This thesis examines relations between domestic actors and central government or the state during the EC accession negotiations and EC/EU membership in Spain. It presents three theoretical perspectives on the role of the state: a state-centric approach which focuses on the state as autonomous actor; a two-level game framework which considers the state as gatekeeper between the European and domestic arenas; and a multi-level governance perspective where the state becomes an arena in which a number of different actors participate. A dynamic approach to the analysis is adopted, highlighting sets of changing conditions in the Spanish political system expected to influence the access to policy-making for actors other than central government, which it terms the domestic opportunity structure. The analysis of the high level of state autonomy during the EC accession negotiations acts as an essential baseline for an examination of the policy process during EC/EU membership when the state's autonomy is expected to be reduced by a more open opportunity structure. This changed context is explored in the specific areas of cohesion policy and fisheries, when the input of domestic actors is seen to depend on the particular policy setting, the policy-making stage and the type of decision, termed the EU opportunity structure. A combination of theoretical approaches is considered necessary to explain the changing levels of opportunity. Given that considerable evidence exists for the state's retention of its role as key decision-maker in the policy process, this thesis concludes that the state-centric approach is still relevant to the case of Spain. However, at certain stages of the process, particular sets of actors have gained greater access to policy-making during EC/EU membership, as illustrated by the increasing involvement of regional authorities in the implementation of the structural funds, thus indicating that theoretical insights which place greater emphasis on the influence of domestic actors other than. the state may be needed to supplement a purely statist approach.

E.G. West raises, but does not adequately address, philosophical issues concerning the justification for state intervention in education. West's market model is outlined, and likely objections - based on recent arguments against 'internal markets' in education - are explored. Chapter 1 outlines West's role for the state in inspecting a 'minimum adequate education for all'. Chapter 2 examines whether this could overcome the objection that markets won't satisfy equality of opportunity. Williams', Rawls' and Dworkin's arguments on equality are found compatible with West's model. The curriculum for West's model is then investigated: Chapter 3 considers 'education for democracy', and whether compulsion is needed to ensure the desired qualities for democratic participation emerge, or whether they could emerge freely in civil society. A reductio ad absurdum argument brings out the illiberal consequence of a compulsory curriculum, of a 'fitness test' for democratic participation. Chapter 4 explores 'education for autonomy'. John White's argument for a compulsory curriculum for autonomy could undermine other autonomy-promoting institutions in civil society, it is suggested. White's argument depends upon Joseph Raz's argument for state promotion of autonomy, which is explored, raising the 'epistemic argument' for markets. John Gray's argument to this effect is extended, to suggest that there will be difficulties with any 'fleshing out' of West's curriculum if it is to be promoted by the state. One way around this, democratic control of the curriculum, is explored in chapter 5. Difficulties with John White's approach arise because of logical constraints on improving democracy, raised by consideration of social choice theory (Arrow's theorem and its corollaries) and public choice theory (logrolling). Chapter 6 considers the objection to markets that education is a 'public good', using the arguments of Gerald Grace and Ruth Jonathan. These are put in the context of the game. theory literature of De Jasay, Taylor, and Axelrod. The 'public goods dilemma' is explored, to arrive at less pessimistic conclusions about markets in education than the critics of markets we consider. Finally, chapter 7 briefly relates the issues to the contemporary discussion about markets, including internal markets and vouchers, in education.

