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Caselli, Daniela. "Dante and Beckett : authority constructing authority". Thesis, University of Reading, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.287638.
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Nichols, Edward Gerard. "Children Authoring Themselves:Young Children's Negotiation of Authority within Dialogue Journals". Diss., The University of Arizona, 2009. http://hdl.handle.net/10150/194191.
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This dissertation is a teacher research study of the ways that young children author themselves by negotiating teacher authority in the context of their dialogue journals. The study detailed herein attempts to discover some of the ways in which young children negotiate teacher authority within the context of a dialogue journal.I collaborated with four second grade students in my multiage classroom who agreed to allow me to analyze the entries in their dialogue journals. We engaged in written dialogue in the context of their journals over two years, from when they were first graders in my multiage class until they left my class at the end of second grade.As a participant observer I used a form of discourse analysis called textual analysis, as mediated by Deborah Tannen's (2005, 2007) work in conversational analysis to unpack the negotiation of teacher authority revealed by the written interactions that took place in the context of the dialogue journals. This study explores the role that the children's personalities, textual competence and relationship with me as their teacher played in shaping their willingness and ability to negotiate teacher authority. It also explores the role my attitudes and actions had in fostering or hindering that negotiation.Implications include the use of ethnographic portraiture to establish context in teacher research, the importance of establishing routines that foster independence in classroom assignments, creating an atmosphere that encourages ownership of the activity in question, the necessity for the teacher to interact with the students in ways that allow them to control the conversation in their dialogue journals, and the importance of periodically reviewing the entire journals to counteract the myopic effect of reading only one journal entry per day. This last is important because when reading only one journal entry at a time it is possible to misinterpret the students' intent, lose sight of context or misinterpret the extent to which the students are engaged in writing in their dialogue journals.
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Christie, Timothy. "Authority, futility, and clinical treatment: The challenge to authority". Thesis, University of Ottawa (Canada), 1999. http://hdl.handle.net/10393/8915.
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The doctrine of informed consent established a distinctive role for both the doctor and the patient, in the doctor-patient relationship. This doctrine, represented by the compound word "informed consent" placed a duty on the physician to "inform" and gave a specific task to the patient "consent." The physician was required to inform the patient to the extent that a reasonable person in that situation would want to be informed. Then the patient had the prerogative of whether to consent or refuse to consent. However, during the late 1980's and early 1900's different clinical situations arose which could not be accommodated by simply giving patients the right to consent or refuse to consent. Situations developed in which health care professionals wanted to refuse to provide treatment on the grounds that further treatment is medically futile and patients' (and/or their families) wanted to insist on treatment claiming that it was not futile and that it served a genuine purpose. Essentially, the informed consent doctrine provided patients with the "negative right" to refuse treatment. The idea of medical futility revealed the limitations of informed consent by demonstrating that some patients also wanted a "positive right" to demand treatment. After analysing this new phenomenon it appears that it is the most recent manifestation of the age-old debate between professional paternalism and patient autonomy. As a result, this thesis analyses the futility debate and then takes a step back in order to evaluate it from the more general perspective of establishing the legitimate domains of both patient and professional authority. Standard approaches to the futility debate generally argue for unilateral decision making authority for either the patient or professional, concerning futility issues. However, the problem with this approach is that it renders the doctor-patient relationship as a zero-sum game; in other words, if one side wins the other side loses. Alternatively, the focus of this thesis is to propose a model of professional and patient authority which allows each party substantial decision-making authority but is also mutually supportive. Therefore, this new approach to the futility debate, and indeed the doctor-patient relationship in general, is undertaken with the intention of preventing these types of disputes from arising, rather than attempting to resolve the conflict once it is fully developed.
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Christie, Timothy Kuma Sordzi. "Authority, futility, and clinical treatment, the challenge to authority". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape9/PQDD_0019/NQ45169.pdf.
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Mian, Emran. "Authority and autonomy". Thesis, University of Cambridge, 2002. https://www.repository.cam.ac.uk/handle/1810/251847.
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Johnson, Barbara Denise. "Modeling Cognitive Authority Relationships". Thesis, University of North Texas, 2016. https://digital.library.unt.edu/ark:/67531/metadc955042/.
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Information-seeking behavior is a mixture of activities and attitudes, oftentimes motivated by an individual's need to make a decision. One underlying element of this mixture is cognitive authority - which sources (e.g., individuals, institutions, texts, etc.) can be trusted to fulfil the information needs? In order to gain insight into the dynamics of cognitive authority selection behavior which is an information seeking behavior, this study explored primary source text data (316 text records) that reflected selection in the mundaneness of life (advice column submissions and responses). Linguistic analysis was performed on the data using the Linguistic Inquiry Word Count (LIWC2015) software package. Pearson correlation and 1-sample T tests revealed the same 45 statistically significant relationships (SSRs) in the word usage behavior of all subgroups. As a result of the study, the gap in research formed from the lack of quantitative models of cognitive authority relationships was addressed via the development of the Wordprint Classification System which was used to generate a cognitive authority relationship model in the form of a cognitive authority intra-segment wordprint. The findings and implications of this study may provide a contribution to the body of work in the area of information literacy and information seeker behavior by revealing factors that information scientists can address to help meet information seekers' needs. Additionally, the Wordprint Classification System may be used in such disciplines as psychology, marketing, and forensic linguistics to create to create models of various relationships or individuals through the use of written or spoken word usage patterns.
