Most philosophical work on ethical questions concerning disability and impairment, human vulnerability and the cycles of life is found within feminist care ethics and the philosophy of disability. When it comes to eudaimonist virtue ethics, a discussion of such truths about our human condition usually falls within an account of external goods. Alasdair Macintyre's work is the most notable exception. In his book, Dependent Rational Animals, Macintyre argues that the cultivation of the virtues of acknowledged dependence is necessary for living a eudaimon life. Rather than focus, as Macintyre and some care ethicists do, on our often contingent dependence, I argue that it is a right orientation toward our interdependence which allows us to live with the vulnerabilities inherent in the human condition and live well. To that end, I put forward a hitherto unspecified virtue which I call Proper Interconnection and argue for its necessary role in sustaining human flourishing in an interdependent world. I establish that Proper Interconnection is a legitimate virtue in its own right by demonstrating that it meets the conditions which Rosalind Hursthouse in "Environmental Virtue Ethics," and Macintyre in After Virtue specify must be met in order for a trait to qualify as a virtue. In accordance with Hursthouse's conditions, I show that Proper Interconnection is a deep-seated disposition of character comprised of four cognitive and emotional components: recognition, compassion, acceptance and shared responsibility. Proper Interconnection is integral to the acquisition of practical wisdom, can be inculcated in children and plausibly fits within an account of human nature. Turning to Macintyre's conditions, I provide several examples from anthropology which I argue suggest that Proper Interconnection is both central to and helps sustain particular practices and traditions—such as the practice of hospitality and traditions of kinship. Macintyre argues that, just as the virtues help sustain practices and traditions, they also enable us to flourish by sustaining the integrity of our character and, by extension, our life narratives. We are both the authors of our lives and inextricably interconnected with those whose life narratives intertwine with our own. As our individual flourishing cannot exist apart from the flourishing of the whole, we cannot live an integrated life narrative by engaging in just any form of interconnection. We need to cultivate the virtue of Proper Interconnection, as we search and strive for both our own good and the good of humankind.

Cultural and social influences on mental and physical health are increasingly recognized by social science researchers. Researchers have found that specific, Afrocultural factors are related to the functioning of African Americans. The current research considered whether interdependence is especially salient for African American women since women and African Americans tend to define themselves within the context of social relationships. The study outlines processes affecting the mental and physical health of African American women including communalism, collective efficacy, and social capital. The also study examined the relationship between socioeconomic status and both mental and physical health among African American women in a low-income residential area. The effect of social capital and collective efficacy on mental and physical health above income was analyzed using hierarchical regression. One-hundred-thirty African-American women in a low-income area of Richmond, Virginia completed surveys between October 2002 and October 2004 measuring social capital, collective efficacy and general health and mental health. Level of education served as a proxy for socioeconomic status. The study's central hypothesis was that social capital and collective efficacy, an indicator of social capital, would moderate rather than mediate the association between socioeconomic status and the outcome variables in this population due to the importance of relationships in the African American culture and in the lives of women. Both moderation and mediation models were tested. Significant relationships were found between income and both physical health and mental health. There were no significant relationships found between social capital and physical health, mental health, or socioeconomic status and mediation was not established. The results also did not establish social capital as a moderator between socio-economic status and the outcome variables. This lack of relationship may be related to several factors including the homogeneity of the sample in terms of socioeconomic status and challenges associated with the use of a new measure for social capital. Meaningful comparisons of social capital between socioeconomic levels could not be made.

Doctor of Philosophy / School of Family Studies and Human Services / Jared R. Anderson / The current study proposes a theoretical model of Interracial Couple Relationship Success and empirically tests a portion of the model in which ethnic identity is linked to relationship satisfaction for Black-White interracial couples. Data were collected from 185 heterosexual Black-White marital couples in the United States. An actor-partner interdependence model (APIM) was used to test the direct and indirect effects of ethnic identity to relationship satisfaction via self-esteem and problem-solving skills. The results indicated ethnic identity of both Black and White partners was related to Black but not White partners’ self-esteem. Findings also revealed significant indirect pathways from Black partners’ self-esteem to their own relationship satisfaction via effective problem-solving skills. The indirect pathway from Black partners’ self-esteem to partner relationship satisfaction was also mediated by partner perceptions of problem-solving in the relationship. The results of this study informs the continued development of the of Interracial Couple Relationship Success model and offers data regarding the role of identity and individual well-being in the context of interracial relationships.

