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Relevant bibliographies by topics / Identity and autonomy

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Academic literature on the topic 'Identity and autonomy'

Author: Grafiati

Published: 4 June 2021

Last updated: 3 February 2022

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Journal articles on the topic "Identity and autonomy"

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Correia, J. C. "Autonomy and identity." Journal of Medical Ethics 26, no. 2 (April 1, 2000): 141. http://dx.doi.org/10.1136/jme.26.2.141.

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Spinner-Halev, Jeff. "Teaching Identity and Autonomy." Journal of Philosophy of Education 39, no. 1 (February 2005): 141–47. http://dx.doi.org/10.1111/j.0309-8249.2005.00425.x.

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Miermont, Jacques. "Identity, Abduction and autonomy." World Futures 42, no. 1-2 (November 1994): 85–96. http://dx.doi.org/10.1080/02604027.1994.9972501.

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Calinas-Correia, J. "On autonomy and identity." Journal of Medical Ethics 24, no. 6 (December 1, 1998): 414. http://dx.doi.org/10.1136/jme.24.6.414.

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Mahoney, Jon. "Cultural Identity, Autonomy, and Rights." Social Philosophy Today 15 (2000): 321–38. http://dx.doi.org/10.5840/socphiltoday2000154.

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Quante, Michael. "Precedent Autonomy and Personal Identity." Kennedy Institute of Ethics Journal 9, no. 4 (1999): 365–81. http://dx.doi.org/10.1353/ken.1999.0028.

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Reader, John. "Deconstructing Autonomy: Towards a New Identity." Ecotheology 9, no. 2 (August 2004): 221–44. http://dx.doi.org/10.1558/ecot.9.2.221.38073.

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Lier, Leo van. "Action-based Teaching, Autonomy and Identity." Innovation in Language Learning and Teaching 1, no. 1 (April 16, 2007): 46–65. http://dx.doi.org/10.2167/illt42.0.

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Patton,, Michael F. "PERSONAL IDENTITY, AUTONOMY AND ADVANCE DIRECTIVES." Southwest Philosophy Review 18, no. 1 (2002): 65–72. http://dx.doi.org/10.5840/swphilreview20021817.

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WRIGLEY, ANTHONY. "Personal Identity, Autonomy and Advance Statements." Journal of Applied Philosophy 24, no. 4 (November 2007): 381–96. http://dx.doi.org/10.1111/j.1468-5930.2007.00367.x.

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Dissertations / Theses on the topic "Identity and autonomy"

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Hill, Barbara Ann, and mikewood@deakin edu au. "The identity and autonomy of the indigenous community within Christianity." Deakin University. School of History, Heritage and Society, 2004. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20060817.094156.

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Huang, Jing, and 黃景. "Autonomy, agency and identity in foreign language learning and teaching." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2009. http://hub.hku.hk/bib/B41757981.

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Huang, Jing. "Autonomy, agency and identity in foreign language learning and teaching." Click to view the E-thesis via HKUTO, 2009. http://sunzi.lib.hku.hk/hkuto/record/B41757981.

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Hague, Ros. "Conceptualising identity for ourselves : political and feminist theories of autonomy." Thesis, University of Leicester, 2007. http://hdl.handle.net/2381/30698.

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There has been much academic work on autonomy and on identity in both political theory and feminist theory. Although this work provides valuable insights, there is arguably less theory that considers both. In part, this is the result of the predominance of a particular liberal position on autonomy depicting an isolated individual. Both communitarians and feminists seek to correct this and argue for a different view of autonomy that takes into account the situated self, but there is little discussion of the identity of this self. Also, feminist theory on identity has mostly been concerned with exposing the extent to which identity is tainted by power and by patriarchy. Inevitably there is little discussion of autonomy. These theorists seek to show the lengths to which autonomy, as a means of liberation, is an illusion. However, this thesis seeks to pursue a different approach. It combines some of the issues raised by feminist theory and contemporary political theory around questions of identity and autonomy with the application of the history of political thought to these questions. The concept of autonomy and identity constructed here hopes to go some way to avoiding the imposition of rigid identities and instead suggests that identity is better understood as changing, multiple, but also something we need to take control of ourselves. In order to support this version of identity there needs to be a concept of autonomy which denotes self-direction to control our identity. As well as control this thesis puts forward a notion of autonomy as a process which means that we have degrees of autonomy, it uses the notion of recognition, it considers the impact of a 'masculine' approach to autonomy and it emphasises autonomy as dynamic.

