Developmental Programming of Ethical Consciousness： Impact on B ioscience Ethics Education and Learning

Personal ethics are strongly influenced by emotions, particularly secondary emotions, because these emotions expand ethical reasoning and development as the child matures. A well-developed consciousness profoundly influences a person＇s actions and conduct when solving problems of what is thought, or taught to be, right or wrong Compelling neurological evidence supports the claim that children begin to develop enduring ethical standards at an early age and that these standards are largely based on the experiences of early childhood. Essentially, the innate sense of ethics requires nurturing during infancy before it can be cognitively understood and practiced in maturity. In biological terms, the development of neural networks that regulate emotional growth, and subsequently, the capacity for ethical discrimination, depends on the infant＇s early social environment. Thus, the toddler＇s early epigenetic experiences enhance, or impede, its innate still dormant genetic potential. Importantly, personal character development and ethical discrimination begins long before the child＇s formal educational years. As a consequence, early learning has to discover ways of conserving adaptive thinking which can be applied to the choices that may confront future generations. Early ethics education, including accurate access to scientific, medical, and technological knowledge, is thus critical. Future generations will increasingly require education from a global perspective when making major ethical decisions in areas, such as nuclear technology, disposal of wastes, preservation of biodiversity, global warming, and unregulated human population growth. As long as our culture continues to reflect advances in science and technology, there is an obligation to make science education overlap with crucial periods in the advancement of ethical consciousness. Significantly, when considering the human capacity for excess at times of conflict, it is incumbent on the scientific community to integrate research-based knowledge with wide-ranging learning and problem-solving skills. Bioscience ethics, the established interface bridging applied science and applied bioethics, can assist in this process of integration. To become fully responsible adults, we must share our extraordinary cognitive talents and respect life on earth in all its rich diversity. In biological terms, human uniqueness resides primarily in our brains with its products being co-operation in family and ancestral units, long education, sophisticated language and culture, and importantly, ethical consciousness-all attributes held in trust by knowledge and wisdom for future generations.

Ethical Analysis of Ethical Issues and Countermeasures in Education in the Era of Artificial Intelligence

The integration of artificial intelligence(AI)in education has revolutionized teaching and learning methodologies,offering personalized experiences and efficient resource management.However,this technological advancement has also surfaced a plethora of ethical concerns that necessitate careful consideration.This paper delves into the ethical issues arising from AI applications in education,such as data privacy,algorithmic bias,educational equity,and the evolving role of teachers.Through a comprehensive analysis,we identify the challenges and propose strategic countermeasures to mitigate these ethical dilemmas.Case studies from both domestic and international contexts are employed to illustrate real-world applications and the associated ethical decision-making processes.The paper concludes with a summary of findings,policy recommendations,and an outlook on future research directions,emphasizing the need for a balanced approach that respects both technological innovation and ethical standards in educational AI deployment.

Chinese college students' understanding of Internet ethical issues: A survey of awareness

Purpose: This study examines Chinese college students’ awareness of ethical issues surrounding the use of information resources and the Internet and their attitude to these issues. Design/methodology/approach: A survey was conducted. Two hundred questionnaires were distributed to students of 9 universities at different levels in Tianjin, China; 171 were returned. Descriptive statistics were performed to analyze the data. Findings: The results indicate that Chinese college students usually ignored the negative influence of fake or pornographic or other indecent information, invasion of privacy and theft of confidential information, and violation of intellectual property rights. Although they could distinguish to some extent between ethical and unethical behavior, they were not concerned about others’ unethical behavior on the Web. The study also indicates that gender, age, academic major and expertise in using computers were related to the students’ awareness of ethical issues relating to the use of the Internet and their attitude to these issues.Research limitations: The sample is limited to the universities in Tianjin. A larger sample, which includes colleges and universities in the western or other developing areas in China, is needed to further validate our findings.Practical implications: The study helps educators and academic librarians better understand Chinese college students’ awareness of and attitude to ethical issues surrounding the use of the Internet. It thus could assist them in the improvement of information ethics education for college students.Originality/value: This study was one of the first empirical studies to investigate the factors influencing Chinese college students’ awareness of and attitude to Internet ethical issues.