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Milliken, John Robert. "The Authority of Morality". Bowling Green State University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1181165177.
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Hay, Carter H. "Parental authority and delinquency /". Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.
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Humphries, James Hume. "Autonomy, authority, and anarchy". Thesis, University of Glasgow, 2017. http://theses.gla.ac.uk/8020/.
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The problem of the ‘mountain man’, the caricature of self-sufficiency and individualism, is not a new one for autonomy theorists. It seems plausible that there is genuine value in self-direction according to one’s deeply-held principles. If autonomy involves something like this, then anyone concerned with autonomy as a social rather than individualistic phenomenon must explain what (if anything) the mountain man gets wrong when he denies that his autonomy admits of being placed under obligations to others. In particular, the mountain man challenges autonomy-minded social anarchists: if his denial of legitimate non-voluntary obligations is correct, then it is not just the state we should reject, but any organising body with coercive powers. This may be consistent with individualist anarchism or right-libertarianism, but it sits ill with the social anarchist intuition that we can have genuine political obligations (albeit not to the state). My thesis addresses this problem in three stages. First, I argue for a functional analysis of authority and autonomy: the concepts are not pre-existing “immovable objects”, but rather are defined by the role that they are intended to play in our discourse. I suggest that we need a concept of political or institutional authority in order to resolve co-ordination problems and pursue collaborative social goods, and a concept of autonomy to explain when and why self-direction is valuable. Second, I defend a social-relational conception of autonomy. The autonomous agent is powerful and authoritative, where this power and authority is in large part constituted, rather than merely affected, by the social structures and relations that we stand in. We are powerful and authoritative (and thus autonomous), I argue, when we stand in relations of non-domination: we are not vulnerable to arbitrary interference in our lives, and this non-vulnerability is defended in virtue of recognition respect for us as agents. There are two important implications of this account: that autonomy comes with a built-in equality condition whereby everybody’s autonomy is threatened if anybody’s is, and that there is no principled distinction to be drawn between ‘personal’ and ‘political’ autonomy. In the last three chapters, I suggest an autonomy-justified conception of authority. I argue for autonomy as the crucial collaborative good which authoritative institutions help us to pursue, and suggest that such institutions may legitimately claim authority if they act or effect actions in ways which are likely to promote or defend autonomy-constituting relations, and act or effect actions in ways consistent with maximal equal autonomy. Finally, I return to the anarchist argument, showing that while my accounts of autonomy and authority give us a plausible picture of how autonomy is compatible with genuinely authoritative institutions, this picture still has no room for the state.
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Duncan, William E. "Authority in the Zuozhuan". Thesis, University of Oregon, 1996. http://hdl.handle.net/1794/23236.
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111 pagesThe Zuozhuan 评论 (Zuo Commentaries); a narrative history of China's Spring and Autumn period (722-479 BCE), has been included among the thirteen classics of Confucianism since the Tang dynasty. Yet its pages contain numerous references to Shang and early Zhou divination practices. It seems paradoxical that a text identified with Confucian humanism would be full of references to the supernatural. I suggest that the Zuozhuan builds upon the foundations of the authority of Shang and Zhou ritual to establish the authority of Confucian doctrine. This phenomenon has been mentioned by other scholars, though no study has addressed this directly. It is the goal of this thesis to use passages in the Zuozhuan to demonstrate how authority moved from an external source to an internal source during the Eastern Zhou and to show that Zuozhuan makes use of something that Lakoff and Johnson have called idealized cognitive models.
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Green, Leslie. "The authority of the state". Oxford : Clarendon Pr, 1988. http://www.loc.gov/catdir/enhancements/fy0635/87036573-d.html.
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Johnson, Eric N. "Limited authority adaptive flight control". Diss., Georgia Institute of Technology, 2000. http://hdl.handle.net/1853/12953.
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Avery, Desmond. "Authority according to Simone Weil". Thesis, Goldsmiths College (University of London), 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.424326.
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Dobbs, Jack P. B. "Authority and the early Quakers". Thesis, University of Oxford, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.294153.
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Rasoamampianina, Vanessa Aliniaina. "How is encyclopaedia authority established?" Thesis, University of Glasgow, 2012. http://theses.gla.ac.uk/3414/.