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Moyle, Sally. "Identity crisis within the role of the emergency nurse practitioner? : an exploration of autonomy and identity." Thesis, University of the West of England, Bristol, 2018. http://eprints.uwe.ac.uk/32454/.

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Aims: Whilst the Emergency Nurse Practitioner (ENP) role is now well established within urgent care settings in the UK, it has evolved in an ad hoc manner with a range of titles and scope of practice. This study explored the concepts and perceptions around issues of professional identity and autonomy within the role, and identified the factors that contribute (positively or negatively) to a sense of professional identity. The introduction of the national Advanced Clinical Practitioner (ACP) framework is explored in relation to supporting career development and identity. Methods: A qualitative approach was adopted to explore in depth attitudes and perceptions of professional identity amongst a group of ENPs from two different settings; a nurse-led unit and a multi professional Emergency Department. A case study methodology was chosen, and data was collected using focus groups and semi-structured interviews. The data was analysed using the Braun and Clarke (2013) thematic analysis method. Results: The study identified several key factors that influenced the ENPs’ sense of professional identity. These fit broadly into three categories: career structure; education; the role. Participants reported high levels of pride and self-confidence related to the delivery of high quality care and their clinical expertise, and gained job satisfaction from the autonomous nature of the role. Participants also reported feelings of uncertainty, and were less confident in other areas such as relationships with other nurses, the public perception of the role, education and career structure. Discussion: Participants in this study described moving away from their traditional nursing practice and expressed that they felt different to other nurses, although they were clear that they were not a doctor substitute. The work of Bhabha (1994) explores the concept of the ‘third space’, whereby two different cultural systems come into contact and those operating within this space combine elements of both to create something new. This thesis applies this concept to the findings of the study, and suggests that ENPs have adopted a hybrid role that is operating within a ‘third (or hybrid) space’, where new identity is formed. Conclusion: ENPs play an important role within the urgent care setting, and professional identity is an important facet of the role as it relates to autonomy and job satisfaction. This in turn impacts on organisational loyalty and retention. The development of a standardised national framework for the development of the ACP is a welcome development, but will require support from educationalists, employers and commissioners to ensure that all four pillars of advanced practice are developed to ensure the success of the role is fully maximised for both practitioner and employer.

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Mattiace, Shannan L. "Peasant and indian : political identity and indian autonomy in Chiapas, Mexico, 1970-1996 /." Digital version accessible at:, 1998. http://wwwlib.umi.com/cr/utexas/main.

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Fernandes, Thomas Dreux Miranda. "Diplomacia militar - Antônio Francisco Azeredo da Silveira: autonomia e interferências, o Itamaraty e o regime militar 1974-1979." Universidade de São Paulo, 2016. http://www.teses.usp.br/teses/disponiveis/8/8161/tde-10032017-142914/.

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O tema proposto para estudo é investigar, delimitar e compreender os graus de autonomia e interferência existentes dentro do Itamaraty durante o regime militar brasileiro. O objeto central da análise é, para tanto, a vida, carreira e atuação do ex-membro do corpo diplomático brasileiro, Antônio Francisco Azeredo da Silveira, Ministro das Relações Exteriores durante o governo de Ernesto Geisel, entre 1974-1979. As fontes utilizadas são basicamente o arquivo pessoal do diplomata disponibilizado e digitalizado pelo CPDOC/FGV além de documentação oficial da Comissão Nacional da Verdade disponível online, também são consultados periódicos. A base teórica parte de David do Nascimento Batista que aponta como Habitus Diplomático sendo capaz de indicar a reformulação de práticas pela qual o Itamaraty passou durante o regime militar, entretanto, sem encerrar a discussão sobre autonomia e identidade nacional dentro do Ministério das Relações Exteriores, a pesquisa procura ajudar a preencher uma lacuna na historiografia brasileira no que diz respeito a atuação diplomática brasileira durante o regime militar.
The subject proposed for study in this research is to investigate, delimitate and understand the different levels of autonomy and interference that existed inside the Itamaraty during the brazilian dictatorship. The main object of analysis is the life, career and performance of an ex-member of the brazilian diplomacy, Antônio Azeredo da Silveira, Foreign Relations Minister during the administration of Ernesto Geisel, in the years of 1974-1979. The sources used in this investigation are basically the Personal Archive of the diplomat, avaiable and digitalized at CPDOC/FGV. Besides that, are also used offical documents of the Comissão Nacional da Verdade avaiable online, were consulted as well some periodics and secundary sources. The theorical basis have as fundamental mark what David do Nascimento Batista points out as Habitus Diplomático being capable of indicate an reformulation of practices wich Itamaraty had been through during the dictatorship, nevertheless, do not put an end in the discussion about autonomy and national identity. This research intends to help to fullfill an important blank in the brazilian historiography about the performance of the brazilian diplomacy during the dictatorship.

