The ability to correctly judge moral character—an individual’s disposition to think, feel, and behave ethically—is critical considering the negative consequences of misjudgment (e.g., being betrayed or swindled). However, it is currently unknown whether people can reliably detect strangers’ moral character, nor is it known how to best elicit relevant information from strangers to determine their moral character. This research is designed to remedy this dearth in our understanding of moral character judgments, particularly in settings where we need to make prompt evaluations of strangers based on limited information that we obtained from them. The biggest challenge in assessing another person’s moral character is that it is extremely socially desirable, and therefore highly susceptible to distorted self-perceptions and impression management. To address this problem, I propose and test a new person-perception theory: the hidden information distribution and evaluation (HIDE) model. In chapter 1, I develop the HIDE model, which posits that there are aspects of information that individuals do not correctly know about themselves (which I call the hiddenself), as well as aspects of information individuals misrepresent to others (which I call the hiding-self). This model articulates when and why judges (i.e., evaluators) not personally acquainted with targets of evaluation (e.g., job applicants) can reliably detect these targets’ moral character and predict their future unethical behavior. In particular, I propose that the impromptu thinking and language usage that arises when a person answers specially designed interview questions reveal information about his/her hidden-self and hiding-self, enabling a group of judges to make valid judgments about his/her moral character. Additionally, the HIDE model predicts that judges’ evaluations using this written interview method will be more valid than evaluations provided by targets’ acquaintances. This is because social relationships can lead people to form biased impressions of targets they are acquainted with, so that they are unable to see the targets’ hidden selves as clearly as judges who do not know the targets. In chapter 2, I test the HIDE model’s prediction that groups of judges can reliably predict targets’ unethical behavior by evaluating their moral character using the written interview method. In studies 1 and 2, large groups of judges were crowd-sourced online. I show that their average moral character evaluations successfully predicts targets’ frequency of unethical behaviors in the laboratory (study 1) and the workplace (study 2). Study 3 extends these findings by determining the minimum number of judges (six) required to make moral character evaluations that predict unethical behavior. In chapter 3, I test the HIDE model’s prediction that judges’ evaluations based on the written interview method can capture unique information about targets’ hidden-self. Three empirical studies (studies 4, 5, and 6) show that these evaluations indeed capture unique variance in targets’ moral character that is missed by both self-reports and ratings provided by targets’ acquaintances. Consequently, these evaluations are more predictive of targets’ unethical behavior than the ratings provided by either the targets themselves or their acquaintances. In chapter 4, I investigate the HIDE model’s prediction that judges’ evaluations using the written interview method can capture unique information about targets’ hiding-self. This occurs because responses to the interview questions reveal implicit aspects of moral character that targets cannot control or fake, even when they want to. In study 7, I manipulated whether targets had an incentive to answer the interview questions in a positively biased manner. I show that judges’ evaluations of targets (based on the interview questions) are actually more predictive of their unethical behavior when targets were motivated to respond in a positively biased manner. Finally, in chapter 5, I carried out text analyses to explore how human judges utilize linguistic cues in written responses to form impressions of moral character, and how these cues predict targets’ unethical behavior. The goal of this chapter is to identify linguistic cues that human judges fail to correctly detect or utilize, and thus to identify shared biases in human perceptions of ethicality. Building on these exploratory text analyses, I discuss the future directions of this research program, especially the potential value of combining human judgments and machine algorithms to boost the accuracy of unethical behavior forecasts.

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For the last two decades Sweden has been one of the most important receiving countries for asylum seekers, hence regarding itself as a “humanitarian superpower”. Historically Sweden has had one of Europe’s most extensive migration policies and made its latest mark by 2015 by allowing the highest number of asylum seekers ever to the country. The media coverage and the public debate on the war refugee migration to Sweden has been comprehensive and thereby put the topic of migration in the centre of parliamentary discussions. The aim of this study was to examine if and how migration has been a subject of securitization in the parliamentary debates. The study was conducted by using a qualitative text analysis of parliament protocols from 2013–2015. The results show that during the period of study a number of parties have made securitising statements regarding migration, but that the subject of migration was securitized first in 2015 when the securitising problem formulation was adopted by a majority in the parliament. I have also concluded that there has been a slight change in the way in which migration is securitized. In 2013–2014 the majority of the parliament parties used the diffuse securitising technique when debating migration, while in 2015 there was a shift towards the exceptionalist securitising technique.