[pt] A dissertação pretende repensar a desigualdade nas Relações Internacionais a partir da obra Power and Interdependence, publicada em 1977 por Robert Keohane e Joseph Nye. Argumenta-se que, ao contrário do que os autores afirmam, os novos processos políticos que caracterizam a política internacional desde o início do século XX não necessariamente resultaram na diminuição da hierarquia no sistema internacional. Pelo contrário, as organizações internacionais permitem a articulação de outras formas de discriminação entre os Estados que não podem ser resumidas a fatores econômicos ou assimetrias de poder. O cerne discussão sobre a desigualdade na obra de Keohane e Nye está no próprio conceito de interdependência complexa, o qual divide o sistema internacional entre os avançados ou pluralistas e industrializados, e aqueles que não podem fazer parte desse grupo sem os devidos ajustes. As organizações internacionais, portanto, não seriam fatores que diminuiriam a hierarquia no sistema internacional, mas seriam reprodutoras da desigualdade por meio da atribuição de organizationally dependent capabilities. / [en] The dissertation intends to rethink the inequality in International Relations based on the book Power and Interdependence, published in 1977 by Robert Keohane and Joseph Nye. It is argued that, contrary to what the authors say, the new political processes that characterize international politics since the beginning of the twentieth century did not resulted necessarily in the decrease of international hierarchy. On the contrary, international organizations allow the articulation of other forms of discrimination among the states that cannot be reduced to economic factors or asymmetries of power. The core discussion about inequality in the work of Keohane and Nye is on the very concept of complex interdependence, which divides the international system between the advanced or pluralistic, industrialized, and those that cannot join this group without the proper adjustments. Therefore, international organizations would not be factors that decrease the hierarchy in the international system, but are reproducing inequality through the allocation of organizationally dependent capabilities.

This study examines the effect of first-year college student participation in cooperative learning activities on the development of need for cognition, using pre-test and post-test data from the Wabash National Study of Liberal Arts Education (WNSLAE). I used Pascarella's (1985) General Causal Model for Assessing the Effects of Differential Environments on Student Learning and Cognitive Development as the theoretical foundation for my study. I examined whether cooperative learning (students teaching each other, faculty encouraging students to work together outside of class, participation in study groups, and students working together outside of class) influenced the development of need for cognition among first-year college students while controlling for student background characteristics, institutional characteristics, academic experiences, and other college student experiences. The results of my study indicate that participation in cooperative learning activities positively influenced the development of need for cognition among first-year college students. This study adds to the literature because it is the first to demonstrate the relationship between cooperative learning and need for cognition. The results are relevant to higher education policy because the study provides evidence that cooperative learning helps students develop a propensity to engage in the thinking process, which will likely impact them throughout their lives. Cooperative learning is considered a good practice in liberal education, so the result of this study provides evidence that liberal education supports positive outcomes related to cognitive processing, which is critical to higher education.

This thesis aims to provide an analytical outlook for the relevant dynamics of transnational relations in the field of energy with specific reference to key issues and tools for governance. Not only contemporary structure of interdependent and in some cases asymmetrical relations requires a multi-level approach in addressing main issues but also there exists considerable amount of attention in global agenda over alternative policies in response to the developments in this complex context of dynamic and transnational relations whereby an action of an actor results in spillover effects in other regions. It is necessary to have a multi dimensional approach in addressing issues of energy governance where interdependence plays a significant role.

The accuracy and similarity of team members' perceptions regarding the interdependencies of their task as well as the criticality of teamwork behaviors is essential to team performance. Unfortunately, these perceptions are not always accurate or similar, which has led to calls for research evaluating the effectiveness of interventions aimed at improving these perceptions. The present study evaluated the accuracy and similarity of crew members' perceptions of task interdependence and teamwork in the U.S. railroad industry. Specifically, this study assessed (1) the effect of Crew Resource Management (CRM) training on the accuracy and similarity of locomotive and maintenance of way (MOW) crew members' perceptions and (2), the extent to which the accuracy and similarity of those perceptions are retained 2-years after training. The overall results of the present study suggests that CRM training is effective in increasing the accuracy and similarity of crew members' perceptions of team-relatedness (amount of task interdependence) and perceptions regarding the importance of teamwork. However, the effectiveness is often dependent on the metric used (i.e., accuracy vs. similarity), and the specific characteristics of the crew members (i.e., locomotive vs. MOW, higher vs. lower interpositional experience). Furthermore, the results suggest that training did not increase the accuracy or similarity of crew members' perceptions of team workflow pattern (form of task interdependence). Lastly, a small sample size and low power precluded the running of quantitative statistical analysis assessing the long-term retention of the accuracy and similarity of participants' perceptions of task interdependence or teamwork. However, for the sake of completeness, the means, standard deviations, and effect sizes are presented in the Appendix.

