (7th Edition):
Haugen, J. “User Autonomy Support in Automated E-Coaches.” 2016. Web. 21 Oct 2019.
Vancouver:
Haugen J. User Autonomy Support in Automated E-Coaches. [Internet] [Masters thesis]. Universiteit Utrecht; 2016. [cited 2019 Oct 21].
Available from: http://dspace.library.uu.nl:8080/handle/1874/337626.
Council of Science Editors:
Haugen J. User Autonomy Support in Automated E-Coaches. [Masters Thesis]. Universiteit Utrecht; 2016. Available from: http://dspace.library.uu.nl:8080/handle/1874/337626
Universiteit Utrecht
21.
Haugen, J.
User Autonomy Support in Automated E-Coaches.
Degree: 2016, Universiteit Utrecht
URL: http://dspace.library.uu.nl:8080/handle/1874/337628
► Autonomy is an increasingly relevant topic in medical health care, particularly when persuasive technology is used to influence the behavior of individuals. Persuasive applications inevitably…
(more)
▼ Autonomy is an increasingly relevant topic in medical health care, particularly when persuasive technology is used to influence the behavior of individuals. Persuasive applications inevitably nudge its users’ behavior in one direction or another, thus interfering to a certain extent with their
autonomy. Despite having the users’ best interest in mind,
autonomy is considered a basic psychological human need and right, meaning that excessive interference can be considered unethical. The purpose of this thesis has been to find ways in which to support the
autonomy of the user while still retaining the benefits of persuasive technology. More specifically, we focus on E-Coaches, which are a type of persuasive application that take on the role of a social actor and aid its users in attaining sustainable behavior changes. A profound literature review was conducted to define
autonomy in an integrated manner, resulting in four main postulates of
autonomy. Furthermore, the literature review gave rise to the definition of three basic strategies for
autonomy support. Subsequently, transcripts of therapy sessions of patients with primary insomnia were analyzed to discover speech act strategies related to the previously established basic strategies of
autonomy support. The dialogue analysis revealed two additional
autonomy support strategies that were dubbed supplementary strategies. For each of the five categories, several sub-strategies were discovered in the transcripts. Finally, the speech act strategies were applied to SleepCare, a mobile E-Coach for individuals with insomnia, so as to illustrate how the strategies could be applied in practice. The five strategies constitute a major step towards a framework for
autonomy support in persuasive applications. However, it may be reasonable to at least not discard the possibility of additional strategies existing. The sub-strategies are not intended to be interpreted as an exhaustive list of possible
autonomy support methods. Rather, they represent an empirical account of
autonomy support strategies employed by a sleep therapist, seen from the perspective of a persuasive application that delivers cues through natural language.
Advisors/Committee Members: Frans Wiering, Robbert Jan Beun.
Subjects/Keywords: autonomy; persuasive; e-coach
Record Details
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Record Details
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❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Haugen, J. (2016). User Autonomy Support in Automated E-Coaches. (Masters Thesis). Universiteit Utrecht. Retrieved from http://dspace.library.uu.nl:8080/handle/1874/337628
Chicago Manual of Style (16th Edition):
Haugen, J. “User Autonomy Support in Automated E-Coaches.” 2016. Masters Thesis, Universiteit Utrecht. Accessed October 21, 2019.
http://dspace.library.uu.nl:8080/handle/1874/337628.
MLA Handbook (7th Edition):
Haugen, J. “User Autonomy Support in Automated E-Coaches.” 2016. Web. 21 Oct 2019.
Vancouver:
Haugen J. User Autonomy Support in Automated E-Coaches. [Internet] [Masters thesis]. Universiteit Utrecht; 2016. [cited 2019 Oct 21].
Available from: http://dspace.library.uu.nl:8080/handle/1874/337628.
Council of Science Editors:
Haugen J. User Autonomy Support in Automated E-Coaches. [Masters Thesis]. Universiteit Utrecht; 2016. Available from: http://dspace.library.uu.nl:8080/handle/1874/337628
University of Hawaii – Manoa
22.
Yoshioka, Jon Masao.
The relationship between CREDE-based instruction and student autonomy in classroom learning.
Degree: 2016, University of Hawaii – Manoa
URL: http://hdl.handle.net/10125/101951
► Ph.D. University of Hawaii at Manoa 2010.
Classrooms are increasingly diverse, and students must become more autonomous in order to compete in the international community.…
(more)
▼ Ph.D. University of Hawaii at Manoa 2010.
