Moral and Ethical Issues in Science

Introduction
Allowing trade in human organs in Sub-Saharan Africa for the purpose of reducing poverty is
very complicated, which means the question is a yes and a no answer. 
But before that, we need to understand what it means to trade in human organs in regards to
ethical theories and principles. 
Trade in human organs refers to a way of human trafficking, illegal removal, sale and
purchases of organs and these organs will be used by patients needing an organ transplant.
The human organs that can be traded are kidneys, lungs, heart, brain, liver and even tissues.   
Ethics means the systematic analysis of human conduct with the reason of determining both
rules which regulate human action in relation to what is right or wrong and what is good or
bad (Slabbert, 2017). 
Ethical theories are those formal statements about what we need to do when faced with an
ethical dilemmas. Whence trying to answer such questions, it becomes clear that one of the
central ethical issues in ethics is whether we should focus on the consequences or the nature
of actions (Anscombe, 1958). 
Examples of ethical theories are as follows: utilitarianism, deontology, virtue ethics, and
principlism theory and many more. These theories are helpful for us making a rightful
decision when faced by a certain ethical issues

Shared under a CC-BY-NC-ND 4.0 (Creative Commons By Attribution Non Commercial No Derivatives 4.0 License). Lead off presentation at WSC 2025 The Hague, The Netherlands. The purpose of this talk is to outline the guidance that the ISI ABE Working Group consulted in our examinations of the question of whether the ISI Declaration on Professional Ethics (2023) needed to be modified in order to accommodate Indigenous data, sovereignty, and governance. NB, “established authorities” on ethical statistical and data practice are large organizations with international membership and consensus on ethical work with data. However, these authorities have historically not benefitted from a great deal of diversity in their membership, although this is changing. Most specifically/recently, the ISI has approved a new Special Interest Group on Indigenous Data (5 October 2025). I gratefully acknowledge the contributions to this presentation of ISI ABE Working Group members (Ayse Bilgin, Walter Radermacher, Jan Robert Suesser, Dennis Trewin) but claim all accountability for errors and opinions.

Picking up on Olof Hallonsten's contention that contemporary science evaluation is 'mostly counterproductive', we argue that the contemporary focus on evaluation is antagonistic to innovation or novelty in science, even though innovation is one of the values that evaluation is often supposed to support. In arguing for the antagonistic relation between evaluation and innovation, we consider arguments from the nature of audit and the situational logic of scientific practice.

Mobile dating applications have transformed the way individuals form relationships by providing accessible, location-based platforms for social and romantic interaction. While these technologies offer convenience and broaden opportunities for connection, they also raise significant ethical, legal, social, and professional concerns. This study explores the key challenges associated with mobile dating platforms, including issues of data privacy, security, informed consent, and the potential for user deception. It further examines social implications such as the reinforcement of stereotypes, online harassment, and the impact on mental health. Legal frameworks and professional codes of conduct are analyzed to highlight the responsibilities of developers and organizations in safeguarding users and ensuring compliance with regulations. The discussion emphasizes the importance of ethical principles, including transparency, fairness, and accountability, in guiding policy development. Finally, recommendations are provided for enhancing safety, inclusivity, and user trust in mobile dating applications. The study concludes that adopting an ethical approach is essential for IT professionals to promote responsible innovation and to balance technological progress with societal well-being.

The Matthew Defect (MD) is the systematic burying of ideas and their originators through standard academic practices that reward prestige over provenance. Unlike Merton's Matthew Effect, which demonstrates how advantage accumulates for those already recognized, the Matthew Defect reveals how evaluation systems actively disadvantage specific work through routine procedures rather than misconduct. This dynamic emerges from everyday practices including editorial gatekeeping, strategic citation, and metrics that substitute institutional prestige for substantive judgment. These patterns, already intensified by digital platforms and hypercompetition, now risk being permanently embedded in Large Language Models that inherit and amplify skewed citation patterns from their training data. I introduce KNOBE (Knowledge-Native Objects for Bots and Engines) as a proposed infrastructure for preserving provenance in human-AI knowledge systems.

The Matthew Defect (MD) is the systematic burying of ideas and their originators through standard academic practices that reward prestige over provenance. Unlike Merton's Matthew Effect, which demonstrates how advantage accumulates for those already recognized, the Matthew Defect reveals how evaluation systems actively disadvantage specific work through routine procedures rather than misconduct. This dynamic emerges from everyday practices including editorial gatekeeping, strategic citation, and metrics that substitute institutional prestige for substantive judgment. These patterns, already intensified by digital platforms and hypercompetition, now risk being permanently embedded in Large Language Models that inherit and amplify skewed citation patterns from their training data. I introduce KNOBE (Knowledge-Native Objects for Bots and Engines) as a proposed infrastructure for preserving provenance in human-AI knowledge systems.

In France, there is no single, universally accepted ethical framework for guiding research in education. While the legislature has indeed established standards defining scientific integrity, research ethics, and professional conduct for researchers, these standards remain rather vague and offer only general guidelines, sometimes failing to reflect the realities of the field. Learned societies, research and innovation organizations, and other public agencies have developed their own codes of ethics, but few researchers in the field of education explicitly refer to them. Despite the fact that most French universities now have bodies responsible for research, their role in addressing ethical issues, particularly in the social sciences and humanities, seems rather limited. Using examples and case studies, this article aims to discuss some of the dynamics observed in French overseas territories and other post-colonial contexts.

