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Introduction: The ethical implications of deoxyribonucleic acid (DNA) profiling or DNA fingerprinting or forensic genetics in criminal investigations have gained significant attention worldwide. In India, DNA profiling in criminal investigations has increased over the years. However, the ethical considerations of DNA profiling in India have yet to be examined adequately.

Purpose: The study aimed to examine the ethical considerations of DNA profiling in India and compare them with international guidelines. By examining the ethical considerations of DNA profiling in India, this study seeks to contribute to the ongoing discourse on the responsible use of DNA profiling in forensic investigations.

Methodology: The study used a qualitative research design, and data were collected by reviewing relevant literature and laws.

Findings: The findings indicate that the Indian legal framework has gaps in addressing the ethical considerations raised by international guidelines, such as the admissibility of DNA evidence in court, oversight of DNA laboratories, safeguards against discrimination, and privacy and confidentiality protections.

The comparative analysis highlights the need for strengthening the legal framework in India, adopting best practices from international guidelines, and incorporating safeguards to protect against discrimination and ensure the privacy and confidentiality of individuals. By adopting these recommendations, India can ensure that DNA profiling is conducted ethically and responsibly, promoting public trust in the criminal justice system and upholding the rights of all individuals.

This chapter draws from the authors’ experiences with service-learning pedagogy in allied health training programs, and illustrates ways in which community-engaged teaching and learning can prepare students to become ethical healthcare practitioners. The authors infuse examples from their own courses throughout the chapter, mostly from the clinical fields of speech-language pathology, audiology, and occupational therapy. However, the chapter is applicable and generalizable to faculty from a wide scope of allied health training programs. The chapter introduces considerations for establishing campus–community partnerships in an ethical manner, as well as ways to foster student self-reflection and critical thinking through an ethical lens. Principles from the codes of ethics of various allied health professions are incorporated throughout the chapter along with examples of how each can be applied in community-based clinical experiences. Through a review of relevant literature, analysis of professional codes of ethics, case-based examples, and a step-by-step guide to course development, this chapter provides readers with a mechanism to ground their courses in professional ethics in a way that is relatable and relevant to students.

Ethical leadership is of great interest in the accounting profession. After numerous ethical and moral leadership failures over the last two decades, where accounting professionals played a significant role in the fraudulent behaviors that impacted individuals, businesses, and the economy as a whole, the profession has renewed its focus on promoting ethical behavior. To date, research contributing to improving ethical behavior in the accounting profession has been minimal. A plethora of research has identified the deficiency of ethical reasoning and conduct in accounting students and professionals but has provided minimal recommendations on how to improve the status quo. Earlier studies have also found that values based, ethical and transformational leadership behaviors contribute to leader effectiveness in the accounting and business professions. What has not been studied or identified are the specific ethical and transformational leadership behaviors that should be sought or developed in professionals that would improve the ethical conduct and effectiveness of accounting leaders. This study seeks to address the gap in the literature by using neuro network analysis to understand the individual components of ethical and transformational leadership that result in leaders that are more effective in the profession. It concludes that in this study of 212 accounting professionals, ethical leaders that: (a) communicate openly, (b) are trustworthy, (c) consider and support their subordinates’ interest and (d) are altruistic, with a selfless concern for the well-being of others and transformational leaders that encourage their followers to think creatively are innovative are more effective leaders.

The purpose of this chapter is to explore aspects of both enabling and coercive control usages and to extend the literature stream by integrating relevant ethical variables at both the level of the individual and the group. We also provide multiple ideas for future research studies.

An overview of prior literature in management control systems is presented with an aim toward identifying gaps in research knowledge.

As a result of our investigation into the intersection between management control and ethics, it is evident that there are many future areas ripe for enquiry.

This study contributes theoretically by conceptualizing the integration of ethical considerations with how control systems are used, and then offering ideas for future research directions.

Our research investigates the intersection between management control and ethics. To the best of our knowledge, we are the first to delve into this critical area.

