A presente tese se propõe a avaliar os avanços e recuos do denominado Regime Internacional para Atrocidades (RIA), focando-se sobremaneira no seu principal desdobramento normativo e institucional: o Tribunal Penal Internacional (TPI). Tais avanços e recuos não podem ser analisados somente a partir de qualificações políticas pragmáticas ou de princípios morais cosmopolitas reconhecidos pelo Tribunal, mas sim a partir da existência de um conflito de valores exposto na construção e consolidação do regime em questão: justiça versus paz, bem como da necessidade de superá-lo. É esse conflito entre a justiça internacional, interpretada de modo cosmopolita, e também pelo viés restrito do paradigma jurídico de enforcement dos direitos humanos, e a paz, interpretada como a ausência de conflito direto, bem como a consequente necessidade de arbitrá-lo, que nos permitirá fazer recomendações sobre o que se deve fazer para implementar um RIA realmente efetivo no sentido de livrar a humanidade das violações de direitos humanos que se qualificam como atrocidades, considerando as particularidades de contextos transicionais e ampliando a prestação de contas. A estratégia recomendada pela tese é a da combinação de uma justiça judicializada, que se traduz no TPI, com outros mecanismos de justiça transicional. Ademais, uma atuação do TPI sensível às vítimas e às atividades de peacebuilding é parte fundamental dessa estratégia. Os casos sob a investigação do TPI serão trazidos à tona na presente tese no sentido de ilustrar alguns aspectos do argumento principal nela estruturado. / This thesis aims to evaluate advances and shortcomings concerning the so-called International Atrocities Regime (IAR), focusing on its main normative and institutional achievement: the International Criminal Court (ICC). Such advances and shortcomings cannot be analised either exclusively through pragmatic political qualifications or through cosmopolitan moral principles embraced by the Court. Instead, we initially sustain the existence of a conflict of values apparent in the building up and consolidation of the above mentioned regime: the justice versus peace dilemma and the necessity of overcoming it. It is this dilemma between international justice, interpreted according to both a cosmopolitan perspective and a judicial paradigm of human rights enforcement, and peace, interpreted as the absence of direct conflict, and simultaneously the urgent need of managing this conflitct of value that will allow us to make some normative recommendations about what is to be done in order to implemente an effective IAR. By effectiveness, we mean both the prevention of humanity from suffering gross human rights violations qualified as atrocities, considering the particularities involved in transitional contexts, and the promotion of accountability. The strategy recommended by the thesis is the combination of a judicialized justice, translated into ICC practices, with other transitional justice mechanisms. In addition, an ICC performance sensible to victims and peacebuilding activities is a fundamental aspect of such a strategy. In this sense, the cases under ICC investigation will be mobilized in order to illustrate some aspects of the main argument structured in the thesis.

The purpose of the thesis is to explore excellence in Enquiry-Based Learning (EBL), its philosophical underpinnings, pedagogical implications and possibilities. How pedagogic devices can be used to encourage tutors' reflections on EBL, and is concerned with producing and sharing knowledge in relation facilitating student-centred teaching and learning practices. The study is in the tradition of practitioner research, where my role was that of an educational developer at the Centre for Excellence in Enquiry-based Learning. It is centred around the development of EBL models as pedagogic instruments to facilitate tutors' reflections on their practice. The thesis investigates how to facilitate the incorporation of more student-centred approaches into tutors' practice in a UK university through employing EBL models as a tool for reflection, how these models were introduced to tutors, and the findings from the process. A critical action research approach was undertaken for the educational development practitioner research journey. The primary methods of data collection consisted of interviews with students and tutors, and data obtained during individual reflections and group discussions in a series of workshops that involved tutors studying EBL models. Thirty-one tutors were involved in these workshops and interviews where they quantitatively and qualitatively explored multiple dimensions of teaching and learning. Content analysis of the results was conducted on the data with an emphasis on dilemma analysis to gain insights into tutors' decisions about their practice, and an empirical abductive strategy was employed to inform the development of new EBL models. In the course of the action research phases two new EBL models were iteratively developed informed by the literature and stakeholders. Finally, a new Student Involvement in Learning and Teaching Model was proposed, empirically abducted from student narratives derived from photo-elicited interviews. This Model constituted the development of a new conceptual framework for thinking about EBL within the context of broader teaching and learning practice. This study articulates new student involvement dimensions which conveyed the nature of power within the proximal processes of teaching and learning. The thesis contributes towards the practice of educational development by documenting both the process and outcomes of introducing EBL and learning and teaching models to tutors as reflective instruments, and by proposing a new perspective on excellence in EBL where student involvement is enhanced when reciprocal power relationships exist in the proximal processes between tutors and students. Tutor decisions were framed as a series of dilemmas created by external contextual influences (the University social micro, meso, exo and macro-systems); and internal factors (the tutors' personal force-resource characteristics) which affected tutors' reported actual and espoused ideal practice. The data demonstrated that most tutors espoused including more EBL, but they preferred an incremental change in their practice.