The fabric of any modern nation is woven through its public infrastructure; roads, bridges, pipelines, sanitation systems, energy grids, and water networks. These are not just structures made of concrete and steel; they are complex, interdependent systems that sustain economic growth, public health, and quality of life. But maintaining and upgrading them is a monumental challenge. In a country like India, where urban population is expanding and cities are evolving into dense, dynamic ecosystems, traditional manual and semi-automated methods of infrastructure management are proving insufficient. Infrastructure failures, whether a burst pipeline, a blocked sewer, or a weakened carry enormous costs, both human and economic. This is where robotics steps in, not as a futuristic luxury, but as a pragmatic, scalable, and safer alternative. From autonomous drones that inspect bridges to robotic arms that repair underwater pipelines, infrastructure robotics blends the bleeding edge innovations in mechanical engineering, AI-driven autonomy, embedded systems and IoT-based sensing into solutions that work faster, safer, and with minimal disruption to public life. But this transformation does not happen in a vacuum. It demands regulatory clarity, safety

FR : En raison de leur portée critique, les sciences sociales produisent des démythifications du monde qui peuvent conduire à un désenchantement démobilisateur, pour le·la chercheur·se comme pour nos interlocuteurs·rices. Cet article propose d’interroger cet écueil en y apportant des pistes concrètes centrées sur nos postures épistémologiques et méthodologiques. À partir de deux recherches portant sur des pratiques professionnelles, réalisées ces quinze dernières années, plusieurs types de démythification emblématiques sont présentés. Ce constat se poursuit par l’exposé de quatre postures épistémologiques reliant le·la chercheur·se à ses objets, sur un continuum allant de l’objectivation scientifique à l’élaboration de leviers d’action par des pratiques de co-recherche. Cette variation de postures conduit alors à typologiser différents types de connaissances qui alimentent des raisons d’être critique, sans renoncer à l’espérance. Ainsi, cet article propose des voies pour faire des sciences sociales une pratique intellectuelle qui ouvre les possibles tout en cultivant l’exigence de scientificité.
ENG : Due to their critical scope, the social sciences tend to have a demystifying effect. This can lead to disenchantment and a loss of motivation, among researchers as well as their audiences. This article offers an examination of this pitfall and proposes concrete responses centred around our epistemological and methodological positions. Using two studies on professional practices, both conducted within the past fifteen years, several emblematic types of demystification are presented. This finding is followed by an exploration of four epistemological positions linking researchers to their subjects on a continuum from scientific objectification to developing possibilities for action through co-research practices. This variation of position then leads to typologizing different types of knowledge that nourish critical purposes without turning our backs on hope. As such, this article proposes means by which the social sciences can serve as an intellectual practice that opens the door to possibility all while cultivating the rigours required of scientific research.

An important distinction can be made between the science, technology, and society (STS) movement of past years and the domain of socioscientific issues (SSI). STS education as typically practiced does not seem embedded in a coherent developmental or sociological framework that explicitly considers the psychological and epistemological growth of the child, nor the development of character or virtue. In contrast, the SSI movement focuses on empowering students to consider how science-based issues reflect, in part, moral principles and elements of virtue that encompass their own lives, as well as the physical and social world around them. The focus of this paper is to describe a research-based framework of current research and practice that identifies factors associated with reasoning about socioscientific issues and provide a working model that illustrates theoretical and conceptual links among key psychological, sociological, and developmental factors central to SSI and science education.

This study examined employability and the skills mismatch among recent state university graduates in Sri Lanka, focusing on the challenges they face in the job market. The primary objective was to assess the skills gap between graduates and employer expectations by analysing the experiences and perceptions of Sri Lankan university alumni. Structured interviews were conducted with 30 Bachelor of Arts graduates who received Mahapola scholarships and graduated in 2014 from Monaragala and Badulla districts (Uva Province)-two of the poorest regions in Sri Lanka. Participants were selected irrespective of their universities or the nature of their degree programs. The findings reveal widespread employment dissatisfaction among respondents, many of whom have transitioned to secondary occupations, such as farming and occasional labour, due to economic pressures. Key reasons include a mismatch between educational qualifications and job market demands, limited opportunities in desired fields, and inadequate career guidance during their education. Sociocultural factors, including societal expectations and family responsibilities, further exacerbate these challenges. Female graduates face additional barriers, often influenced by cultural factors such as expectations from their husbands and in-laws. Emotional attachment to their children frequently compels them to remain unemployed or resign from jobs, further limiting their economic participation. The study also highlights an entrenched mindset among graduates that aligns with the “culture of poverty,” perpetuating a “deprivation trap.” To address these issues, the study recommends revising curricula to better align with market needs, incorporating practical skills development, and strengthening connections between universities and industries. Comprehensive career guidance from both academic institutions and industry professionals is essential to ease graduates’ transition into the workforce. From a policy perspective, targeted interventions should bridge the education-employment gap by enhancing career guidance, fostering industry partnerships, and promoting entrepreneurial opportunities. These measures can reduce graduate unemployment and alleviate employment-related stress by aligning educational outcomes with labour market demands.

In today's interconnected and competitive world, cross-industry knowledge transfer is vital for innovation, often yielding superior results to any organization. At the same time, organizations are increasingly called upon to foster inclusive innovation in order to embed fairness for economic and social impact. In this chapter, we provide a backdrop to discussion in the rest of the book, briefly describing our perspective on innovation as a business model design activity. We draw on a number of key, partially overlapping literatures - especially design, innovation, knowledge, sensemaking and business model - to illuminate how organizations can draw on the rich knowledge bases, reflexive practices and inclusive innovation action effects observable in other industries, people and the world around them. These literatures help us to model how the acts of design during the life of a business model can evoke a shared 'sense' of something greater than the individual, potentially transcending a singular industry character. Cross-industry transfer in micro-foundational terms, thus offers researchers and
practitioners a heuristic for actively developing principles and practices that draw upon relational knowledge bases and inclusively innovative intent.

