This study examines morally ambiguous characters in television dramas and they represent their respect brand. The goal of the study is to examine how these MACs define their respective brands, specifically the brands, AMC and Showtime. Recent studies observed people chose brands based on their affective disposition and social cognition towards specific influencers. These theories could inform how people relate to characters from TV shows and brands. An observation and narrative analysis of four characters promotional videos from AMC were Don Draper (Mad Men), Saul Goodman (Better Call Saul) and from Showtime Jackie Peyton (Nurse Jackie) and Dexter Morgan (Dexter). Interviews were conducted with 13 people about their views of the character's moral ambiguity and brand interest. Promo videos were observed along with videos of characters in their environment. Results found MACs defined their brand and their overall character arc appealed to the audience's interests in their brands.

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<p>This thesis explores the possibility of formulating an intermediate approach towards global justice. The desired approach should be intermediate in the sense that it is located in the normative space between the two rather exterme philosophical positions of cosmopolitanism and liberal nationalism for reasons explained in the thesis. As it turns out in the argumentation within this thesis it is an appropriate identification of the facts that can be thought morally relevant in the context of global justice which is of crucial importance for achieving this task. This is the case since such morally relevant facts, as will be shown, are decisive not only for making definite sense of the ideals at stake with regard to the issues of global inequality and absolute poverty. They furthermore also are essential for determining normatively appropriate and empirically effective obligations for working towards a more just world.</p>

This thesis explores the possibility of formulating an intermediate approach towards global justice. The desired approach should be intermediate in the sense that it is located in the normative space between the two rather exterme philosophical positions of cosmopolitanism and liberal nationalism for reasons explained in the thesis. As it turns out in the argumentation within this thesis it is an appropriate identification of the facts that can be thought morally relevant in the context of global justice which is of crucial importance for achieving this task. This is the case since such morally relevant facts, as will be shown, are decisive not only for making definite sense of the ideals at stake with regard to the issues of global inequality and absolute poverty. They furthermore also are essential for determining normatively appropriate and empirically effective obligations for working towards a more just world.

The purpose of my study is to gain insight into how the education system (particularly social studies) is morally-minded based on the governing documents, former students and a textbook. I wanted to find out what morally-minded means and if it has a big role in social studies. Through interviews with former high school students (when my thesis is aimed at high school) I wanted to find out how they felt their social studies were educational and which the values that they had taken on from the lessons. I also chose to analyze a textbook to get a broader understanding of how the morally-minded education is written in specific areas relating to social studies. My study is a qualitative study and what I came up with is that the former students consider their social studies teaching lacked to some degree when it came to the morally-minded education.   My investigation concludes that the morally-minded education is important in social studies as the purpose of social studies is to promote active democratic citizens. In the curriculum for social studies, there is also a considerable scope for knowledge that is educational for the students. Although the former students feel that they lack the morally-minded educational part of social studies they agreed with the guidelines which values that is important.