Conceptualizations of local autonomy to date are critiqued and an alternative theory is offered. Three ideal types of local autonomy are reconstructed from existing literature: fiscal, political, and legal autonomy. Two specific criticisms are made: that each holds a deficient conceptualization of the local; and that each has a negative and constrained view of power and autonomy. Existing literature oversimplifies states' domination at the expense of local autonomy. A theory of local autonomy, I argue, must begin with the question of how localities can and cannot be autonomous rather than a prevailing focus on what they stand autonomous from. In this way, local autonomy and its absence (heteronomy) become dialectical concepts. I develop these points through a discussion of Massachusetts' inclusionary housing policy. The policy's drafting and its current impact in four suburbs provide the empirical basis for theoretical reconstruction. "Local" is viewed from a place-making perspective: places are seen as meaningful sets of social relations relative to a geographic context. Meaning is produced, reproduced, and contested within those contexts. A place's autonomy is related to the way in which meaningful sets of social relations are made to be "powerful" or "powerless" through a process of reification. Relating "local" to "autonomy" demands a relational and circulatory theory of power rather than prevailing corporeal theories. This reconceptualization is beneficial in theoretically relating power and place because it emphasizes the complexity and dynamics of relations of domination and resistance; because it highlights the relation between place making and truth/knowledge claims; and because it does not heuristically disentangle social processes whose very interaction is theoretically significant. / Arts, Faculty of / Geography, Department of / Graduate

Housing First is a housing model aimed at solving chronic homelessness. It works by offering housing to unhoused people without requiring them to get certain treatments, which reverses previous models. In this ethnographic study, I investigated how this program operates on the ground level, by interviewing and shadowing several case managers who work with clients who experience homelessness, addiction, and mental illnesses. What my research reveals are the tensions that emerge in the process of implementing Housing First programs. I explore how case managers shape the client’s choices and their relationships, to see how some forms of autonomy are valued over others and how clients are made to be individuals in some ways and a part of a community in others. Additionally, I show how case managers navigate ethical practice when the needs of the client conflict with the needs of the organizations for which the case manager works. This intervention is thought to be a solution to a widespread social problem. However, in practice, it is a market-based solution that can only work on an individual level. This results in the reinforcement of liberal understandings of autonomy and responsibility that contributed to the creation of homelessness as a social problem in the first place.

In this study, I investigated the relationship between positive self-talk, autonomy, and resilience in a sample of adults residing in America (n=177). Forty percent of American adults (n=1031) report daily stressors (Almeida, Wethington, & Kessler, 2002). Even comparatively minor life stressors can have a negative impact on one’s well-being over time (Almeida, 2005). Resilience, the ability to manage and recover from stress, may be an important factor in long-term health and well-being (Almeida, 2005). Positive self-talk has been identified as a possible target for resilience building interventions. However, positive self-talk appears to benefit some people more than others. One possible factor in the differential impact of positive self-talk may be autonomous functioning. The primary purpose of this study was to investigate whether one’s level of autonomy would influence how they use and interpret their self-talk and how that impacts their resilience, as such autonomous functioning was examined as a possible moderator in the relationship between self-talk and resilience. A sample of American adults were recruited through Amazon’s MTurk system and asked to complete an online survey. The survey included measures designed to assess for self-talk type and frequency, daily hassles stress, level of autonomy, and level of resilience. Results indicated that positive self-talk was not a predictor of high levels of resilience. Nor was autonomous functioning found to moderate the relationship between self-talk and resilience. However, autonomous functioning was a significant predictor of resilience. Implications for research and practice are discussed.

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.

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Thesis advisor: Mary Troxell / This thesis explores the flaws of classical autonomy in Western healthcare, and alternatively proposes a feminist ethics of care relational autonomy in healthcare settings. It proceeds in four chapters: a brief history of classical autonomy, autonomy's role in healthcare and medical ethics, an introduction to relational autonomy, and relational autonomy's focus on marginalized populations in Western healthcare. It concludes that to address the disconnect in Western healthcare between the patient, provider, and healthcare system, we need to shift to a more relational view of society. / Thesis (BA) — Boston College, 2022. / Submitted to: Boston College. College of Arts and Sciences. / Discipline: Departmental Honors. / Discipline: Philosophy.