A crise capitalista pela qual o mundo passa atualmente, com o desmonte dos estados de bem-estar social europeus, nos acende o alerta para analisar com maior profundidade o nosso País e tentar compreender os rumos das suas políticas sociais, notadamente do SUS. Se é verdade que o horizonte estratégico da Reforma Sanitária Brasileira se rebaixou à mera reforma administrativa mas que resultaria no SUS hoje percebemos que mesmo este foi rebaixado ao SUS Possível. São analisadas algumas limitações/escolhas feitas no âmbito teórico e de estratégia política que não sendo os únicos elementos contribuíram para o afastamento dos objetivos estratégicos, entre elas o chamado Dilema Reformista. A partir do resgate de referenciais teóricos do setor saúde e da literatura marxista na qual se baseiam, fundamentalmente gramsciana, construir-se-á uma interpretação crítica do processo à luz dos seus resultados históricos, condicionados pelas arenas políticas internacionais e pela disputa de projetos políticos no Brasil. Apresenta-se a hipótese de que a conformação de um sistema de saúde híbrido, no qual o setor privado mantém o público aprisionado pela sua lógica de acumulação ao que chamamos de Minotauro da saúde guarda relações com as estratégias políticas adotadas, logicamente condicionadas pela dominância do capital financeiro e pelos limites estruturais do Estado Brasileiro. / The capitalist crisis that the world is currently undergoing, with the dismantling of the European welfare-state alerts us to analyze more deeply our country and try to understand the trajectory of its social policies, notably the SUS. If it is true that the strategic horizon of the Brazilian Health Reform is downgraded to mere administrative reform - but that would result in the SUS - today we realize that even this was downgraded to \"SUS as possible.\" Some limitations/choices made in the theoretical framework and political strategy are analyzed - not being the only elements - contributed to the removal of strategic objectives, including the so-called Dilemma Reformer. From the rescue of theoretical health sector benchmarks and Marxist literature in which they are based, fundamentally Gramsci, will be built-critical interpretation under the light of the process of its historical results, conditioned by the internationals policies arenas and the dispute of political projects in Brazil. It presents the hypothesis that the formation of a hybrid health system in which the private sector keeps the public sector trapped by its accumulation logic - to what we call health Minotaur - keep relations with the political strategies adopted, logically conditioned by dominance of finance capital and the structural limits of the Brazilian State.

In view of the latest corporate collapses globally, the purpose of this thesis is an attempt to investigate and to theorise how managers make decisions when faced with an ethical dilemma.Philosophers over the years have proposed different moral theories. For example, Kantian’s Categorical Imperative (O’Neil 2001, Peters, 1971) suggests that there are laws that should apply universally. However, its principles are too abstract to guide action, in that it does not provide a detailed set of instructions for following them. Others such as Baier, (2001) suggest that people behave to satisfy their own self-interest. The literature review shows that there is no consensus to define what constitutes ethical behaviour. Kohlberg (1981) divides childhood moral development into six stages. He theorises that greater moral development will be related to the highest social responsibility of an individual. Lagon (2000), Seabright and Moberg (1998), Logsdon and Yuthas (1997) extrapolate Kohlberg’s model to incorporate into organisational and individual moral development.Based on the literature review, research questions were developed. The research methodology is qualitative, based on the realism paradigm using a case research design (Yin 1994). Face to face interviews were conducted with fourteen participants using critical incidents and the findings were triangulated using a semi-structured focus group.The research data analysis is based on grounded theory proposed by Glaser and Strauss (1967). The findings confirm that there is no single theory or approach to business ethics. The findings indicate that a person’s ethical behaviour changes when his/her self-interest is affected. Whilst participants believed that business and ethics can be reconciled, most agreed that they can only be reconciled if the individual’s interest or business profit is not affected. Based on the findings, a new model is proposed in an attempt to theorise an individual’s business ethical behaviour and his/her ethical decision making process.This research also identifies important areas that require further research. These are:• Conflicts between personal values and business values• Should ethics be taught? And if so how?• Should an ethical programme be developed and incorporated in a company’s strategic plan?