Branding in the age of social media is thriving as companies continue to pour resources into digital campaigns in the hope of engaging their customers. The onset of the COVID- 19 pandemic boosted the importance of digital communication channels as physical distancing and lockdown measures disrupted business-as-usual and limited in-person interactions between firms and their customers. By implication, the global crisis pressed companies to deliver brand messages via online content to sustain or build customer relationships. This research focuses first on the branded content of corporate communications during the pandemic, focusing specifically on whether firms used the opportunity to showcase shared personal values. Second, we examine whether using value words in social media messages impacts customer engagement with these messages. To address these related questions, we collected Twitter data from Fortune 500 firms posted between January 2020 until the end of August 2020, attending to 56,770 firm- initiated tweets (we excluded firm responses to customer messages). The first study examines the personal values expressed in the messages using the Personal Values Dictionary, based on Shalom Schwartz’s original ten-value typology. We argue that the unprompted expression of values in a text is a behavioural indicator of personal value priorities. The findings compare firms’ shifting value priorities over time and association with key events, namely the global pandemic declaration (March 11, 2020) and ensuing lockdowns and George Floyd’s murder (May 25, 2020), and BLM protests. We find that, indeed, companies did shift their value priorities. The second study assesses consumer response to the values companies put forth in their tweets, focusing on social media indicators of consumer engagement (CE), including the number of likes, retweets, replies, and CE correlation with the values promoted in the tweets. We observe a pre- post-crisis shift in CE with value-laden messages. Our findings provide managerial insights that can guide marketers to manage their social media content more efficiently and better align their marketing and branding efforts with customers' values in times of crisis.

The intention of this essay is to critically analyze which perspective on gender that is conveyed in schoolbooks on religion in contemporary Sweden. The main question is: what gender perspective is conveyed in schoolbooks on religion? The sub questions are: what does the writer emphasize and what has the writer excluded from the text? Are the historical and discursive aspects of gender presented in the schoolbooks? What remains to be developed regarding the gender perspective in the schoolbooks?Earlier research has shown that men are overrepresented in the schoolbooks and that women and men are shown in stereotypical ways. This study highlights whether two books, written for the A-course in the upper secondary school and printed in 2007 and 2008, have been influenced by the recent requirements on equality in teaching material.The method used is a text analysis built on critical theory and Yvonne Hirdman’s theory of the gender system. The analysis is based on gender theory.The result shows that gender issues mainly are not regarded as important for religion in schoolbooks, when women are visible it is mostly their social role within religions that is represented and explained. The gender system of the religions is excluded from the text. The main conclusion from this study is that the schoolbooks need a more profound gender perspective, where masculinity and femininity are dealt with as human-created concepts.

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This dissertation explores "fairness" as an ethical construct within federal procurement contracting using 3,548 contract dispute decisions published by the Armed Services Board of Contract Appeals (ASBCA) between 2007 and 2021. It employed a multi-faceted, mixed method research design at macro, mezzo, and micro levels that used a blend of descriptive analysis, computational text analysis, and qualitative thematic analysis to explore a little-studied operational domain within public administration. This investigative approach made possible an examination of how fairness manifests in federal procurement in three aspects: equality (competition), equity (contractor demographic identity), and reciprocity (dispute resolution outcome). Aspects of Moore's Public Values Framework were combined with Lipsky's theories regarding street-level bureaucracy and Maynard-Moody and Musheno's conceptualization of frontline workers as knowledge agents to examine the "human" dimensions of administrative discretion in procurement. In addition to explaining the fundamental differences between "fairness" (between individual entities) and "justice" (fairness writ large at the societal level), the dissertation demonstrates how power dynamics between the government sovereign and its commercial civilian partners complicate contract relationships. Its quantitative findings suggest that fairness is impacted by procurement complexity, entrenched arms-length contracting relationships, and strictly construed risk apportionment when contingencies adversely impact contract performance conditions, and that contractor identity plays some role (though its extent is unclear) in the generation and resolution of particularly contentious disputes. This study's qualitative findings indicate that both parties perceive a breakdown in the contractual duty of "good faith and fair dealing" when rivalry is pursued over cooperation, when the parties fail to understand or respect each other's responsibilities and constraints, and when the behavior of government contracting officials creates role confusion between the protection of government interests and the legislatively required fair treatment of contracting partners. Ultimately, this dissertation speaks to ongoing discussions in diverse fields and disciplines such as public administration, organizational studies, empirical legal research, and relational contracting. It also contributes to developing theories regarding complexity in procurement and existing contracting studies from both sociological and economic perspectives. / Doctor of Philosophy / In popular thought, written contracts exist to protect the rights of both parties should one fail to uphold its part of the "bargain." Some legal theorists argue, by contrast, that the contracting process fundamentally is about interpersonal