The Text Mining of Ethics and Information Technology
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Christian Social Ethics
How should the protection of privacy, threatened by new technologies like radio frequency identification (RFID), be seen from a Judeo-Christian perspective? A dissertation by Erwin Walter Schmidt submitted in accordance with the requirements for the degree of Master of Theology in the subject Theological Ethics at the UNIVERSITY OF SOUTH AFRICA Supervisor: Prof Dr Puleng LenkaBula Co-supervisor: Dr Dr Volker Kessler November 2011 1 © 2012-11-10 UNISA, Erwin Walter Schmidt, student no. 4306-490-6 Summary Radio Frequency Identification (RFID) is a new technology which allows people to identify objects automatically but there is a suspicion that, if people are tracked, their privacy may be infringed. This raises questions about how far this technology is acceptable and how privacy should be protected. It is also initiated a discussion involving a wide range of technical, philosophical, political, social, cultural, and economical aspects. There is also a need to consider the ethical and theological perspectives. This dissertation takes all its relevant directions from a Judeo-Christian theological perspective. On one side the use of technology is considered, and on the other side the value of privacy, its infringements and protection are investigated. According to Jewish and Christian understanding human dignity has to be respected including the right to privacy. As a consequence of this RFID may only used for applications that do not infringe this right. This conclusion, however, is not limited to RFID; it will be relevant for other, future surveillance technologies as well. 2 © 2012-11-10 UNISA, Erwin Walter Schmidt, student no. 4306-490-6 Key terms: Radio frequency identification, privacy, human rights, right to privacy, technology, information and communication technology, privacy enhancing technology, Internet of Things, data protection, privacy impact assessment. -
Pragmatism, Ethics, and Technology / 10 Pragmatism, Ethics, and Technology Hans Radder Free University of Amsterdam
Techné 7:3 Spring 2004 Radder, Pragmatism, Ethics, and Technology / 10 Pragmatism, Ethics, and Technology Hans Radder Free University of Amsterdam Pragmatist Ethics for a Technological Culture presents a variety of essays on a significant and timely issue. The plan of the book is thoughtful. It comprises nine major chapters, each followed by a brief commentary. The volume is divided into four parts: technology and ethics, the status of pragmatism, pragmatism and practices, and discourse ethics and deliberative democracy. In addition, the introductory and concluding chapters by the editors help to connect the various contributions. Moreover, these chapters sketch an interesting programmatic approach for dealing with the ethical problems of our technological culture. The only complaint one might have about the book's composition is the lack of a subject and name index. In this essay, I will not present the usual summary review but instead offer some reflections on the three main concepts of the book (pragmatism, ethics and technology) and on the way these concepts have been explained, employed and related in the various contributions. My overall conclusion is that, although much can be learned from the book, it also falls short in some respects. The most important problem is that, appearances notwithstanding, the full significance of technology for our ethical problems is not being appropriately acknowledged. Pragmatism Let me start with a preliminary issue. As do most of the authors, I think that it is appropriate to speak of a pragmatist, instead of a merely pragmatic, approach to ethics. As I see it, a pragmatist approach requires the commitment to engage in discursive explanation and argumentation, while a pragmatic approach suggests that these more theoretical activities may be omitted. -
Information Ethics in the Context of Information Literacy
Proinflow: časopis pro informační vědy 2/2016 Information ethics in the context of information Literacy Františka Tomoriová Comenius University on Bratislava, Department of Library and Information Science Abstract The concept of information ethics is quite extensive. It is necessary to deal with it also with regard to information literacy, as prove recent and traditional concepts and definitions of information literacy with incorporated ethical espects. Information ethics and information literacy are closely connected, as illustrates the RPT (R-Resource, P-Product, T-Target) model of information ethics created by Luciano Floridi1, Christine Bruce's model of Seven Faces of information literacy, which deals with ethical aspects in connection with wise use of information2 and Nancy Tuana's concept of moral literacy3. Critical thinking is perceived as necessary in the context of both information literacy and information ethics. As Richard Paul4 stresses, information ethics without critical thinking can lead to indoctrination. On the basis of these approaches were created visualizations of connection between information ethics and information literacy. Keywords: information ethics, information literacy, crithical thinking 1 FLORIDI, Luciano. 2013. The Ethics of Information. United States of America: Oxford University Press. ISBN 9780199641321. 2 BRUCE, Christine. The Seven Faces of Information Literacy. Australia: Auslib Press, 1997. ISBN 978- 1875145430. 3 TUANA, Nancy. Conceptualizing Moral Literacy. Journal of Educational Administration [online]. 2007, 45(4), 364-378 [cit. 2016-06-16]. Retrieved from: http://site.ebrary.com/lib/uniba/reader.action?docID=10196373 4 PAUL, Richard. Ethics Without Indoctrination. In: The Critical Thinking Community [online]. 2013 [cit. 2016- 06-16]. Retrieved from: http://www.criticalthinking.org/pages/ethics-without-indoctrination/494 85 Františka Tomoriová Information ethics in the context.. -