This thesis is concerned with the analysis of economic network formation. There are three novel sections to this thesis (Chapters 5, 6 and 8). In the first, the non-cooperative communication network formation model of Bala and Goyal (2000) (BG) is re-assessed under conditions of no inertia. It is found that the Strict Nash circle (or wheel) structure is still the equilibrium outcome for n = 3 under no inertia. However, a counter-example for n = 4 shows that with no inertia infinite cycles are possible, and hence the system does not converge. In fact, cycles are found to quickly dominate outcomes for n > 4 and further numerical simulations of conditions approximating no inertia (probability of updating > 0.8 to 1) indicate that cycles account for a dramatic slowing of convergence times. These results, together with the experimental evidence of Falk and Kosfeld (2003) (FK) motivate the second contribution of this thesis. A novel artificial agent model is constructed that allows for a vast strategy space (including the Best Response) and permits agents to learn from each other as was indicated by the FK results. After calibration, this model replicates many of the FK experimental results and finds that an externality exploiting ratio of benefits and costs (rather than the difference) combined with a simple altruism score is a good proxy for the human objective function. Furthermore, the inequity aversion results of FK are found to arise as an emergent property of the system. The third novel section of this thesis turns to the nature of network formation in a trust-based context. A modified Iterated Prisoners' Dilemma (IPD) model is developed which enables agents to play an additional and costly network forming action. Initially, canonical analytical results are obtained despite this modification under uniform (non-local) interactions. However, as agent network decisions are 'turned on' persistent cooperation is observed. Furthermore, in contrast to the vast majority of non-local, or static network models in the literature, it is found that a-periodic, complex dynamics result for the system in the long-run. Subsequent analysis of this regime indicates that the network dynamics have fingerprints of self-organized criticality (SOC). Whilst evidence for SOC is found in many physical systems, such dynamics have been seldom, if ever, reported in the strategic interaction literature.

<p>”Synen på barnet och barndomen borde vidgas till ett helhetsperspektiv, ett perspektiv som också innefattar en människosyn. […]: barn är också människor. Satsen ansluter till en humanistisk tradition där vördnaden för människans väsen förenas med ivriga studier av hennes egenskaper. Att studera barn är enligt min uppfattning att lära känna en av de mest respektingivande variationsformer som det mänskliga kan ikläda sig.”, skriver Sven G Hartman professor i religionsdidaktik i sin studie, <em>Barns tankar om livet</em>. Huvudfrågan i Hartmans studie är: ”Vad funderar barn på?" Med denna frågeställning har Hartman kunnat klargöra hur barn tänker och reflekterar om livet i ett helhetsperspektiv, dvs. både i socialt och individuellt sammanhang.</p><p>Min tro är att det är särskilt viktigt att i skolan lägga detta perspektiv på arbetet med värdegrundsfrågor och på arbetet med vardagens etiska frågor. Jag anser att den viktigaste uppgiften en lärare har i kunskapsfostrandet är att hjälpa elever att se sammanhang i sitt lärande. Med det menar jag att det är viktigt att utgå från elevers egna beröringspunkter samt var de befinner sig i sin kognitiva och moraliska utveckling. Då först kan en djupare utveckling ske inom det etiska området. Det är därför angeläget att lära känna elevers tankar och åsikter för att kunna ge dem möjligheter att utveckla egna etiska redskap. Detta stämmer väl överens med vad kursplanerna för grundskolan anger som mål för ämnet religion. Mot bakgrund av detta har jag i mitt examensarbete valt att undersöka de uppfattningar och ställningstagande som några elever har när ett etiskt fall dyker upp.</p><p>Mitt syfte och mål med detta examensarbete i ämnet religion är att undersöka de olika kategorier av uppfattningar som några elever har om etiska ställningstaganden.</p> / Examensarbete på Grundskollärarprogrammet 4-9 ht 2001.

