SCREENING ETHICS WHEN HONEST AGENTS CARE ABOUT FAIRNESS*

A principal faces an agent with private information who is either honest or dishonest. Honesty involves revealing private information truthfully if the probability that the equilibrium allocation chosen by an agent who lies is small enough. Even the slightest intolerance for lying prevents full ethics screening whereby the agent is given proper incentives if dishonest and zero rent if honest. Still, some partial ethics screening may allow for taking advantage of the potential honesty of the agent, even if honesty is unlikely. If intolerance for lying is strong, the standard approach that assumes a fully opportunistic agent is robust.     

Screening Ethics when Honest Agents Keep their Word

Using a principal-agent setting, we introduce honesty that requires pre-commitment. The principal offers a menu of mechanisms to screen ethics. Agents may misrepresent ethics. Dishonest agents may misrepresent the match with the assigned task (good or bad), while honest agents reveal the match honestly if they have pre-committed. Ethics-screening, that allows for match-screening with dishonest agents while leaving a lower rent to honest agents, is optimal if both honesty and a good match are likely. Otherwise the optimal mechanism is the standard second-best or the first-best (where dishonest agents misrepresent the match), if dishonesty is likely or unlikely respectively.An earlier version of this paper was entitled “Honest Agents and Equilibrium Lies.” We are grateful to seminar participants at MIT, Université de Caen, University of St Andrews, University of Virginia, and ESEM 99, and two anonymous referees for useful comments.     

‘Don't give us an assignment where we have to use spinach!’: food choice and discourse in home and consumer studies

The aim of the study was to describe classroom Discourses about vegetables during the planning, cooking, eating and evaluation of meals in the Swedish school subject Home and Consumer Studies. Fifty‐nine students and five teachers were recruited from five northern Swedish villages and towns, and then observed, recorded and in some cases video‐taped during lessons that took place between 2010 and 2012. Based on 56 instances of talk about vegetables, four Discourses were identified and related to the three aspects of Belasco's culinary triangle of contradictions: identity, responsibility and convenience. The results indicated that the identity‐based sensory and cultural Discourses sometimes clashed with the more responsibility‐oriented health and evaluation Discourses. The health Discourse was only used when there was an element of evaluation, with assignments connected to grades. In all other cases, the sensory and cultural Discourses guided vegetable use. Sometimes different sensory or cultural assumptions could clash with each other, for example when the teacher insisted on the use of a specific recipe regardless of a student's taste preferences. Since these preferences did not always harmonize with curricular demands for responsibility, there might be a risk of basing grades on aspects of students’ identity. Alternatively, students might feel constrained to argue against their own identity in order to be favourably evaluated. Then again, if teachers always bow to student tastes, this limits their chances of learning about food and physical health. Viewing the dilemma through the lens of the culinary triangle of contradictions may help teachers and researchers develop teaching methods that take all aspects of food choice into account.     

The importance of time frames in Swedish Home and Consumer Studies

The aim of this study was to explore how time frames affect pupils and teachers in cooking activities during lessons of different durations for Home and Consumer Studies, with a specific focus on the pupils’ experiences. To investigate this, classroom observations were carried out in 2011 and 2012, with the help of audio and video recordings in three different schools in Sweden and included altogether 22 pupils (18 girls, 4 boys) in grade 9 (15–16 years). Each class was observed during two separate lessons, lasting between 1 h 50 min (110 minutes) and 2 h 20 min (140 min). The six lessons resulted in 12 h of video recorded time and 80 h of sound recordings. The study showed that the importance of finishing on time seemed to be ingrained in most pupils in all classes and the end result was perceived as more important than the process of cooking. The study also showed that knowledge of cooking skills and time management seemed important for success in grade‐related tasks. Pupils demonstrated different ways of handling the time frames, e.g. using various methods to speed up the cooking process. This study raises important questions about the relationship between national and local time frames and the curriculum aims in Home and Consumer Studies.     

A Theory of Fraud and Overtreatment in Experts Markets

Consumers often rely on an expert's diagnosis to assess their needs. If the expert is also the seller of services, he may use his informational advantage to induce overtreatment, which is a pervasive phenomenon in experts markets. We offer and discuss conditions leading to equilibrium overtreatment in an otherwise purely competitive model. This market failure results from consumers' ability to turn down an expert's recommendation: experts defraud consumers to keep them uninformed, as this deters them from seeking a better price elsewhere.     

Impact of the European Water Framework Directive on local-level water management: Case study Oxunda Catchment, Sweden

The Water Framework Directive (WFD) of the European Union provides a common framework for water policy that focuses on holistic and integrated water management in river basins. In many member states, implementation of the WFD has shifted the main responsibility for local water issues from the municipal level to the regional or supra-regional levels. In this study, we investigated how the implementation of the WFD has influenced local-level water management including the interpretation of the new environmental quality standards. Specifically, we considered Sweden, which has traditionally had relatively strong governance at the municipal level. Because a sufficient amount of time has now passed for evaluation of WFD-related effects on operational water handling, we interviewed individuals directly involved in water planning and land use planning at the municipal level in one sub catchment in the Northern Baltic Sea River Basin District of Sweden, as well as representatives for superior levels and associations. Despite divergent views regarding the priority of water issues in physical planning among the local-level planners interviewed, they had all participated in successful inter-municipal pre-WFD collaboration projects. Although such collaborations could help increase the understanding and acceptance of WFD-related goals and costs, as well as facilitate conflict solving, as shown in the Oxunda Catchment, they have not gained much attention in the WFD implementation process. Additionally, physical planners have generally been reluctant to accept new environmental quality standards resulting from WFD implementation, in part because they lack precise definitions, but also because they could challenge the municipal routine of weighing various objectives against each other. Furthermore, despite WFD-related increases in ambition levels, lack of resource improvements at the municipal level were identified as potential problems by local environmental planners.     

Learning specific content in technology education: learning study as a collaborative method in Swedish preschool class using hands-on material

This article describes the process of a learning study conducted in technology education in a Swedish preschool class. The learning study method used in this study is a collaborative method, where researchers and teachers work together as a team concerning teaching and learning about a specific learning object. The object of learning in this study concerns strong constructions and framed structures. This article describes how this learning study was conducted and discusses reflections made during the process. Furthermore, we discuss how the learning study method could be implemented in technology education using hands-on material. Some of the results point to problems of delimiting an object of learning in technology education using hands-on material and the complexity in the relation between content and context in learning. The results also show benefits from the collaborative method where researchers and teachers work together with regards to specific learning content in the technology classroom.