Ethics and Discovering New Meanings With Metaphors

2017 ◽  
Vol 30 (3) ◽  
pp. 205-206
Author(s):  
Constance L. Milton
Keyword(s):  
Ethical Implications ◽  
Hands On ◽  
New Meanings ◽  
Human Understanding

Metaphors are widely understood concepts or structures of human understanding undergirded with transformational creativity. The usages of metaphors are ubiquitous; they are used to convey unique meaning messages in healthcare disciplines. This article begins an ethical straight-thinking discussion of the defining aspects of metaphors and their usage in the discipline of nursing. The humanbecoming paradigm is used to discover new meanings of the metaphor hands-on and its ethical implications for understanding in the discipline of nursing.

Teaching Offensive Lab Skills

2022 ◽  
pp. 273-287
Author(s):  
Zouheir Trabelsi ◽  
Margaret McCoey ◽  
Yang Wang
Keyword(s):  
High Risk ◽  
Information Security ◽  
Student Behavior ◽  
Student Surveys ◽  
Ethical Practices ◽  
Ethical Problems ◽  
Ethical Implications ◽  
Comprehensive Information ◽  
Hands On ◽  
Institutional Liability

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.

Ethical Hacking in Information Security Curricula

2016 ◽  
Vol 12 (1) ◽  
pp. 1-10 ◽  
Author(s):  
Zouheir Trabelsi ◽  
Margaret McCoey
Keyword(s):  
Information Security ◽  
Student Behavior ◽  
Student Survey ◽  
Defense Strategies ◽  
Ethical Implications ◽  
Illegal Behavior ◽  
Lecture Material ◽  
Hands On ◽  
Survey Results ◽  
Institutional Liability

Teaching offensive security (ethical hacking) is becoming a necessary component of information security curricula with a goal of developing better security professionals. The offensive security components extend curricula beyond system defense strategies. This paper identifies and discusses the learning outcomes achieved as a result of hands-on lab exercises which focus on attacking systems. The paper includes the ethical implications associated with including such labs. The discussion is informed by analyses of log data on student malicious activities, and student survey results. The examination of student behavior after acquiring these skills demonstrates that there is potentially a high risk of inappropriate and illegal behavior associated with this type learning. While acknowledging these risks and problems, the paper recommends that curricula should opt for a teaching approach that offers students both offensive and defensive hands-on lab exercises in conjunction with lecture material. The authors propose steps to minimize the risk of inappropriate behavior and reduce institutional liability.

scholarly journals Pedagogical Approaches to Human Trafficking Through Applied Research Laboratories

2021 ◽  
pp. 56-72
Author(s):  
Laura Dean
Keyword(s):  
Human Trafficking ◽  
Applied Research ◽  
Undergraduate Research ◽  
Research Process ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Pedagogical Practices ◽  
Social Justice Advocacy ◽  
Ethical Implications ◽  
Hands On

Human trafficking is a phenomenon that lends itself to hands-on pedagogical practices and undergraduate research that, in turn, can create localised knowledge with anti-trafficking stakeholders. Research labs focused on human trafficking are one-on-one or small group applied research settings that build a bridge between the university and anti-trafficking stakeholders over multiple semesters. In this paper, I argue that one way of involving students in the anti-trafficking field is through research laboratories, like the Human Trafficking Research Lab (HTRL) at Millikin University. I explore how the HTRL develops pedagogical practices to enable students to work collaboratively with a faculty member and carry out the research process from idea to final draft. Multiple learning outcomes were found, including mentorship, a larger understanding of political science as a discipline, data compilation, presentation and critical thinking skills, and job or graduate school placement. I determined that the HTRL at Millikin offers students hands-on experience with community-engaged projects, including grappling with the ethical implications of knowledge production in social justice advocacy.

Teaching Offensive Lab Skills

2020 ◽  
pp. 138-152
Author(s):  
Zouheir Trabelsi ◽  
Margaret McCoey ◽  
Yang Wang
Keyword(s):  
High Risk ◽  
Information Security ◽  
Student Behavior ◽  
Student Surveys ◽  
Ethical Practices ◽  
Ethical Problems ◽  
Ethical Implications ◽  
Comprehensive Information ◽  
Hands On ◽  
Institutional Liability

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.

scholarly journals The Significance of Religious Key Terms and Their New Meanings in Al-Faruqi’s Al-Tawḥīd: Its Implications for Thought And Life

2017 ◽  
Author(s):  
Fadzilah Din
Keyword(s):  
Modern Time ◽  
Ethical Implications ◽  
Islamic Thought ◽  
New Meanings ◽  
New Generation ◽  
Key Terms

One of the most brilliant contributions of Ismail Raji al-Faruqi (1921-1986) is his writings in the field of Islamic Thought. His masterpiece Al-Tawḥīd: It’s Implications for Thought and Life is indeed a great and refreshing contribution to the modern Islamic Worldview. This paper discusses selected traditional religious terminologies which have been redefined by al-Faruqi in his Al-Tawhid thus given new meanings, and implications. The selected terms taken from Al-Tawhid and analysed in this paper are ilāh, tawḥīd, īmān, ‘ibādah and ummah. The old meanings of these terms are compared with the new ones. Much positive ethical implications to Islamic practice can be discerned from the new meanings of the terms analysed. The new meanings of these terms contribute more positively to the practice and understanding of Islam to the new generation in a relevant and beneficial way in our modern time and society.  

