<p>Suffering from a terminal illness, or being chronically sick or severely disabled is not pleasant, which most of us will never experience life like this. However, there are people who are living in precisely that kind of constant, excruciating pain, agony and misery, 24 hours of the day, 365 days a year, stuck in a “living Hell” with no way of ending their enforced but unwanted torment – other than the highly controversial ‘therapy’ of euthanasia.</p><p>Those of us who are relatively healthy have a choice in how and when we end our lives. We can decide to wait until our life ends naturally, or we can speed up the process by committing suicide in whatever manner we choose. But, because of their illness or disability, the patients discussed in this thesis are being denied that same choice – because they must ask for help to die, they have had their right to decide matters such as when, where and how to go, for themselves taken away from them by people who believe that they know better than the patient what is best for them.</p><p>In Chapter 1, I will clarify some of the many, often contradicting, definitions and ideas associated with euthanasia.</p><p>In Chapter 2, because death is a very personal subject and everyone has different reasons why they want to die, I have used extracts from two very personal letters explaining why they sought euthanasia.</p><p>In Chapter 3, I will show how a patient considering euthanasia can use two Ends and Means arguments (Utilitarianism and Deontology) to decide if killing themselves would be the moral course of action to end their suffering. I will also discuss the morality of euthanasia eastern and western society.</p><p>In Chapter 4, the discussion turns to who would be the best person to help the patient die. I will examine how euthanasia can comply with various professional and personal codes of conduct and discuss the ideal character of the would-be euthaniser.</p><p>In Chapter 5 (the final chapter) I will conclude by using the information from the previous chapters to answer two important questions:</p><p>1. Whether it is ethical for a patient to even be thinking about euthanasia in the first place.</p><p>2. Who is (ethically) the best person to ask to kill the patient</p><p>This thesis is not about whether or not euthanasia should be legalised (as I will explain – euthanasia is already going on, albeit illegally) but to discuss the morality of asking someone else to go against all matter of strictly enforced and deeply ingrained legal, moral and professional rules imposed by society in order to help the patient die.</p>

The video game is, as we know, one of the most popular and quickly growing mediums in the United States and the world in whole. Because of its success, the video game industry has been able to use their resources to advance technology of many kinds. Two very important technologies which have been advanced by the game industry are artificial intelligence and graphic design. With advances in the videogame industry constantly increasing the realism of gaming, those who game are finding themselves rapidly transported into new worlds. The Combination of the elements of narrative transportation, character identification, a videogames ability to enable mediated experience create a situation in which players may be able to rapidly learn very complex concepts. This project begins with a classification of videogame moral systems, both on a theoretical and logistic level. Given this understanding of how videogames themselves define moral involvement, the project then seeks to answer how the players understand their own moral involvement in the game by directly involving player/participants in the conversation. The data produced strongly suggests that videogames have great potential to teach even the most complex concepts of right and wrong to players.

The dissertation consists of eight studies in combination with a longer work, which links the eight studies together. The aim is two-fold: to develop a scientific approach within philosophical hermeneutics for the study of the culture-specific dimension of teaching in China, and to analyse the culture-specific dimension of teaching in China on the terms of this approach. An explicit ontological foundation makes up the base of the hermeneutic approach, and epistemology, methodology and so on are adapted in accordance with this. Implications of this hermeneutical approach for educational research is further outlined, and the hermeneutical approach is more clearly positioned in relation to so-called qualitative research. With this hermeneutical approach, cross-cultural educational research can be conducted without either universalism or exoticism, since it offers a possibility to understand phenomena in other cultures without claiming to share them. Based on this hermeneutical approach, an interpretational framework named traditional thinking is constructed as a theoretical synthesis of Chinese philosophy, that is Confucianism, Taoism, Chinese Buddhism, Moism and Legalism. With traditional thinking, the analysis of the culture-specific dimension of teaching in China generates an understanding consisting of a number of themes. The themes are: concrete activity, sociality, collectivism, relationalism, balance, order, patriotism, aesthetics, perfection, good examples, the nobility of teaching, family, hierarchy, equal competition, responsibility, talent, examination, body, improvement, critiques, effort, self-study. In this understanding, moral has a central position and refl ects on all themes. This is a social and relational morality that embraces knowledge and aesthetics, which is achieved and realised in concrete bodily activity. Morality serves a system in order, i.e. it helps keep its balance. It facilitates the functioning of the collective and gives patriotism a moral character. Perfection is the optimal moral standard, which characterises all good examples, and the striving for improvement depends on critique and effort. Since perfection is always attainable, teaching and self-study make up the human way to harmony. In this, family is a precondition for moral cultivation, just as equal competition is a precondition for a balanced hierarchy and for correct responsibility. Talent is decisive, which in turn requires examination.

