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Various sociological theories of deviance have demonstrated the importance of an individual's attitudes toward deviance in determining whether or not that individual will engage in deviant behavior. This research contributes to the theoretical and empirical literature on deviant behavior by examining the strength of two cultural factors, the scientific worldview and individualism, in predicting an individual's attitudes toward deviance when tested alongside the tenets of other predominate individual level theories of deviance, namely Hirschi's (1969) social control theory and Sutherland's (1939) differential association theory. The sample for this analysis is 202 students from a large research university in Southwest Virginia. The findings of this research lend support to Sutherland's (1939) differential association theory and to the scientific worldview as significant predictors of tolerant attitudes toward deviance. Several of the bonds of Hirschi's (1969) social control theory were also supported in this research; however, some failed to predict deviant behavior, leading to the conclusion that future research should focus on clearly elucidating the conceptualization of the social bonds forwarded in the original theory. Finally, the cultural ideology of individualism was not a significant predictor of tolerant attitudes toward deviance in this study. Future empirical studies should work to more clearly operationalize this variable as Hawdon (2005) described it and investigate the variables significance as a predictor of tolerant attitudes toward deviance. / Ph. D.

Finding conceptual tools that lend themselves to the creation of consensus is no easier in an age of mass communication, mass transportation or mass education, than it was in earlier less "modern," technology adventurous, times. In fact, as I argue in this dissertation, modernity can be analyzed and experienced as being anathema to those characteristics upon which consensus can be built. This dissertation examines why this is the case and what may be done to ameliorate the worst excesses of modernity while building on its greatest strengths. / Ph. D.

The Tea Party movement became a significant political force in American politics in 2009. Soon after their arrival on the national scale, this movement turned its attention to environmental policymaking. In particular, it spurred a strong opposition to local sustainable development initiatives. While this conflict has run its course in most places, it remains an example of the type of opposition future environmental or sustainability work may face. This three-part study is focused on determining the extent and nature of this opposition with particular emphasis on how it reflected the broader conflict between individualism and collectivism. First, we analyzed general interest in the topics associated with the opposition using media interest and internet search trends. Next, we evaluated what was driving this opposition through rhetoric analysis of local Tea Party organizations from across the country. This helped uncover several of the predominant themes in the opposition, including a belief in American Exceptionalism, concern over our system of Governance and a strong preference for individualism. Lastly, we conducted a case study of the conflict in Roanoke, VA. This allowed us to map out the specifics of one segment of the broader conflict and explore the driving themes further. The results of all three parts point to a substantial, but diffuse, opposition that was driven in no small part by a preference for individualism. This work demonstrates that individualism can be used as a lens through which a fuller understanding of this, and future, opposition of environmental legislation may be generated. / Master of Science

<p>The aim of this thesis is to describe and analyse pupils’ and teachers’ views on pupils’ responsibility for their schoolwork and how this relates to a more comprehensive ideology of school and today’s high modern society. The analysis is inspired by Anthony Giddens’ structuration theory and the concepts of discursive consciousness, practical consciousness, rules, routines and resources.</p><p>At school level pupils’ and teachers’ views of pupils’ responsibility is shown in their practical and discursive consciousness. To capture this consciousness, observations were made during fifteen lessons in school year 9 (15-16 years of age). These lessons - “study times” - were introduced to increase freedom of choice, flexibility and responsibility. Sixty-eight pupils and twenty-two teachers were interviewed. The ideology expressed in pupils’ and teachers’ views on pupils’ responsibility was related to the official school ideology expressed in the national curriculum. Finally, an analysis was carried out inspired by Anthony Giddens’ and Ulrich Beck´s concepts used in their descriptions of the high modern society, individualism and value-relativism.</p><p>The results showed a discursive consensus between teachers and pupils concerning their views pupils’ responsibility for their schoolwork. The meaning of responsibility was taken for granted and implied doing the school tasks and to complete them in time. Both teachers and pupils expressed that many pupils’ have difficulties in taking this responsibility. A discrepancy between the pupils’ discursive and practical consciousness was found.</p><p>Rules and routines were created by the teachers to control the freedom of space offered during the “study times”. The pupils legitimated the teachers’ controlling function but in practice they offer resistance against the demand for responsibility.</p><p>The overall analysis identified three issues that are important for further discussions in research and educational practice. Responsibility and learning: Responsibility was observed as a part of a “culture of doing” separated from learning as such. Also, responsibility was linked to individual work. The freedom offered during the “study times” was used by both pupils, and teachers, to build relationships. This means that relationships were not created through work but rather despite it. Responsibility and the view of the pupils’: In pupils’ and teachers’ view of responsibility pupils were easy going, ruled by lust and/or responsible but not always according to the conditions stipulated by the school. The pupils were offered a freedom to choose but they were also held responsible for the consequences. While they could make the choice not to work, this would influence the evaluation of the achievements, and in reality make it a “non-choice”. The freedom was limited and conditioned. Responsibility as a democratic principle: The connection between responsibility and pupil participation expressed in the national curriculum was not to be found in pupils’ and teachers’ views of responsibility. While the pupils were offered participation in relation to which assignments to choose to work with during the “study times”. They were not invited to shape the rules and the routines for the schoolwork or to have influence on the contents of the work or the working environment. The pupils’ did not ask for more participation, but rather feared it would lead to chaos. The separation between participation and responsibility indicated in the study is suggested to weaken the idea of responsibility as one of the democratic principles.</p><p>In conclusion: The view of pupils’ responsibility for their schoolwork was built upon an individualistic ideology. known from Giddens and Becks description of high modernity. In contrast to their description, however my results show no signs of value-relativism</p>

