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The purpose of this paper is to examine how robotics program developers perceived the role of emulation of human ethics when programming robots for use in educational settings. A purposive sampling of online robotics program developer professional sites which focused on the role of emulation of human ethics used when programming robots for use in educational settings was included in the study. Content related to robotics program developers’ perceptions on educational uses of robots and ethics were analyzed.

The design for this study was a qualitative summative content analysis. The researchers analyzed keywords related to a phenomenon. The phenomenon was the emulation of human ethics programmed in robots. Articles selected to be analyzed in this study were published by robotics program developers who focused on robots and ethics in the education. All articles analyzed in this study were posted online, and the public has complete access to the studies.

Robotics program developers viewed the importance of situational human ethics interpretations and implementations. To facilitate flexibility, robotics program developers programmed robots to search computer-based ethics related research, frameworks and case studies. Robotics program developers acknowledged the importance of human ethics, but they felt more flexibility was needed in the role of how classroom human ethical models were created, developed and used. Some robotic program developers expressed questions and concerns about the implementations of flexible robot ethical accountability levels and behaviors in the educational setting. Robotics program developers argued that educational robots were not designed or programmed to emulate human ethics.

One limitation of the study was 32 online, public articles written by robotics program designers analyzed through qualitative content analysis to find themes and patterns. In qualitative content analysis studies, findings may not be as generalizable as in quantitative studies. Another limitation was only a limited number of articles written by robotics programs existed which addressed robotics and emulation of human ethics in the educational setting.

The significance of this study is the need for a renewed global initiative in education to promote debates, research and on-going collaboration with scientific leaders on ethics and programming robots. The implication for education leaders is to provide ongoing professional development on the role of ethics in education and to create best practices for using robots in education to promote increased student learning and enhance the teaching process.

The implications of this study are global. All cultures will be affected by the robotics’ shift in how students are taught ethical decision making in the educational setting. Robotics program developers will create computational educational moral models which will replace archetypal educational ethics frameworks. Because robotics program developers do not classify robots as human, educators, parents and communities will continue to question the use of robots in educational settings, and they will challenge robotics ethical dilemmas, moral standards and computational findings. The examination of robotics program developers’ perspectives through different lens may help close the gap and establish a new understanding among all stakeholders.

Four university doctoral faculty members conducted this content analysis study. After discussions on robotics and educational ethics, the researchers discovered a gap in the literature on the use of robots in the educational setting and the emulation of human ethics in robots. Therefore, to explore the implications for educators, the researchers formed a group to research the topic to learn more about the topic. No personal gains resulted from the study. All research was original. All cultures will be affected by the robotics’ shift in how students are taught ethical decision making in the educational setting. Robotics program developers will create computational educational moral models which will replace archetypal educational ethics frameworks. Because robotics program developers do not classify robots as human, educators, parents and communities will continue to question the use of robots in educational settings, and they will challenge robotics ethical dilemmas, moral standards, and computational findings. The examination of robotics program developers’ perspectives through different lens may help close the gap and establish a new understanding among all stakeholders.

Murder is overwhelmingly a male affair (UNODC Global Study on Homicide, 2019). So, when women kill, their crimes gain a lot of attention and even more hysteria in both courts and media. This chapter will analyse the cases of Sally Challen, Belinda van Krevel and Maxine Carr to show that portrayals of women who are involved in killing exist on a continuum, from abused victims to those simply ‘born evil’ to the incomprehension of those whose crimes render them outside society altogether; or in simple terms, from sad, to bad, to mad. In all cases, the agency of the women is presented as incomplete or impossible, indicating our inability in heteropatriarchy to acknowledge that women are as capable as men of exhibiting the full spectrum of human behaviour. Denying agency, particularly to violent women, allows Western societies to avoid having to face and thus, attempt to understand, the female capacity for aggression.

Through an analysis of the leaders of the 1960s Student Nonviolent Coordinating Committee (SNCC) this paper highlights the importance of individual identity work, and argues for an expanded theoretical treatment of social movement identity processes that takes account of partial identity correspondence (a partial alignment between an individual identity and the movement identity) to include degrees of identity congruence. Actors can embrace a movement, but remain in a state of conflict regarding some dimensions of its identity. Extending James Jasper's ((1997). The art of moral protest: Culture, biography, and creativity in social movements. Chicago: The University of Chicago Press) identity classifications, the data suggest that participants engage in identity justification work when incongruence among personal identity (biographical), collective identity (ascribed, i.e. race, gender), and movement identities exist. This work may not reflect the organization's efforts to frame or reframe the movement identity. This study finds that individuals manage incongruence with organizational and tactical movement identities by employing three identity justification mechanisms: (1) personal identity modification of the movement's identity; (2) individual amplification of the common cause dimension of collective identity; and (3) individual amplification of the activist identity through pragmatic politics. Rather than dismantling the past, as Snow and McAdam ((2000). In: S. Stryker, T. J. Owens, & R. W. White (Eds), Self, identity, and social movements (pp. 41–67). Minneapolis: University of Minnesota Press) propose, actors incorporate their biographies as a mechanism to achieve feelings of community and belonging. It is not so much an alignment with the organization's proffered movement identity as it is a reordering of the saliency hierarchy of their identities. Unlike Snow and McAdam's conceptualization of identity amplification, the reordering of an identity hierarchy and the amplification of certain identities is precipitated by the actor's, not the organization's, efforts to align her/his personal identity, collective identity, and movement identities.

This paper aims to consider the increased commercialisation of motherhood and particularly the consumer practices of women as they prepare for the birth of their first child. The commercial world appears omnipresent in the lives of new mothers in Western societies.

Based on a five-year study of motherhood in the UK, the paper focusses on women’s relationship to the marketing and consumption of everyday maternity and baby products made available to them through readership of pregnancy magazines and mainstream commercial outlets.

Documenting how consumer culture features in the lives of mothers-to-be, the study identifies age and socio-economic status as key features in shaping the maternal experience and consumer “choice”.

The paper explores the significance of consumption as preparatory work in the transition to motherhood.

Africa's diverse geographic regions are replete with indigenous business knowledge and practices embedded in the traditions, values and culture of the people. Many of these practices have been explored in the previous chapters of this book. This final chapter provides viable recommendations for adopting and improving Africa's indigenous business practices and methodologies. We expect that these observations and recommendations will support Africa's educators', business actors' and policymakers' efforts to draw from and apply rich insights from indigenous business knowledge and practices. However, beyond this, we hope that international enterprises operating in the continent can learn about the uniquely African business values and incorporate them appropriately into a context that fits. This concluding chapter, therefore, discusses how these objectives may be achieved.

Apartheid South Africa is often assumed to have generated the conditions for its own demise. This case study of Alexandra township illustrates how this teleological assumption privileges structure over agency. A five-fold examination of space in rebellion — as a source of ruling class power, a form of hegemony, a target for counter-hegemonic challenge, an object of re-imagining, and a resource for popular mobilization — suggests that forms of resistance involve decisive human activity and choice. In spite of the actual and felt illegitimacy of the South African state, “normality” made spatial arrangements seem impenetrable at first. While these spaces provided multiple resources for collective action and social mobilization, full use could not be made until one section of the rebels — the youth — violently shattered the “veneer of normality” and reversed the meanings of everyday life. By treating space as a “target” during the “Six Day War”, the young rebels made possible the subsequent reshaping of consciousness. The youth, the adults who were their main competitors for establishing an alternative hegemony, and the intellectuals acting on their behalf were then able to envisage, intellectualize and even partially implement a new spatial order.