Samverkansformen partnering har under de senaste åren använts i stor utsträckning på den svenska byggmarknaden. Arbetssättet kom till Sverige i slutet av 1990- talet och har främst under de senaste fem åren etablerat sig hos beställare och byggentreprenörer. Trots det så är det fortfarande ett helt nytt begrepp för många. Då byggbranschen är relativt konservativ har det tagit tid att etablera partnering i branschen. Många var i början tveksamma och skeptiska till detta nya sätt att arbeta på. Det har visat sig vara få beställare om ångrar sig efter att ha genomfört ett projekt med partnering som samverkansform. Det har istället visat sig vara så fördelaktigt att beställarna fortsätter genomföra projekt utefter denna nya modell. Detta examensarbete har undersökt hur beställare ser på partnering idag. Genom intervjuer har det gjorts en sammanställning av hur byggbranschens beställare förhåller sig till partnering och hur långt fram de har kommit i användandet av samverkansformen. Från intervjuer och litteraturstudie framkommer det att partnering ställer stora krav på beställarna. De blir tvungna att engagera sig mer i ett projekt och de behöver höja sin byggtekniska kompetens. Det behövs utbildning i partnering bland beställare. Det blir tydligt då det har visat sig att de olika beställarna har sin syn på arbetssättet. Då det är projekt med karaktärer som är komplexa, stora, med höga risker och med pressade byggtider har det framkommit att partnering lämpar sig bäst. Beställarna ser ljust på framtiden och de menar att användandet av partnering kommer att öka. Det är en samverkansform där alla spelar med öppna kort och har ett gemensamt moraliskt ansvar. Detta nya arbetssätt har visat sig tilltala människor i branschen. / Partnering as a cooperation form has during the last years being widely used on the swedish construction market. This way of working went to Sweden at the end of the 90 decenary and it has during the five years past being a established of clients and buildignentrepreneurs. As the construction industry is quite conservative it has taken long time to establish partnering in the industry. At the beginning many people had a negative attitude to this new way of working. After completing projects with partnering as cooperation form it has been clear that most of the clients don’t regret their choise of using partnering. Instead partnering has been so successful so the clients continues to use this new way of working for their projects. This thes has examinated how clients attitude are to partnering today. Through interviews has a conclution been done as shows how the clients of the construction industry act to partnering, and also how far the have come in the using of the cooperation form. From interviews and literature study it shows that partnering puts high claims on the clients. They had to engage themselves in a project and they need to work up theirs technical knowledge for construction. It is necessary to educate the clients of how partnering works. This becomes clear as it has been showen that the clients has their own picture of this new way of working. When it comes to projects with characters which are complex, large, with high risks and with and a small project time it has been showed that partnering i the best way of working. The clients have a positive sight for the future and they mean that the using of partnering will increase. Partnering is a cooperation form in which everyones playes with their cards open and has got a morally responsabillity. This new way of working seems to appeal to people in the construction industry.

The current study examined the nature and extent of endorsement of PMIEs, the nature and severity of MI symptoms related to endorsement of a PMIE, and the relations between extent of endorsement of PMIEs and MI symptoms. We hypothesized that (1) PMIEs perpetrated by others would be endorsed to a greater extent than PMIEs perpetrated by oneself; (2) medical professionals who endorsed a PMIE would report significantly greater severity on all MI symptoms compared to medical professionals who did not endorse a PMIE; (3) experiencing PMIEs (perpetrated by oneself and/or others) to a greater extent would predict higher levels of MI symptom severity, and MI symptom severity would specifically be most strongly predicted by PMIEs perpetrated by oneself. Hypotheses were examined using t-tests, Pearson's r correlations, and multiple multivariate regression analyses. First, the current study found that PMIEs perpetrated by others were endorsed to a greater extent than those perpetrated by themselves; second, greater exposure to PMIEs was associated with significantly greater severity of 10 of the 14 outcomes. Third, PMIEs perpetrated by oneself predicted more MI symptomatology than PMIEs perpetrated by others, indicating that while PMIEs perpetrated by others are more common, PMIEs perpetrated by oneself are more strongly associated with MI outcomes. This study highlights the widespread and harmful impact of PMIEs among medical professionals.

<p>The paper explores theoretical shortcomings in the egalitarian theory by John Rawls and provides a complementary view on the problem of morally arbitrary contingencies. The conception of natural lottery, which Rawls presents to signify the starting range of morally arbitrary inequalities, falls short in philosophical grounding. According to critics, the notion of natural lottery appeals to the philosophical conception of moral luck which undermines ascription of moral responsibility. Since moral responsibility is a basic prerequisite for egalitarian justice, the appeal to morally arbitrary contingencies of the natural lottery may be self-defeating for the theory.</p><p>Criticizing Rawls’s approach to morally arbitrary contingencies Susan Hurley investigates philosophical groundings for judgment of moral responsibility. Philosophical inquiries into moral luck differentiate four categories of luck and expose the difficulties of ascription of moral responsibility for it. The conception of moral luck implies epistemological shortcomings in the rational judgment of moral responsibility. Hurley claims that ascription of moral responsibility requires another logical strategy.</p><p>The critical discussion by Norman Daniels refers to another egalitarian theory by Ronald Dworkin which suggests ascription of moral responsibility on a gradual scale. The theory divides the naturally contingent recourses into categories of brute luck and option luck. This strategy stratifies normative standards of responsibility by the criteria of individual choice and circumstances.</p><p>Considering the strategy of gradual ascription of responsibility, I suggest to apply a moral developmental perspective as an additional outlook on the moral responsibility in egalitarian theory. The theory of moral development by Lawrence Kohlberg provides an explanation of a gradual development of moral responsibility through a natural order of developmental stages. It stratifies the moral responsibility into a hierarchical model of measurement and systematizes the order of normative standards.</p>