Classrooms are increasingly diverse, and students must become more autonomous in order to compete in the international community. This study examined how the implementation of the Center for Research on Education, Diversity, and Excellence Standards for Effective Teaching and Learning (CREDE Standards) was related to the student autonomy in culturally and linguistically diverse classroom environments. The CREDE Standards are instructional strategies developed for use with culturally diverse students. Framed from a sociocultural perspective, this study involved two methodological approaches.
First, small group activity in two high school classrooms were videorecorded to identify the types and frequencies of students' self-regulatory behavior. Low and high level examples of the teachers' use of the CREDE Standards were analyzed to study the relationship between each strategy and student selfregulatory behaviors. Analysis revealed that the types and frequencies of selfregulatory behavior increased in all cases when there was a higher level of implementation of the CREDE Standards. When implementation was low, students exhibited primarily help-seeking behaviors. By contrast, when implementation was high, students demonstrated self-regulatory strategies that included not only help-seeking behaviors, but also organization, critical thinking, monitoring and adjusting progress, self-evaluation and self-reaction. Use of one CREDE Standard, Instructional Conversation, was related to increased levels of student self-regulatory behavior at both lower and higher levels of implementation. The study's second approach involved a survey of 40 students in four different classrooms to determine how the self-regulatory constructs of self-efficacy, intrinsic value, test anxiety, the use of learning strategies, and self-regulation changed following their teachers' CREDE professional development.
Analysis revealed that all constructs, except for test anxiety, were affected over the professional development time period. This finding supports the view that teacher implementation of the CREDE Standards contributes to an increase in student self-regulatory behaviors.
Subjects/Keywords: CREDE; student autonomy; classroom learning
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APA ·
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Export
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Manager
APA (6th Edition):
Yoshioka, J. M. (2016). The relationship between CREDE-based instruction and student autonomy in classroom learning. (Thesis). University of Hawaii – Manoa. Retrieved from http://hdl.handle.net/10125/101951
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Yoshioka, Jon Masao. “The relationship between CREDE-based instruction and student autonomy in classroom learning.” 2016. Thesis, University of Hawaii – Manoa. Accessed October 21, 2019.
http://hdl.handle.net/10125/101951.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Yoshioka, Jon Masao. “The relationship between CREDE-based instruction and student autonomy in classroom learning.” 2016. Web. 21 Oct 2019.
Vancouver:
Yoshioka JM. The relationship between CREDE-based instruction and student autonomy in classroom learning. [Internet] [Thesis]. University of Hawaii – Manoa; 2016. [cited 2019 Oct 21].
Available from: http://hdl.handle.net/10125/101951.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Yoshioka JM. The relationship between CREDE-based instruction and student autonomy in classroom learning. [Thesis]. University of Hawaii – Manoa; 2016. Available from: http://hdl.handle.net/10125/101951
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Hong Kong
23.
譚穎知; Tam, Win-gee.
The moderation effect of original motivation level on the
relation between task instrumentality and the change in motivation
level.
Degree: Master of Social Sciences, 2012, University of Hong Kong
URL: Tam,
W.
[譚穎知].
(2012).
The
moderation
effect
of
original
motivation
level
on
the
relation
between
task
instrumentality
and
the
change
in
motivation
level.
(Thesis).
University
of
Hong
Kong,
Pokfulam,
Hong
Kong
SAR.
Retrieved
from
http://dx.doi.org/10.5353/th_b5156754
;
http://dx.doi.org/10.5353/th_b5156754
;
http://hdl.handle.net/10722/196511
► This experiment investigated the motivational effect of task instrumentality in a group of 8th grade students (N = 92). It investigated whether telling students that…
(more)
▼ This experiment investigated the motivational
effect of task instrumentality in a group of 8th grade students (N
= 92). It investigated whether telling students that memory skills
were instrumental could produce motivational effect. With reference
to the self-determination theory, it was hypothesized that the
original level of motivation would serve as the moderator of the
effect of instrumentality on the change in motivation. It was
believed that instrumentality would have more impact on students
with low level of motivation at the first place; while the impact
of instrumentality would be less on students with high level of
motivation at the first place. The experiment was successful in the
manipulation of instrumentality of memory skill. There was an
increase in students’ introjection after the intervention. The main
effects showed that the teaching session was effective in reducing
students’ external regulation. Marginal significant main effect was
found in the experimental group, where they had higher
identification to the mnemonic session compared to the control
group. Regarding the moderation effect, there was no significant
moderation effect of original motivation level on the relation
between task instrumentality and the change in motivation level.