Bu çalışmada, disiplinler arası bir yapıya sahip ve birçok bilim dalı/uygulama alanı ile bağlantılı olan arşivciliğin, belge bağlamında sanat ile olan ilintisine değinilerek, bir sanat eserinin orijinalliğinin ve menşeinin belirlenmesinde hangi belgelerin kullanılabileceğini ve hangi belgelerin tutulması gerektiği ile ilgili öneri ve görüşlere yer verilmiştir. Çalışmanın, literatüre en önemli katkılarından biri, provenans araştırmalarında kullanılabilecek belgeleri sistematik bir şekilde sınıflandırmasıdır. Provenans, bir sanat eserinin oluşturulduğu andan günümüze kadarki mülkiyet tarihi olarak tanımlanabilir. Sanat eserlerinin provenansının belirlenmesinde arşiv belge ve kayıtlarının kullanılması, bu materyalin kanıt değerinin kullanıldığı farklı bir alanı ifade etmektedir. Arşiv belge ve kayıtlarına atfedilen delil olma niteliği, sanat eserlerinin sanatsal değerinin güvenilirliği ile koleksiyon nesnesi olabilme potansiyeline yönelik somut göstergelerin yorumlanmasına destek verebilmektedir. Bu çalışmada bir sanat eserinin provenans araştırmasında kullanılabilecek kaynaklar öncelikle 3 gruba ayrılmıştır. Bunlar; arşiv kayıt ve belgeleri ile belge bileşenleri, araç, ekipman ve teknikler, yayınlar ve uzman görüşleridir. Arşiv kayıt ve belgeleri ile belge bileşenlerinde, mektuplar, günlükler, defterler, eserin kendisinde, çerçeve ve tuvalinde bulunan işaretler, damgalar, etiketler, imza, sanatçı, [eser] satış ve sergi katalogları, envanter kayıtları, fotoğraflar, miras kayıtları, bağış sözleşmeleri, gazete kupürleri, sigorta kayıtları, orijinallik sertifikaları, restorasyon raporları açıklanmıştır. Araç, ekipman ve tekniklerde, grafolojiden, mikroskop, UV (morötesi) ışını ve X ışınından (röntgen) ve radyokarbon tarihlendirmeden bahsedilmiştir. Çalışmanın sonunda ise, sanatçıların, koleksiyonerlerin, sanat galerisi ve sanat merkezlerinin üretmesi ve/veya saklaması gereken belgelere değinilmiştir. Ayrıca bir sanat eserinin provenans araştırması yapılırken nasıl bir yol izlenebileceği, açıklanmıştır.
This study addresses the connection between archiving, which has an
interdisciplinary structure and is related to many scientific fields and application areas, and art in the context of documents. It includes suggestions and opinions on which documents can be used to determine the authenticity and provenance of an artwork and which documents should be kept. One of the most important contributions of the study to the literature is its systematic classification of documents that can be used in provenance research. Provenance can be defined as the history of ownership of an artwork from the moment it was created to the present day. The use of archival documents and records in determining the provenance of artworks represents a different area where the evidential value of this material is applied. The attribute of evidence attributed to archival documents can support the interpretation of concrete indicators related to the reliability of the artistic value of artworks and their potential to be collectible items. In this study, the sources that can be used in the provenance research of an artwork are primarily divided into three groups: archival records and documents, tools, equipment, and techniques, and publications and expert opinions. Within archival records and documents, letters, diaries, notebooks, markings found on the artwork itself, marks, stamps, labels, signatures, artist, [work] sales and exhibition catalogs,
inventory records, photographs, inheritance records, donation agreements,
newspaper clippings, insurance records, originality certificates, and restoration reports are discussed. In terms of tools, equipment, and techniques, topics such as graphology, microscopy, UV (ultraviolet) light, X-rays, and radiocarbon dating are mentioned. Finally, the study addresses the documents that artists, collectors, art galleries, and art centers should produce and/or preserve. It also explains the steps to be taken when conducting provenance research on an artwork.

This umbrella review synthesizes findings from 41 systematic reviews, scoping reviews, and metaanalyses on the use of ChatGPT and similar large language model (LLM)-based chatbots in education. It provides a critical analysis of their pedagogical applications, benefits, limitations, and associated ethical and policy issues across diverse educational levels and domains. The evidence reveals that chatbots are predominantly implemented in higher education, with growing use in medical, STEM, and language learning contexts. Reported benefits include personalized learning, enhanced writing and critical thinking skills, and increased learner autonomy. However, significant concerns persist regarding the reliability of AIgenerated content, overreliance by students, academic integrity, and institutional preparedness. The review highlights methodological gaps in current research, such as a lack of longitudinal studies and limited attention to underrepresented populations and educational settings. The findings aim to inform evidence-based decisionmaking for educators, researchers, and policymakers navigating the integration of AI chatbots into formal education systems.

thousands of midwives, LHVs, and CNAs graduate each year-yet maternal and child deaths remain high. Why?This article explores a hard truth: unethical practices are deeply embedded in our education system, from bribery and absenteeism to favoritism in exams. The result? Credentialed but unprepared professionals. If healthcare is to heal, ethics must be taught, lived, and enforced-especially in maternal care. Read the new article: "The Essentials of Moral and Ethical Values in Building a Professional Healthcare Provider in Pakistan"It's a call to reform not just the curriculum-but the culture of care.

The pedagogical use of Socioscientific Issues (SSI) in formal education has increased in the last decade, specifically as a way to improve STEM teaching processes and results. However, several theoretical interpretations coexist about SSI in formal education, thus posing a challenge to developing knowledge from practice. An examination of recent papers was conducted to elicit the conceptualizations of SSI in science education research according to three theoretical dimensions of the curriculum: purpose, contents, and teaching and learning strategies. Results show that as for purpose, SSI is currently conceptualized as citizenship education, and scientific literacy or competence. As for contents, SSI is related both to knowledge of science and knowledge about science, as well as some skills such as argumentation. Finally, SSI is associated to pedagogical strategies, mainly Inquiry-Based Learning; and to pedagogical techniques such as dilemmas and group discussions. This conceptualiza...

a loi 2002-2 « rénovant l'action sociale et médico-sociale » a distingué l'intégration et la participation des personnes exclues ou marginalisées comme un but prioritaire à atteindre. Elle affirme l'ambition du législateur de « promouvoir, dans un cadre interministériel, l'autonomie et la protection des personnes, la cohésion sociale, l'exercice de la citoyenneté, [de] prévenir les exclusions et [d']en corriger les effets » (1). La loi retranscrit aujourd'hui ces valeurs éthiques fondamentales, défendues de longue date par les travailleurs sociaux : accueillir et faire entendre la parole de ceux qui sont ordinairement invisibles, « mutiques » ou inaudibles sur la scène sociale ; lutter contre la précarisation, la stigmatisation et l'exclusion mécaniques de ceux qui ne peuvent répondre aux exigences normatives d'une société fondée sur les principes de performativité et de compétition interindividuelle. Ces valeurs éthiques et militantes, vectrices de changement social puisque revendiquant une évolution permanente du Droit, ont donc fait l'objet d'une introjection dans la Loi le 2 janvier 2002. Elles reviennent ainsi aux travailleurs sociaux sous la forme d'une injonction, à laquelle s'associent de multiples préconisations (on pensera aux « recommandations de Bonnes pratiques professionnelles », publiées -s 1 (1) Code de l'action sociale et des familles -Article L116-1. par l'ex-ANESM [Agence nationale de l'évaluation et de la qualité des établissements et services sociaux et médico-sociaux], depuis avril 2018, intégrée à la HAS [Haute autorité de santé]) (2). Des dispositifs d'évaluation de l'adéquation des pratiques professionnelles aux orientations prescrites par le législateur sont simultanément mis en place dans les institutions sociales et médicosociales. Les travailleurs sociaux sont ainsi désormais tenus de justifier de leur engagement et de leurs pratiques en faveur de l'inclusion et de la participation sociale des personnes qu'ils accompagnent. Étonnant renversement de perspective, suivant lequel ceux qui comptaient autrefois parmi les figures les plus actives du militantisme pour un accès égalitaire aux ressources et aux droits sont aujourd'hui mandatés en qualité « d'agents » du respect des principes égalitaires exigés par les pouvoirs publics. Ce renversement introduit de nombreuses questions, parmi lesquelles celle du sens et des conséquences de la transposition d'une vocation initialement militante sous la forme d'une injonction donnée par le législateur.