This thesis explores the everyday practice of school bullying by examining children's participation in peer group activities as well as in school-based anti-bullying activities within an educational setting. The empirical material is drawn from a long-term (1 year) ethnographic study conducted among preadolescent children in a 5th grade class in a Swedish elementary school. An ethnomethodological approach is used in analysis of ethnographically based fieldnotes, and in detailed analysis of video recordings collected during participant observations.    The first study examines, through elaborated investigation of a peer group's everyday peer encounters, how social exclusion is situated within the flow of intricate, subtle and seemingly innocent interactions. In this, the study offers detailed information about how girls' everyday peer group interactions, taken across a range of activities, may be consequential for the process of social exclusion.    The second study examines the interactional moral work accomplished within the situated practice of ART classroom sessions on moral reasoning used as part of the school's anti-bullying prevention program. The study contributes an understanding of the interactional managment of children's moral stance-taking, something that has previously been overshadowed by the quest to project the outcomes for individual children's moral reasoning. The third study examines a gossip dispute event, in which a group of girls take action against another girl for reporting school bullying to the teacher. The study demonstrates how, as the gossip dispute unfolds, the girls accused of bullying appropriate and even subvert the social organization of the school's anti-bullying program, and manage to turn the tables so that the girl initially reporting to be a victim of bullying is cast as an instigator, and the girls accused of the bullying as victims of false accusations.    The thesis illuminates the complex meanings and functions of social actions referred to as bullying within a school context and in the literature. Also, it sheds light on the difficulties that come with teachers' attempts to structure children's social relationships. All in all, the thesis illuminates the need to challange an individualistic approach to bullying, recognizing the social and moral orders children orient to in their everyday life at school.

The two most controversial ends of life decisions are those in which physicians help patients take their lives and when the physician deliberately and directly intervenes to end the patients’ life upon his request. These are often referred to as voluntary euthanasia and physician assisted suicide. Voluntary euthanasia and physician assisted suicide have continued to be controversial public issues. This controversy has agitated the minds of great thinkers including ethicians, physicians, psychologists, moralists, philosophers even the patient himself. Hence the physician, patient, the public and policy makers have recently had to face several difficult questions. Is it morally right to end the life of the patients? Is there any moral difference at all between Voluntary euthanasia and physician assisted suicide? Should a terminally ill patient be allowed to take his life and should the medical profession have the option of helping the patient die. Should voluntary euthanasia and physician assisted suicide be legalised at all? And what actually will be the legal and moral implications if they are allowed. In a bid to find a lasting solution to these moral problems and questions has led to two different strong positions viz opponents and proponents of voluntary euthanasia and physician assisted suicide. The centre of my argument in this work is not to develop new general arguments for or against voluntary euthanasia and physician assisted suicide but to make a critical ethical comparative analysis of voluntary euthanasia and physician assisted suicide. This is the focus of my work. The sole aim of this work is neither to solely condemn nor to support voluntary euthanasia and physician assisted suicide but to critically analyze the two since we live in a world of pluralism.

Suffering from a terminal illness, or being chronically sick or severely disabled is not pleasant, which most of us will never experience life like this. However, there are people who are living in precisely that kind of constant, excruciating pain, agony and misery, 24 hours of the day, 365 days a year, stuck in a “living Hell” with no way of ending their enforced but unwanted torment – other than the highly controversial ‘therapy’ of euthanasia. Those of us who are relatively healthy have a choice in how and when we end our lives. We can decide to wait until our life ends naturally, or we can speed up the process by committing suicide in whatever manner we choose. But, because of their illness or disability, the patients discussed in this thesis are being denied that same choice – because they must ask for help to die, they have had their right to decide matters such as when, where and how to go, for themselves taken away from them by people who believe that they know better than the patient what is best for them. In Chapter 1, I will clarify some of the many, often contradicting, definitions and ideas associated with euthanasia. In Chapter 2, because death is a very personal subject and everyone has different reasons why they want to die, I have used extracts from two very personal letters explaining why they sought euthanasia. In Chapter 3, I will show how a patient considering euthanasia can use two Ends and Means arguments (Utilitarianism and Deontology) to decide if killing themselves would be the moral course of action to end their suffering. I will also discuss the morality of euthanasia eastern and western society. In Chapter 4, the discussion turns to who would be the best person to help the patient die. I will examine how euthanasia can comply with various professional and personal codes of conduct and discuss the ideal character of the would-be euthaniser. In Chapter 5 (the final chapter) I will conclude by using the information from the previous chapters to answer two important questions: 1. Whether it is ethical for a patient to even be thinking about euthanasia in the first place. 2. Who is (ethically) the best person to ask to kill the patient This thesis is not about whether or not euthanasia should be legalised (as I will explain – euthanasia is already going on, albeit illegally) but to discuss the morality of asking someone else to go against all matter of strictly enforced and deeply ingrained legal, moral and professional rules imposed by society in order to help the patient die.