Ordinary Technoethics
Ordinary Technoethics MICHEL PUECH Philosophy, Paris-Sorbonne University, Paris, France Email: [email protected] Web site: http://michel.puech.free.fr ABSTRACT From recent philosophy of technology emerges the need for an ethical assessment of the ordinary use of technological devices, in particular telephones, computers, and all kind of digital artifacts. The usual method of academic ethics, which is a top-down deduction starting with metaethics and ending in applied ethics, appears to be largely unproductive for this task. It provides “ideal” advice, that is to say formal and often sterile. As in the opposition between “ordinary language” philosophy and “ideal language” philosophy, the ordinary requires attention and an ethical investigation of the complex and pervasive use of everyday technological devices. Some examples indicate how a bottom-up reinvention of the ethics of technology can help in numerous techno-philosophical predicaments, including ethical sustainability. downloaded on http://michel.puech.free.fr 1/21 This paper resists “Ideal Technoethics”, which is implicit in mainstream academic applied ethics approaches and is currently favored by the bureaucratic implementation of ethics in public and private affairs. Instead, some trends in philosophy of technology emphasize the importance of ordinary technologically- laden behaviors. If we take this approach one step further, it leads to ordinary technoethics. In my take on ordinary technology, values are construed differently, starting from the importance of the ordinary use of technology (humble devices and focal1 familiar practices). The primacy of use in the history of the Internet provides a paradigm for the ordinary empowerment of users. What are the ethical consequences of this empowerment, and how is the average human being today equipped to address them in the innumerable micro-actions of ordinary life? Technoethics Technoethics as a research and practice field is situated in between philosophy of technology and applied ethics. -
Guide for Implementation of Helping Babies Breathe®
Guide for Implementation of Helping Babies Breathe® Strengthening neonatal resuscitation in sustainable programs of essential newborn care Guide for Implementation of Helping Babies Breathe® (HBB): Strengthening neonatal resuscitation in sustainable programs of essential newborn care. 2011. Elk Grove Village, IL: American Academy of Pediatrics Helping Babies Breathe® (HBB) aims to help meet Millennium Development Goal 4 targets for reduction of child mortality by addressing one of the most important causes of neonatal death: intrapartum-related events (birth asphyxia). HBB is an evidence-based educational program which teaches the simple steps that effectively resuscitate the majority of infants not breathing at birth. Helping Babies Breathe is designed to coordinate with other interventions in a package selected to improve neonatal and maternal health. HBB can be used as the resuscitation component in courses teaching Essential Newborn Care (WHO) and courses in midwifery skills. HBB can be used at all levels in the health system. It extends resuscitation training to first-level health facilities and health workers in resource-limited settings, where these skills are most lacking. It also can be used in higher-level health facilities, including tertiary facilities, where it complements, but does not replace, comprehensive resuscitation programs such as the Neonatal Resuscitation Program (NRP). Both HBB and NRP teach the same first steps in resuscitation, but NRP also includes the use of supplemental oxygen, chest compressions, intubation, and medications. HBB uses a learner-centered educational methodology with emphasis on mastery of key skills. Pictorial, color-coded print materials and a low-cost, high-fidelity neonatal simulator engage learners and empower them to continue learning in the workplace. -
Higher Education in China, a Paradigm Shift from Conventional to Online Teaching
Higher Education Studies; Vol. 11, No. 2; 2021 ISSN 1925-4741 E-ISSN 1925-475X Published by Canadian Center of Science and Education Higher Education in China, a Paradigm Shift from Conventional to Online Teaching Wang He1, 2, 3 & Gao Wei4, 5 1 DBA Candidate of University of Wales Trinity Saint David London Campus, UK 2 Vice President, Hankou University, Wuhan, China 3 Associate Professor & Dean of College of Media, Hankou University, Wuhan, China 4 PhD Candidate, Wuhan University of Technology, China 5 Dean of College of International Exchange, Hankou University, Wuhan, China Correspondence: Gao Wei, Dean of College of International Exchange, Hankou University, Wuhan, China. E-mail: [email protected] Received: February 6, 2021 Accepted: March 4, 2021 Online Published: March 6, 2021 doi:10.5539/hes.v11n2p30 URL: https://doi.org/10.5539/hes.v11n2p30 Abstract The entire education system, from elementary school to higher education, distorted during the lockdown period. The latest 2019 coronavirus disease (COVID-19) is not only recorded in China, but also globally. This research is an account of the online teaching paradigm assumed in the teaching method by most of universities in China and subsequent tests over the course. It looks forward to offering resources rich in knowledge for future academic decision-making in any adversity. The aim of this research paper is to explain the prerequisites for online education and teaching during the COVID-19 pandemic and how to effectively turn formal education into online education through the use of virtual classrooms and other main online instruments in an ever-changing educational setting by leveraging existing educational tools. -