Implications of these findings on education were
discussed.
published_or_final_version
Educational Psychology
Master
Master of Social Sciences
Subjects/Keywords: Motivation in education; Autonomy (Psychology)
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APA ·
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Export
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Manager
APA (6th Edition):
譚穎知; Tam, W. (2012). The moderation effect of original motivation level on the
relation between task instrumentality and the change in motivation
level. (Masters Thesis). University of Hong Kong. Retrieved from Tam, W. [譚穎知]. (2012). The moderation effect of original motivation level on the relation between task instrumentality and the change in motivation level. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5156754 ; http://dx.doi.org/10.5353/th_b5156754 ; http://hdl.handle.net/10722/196511
Chicago Manual of Style (16th Edition):
譚穎知; Tam, Win-gee. “The moderation effect of original motivation level on the
relation between task instrumentality and the change in motivation
level.” 2012. Masters Thesis, University of Hong Kong. Accessed October 21, 2019.
Tam, W. [譚穎知]. (2012). The moderation effect of original motivation level on the relation between task instrumentality and the change in motivation level. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5156754 ; http://dx.doi.org/10.5353/th_b5156754 ; http://hdl.handle.net/10722/196511.
MLA Handbook (7th Edition):
譚穎知; Tam, Win-gee. “The moderation effect of original motivation level on the
relation between task instrumentality and the change in motivation
level.” 2012. Web. 21 Oct 2019.
Vancouver:
譚穎知; Tam W. The moderation effect of original motivation level on the
relation between task instrumentality and the change in motivation
level. [Internet] [Masters thesis]. University of Hong Kong; 2012. [cited 2019 Oct 21].
Available from: Tam, W. [譚穎知]. (2012). The moderation effect of original motivation level on the relation between task instrumentality and the change in motivation level. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5156754 ; http://dx.doi.org/10.5353/th_b5156754 ; http://hdl.handle.net/10722/196511.
Council of Science Editors:
譚穎知; Tam W. The moderation effect of original motivation level on the
relation between task instrumentality and the change in motivation
level. [Masters Thesis]. University of Hong Kong; 2012. Available from: Tam, W. [譚穎知]. (2012). The moderation effect of original motivation level on the relation between task instrumentality and the change in motivation level. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5156754 ; http://dx.doi.org/10.5353/th_b5156754 ; http://hdl.handle.net/10722/196511
University of Illinois – Chicago
24.
Fryer, Jonathan P.
Preliminary Experience with the Procedural Autonomy and Supervision System (PASS).
Degree: 2016, University of Illinois – Chicago
URL: http://hdl.handle.net/10027/20227
► Purpose: Surgical residents are expected to be able to independently perform the core surgical procedures by the completion of their training. Existing methods for assessing…
(more)
▼ Purpose: Surgical residents are expected to be able to independently perform the core surgical procedures by the completion of their training. Existing methods for assessing resident operative performance are cumbersome, interrupt faculty workflow, and are often completed long after the end of the procedure. These issues lead to poor faculty compliance and potential for significant recall bias. To provide a more effective OR assessment system we have developed PASS (Procedural
Autonomy and Supervision System). PASS is a smart phone based system that enables faculty to use the Zwisch scale to provide timely assessments of residents' operative
autonomy with every case they perform. The Zwisch scale has 4-levels based on the amount of guidance the attending surgeon must provide to the resident to safely and effectively perform the procedure. Our goal with this study is to demonstrate that PASS with the Zwisch scale is a valid and feasible system for measuring resident operative
autonomy without negatively impacting the OR environment.
Methods: Prior to implementation, all participating general surgery residents and faculty underwent frame-of-reference training to the Zwisch scale. Once implemented, after every operation in which a resident participated, the system automatically prompted the attending to rate the resident's level of operative
autonomy based on the Zwisch scale. Eight procedures were videotaped and independently rated by 2 additional surgeons. Zwisch ratings between the 3 raters were compared using an intra-class correlation (ICC) coefficient. Videotaped procedures were also scored using two alternative OR performance assessment instruments (OPRS and 0-SCORE), against which item correlations were
calculated. OR times for procedures performed at least 3 times in both the 6 month periods before and during PASS implementation were compared using an independent t-test. A modified version of the OREEM survey tool (36 items) was used to assess the impact of PASS on the satisfaction of residents and faculty with the OR educational experience. Responses for faculty and residents before and during PASS implementation were compared using an independent t-test.