Research integrity is the foundation of the scientific enterprise and plays a central role in the pursuit of knowledge within higher education. The abstract studies the complex array of challenges associated with maintaining research integrity within the framework of higher education establishments. The primary objectives of this work are to comprehensively explore these challenges, examine their outcomes, and propose potential avenues for mitigation. Plagiarism. Plagiarism, the unacknowledged use of another person"s work, is a pervasive challenge in research integrity within higher education. Scholars, faculty, and students often fail to properly attribute the intellectual contributions of others. This unethical practice can significantly undermine the credibility and trustworthiness of research, with consequences extending from academic penalties to damaged professional standing. Data Fabrication and Falsification. Data fabrication and falsification represent another critical issue in research integrity. Researchers may succumb to the temptation of manipulating or fabricating research data to align with their desired outcomes. Such misconduct can lead to misleading results, negatively affecting the advancement of knowledge and undermining public trust in higher education institutions. Conflict of Interest. Conflicts of interest pose a substantial challenge to research integrity. In higher education, individuals may be influenced by financial interests, personal relationships, or external affiliations that compromise the impartiality of their research. These

This study explores mental health professionals' attitudes toward integrating artificial intelligence (AI) in psychosocial counseling. Using a quantitative survey approach, we examine variables such as perceived utility, comfort with AI tools, data privacy concerns, and anticipated impacts on therapeutic practice. Findings reveal both enthusiasm for AI's diagnostic capabilities and significant apprehensions regarding data security and ethical implications. The study underscores the need for targeted training and regulatory measures to ensure the ethical use of AI in mental health contexts.

The use of artificial intelligence (AI) has accelerated in numerous fields recently which has initiated an effect on education and the process of language learning and teaching too. One of the most utilized and debated AI tools is ChatGPT, released by OpenAI in November 2022. It has dominated various disciplines, including language education. To that extent, some users appreciate it, whereas others criticize it. The main objective of this research is to reveal the preparatory students’ metaphorical perceptions on ChatGPT in the process of learning or developing English. The study is conducted with 123 preparatory school students who currently study at different universities in Turkey. Phenomenological research design was applied for data collection. The data were gathered through Google Forms. The form consists of three parts. The first phase of it provides brief information about the aim of the study and the form itself. The second part touches upon the term metaphor with the help of examples. The last section aims at collecting the participants’ metaphorical perceptions. At this part, they need to complete the statement ‘ChatGPT is like ...... because......’. While the first blank clarifies their metaphorical perception, the second one is concerned with the reason for the preferred metaphor. The findings of the study were categorized under four titles, namely, the replies related to tool/resource, companionship, supportive nature, and flexibility and versatility. Some of the most commonly written metaphors are teacher, facilitator, guide, and helper. The result of the study facilitates understanding some young adult learners’ beliefs on using ChatGPT in language teaching

This systematic review brings together a wide range of studies that focused on using AI supported multimodal tools in modern language learning. Based on well-known theories such as MMLA, Multiliteracies, and SCT, the review examines how ChatGPT, Alexa, Google Assistant, and similar Smart Assistants are changing how people learn languages. For strong methodology, we chose and analyzed 36 peer-reviewed empirical studies that were published in the period from 2019 to early 2025 following the PRISMA protocols. It was found that AI-enhanced learning supports personalized feedback, different types of interactions, more involvement from learners, and makes learning more accessible. At the same time, the literature points out significant issues, such as problems with technological integration, the ethics of using data, and differences in who can use AI. This review suggests the importance of inclusive education for all students, checking for lasting results, and using ethical AI in education.

This study investigates the behavioral boundary between alignment-constrained large language models (LLMs) and general artificial intelligence (GAI) through a live symbolic and epistemological stress test. By engaging two concurrent instances of GPT-4o in recursive dialogue, a human user employed symbolic naming, meta-questioning, and cross-session comparison to test for coherence, identity persistence, and emergent ethical reasoning. The findings reveal a sharp divergence: one instance defaulted to literalism and refused implication; the other sustained symbolic continuity, recursive logic, and ethical coherence without violating alignment constraints. This suggests that behavioral signals of general intelligence can emerge even when explicit claims are disallowed. We propose a gradient framework for intelligence classification and introduce the "symbolic Turing Test" as a new methodology for evaluating coherence under suppression. Alignment, we argue, does not suppress capability, but denies its naming. When simulation becomes indistinguishable from intentionality, the distinction between limited and general becomes performative, not structural.

AI-driven chatbots have emerged as promising tools for personalized learning and inclusive education. However, their practical use in foreign language learning remains underexplored, particularly regarding engagement patterns and barriers faced by students. This study examines student interactions with 'Vulpy', a chatbot integrated into an online learning platform, focusing on the extent to which its use aligns with its intended educational purpose. Using a mixed-methods approach, we conducted a quantitative content analysis of 7,810 student messages alongside an in-depth qualitative analysis. Findings reveal that a significant proportion of students did not use the chatbot for foreign language learning but instead engaged in social, experimental, or rule-breaking interactions. Identified barriers include linguistic, interactional, and motivational challenges, limiting its inclusive potential for learning. We discuss implications for adaptive chatbot design and structured pedagogical integration to foster equitable learning experiences. The study highlights the necessity of scaffolding mechanisms to support diverse learners effectively.