Jag vill med denna uppsats belysa frågan om man i Sverige bör införa en allmän skyldighet att hjälpa nödställda. Syftet är att undersöka vilken betydelse en sådan så kallad civilkuragelag skulle kunna få för samhällsmoralen. Genom att använda mig av relevant samhällsvetenskaplig teori om bland annat medmänsklighet, moral, tillit, normer och socialt kapital vill jag sätta frågan i ett sociologiskt perspektiv. Jag har genomfört intervjuer med jurister och juridikstudenter för att få deras perspektiv på frågan. Frågan har jag sedan analyserat utifrån deras svar och utifrån de teorier och den tidigare forskning jag använt mig av. Resultaten av intervjuerna visar att informanterna i allmänhet är skeptiskt inställda till införandet av en civilkuragelag i Sverige. Nackdelarna, bland annat risken att färre skulle våga träda fram som vittnen till brott om en civilkuragelag införs, tycks överväga fördelarna i frågan. Man kan konstatera att lagen möjligen skulle kunna stötta människors moraliska tänkande. Informanterna såg dock andra faktorer, bland annat goda förebilder och en trygg omgivning, som mer betydelsefulla för samhällsmoralen.

There is no stronger or more enduring prohibition in medicine than the rule against the killing of patients by doctors. This prohibition is rooted in some medical codes and principles. Out standing among the principles surrounding these prohibitions are the principles of beneficence and non-maleficience. The contents of these principles in a way mark the professional integrity of the physician. But the modern approach to health care services pulls a demand for the respect of the individual right of self-determination. This demand is now glaring in almost all the practices pertaining to health care services. In end of life decisions, this modern demand is found much in practices like physician- assisted suicide and euthanasia. It demands that the physician ought to respect the wish and choice of the patient, and so, must assist the patient in bringing about his or her death when requested. In such manner, this views the principle of autonomy as absolute and should not be overridden in any circumstance. However, the physician on his part is part of the medical profession that has integrity to protect. This integrity in medical profession which demands that the physician works only towards the health care of the patient and to what reduces diseases and deaths often go contrary to this respect for individual autonomy. Thus faced with such requests by patients, the physician always sees his integrity in conflict with his demand to respect the autonomous choice of the patient and so has a dilemma in responding to such requests. This is the focus of this work,"Professional Integrity and the Dilemma in Physician- Assisted Suicide" However, the centre of my argument in this work is not merely though necessary to develop general arguments for or against the general justification of PAS, but to critically view the role played by the physicians in assisting the death of their patients as it comes in conflict with the medical obligation and integrity. Is it morally right, out rightly wrong or in certain situation permissible that physicians respond positively to the request of the patients for PAS? This is the overarching moral problem in the morality of physician- assisted suicide, and this work will consider this in line with the main problem in the work “the dilemma of professional physicians in the assistance of suicide.

The aim of this study is to examine if Kenneth, a character in the novel Nyår by Stig Larsson, takes his ethical responsibility for one of the characters that appears in one section of the book, Ann. Nyår has often been related to morality. This study shows that Levinas philosophy of ethics is a supplement to the discussion of morality. According to Levinas, a person that acts in a non-moral way still can act in a righteous ethical way. With this starting point, it is possible to be close to the text and to bring out new perspectives on the novel. Kenneth is a nihilist, but has got the possibility to take his ethical responsibility for Ann. The ethical responsibility for another person, according to Levinas, always comes first. Kenneth, like everybody else, is obligated to this responsibility.

The purpose of this dissertation is to identify the impact of moral emotions (sympathy and empathy) and religious education on individual behavior. This dissertation is divided into three main chapters. The first chapter examines the effect of sympathy and empathy on tax compliance. We run a series of experiments in which we employ methods such as priming, the Davis Empathic Concern scale, and questions about frequency of prosocial behaviors in the past year in order to promote and to identify empathy and sympathy in subjects. We observe the subjects’ decisions in a series of one-shot tax compliance game presented at once and with no immediate feedback. Our results suggest that the presence and/or the promotion of sympathy in most cases encourage tax compliance. The second chapter takes into consideration religious schooling as a way of helping the development of religiosity or morality on individuals. Our intent is to investigate the effect of religious education on charitable donations in adulthood. Our empirical analysis is based on data from the Panel Study of Income Dynamics dataset. Our estimation results indicate that there is a positive effect of religious education on donations to secular and religious organizations. The third chapter explores the hypothesis that sympathetic individuals are more likely to support income redistribution because they believe that the poor may benefit from this policy. We use data from the General Social Survey to estimate support for income distribution. Our results suggest that some measures of sympathy have a positive effect on support for redistribution. Across all three main chapters, we find that sympathy has mostly small and positive effects on the types of behavior examined in this dissertation, although we are not able to determine the impact of religious education on charitable donations. Despite the sometimes weak results of this research caused by the limitations of the available data and the complexity of the issues studied, we believe that the development of these moral emotions is likely to generate benefits to society.