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I embarked on this research because I wanted to explore the basis of textual authority. Such an understanding is particularly important in a world where there is such an overload of information that it is a challenge for the public to identify which publications to choose when looking for specific information. I decided to look at the case of encyclopaedias because of the widespread belief that encyclopaedias are the ultimate authorities. I also made the choice based on the observation that, besides the research on Wikipedia, the scientific community seems to overlook encyclopaedias, despite of the role these latter play as key sources of information for the general public. Two theories are combined to serve as a framework for the thesis. On the one hand, there is the theory of cognitive authority as defined by Józef Maria Bocheński, Richard De George, and Patrick Wilson. On the other hand, there is the theory of quality as defined from the various frameworks recommended by librarians and information scientists on how to assess the quality of reference works. These two theoretical frameworks are used to deconstruct the concept of authority and to highlight aspects of authority which may be particularly worthy of investigation. In this thesis, studies were conducted on the following: (1) a literature review on the origin and evolution of encyclopaedia authority throughout the history of encyclopaedia, (2) a review of previous research pertaining to the quality and the authority of Wikipedia, (3) an analysis of the publishing and dissemination of science and technology encyclopaedias published in the 21st century throughout worldwide libraries, (4) a survey of perspective of encyclopaedia authors on the role of encyclopaedias in society and on the communication of scientific uncertainties and controversies, and (5) an analysis of book reviews towards a general assessment of encyclopaedia quality. The thesis illustrates how a concept such as authority which is typically taken for granted can actually be more complex and more problematic than it appears, thereby challenging widespread beliefs in society. In particular, the thesis pinpoints potential contradictions regarding the importance of the author and the publishers in ensuring encyclopaedia authority. On a theoretical level, the thesis revisits the concept of cognitive authority and initiates a discussion on the complex interaction between authority and quality. On a more pragmatic level, the thesis contributes towards the creation of guidelines for encyclopaedia development. As an exploratory study, the thesis also identifies a range of areas which should be of priority for future research.
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Chin, Jacqueline Joon Lin. "Ethical judgement and ethical authority". Thesis, University of Oxford, 1998. http://ora.ox.ac.uk/objects/uuid:c9a08c55-448a-4ff4-830d-b785f7bd2667.
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This dissertation considers the possibility of there being such a thing as ethical authority in the modern world, and seeks to give an account of its nature. It begins by expressing a critical stance toward the idea that authority is always dependent upon having a certain kind of theoretical expertise. It raises the suggestion that there are other forms of authoritativeness, based on tradition, the display of superior skill, or impressive discriminative/perceptual powers. The bases of these forms of authority are not primarily, or even necessarily, of an intellectual kind. The idea that ethical authority depends upon something more than intellectual foundations may be traced to Aristotle, who claimed that the practical wisdom of an ethical authority (phronimos) is a matter of being good at deliberation with regard to things that conduce to living well. The model of ethical authority provided here is not that of theoretical expertise but closer to that of practical skill and/or the possession of perceptual powers of a particular kind. Ethical authority in the Aristotelian tradition depends upon intellectual powers, but of the 'practical intellect' and not necessarily (it depends on the context) any advanced theoretical expertise. It then proceeds to argue that there is an important place for practical wisdom in modern ethical life. Many of us live today in modem pluralistic societies where diverse conceptions of goodness and ethical rationality compete. We may well find the idea of reasonable allegiance to local phronimoi, who grasp and can illuminate the value of particular practices and institutions to fellow participants of a shared life, pure anathema. Modern ethical philosophy reflects this stance, and is characterized by a certain faith in rule-centred or procedural ethical theories for guiding human conduct. The argument of the second chapter seeks to show that there is little warrant for rejecting the role of ethical authorities (phronimoi) in contemporary pluralistic societies in favour of ethical proceduralism. Thereafter, in the third, fourth and fifth chapters, it turns to exploring the nature of practical wisdom, in particular, whether or not it is best construed as grounded in a theory of right conduct, or as a form of 'ethical knowledge', or as aiming at an objective truth; and to the task of characterizing a credible conception of the insightful phronimos - or what it might be like if this model of ethical authority is to claim relevance for contemporary life within pluralistic ethical communities.
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Gregory, Gill Margaret. "Adelaide Procter : critique and authority". Thesis, Birkbeck (University of London), 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.338638.
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Monahan, Alan. "Consciousness and first person authority". Thesis, University of Reading, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.428312.
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Zeiber, Kristen (Kristen Ann). "Retrofitting the Tennessee Valley Authority". Thesis, Massachusetts Institute of Technology, 2013. http://hdl.handle.net/1721.1/82287.
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Thesis (S.M. in Architecture Studies)--Massachusetts Institute of Technology, Dept. of Architecture, 2013.Cataloged from PDF version of thesis. "June 2013."
Includes bibliographical references (p. 156-161).
As the flagship of the New Deal, the Tennessee Valley Authority (TVA) was a triumph of regional and environmental design that has since fallen on hard times. When writer James Agee toured the region in 1935, he described the massive dam construction underway as a great skeleton across the valley, to be fleshed with social programs; economic incentives; navigation; flood control; power; and economic development. There were planned towns, parkways, jobs, and cheap energy - a regional utopia. Eighty years later, what remains of that skeleton is a static system of dams and their reservoirs, and an aging power grid more reliant on heavily polluting fossil fuels than hydroelectric power. The program is heavily in debt, regularly challenged to privatize and decentralize. Meanwhile, the TVA's region has reoriented itself along new programmatic and spatial lines, increasingly relegating the TVA to irrelevant anachronism. Today's TVA is an important American landscape facing obsolescence, largely due to organizational ossification and a failure to adapt to changing attitudes towards environmental management. Using the Tennessee River as a conceptual and physical bounding device, this thesis revisits the original goals of the TVA and critically examines their contemporary incarnation. The thesis then maps the TVA's remant components in order to explore how a relatively rigid and anachronistic regional plan may be retrofitted within a wholly different economic and political climate in order to rescue it from gradual decline. Ultimately, the thesis argues that rather than reinstituting the original New Deal toolkit, a contemporary retrofit could instead take the form of a flexible series of minimal components around three lenses of intervention: the public; ecology; and energy. These can then be layered onto the existing network to reframe its symbolism for the 21st century. In this way, the project identifies points of entry for grafting contemporary uses and meanings onto the TVA's remnant spine.
by Kristen Zeiber.