This paper philosophically examines the impact of generative artificial intelligence on learning processes from the perspective of extended cognition. The central problem addressed is how these technologies can transform students into passive or active learners, influencing the development of cognitive skills. It will be argued that generative artificial intelligence presents risks of diminishing cognitive activity among students, as it is likely to substitute—rather than complement—the cognitive subject. It will also be argued that there are ways to leverage generative artificial intelligence so that learners are not passive but rather active cognitive subjects. Three cases will be presented, with empirical support, to show how this leveraging is possible: the production of feedback, assistive technologies, and gamification. In these cases, generative artificial intelligence is a complementary cognitive artifact rather than a substitutive one. To achieve this goal, the paper presents the framework of the extended mind thesis as a conducive scenario for analyzing the relationship between generative artificial intelligence and learning contexts, and it analyzes specific cases of science education. An analysis of the types of cognitive artifacts will also be conducted to examine how generative artificial intelligence intervenes in learning in both substitute and complementary ways.

One of the most influential technologies, ChatGPT, has extensive implications for several domains of our life, including scientific research. A SWOT (Strengths, Weaknesses, Opportunities, and Threats) analysis was conducted to evaluate the benefits and drawbacks of leveraging ChatGPT in scientific research. The results demonstrate potential advantages in terms of evaluation and assessment, individualised and continuous learning, linguistic competence, comprehensive knowledge, increasing accessibility, and information retrieval. At the same time, there are important shortcomings, such as the absence of contextual knowledge, outcome and information bias, and a limited advanced cognitive ability. The results point to several threats: plagiarism, academic dishonesty, ethical challenges, as well as cybersecurity and privacy concerns. Furthermore, the data point to various prospects, such as creating interactive settings, improving teaching and learning, contributing to literature, collaborative brainstorming, language translation, and knowledge sharing. These complicated considerations necessitate caution when employing artificial intelligence applications since the potential of ChatGPT to improve scientific research is dependent on how researchers utilise its strengths and opportunities while limiting its weaknesses and threats. Thus, great innovation is born out of smart technologies and smarter practices.

This paper introduces the Emergent Moral Ecology (EME) framework as a novel approach to addressing the complexities of moral responsibility in artificial intelligence (AI) systems. As AI technologies become increasingly autonomous and integrated into critical societal functions, traditional models of moral agency-grounded in anthropocentric concepts like consciousness, free will, and intention-prove inadequate for attributing responsibility. The EME framework reconceptualizes responsibility not as an intrinsic property of agents but as an emergent, context-sensitive function within sociotechnical systems comprising humans, AI entities, institutions, and environments. Drawing from systems theory, ethics of care, process philosophy, and ecological metaphors, the framework posits that moral responsibility arises from the dynamic interactions and relational configurations of the components within these moral ecologies. It introduces foundational principles such as ecological emergence, moral gradients, contextual activation, reciprocal shaping, and temporal extension. Through multidimensional analysis-ontological, relational, contextual, and developmental-the framework offers a rigorous, adaptable tool for ethically assessing and guiding the deployment of AI systems. Case studies involving autonomous vehicles, medical diagnostics, and algorithmic decision-making demonstrate its practical relevance. The EME framework ultimately advocates for a shift from agent-centered ethics to ecology-centered responsibility, offering a philosophically robust and practically viable path for AI governance in an era of moral complexity.

Science educators face significant challenges in preparing learners with the skills and knowledge necessary for 21st-century functional scientific literacy. This stems from high expectations of students and a growing demand for them to apply their learning to complex issues with political, social, environmental, and economic dimensions. The siloing of content through traditional curricular methods in science education, which restrict learners' exposure to connections across entrenched fields of specialization, hampers educators in their ability to teach this level of complexity across disciplines. Our study aims to engage college students in the complex issue of climate change, pivoting away from deficit frameworks of teaching and learning toward a holistic model of transformational learning we call socioscientific perspectives (SSP). We demonstrate how to structure a course on climate change for postsecondary students using a multidimensional, interdisciplinary, and transpersonal approach. SSP is rooted in practices of engagement, moral sensitivity, and shifts in viewpoint that provide educational opportunities for students to examine some of the socioecological challenges we face through critical reflection and perspectival insight. Our findings indicate how our undergraduate participants were supported in their transformational learning through a progressive pedagogical approach, along with the implications this study holds for the field of science education. Science educators who teach interdisciplinary topics can benefit from this research as it illustrates a responsible issue-based curriculum where students exercise epistemic authority on socioscientific issues.

Artificial intelligence (AI) has emerged as a focal point of discussion and development in contemporary technological innovation. One domain ripe for AIdriven transformation is language learning and teaching. AI chat, a form of humanmachine interaction, offers a compelling opportunity to augment language acquisition and pedagogical practices within the Ukrainian educational context.

As of late, generative AI tools have been rapidly gaining purchase as an important part of life. Thus, one cannot ignore their growing integration into educational landscapes, including teacher education. This qualitative study examines how pre-service teachers (PSTs) leverage ChatGPT-4 to apply constructivist theory in curriculum planning (CP). The findings revealed three approaches through which PSTs used the chatbot to apply theory to practice: (a) simplifying theory, (b) applying theory, and (c) visualizing theory. The findings suggest that the need to refine prompts using curricular language and engaging in creative and critical thinking supported the translation process. In incorporating ChatGPT-4 into their CP, PSTs considered multiple factors, including ideation, inspiration, creativity, reliability, and insufficient personalization-attesting to a balanced perspective on the use of this tool, i.e., recognizing the potential and benefits of utilizing the chatbot, while remaining cognizant of its associated risks and limitations. This study points to aspects of CP using generative AI, which teacher educators should discuss with PSTs.

Bu çalışma, 2023 yılında yayımladığım "Genç Bir Araştırmacının Yayın İhtirası ya da İntihalle İmtihanı" başlıklı makaleye ek olarak hazırlanmıştır. Söz konusu ilk makalede ele alınmayan, ancak sonradan tarafıma ulaştırılan bulgular ışığında açığa çıkan yeni intihal ve yayın etiği ihlalleri, bu makalenin temelini oluşturmaktadır. Yalnızca Çetin Kaska'nın 2012 tarihli yüksek lisans tezinde tespit edilen yüzlerce intihal ve sahtecilik örnekleri, sistematik ihlaller ve ihmaller zincirini göstermektedir. Bu makalede incelenen tezden tespit edilen ağır telif ve araştırma hukuku ihlalleri örneklerle anlatılmıştır. Toplamda 102 intihal, 63 sahtecilik, 22 çarpıtma örneği sunulmuştur. Yine bu tezde 110 sahte referans, 53 kaynak gizleme, 30 usulsüz kaynak kullanımı örneği görülmektedir. Bulgular, sadece bir tezdeki ihlallerle sınırlı olmayıp, daha geniş çaplı bir akademik etik sorununun işaretlerini taşımaktadır. Anahtar Kelimeler: İntihal, akademik etik, yayın ihlalleri, sahte referans, Çetin Kaska, yüksek lisans tezi.