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Algander, Per. "Harm, Benefit, and Non-Identity." Doctoral thesis, Uppsala universitet, Avdelningen för praktisk filosofi, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-206059.

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This thesis in an invistigation into the concept of "harm" and its moral relevance. A common view is that an analysis of harm should include a counterfactual condition: an act harms a person iff it makes that person worse off. A common objection to the moral relevance of harm, thus understood, is the non-identity problem. This thesis criticises the counterfactual condition, argues for an alternative analysis and that harm plays two important normative roles. The main ground for rejecting the counterfactual condition is that it has unacceptable consequences in cases of overdetermination and pre-emption. Several modifications to the condition are considered but all fail to solve this problem. According to the alternative analysis to do harm is to perform an act which (1) is responsible for the obtaining of a state of affairs which (2) makes a person’s life go worse. It is argued that (1) should be understood in terms of counterfactual dependence. This claim is defended against counterexamples based on redundant causation. An analysis of (2) is also provided using the notion of a well-being function. It is argued that by introducing this notion it is possible to analyse contributive value without making use of counterfactual comparisons and to solve the non-identity problem. Regarding the normative importance of harm, a popular intuition is that there is an asymmetry in our obligations to future people: that a person would have a life worth living were she to exist is not a reason in favour of creating that person while that a person would have a life not worth living is a reason against creating that person. It is argued that the asymmetry can be classified as a moral option grounded in autonomy. Central to this defence is the suggestion that harm is relevant to understanding autonomy. Autonomy involves partly the freedom to pursue one’s own aims as long as one does no harm.

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Burgess, Melissa Faye. ""You Can't Put People In One Category Without Any Shades of Gray:" A Study of Native American, Black, Asian, Latino/a and White Multiracial Identity." Thesis, Virginia Tech, 2011. http://hdl.handle.net/10919/32728.

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This study seeks to explore variations in the development of racial identities for multiracial Virginians in the 21st century by focusing on the roles that physical appearance, group associations and social networks, family and region play in the process. Simultaneously, this study seeks to explore the presence of autonomy in the racial identity development process. Using Michael Omi and Howard Winantâ s racial formation theory as the framework, I argue that a racial project termed biracialism, defined as the increase in the levels of autonomy in self identification, holds the potential to contribute to transformations in racial understandings in U.S. society by opposing imposed racial categorization. Through the process of conducting and analyzing semistructured interviews with mixed-race Virginia Tech students I conclude that variations do exist in the identities they develop and that the process of identity development is significantly affected by the factors of physical appearance, group associations and social networks, family and region. Furthermore, I find that while some individuals display racial autonomy, others find themselves negotiating between their self-images and societyâ s perceptions or do not display it at all. In addition to these conclusions, the issues of acknowledging racism, the prevalence of whiteness, assimilation and socialization also emerged as contributors to the identity development process for the multiracial population.
Master of Science

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Marques, Francine de Fátima da Cunha. "Autonomia docente: trajetórias e desafios na implementação de um projeto interdisciplinar." Universidade de São Paulo, 2016. http://www.teses.usp.br/teses/disponiveis/97/97138/tde-06072016-154549/.

