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Die vorliegende Dissertation untersucht, wie Menschen Urteile und Entscheidungen in moralischen Situationen unter Unsicherheit treffen. In theoretischer Hinsicht wird Verhalten in moralischen Situationen aus der Perspektive begrenzter und ökologischer Rationalität analysiert, die das Zusammenspiel zwischen Kognition und der Struktur der Umwelt betont. Empirisch ist das Ziel, moralische Urteile und Verhalten unter epistemischen Bedingungen zu untersuchen, denen Menschen in der realen Welt begegnen. Das erste Projekt diskutiert aus der Perspektive ökologischer Rationalität wie das Zusammenspiel von Heuristiken und Umwelt hilft, moralisches Verhalten zu verstehen, das inkonsistent erscheint, solange es durch Charaktereigenschaften erklärt wird. Aus dieser Perspektive ist es entscheidend, soziale Umwelten zu untersuchen, da Urteile und Verhalten in moralischen Situationen oft nicht durch speziell moralische Regeln sondern durch moralisch neutrale, soziale Heuristiken entstehen können, die den Zusammenhalt sozialer Gruppen fördern. Das zweite Projekt untersucht empirisch Entscheidungen in sozialen Dilemmata. Die Kernfrage ist, wie Kooperation durch den Risikograd geprägt wird, sowie durch die Art, wie Risikoinformationen erworben werden (durch Beschreibung oder Erfahrung), im Vergleich zu nicht-sozialen Situationen mit gleichem Risiko. Kooperation variierte systematisch mit dem Risikograd, aber wie Informationen erworben wurden war nur in den nicht-sozialen Situationen relevant. Prozessdaten und Teilnehmerberichte legen nahe, dass diese Diskrepanz auf Entscheidungsprozessen beruhen könnte, in denen Erwartungen über das Verhaltens anderer sowie die Höhe der Verdienste wichtiger sind als deren Wahrscheinlichkeit. Das dritte Projekt vergleicht Urteile in moralischen Dilemmata, in denen der Verlauf der Ereignisse noch ungewiss ist (Vorschau), mit Situationen, in denen bereits sicher ist, ob negative Nebeneffekte auftreten oder nicht (Rückschau). Die Ergebnisse zeigen einen Rückschaufehler in moralischen Urteilen sowie bei der Wahrscheinlichkeitseinschätzung der Nebeneffekte. Der Unterschied zwischen moralischen Urteilen unter Sicherheit und Unsicherheit wirft die Frage auf, inwieweit sich empirische Ergebnisse generalisieren lassen, die auf den üblicherweise untersuchten moralischen Dilemmata basieren, wie z.B. den „Trolley“-Fällen, in denen alles mit Sicherheit feststeht. / In this dissertation I investigate how people make judgments and decisions in moral situations under uncertainty. Theoretically, behavior in moral situations is analyzed from the perspective of bounded and ecological rationality, which emphasizes the interplay between cognition and the structure of the environment. Empirically, the goal is to investigate moral judgment and behavior under epistemic conditions people encounter in the real world. The first project discusses from the perspective of ecological rationality how the interaction of heuristics and the environment helps explaining moral behavior that appears inconsistent from accounts referring to characteristics of the individual. This view also emphasizes the importance of studying social environments, as judgment and behavior in moral situations under uncertainty may often not result from specifically moral rules but instead from morally neutral social heuristics which serve the coherence of social groups. The second project empirically examines decisions in social dilemmas. The key question was how cooperation is shaped by different levels of risk and by the way information about risk is acquired (from description or from experience), compared to nonsocial situations with equivalent risks. Cooperation systematically varied with different levels of risk, yet the way in which information was acquired only mattered in nonsocial situations. Process data and self-reports indicated that this discrepancy may have resulted from decision processes that are more sensitive to expectations about others’ behavior and the size of rewards than to reward probabilities. The third project compared judgments in moral dilemmas when the course of events is still uncertain (foresight) with situations when it was already certain whether negative side-effects did or did not occur (hindsight). Results showed a hindsight effect for moral judgments, as well as for probability estimates of negative side-effects. As moral judgments differed under certainty and uncertainty, this raises concerns about generalizing empirical results from commonly investigated moral dilemmas, such as the “trolley” cases, in which everything is certain.