Since their introduction to the United States from Japan in the 1980s, inter-organizational cooperation practices between buyers and suppliers have provided lower costs, shorter development and production cycles, and higher levels of quality and productivity. Many studies of interorganizational cooperation have relied on transaction cost economicsframeworks,which ignore cultural differences. Few studies have analyzed inter-organizational cooperation in Mexico, a less-developed country (LDC) with a cultural and industrial environment differentfromthe U.S. This study is concerned with the influence of interorganizational trust, individualism and collectivism (indcol), and the superordinate goal ofjust-in-time/total quality management (JIT/TQM) on inter-organizational cooperation.

Submitted by JOSIANE SANTOS DE OLIVEIRA (josianeso) on 2017-08-03T16:25:08Z No. of bitstreams: 1 Josenir Lopes Dettoni_.pdf: 630699 bytes, checksum: c130964cec105bd5a97a65049b8ba288 (MD5) / Made available in DSpace on 2017-08-03T16:25:08Z (GMT). No. of bitstreams: 1 Josenir Lopes Dettoni_.pdf: 630699 bytes, checksum: c130964cec105bd5a97a65049b8ba288 (MD5) Previous issue date: 2017-03-31 / CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Com o título de “(Pós-)Individualismo e meio ambiente: perspectivas de um olhar responsável para o futuro”, a proposta da Tese é discutir eticamente o problema dos desafios ecológicos em um tempo de moral individualista. Uma produção filosófica com essas características justifica-se pela possível contribuição ética frente à iminência de uma crise ambiental global que pode causar danos irreparáveis à natureza, grave acirramento de problemas sociais e prejudicar seriamente a qualidade de vida das gerações futuras. Com esse propósito, a problemática aqui abordada pode ser traduzida por meio dos seguintes questionamentos centrais: Como um cenário moral individualista impacta na questão de nossa responsabilidade ético-ambiental? É possível pensar em uma contribuição filosófica para a superação dos problemas decorrentes desse quadro? Para atingir seus objetivos, o presente trabalho utiliza como principal referencial filosófico a teoria da Ética da Responsabilidade, de Hans Jonas, em especial como apresentada em sua obra O Princípio Responsabilidade: ensaio de uma ética para a civilização tecnológica. Os procedimentos metodológico-filosóficos aqui adotados também foram desenvolvidos pelo mesmo autor ao destacar princípios de investigação sobre ética do futuro. Por fim, após uma breve apresentação dos principais elementos do problema ecológico atual e de uma análise sobre o individualismo contemporâneo, a Tese sustenta, como proposta de contribuição para o enfrentamento dessa grave adversidade, a necessidade de um discurso moral que suprassuma o individualismo, um discurso pós-individualista, e suscita questões éticas de relevância voltadas para o futuro. / Titled “(Post-) Individualism and the Environment: perspectives on a responsible future world-view”, the proposal for this thesis is to discuss the ethics behind problems regarding the environmental challenges in a morally individualistic world. Philosophical work with these characteristics is justified by the potential ethical contributions in the face of an imminent global environmental crisis that could cause irreversible damage to nature, serious aggravation of social problems, and severely reduce the quality of life of future generations. With this scope, the problematic thus presented can be translated into two central questions: How does a morally individualistic scenario impact our ethical-environmental responsibility? Is it possible to think about philosophical work that drives the overcoming of the problems portrayed on this framework? In order to reach its scope, the present work uses as a main reference, the theory of Ethical Responsibility from Hans Jonas, especially as it is presented on his work, The Imperative of Responsibility: In Search of an Ethics for the Technological Age. The philosophical methodologies hereby employed were also developed by the same author, highlighting research principles about future ethics. Finally, after a brief presentation of the main elements of the present environmental problem, and an analysis about contemporary individualism, this thesis supports, as a contribution to coping with this dire adversity, the necessity of a moral discourse that overtakes individualism, a post-individualist discourse, and the rise of central ethical questions relevant to the future.