Discomfort and Moral Impediment
Discomfort and Moral Impediment Discomfort and Moral Impediment: The Human Situation, Radical Bioethics and Procreation By Julio Cabrera Discomfort and Moral Impediment: The Human Situation, Radical Bioethics and Procreation By Julio Cabrera This book first published 2019 Cambridge Scholars Publishing Lady Stephenson Library, Newcastle upon Tyne, NE6 2PA, UK British Library Cataloguing in Publication Data A catalogue record for this book is available from the British Library Copyright © 2019 by Julio Cabrera Copyright © 2016 Editora Universidade de Brasília. All rights for this book reserved. No part of this book may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior permission of the copyright owner. ISBN (10): 1-5275-1803-5 ISBN (13): 978-1-5275-1803-2 CONTENTS Preface ..................................................................................................... viii Part I: Ethics and the Human Situation Chapter One ................................................................................................ 2 The Minimal Ethical Articulation (MEA) The Role of Feelings and Sympathy in Ethics ...................................... 6 Chapter Two ............................................................................................. 10 Human Life and Discomfort (The Non-Structural Arguments) Chapter Three ........................................................................................... 23 The -
New Perspectives on Technology, Values, and Ethics Theoretical and Practical Boston Studies in the Philosophy and History of Science
Boston Studies in the Philosophy and History of Science 315 Wenceslao J. Gonzalez Editor New Perspectives on Technology, Values, and Ethics Theoretical and Practical Boston Studies in the Philosophy and History of Science Volume 315 Series editors Alisa Bokulich, Department of Philosophy, Boston University, Boston, MA, USA Robert S. Cohen, Boston University, Watertown, MA, USA Jürgen Renn, Max Planck Institute for the History of Science, Berlin, Germany Kostas Gavroglu, University of Athens, Athens, Greece The series Boston Studies in the Philosophy and History of Science was conceived in the broadest framework of interdisciplinary and international concerns. Natural scientists, mathematicians, social scientists and philosophers have contributed to the series, as have historians and sociologists of science, linguists, psychologists, physicians, and literary critics. The series has been able to include works by authors from many other countries around the world. The editors believe that the history and philosophy of science should itself be scientifi c, self-consciously critical, humane as well as rational, sceptical and undogmatic while also receptive to discussion of fi rst principles. One of the aims of Boston Studies, therefore, is to develop collaboration among scientists, historians and philosophers. Boston Studies in the Philosophy and History of Science looks into and refl ects on interactions between epistemological and historical dimensions in an effort to understand the scientifi c enterprise from every viewpoint. More information -
Challenging Hidden Assumptions in Language Teaching
LEARN Journal: Language Education and Acquisition Research Network Journal, Volume 12, Issue 1, January 2019 Challenging Hidden Assumptions in Language Teaching Vivian Cook Newcastle University, United Kingdom [email protected] Abstract Much language teaching still depends on assumptions established in the nineteenth century, namely the priority of speech over writing, the maximal use of the target language in the classroom, the rejection of explicit explanation of grammar and the use of the native speaker as the role model for the student. None of these assumptions are supported by contemporary view of second language acquisition: written language has its own characteristics and functions; however much the first language is banned, it is still active in the students’ minds; grammar is a central component of language learning, whether explicit or otherwise; students should aim to be successful second language users, not imitation of native speakers. The assumptions need then to be re-examined in the light of current ideas of second language learning. Keywords: Language Teaching, Hidden Assumptions, Second Language Learning Introduction This paper is the latest version of an argument that I have been trying to develop for some time (for example Cook 1999, 2003, 2010), namely that certain ideas put forward in the late nineteenth century still have a covert influence on much of what goes on in language teaching classrooms. The debate about language teaching methods such as the communicative approach, task-based learning and post-method lack of method (Kumaravadivelu, 2006) seldom deals with these all pervasive underlying ideas and so these aspects of language teaching never change. -
