The purpose of this paper is to set out a structured meta‐methodology, named DIODE, for the ethical assessment of new and emerging technologies. DIODE has been designed by…
The purpose of this paper is to set out a structured meta‐methodology, named DIODE, for the ethical assessment of new and emerging technologies. DIODE has been designed by a mixture of academics, governmental people and commercial practitioners. It is designed to help diverse organisations and individuals conduct ethical assessments of new and emerging technologies.
A framework discussion paper was developed for consultation to ensure that DIODE addresses fundamental ethical concerns, has appropriate and manageable scope and is comprehensive in its ethical compass. The resulting DIODE meta‐methodology uses flowcharts and templates, encompassing the use of diverse tools and techniques.
There are two different angles for the ethical assessment of new technologies; a strategic/abstract angle and a project/application specific angle. DIODE includes two channels to accommodate this distinction. Early stage testing yielded positive feedback and mostly favourable comment. Additional guidance materials are being developed in response to the feedback.
Without training and guidance, it is difficult for technologists to take ethical concerns into account during the development and deployment of new technologies. DIODE can provide that training and guidance through a practical meta‐methodology which should help ICT professionals, policy makers and academics.
There is very little structured methodology material available on the ethical assessment of new technologies. The depth and sophistication contained in DIODE is therefore believed to be unique. DIODE provides practical help while remaining rooted in the philosophical and theoretical concepts of ethics.
A study of “the relationship between the characteristics and life experiences of entrepreneurs” has just been completed at the University of Derby. The four‐fold purpose…
A study of “the relationship between the characteristics and life experiences of entrepreneurs” has just been completed at the University of Derby. The four‐fold purpose of this study, was to: identify and evaluate from existing literature the personal traits and characteristics of entrepreneurs and the main factors or life experiences which may affect their characteristics; identify from the authors primary research, the personal traits and characteristics of entrepreneurs; to identify from the authors primary research which factors or life experiences affect particularly the characteristics of entrepreneurs; and, finally, to assess whether there is any correlation between the characteristics and life experiences of the entrepreneurs investigated in this study and those identified by other academic studies.
Entrepreneurship and leadership may flow from the same genealogical source and the appearance of separation of the two constructs may be due to differences in the contexts…
Entrepreneurship and leadership may flow from the same genealogical source and the appearance of separation of the two constructs may be due to differences in the contexts through which the root phenomenon flows. Entrepreneurship and leadership are figuratively different manifestations of the need to create. To better understand the origin of entrepreneurship and leadership, research must first focus on the combinations or hierarchy of traits that are necessary, but perhaps not sufficient, to stimulate the two constructs. Factors that trigger a drive to create or take initiative within the individual in the context of a particular circumstance should be identified, and the situational factors that move the individual toward more traditional leader or classic entrepreneurial-type behaviors need to be understood.
The general quality of milk supplied by the cows will also affect the question, and in this connection it may be noted that Mr. Lehmann stated to the Departmental Committee that Dutch cows do not produce a milk so rich in fat as these of Switzerland; an examination of the figures given tends to corroborate this view. Dutch milks appear to require concentration to a higher degree in order to provide as large a proportion of fat as Swiss or Norwegian made milk.
It's a secret hidden in plain sight, we teach who we are. Palmer (2017)In an effort to reinvigorate the art of teaching, educational theorists have called for teachers to…
It's a secret hidden in plain sight, we teach who we are. Palmer (2017)
In an effort to reinvigorate the art of teaching, educational theorists have called for teachers to learn how to teach with their “whole self” – to be with and teach their students from a position of mindful awareness, authenticity, truthfulness, compassion, and courage (Palmer, 2017; Ramsey & Fitzgibbons, 2005). The skills that support one in mindfully knowing oneself well and being able to creatively and consciously bring aspects of one's knowledge expertise and identity into acts of teaching and learning in the classroom in an authentic way has been labeled the “unnamed domain” in teacher knowledge (e.g., Taylor, 2016). In this chapter, we extend work on a conceptual, evidence-based framework for this unnamed domain. We propose that the formation of teachers who are calm in body in challenging situations, clear in mind when making decisions in complex classroom environments, and kind in approach to interactions with others is one way of describing development in this domain of teacher identity/expertise. Furthermore, we posit that mindfulness, compassion, and other contemplative practices can be useful for developing expertise in it. We present conceptual and empirical findings from a series of studies we have done on the antecedents and consequences of teachers' calmness, clarity, and kindness in the classroom and discuss directions for future research.
This paper aims to present findings from an EU-funded international student-led energy saving competition (SAVES) on a scale previously unseen. There are multiple accounts…
This paper aims to present findings from an EU-funded international student-led energy saving competition (SAVES) on a scale previously unseen. There are multiple accounts of short-term projects and energy saving competitions encouraging pro-environmental behaviour change amongst students in university dormitories, but the purpose of this research is to provide evidence of consistent and sustained energy savings from student-led energy savings competitions, underpinned by practical action.
A mixed-methods approach (pre- and post-intervention surveys, focus groups and analysis of energy meter data) was used to determine the level of energy savings and quantifiable behaviour change delivered by students across participating university dormitories.
This research has provided further insight into the potential for savings and behaviour change in university dormitories through relatively simple actions. Whilst other interventions have shown greater savings, this project provided consistent savings over two years of 7 per cent across a large number of university dormitories in five countries through simple behaviour changes.
An energy dashboard displaying near a real-time leaderboard was added to the engagement in the second year of the project. Whilst students were optimistic about the role that energy dashboards could play, the evidence is not here to quantify the impact of dashboards. Further research is required to understand the potential of dashboards to contribute to behavioural change savings and in constructing competitions between people and dormitories that are known to each other.
SAVES provided engagement with students, enabling, empowering and motivating them to save energy – focusing specifically on the last stage of the “Awareness, Interest, Desire, Action” framework. Automated meter reading data was used in the majority of participating dormitories to run near real-time energy challenges through an energy dashboard that informed students how much energy they saved compared to a target, and encouraged peer-to-peer learning and international cooperation through a virtual twinning scheme.
Findings from energy saving competitions in universities are typically from small-scale and short-term interventions. SAVES was an energy-saving competition in university dormitories facilitated by the UK National Union of Students in five countries reaching over 50,000 students over two academic years (incorporating dormitories at 17 universities). As such it provides clear and important evidence of the real-world long-term potential efficiency savings of such interventions.
This double volume presents a collection of 23 papers on how institutions matter to socio-economic life. The papers delve deeply into the practical impact an institutional…
This double volume presents a collection of 23 papers on how institutions matter to socio-economic life. The papers delve deeply into the practical impact an institutional approach enables, as well as how such research has the potential to influence policies relevant to critical institutional changes unfolding in the world today. In Volume 48A, the focus is on the micro foundations of institutional impacts. In Volume 48B, the focus is on the macro consequences of institutional arrangements. Our introduction provides an overview to the two volumes, identifies points of contact between the papers, and briefly summarizes each contribution. We close by noting avenues for future research on how institutions matter. Overall, the volumes provide a cross-section of cutting edge institutional thought and empirical research, highlighting a variety of fruitful directions for knowledge accumulation and development.
It has often been said that a great part of the strength of Aslib lies in the fact that it brings together those whose experience has been gained in many widely differing fields but who have a common interest in the means by which information may be collected and disseminated to the greatest advantage. Lists of its members have, therefore, a more than ordinary value since they present, in miniature, a cross‐section of institutions and individuals who share this special interest.