S.M.in Architecture Studies
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Farris, Jeremy Daniel. "Authority, philosophical anarchism, and legitimacy". Thesis, University of Oxford, 2009. http://ora.ox.ac.uk/objects/uuid:75985fea-1102-4cf1-a05a-a13e3a14f9b1.
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One way to prompt people to act is to claim that one’s commands impose duties upon some persons to act and subsequently to command those persons. This is the approach of practical authority. The claim of practical authority is ingredient to a predominant conception of the state. This thesis argues that the state’s claim to practical authority is both unjustified and morally wrong; it defends philosophical anarchism. The philosophical anarchist argument advanced here begins with a defence of a presumption against practical authority. It then argues that no argument for the practical authority of the state overcomes that presumption. Thus the state’s claim to practical authority is unjustified. The philosophical anarchist’s position suggests that we rethink both the normative claim ingredient to the concept of the state and the relationship between states and persons. This thesis suggests that states claim legitimacy – that is, states claim that the potentially coercive legal directives that they enact are all-things-considered morally permissible. The thesis outlines the ideal of legitimacy in political philosophy, an ideal distinct from authority. An analysis of legitimacy requires an analysis of coercion. The thesis develops a specific account of the pro tanto wrongfulness of coercion that locates the wrongfulness of coercion not with the badness of the outcomes that the coercee faces but rather with the beliefs and intentions of the coercer. Two upshots emerge from that account. The first is that legal directives are not necessarily coercive. The second is that the conditions which render coercion pro tanto wrongful also render the state’s claim to practical authority wrongful. However, whereas coercion is justifiable by an appeal to reasons that defeat its pro tanto wrongfulness, the philosophical anarchist shows that the state’s claim to practical authority is not so justifiable. Therefore, the state’s claim to practical authority is decisively wrongful.
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Anyim, Iheanyi Micheal. "Civil aviation authority of Nigeria". Thesis, National aviation university, 2021. https://er.nau.edu.ua/handle/NAU/52789.
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1. Access mode: https://ncaa.gov.ng/#:~:text=About%20NCAA-,Nigerian%20Civil%20Aviation%20Authority%20is%20the%20regulatory%20body%20for%20aviation,the%20Federal%20Republic%20of%20Nigeria.
2. Access mode:
https://www.icao.int/Newsroom/News%20Doc%202013/CV%20of%20Dr.%20Olumuyiwa%20Benard%20Aliu%20of%20Nigeria.pdfNigeria is located in the western part of Africa with over 209 million people, having 36 states with 524 native languages, with English being the Official language. Now talking about Nigeria Civil Aviation Authority (NCAA) was established in 1999 but was passed into Law in 2006 by the Nation Assembly and was approval by the President of the Federal Republic of Nigeria the same year.
Нігерія розташована в західній частині Африки, в якій проживає понад 209 мільйонів чоловік, у штаті 36 штатів з 524 рідними мовами, офіційною мовою є англійська. Зараз мова йде про Управління цивільної авіації Нігерії (NCAA), яке було створено в 1999 році, але було прийнято в Законі в 2006 році Національною Асамблеєю та затверджено Президентом Федеративної Республіки Нігерія того ж року.
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Tantos, Attila. "Power and exercise public authority". Thesis, Malmö högskola, Fakulteten för hälsa och samhälle (HS), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-25189.
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I denna studie har jag försökt få en ökad kunskap om hur biståndshandläggare upplever samt hur dessa hanterar makten i sina arbeten som myndighetsutövare. För att kunna uppnå mitt syfte har jag intervjuat fyra biståndshandläggare inom samma kommun som alla arbetar mot lagen om stöd och service till vissa funktionshindrade (LSS). Intervjumaterialet har jag analyserat utifrån Michel Foucaults relationella maktbegrepp. Det visade sig att informanterna inte reflekterade över makten utan fokuserar istället på den enskilde brukarens behov av diverse hjälpinsatser från kommunen.In this study, I have tried to get an increased knowledge about administrators’ experiences about how they deal with power on their jobs as public authorities. To achieve my goal, I have interviewed four administrators within the same county, all working towards The Act concerning Support & Service for Persons with Certain Functional Impairments. The interview material has been analyzed by using Michael Foucault's relational power concept. It turned out that the informants did not reflect upon the power, but focused instead on the individual clients’ needs of various relief efforts from the municipality.
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Levett, Bradley Morgan. "Contradiction and authority in Gorgias /". Thesis, Connect to this title online; UW restricted, 2002. http://hdl.handle.net/1773/11460.