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As exigências atuais em relação ao professor se estabelecem em torno de sua capacidade e sensibilidade de construir, planejar e gerir um currículo capaz de formar um cidadão em condições de, além de tomar atitudes socialmente responsáveis, também consiga produzir mudanças em busca de soluções para problemas que enfrentam em seu cotidiano. Espera-se, portanto, que o professor desenvolva, planeje e elabore projetos educacionais. No entanto, as pesquisas mostram que a maioria dos professores nem sempre está em condições de implementar, executar e gerir tais projetos e, de forma geral, reproduz o ensino que teve nas experiências que vivenciou enquanto aluno. Em nossa pesquisa, buscaremos investigar a trajetória percorrida por dois professores de Física, participantes de um grupo de professores que buscaram pôr em prática um projeto de caráter interdisciplinar, visando compreender como o resgate da dimensão intelectual docente pode ou não contribuir para o desenvolvimento da autonomia profissional do professor de Ciências. Nossa pesquisa parte da hipótese de que muitas das dificuldades enfrentadas pelos professores relacionam-se com a identidade docente de cada professor, bem como suas concepções acerca do exercício de sua autonomia profissional. Assim sendo, escolhemos adotar a modalidade de pesquisa qualitativa denominada estudo de caso, por estarmos mais interessados na identificação de aspectos próprios da realidade docente e do âmbito escolar que interferem decisivamente na maneira como o ensino é praticado, para, assim, analisar como os aspectos intrapessoais, interpessoais e institucionais dos professores interferiram na execução do projeto; caracterizar a autonomia dos docentes de física e analisar se a mesma se desenvolveu ao longo da trajetória do resgate intelectual do ofício de professor. Portanto, na metodologia de coleta de dados, a pesquisa se constituirá de três fases: o planejamento, a tomada de decisão e a análise que os professores fazem das medidas pedagógicas adotadas. Para análise, utilizaremos os referenciais que estudam a autonomia docente relacionando-a com a identidade profissional do professor, fixando nossas atenções, principalmente, nos processos reflexivos a partir do estabelecimento do quádruplo diálogo e do desenvolvimento da alteridade.
The current demands on the teacher are established around their ability and sensitivity to build, plan and manage a curriculum capable of forming a citizen in a position, in addition to taking socially responsible attitudes, can also produce changes in search of solutions to problems they face in their daily lives. It is expected, therefore, that the teacher develop, plan and develop educational projects. However, research shows that most teachers are not always able to deploy, run and manage such projects and, generally, reproduce education who had the experiences they experienced as students. In our research, we will seek to investigate the career trajectory by two professors of physics, members of a group of teachers who, in a work of action research, sought to implement an interdisciplinary project in order to understand how the rescue of teaching intellectual dimension can or not contribute to the development of professional autonomy of science teacher. Our research starts from the hypothesis that many of the difficulties faced by teachers are related to the teaching identity of each teacher and their conceptions of the exercise of their professional autonomy. Therefore, we chose to adopt the method of qualitative research called case study, because we are more interested in identifying specific aspects of the teaching reality and the school environment that interfere decisively in the way teaching is practiced, to thus analyze how aspects intrapersonal, interpersonal and institutional interfered of teachers in project implementation; characterize the autonomy of physics teachers and consider whether it developed along the path of intellectual rescue Teacher craft. Therefore, data collection methodology, the research will consist of three phases: planning, decision making and analysis that teachers do pedagogical measures adopted. For analysis, we will use the benchmarks studying teaching autonomy relating it to the professional identity of the teacher, fixing our attention mainly on the reflective processes from establishment of the quad dialogue and the development of otherness.

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Books on the topic "Identity and autonomy"

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Everybody's autonomy: Connective reading and collective identity. Tuscaloosa: University of Alabama Press, 2001.

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Identity, motivation and autonomy in language learning. Bristol: Multilingual Matters, 2011.

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Identity and democracy: Autonomy movement in Assam. Guwahati: EBH Publishers (India), 2014.

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Yu, Mengyan. Instrumental Autonomy, Political Socialization, and Citizenship Identity. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-2694-2.

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Murray, Garold, Xuesong Gao, and Terry Lamb, eds. Identity, Motivation and Autonomy in Language Learning. Bristol, Blue Ridge Summit: Multilingual Matters, 2011. http://dx.doi.org/10.21832/9781847693747.

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Politics of autonomy and ethnic cocooning in Mizoram. New Delhi, India: Authorspress, 2015.

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The quest for autonomy in Acadia. New York: P.I.E. Peter Lang, 2009.

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Indian Christianity: Search for identity and struggle for autonomy. 2nd ed. Bangalore: Dharmaram Publications, 2003.

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Sharma, Yog Raj. State autonomy & national integration: Identity crisis of the Sikhs. Jammu, J & K, India: Vinod Publishers & Distributors, 1992.

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Autonomy and identity: The politics of who we are. Milton Park, Abingdon, Oxon: Routledge, 2011.

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Book chapters on the topic "Identity and autonomy"

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Bifulco, Antonia. "Autonomy." In Identity, Attachment and Resilience, 25–50. Abingdon, Oxon ; New York, NY : Routledge, 2017. |: Routledge, 2017. http://dx.doi.org/10.4324/9781315203935-3.