The thesis The Vacation House as a Planning Dilemma deals with how the processes that generate meaning in space proceed in parallel both in everyday life and in the planning realm. Multiple dwelling, or having two homes, can be seen as a dilemma—one in which the planning system’s attempts to conquer an unruly reality conflicts with the ways people live. The vacation house phenomenon is not a neutral concept, but rather influences and is influenced by a variety of contexts. This ambiguity is problematic for practitioners of spatial planning, a field that strives for unequivocal concepts. My interest is primarily directed at the relationship between the intentions in Swedish legislation and their practical application in planning. These legislative and planning spheres are also influenced by what actually happens in a physical space and by the conceptions we have of the life to be lived in it. The purpose of the thesis is to create the conditions for a discussion of how a planning dilemma like multiple dwelling can be understood based on how the various actors in a space create meaning and on the internal competition among them for the preferential right of interpretation over concepts. The thesis actualizes several scientific issues for us to address: How is the concept of multiple dwelling contextualized in material space? How does the housing market portray conceptions of vacation living? How do municipal planners view having two homes? How do environmental and urban planning laws view multiple dwelling? I use Henri Lefebvre’s three-part dialectic of spatial theory in this thesis as a tool for general classification, to analyze spatial processes over time, and to clarify the relationships between the different elements of a space and different actors’ actions in a space. The focus of my analysis of the field of planning is the various kinds of representations made by experts. My analysis of such constructions is conducted at the level of discourse. In order to understand how such spatial representations are constructed and how they compete with one another, I have taken a discourse analytical perspective inspired by Ernesto Laclau and Chantal Mouffe. The results of my thesis have shown that problem solutions lead to different planning constructions depending on the underlying conception of the vacation house, whether the vacation house is conceived as the Other Home or the secondary home. My analyses have shown that modernism’s striving for systematization and functional separation doesn’t work, at least as applied to housing. We must question the premise of functionally distinguishing between housing forms as a means to conserving natural resources. / fritidshus, planeringsdilemma, fysisk planering, lagstiftning, dubbel bosättning, miljöbalken, annonser, fastighetsmäklare, Lefebvre, Laclau, Mouffe

Using vignette experiments, this thesis examines individuals’ decision-making in various social dilemmas. A case study of littering behavior amongst university students in Lao People's Democratic Republic is used to investigate whether individual preferences are stable across littering dilemmas and other social dilemmas. This study further investigates if a visual prompt can encourage prosocial behavior in littering situations. The results show that behavior in social dilemmas is dependent on individual preferences. Additionally, the study finds little evidence that visual prompts could be used in order to efficiently decrease littering in Laos. However, a negative relationship is found between littering behavior and knowledge regarding the consequences of littering. These findings indicate that policy makers could use knowledge increasing campaigns in order to increase prosocial decision making regarding littering. Yet, further studies are needed in order to validate the results. Lastly, we also find differences in what influence littering behavior, depending on the item being littered.