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Parry, Jonathan. "Authority and harm in war". Thesis, University of Sheffield, 2014. http://etheses.whiterose.ac.uk/7325/.
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Two features of warfare are particularly ethically striking. Firstly, and most obviously, war involves killing and maiming on a grand scale. Secondly, war involves large numbers of individuals obeying the commands of those who claim to possess authority over them, such as their superior officers and political leaders. Whereas leading contemporary work on the ethics of war focuses on the former aspect, this thesis investigates the relevance of the latter. The project is orientated around a discussion of the traditional just war requirement that wars be waged by a ‘legitimate authority’, and makes three central contributions. Firstly, I argue that the authority criterion plays a much more important role within just war theory than is commonly supposed. Rather than simply imposing a necessary condition for justifying the resort to war, the criterion also plays a crucial role in judgements about the permissibility of individuals’ conduct in war. More specifically, the criterion captures the idea that individuals who fight on behalf of a certain type of entity are subject to a more extensive range of permissions to cause harm than those that apply to private actors. Secondly, I assess the extent to which the commands of authorities are capable of affecting the deontic status of acts of harming. Drawing on a ‘service-based’ account of the justification of authority, I argue for the controversial conclusion that individuals may be morally required, all-things-considered, to obey commands to cause serious harm to others, even in cases were doing so would be straightforwardly morally unjustified in the absence of the command. This argument has important revisionary implications for our understanding of both the ethics of harm and the moral limits of the duty to obey. Thirdly, I employ this argument to provide a qualified defence of the authority criterion against powerful objections raised by an influential ‘reductivist’ approach to just war theory. While they diverge in important respects, I argue that my defence is compatible with the basic commitments that motivate a reductivist view.
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Habib, Allen Nabil. "The Authority Theory of Promises". Diss., The University of Arizona, 2006. http://hdl.handle.net/10150/195954.
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The primary aim of the dissertation is to introduce a new theory of promissory obligation, the authority theory. The authority theory holds that promises are obligatory because they are commands we give ourselves, as authorities over ourselves. I motivate the theory by arguing that traditional views of promising can't explain promises we make to ourselves.In the first chapter I introduce and detail the notion of a promissory obligation. I briefly recount some of the history of the Western philosophical views of promissory obligations, focusing on the Natural Law tradition from the Stoics, through the Roman and Medieval writers, into the 17th Century.In the second chapter, I introduce the notion of a promise to the self. I argue that vows, oaths and pledges are best explained as self promises. I then counter two important objections to self promises: That self promises can't be obligatory because the promiser can release herself from the promise; and that such instances of putative promise are best explained as expressions of acknowledgement of prior obligations.In the third chapter I offer arguments that the current crop of theories of promising are unable to account for self promises. I categorize three modern approaches to promising: prudentialism, which grounds promissory obligation in the potential harm a promise-breaker might suffer for his transgression; expectationalism, which grounds the obligation in the expectations that promises raise in promisees, and conventionalism, which grounds the obligation in the convention of promising. I argue that none of these approaches can accommodate promises to the self, and that a new approach is indicated.In the final chapter I introduce the new theory. I explain how it is that we have the authority to issue commands to ourselves, and I argue for the probity of such self commands by reference to the existence of such reflexive authority in other venues, most notably in the armed forces. I also list the advantages the authority theory has over its competition, apart from its ability to explain self promises. I conclude by outlining a future research project in examining the meta-ethical implications of reflexive authority.
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LaChette, Aleisha. "Islamic Authority and the Articulation of Jihad: Approaching Jihadist Authority through the Islamist Magazine Inspire". Thesis, Virginia Tech, 2015. http://hdl.handle.net/10919/52946.
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This thesis examines the impact of changing views of legitimate Islamic authority on conceptions of jihad. Spearheaded by militant Sunni movements, jihad in the modern era has taken on new purposes and practices that more closely resemble general understandings of terrorism than the regulated forms of warfare cemented during the classical period of Islam. Contrasting the historical authority of the caliph or political leader and the ulama over the concept of jihad with the modern state and ulama's lack of control over the concept offers a partial explanation of the divergence of contemporary jihad from the classical or traditional views. This thesis uses the concept of individual jihad as communicated through the jihadist magazine Inspire, to counter the dismissal of radical articulations of jihad as un-Islamic and therefore illegitimate, and to demonstrate how such forms instead reflect the opportunistic replacement of traditional political and religious authority by the jihadist as the true defender of Islam and consequently the rightful interpreter of Islamic law.Master of Arts
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Arnold, Adam Robert. "The authority of us : on the concept of legitimacy and the social ontology of authority". Thesis, University of Warwick, 2015. http://wrap.warwick.ac.uk/76664/.