relationships, and that litigated contract disputes are not merely about material redress, but moreover, a failure of the "spirit of contract." From this perspective, a contract's true value lies more in the quality of the relationships it creates than in its documentary perfection. Interpersonal fairness, where the parties treat each other and their contract promises with integrity and respect, is a key component of that relationship. This dissertation studied the ethical expectation of "fairness" in federal defense contracts using 3,548 formal contract dispute decisions published by the Armed Services Board of Contract Appeals (ASBCA) between 2007 and 2021. These decisions were used to examine what procurement fairness means by focusing on three aspects: equality (fair competition for business opportunities), equity (fair distribution of public funding), and reciprocity (how the "spirit of contract" is honored during contract administration). The study explored how government sovereignty impacts contractors' expectations of fair treatment. It further demonstrated that contract relationships are challenged by the complex technical, administrative, and legal requirements of federal contracts. The study's findings revealed that the most contentious disputes (those that require a judge's ruling on legal merit) result from highly competitive contracts where maximum risk has been placed on contractors for performance and price control. The findings also suggested that contractor demographic identity plays some part in how disputes begin and how they are resolved, though the extent and implications of these differences are unclear. Finally, the study indicated that disputes alleging a violation of the contractual duty of "good faith and fair dealing" showed evidence of entrenched rivalry instead of cooperation, the contracting parties' failure to appreciate each other's operating challenges and constraints, and confusion about how federal contracting officers function as both protectors of the government's interests and as contractor rights advocates under federal contract law.

The aim of the study is to ascertain what characterizes a book classified as easy reading, and how the selected books relate to factors that are regarded as facilitating reading. The study was conducted with the help of a text analysis considering both linguistic and narratological aspects. The material used is the four parts in the series Jakten på Jack, written by Martin Olczak and illustrated by Anna Sandler. The theories on which the study is based are LIX value, the classification levels of the publisher Nypon Förlag, and MTM’s different aspects of what makes books easily read. The result of the study shows that it is not possible to use a calculation of the LIX value to find out how well a book suits a reader at a particular level. Other aspects need to be considered, for example, those found in Nypon Förlag’s levels and via MTM’s website. The results show that tempo and cliffhangers are factors that make reading easier. The illustrations in the books prove to be significant too, since they can help to explain difficult words or events.

Vi människor funderar ofta kring vår egen uppfattning dvs. vem vi är. Vi funderar också över vad vi vill bli. Vi ställs inför många andra frågor som handlar om identitet och livsfrågor. Livsfrågor som begrepp kan vara svåra att tolka och många gånger blandas begreppet ihop med andra begrepp som t.ex. existentiella frågor, livsåskådningsfrågor, livstolkningar osv. I ett annat sammanhang förknippas livsfrågor med etiska frågor och moral. Ett exempel på livsfrågor kan vara frågor om vad som är viktigt i livet, livets mening, vad som är ont och gott, vad som är rätt och orätt osv. Livsfrågor i t.ex. en lärobok kan också förknippas med dygder, moral och etik. Med utgångspunkt i tidigare forskning har jag velat undersöka och klargöra hur livsfrågor presenteras i tre läroböcker. I första hand har jag fokuserat på livsfrågor som tas upp i läroböcker för ämnet religionskunskap 1 för gymnasiet. De böcker jag valt att analysera är Religion 1 av Birgitta Thulin och Sten Elm, Religion 1 & 2 också skriven av Birgitta Thulin och Sten Elm samt Religion och andra livsåskådningar av Börje Ring. I bakgrunden för min undersökning ligger textanalys som metod och hermeneutik. Enligt vad som har förekommit i min studie kan livsfrågorna förknippas med livsåskådningsfrågor, existentiella frågor, livstolkningsfrågor osv. Livsfrågorna som beskrivs i läromedlen handlar bland annat om liv och död, etik och moral, sex och samlevnad, dygder osv. Kortfattat kan man säga att läromedlen i min undersökning  är anpassade till läroplanerna och de innehåller en rad diskussionsfrågor. De diskussionsfrågorna är avsedda för elevernas diskussioner och inlämningsuppgifter i olika former. / We humans often think about who we are. Often these thoughts are about what we want to become. We face many questions about identity and life issues. Life issues as a concept can be difficult to interpret and we often mix this concept with other concepts such as existential issues, philosophy of life, life interpretations, etc. In another context, life issues are associated with ethics and morality. For example, life issues may refer to questions about what is important in life, what is the purpose of life, what is good and evil, what is right and wrong etc. Life issues in a school book can also be associated with virtues, moral and ethics.   Based on previous research, I have wanted to examine and clarify how the questions of life are presented in three school books. In the first place, I have focused on life issues addressed in the three school books for Religion 1 for high school. The books I have chosen to analyze are Religion 1 by Birgitta Thulin and Sten Elm, Religion 1 & 2 also written by Birgitta Thulin and Sten Elm and Religion och andra livsåskådnigar by Börje Ring. In the background of my examination are text analysis method and hermeneutic.   According to what has emerged in my study, life issues can be associated with philosophical questions, existential questions, life questions, etc. Life issues, in my study material, among other things, are about life and death, ethics and morality, sex and relationships, virtues etc. Briefly, I can say that the school books in my research, are adapted to the curriculum, and they contain a lot of discussion questions. The discussion questions are intended for students' discussions and assignments in different forms.