Cooperation in joint enterprises poses a social dilemma. How can altruistic behavior be sustained if selfish alternatives provide a higher payoff? This social dilemma can be overcome by the threat of sanctions. But a sanctioning system is itself a public good and poses a second-order social dilemma. In this paper, we show by means of deterministic and stochastic evolutionary game theory that imitation-driven evolution can lead to the emergence of cooperation based on punishment, provided the participation in the joint enterprise is not compulsory. This surprising result - cooperation can be enforced if participation is voluntary - holds even in the case of 'strong altruism', when the benefits of a player's contribution are reaped by the other participants only. (authors' abstract)

Målet med detta examensarbetet är att undersöka hur sex religionslärare inom det svenskagymnasiet anger att dem arbetar med etiska dilemman i momentet etik och moral ur ettdidaktiskt perspektiv. Examensarbetet kommer att samla lärarnas tankar och ståndpunkterangående etiska dilemman genom en kvalitativ intervjustudie. Resultaten visar att de flestalärarna anger liknande åsikter och att deras åsikter stämmer överens med vad tidigare forskninginom etik och moral hävdar är de bästa arbetssätten ur ett didaktiskt perspektiv. Majoriteten avlärarna anger att etiska dilemman främst används som ett kognitivt verktyg för eleverna attförstå normativa etiska teorier. Lärarna är även överens om att etiska dilemman som är tagnafrån vardagssituationer som eleverna kan relatera till är dem bästa. Sist anger lärarna att de helstarbetar med etiska dilemman elevaktivt i klassrummet. / The aim of this essay is to examine how six teachers in religious education within the Swedishupper secondary school say they use ethical dilemmas within their ethics and morals classesfrom a didactic perspective. The essay will gather the six teachers’ thoughts and standpoints onethical dilemmas with the help of a qualitative interview method. The results show that most ofthe teachers have very similar opinions to each other and what the previous studies in this topicsay is the best course to take with dilemmas in education. Most of the teachers primarily useethical dilemmas a cognitive tool for which to understand ethical theories. The teachers alsochoose their dilemmas from everyday events that are relevant for their students. Lastly, theteachers work with dilemmas in a way that makes the students have an active learning role inthe classroom.

Syftet med studien är att undersöka hur fritidslärare uppfattar och tolkar fritidshemmets uppdrag, att arbeta för en socialt inkluderande och tillgänglig lärmiljö för alla elever samt hur de hanterar de etiska dilemman som kan uppstå. Studien utgår från kvalitativ intervju av fem lärare i fritidshem, vid tre olika skolor. Resultatet visar att fritidslärarna anser att det är viktigt att arbeta med inkludering men att det inte finns någon entydig tolkning av hur inkluderingsarbetet ska implementeras i det praktiska arbetet samt att förutsättningarna i de olika fritidshemmen ser mycket olika ut. Resultatet visar vidare att fritidslärarna upplever att stora barngrupper leder till att de inte räcker till för alla elever i den utsträckning de skulle vilja. Sådana situationer leder i sin tur till dilemman då de tvingades välja mellan olika elevers behov, både på individ- och gruppnivå och att prioritera vad eller vilka behov som väger tyngst för stunden.

Thesis advisor: Pamela J. Grace / Nurses working in newborn intensive care units (NICU) report experiencing ethical dilemmas related to treatment decisions for infants in their care. The opportunity for nurses to contribute to the formulation of treatment plans for these infants is increasing, but often nurses are required to implement treatment plans with which they may not agree. This causes conflict for the nurse and has been shown to have implications for the nurse and, ultimately, nursing and healthcare practice. Not taking action to resolve the perceived dilemma is especially problematic on several counts (Raines, 1996). Nurse Activism, the outcome variable, is defined as the range of likely actions nurses may take to resolve ethical dilemmas in practice (Penticuff & Walden, 1987). This cross-sectional study investigated the range of likely actions that nurses would take in response to a hypothetical ethical dilemma. The web-based survey was completed by 224 NICU nurses from seven Massachusetts hospitals. Subjects responded to the Nurses Ethical Involvement Survey (Penticuff & Walden, 1987) and demographic questions. Hierarchical multiple regression analysis found that NICU nurses with greater concern for the ethical aspects of clinical practice (p = .001) and an increased perception of their ability to influence ethical decision-making (p = .018) were more likely to exhibit nurse activism to resolve an ethical dilemma and these findings explained just 8.5 percent of the variance. Future research is necessary to determine other factors contributing to, and inhibiting the actions of, nurses to resolve ethical dilemmas encountered in the NICU. / Thesis (PhD) — Boston College, 2010. / Submitted to: Boston College. Connell School of Nursing. / Discipline: Nursing.