The aim of this thesis is to describe and analyse pupils’ and teachers’ views on pupils’ responsibility for their schoolwork and how this relates to a more comprehensive ideology of school and today’s high modern society. The analysis is inspired by Anthony Giddens’ structuration theory and the concepts of discursive consciousness, practical consciousness, rules, routines and resources. At school level pupils’ and teachers’ views of pupils’ responsibility is shown in their practical and discursive consciousness. To capture this consciousness, observations were made during fifteen lessons in school year 9 (15-16 years of age). These lessons - “study times” - were introduced to increase freedom of choice, flexibility and responsibility. Sixty-eight pupils and twenty-two teachers were interviewed. The ideology expressed in pupils’ and teachers’ views on pupils’ responsibility was related to the official school ideology expressed in the national curriculum. Finally, an analysis was carried out inspired by Anthony Giddens’ and Ulrich Beck´s concepts used in their descriptions of the high modern society, individualism and value-relativism. The results showed a discursive consensus between teachers and pupils concerning their views pupils’ responsibility for their schoolwork. The meaning of responsibility was taken for granted and implied doing the school tasks and to complete them in time. Both teachers and pupils expressed that many pupils’ have difficulties in taking this responsibility. A discrepancy between the pupils’ discursive and practical consciousness was found. Rules and routines were created by the teachers to control the freedom of space offered during the “study times”. The pupils legitimated the teachers’ controlling function but in practice they offer resistance against the demand for responsibility. The overall analysis identified three issues that are important for further discussions in research and educational practice. Responsibility and learning: Responsibility was observed as a part of a “culture of doing” separated from learning as such. Also, responsibility was linked to individual work. The freedom offered during the “study times” was used by both pupils, and teachers, to build relationships. This means that relationships were not created through work but rather despite it. Responsibility and the view of the pupils’: In pupils’ and teachers’ view of responsibility pupils were easy going, ruled by lust and/or responsible but not always according to the conditions stipulated by the school. The pupils were offered a freedom to choose but they were also held responsible for the consequences. While they could make the choice not to work, this would influence the evaluation of the achievements, and in reality make it a “non-choice”. The freedom was limited and conditioned. Responsibility as a democratic principle: The connection between responsibility and pupil participation expressed in the national curriculum was not to be found in pupils’ and teachers’ views of responsibility. While the pupils were offered participation in relation to which assignments to choose to work with during the “study times”. They were not invited to shape the rules and the routines for the schoolwork or to have influence on the contents of the work or the working environment. The pupils’ did not ask for more participation, but rather feared it would lead to chaos. The separation between participation and responsibility indicated in the study is suggested to weaken the idea of responsibility as one of the democratic principles. In conclusion: The view of pupils’ responsibility for their schoolwork was built upon an individualistic ideology. known from Giddens and Becks description of high modernity. In contrast to their description, however my results show no signs of value-relativism