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Authority figures permeate our daily lives, particularly, our political lives. What makes authority legitimate? The current debates about the legitimacy of authority are characterised by two opposing strategies. The first establish the legitimacy of authority on the basis of the content of the authority’s command. That is, if the content of the commands meet some independent normative standard then they are legitimate. However, there have been many recent criticisms of this strategy which focus on a particular shortcoming – namely, its seeming inability to account for who can legitimately command whom. This is the basis of the second strategy, which attempts to characterize the normative relationship that underlies and makes possible authoritative commands. The central point of Part I is that these two strategies are, in fact, not opposed and both raise questions which a theory of legitimacy must answer. If this is the case, then we need to ask: how ought we to determine the legitimacy both of the content of commands as well as who can command whom? Part II will answer this question. Starting with the question of standing, I argue that we ought not to look for normative principles outside of the institutions in which authority is embedded. Rather, one ought to start by elaborating the ontology of institutions in which a sui generis form of normativity arises. A joint commitment account of social ontology provides the tools necessary to see how the direction obligations emerge concurrently with the formation of institutions. Similarly, the question of content can be answered by paying close attention to the social ontology of institutions. We need not look beyond the internal constitutive standards of the institution itself. The constitutive standards provide an internal criterion by which the legitimacy of commands can be established.
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Kyed, Helene Maria. "State recognition of traditional authority : authority, citizenship and state formation in rural post-war Mozambique /". Roskilde : Roskilde University Centre, The Graduate School of International Development Studies, 2007. http://hdl.handle.net/1800/3090.
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Wibisono, Ignatius Wibowo. "Traditionalization of authority : roles and authority of village party branch secretaries in China, 1978-1995". Thesis, SOAS, University of London, 1996. http://eprints.soas.ac.uk/29433/.
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This dissertation is about the roles of party branch secretaries in the villages after the introduction of Reform in late 1978. There are approximately 730,000 such individuals in China. This dissertation argues that the strategy of nominal encapsulation adopted after Reform (1978) leads to the emergence of four roles to be played by village party secretaries: two roles assigned by the state (state agent and entrepreneurial agent) and two roles demanded by their fellow villagers (moral middleman and lineage patron). It further argues that the adoption of the roles of moral middleman and lineage patron is essential to the maintenance of their authority in their villages on which the roles of state agent and entrepreneurial agent are based. I term this phenomenon the "ruralisation of authority." If village party secretaries wish to play the roles assigned by the state by relying on the authority which comes from the state, it will be impossible to do so unless their authority is endorsed by their fellow villagers who demand that they play the roles of moral middleman and lineage patron. This dissertation, thus, rejects the totalitarian paradigm which sees party secretaries as the arm of the state who blindly obey their masters at the expense of their fellow villagers; it also contradicts the corruption paradigm which views party secretaries as parasites who amorally corrode the state for the sake of their private interests. The thesis of ruralisation of authority takes a middle ground: while recognising the authority of the state, it also suggests that the demand and structure of villages are important in legitimating the authority of the party secretary. Thus, it is possible to conceive a village party secretary who simultaneously plays four roles despite the apparent conflicts.
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Deaton, Melissa Jo. "Academic Success of Appalachian Adolescents: The Impact of Parental Authority and Familism". Oxford, Ohio : Miami University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1228165397.
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Kasdan, David Oliver. "The neopragmatist's hammer: forging administrative authority". Cleveland, Ohio : Cleveland State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=csu1273086674.
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Thesis (Ph.D.)--Cleveland State University, 2010.Abstract. Title from PDF t.p. (viewed on May 7, 2010). Includes bibliographical references (p. 130-138). Available online via the OhioLINK ETD Center and also available in print.
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Goldman, James L. Atwood Michael E. "The cognitive authority of collective intelligence /". Philadelphia, Pa. : Drexel University, 2010. http://hdl.handle.net/1860/3254.
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Scheid, Anna Floerke. "AN AUTHORITY OVER GLOBALIZATION? CRITICAL CONSIDERATIONS". Bulletin of Ecumenical Theology, 2012. http://digital.library.duq.edu/u?/bet,1020.
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Shaw, Garry John. "Royal authority in Egypt's eighteenth dynasty". Thesis, University of Liverpool, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.490808.
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This study highlights and debates the evidence for the king's personal authority and power within three major spheres of influence: 1) the appointment of officials, 2) the making of commands; 3) and military leadership. The extent to which this evidence can be used to create a historically accurate picture ofgovernment practice is a major issue throughout this study. The evidence collected dates to the 18th Dynasty from the reign ofAIunose to the end ofthe reign ofAmenhotep III. Chapter one deals with the evidence for the appointment of officials by the king as evidenced by the words dIm, rdi mfr, and sOnt. For each official who explicitly records that he was appointed by the ~ing a family history is provided in an attempt to chart whether offices moved within the same family lines throughout the period. Chapter two analyses this data. The meaning 0 f the different words typically translated as 'to appoint', or 'to promote' is discussed. This is followed by a discussion ofthe extent ofhereditary offices among the high elite. Discussions follow of the evidence for officials buying and selling offices, career progression, and the king removing officials from office. Any evidence for the king appointing those who could be considered his friends or those not from established family lines is also discussed. It is concluded that there is some evidence to suggest the king could appoint whomever he wished, without interference from powerful families. Chapter three presents all evidence of the king making commands, as evidenced by the word lVd-. Chapter four is an analysis 0 f this evidence. The commands are divided according to content, and a discussion of the physical context ofthe commands is made. Who the king gave commands to, and the presentation of the formulation of decrees is discussed. It is tentatively concluded that the king did have extensive personal authority, but that this is not presented explicitly in the majority ofthe preserved evidence. Chapter five is an extension of the discussions on royal command. It deals with the evidence for the phrase 'what was commanded/said m bm 11 stp-s3', typically translated as 'in the majesty of the ·palace.' All occurrences of this phrase from the period under discussion are collected together. This is followed by discussions of the meaning of {1m and ofstp-s~. An interpretation and new translation is then given of the phrase. It is tentatively concluded that this phrase refers to personal royal conunand. Chapter six presents evidence for the king making military decisions and fighting alongside his army. This evidence is analysed in Chapter seven in which it is divided according to whether the king was present on the military campaign or not. The king's role in making military decisions is then discussed, as well as whether he actually fought on campaign. Ideological themes, found both in texts and images of the king in battle, are then discussed in an attempt to decide whether the evidence presents a true picture of the king's role as military leader. It is concluded that the king likely did not fight alongside his army, and that the evidence does not allow the king's role as decision maker to be ascertained. The fmal chapter puts into context the difficulties of drawing clear boundaries between the ideological and the real in such material, but emphasises the necessity of such attempts at understanding the role ofthe kingship.