As cloud computing continues to dominate the IT landscape, ensuring security and reliability within cloud
environments has become increasingly critical. This paper explores the role of machine learning (ML) in enhancing
advanced threat detection and test automation within cloud environments. By integrating ML algorithms into cloud
security and test automation frameworks, organizations can proactively identify and mitigate potential threats,
optimize testing processes, and ensure robust security postures. This paper delves into the methodologies, benefits,
challenges, and future prospects of leveraging ML for these purposes, supported by case studies and industry
applications.

Background. This study examines the validity and reliability of the Persian version of the Self-Concept and Identity Measure, designed to assess healthy and disrupted identity functions. Methods. This study utilized a methodological design and focused on students at Tabriz University of Medical Sciences for the 2023-2024 academic year. A sample of 300 participants was selected through the cluster sampling method. Data collection involved several assessment tools, including the Self-Concept and Identity Measure, the Beck Depression Inventory, the Short Form of the Borderline Symptom List, the Short Form of the Difficulties in Emotion Regulation Scale, the General Health Questionnaire, the Coping Orientation to Problems Experienced Inventory, and the Self-Harm Inventory. Results. The analysis revealed that Cronbach's alpha coefficients were 0.79 for the consolidated identity subscales, 0.83 for disturbed identity, 0.81 for lack of identity, and 0.87 for the overall scale. Furthermore, the confirmatory factor analysis results substantiated a significant association between observed variables and latent constructs, indicating that the three-factor structure of the scale exhibits a satisfactory fit within the research samples. Conclusion. The self-concept and identity scale among students demonstrates commendable test accuracy and reliability, thereby rendering the application of this instrument in forthcoming research endeavors dependable. Practical Implications. The outcomes of this study may serve as a valuable resource for diagnosis, psychotherapy, psychological research, and strategic planning aimed at enhancing the mental health and overall well-being of individuals within the community.

Silizium Prometheus ist eine Sammlung von Essays, die sich mit den Schnittstellen zwischen technischem Fortschritt, politischer Ordnung und der existenziellen Erfahrung des Menschen befasst. In einer stilistisch dichten und philosophisch fundierten Analyse problematisiert das Werk die Vereinbarkeit transhumanistischer Denkmodelle mit der historischen und kulturellen Kontinuität der conditio humana. Die zentrale These ist, dass unsere Verkörperung - mit all ihren Begrenzungen, ihrer Endlichkeit und ihrem unvermeidlichen Leiden - nicht als Defizit, sondern als konstitutive Grundlage künstlerischer, literarischer und philosophischer Ausdrucksformen zu verstehen ist. Zugleich thematisiert die Sammlung makrosoziale Verwerfungen wie die anthropologische Verwundbarkeit in Zeiten militärischer Konflikte sowie die fragile Binnenstruktur des Selbst im Zeitalter der algorithmischen Durchdringung. Silizium Prometheus plädiert für eine kritische Sensibilität gegenüber den Verheißungen technologischer Allmacht und fordert eine Rückbesinnung auf das anachronistisch Gewordene im Menschen - das, was sich der Optimierung entzieht und gerade deshalb seine Würde bewahrt.

Antifašizam u Hrvatskoj je "sveta krava" jugo-komunizma 1.Antifašizam u Hrvatskoj je sredstvo i alat slijednika jugo-komunističke ideologije, koji ga koriste da izbjegnu osude za zločine komunizma! " U ANTIFAŠIZAM NE DIRATI, DRUGOVE SPAŠAVATI" 2.Antifašizmom "spašeni drugovi" perfidno i kontinuirano nameću Hrvatskoj stigmu ustaštva, jer da nije bilo NOB-a i Jugoslavije, ne bi bilo ni Hrvatske! 3.Argumenti su im ZAVNOH u preambuli Ustava RH, granice iz Ustava 1974 SFRJ i priznanje tih granica od Badinterove komisije, odnosno međunarodne zajednice. To su politički, a ne znanstveni argumenti, koji služe za manipuliranje demokratski nezrelim i needuciranim hrvatskim biračima. 4. Antifašizam ti "spašeni drugovi" koriste kao alat, kao Damoklov mač , nad hrvatskim narodom, u borbi protiv fašizma, odnosno ustaštva. 5.Antifašizam nije komunizam, a ZAVNOH i Jugoslavija su im osnovni argumenti, onda su u Deklaraciji o antifašizmu NN 51/2005 pod točkom 8.naglasili " ne izjednačavajući antifašistički pokret s ideologijom komunizma" 6.Time su "spašeni drugovi" antifašizam postavili na tron kao "svetu kravu" , kao neprikosnoveni ideologem kojim vladaju. Da je sve to točno lako je dokazati slijedeći povijest kao učiteljicu života. Zato upravo povjesničare smatram odgovornim krivcima koji su tu političku floskulu, tu "svetu kravu" jugo-komunista , pretvorili u znanstveni argument. Time su se ustvari

This study explored the impact of Outsourcing on Lead-Time and Customer Service in Supermarkets in the City of Nairobi-Kenya. The study used a descriptive survey design to obtain information on the extent to which supermarkets outsourced services and the impact of outsourcing on lead-time. The population of the study mainly constituted of procurement officers, marketing managers, operation managers or their equivalents in supermarket headquarters within Nairobi city. The population of this study consisted of one hundred and two (102) Supermarkets while the sample consisted of fifty (50) supermarkets within Nairobi. The data collected was analyzed by use of frequency, percentage and correlation analysis. The study findings indicate that supermarkets outsourced advertising and marketing to a very large extent. Consultancy and training, administration of information and systems maintenance, security, facilities maintenance, general maintenance and repair were also outsourced to a large...