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Cassidy, Peter, Sandra Gillespie, Gregory Paul Glasgow, Yuko Kobayashi, and Jennie Roloff-Rothman. "Creating a Writing Center: Autonomy, Interdependence,and Identity." In Realizing Autonomy, 141–53. London: Palgrave Macmillan UK, 2012. http://dx.doi.org/10.1057/9780230358485_10.

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Bergsma, Jurrit, and David C. Thomasma. "Autonomy, Identity, and Physical Disruption." In Autonomy and Clinical Medicine, 23–43. Dordrecht: Springer Netherlands, 2000. http://dx.doi.org/10.1007/978-94-017-0821-0_2.

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Oshana, Marina. "Self-identity and Moral Agency." In Autonomy and the Self, 231–52. Dordrecht: Springer Netherlands, 2012. http://dx.doi.org/10.1007/978-94-007-4789-0_11.

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Quante, Michael. "Precedent Autonomy and Personal Identity." In Personhood and Health Care, 253–63. Dordrecht: Springer Netherlands, 2001. http://dx.doi.org/10.1007/978-94-017-2572-9_22.

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Henkel, Mary. "Academic Identity and Autonomy Revisited." In Higher Education Dynamics, 145–65. Dordrecht: Springer Netherlands, 2005. http://dx.doi.org/10.1007/1-4020-3504-7_10.

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Bergsma, Jurrit. "Identity, problem-solving and autonomy." In Doctors and Patients, 43–71. Dordrecht: Springer Netherlands, 1997. http://dx.doi.org/10.1007/978-94-011-5656-1_4.

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Steveker, Lena. "Female Autonomy." In Identity and Cultural Memory in the Fiction of A. S. Byatt, 55–64. London: Palgrave Macmillan UK, 2009. http://dx.doi.org/10.1057/9780230248595_6.

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Kaul, Volker. "Psychology, Autonomy, and Liberalism." In Identity and the Difficulty of Emancipation, 43–53. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-52375-6_4.

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Grimshaw, Jean. "Autonomy and Identity in Feminist Thinking." In Feminist Perspectives in Philosophy, 90–108. London: Palgrave Macmillan UK, 1988. http://dx.doi.org/10.1007/978-1-349-19079-9_6.

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Conference papers on the topic "Identity and autonomy"

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Zimina, Evgenia, Julia Mueller, and Olga Printsipalova. "Building learners’ academic autonomy based on textbook series for studying German «Im Klartext A2»." In TSNI 2021 - Textbook: Focus on Students’ National Identity. Pensoft Publishers, 2021. http://dx.doi.org/10.3897/ap.e4.e1114.

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Doležel, Michal, and Michael Felderer. "Organizational Patterns between Developers and Testers - Investigating Testers’ Autonomy and Role Identity." In 20th International Conference on Enterprise Information Systems. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0006783703360344.

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Hadi Senen, Syamsul, Sumiyati Sumiyati, and Masharyono Masharyono. "The Effect of Skill Variety, Task Identity, Task Significance, Autonomy and Feedback on Job Performance." In 2016 Global Conference on Business, Management and Entrepreneurship. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/gcbme-16.2016.108.

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Chen, Zhongming, Junwei Song, Changhai Tang, Zhiqiang Feng, Qingzhu Wen, Lili Zhu, and Wenqiang Yin. "Research on the Relationship among the Vulnerability of Village Clinic Doctors, Autonomy Tendency, Professional Identity and Turnover Intention." In 2016 2nd International Conference on Economics, Management Engineering and Education Technology (ICEMEET 2016). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icemeet-16.2017.70.

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Fitri, Hadiani. "Habonaron Do Bona and Sapangambei Manoktok Hitei Symbols Interpreted as Simalungun Ethnic Identity in Regional AutonomyHabonaron Do Bona and Sapangambei Manoktok Hitei Symbols that Interpreted as Simalungun Ethnic Identity in Regional Autonomy." In Proceedings of the International Conference on Contemporary Social and Political Affairs (IcoCSPA 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icocspa-17.2018.26.

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Ramesh, Ananya, and Nirupama M. Vidyarthi. "Decentralisation and devolution in growing megacities. Case of Bangalore, India." In 55th ISOCARP World Planning Congress, Beyond Metropolis, Jakarta-Bogor, Indonesia. ISOCARP, 2019. http://dx.doi.org/10.47472/mpmv6643.