The paper explores theoretical shortcomings in the egalitarian theory by John Rawls and provides a complementary view on the problem of morally arbitrary contingencies. The conception of natural lottery, which Rawls presents to signify the starting range of morally arbitrary inequalities, falls short in philosophical grounding. According to critics, the notion of natural lottery appeals to the philosophical conception of moral luck which undermines ascription of moral responsibility. Since moral responsibility is a basic prerequisite for egalitarian justice, the appeal to morally arbitrary contingencies of the natural lottery may be self-defeating for the theory. Criticizing Rawls’s approach to morally arbitrary contingencies Susan Hurley investigates philosophical groundings for judgment of moral responsibility. Philosophical inquiries into moral luck differentiate four categories of luck and expose the difficulties of ascription of moral responsibility for it. The conception of moral luck implies epistemological shortcomings in the rational judgment of moral responsibility. Hurley claims that ascription of moral responsibility requires another logical strategy. The critical discussion by Norman Daniels refers to another egalitarian theory by Ronald Dworkin which suggests ascription of moral responsibility on a gradual scale. The theory divides the naturally contingent recourses into categories of brute luck and option luck. This strategy stratifies normative standards of responsibility by the criteria of individual choice and circumstances. Considering the strategy of gradual ascription of responsibility, I suggest to apply a moral developmental perspective as an additional outlook on the moral responsibility in egalitarian theory. The theory of moral development by Lawrence Kohlberg provides an explanation of a gradual development of moral responsibility through a natural order of developmental stages. It stratifies the moral responsibility into a hierarchical model of measurement and systematizes the order of normative standards.

Over the past several decades, secular schools in North America have been expected to impart moral education to students. An array of approaches, strategies, methods, and philosophical and theoretical orientations for doing so are promoted in education literature. Two, in particular, have also been politically endorsed in Ontario, Canada—character education and community service. Yet, there remains discrepancy among teachers’ practices, knowledge, awareness, and intentions. Anecdotal reports indicate that relatively few teachers provide a consistent and comprehensive moral education, and those who do, act primarily on their own initiative and at their own discretion. Previous empirical evidence suggests that teachers who are moral agents conceive of, enact, and reflect on a personally developed form of moral education, which is embedded in the moral and ethical dimensions of school and classroom life, curriculum, and pedagogy. This single-case study aims to broaden and deepen the scholarship of moral agency as moral education, by exploring the question How does a teacher, who prioritizes the moral education of students, envision, enact and reflect on that moral education. Positioning myself as a conduit, within what is often considered to be a closed-door culture of teaching, I metaphorically opened one teacher’s classroom door and exposed her practices. The result is a uniquely comprehensive and genuine portrait of moral agency, which details the use of a variety of strategies and methods for imparting morality. These include intentionally modelling moral behaviours, conduct and dispositions; fostering relationships with and among students; creating a classroom community; delivering virtues lessons and messages; encouraging discussions of a moral nature; nurturing self-discipline in students; providing opportunities for community service; and assessing students’ social and moral development. The harmonious co-existence of these strategies and methods within one classroom and one teacher’s practice; the complementary and supportive way in which the teacher makes use of them; and their independence of any particular philosophical or theoretical orientation for moral education, represent the main insights of this study. These insights suggest that moral education in a secular classroom might be more comprehensively understood and promoted as moral agency.