Canterbury, New Zealand, was struck by two major earthquakes in 2010 and 2011. Using a dyadic and developmental perspective, the current thesis first aimed to determine how the experience of earthquake-related stressors (including loss of material resources, trauma exposure, and ongoing earthquake-related stressors) and stress (posttraumatic stress symptoms) impacted individuals’ intimate relationship quality (Part 1). Data were collected from a sample of 99 couples at four time points over a period of approximately 15 months, with Time 1 completed 14 months after the 2010 earthquake (eight months post the 2011 earthquake). Data were analysed using moderated growth curve modelling in an Actor-Partner Interdependence Model framework. In line with expectations, posttraumatic stress symptoms were the strongest predictors of relationship quality. More specifically, individuals’ (actor) posttraumatic stress symptoms and their partner’s posttraumatic stress symptoms had an adverse effect on their relationship quality at Time 1. Demonstrating the importance of taking a developmental perspective, the effect of partner posttraumatic stress symptoms changed over time. Although higher partner posttraumatic stress symptoms were associated with worse relationship quality in individuals (actors) at Time 1, this was no longer the case at Time 4. Differences were also found between men and women’s actor posttraumatic stress symptom slopes across time. Using the same data and analyses, Part 2 built on these findings by investigating the role of a possible posttrauma resource available within the relationship – support exchanges. Overall, results showed that individuals were protected from any adverse effects that posttraumatic stress symptoms had on relationship quality if they had more frequent support exchanges in the relationship, however, differences between men and women and slopes across time were found. Although not the case initially, individuals’ relationship quality was worse in the longer-term if their partner reported receiving lower support from them when they were experiencing high posttraumatic stress symptoms. Results also suggested that although women coped better (as evidenced through slightly better relationship quality) with higher symptoms and lower support than men initially, these efforts diminished over time. Furthermore, men appeared to be less able to cope (i.e., had worse relationship quality) with their partner’s stress when they were not receiving frequent support. Contrary to expectations, negative exchanges in the relationship did not exacerbate any adverse effects that posttraumatic stress symptoms (experienced by either individuals or their partner) had on an individuals’ relationship quality. The theoretical and practical implications and applications of these findings are discussed.

Children transform different spaces into their own special places by interacting with the physical and social environment (Hart, 1979; Rasmussen, 2004; Sobel, 1993/2002). Special place research has focused largely on children’s place–making in neighbourhoods, including the process of finding and constructing forts, playhouses and dens in outdoor environments (Benson, 2009; Hart, 1979; Kylin, 2003; Sobel, 1993/2002). The significant presence of schools in children’s everyday lives (Rasmussen, 2004), however, has encouraged some researchers to investigate what environmental conditions foster learning (Derr, 2006; Maxwell, 2006; O’Dell, 2011; Upitis, 2007), as well as how children use and experience social and physical aspects of these places (Einarsdottir, 2005; Peterson, 2009; Rathunde, 2003). Although researchers recognize that learning environments have the potential to enhance learning by the presence of specific design elements, little is known about what constitutes places that elementary students characterize as special, and to which they become attached. Some schools, including Montessori, claim to offer a uniquely prepared learning environment that enhances students’ development, though empirical studies that involve Montessori elementary programs predominantly use academic standardized test scores to compare them to other programs (Baines & Snortum, 1973; Lopata, Wallace, & Finn, 2005). The purpose of this study was to explore places at school that students characterized as special and to describe what aspects made them special. This study used photo elicitation interviews, walking tours, and focus groups to explore 11 Grade 2 students’ special places in two Ontario learning environments: a privately funded, not-for-profit Montessori school and a publicly funded school. Results demonstrated that Grade 2 students in both schools identified special places, both indoors and outdoors, for developing a sense of placeness; engaging in types of play; fostering and engaging in friendships; and having solititude and tranquility. Further analysis revealed two underlying themes: places were special because they afforded students opportunities to be interdependent or independent. Future research is necessary to determine the long-term significance of students’ special places in different learning environments. / Thesis (Master, Education) -- Queen's University, 2012-05-30 19:43:33.982

The transitions experienced throughout adolescence and young adulthood are difficult, and can be even more challenging to navigate for youth living with developmental or mental health challenges. These youth commonly experience challenges in daily life, leading to difficulties participating in reciprocal relationships, experiencing good mental health, and establishing positive identity and self-esteem. Adventure-based therapies may be a milieu where youth can explore their identities, connect with nature, establish social relationships, and gain experiences overcoming a variety of challenges. This qualitative case study illuminated the experiences and identity development of youth who have participated in an adaptive recreation program in Victoria, British Colombia. Semi-structured interviews were held with five youth who have participated in the program, five parents of youth who have participated, and three staff involved in the development and delivery of the program. For the within-participant analysis, Rhodes’ (2000) ghostwriting approach was used to present youth participants’ stories of their involvement. Across-participant analysis followed Braun and Clarke’s (2006) steps of thematic analysis to discover some of the shared themes among participants. Participants described development of positive self-concepts and skills, the inclusive social environment and supportive staff, opportunities to try fun and unique activities, connecting with and learning about nature, overcoming personal challenges, and the importance of this program in the lives of the youth, their families, and their communities. The results have important implications for theory, research, and practice regarding counselling and community-based adaptive recreation programming. / Graduate