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Sindle, Jenna L. "Moral authority as a power resource". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/NQ53854.pdf.
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Kelly, Colin John. "First Nation/Provincial Education Authority Partnerships". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/NQ63251.pdf.
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Payton, Steven James. "William Blake : the authority of truth /". Title page and introduction only, 1993. http://web4.library.adelaide.edu.au/theses/09AR/09arp347.pdf.
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Harel, Alon. "Political authority a rational choice perspective". Thesis, University of Oxford, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.305006.
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Towheed, Syed Shafquat. "Copyright and literary authority, 1880-1914". Thesis, University of Cambridge, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.621852.
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Rathgen, Elody. "On Good Authority: Towards Feminist Pedagogies". Thesis, University of Canterbury. Education, 1996. http://hdl.handle.net/10092/1064.
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This thesis comprises an analysis of ways to approach developing feminist pedagogies. Its main premise is that given the ideological, political and problematic nature of teaching and learning within educational institutions, it is not possible to define and prescribe a certain set of teaching behaviours that would constitute 'successful feminist pedagogy' in all circumstances. Instead, the thesis explores the changing nature of feminist theories, particularly the shift from essentialist feminism to feminisms of difference. It also considers a range of other influences on feminist teachers as they develop their approaches to teaching. These influences include critical and radical pedagogical theories; the impact of women on the teaching profession; postmodernism; using critique and reflection within the classroom; the nature of relationships in classrooms; the role of teacher education; and developments within English education. Since I am a feminist English teacher, I draw on my own classroom experiences, both at secondary and pre-service teacher education levels. I use these experiences not as models of feminist teaching practice, but as material to reflect on ways in which a feminist teacher might move towards creating intellectual imaginings for changing her classroom work so that it contributes to an ever-evolving vision of a different feminist future. The thesis is also concerned with the processes involved in intellectual work and in becoming a feminist teacher. Within the text I have used both journal writing, and personal reflection on classroom events, to disrupt the otherwise authoritative tendencies of thesis statements. This is why, rather than coming to conclusions about the specific attributes of feminist classrooms, I suggest ways in which feminist teachers can work on their own transition towards reflective, critical and feminist classroom practices.
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徐智良 i Chi-leung Victor Chui. "Chinese perception of organization and authority". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1987. http://hub.hku.hk/bib/B31263744.
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Cooke, Alexandra. "Federalism: The Struggle for Constitutional Authority". Scholarship @ Claremont, 2014. http://scholarship.claremont.edu/cmc_theses/808.
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Rohrs, Mark. "ELIZABETH TUDOR: RECONCILING FEMININITY AND AUTHORITY". Master's thesis, University of Central Florida, 2005. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2979.
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Elizabeth Tudor succeeded to England's throne during a time when misogynist societal ideology questioned the authority of a female monarch. Religious opposition to a woman ruler was based on biblical precedent, which reflected the general attitude that women were inferior to men. Elizabeth's dilemma was reconciling her femininity with her sovereignty, most notably concerning her justification for power, the issue of marriage and succession, and the conflict over the execution of Mary, Queen of Scots. The speeches Elizabeth presented to Parliament illuminate her successful solidification of her authority from a feminine gendered position. She established and reinforced her status through figurative language that presented her femininity as favorable to ruling England, ultimately transcending her womanhood to become an incarnation of the state. Elizabeth's speeches reflect her brilliance at fashioning herself through divine and reciprocal imagery, which subsequently redefined English society, elevating her to the head of a male-dominated hierarchy. By establishing her position as second to God, Elizabeth relegated all men to a status beneath hers. Elizabeth's solution to the perceived liability of her gender was to recreate herself through divine imagery that appropriated God's authority as her own. She reinforced her power through a reciprocal relationship with Parliament, evoking the imagery of motherhood to redefine the monarchy as an exchange rather than an absolute rule.M.A.