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Through the 73rd and 74th Amendment Act of 1992, India sought to empower urban and rural local bodies. On the contrary, parallel modes of governance have undermined them. In the case of megacity Bangalore, two such modes i.e Electronic City and Smart City are studied to unpack the status of decentralisation. Key person interviews serve as primary data. Following the enquiry of decentralisation and devolution, elements of disconnectedness emerge. Disconnectedness can be seen between parts-affecting the whole, embodied as intents as well as outcomes through tools of planning, administrative, legal, political and economic choices. This leads us to enquire how we can retain decision-making power within the democratic realm and strengthen the role of local bodies in megacities. Unpacking the dynamics of decentralized governance is critical across megacities globally, as cities continue to seek autonomy not just in functioning but identity and influence, in the network of global flows.

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Power, Katie. "Creating a SANCTuary of learning spaces in universities teaching for diversity in use of spaces, both physical and virtual to ensure a best learning and inclusive experience for students." In Learning Connections 2019: Spaces, People, Practice. University College Cork||National Forum for the Enhancement of Teaching and Learning in Higher Education, 2019. http://dx.doi.org/10.33178/lc.2019.11.

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The SANCT Model as per Vollmer (2016) suggests that certain elements are necessary for the support of learning in spaces, being – Self-esteem, Autonomy, Normality, Control and moTivation. The SANCT model can be applied to university spaces to ensure a SANCTuary of optimum spaces for users to enjoy. These spaces create a community for students and staff within safe boundaries and the desire is that these boundaries will be permeable to the general community through extended campus initiatives. The SANCT elements must be planned for and sustained in the design of university spaces, both physical and virtual to encourage the enjoyment of space by local users in the form of students, staff and outsider users in the form of community and professional visitors. The people are the most important part of every university and the spaces must meet the unique learning needs of the users who occupy them. The spaces must wrap around the people to keep them physically and emotionally safe with a sense of identity and belonging being encouraged by the distinct entity of university spaces.

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Balatti, Pietro, Dimitrios Kanoulas, Nikos G. Tsagarakis, and Arash Ajoudani. "Towards Robot Interaction Autonomy: Explore, Identify, and Interact." In 2019 International Conference on Robotics and Automation (ICRA). IEEE, 2019. http://dx.doi.org/10.1109/icra.2019.8794428.

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Zhu, Xiaoyang, Youakim Badr, Jesus Pacheco, and Salim Hariri. "Autonomic Identity Framework for the Internet of Things." In 2017 International Conference on Cloud and Autonomic Computing (ICCAC). IEEE, 2017. http://dx.doi.org/10.1109/iccac.2017.14.

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Xia, Qi, and Chunxiang Xu. "Cryptanalysis of Two Identity Based Signcryption Schemes." In 2009 International Conference on Dependable, Autonomic and Secure Computing (DASC). IEEE, 2009. http://dx.doi.org/10.1109/dasc.2009.144.

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Reports on the topic "Identity and autonomy"

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Rolufs, Angela, Amelia Trout, Kevin Palmer, Clark Boriack, Bryan Brilhart, and Annette Stumpf. Integration of autonomous electric transport vehicles into a tactical microgrid : final report. Engineer Research and Development Center (U.S.), September 2021. http://dx.doi.org/10.21079/11681/42007.

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Abstract:

The objective of the Autonomous Transport Innovation (ATI) technical research program is to investigate current gaps and challenges and develop solutions to integrate emerging electric transport vehicles, vehicle autonomy, vehicle-to-grid (V2G) charging and microgrid technologies with military legacy equipment. The ATI research area objectives are to: identify unique military requirements for autonomous transportation technologies; identify currently available technologies that can be adopted for military applications and validate the suitability of these technologies to close need gaps; identify research and operational tests for autonomous transport vehicles; investigate requirements for testing and demonstrating of bidirectional-vehicle charging within a tactical environment; develop requirements for a sensored, living laboratory that will be used to assess the performance of autonomous innovations; and integrate open standards to promote interoperability and broad-platform compatibility. This final report summarizes the team’s research, which resulted in an approach to develop a sensored, living laboratory with operational testing capability to assess the safety, utility, interoperability, and resiliency of autonomous electric transport and V2G technologies in a tactical microgrid. The living laboratory will support research and assessment of emerging technologies and determine the prospect for implementation in defense transport operations and contingency base energy resilience.

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