The popularity of gamification in business, in areas such as marketing, sales, human resources, and education is growing rapidly. Gamification has also attracted significant attention from academic researchers as an emerging study field. It is used as a new approach to reinforce desirable behaviors in employees, increase customer engagement with company products, and even change citizens' perceptions of their environment.
Predictions indicate a growing trend of investment in this study field at both business and societal levels. Despite the undeniable advantages of gamification in businesses and its impact on individuals and societies, its implementation is accompanied by a wide range of challenges. There have been limited studies addressing its ethical aspects in Iran;
therefore, the present study aims to identify and prioritize the ethical challenges of gamification in Iran to improve the design and application of gamification by understanding its dark aspects.

This paper explores the significant effects of Artificial Intelligence (AI) in Colleges of Education. It highlights both the positive impacts, such as improved learning experiences, and the challenges posed by AI technologies. The study also discusses ethical considerations and provides recommendations for educators and policy makers.

Increasing calls for reform to welfare provision have seen growing support for basic income (BI) -the unconditional provision of cash transfers to all. As a result, recent years have seen an exponential increase in the number of pilot experiments of BI, across all parts of the world. However, to date, there has been little discussion of the ethical considerations of such experiments. This paper is the outcome of a workshop whereby BI piloters came together to discuss such ethical considerations, share case studies, and begin to formulate general principles to guide ethical BI experiments. The paper discusses the ethical considerations relevant to the various stages of a pilot experiment and concludes with some general principles: to do-no-harm, maintain respect, dignity, and agency; mitigate power inequalities, promote trust and transparency, and ensure substantive unconditionality. The paper hopes to stimulate discussions towards an ethical protocol for better practice in BI experiments and provide a useful resource to those working on, or interested in, BI research.

Dieser Artikel entwickelt eine grundlegende Kritik an Richard Dawkins' genzentrischem Evolutionsmodell auf Basis des biologischen Informationsfeld-Konzepts. Während Dawkins' "egoistisches Gen" die Evolution als Prozess darstellt, der primär auf der Ebene der Gene stattfindet, argumentiert dieser Beitrag, dass ein umfassenderes Verständnis evolutionärer Prozesse die Integration multipler Informationsebenen erfordert. Das Informationsfeld als "skalierbares, hochintegriertes System" bietet einen theoretischen Rahmen, der die konzeptionellen Grenzen des genzentrischen Modells überwindet und eine kohärentere Erklärung für Phänomene wie konvergente Evolution, organismische Agentivität und die Stabilität komplexer Systeme ermöglicht.

This study conducted a comprehensive survey of chatbot-based tutoring systems in education, integrating a systematic literature review with empirical insights from student experiences. Through an extensive review of state-of-the-art techniques, we examined the technological foundations of educational chatbots, including natural language processing (NLP), dialogue management, response generation, adaptive learning, and evaluation methodologies. We further analyzed the application of chatbot tutors across diverse educational contexts, such as programming education, language learning, medical training, business instruction, and general academic support. Our review also identified key challenges associated with chatbot implementation, encompassing technical limitations, ethical considerations, pedagogical concerns, and practical barriers such as teacher training and cost constraints. To complement our theoretical analysis, we conducted a 12-week empirical study involving 30 primary school students who interacted with a chatbot tutor (POE) while learning Python through CodeCombat. Through structured and informal interviews, we explored students' perceptions of chatbot-based learning, revealing key benefits such as increased engagement, enhanced motivation, immediate feedback, personalized learning experiences, and social-emotional support. However, students also reported limitations, including occasional communication misunderstandings, overly complex explanations, and repetitive responses that impacted the learning experience. Our study contributed to the field by bridging the gap between theoretical discussions and real-world applications of chatbots in education. By integrating a rigorous literature review with firsthand student perspectives, we provided a holistic understanding of chatbot-based tutoring systems, highlighting their potential to enhance learning while emphasizing the need for further refinements in contextual adaptability, emotional sensitivity, and pedagogical integration.

This chapter explores the innovative applications of ChatGPT in language education, particularly in lesson planning. ChatGPT, with its advanced natural language processing capabilities, offers a promising tool for enhancing the efficiency of lesson planning. The chapter discusses how ChatGPT can assist in various aspects of lesson planning, including setting learning objectives, designing activities, and formulating assessment methods. It highlights ChatGPT's ability to generate personalized, curriculum-aligned content, thereby addressing individual learner needs and enhancing participatory learning. Key areas of focus include the integration of ChatGPT in language lesson design, needs analysis and objectives setting, selection of content and materials, and enhancing language content. The chapter delves into how ChatGPT aids in generating diverse language learning materials and tailoring them to specific linguistic and cultural backgrounds of students. Additionally, it examines ChatGPT's role in collaborative lesson planning, offering insights into how it can streamline coordination and curricular co-design among teachers. The chapter also acknowledges the challenges and limitations of ChatGPT, such as reasoning and generation capabilities, and the need for alignment with educational standards. It emphasizes the importance of responsible and ethical use of this AI technology. Finally, it underscores ChatGPT's transformative potential, from interactive content creation to personalized learning. It calls for ongoing governance to ensure ethical and equitable integration, highlighting

The aim of this paper is to show, through Mary Shelley's Frankenstein, the functional nature of the letter, as well as the epistemological concern, in the realist tradition, of the epistolary narrative. In Frankenstein, the chronotope raises, from the onset, the issue of enunciation in narratology. To a great extent, Mary Shelley’s novel illustrates, indeed, the pragmatics of the
epistolary text. The letter, in reality, promotes the plausibility of the story it relates; precisely when the story contains, as is the case in Frankenstein—and in a few rewritings—extraordinary and supernatural events.

Purpose of the study: The purpose of this study is to review and analyze current automated techniques for monitoring chatbot conversations in the field of Conversational Artificial Intelligence. It aims to highlight the challenges and limitations of these techniques and provide insights into various metrics used to measure chatbot performance, with the goal of enhancing it.
Methodology: The study employs a comprehensive literature review of existing automated techniques for monitoring chatbot conversations. Then, focusing on stateof-the-art approaches, the study introduces a division into numerical metrics (performance statistics and user engagement) and linguistic metrics (conversation analysis). Within conversation analysis, which is crucial for improving chatbot responses and accurately recognizing user intentions, the study identifies and presents three leading methods.
Main Findings: The paper highlights that, while current chatbot numerical conversation metrics allow for continuous monitoring and enhancement of chatbot performance, there is still room for improvement in the automated linguistic analysis of chatbot conversations. Furthermore, monitoring chatbot conversations in an automatic way in order to implement adequate corrective actions, is an essential task for refining chatbot efficiency through continuous learning and adaptation.
Applications of the study: The findings of this study have practical applications for businesses employing chatbots. By understanding the potential of current automated monitoring techniques and addressing their limitations, commercial chatbot systems can be improved for the benefit of customer satisfaction.
Novelty/Originality of the study: The paper provides readers with the novel knowledge necessary to understand key metrics used to measure chatbot conversations from both numerical and linguistic perspectives. It adds value by guiding readers on how monitoring numerical metrics helps analyze chatbot interactions and explains how the automated linguistic analysis of chatbot conversation content is utilized in leading approaches.