Thesis (MA)--University of Stellenbosch, 2000. / ENGLISH ABSTRACT: This study investigates the reading process as addressed by Davies and Wallace in their research. The key concept of the models of the reading process as explored by Davies with reference to different researchers are examined. These researchers include Gough, whose model of the reading process represents a bottom-up view of the reading process, Goodman's model which reflects a top-down view of the reading process and Rumelhart's interactive model which is an alternative to bottom-up and top-down models. Davies advances a schema-theory which is the development of Rumelhart's interactive model. The study also considers the model of Rayner and Pollatsek as proposed by Davies, namely, the bottom-up interactive model of the reading process. This model intends to be bottom-up, without excluding the interactive features. A further model explored by Davies is that of Mathewson, which incorporates affective factors in reading. Hedge, according to Davies, developed the models of reading into a taxonomy of modes, anchors and drivers. Modes represent the reading behaviours, anchors express knowledge sources, and drivers typify the reading purposes. The study also considers Wallace's approach to the reading process, which represents reading as a psycholinguistic as well as a sociolinguistic process. In addition, this study conducts an investigation of a practical framework for describing and analysing texts; ways of describing differences amongst texts as proposed by Wallace and the integration of different descriptions of texts. Levels of text analysis and the theoretical foundation of the analytic procedure are considered. The last part of this discussion provides some perspectives on reaching reading in the outcomes-based curriculum for language, literacy and communication (see Appendix B). In the next part of the study an analysis of the Xhosa Bona magazine articles is offered which commences with the recapitulation of the framework for the analysis of texts. This framework includes elements such as the discourse type and genre; textual units and their functions; rhetorical functions and rhetorical patterns; text cohesion; text coherence and language choice as a reflection of the writer's communicative purpose or goal. Each article is analysed according to the framework assumed. The study invokes Davies' analytic framework for the analysis of the Bona magazine articles. The last part of this research explores the significance between Davies' model and the requirements of outcomes-based language teaching. / AFRIKAANSE OPSOMMING: Die studie ondersoek 'n praktiese raamwerk vir die beskrywing en analise van tekste, maniere vir die beskrywing van verskille tussen tekste soos voorgestel deur Wallace, en die integrasie van die verskillende beskrywings van tekste. Die vlakke van teksanalise en die teoretiese basis van die analitiese prosedure word bespreek. Die laaste deel van hierdie bespreking skenk aandag aan perspektiewe oor die onderrig van leesvaardigheid in die Uitkoms-gebaseerde kurrikulum vir die leerveld tale, geletterdheid en kommunikasie (sien Bylae B). In die volgende deel van die studie word 'n analise gedoen van Xhosa BONA tydskrifartikels, wat begin met 'n rekapitulasie van die raamwerk vir die analise van tekste. Hierdie raamwerk sluit elemente in soos diskoerstipe en genre, retoriese funksies en taalkeuse as 'n refleksie van die skrywer se kommunikatiewe doelstellings. Elke artikel word ontleed volgens die analitiese raamwerk van Davies. Die laaste deel van die studie ondersoek die verband en betekenis van Davies se leesmodel vir die onderrig van lees volgens die vereistes van die Uitkoms-gebaseerde kurrikulum. / ISICATSHULWA: Esi sifundo sijongene nophando ngendlela yokufunda njengoko indululwe ngokaDavies noWallace kwiincwadi zabo. Le ngqikelelo yemifuziselo yofundo njengoko iphononongwa ngulo