Results: PASS was implemented for a seven month period by 27 full-time general surgery faculty to assess 1490 operative performances with 31general surgery residents. During the study period,faculty completed evaluations for 92% of all operations performed with general surgery residents. Zwisch scores were shown to correlate with PGY levels based on sequential pair-wise chi-squared tests: PGV1 vs. PGV2 (X2=76.2, df=3, p<0.001); PGY2 vs. PGY3 (X2=23.8, df=3, p<0.001); PGY3 vs. PGY4 (X2=38.3, df=3, p<0.001); Comparison of PGY4 to PGYS scores were not significantly different (X2=1.3, df=3, p=0.72). For the 8 operations reviewed for inter-rater reliability, the ICC coefficient was 0.90 (95% Cl 0.72-0.98,
p<0.01). Correlation of PASS ratings with both OPRS items (each r>0.90,all p<0.01} and 0-SCORE items (each r>0.86,all p< 0.01) was high. Faculty and…
Advisors/Committee Members: Schwarz, Alan (advisor).
Subjects/Keywords: Autonomy; Supervision; Procedural assessment
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APA ·
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CSE |
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Manager
APA (6th Edition):
Fryer, J. P. (2016). Preliminary Experience with the Procedural Autonomy and Supervision System (PASS). (Thesis). University of Illinois – Chicago. Retrieved from http://hdl.handle.net/10027/20227
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Fryer, Jonathan P. “Preliminary Experience with the Procedural Autonomy and Supervision System (PASS).” 2016. Thesis, University of Illinois – Chicago. Accessed October 21, 2019.
http://hdl.handle.net/10027/20227.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Fryer, Jonathan P. “Preliminary Experience with the Procedural Autonomy and Supervision System (PASS).” 2016. Web. 21 Oct 2019.
Vancouver:
Fryer JP. Preliminary Experience with the Procedural Autonomy and Supervision System (PASS). [Internet] [Thesis]. University of Illinois – Chicago; 2016. [cited 2019 Oct 21].
Available from: http://hdl.handle.net/10027/20227.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Fryer JP. Preliminary Experience with the Procedural Autonomy and Supervision System (PASS). [Thesis]. University of Illinois – Chicago; 2016. Available from: http://hdl.handle.net/10027/20227
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Victoria
25.
Kodalen, Kent Marshall.
Preliminary investigation of autonomy in adolescent survivors of traumatic brain injury.
Degree: Dept. of Psychology, 2012, University of Victoria
URL: http://hdl.handle.net/1828/4266
► Objective: The primary goal of this study was to investigate the possibility of a relationship between traumatic brain injury (TBI) and adolescent autonomy. Adolescents and…
(more)
▼ Objective: The primary goal of this study was to investigate the possibility of a relationship between traumatic brain injury (TBI) and adolescent
autonomy. Adolescents and their parent reported on lhree types of
autonomy; renective
autonomy, reactive
autonomy, and functional independence. Adolescent cognitive skills, reading ability, and affective states, along with parent perceptions of !.he adolescents' executive functioning and parent-related stress were assessed in an attempt to elucidate the mechanisms through which TBI and
autonomy interact.
Participants and Methods: Participants included 20 adolescents, 12 to 19 years of age, with a history ofTS! and 19 age· and gender·matched adolescents wilh no history of TBI. Each adolescent was accompanied by one parent who completed parental reports while the adolescent underwent testing and completed questionnaires. Adolescents were screened for cognitive functioning and reading ability using subtests ofthe Reynolds Intellectual Assessment Scale (RIAS) and the Wide Range Achievement Test _ 4th Edition (WRAT4). Adolescents then completed questionnaires to assess depression (Beck
Depression Inventory - 2nd Edition, SOl-TO and anxiety (Beck Anxiety Inventory, BAI). Lastly but most importantly. the adolescents completed questionnaires to assess reflective
autonomy using a modified version of the Ryff Psychological Well Being Scale, and reactive
autonomy (Adjectives Checklist, ACL). Meanwhile, parents completed a brief demographics questionnaire, a report of their adolescent's functional independence (Adaptive Behavior Assessment System II. ABAS-IO. executive functioning (Behavior Rating Inventory of Executive Functioning, BRIEF), and parenting-related stress (Stress
Index for Parents of Adolescents, SlPA).