Includes bibliography. / The donor - recipient relationship has been the focus of numerous research projects. However, the conditions imposed by donors when giving funding to a recipient in relation to programmatic focus and the resultant ability of an organisation to remain autonomous have not been really addressed. This research therefore sought to address this very issue with regards to the conditions placed on donor funds and their effect on NGO autonomy. The research takes Gunder Frank’s dependency theory as its theoretical framework which suggests that the third world was actively underdeveloped and conditioned to be recipients rather than producers. The same logic was then applied to the NGO sector where these organisations are trapped in the receiving cycle with little, to no individual ability to fundraise to become self-sustaining. The research was qualitative in nature where the researcher administered a web based survey to NGOs in three countries in East Africa namely; Kenya, Uganda and Tanzania. However, a qualitative aspect was also incorporated in the research as respondents were offered the opportunity within the survey tool to offer their individual opinion in a narrative form. Probability sampling was employed meaning that each organisation on the respective lists had an equal chance of being selected to participate in the survey, which ran from, December 2012 to June 2013. A total of 517 organisations were preselected to participate in the survey. The researcher received 74 complete responses which was a 14.31%rate thus deemed good for an electronic survey.

Submitted to the Faculty of Education in Fulfilment of the requirements for the Degree of MASTER OF EDUCATION in the Department of Philosophy of Education, University of Zululand, 1991. / This study is conducted within the Department of Philosophy of Education. The researcher established that there are two rival claims in so far as the role of the school is concerned. We live at a time where there is a great talk on the rights, needs and interests of the individual. Such talks are more often than not, founded on a big caption of individual autonomy or in¬dividual freedom. As the position of the individual is exalted, schools are also blamed for failing to enhance the status of the individual. The second claim is that of the role of the school and society. In this regard the school is merely seen as an agency or instrument for a society. Its task should therefore be centered around preparing individuals for com¬munity service. The researcher is therefore advocating that neither side should be afforded predominance over the other. To this end, the school should be seen as an institution that should help bring about harmony between individual autonomy and responsible citizenship. In order to confirm the supposition on "a Focus on the Pedagogical relevance of the school in harmonizing education for individual autonomy with responsible citizenship: Implica¬tions for a school curriculum", the researcher stated his problem in a question form like this: Can a school manage to bring about harmony between individual autonomy and responsible citizenship? What curriculum can be envisaged if a compromise between individual freedom and citizenship is reached? Methods of research included, among other things, discussions with members of the public like parents. The researcher intended to find out how parents feel about the role and the contribution that is made by schools. Some members of the parent—community were also interviewed. Certain key figures in the society, at schools, universities, technikons and colleges of education were also interviewed on the role that could be played by the school in bringing about a compromise between individual autonomy and responsible citizenship. Teachers of high schools and senior secondary schools were requested to fill in a questionnaire. Through literature review, discussions, interviews and empirical investigation, the researcher found that most people believe that the question of the pedagogical relevance of the school in bringing about harmony between education for in¬dividual autonomy and responsible citizenship has to do with an aim of education. Briefly, it hinges on what children will become after they have completed schooling. Both parents and teachers agreed that the school can¬not be solely held responsible for the education of children. It was then suggested that the school should work in close contact with the parent com¬munity. Aims and purposes of education should be decided by both parents and teachers. The researcher also found that teachers and parents agreed that there is nothing like absolute individual autonomy. For this reason, there is therefore a general consensus that proper education is the one that prepares pupils to live both as worthy individuals and as responsible citizens. An individual in this study was viewed as a person with his own needs, wants, interests, rights and wishes which need not be suppressed at the expense of those of a society. On the other hand a responsible citizen was seen as a person who does not only live for himself, but for other people as well. The researcher then concluded that in executing their ped¬agogic tasks, both teachers at school and the parent community should real¬ize that the needs of an individual and those of a society are interdepen¬dent. There must be harmony between the needs of an individual and those of a society. The school must therefore not only inculcate a spirit of in¬dividualism in pupils but also a spirit of community service. Lastly, the researcher recommended that since the school curriculum dic¬tates what children will become when they have finished schooling, it therefore needs serious attention. It is therefore recommended that a school curriculum should be designed in such a way that it encompasses both the needs of learners and those of their societies. There is therefore a need for further research on the needs of learners and those of their societies. The school curriculum should not only be designed by a selected few. Teachers, members of the public, the private sector, and if possible, students, should all be consulted before a school curriculum is designed. / BP South Africa Pty (Ltd) and the University of Zululand