<p>I denna uppsats belyses moralutveckling från tre olika forskningsperspektiv; det sociala inlärningsperspektivet, det psykoanalytiska perspektivet och det kognitiva utvecklingsperspektivet. Tyngdpunkten för denna uppsats har lagts vid det kognitiva utvecklingsperspektivet.</p><p>Inom det kognitiva utvecklingsperspektivet, riktas i denna uppsats först uppmärksamheten mot Piaget; förgrundsgestalt inom den kognitiva stadieutvecklingen. Därefter belyses i huvudsak Kohlbergs utvecklingsteori inom moralutvecklingen. Kohlberg har delat in moralutvecklingen i sex stadier, utifrån vilka man sedan kan stadiebestämma individers moraluppfattning.</p><p>Uppsatsens huvudfråga behandlar möjligheten att påverka elevers moralutveckling och därmed även deras etiska handlande. Många forskare har uttryckt sin åsikt om att skolan bör ta moralutvecklingen på allvar, och se det som sitt ansvar att hjälpa eleverna rusta sig med verktyg, med vilka de sedan kan fatta lämpliga beslut, samt motivera dessa beslut. En presentation av tidigare genomförda studier, visar tydliga tecken på att man med rätt sorts stimulans, aktivt kan påverka moralutvecklingen hos elever. Centralt i sammanhanget är även huruvida en ökad moralisk medvetenhet, och en högre moralstadietillhörighet, faktiskt resulterar i ett mer moraliskt agerande. För att komma denna fråga närmare, presenteras i uppsatsen teorier och studier som tycks peka på att det finns ett samband mellan moralisk kompetens och moraliskt handlande.</p><p>Inför det moralutvecklande arbetet i skolan, betonas vikten av att som pedagog skaffa sig kunskap om sin egen roll som moralutvecklare. Av flera forskare betonas vikten av att man som pedagog känner sina elever, samt tränar upp sin förmåga att tolka elevernas argument, för att kunna hjälpa dem vidare. Arbetssätten kan sedan variera. Den mest beprövade metoden är gruppdiskussion.</p><p>Studier av tidigare genomförda projekt, samt råd från moralutvecklingsforskare, pekar på nyttan med att kartlägga elevernas utgångspunkt, för att på ett effektivt sätt kunna starta arbetet där behoven finns. Mot denna bakgrund är uppsatsens empiriska undersökning genomförd. Undersökningen syftar till att utprova en metod för att enkelt kunna kartlägga en klass' sammansättning i moraliska frågor. I utvärderingen av undersökningen, konstateras att metoden kan användas i syfte att kartlägga elevernas inställningar och attityder i vissa frågor och sammanhang.</p> / Examensarbete på Grundskollärarprogrammet 1-7 ht 1998. Uppsatsförfattaren har i tur och ordning burit följande efternamn: Larsson, Övermalm, Irisdotter och slutligen Irisdotter Aldenmyr.

