Dissertation abstract: Reputational benefits of altruism and altruistic punishment

Recent studies in experimental economics have shown that many people have other-regarding preferences, potentially including preferences for altruism, reciprocity, and fairness. It is useful to investigate why people possess such preferences and what functional purpose they might serve outside the laboratory, because evolutionary and social learning perspectives both predict that cooperative sentiments should only exist if they bring benefits that outweigh the costs of other-regarding behavior. Theories of costly signaling suggest that altruistic acts may function (with or without intention) as signals of unobservable qualities such as resources or cooperative intent, and altruists may benefit (possibly unintentionally) from the advertisement of such qualities. After reviewing the theories that could potentially account for the evolution of altruism (Chapter 1), I test some predictions about cooperation derived from costly signaling theory. In Chapter 2, I show that participants in experimental public goods games were more cooperative when they had cues that they could benefit from having a good reputation, and that there was apparently some competition to be the most generous group member. Furthermore, in subsequent trust games, people tended to trust high public goods contributors more than low contributors. Chapter 3 failed to find evidence that granting high status to people makes them more likely to contribute to public goods or punish free-riders, but there was suggestive evidence that physical proximity to the experimenter affected contributions and punishment. In Chapter 4, I found that people tended to trust others who were willing to incur costs to punish those who free-ride on group cooperation provided that such punishment was justified, and men were more punitive than women. In Chapter 5, I show that women find altruistic men more desirable than neutral men for long-term relationships. Together, these results suggest that humans do treat altruism as a signal of willingness to be cooperative. These findings are discussed with respect to the adaptive design of cooperative sentiments as well as the current debate over group selection. Dissertation: Department of Psychology, Neuroscience & Behaviour, McMaster University, Hamilton, Ontarion Currently: Post-Doc, Department of Neurobiology & Behavior, Cornell University     

The demography of micro-states

There are two types of micro-states, islands and mainland ones. Except for a few islands very close to the coast, most of the insular micro-states are demographically very different from the rest of the Third World. Their death-rates are lower, their birth-rates lower, and the propensity of their populations to migrate to developed countries higher. It is argued here that these differences are based on other social and economic differences, which can be summarized by saying that such states are more Westernized. They were part of the European maritime system at a time when the West did not have the economic strength to penetrate continental areas to the same extent. On the whole they retained colonial links longer.     

Do What Consumers Say Matter? The Misalignment of Preferences with Unconstrained Ethical Intentions

Nearly all studies of consumers’ willingness to engage in ethical or socially responsible purchasing behavior is based on unconstrained survey response methods. In the present article we ask the question of how well does asking consumers the extent to which they care about a specific social or ethical issue relate to how they would behave in a more constrained environment where there is no socially acceptable response. The results of a comparison between traditional survey questions of “intention to purchase” and estimates of individuals willingness-to-pay for social attributes in products reveal that simple survey questions are too “noisy” to provide operationally meaningful information and overstate intentions to a considerable extent. Pat Auger is Associate Professor at the Melbourne Business School. Timothy M. Devinney is Professor and Professorial Research Fellow at the Australian Graduate School of Management.     

Impacts of WTO restrictions on subsidized EU sugar exports

The study evaluates the impact of World Trade Organization (WTO) restrictions on the European Union (EU) sugar sector and the world sugar market. A small reduction in production quotas would be sufficient to satisfy the export subsidy limitations of the Uruguay Round agreement. Complete elimination of export subsidies by 2005 would require either a 10% reduction in production quotas or the combination of an 8% reduction in quotas and an 11% reduction in intervention prices. Higher world prices resulting from reduced EU exports would result in increased production of unsubsidized C‐sugar, with different impacts across EU member countries explained by differences in institutional pricing arrangements and marginal production costs.     

From pushchairs to wheelchairs: understanding tensions in family decision making through the experiences of adult children caring for ageing parents

Abstract

Within a modern family life, roles have changed significantly; however, relatively little attention has been given to the increased health and longevity of parents. This article focuses on the tensions relating to the transitional role of parent as ‘carer of the child’ to child as ‘carer of the parent’ as parents age. This article focuses on the experiences of adult children as they care for their parents and the related tensions that emerge and coping strategies that are adopted. Adopting an interpretive approach we shed light on the decision-making practices around shopping, residential arrangements and other consumer choices and how they take place in complex arenas of intricate family interactions, influence and power. Key themes that emerged were strategies adopted by both the adult child and ageing parent to attain or retain control in an increasingly sensitive environment where there is no roadmap to guide either party.     

A review of Technology Education in Ireland; a changing technological environment promoting design activity

In Ireland, Technology Education’s structure and organisation across the levels of education is not delivered or governed in a coherent manner. Technology Education in primary level education, for students between 5 and 12 years of age, does not explicitly exist as a separate subject. In primary level education, Social, Environmental and Scientific Education (Science), encourages a child to examine and appreciate how technology and science impacts on their lives and the environment. It supports children developing design and make skills, and to apply scientific ideas to everyday situations and practical problems (DES in Primary school curriculum, science. Social, environmental and scientific education curriculum, 1999). In addition, various initiatives such as the Junior Lego League, supported by the Galway Education Centre, facilitate various perspectives of Technology Education. In second level education, which this paper primarily focuses on, Technology Education exists as a suite of eight subjects, for students of 12–18 years of age. In third level education students can choose from a wide range of bachelor degree programmes in science, technology, engineering or maths. The degree programmes available at third level also include programmes in initial teacher education (ITE). These programmes in initial teacher education are offered by two institutions, and graduate second level teachers to service the second level system. Technology Education in second level education was first introduced to Ireland in 1885. Since this introduction, revisions and changes have occurred, in both the Irish economy and syllabi. In 2006, Technology Education syllabi were revised to include more design activity at senior cycle. These changes reflect the forward thinking of policy makers in reflection of the progression from the industrial era to the information era to the conceptual era. The scope of second level Technology Education in an Irish context is still perceived by many as vocational, though progressive reformations are advancing towards a design-driven framework, grounded in a strong craft practice. This changing technological environment has resulted in the promotion of design activity in second level Technology Education in Ireland. This paper reviews the establishment of design education in Technology Education in the Irish second level education context, where an epistemological shift towards design activity has occurred.