In this paper we discuss the social and ethical issues that arise as a result of digitization based on six dominant technologies: Internet of Things, robotics, biometrics, persuasive technology, virtual & augmented reality, and digital platforms. We highlight the many developments in the digitizing society that appear to be at odds with six recurring themes revealing from our analysis of the scientific literature on the dominant technologies: privacy, autonomy, security, human dignity, justice, and balance of power. This study shows that the new wave of digitization is putting pressure on these public values. In order to effectively shape the digital society in a socially and ethically responsible way, stakeholders need to have a clear understanding of what such issues might be. Supervision has been developed the most in the areas of privacy and data protection. For other ethical issues concerning digitization such as discrimination, autonomy, human dignity and unequal balance of power, the supervision is not as well organized. 相似文献
International sporting associations (ISAs) like the International Federation of Football Associations (FIFA), the International Olympic Committee (IOC) and Fédération Internationale de l’Automobile (FIA) have throughout the twentieth century promoted political neutrality as a source of autonomy. With FIFA and the IOC’s official adherence to the United Nations’ human rights conventions in 2017, FIA remains one of the few large ISAs where neutrality is not underpinned by a corrective on human rights. However, this position is in conflict with the ethical obligations FIA contracted when it was given full recognition by the IOC in 2013. To discuss this problematic, this paper draws upon J.S. Mill’s On Liberty and the concept of ‘inaction’ as a source for ways in which the FIA might reconsider its current stance.
Abbreviations: IOC (International Olympic Committee); FIA (Federation Internationale de l'Automobile); FIFA (International Federation of Football Associations); ICRC (International Committee of the Red Cross); ISA (International Sporting Associations); UEFA (Union of European Football Associations) 相似文献
The European Union's Waste Electrical and Electronic Equipment (WEEE) directive makes a challenging case for transition theory and its different aspects, as it represents an ongoing and still open-ended case. At present the objectives of the directive are not met: the amount of electronic waste is increasing, and the resulting waste is poorly managed. With its starting point in the multi-level perspective of transition theory, this case study analyzes how the outcome of the WEEE directive is constituted in the interplay between the somewhat detached regimes of electronics and waste management. The two regimes are described and analyzed together with the underlying regulatory principle of extended producer responsibility, which has guided the design of the directive. Conflicting interpretations of sustainability, in combination with a simplistic understanding and agency introduced from the top-down, has eliminated waste minimization as the main outcome of the directive. The concluding discussions raise the issues of the role of sustainable niche initiatives in electronics compared to multi-regime interaction. Guiding visions may need to be supplemented with other alignment devices in order to support co-evolution of regimes and coherent actions within transition processes. 相似文献
Experiments were designed in which some properties of spatial representations in rats could be examined. Adult subjects were trained to escape through a hole at a fixed position in a large circular arena (see Schenk, 1989). The experiments were conducted in the dark, with a limited number of controlled visual light cues, in order to assess the minimal cue requirement for place learning. Three light cues identical in shape, height, and distance from the table were used. Depending on the condition, they were either permanently on or alternatively on or off, contingent on the position of the rat in the field. Two questions were asked: (1) How many identical visual cues were necessary for spatial discrimination in the dark, and (2) could rats integrate the relative positions of separate cues, under conditions in which the rat was never allowed to perceive all three cues simultaneously. The results suggest that rats are able to achieve a place discrimination task even if the three cues necessary for efficient orientation can never be seen simultaneously. A dissociation between the discrimination of the spatial position of the goal and the capacity to reach it by a direct path suggests that, with a reduced number of cues, prolonged locomotion might be required for accurate orientation in the environment. 相似文献
This paper critiques the so-called “Green Revolution” as a political myth of averted famine. A “political myth,” among other functions, reflects a narrative structure that characterizes understandings of causality between policy action and outcome. As such, the details of a particular political myth elevate certain policy options (and families of policy options) over others. One important narrative strand of the political myths of the Green Revolution is a story of averted famine: in the 1950s and 1960s, scientists predicted a global crisis to emerge in the 1970s and beyond, created by a rapidly growing global population that would cause global famine as food supplies would not keep up with demand. The narrative posits that an intense period of technological innovation in agricultural productivity led to increasing crop yields which led to more food being produced, and the predicted crisis thus being averted. The fact that the world did not experience a global famine in the 1970s is cited as evidence in support of the narrative. Political myths need not necessarily be supported by evidence, but to the extent that they shape understandings of cause and effect in policymaking, political myths which are not grounded in evidence risk misleading policymakers and the public. We argue a political myth of the Green Revolution focused on averted famine is not well grounded in evidence and thus has potential to mislead to the extent it guides thinking and action related to technological innovation. We recommend an alternative narrative: The Green Evolution, in which sustainable improvements in agricultural productivity did not necessarily avert a global famine, but nonetheless profoundly shaped the modern world. More broadly, we argue that one of the key functions of the practice of technology assessment is to critique and to help create the political myths that preserve an evidence-grounded basis for connecting the cause and effect of policy action and practical outcomes.
Previous research has demonstrated the potential of examining log-file data from computer-based assessments to understand student interactions with complex inquiry tasks. Rather than solely providing information about what has been achieved or the accuracy of student responses (product data), students' log files offer additional insights into how the responses were produced (process data). In this study, we examined students' log files to detect patterns of students' interactions with computer-based assessment and to determine whether unique characteristics of these interactions emerge as distinct profiles of inquiry performance. Knowledge about the characteristics of these profiles can shed light on why some students are more successful at solving simulated inquiry tasks than others and how to support student understanding of scientific inquiry through computer-based environments. We analyzed the Norwegian PISA 2015 log-file data, science performance as well as background questionnaire (N = 1,222 students) by focusing on two inquiry tasks, which required scientific reasoning skills: coordinating the effects of multiple variables and coordinating theory and evidence. Using a mixture modeling approach, we identified three distinct profiles of students' inquiry performance: strategic, emergent, and disengaged. These profiles revealed different characteristics of students' exploration behavior, inquiry strategy, time-on-task, and item accuracy. Further analyses showed that students' assignment to these profiles varied according to their demographic characteristics (gender, socio-economic status, and language at home), attitudes (enjoyment in science, self-efficacy, and test anxiety), and science achievement. Although students' profiles on the two inquiry tasks were significantly related, we also found some variations in the proportion of students' transitions between profiles. Our study contributes to understanding how students interact with complex simulated inquiry tasks and showcases how log-file data from PISA 2015 can aid this understanding. 相似文献
The aim of this study was to develop a measurement instrument which is compatible with literature, of which validity and reliability are proved with the aim of determining interaction perceived by learners in online learning environments. Accordingly, literature review was made, and outline form of the scale was formed with item pool by taking 14 expert opinions. As a result of exploratory factor analysis of data obtained from participation of 177 learners from eight different universities, it was seen that the scale consisted of 30 items and 3 dimensions. These dimensions are learner–content interaction, learner–instructor interaction and learner–learner interaction. Cronbach Alpha reliability coefficient of the whole scale was .95. Confirmatory factor analysis showed that fit indexes of the structure provided a good and acceptable fit. Based on these findings, Perceptions of Online Interaction Scale is a valid and reliable tool that may be used in measuring interaction occurring in online learning environments. 相似文献