Department of English
Arts and Sciences
English
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Perdicoulis, Anastassios. "Appraisal of local authority development plans". Thesis, University of Salford, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.360434.
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Bewick, Martin. "Reading James Kelman : writing from authority". Thesis, University of Essex, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.251145.
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Sivaramakrishnan, A. "Social science, professional authority and citizenship". Thesis, University of Southampton, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.382911.
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Condilo, Camila da Silva. "Genealogy and textual authority in Herodotus". Thesis, University of Cambridge, 2015. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.709182.
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Silver, Lorraine. "Critical incidents : a local authority response". Thesis, Cardiff University, 2014. http://orca.cf.ac.uk/62108/.
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Since May 2008 (following the spate of young people apparently taking their lives within one local authority in Wales) Talk to me, the national action plan to reduce suicide and self harm in Wales 2009-2014 (WAG, 2009) promoted a strategic approach to developing targets for a reduction in suicide. The current research aimed to add to existing literature and research to help inform a major incident response plan to reduce suicide and suicide attempts. The study involved a single case relating to a critical incident that took place in one local authority in Wales during 2008 and 2009 involving a suicide cluster. Information gathered from professionals from three organisations involved in the critical incident response included school staff, school counsellors and educational psychologists. Data were collected through group interviews. The methodology was qualitative in nature which investigated the interaction between the various agencies to the critical incident and levels of responding in terms of the processes and procedures that were followed at the time. An analysis was undertaken firstly, in the form of grounded theory, which allowed theory to emerge from the data. In addition soft systems methodology was utilised to develop a rich picture based on the experiences of those organisations involved in the critical incident response. The expected outcome was that the current research will help improve effective collaborative responses to a critical incident in one local authority in Wales, which will lead to a decrease in referrals to agencies as a result of early intervention approaches and appropriate referrals. The current research was an exploratory study which gathered rich data that may help with early intervention. At a wider level it was considered that the findings of the research may provide greater understanding of and insight into the dynamics of inter-agency co-operation in critical incidents, which may inform future protocols, procedures and policies at regional and national level. From the grounded theory analysis, categories emerged which were interpreted though relevant psychological theory. The analysis showed that there was a difference in the way school staff, educational psychologists and counsellors’ responded to the critical incident. No new theory emerged from the grounded theory analysis possibly due to methodological limitations and a small sample size. A number of key change issues were extrapolated through SSM, including three issue based systems and one primary task. The future plan, as outlined in stage 6 of SSM, is for feasible and desirable changes to current systems to be debated between the senior management within the three organisations. There were a number of limitations to the current study, particularly with respect to the grounded theory data collection and data analysis. The use of an abbreviated version of grounded theory may have reduced the breadth of analysis as there was no iterative process in the data collection. The socially sensitive nature of the study prevented the researcher from reporting participants’ verbatim; this may have prevented others from interpreting the data. One positive aspect of the design was that the group may have acted as a debriefing. Throughout the study every effort was made to overcome any potential barriers that the researcher’s status as an educational psychologist in the local authority may have had on the research process. In the current study, implications for educational psychology practice have been identified when supporting schools during a critical incident response. The study highlights the importance of increased educational psychologist involvement in emergency planning at different levels and identifies the need to enhance psychological support and training offered to school staff. The current research suggests that greater multi-agency collaboration and communication is required during a critical incident response. There is a need for additional empirical research to inform future critical incident response. Finally, continued development of an integrated model of crisis response for school psychologists is paramount.
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Chappuies, Margaret R. Chappuies. "Surveillance and Narrative Authority in Villette". University of Toledo Honors Theses / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=uthonors1513263903293044.
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Johnson, Leon. "School Board Taxing Authority in Virginia". VCU Scholars Compass, 2009. http://scholarscompass.vcu.edu/etd/1688.
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ABSTRACT SCHOOL BOARD TAXING AUTHORITY IN VIRGINIA By Leon T. Johnson, Ph.D. A Dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Public Policy and Administration at Virginia Commonwealth University. Virginia Commonwealth University, 2009 Dr. William C. Bosher, Jr. Distinguished Professor of Public Policy and Education The purpose of this study is to determine to what degree local government officials in Virginia support fiscal autonomy for locally elected School Boards in the state. Currently School Boards in Virginia do not have the ability to raise their own revenues and must depend on the local City Council or Board of Supervisors to appropriate school funding each year. Many more states in the nation allow local School Boards to raise their own revenues than not, and some would argue that Virginia’s system is an inferior form of local government having a negative effect on K-12 education in the state. Others would argue that Virginia’s current system works quite well and to give taxing authority to local School Boards would degrade the quality of K-12 education in the state. To set the national context for this question a comparative survey was done of all fifty state systems in the nation to learn the differences between state systems for funding K-12 education. Second, a survey was conducted of 1,782 Virginia public officials whose professional lives would be affected by a change to allow local School Boards to raise their own revenue. These officials were asked a variety of questions the answers to which tell us whether they view fiscal autonomy for School Boards as progress. Finally, statistical analyses are performed on the responses to the survey using the public officials’ positions and their region of the state as variables. Through this statistical analysis we are able to determine whether position or region of the state have a significant affect on answers to the survey questions.