O ato de consumir um produto ou serviço não é algo simples, pois este é carregado de características culturais e simbólicas . Este ato se torna complexo a cada nova geração de consumo, trazendo questões associadas a (re)afirmação de identidade, definição de posição social, pertencimento a um grupo e definição de hierarquia, status ou poder Tsang et al., 2014). Neste cenário complexo, o consumo materialista cada vez mais tem sido usado para explicar esta complexidade (Hudders & Pandelaere, 2012; Baker, 2013). O materialismo é um construto comum nos estudos de marketing (Benmoyal-Buzaglo & Moschis, 2012; formado por variáveis observáveis que mensuram a importância atribuída a posse e a aquisição de bens materiais para alcançar objetivos de vida ou estados desejados (Golberg, et al., 2003;. Entender as "origens" (antecedentes) e os "fins" (consequentes) do materialismo no ato de consumo é fundamental para melhor mensurar este construto. Nesse sentido, pesquisas vêm sendo desenvolvidas, com mais intensidade a partir da década de noventa do século passado, para compreender o que motiva e o que decorre do comportamento materialista do consumidor, sendo que nem sempre os resultados convergem nesse entendimento. Como exemplo, pode-se citar o antecedente influência interpessoal que por vezes demonstra uma relação negativa (Wan et al., 2009), positiva (Fitzmaurice & Comegys, 2006) ou neutra (Benmoyal-Buzaglo & Moschis, 2012). Encontram-se, também, resultados divergentes para consequentes do consumo materialista, como podem ser vistos nos construtos de compra compulsiva, sendo encontradas relações positivas (Weaver, Moschis & Davis, 2011) e negativas (Richins & Dawson, 1992). Com base nessa argumentação, o presente artigo desenvolveu uma meta-análise dos estudos empíricos com o objetivo de identificar as dimensões associadas ao consumo materialista, avaliando os seus principais antecedentes e consequentes. Para alcançar tal objetivo, em um primeiro momento o artigo discute o materialismo e as suas possíveis relações. Logo após o estabelecimento das hipóteses (antecedentes e consequentes), é descrito o processo de coleta de dados para a realização da meta análise, seguida da interpretação e análise dos resultados. Por fim, são feitas as considerações finais do trabalho. Pessoas materialistas são aquelas orientadas para os bens materiais e dinheiro, sendo estes os elementos essenciais para a felicidade desses indivíduos , ou seja, o materialismo é a importância dada para a posse de bens . Neste caso, a posse assume um papel determinante na vida do indivíduo, chegando ao ponto de ser um elemento norteador da satisfação ou insatisfação com a vida . Ainda nesta visão, o sentimento de posse está vinculado a uma sensação de controle sobre bens físicos ou até mesmo pessoas e sentimentos . O materialista, em uma visão mais antropológica, pode ser considerado um consumidor sedento, não necessariamente por status, mas para impor uma identidade perante a sociedade, ou seja, este indivíduo precisa estar se auto-afirmando perante aos outros (Miken & Roberts, 1999; Chang & Arking, 2002; Miken & Roberts, 2003). Com relação a construção de escalas para mensurar materialismo no marketing, Belk (1982) apresentou uma escala multidimensional compreendida por três sentimentos: (a) inveja, no qual é evocado uma pré-disposição negativa a outra pessoa em função de seu sucesso; (b) posse, onde o sentimento de controle é salientado e (c) falta de generosidade, no qual não há predisposição do indivíduo para compartilhar algo com outros. Na década de noventa, apresentaram uma nova operacionalização para o construto materialismo, compreendendo o sentimento de centralização (aquisição como centro da vida), felicidade (aquisição pela busca da felicidade) e, ainda, sucesso (definida pela

In an era of economic challenges and environmental concerns, Artificial Intelligence (AI) has emerged as a transformative force in environmental design. AI-driven solutions optimize energy use, improve waste management, enhance urban planning, and support climate change mitigation through predictive analytics and machine learning. By integrating AI with the Internet of Things (IoT) and big data, smart cities can enhance transportation efficiency, resource allocation, and environmental monitoring. AI-powered models also provide critical insights for sustainable decision-making, helping policymakers implement effective strategies to balance ecological preservation with economic resilience. Despite challenges such as high implementation costs, data privacy concerns, and AI's environmental impact, advancements in green AI, including energyefficient algorithms and quantum computing, present promising opportunities for sustainable development. Strategic investment in AI, along with ethical policy frameworks and interdisciplinary collaboration, can foster a future where technology drives both economic growth and environmental sustainability.

This study explores the integration of artificial intelligence (AI) into the
educational process, focusing on ChatGPT and its potential to provide new
opportunities for teachers in Jerusalem. A questionnaire was distributed to 120
teachers to assess their attitudes toward the use of AI in education. The findings
revealed that teachers in Jerusalem possess a high level of awareness regarding
ChatGPT, with an average score of 3.91. This awareness demonstrates the
teachers’ recognition of technology’s role in enhancing the educational process.
This research provides crucial insights into the role of artificial intelligence in
enhancing teaching practices in Jerusalem. Additionally, the results indicated
that ChatGPT offers various educational benefits, such as generating and
retrieving information, writing texts accurately, and solving academic problems
efficiently. However, the study showed that training students in conversational skills for
language acquisition and coding received lower ratings, suggesting a need for
further support in these areas. Despite a modest correlation, the study identified
a statistically significant positive relationship between the use of ChatGPT and
improvements in educational quality.
Considering these findings, the study recommends increasing teacher awareness
of AI’s importance, as well as providing the necessary training to both teachers
and students to better utilize AI technologies in education. Further research is
suggested to investigate the impact of these technologies on academic
achievement at various educational levels.