<p>The purpose of this thesis is to explain why states obtain nuclear weapons and the role various</p><p>actors and interests play in the making of states´ nuclear policies. The main questions are as</p><p>follows: (1) What big theories exist concerning states obtaining nuclear weapon and nuclear</p><p>armament in International Relations and what relevance do they have of the post cold-war period?,</p><p>(2) What is the meaning of the perspective of the Military-Industrial Complex (MIC)?, and (3)Are</p><p>there empirical studies which supports the existence of a MIC in the United States?</p><p>The focus lies on actors and driving forces that are internal to states and it is also important to</p><p>investigate if the theories have relevance for the post 9/11-era. The study uses the method of</p><p>qualitative literature-study with some quantitative segments. It is claimed that states might be</p><p>interested in justifying their behaviour in a morally appealing way and that real reasons may be</p><p>hidden. There are many reasons for states to obtain and keep nuclear weapons and related</p><p>technology (which includes many of the most lucrative elements of the arms industry´s sales).</p><p>Among this reasons are that arms and related technology may be used to influence other states and</p><p>nuclear weapons-construction and modernisation might be used to protect the state from external</p><p>threats, stop unwanted interference from other actors, secure job and gain recognition and prestige</p><p>in world politics. For security reasons states might hold onto their own nuclear weapons and try to</p><p>hinder other actors from getting access to them. The internal actors and driving forces we look at</p><p>are bureaucratic, economical and political, and the MIC-perspective. The military can be said to</p><p>have interests in as much resources and capabilities as possible, which includes advanced</p><p>weaponary such as nuclear weapons and related technologies, at its disposal because of the goal to</p><p>defend the state from all possible threats and for officers career reasons. Much of its influence is</p><p>said to come from its expert knowledge and position and it is said to be especially influential in</p><p>matters of foreign policy, military spending and foreign policy. The major economical actors</p><p>mentioned are big corporations involved in military spending and these have interests in</p><p>maximizing profits. Nuclear weapons making and maintenance and the related areas of missile</p><p>defense and delivering methods for nuclear weapons seem to be areas with high changes of being</p><p>profitable for the involved major companies. The actors wield influence for example through</p><p>lobbying and campaign contributions. An economic driving force claim is that state spending is</p><p>necessary for stimulating the economy and defense spending is easily justified in other ways.</p><p>Political actors and driving forces concerns politicians interest in promoting the interests of</p><p>supporting groups, there are indications that the weapon industry is such a group. Research have</p><p>shown various results about the extent politicians tend to further the interests of supporting groups.</p><p>The MIC-perspective talks about groups with interest in high levels of military spending. Most</p><p>researchers seem to agree that the complex exists but there are different opinions about what actors</p><p>belongs to it and its power on various issues. There is some mention of the core of the complex</p><p>consisting of such internal actors as mentioned above. MIC-related empirical research has been</p><p>conducted and this author finds that the MIC is a relevant analytical tool for the post cold war – and</p><p>9/11 era.</p>

Etiska frågor griper in i varje människas liv och det blir allt viktigare för individens självkännedom att få bearbeta dessa frågor. För att klara av det behövs kunskap och redskap att utveckla vår förmåga till kritiskt tänkande. Osäkerheten är stor idag och det är inte lika självklart vilka värderingar och normer vi ska leva efter. Forskning visar också att barns intresse för etik och livsfrågor ökar, samtidigt som de känner en växande vilsenhet. Vi lärare blir allt viktigare personer som tillsammans med hemmet ska påverka och ansvara för elevernas framtid. Vi måste ge dem redskap att utveckla ett självständigt tänkande och handlande i moralfrågor. Via litteraturstudier har jag försökt skildra, och för min egen skull fördjupa mina kunskaper i, vad etik är och hur barns moralutveckling sker. Det här arbetet är en liten undersökning i hur lärare arbetar med etikfrågor i skolan idag. Jag har gjort några lärarintervjuer i tre olika skolor i centrala Sandviken för att undersöka hur etikundervisningen ser ut, om den överensstämmer med det som står i Lpo om etikundervisningen, samt vilka kunskaper läraren behöver. / Examensarbete på Vidarutbildningen av förskollärare och fritidspedagoger till grundskollärare, uppdragsutbildning, ht 1998.

Vi har valt att undersöka hur etikundervisningen ser ut i skolan idag, hur medvetenheten är bland lärarna till det som sägs om etikundervisningen i Lpo-94, samt om de tror att etikundervisning har någon betydelse. Vår undersökning bygger på intervjuer med lärare på olika skolor i Bollnäs innerstad. / Examensarbete på Grundskollärarlinjen med inr mot åk 1-7 vt 1995.Christina Johansson har senare bytt efternamn till Larsson.