Influencable autonomy and predictable freedom in the IoE

This thesis investigates how individuals can develop, exercise, and maintain autonomy and freedom in the presence of information technology. It is particularly interested in how information technology can impose autonomy constraints. The first part identifies a problem with current autonomy discourse: There is no agreed upon object of reference when bemoaning loss of or risk to an individual’s autonomy. Here, thesis introduces a pragmatic conceptual framework to classify autonomy constraints. In essence, the proposed framework divides autonomy in three categories: intrinsic autonomy, relational autonomy and informational autonomy. The second part of the thesis investigates the role of information technology in enabling and facilitating autonomy constraints. The analysis identifies eleven characteristics of information technology, as it is embedded in society, so-called vectors of influence, that constitute risk to an individual’s autonomy in a substantial way. These vectors are assigned to three sets that correspond to the general sphere of the information transfer process to which they can be attributed to, namely domain-specific vectors, agent-specific vectors and information recipient-specific vectors. The third part of the thesis investigates selected ethical and legal implications of autonomy constraints imposed by information technology. It shows the utility of the theoretical frameworks introduced earlier in the thesis when conducting an ethical analysis of autonomy-constraining technology. It also traces the concept of autonomy in the European Data Lawsand investigates the impact of cultural embeddings of individuals on efforts to safeguard autonomy, showing intercultural flashpoints of autonomy differences. In view of this, the thesis approaches the exercise and constraint of autonomy in presence of information technology systems holistically. It contributes to establish a common understanding of (intuitive) terminology and concepts, connects this to current phenomena arising out of ever-increasing interconnectivity and computational power and helps operationalize the protection of autonomy through application of the proposed frameworks.

Aspetti etici e morali della Sedazione Palliativa

La sedazione palliativa come procedura terapeutica è ormai ampiamente affrontata e discussa in letteratura. A causa della delicatezza di tale procedura, molti studi affrontano le problematiche etiche ad essa relative con l’obiettivo di cercare una giustificazione morale e clinica. Questo lavoro intende affrontare la sedazione palliativa applicata ad un caso concreto. Seguendo la trama della storia di Matteo, uomo di 38 anni ricoverato in Hospice con diagnosi di cancro metastatico della mammella maschile (metastasi polmonari con incarceramento del polmone destro, metastasi diffuse a tutto il rachide, metastasi epatiche), verranno affrontate le problematiche etiche relative ad ogni fase della vicenda. In particolare i temi trattati sono i seguenti: il controllo di sé, la negoziazione della terapia e l’autodeterminazione; il principio di autonomia relazionale; l’etica del corpo; differenze tra sedazione palliativa ed eutanasia; le domande di fine vita e la spiritualità; documenti sul fine vita. Il paradigma teorico prescelto come punto di riferimento è quello dell’Etica della Cura.

The EU and Dispute Settlement within the WTO: a strategy for the protection of the Union’s autonomy in the domestic regulation of goods?

Oggetto della ricerca è l’accertamento dell’esistenza, nonché la definizione, della strategia dall’UE in materia di controversie commerciali aventi ad oggetto l’interpretazione e l’applicazione di norme facenti capo agli Accordi OMC in materia di misure sanitarie e di barriere tecniche al commercio. Nella prima parte della tesi, si ricostruiscono gli obbiettivi perseguiti dall’UE in materia di controversie SPS e TBT. In questo contesto, un’importanza di primo piano è attribuita alla difesa dell’autonomia regolamentare dell’Unione. Ad essa si riconduce la prassi UE finalizzata a prevenire il sorgere di controversie sul piano bilaterale attraverso la conclusione di accordi di mutuo riconoscimento, la cui portata ella sottolinea essere tuttavia limitata. L’analisi di cinque controversie sorte in ambito OMC di cui l’Unione è o è stata parte convenuta e che si fondano su presunte o accertate violazioni delle norme facenti capo ai due accordi menzionati consente di classificare gli argomenti giuridici avanzati dall’Unione nel contesto di tali controversie. Nella seconda parte della ricerca, la candidata identifica i mezzi a servizio della strategia UE, in primo luogo, attraverso l’analisi del quadro giuridico relativo alla partecipazione dell’Unione e degli Stati Membri al sistema OMC di risoluzione delle controversie; in secondo luogo, attraverso lo studio, da un lato, dello status delle norme OMC nell’ordinamento UE e, dall’altro, degli effetti delle pronunce dell’Organo di Risoluzione delle Controversie e della questione della responsabilità dell’Unione per violazione del diritto OMC. Sulla base del lavoro di ricerca svolto, si conclude che una strategia dell’UE esiste nella misura in cui l’Unione persegue l’obbiettivo di preservare la propria autonomia regolamentare attraverso, anche se non esclusivamente, gli strumenti afferenti all’ordine giuridico interno analizzati nella seconda parte. La candidata conclude altresì che la riforma del diritto delle relazioni esterne operata dal Trattato di Lisbona può indurre un cambiamento di tale strategia.

Non-normal modal logics, quantification, and deontic dilemmas. A study in multi-relational semantics

This dissertation is devoted to the study of non-normal (modal) systems for deontic logics, both on the propositional level, and on the first order one. In particular we developed our study the Multi-relational setting that generalises standard Kripke Semantics. We present new completeness results concerning the semantic setting of several systems which are able to handle normative dilemmas and conflicts. Although primarily driven by issues related to the legal and moral field, these results are also relevant for the more theoretical field of Modal Logic itself, as we propose a syntactical, and semantic study of intermediate systems between the classical propositional calculus CPC and the minimal normal modal logic K.

Learning from errors: Psychological, relational, and cultural aspects

Although errors might foster learning, they can also be perceived as something to avoid if they are associated with negative consequences (e.g., receiving a bad grade or being mocked by classmates). Such adverse perceptions may trigger negative emotions and error-avoidance attitudes, limiting the possibility to use errors for learning. These students’ reactions may be influenced by relational and cultural aspects of errors that characterise the learning environment. Accordingly, the main aim of this research was to investigate whether relational and cultural characteristics associated with errors affect psychological mechanisms triggered by making mistakes. In the theoretical part, we described the role of errors in learning using an integrated multilevel (i.e., psychological, relational, and cultural levels of analysis) approach. Then, we presented three studies that analysed how cultural and relational error-related variables affect psychological aspects. The studies adopted a specific empirical methodology (i.e., qualitative, experimental, and correlational) and investigated different samples (i.e., teachers, primary school pupils and middle school students). Findings of study one (cultural level) highlighted errors acquire different meanings that are associated with different teachers’ error-handling strategies (e.g., supporting or penalising errors). Study two (relational level) demonstrated that teachers’ supportive error-handling strategies promote students’ perceptions of being in a positive error climate. Findings of study three (relational and psychological level) showed that positive error climate foster students’ adaptive reactions towards errors and learning outcomes. Overall, our findings indicated that different variables influence students’ learning from errors process and teachers play an important role in conveying specific meanings of errors during learning activities, dealing with students’ mistakes supportively, and establishing an error-friendly classroom environment.