Results: Significant group differences were noted on measures of reflective
autonomy, but not on reactive aUlonomy. A history ofTBI was also influential in parent ratings of functional independence and executive functioning, but not levels of parent stress. The adolescents with TBI did not repon higher levels of depression or anxiety. Within the TBI group, significant correlations were found between parent ratings of adolescent functional independence and executive functioning, yet no correlations were found
between adolescent and parent reports of
autonomy, adolescent reports of
autonomy and affect, or between parent ratings of adolescent functional independence/executive functioning and parent stress levels.
Conclusions: These findings provide some indication of a potential relationship between TBI and both self-repons and parent repons of
autonomy. Adolescent's with a history of TBI in this sample felt less in control of their decision making process regarding actions/behaviors, and were viewed by their parents as are less functionally independent. These findings do not provide any indication of a potential relationship between TBI and an adolescent's ability to resist external innuence. However, the number of participants was limited and there were several other…
Advisors/Committee Members: Skelton, Ronald W. (supervisor).
Subjects/Keywords: brain injury; adolescent; autonomy
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Manager
APA (6th Edition):
Kodalen, K. M. (2012). Preliminary investigation of autonomy in adolescent survivors of traumatic brain injury. (Thesis). University of Victoria. Retrieved from http://hdl.handle.net/1828/4266
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Kodalen, Kent Marshall. “Preliminary investigation of autonomy in adolescent survivors of traumatic brain injury.” 2012. Thesis, University of Victoria. Accessed October 21, 2019.
http://hdl.handle.net/1828/4266.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Kodalen, Kent Marshall. “Preliminary investigation of autonomy in adolescent survivors of traumatic brain injury.” 2012. Web. 21 Oct 2019.
Vancouver:
Kodalen KM. Preliminary investigation of autonomy in adolescent survivors of traumatic brain injury. [Internet] [Thesis]. University of Victoria; 2012. [cited 2019 Oct 21].
Available from: http://hdl.handle.net/1828/4266.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Kodalen KM. Preliminary investigation of autonomy in adolescent survivors of traumatic brain injury. [Thesis]. University of Victoria; 2012. Available from: http://hdl.handle.net/1828/4266
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Victoria
26.
Riddett, Matthew.
Education and the right to autonomy.
Degree: Dept. of Philosophy, 2012, University of Victoria
URL: http://hdl.handle.net/1828/3967
► In this essay I argue that all children have a right to Autonomy Facilitating Education (AFE), and a corresponding right to freedom from indoctrination. Citizens…
(more)
▼ In this essay I argue that all children have a right to
Autonomy Facilitating Education (AFE), and a corresponding right to freedom from indoctrination. Citizens of liberal-democratic societies have a fundamental interest in
autonomy because it underpins what Rawls called the moral powers, because self-consciously liberal democratic societies cannot coherently endorse anti-perfectionist liberalism and must endorse at least weak-perfectionism with respect to children`s prospective right to
autonomy, and because it is constitutive of a form of civic virtue the general diffusion of which is necessary for the vitality and sustainability of liberal democratic society.
Autonomy consists in the exercise of two cognitive capacities: one self-reflective, the other self-affective. The aim of AFE is to develop these capacities by meeting three basic pedagogical requirements: The Knowledge Requirement develops the ability to access information. The Skill Requirement develops the ability to rationally evaluate and understand the relevant information. The Disposition Requirement develops the psychological disposition to engage the first two deliberative abilities (which together generate one’s considered best judgment) and then commit to that judgment and not deviate from it without first engaging the deliberative abilities again in light of new information, newly acquired evaluative skill or new understanding of the information. These requirements can be met from a range of pedagogical approaches, and parents have the right to provisionally privilege their own worldview in the pedagogical approach to their child’s AFE. I use this account to evaluate two Canadian case studies: the first involving lawsuits over the Ethics and Religious Culture program in Québec, the second involving recent changes to Alberta’s Human Rights legislation enshrining parents’ rights over their child’s education.
Advisors/Committee Members: Macleod, Colin (supervisor).
Subjects/Keywords: Education; Autonomy; Rights; Children; Parents
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APA (6th Edition):
Riddett, M. (2012). Education and the right to autonomy. (Masters Thesis). University of Victoria. Retrieved from http://hdl.handle.net/1828/3967
Chicago Manual of Style (16th Edition):
Riddett, Matthew. “Education and the right to autonomy.” 2012. Masters Thesis, University of Victoria. Accessed October 21, 2019.
http://hdl.handle.net/1828/3967.