This chapter provides a framework for ethical decision making related to inclusive educational opportunities for secondary students with intellectual and developmental disabilities (I/DD) based on policies and practices in the United States. Relevant research findings are utilized to explore ethical principles involved in educational decision making for secondary students with I/DD, with discussions on how these are intertwined with U.S. policy. I/DD and inclusion, as described in the research literature and U.S. policy, are defined and the current status of inclusive practices are described. Next, an exploration of the rationale, as supported by empirical evidence, for educating students at the secondary level with I/DD, primarily with their peers who do not have identified disabilities, is shared along with the counter-narrative. Connections of inclusion to post-school outcomes and the lived educational experiences of students with and without disabilities and educators are considered, including ethical dilemmas and conflicts. Finally, factors influencing the application of inclusionary practices are provided.

Research with vulnerable groups is crucial to get their input into public policy design that will directly impact on them. However, there are many methodological and ethical challenges involved in encouraging participation from groups with a wide range of intellectual, cognitive and physical capacities while ensuring that the rights and well-being of participants are protected. Rather than exploring ethical theories, this chapter is a case study describing the practical ethical considerations that were involved in designing and holding a series of focus groups with adult health and social care service users from vulnerable cohorts. It is based on a series of focus groups which the Institute of Public Health (IPH) held with specified cohorts as part of a policy development process on adult safeguarding for the Department of Health (DOH) in Ireland. The four cohorts were people with intellectual disability, cognitive impairments, significant mental health challenges and nursing home residents. This chapter does not describe the findings of the focus groups but outlines the ethical and methodological considerations that arose in designing and conducting this research, and the practical ethical safeguards employed to mitigate risk and comply with Irish and EU General Data Protection Regulation (GDPR) legislation governing health research. It outlines the ethical issues around protecting confidentiality and using incentives to encourage participation, how individuals' capacity to give informed consent was maximized, the risk-assessment and mitigation procedures used to prevent harms arising and the measures put in place to provide follow-up emotional support to participants.

In this chapter I build upon the case I argued in Volume 1 of this series (Carpenter, D. (2016). The quest for generic ethical principles in social science research. In R. Iphofen (Ed.), Advances in research ethics and integrity (Vol. 1, pp. 3–18). Bingley: Emerald). There I established arguments for eschewing principlism and other well-established theories of practical ethics, such as deontology and consequentialism, in favour of virtue ethics. I drew on the work of Macfarlane (2009, 2010) in making a case for virtuous researcher and virtuous research. In this chapter, I draw attention to the role and conduct of ethics committees in reviewing research. If we are to consider the ethics of research and researchers, then we might also consider the ethics of reviewing and reviewers. Whilst there is an abundance of codes and similar documents aimed at guiding research conduct, there is relatively little to guide ethics committees and their members. Given the argument that a virtue ethics approach might help committees evaluate the ethics of proposed research and researchers, it could equally be the case that virtue ethics could be useful when thinking about the work of committees and ethics review. In this chapter I attempt to relocate and develop Macfarlane’s work by examining its application to the work of ethics committees and the virtues of their members. In particular, I will consider the virtues that reviewers should exhibit or demonstrate when reviewing research, and what we might take as the telos of ethics committees.

This chapter examines the research practices, procedures and problems involved in a study investigating the digital lifeworlds of rural and urban youth aged 13–18 years in Nigeria. First, the chapter maps the key aspects of the ethical guidelines that were followed before and during the course of the study. The key aspects of the guidelines covered issues linked to information disclosure, assent/consent, confidentiality, potential harms to participants, and institutions, and financial compensation and other inducements. In addition, the chapter unpacks some of the ethical complexities and dilemmas that emerged during the research. Drawing on perspectives from the new sociology of childhood and youth-centred research approaches, the chapter examines both the opportunities and challenges involved in doing research with young people on digital technology within the African context. In line with a youth-centred approach, the study privileges young people’s views and voices to facilitate their full autonomy and rights to participate in research. The chapter draws attention to the important contextual influences and dynamics that can affect all aspects of the research process and shape the emergent ethical considerations. These include ethical conundrums such as adult–child power relationship, gendered relations and group dynamics, problems of language and cognition, ‘techno-shame’, shy and assertive participants, the drawbacks of conducting fieldwork in school settings and absent participants.