kaDavies ngokubhekisele le ke kwizimvo zabacebi, nayo iyahlolwa kwesi sifundo. Aba bacebi bale mifuziselo yale ngqikelelo yofundo ngaba balandelayo; okaGough, omfuziselo wakhe wofundo ubonisa ukuba ufundo luqala phantsi luye phezulu oko kukuthi, phantsi-phezulu, kanti yena uGoodman uqikelela ufundo njengento eqala phezulu iye phantsi, oko kukuthi, phezulu-phantsi. Kukho ke noluvo lokaRumelhart malunga nolu qikelelo-fundo. Vena uceba ufundo okanye umfuziselo wofundo osebenzisanayo, futhi oluyenye indlela endaweni yezi zimbini zit hi phantsi-phezulu okanye phezulu-phantsi. Ngaphaya koko, uDavies uvelisa enye indlela ekwacetywa nguRumelhart, athi ukuyibiza yinkcazo-ngcingane (theory) yeskima. Yona ikhulisa ikwaqhubela phambili le yomfuziselo osebenzisanayo (interactive model). Isifundo esi sikwaluthathela ingqalelo uluvo lukaRayner noPollatsek ngokuphakanyiswa nguDavies, olu ke lokuba bacebe inkqubo yofundo oluqala phantsi luye phezulu luze luhlangane nolu lukaRumelhart lokusebenzisana. Injongo yale nkqubo yofundo lwabo kukuba baqiniseke ngofundo oluqala phantsi luye phezulu phofu bengakhange nakancinane balahle ezo mpawu zolo fundo losebenziswano. Omnye umfuziselo wofundo owaziswa nguDavies ngokaMathewson. Wona ke ubandakanya iimeko ezichukumisayo xeshikweni ubani afundayo (affective factors). UDavies ukwasichazela nangoluvo lukaHedge othe yena le mifuziselo (models) yokufunda wayihlela ngokwezintlu azibiza ngokuba ziindlela zokuziphatha xa ufundayo (modes) okanye (reading behaviours), neeankile (anchors) ezithetha indawo apho ubani afumana khona ulwazi (knowledge sources) kunye nezo athi ngabaqhubi (drivers). Zona ke zibonisa iinjongo zokuba ubani afunde oko asukuba ekufunda. OkaWallace ufundo olu ulubonisa ngeyakhe indlela eyahlukileyo kwabanye aba. Ulubona njengenkqubo ehlanganisa inzululwazi ngezengqondo edibaniselene nenzululwazi ngezolwimi, edibeneyo (unitary) nekhethayo (and selective), kunye naleyo inenzululwazi ngoluntu neelwimi (sociolinguistic). Ukongeza apho isifundo esi siphonononga indlela ephathekayo yokuchaza nokucazulula okubhaliweyo (text analysis); iindlela ezahlukeneyo zokuchaza umahluko phakathi kwezinto ezibhaliweyo. Oku ke kudibene nezimvo ezivela kokaWallace. Ukuhlanganiswa kwezi ndlela zahlukeneyo zokuchaza okubhaliweyo; imigangatho yokubhaliweyo (levels of text); eyiyeyona isetyenziswayo nefundwa ngokubanzi jikelele; isiseko (basic) senkcazo eyingcingane senkqubo yocazululo kwakunye ke nokuveliswa kweendlela ezimisiweyo ezahlukeneyo zolu calulo lokubhaliweyo, zonke zikhankanyiwe kwesi sifundo. Indawo yokugqibela yolu phando inika iinkcazelo ngamagama athile (terms) afumaneka kufundo ngeelwimi olubhekiselele kwiziqhamo zokufundwayo (outcomes-based language study). Emveni koku ke ngoku kulandela ucazululo-ncakasana lwamanqaku omhleli kalindixesha wesiXhosa ekuthiwa yiBona, cazululo 010 oluqala ngokuwenza amavandlakanya ngendlela lo kaDavies aceba ngayo ucazululo lokubhaliweyo. Le ndlela ke yile ilandelayo; idiskhosi nejenra; iziqwengana zentetho ebhaliweyo (textual units) nemisebenzi yazo; imisebenzi yeentetho zobuciko (rhetorical functions), neendlela zobuciko (rhetorical patterns); ukunxibelelana nokuyondelelana kokubhaliweyo (text coherence and text cohesion); nokhetho magamallwimi ngendlela yokubonisa iinjongo nomyalezo wombhali (language choices as a reflection of the writer's communicative goal and purpose). Inqakwana (article) ngalinye kula sesithethe ngawo ngentla apha, licazululwa ngokwale ndlela ixeliweyo endululwe ngulo kaDavies. Ngaphandle koko isifundo esi sihlola unxibelelwano phakathi kwendlela yocazululo lokubhaliweyo ecetywa nguDavies kunye nendlela athe la manqaku eBona acazululwa ngayo. Ekugqibeleni kwako konke uphando olu luthabatha ingqalelo kumcimbi wonxibelelwano phakathi kwendlela le kaDavies yocazululo nocalulo lokubhaliweyo kunye nofundiso lolwimi olujongene neziqhamo zokufundwayo (outcomes-based language teaching).