MLA Handbook (7th Edition):
Riddett, Matthew. “Education and the right to autonomy.” 2012. Web. 21 Oct 2019.
Vancouver:
Riddett M. Education and the right to autonomy. [Internet] [Masters thesis]. University of Victoria; 2012. [cited 2019 Oct 21].
Available from: http://hdl.handle.net/1828/3967.
Council of Science Editors:
Riddett M. Education and the right to autonomy. [Masters Thesis]. University of Victoria; 2012. Available from: http://hdl.handle.net/1828/3967
University of Debrecen
27.
Gajdos, Zsuzsa Miléna.
Language Use Beyond the Classroom and Learner Autonomy
.
Degree: DE – TEK – Bölcsészettudományi Kar, 2013, University of Debrecen
URL: http://hdl.handle.net/2437/163371
► This dissertation is based on the assumption that language learners have access to sources of potential language learning materials, such as books, films, music, the…
(more)
▼ This dissertation is based on the assumption that language learners have access to sources of potential language learning materials, such as books, films, music, the Internet, etc. available in Hungary. One of the aims was to investigate to what extent students make effective use of these materials outside the classroom and what their feelings are on the importance of out-of-class use of the language to language progress. On the other hand, it also aimed to find out whether beliefs about language teaching and learning influence students’ language learning and practice beyond the classroom.
Advisors/Committee Members: Mónos, Katalin (advisor).
Subjects/Keywords: authentic materials;
learner autonomy
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APA ·
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MLA ·
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Export
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APA (6th Edition):
Gajdos, Z. M. (2013). Language Use Beyond the Classroom and Learner Autonomy
. (Thesis). University of Debrecen. Retrieved from http://hdl.handle.net/2437/163371
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Gajdos, Zsuzsa Miléna. “Language Use Beyond the Classroom and Learner Autonomy
.” 2013. Thesis, University of Debrecen. Accessed October 21, 2019.
http://hdl.handle.net/2437/163371.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Gajdos, Zsuzsa Miléna. “Language Use Beyond the Classroom and Learner Autonomy
.” 2013. Web. 21 Oct 2019.
Vancouver:
Gajdos ZM. Language Use Beyond the Classroom and Learner Autonomy
. [Internet] [Thesis]. University of Debrecen; 2013. [cited 2019 Oct 21].
Available from: http://hdl.handle.net/2437/163371.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Gajdos ZM. Language Use Beyond the Classroom and Learner Autonomy
. [Thesis]. University of Debrecen; 2013. Available from: http://hdl.handle.net/2437/163371
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Edinburgh
28.
Shangase, Generous Mabutho.
Stability and change in South African public policy, 1994-2014.
Degree: PhD, 2018, University of Edinburgh
URL: http://hdl.handle.net/1842/31023
► This thesis narrates the exercise of state autonomy to achieve macro-economic stability and effect incremental policy change in South Africa between 1994 and 2014. Employing…
(more)
▼ This thesis narrates the exercise of state autonomy to achieve macro-economic stability and effect incremental policy change in South Africa between 1994 and 2014. Employing a composite case study of the macro-economic policy framework; the Growth Employment and Redistribution (GEAR) (1996) strategy, and two micro policies, Free Basic Electricity (FBE) (2003) and No Fee Schools (NFS) (2006), it demonstrates how the post-apartheid state introduced reforms at macro and micro policy levels. Taking a historical institutionalist approach, it emphasizes the importance of ideas, context, configurations, temporal arguments and path-dependence to recount a story of policy change. The main sources of evidence comprise semi-structured elite interviews conducted with senior politicians, public servants, trade unionists and academic researchers as well as secondary data such as Hansard, government documents and other research reports. Data collection in South Africa was undertaken over a period of twelve months across various sites such as state departments, parliament, the South African Reserve Bank, university libraries, municipalities, private companies, parastatals and schools in the Gauteng Province. The context of transition from apartheid to a democratic dispensation, 1990-1994, with the negotiation processes forms a backdrop to the study whereby compromises and important policy choices set the scene for the formulation of new policy infrastructure culminating in GEAR in 1996. The implementation of GEAR in 1996 and the achievement of macroeconomic stability in turn prepared the ground for intervention at micro policy level. Consequently the introduction of incremental policy change through micro policies such as FBE (2003) and NFS (2006) became possible. Importantly this thesis reveals that whilst incremental policy change has been achievable, it is not totally transformative but rather built upon policy legacies as it proffers gradual adjustments which do not reverse earlier policy decisions and compromises nor effect fundamental change. Nevertheless, even in a difficult international and domestic environment, the South African state has shown a capacity to initiate and sustain incremental change in key areas of public policy.