Esta tese elegeu como objeto de pesquisa a militância de Florestan Fernandes (1920-1995) no campo educacional, no período de 1954 a 1964. Nosso objetivo foi pesquisar os escritos educacionais de Florestan Fernandes, tendo como horizonte de análise a sua militância como intelectual em defesa da educação pública no contexto da elaboração e tramitação da Lei de Diretrizes e Bases da Educação Nacional (LDB) nº 4.024 de 1961. Em um contexto de crescente industrialização e de consolidação do capitalismo brasileiro era urgente a adequação da educação à ordem social livre competitiva. Em resposta a essa demanda, teve início a elaboração do projeto de LDB, cuja proposta original vislumbrava a democratização da educação e do ensino por meio da escola pública. A tramitação do projeto no Congresso Nacional motivou um caloroso debate educacional entre os defensores das escolas privadas, que se sentiram prejudicados com a proposta inicial do projeto de LDB, e os defensores das escolas públicas que, diante dos ataques da elite conservadora, mostravam que a escola pública era uma instituição compatível com a nova ordem social livre competitiva que se aspirava sedimentar. Os ataques à escola pública ganhavam forças políticas e se materializou no que ficou conhecido como Substitutivo Lacerda, um projeto substitutivo à proposta inicial, de autoria do deputado udenista Carlos Lacerda, que portava em si os princípios religiosos e interesses mercadológicos. Diante da aprovação de tal substitutivo, surgiu um movimento de intelectuais e educadores conhecido na historiografia como Campanha em Defesa da Escola Pública (Campanha), que lutaram no congresso nacional, nos círculos intelectuais e na imprensa em defesa da escola pública, do qual Florestan Fernandes fez parte. O sociólogo em destaque participou ativamente da Campanha, publicou textos na imprensa, proferiu palestras e conferências denunciando o caráter privatista do Substitutivo Lacerda. A sua participação na Campanha lhe conferiu a insígnia de principal defensor da causa. São vários os textos educacionais de Florestan Fernandes escritos no calor da militância, os quais constituem volumosa parte das suas análises sobre a educação brasileira. Por meio da nossa pesquisa compreendemos que a luta pela transformação radical da sociedade brasileira e pela superação dos dilemas educacionais conferiram unidade a atuação de Florestan Fernandes dentro e fora do espaço acadêmico e coerência entre sua visão de mundo e ação intelectual. Foi o momento em que o sociólogo aliou sua formação intelectual, seu conhecimento teórico, à capacidade de persuasor, de dirigente, para conscientizar e convocar os outros cidadãos a transformar a realidade. Isso nos levou a defender a tese de que os escritos educacionais se fazem centrais para entender Florestan Fernandes como intelectual, pois os mesmos são a manifestação de sua militância, de suas ações práticas no interior da luta de classes. Os seus textos sobre a educação, escritos no período de elaboração e tramitação do Projeto de LDB no Congresso Nacional, expressavam a ação engajada de um intelectual militante na luta pela democratização da cultura e da educação. / This thesis has the objective of analyzing the militancy of Florestan Fernandes (1920-1995) in the educational field, from 1954 to 1964. The goal was to research the educational writings of Florestan Fernandes having, as the basis of analysis, his militancy in defense of public education in the context of elaborating the National Education Law (in Portuguese LDB) n. 4.024 of 1961. In the context of rising industrialization and consolidation of Brazilian capitalism it was urgent to adjust the education to the competitive free social order. In response to that demand there was the start of the elaboration of the law project of the LDB, whose original proposal saw democratization of education and teaching through public school. While the bill followed its legal courses in the National Congress there was a heated educational debate among the private school defenders; who felt they were being aggrieved by the initial proposal of the project of LDB, and the public school defenders; who showed the public school was a compatible institution with the new competitive free social order that was on its way to sediment despite the attacks of the conservative elite. The attacks to public school gained political forces and were materialized in what was known as Substitutivo Lacerda, a substitute bill to the initial proposal that was written by the congressman who belonged to UDN (National Democratic Union) Carlos Lacerda; and it had religious principles and marketable interests. As the substitute bill was approved there was a movement of intellectuals and educators known in history as Campaign to Defend Public School (or simply Campaign). They fought in the national congress, in the intellectual circles and in press to defend