Denna studie syftar till att undersöka hur individer upplever att det ökade skilsmässotalet i samhället påverkar deras attityd till långa parrelationer. Empirin har samlats in genom semistrukturerade intervjuer med fyra unga vuxna kvinnor som delat med sig av tankar och känslor kring äktenskap, parrelationer och separationer. Studien tar avstamp i teorier kring modernitet och individualism i dagens samhälle, författade av Beck, Beck-Gernsheim och Giddens. Vidare analyseras det empiriska materialet även med hjälp av Giddens teori om det rena förhållandet och hans teori om ontologisk trygghet. Socialisationsteorin används också tillsammans med Bourdieus begrepp habitus. Studiens resultat visar att individer med skilda föräldrar är medvetna om skilsmässans utbredning i samhället och att det påverkar deras attityd till långa parrelationer. Detta kan förklaras av framförallt socialisationsteorin och habitusbegreppet. Den respondent i studien vars föräldrar fortfarande lever ihop ansåg sig skyddad från det ökade skilsmässotalet och upplevde därför inte att attityden till långa parrelationer påverkas av detta. Den mer djupgående analysen visar dock att samtliga respondenter påverkas av det ökade skilsmässotalet i samhället, även om respondenten med icke-skilda föräldrar inte själv var medveten om det. Detta genom den ökade individualismen och det moderna samhällets reflexiva natur. Resultatet utkristalliserade sig trots att studien på förhand inte avsåg göra skillnad på individer med eller utan separerade föräldrar. / This study aims to examine if individuals feel that increased divorce rates impact their attitude towards long-term relationships. The empirical data was collected through semi-structured interviews with four young women who shared their thoughts and feelings about marriage, relationships and divorces. The study is based on theories about reflexive modernity and individualization (see Beck, Beck-Gernsheim and Giddens). The empirical data is also analyzed by Giddens’ theory of the pure relationship and his theory about the ontological security. The theory of socialization is also used along with Bourdieu’s concept of habitus. The result of the study shows that individuals with divorced parents are aware of the increased divorce rates in society and that it affects their attitude to long-term relationships. This can be explained primarily by using the theory of socialization and the concept of habitus. The respondent in the study whose parents still lived together considered herself protected from the increased divorce rates and experienced therefore that this did not affect her attitude to long-term relationships. The more thorough analysis nevertheless shows that all respondents are affected by the increased divorce rates in society, even if the respondent with non-divorced parents was not aware of it herself. The increased individualism and modern societies reflexive nature can explain this. This result appeared even though the study in advance did not intend to distinguish between individuals who have been through a parental divorce and individuals who have not.

Abstrakt Syftet med denna studie är att undersöka hur kvinnor upplever arbetsfördelningen mellan könen i hemmet. Vårt mål är att skapa en förståelse samt belysa hur sju unga kvinnor som lever i en samborelation upplever den könsrelaterade fördelningen vad gäller hushållssysslor i de svenska hemmen idag. För att besvara studiens syfte använde vi oss av en kvalitativ metod där vi utgick från hermeneutiken som metodansats. Vi utförde sju semistrukturerade intervjuer, i syfte att fånga upp och beröra kvinnornas upplevelser och erfarenheter. Materialet vi fick ut av intervjuerna analyserades med begrepp som Individualisering (Beck), Första och Andra skiftet (Hochschild), Habitus (Bourdieu) samt Det andra könet (de Beauvoir). Studiens resultat visar att majoriteten av kvinnorna upplever att de utför mer hemarbete än sin partner. Vi kunde utläsa att kvinnorna har utformat olika strategier i syfte att få sin partner att utföra mer hushållssysslor, något som i våra ögon innebär att de får ta rollensom ”projektledare” i många fall. Resultatet indikerar även på att det finns en kluvenhetmellan en ny medvetenhet och gamla förhållanden, vilket hos kvinnorna har skapat såväl nya förväntningar som önskningar på situationen i hemmet. Detta är bland annat ett svar på framväxten av ett mer individualiserat samhälle där jämställdhetsfrågor står allt mer i fokus. / The purpose of this study is to highlight how women experience the division of labour at home between genders. Our goal is to create an understanding as well as illustrate how young women living in a co-relationship experience the gender-related distribution of domestic household chores in Swedish homes today. In order to answer the study's purpose, we used a qualitative method where we went from hermeneutics as a method. We conducted seven semi-structured interviews in order to capture and touch the women's experiences and experiences. The material we received from the interviews was analyzed with concepts such as Individualization (Beck), First and Second Shift (Hochschild), Habitus (Bourdieu) and The Second Sex (de Beauvoir). The study's findings show that the majority of women feel that they are doing more housework than their partner. We could state that women have designed different strategies to make their partners perform more household chores, which in our eyes means that they can take the role of "project manager" in many cases. The result also indicates that there is a gap between a new awareness and old conditions, which in women has created new expectations as well as the wishes of the home situation. This is, among other things, a response to the emergence of a more individualized society where equality issues are increasingly in focus.