Subjects/Keywords: state autonomy; policy change; incrementalism
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APA (6th Edition):
Shangase, G. M. (2018). Stability and change in South African public policy, 1994-2014. (Doctoral Dissertation). University of Edinburgh. Retrieved from http://hdl.handle.net/1842/31023
Chicago Manual of Style (16th Edition):
Shangase, Generous Mabutho. “Stability and change in South African public policy, 1994-2014.” 2018. Doctoral Dissertation, University of Edinburgh. Accessed October 21, 2019.
http://hdl.handle.net/1842/31023.
MLA Handbook (7th Edition):
Shangase, Generous Mabutho. “Stability and change in South African public policy, 1994-2014.” 2018. Web. 21 Oct 2019.
Vancouver:
Shangase GM. Stability and change in South African public policy, 1994-2014. [Internet] [Doctoral dissertation]. University of Edinburgh; 2018. [cited 2019 Oct 21].
Available from: http://hdl.handle.net/1842/31023.
Council of Science Editors:
Shangase GM. Stability and change in South African public policy, 1994-2014. [Doctoral Dissertation]. University of Edinburgh; 2018. Available from: http://hdl.handle.net/1842/31023
University of Manchester
29.
Ramirez Sanchez, Martha Areli.
"We are all Government: Zapatista Political Community.
Contexts, Challenges, and Prospects".
Degree: 2012, University of Manchester
URL: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:175450
► The University of Manchester"We are all Government: Zapatista Political Community. Contexts, Challenges, and Prospects"Martha Areli Ramirez SanchezPhD. in Social Anthropology July, 2012Abstract:This thesis demonstrates how,…
(more)
▼ The University of Manchester"We are all Government:
Zapatista Political Community. Contexts, Challenges, and
Prospects"Martha Areli Ramirez SanchezPhD. in Social Anthropology
July, 2012Abstract:This thesis demonstrates how, through diverse
daily life practices, a Zapatista community, referred to here as La
Humanidad, creates a model of
autonomy in the Mexican State of
Chiapas. Based on ethnographic information, this study explores the
meanings that this community attributes to practices and notions
such as
Autonomy, Resistance, Memory, good government and bad
government. I contend that these practices represent an attempt to
confront and resist the neoliberal model of Good Governance and
consequently reconstruct the social fabric, revive communitarian
practices, and develop models of self-sufficiency in regard to
economics, health and education. Although La Humanidad constitutes
just one case study, it highlights little known aspects of what is
meant by grassroots participation in regard to this particular
Zapatista community, allowing us to gain deeper insight into how
indigenous campesino
autonomy has been constructed following the
Zapatista Uprising. Furthermore, through multi-sited fieldwork, I
demonstrate the variety of organisational experiences of The Good
Government Council among the five different Zapatista Caracoles:
Oventic, La Garrucha, Morelia, Roberto Barrios, and La Realidad. In
order to contrast these Caracoles with official forms of government
organization, this study also addresses aspects of the
constitutional government in the Municipality of San Andres
Larrainzar.
Advisors/Committee Members: HARVEY, PENELOPE PM, Gledhill, John, Harvey, Penelope.
Subjects/Keywords: Zapatista community, - Autonomy; Resistance,- Memory
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Manager
APA (6th Edition):
Ramirez Sanchez, M. A. (2012). "We are all Government: Zapatista Political Community.
Contexts, Challenges, and Prospects". (Doctoral Dissertation). University of Manchester. Retrieved from http://www.manchester.ac.uk/escholar/uk-ac-man-scw:175450
Chicago Manual of Style (16th Edition):
Ramirez Sanchez, Martha Areli. “"We are all Government: Zapatista Political Community.
Contexts, Challenges, and Prospects".” 2012. Doctoral Dissertation, University of Manchester. Accessed October 21, 2019.
http://www.manchester.ac.uk/escholar/uk-ac-man-scw:175450.
MLA Handbook (7th Edition):
Ramirez Sanchez, Martha Areli. “"We are all Government: Zapatista Political Community.
Contexts, Challenges, and Prospects".” 2012. Web. 21 Oct 2019.
Vancouver:
Ramirez Sanchez MA. "We are all Government: Zapatista Political Community.