public school, Florestan Fernandes took part in that movement. He participated in the Campaign in an active way, he published texts, gave lectures and conferences to denounce the private character of the substitute bill (Substitutivo Lacerda). His participation in Campaign granted him the merit badge of the principal defender of the cause. There are several educational texts written by Florestan Fernandes in the heat of militancy and they are a huge part of his analysis of Brazilian education. This research showed that the fight for the radical transformation of the Brazilian society and for the overcoming of the educational dilemmas gave consistency to the acting of Florestan Fernandes in and out of the academic space and coherence between his world view and his intellectual action. That was the moment the sociologist united his intellectual formation and his theoretical knowledge to his capacity of persuading others to make other citizens conscious and to call them to transform reality. That took us to defend that the educational writings are essential to understand Florestan Fernandes as intellectual because the same texts manifest his militancy, his actions inside the fight among classes. His texts about education written during the elaboration and the legal course of the bill of LDB in the National Congress expressed the engaged action of an intellectual militant in the fight for democratization of culture and education.

Aujourd’hui, les consommateurs sont sans cesse sollicités à consommer de manière responsable… en achetant des produits respectueux de l’environnement ou issus du commerce équitable. Depuis quelques temps maintenant, il leur est demandé de privilégier les produits made in France pour soutenir économiquement les fabricants français et plus globalement la santé économique du pays. Mais ces consommateurs français se sentent-ils responsables et engagés envers la santé économique de leur pays ? Et si oui, cela a –t-il une influence sur la formation de leurs préférences pour un produit industriel « made in France » ? En effet, malgré les sondages qui affirment qu’ils sont prêts à payer plus cher pour un produit domestique, l’écart existant entre leurs intentions et leurs comportements ne fait aucun doute. L’objet de cette thèse sera tout d’abord de conceptualiser ce qu’est la responsabilité et l’engagement économique du consommateur. Elle visera ensuite à identifier le rôle de ces concepts sur la formation de préférences des consommateurs pour ces produits « made in France ». Pour cela, après une étude qualitative exploratoire, une expérimentation in vivo est mise en place auprès d’un échantillon représentatif de 596 répondants. Considérant que la dimension économique ne doit pas être déconnectée des autres préoccupations sociétales des consommateurs (environnementales et sociales), nous analysons également l’influence parallèle de ces préoccupations sur l’utilité accordée par le consommateur à l’origine domestique du produit. Enfin, le rapport qu’entretient le consommateur avec son territoire est lui aussi étudié, en cherchant à comprendre son influence sur la décision du consommateur à s’engager pour la santé économique de son pays. / Consumers today are constantly asked to consume responsibly ... buying products environmentally friendly or fair trade. For some time now, we even asked to favor products made in France to economically support the French manufacturers and, more generally, the country's economic health. But do consumers feel responsible and committed to the economic health of their country? If so, what is the influence on the formation of their preference for an industrial product "made in France"? Indeed despite the various surveys that say, they are willing to pay more for a domestic product, the largest gap between their intentions and actual behavior is no doubt. The purpose of this thesis will be, first, to conceptualize the consumer economic responsibility and engagement. This research also aims to identify the role of these concepts on the formation of consumer preferences for these products. For this, after an exploratory qualitative study, in vivo experiment is set up with a representative sample of 596 respondents. This research then will highlight the impact of the various components of economic responsibility of consumers (ERC) on their economic engagement, and, be joined, also, to identify the role of this commitment on the formation of preferences. But the economic dimension should not be disconnected from other societal concerns of consumers (environmental and social). We therefore analyze, too, the influence of these parallel concerns about the utility provided by the consumer to the domestic origin. Finally, the relation that the consumer with its territory will also be scrutinized, seeking to understand its role in the consumer's decision to commit to the economic health of the country.