Ancient Ethical Practices of Dualism and Ethical Implications for Future Paradigms in Nursing

2016 ◽  
Vol 29 (3) ◽  
pp. 197-198
Author(s):  
Constance L. Milton
2022 ◽  
pp. 273-287
Author(s):  
Zouheir Trabelsi ◽  
Margaret McCoey ◽  
Yang Wang

This chapter identifies and discusses the learning outcomes to be achieved because of hands-on lab exercises using ethical hacking. It discusses the ethical implications associated with including such labs in the information security curriculum. The discussion is informed by analyses of log data on student malicious activities, and the results of student surveys. The examination of student behavior after acquiring hands-on offensive skills shows that there is potentially a high risk of using these skills in an inappropriate and illegal manner. While acknowledging the risk and the ethical problems associated with teaching ethical hacking, it strongly recommends that information security curricula should opt for a teaching approach that offers students both offensive hands-on lab exercises coupled with ethical practices related to the techniques. The authors propose steps to offer a comprehensive information security program while at the same time minimizing the risk of inappropriate student behavior and reducing institutional liability in that respect and increasing the ethical views and practices related to ethical hacking.


2019 ◽  
Vol 23 (3) ◽  
Author(s):  
Eamon Costello ◽  
Enda Donlon ◽  
Mark Brown

This study examined the ethical considerations researchers have made when investigating MOOC learners’ and teachers’ Twitter activity. In so doing, it sought to addresses the lack of an evidence-based understanding of the ethical implications of research into Twitter as a site of teaching and learning. Through an analysis of 31 studies we present a mapping of the ethical practices of researchers in this area. We identified potential ethical issues and concerns that have arisen. Our main contribution is to seek to challenge researchers to engage critically with ethical issues and hence develop their own understanding of ethically- appropriate approaches. To this end, we also reflected and reported on our own evolving practice.


Author(s):  
Zouheir Trabelsi ◽  
Margaret McCoey ◽  
Yang Wang

This chapter identifies and discusses the learning outcomes to be achieved because of hands-on lab exercises using ethical hacking. It discusses the ethical implications associated with including such labs in the information security curriculum. The discussion is informed by analyses of log data on student malicious activities, and the results of student surveys. The examination of student behavior after acquiring hands-on offensive skills shows that there is potentially a high risk of using these skills in an inappropriate and illegal manner. While acknowledging the risk and the ethical problems associated with teaching ethical hacking, it strongly recommends that information security curricula should opt for a teaching approach that offers students both offensive hands-on lab exercises coupled with ethical practices related to the techniques. The authors propose steps to offer a comprehensive information security program while at the same time minimizing the risk of inappropriate student behavior and reducing institutional liability in that respect and increasing the ethical views and practices related to ethical hacking.


2010 ◽  
Vol 24 (2) ◽  
pp. 76-82 ◽  
Author(s):  
Martin M. Monti ◽  
Adrian M. Owen

Recent evidence has suggested that functional neuroimaging may play a crucial role in assessing residual cognition and awareness in brain injury survivors. In particular, brain insults that compromise the patient’s ability to produce motor output may render standard clinical testing ineffective. Indeed, if patients were aware but unable to signal so via motor behavior, they would be impossible to distinguish, at the bedside, from vegetative patients. Considering the alarming rate with which minimally conscious patients are misdiagnosed as vegetative, and the severe medical, legal, and ethical implications of such decisions, novel tools are urgently required to complement current clinical-assessment protocols. Functional neuroimaging may be particularly suited to this aim by providing a window on brain function without requiring patients to produce any motor output. Specifically, the possibility of detecting signs of willful behavior by directly observing brain activity (i.e., “brain behavior”), rather than motoric output, allows this approach to reach beyond what is observable at the bedside with standard clinical assessments. In addition, several neuroimaging studies have already highlighted neuroimaging protocols that can distinguish automatic brain responses from willful brain activity, making it possible to employ willful brain activations as an index of awareness. Certainly, neuroimaging in patient populations faces some theoretical and experimental difficulties, but willful, task-dependent, brain activation may be the only way to discriminate the conscious, but immobile, patient from the unconscious one.


2020 ◽  
Vol 59 (1) ◽  
pp. 51-66
Author(s):  
Gabriel Proulx

Valérie par Valérie opens new critical paths which are fertile, though difficult to unpack. Published under the enigmatic and collective name La Rédaction, this book – whose main (or only) author seems to be Christophe Hanna – develops what we could call a viral critique, which seeks to occupy dominant ideologies to undermine them from within rather than oppose them with a new ideology. This article aims firstly to define Hanna's viral critique, based on his own theoretical works and Guy Debord's notion of spectacle as a social and economic mechanism. It then analyzes the specific form taken by that critique in Valérie par Valérie, where the author opposes the separation of literary and non-literary forms, as well as contemporary ultracapitalism and its political-economic ramifications. Finally, the ethical implications of this type of implicit critical exercise are explored through semioethics, in order to determine the efficiency of Hanna's project.


Author(s):  
Lawrence T. Brown ◽  
Ashley Bachelder ◽  
Marisela B. Gomez ◽  
Alicia Sherrell ◽  
Imani Bryan

Academic institutions are increasingly playing pivotal roles in economic development and community redevelopment in cities around the United States. Many are functioning in the role of anchor institutions and building technology, biotechnology, or research parks to facilitate biomedical research. In the process, universities often partner with local governments, implementing policies that displace entire communities and families, thereby inducing a type of trauma that researcher Mindy Thompson Fullilove has termed “root shock.” We argue that displacement is a threat to public health and explore the ethical implications of university-led displacement on public health research, especially the inclusion of vulnerable populations into health-related research. We further explicate how the legal system has sanctioned the exercise of eminent domain by private entities such as universities and developers.Strategies that communities have employed in order to counter such threats are highlighted and recommended for communities that may be under the threat of university-led displacement. We also offer a critical look at the three dominant assumptions underlying university-sponsored development: that research parks are engines of economic development, that deconcentrating poverty via displacement is effective, and that poverty is simply the lack of economic or financial means. Understanding these fallacies will help communities under the threat of university-sponsored displacement to protect community wealth, build power, and improve health.


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