The Instructional SEM Laboratory at Iowa State University

1996 ◽  
Vol 54 ◽  
pp. 396-397
Author(s):  
L. S. Chumbley ◽  
M. Meyer ◽  
K. Fredrickson ◽  
F.C. Laabs
Keyword(s):  
Materials Science ◽  
Computer Network ◽  
Energy Dispersive Spectrometer ◽  
Computer Control ◽  
State University ◽  
Iowa State University ◽  
Internet Server ◽  
Schematic Layout ◽  
Hands On ◽  
Improve Instruction

The Materials Science Department at Iowa State University has developed a laboratory designed to improve instruction in the use of the scanning electron microscope (SEM). The laboratory makes use of a computer network and a series of remote workstations in a classroom setting to provide students with increased hands-on access to the SEM. The laboratory has also been equipped such that distance learning via the internet can be achieved.A view of the laboratory is shown in Figure 1. The laboratory consists of a JEOL 6100 SEM, a Macintosh Quadra computer that acts as a server for the network and controls the energy dispersive spectrometer (EDS), four Macintosh computers that act as remote workstations, and a fifth Macintosh that acts as an internet server. A schematic layout of the classroom is shown in Figure 2. The workstations are connected directly to the SEM to allow joystick and computer control of the microscope. An ethernet connection between the Quadra and the workstations allows students seated there to operate the EDS. Control of the microscope and joystick is passed between the workstations by a switch-box assembly that resides at the microscope console. When the switch-box assembly is activated a direct serial line is established between the specified workstation and the microscope via the SEM’s RS-232.

Students Involvement in Multilingual and Multicultural Community Services

2015 ◽  
Vol 22 (2) ◽  
pp. 77-89 ◽  
Author(s):  
Ying-Chiao Tsao
Keyword(s):  
Service Learning ◽  
Cultural Competence ◽  
Linguistically Diverse ◽  
Community Services ◽  
Cultural Humility ◽  
Self Assessment ◽  
Multicultural Community ◽  
Raising Awareness ◽  
Hands On ◽  
Teaching Learning

Promoting cultural competence in serving diverse clients has become critically important across disciplines. Yet, progress has been limited in raising awareness and sensitivity. Tervalon and Murray-Garcia (1998) believed that cultural competence can only be truly achieved through critical self-assessment, recognition of limits, and ongoing acquisition of knowledge (known as “cultural humility”). Teaching cultural humility, and the value associated with it remains a challenging task for many educators. Challenges inherent in such instruction stem from lack of resources/known strategies as well as learner and instructor readiness. Kirk (2007) further indicates that providing feedback on one's integrity could be threatening. In current study, both traditional classroom-based teaching pedagogy and hands-on community engagement were reviewed. To bridge a gap between academic teaching/learning and real world situations, the author proposed service learning as a means to teach cultural humility and empower students with confidence in serving clients from culturally/linguistically diverse backgrounds. To provide a class of 51 students with multicultural and multilingual community service experience, the author partnered with the Tzu-Chi Foundation (an international nonprofit organization). In this article, the results, strengths, and limitations of this service learning project are discussed.

A ’Hands-On’ Approach

ASHA Leader ◽  
2012 ◽  
Vol 17 (9) ◽  
pp. 55-55
Author(s):  
Kimberly Abts
Keyword(s):  
Hands On

Telepractice: A Survey of AuD Students Pre- and Post-Telepractice

2017 ◽  
Vol 2 (18) ◽  
pp. 28-41
Author(s):  
Kelli M. Watts ◽  
Laura B. Willis
Keyword(s):  
Doctoral Students ◽  
Graduate School ◽  
Professional Services ◽  
Hands On ◽  
Before And After ◽  
Lack Of Knowledge

Telepractice, defined by the American Speech-Language-Hearing Association (ASHA, n.d.) as “the application of telecommunications technology to the delivery of professional services at a distance by linking clinician to client, or clinician to clinician, for assessment, intervention, and/or consultation,” is a quickly growing aspect of practicing audiology. However, only 12% of audiologists are involved in providing services via telepractice (REDA International, Inc., 2002). Lack of knowledge regarding telepractice has been cited as one of the reasons many audiologists do not use telepractice to provide audiology services. This study surveyed audiology doctoral students regarding their opinions about the use of telepractice both before and after their opportunity to provide services via telepractice sessions. The authors expected that by providing students the opportunity to have hands-on training in telepractice with supervision, they would be more open to using telepractice after becoming licensed audiologists. Overall, the data indicates benefits of exposing students to telepractice while they are in graduate school.

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