Classical Ethics in A/IS
The IEEE Global Initiative on Ethics of Autonomous and Intelligent Systems Classical Ethics in A/IS We applied classical ethics methodologies to considerations of algorithmic design in autonomous and intelligent systems (A/IS) where machine learning may or may not reflect ethical outcomes that mimic human decision-making. To meet this goal, we drew from classical ethics theories and the disciplines of machine ethics, information ethics, and technology ethics. As direct control over tools becomes further removed, creators of autonomous systems must ask themselves how cultural and ethical presumptions bias artificially intelligent creations. Such introspection is more necessary than ever because the precise and deliberate design of algorithms in self-sustained digital systems will result in responses based on such design. By drawing from over two thousand years’ worth of classical ethics traditions, we explore established ethics systems, including both philosophical traditions (utilitarianism, virtue ethics, and deontological ethics) and religious and culture-based ethical systems (Buddhism, Confucianism, African Ubuntu traditions, and Japanese Shinto) and their stance on human morality in the digital age.1 In doing so, we critique assumptions around concepts such as good and evil, right and wrong, virtue and vice, and we attempt to carry these inquiries into artificial systems’ decision-making processes. Through reviewing the philosophical foundations that define autonomy and ontology, we address the potential for autonomous capacity of artificially intelligent systems, posing questions of morality in amoral systems and asking whether decisions made by amoral systems can have moral consequences. Ultimately, we address notions of responsibility and accountability for the decisions made by autonomous systems and other artificially intelligent technologies. -
Guide to the Raymond M. Herbenick Papers
University of Dayton eCommons Guides to Archival and Special Collections University Libraries January 2014 Guide to the Raymond M. Herbenick papers Follow this and additional works at: https://ecommons.udayton.edu/finding_aid eCommons Citation "Guide to the Raymond M. Herbenick papers" (2014). Guides to Archival and Special Collections. 22. https://ecommons.udayton.edu/finding_aid/22 This Finding Aid is brought to you for free and open access by the University Libraries at eCommons. It has been accepted for inclusion in Guides to Archival and Special Collections by an authorized administrator of eCommons. For more information, please contact [email protected], [email protected]. Guide to the Raymond M. Herbenick papers, 1965-1998 UASC.025 Finding aid prepared by Rachel DeHart This finding aid was produced using the Archivists' Toolkit September 27, 2012 Describing Archives: A Content Standard University Archives and Special Collections University of Dayton 300 College Park Dayton, Ohio, 45469-1360 937-229-4256 [email protected] Guide to the Raymond M. Herbenick papers, 1965-1998 UASC.025 Table of Contents Summary Information ............................................................................................................................. 3 Biography of Raymond M. Herbenick..........................................................................................................4 Scope and Content.........................................................................................................................................4 -
Study on the Course Design of Risk Governance Based on Practical Ability Training
2016 International Conference on Advanced Education and Management Engineering (AEME 2016) ISBN: 978-1-60595-398-4 Study on the Course Design of Risk Governance Based on Practical Ability Training Ling ZHOU1, Jie SU2,* and Tao ZHANG3 1School of Social Development and Public Policy, Beijing Normal University, China 2School of Management Science and Engineering, Central University of Finance and Economics, China 3Risk Management and Research Center, Beijing Normal University, China *Corresponding author Keywords: Master of public administration, Course design, Governance risk, Practical ability training. Abstract. With the increasing complexity of public affairs, MPA teaching must strengthen the cultivation of both theory and practice. By discussing the course goal, the course duty and the content, the course characteristic and so on, this paper proposes a Governance Risk course design mentality and the pattern based on the practical ability training. Introduction Several catastrophes coping tells us: in today's society, the nature of risk and the environment which leading to risks have been changing [1-3]. The most prominent feature is that the risk formation and evolution is a complex system, resulting in the risk is caused by a variety of complex factors, whether in the existing form, occurrence model and influence scope, both show the characteristics of composite [4], so that the risk is becoming more external and public, more serious and influential which not only changes the Traditional disaster, even made a new disaster [5]. At the same time, the ability of social management is also changing, which is mainly manifested in the propagation mode of emergency, the change of coping style, and the expansion of the vulnerability of social and economic critical system [6,7].