Contexts, Challenges, and Prospects". [Internet] [Doctoral dissertation]. University of Manchester; 2012. [cited 2019 Oct 21].
Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:175450.
Council of Science Editors:
Ramirez Sanchez MA. "We are all Government: Zapatista Political Community.
Contexts, Challenges, and Prospects". [Doctoral Dissertation]. University of Manchester; 2012. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:175450
University of Manchester
30.
Salama, Nadia Ramzy Ali.
Nature, Extent, and Role of Parties’ Autonomy in the
Making of International Commercial Arbitration
Agreements.
Degree: 2016, University of Manchester
URL: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:297677
► Nowadays, arbitration is increasingly defined by its procedural flexibility and suitability to adapt to the needs and circumstances of different parties in different situations. In…
(more)
▼ Nowadays, arbitration is increasingly defined by
its procedural flexibility and suitability to adapt to the needs
and circumstances of different parties in different situations. In
so being, arbitration employs the agreement to arbitrate as the
device through which parties can utilise this procedural
flexibility to create an exceptionally party-oriented process.
Consequently, the drafting of these agreements and the choices
concluded by the parties in them can very much determine whether a
particular process is going to produce an efficient and effective
outcome or rather frustrate the intentions of the parties and,
generally, the objectives of international commercial arbitration.
This thesis looks into the most influential decisions/choices made
by the parties during the drafting stage of their arbitration
agreements and attempts to underline the best practical and legal
techniques to approach these decisions within today’s modern
regulations of international commercial arbitration. The thesis
begins its analysis by examining the separate procedural nature of
arbitration agreements in comparison to the substantive nature of
ordinary contracts. Such examination revealed that the separability
of arbitration agreements produces certain consequences that can
potentially uphold arbitration agreements in situations where the
main contract was found illegal, non-existent, or invalid, for
instance. A clear recognition of the distinct nature of arbitration
agreements and the effects of that on the status of arbitration
clauses, specifically, can provide the parties, from the very
beginning, with rather precise expectations as to the future status
of their arbitration agreement.In focus on the role of parties’
autonomy in producing timely awards, it was essential to analyse
the different limitations that could restrict this
autonomy and,
possibly, frustrate the expectations and intentions of the parties.
Such analysis revealed that these limitations were limited to
incapacity, non-arbitrability, waiver of right to arbitrate, as
well as public policy and mandatory rules of law. Finally, in
scrutinising the most influential choices which parties can make in
their arbitration agreement to positively and effectively create an
intelligent international arbitration settlement, it was found that
these choices mainly consisted of the choice of the seat of
arbitration, the arbitrators, the language of the arbitration, and
the law(s) applicable to the arbitration. Throughout this thesis,
it is argued that through the consensual nature of international
arbitration along with the
autonomy bestowed upon its parties, the
latter can have a better chance of achieving a practically and
legally efficient settlement.
Advisors/Committee Members: BUTLER, NICOLETTE N, Mcmeel, Gerard, Butler, Nicolette.
Subjects/Keywords: international commercial arbitration; parties' autonomy
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APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Salama, N. R. A. (2016). Nature, Extent, and Role of Parties’ Autonomy in the
Making of International Commercial Arbitration
Agreements. (Doctoral Dissertation). University of Manchester. Retrieved from http://www.manchester.ac.uk/escholar/uk-ac-man-scw:297677
Chicago Manual of Style (16th Edition):
Salama, Nadia Ramzy Ali. “Nature, Extent, and Role of Parties’ Autonomy in the
Making of International Commercial Arbitration
Agreements.” 2016. Doctoral Dissertation, University of Manchester. Accessed October 21, 2019.
http://www.manchester.ac.uk/escholar/uk-ac-man-scw:297677.
MLA Handbook (7th Edition):
Salama, Nadia Ramzy Ali. “Nature, Extent, and Role of Parties’ Autonomy in the
Making of International Commercial Arbitration
Agreements.” 2016. Web. 21 Oct 2019.
Vancouver:
Salama NRA. Nature, Extent, and Role of Parties’ Autonomy in the
Making of International Commercial Arbitration
Agreements. [Internet] [Doctoral dissertation]. University of Manchester; 2016. [cited 2019 Oct 21].
Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:297677.
Council of Science Editors:
Salama NRA. Nature, Extent, and Role of Parties’ Autonomy in the
Making of International Commercial Arbitration
Agreements. [Doctoral Dissertation]. University of Manchester; 2016. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:297677
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Open Access Theses and Dissertations