Ethical Awareness： Do We Need to Teach Accounting Ethics？ The Case of Bahrain

Based on the premise that ethics education leads to creation of the required （acceptable level of） ethical awareness, the general streamline of accounting ethics literature is strongly in favor of teaching adequate, efficient, and effective accounting ethics. This paper takes the position that this premise must be checked in an educational setting in which accounting ethics education lacks the characteristics of being adequate, efficient, and effective. Accordingly, a questionnaire with two parts was distributed to accounting students about to graduate from the University of Bahrain （UoB）. The first part is an exploratory investigation consisting of 21 variables/questions. The second part is an experimental investigation consisting of 13 hypothetical accounting cases representing various ethics violations. The general tendency by an accounting student based on the two parts indicates that he/she holds an acceptable level of ethical awareness, despite the fact that accounting education programs lack an adequate, efficient, and effective approach to teaching accounting ethics.

Study on the Integration of Professional Ethics in Medical Interpretation Course Based on Situational Simulation Teaching Method and Virtual Reality Technology

Based on the theory of situational simulation,the article explores the approach to building the medical interpretation course from three aspects,which are the objective,design,and teaching model.The course aims to cultivate high-quality medical interpreting talents and enhance students’practical interpretation skills,as well as to integrate professional ethics into teaching.Thus,it is necessary for lecturers to change their teaching philosophy,apply information technology,and improve teaching design.Through rich medical interpretation course,lecturers can promote the integration of professional ethics in medical interpretation.

Acceptability of Physical Examination by Male Doctors in Medical Care:Taking Breast Palpation as an Example

In this study,we conducted an investigation among medical workers,patients and college students concerning their acceptability of breast palpation performed by male doctors（hereinafter referred to as “acceptability”,or “the examination”,respectively,if not otherwise indicated）,to get the information about their acceptability and reasons for accepting or declining the examination among the three population. A questionnaire investigation was conducted in 500 patients with breast diseases,700 students of medical colleges,and 280 medical workers working in hospitals. The subjects were asked to choose between two options： accept or do not accept（the examination）. The subjects were asked to fill out the questionnaire forms on free and anonymous basis and the questionnaire forms were collected on spot,immediately after completion. The questionnaires collected were coded,sorted out and checked. Data of the eligible questionnaires were input into Epidata software and analyzed by SPSS. Upon the establishment of the database,the intra-group data were tested by utilizing χ2 test. Among 1480 questionnaires,1293（90.41%） questionnaires were retrieved. Our results showed that 56.78% of patients reported that they could accept breast palpation by male doctors. About 59.66% of medical staff expressed their acceptance of the examination,but only 35.03% of students said the examination. On the basis of this study,we were led to conclude that the examination is not well accepted by different populations,and therefore,（1） medical professionals and administrators should pay attention to the gender-related ethics in their practice and the feeling of patients should be respected when medical examinations involve private or sensitive body parts;（2） to this end,related departments should be properly staffed with doctors of both sexes,and this is especially true of the departments involving the examination or treatment of private or sensitive body parts;（3） health education should,among other things,include helping female patients to overcome the fear and anxiety in such examinations. This is of great importance since some women may miss the opportunity to get timely diagnosis.

Developing a Business Ethics Curriculum for the Bachelor of Science in Accountancy （BSA） Students of De La Salle University （DLSU）-Manila

In a constantly changing environment, accountants must not only acquire technical accounting knowledge and skills, but also acquire integrity, objectivity and the skills that enable them to take a firm stand in difficult situations. The purpose of this study is to know how to effectively incorporate business ethics in the Bachelor of Science in Accountancy （BSA） curriculum at De La Salle University （DLSU）, Manila. Discussions in this paper focused on the responses of the students on what teaching strategies may prove to be effective when teaching business ethics subjects. Results of this study revealed that students ranked as the most effective the teaching strategy sub-group learning through ethical discussion and collaborative learning followed by the lecture method. Role playing and/or film viewing was ranked third. Inviting guest speaker for practitioner participation, case study method, personal value journals, and service learning were ranked fourth, fifth, sixth and seventh respectively. It is interesting to note that students ranked last/eighth the teaching strategy using the technology-enhanced learning or E-learning when teaching business ethics. This can give us an idea that even though the current generations of students are adept in using the computer and the Internet, they would still prefer actual classroom experiences in learning ethics courses.

Learning Business Ethics in Schools

Business ethics is a contemporary issue among business professionals. To enhance business ethics in the long run, educating future business professionals in colleges （i.e., college students） is one of the starting points. This paper aims to investigate students＇ perceptions on business ethics, such as their perceived importance of business ethics, knowledge of and interest in business ethics, their preferred method of introducing business ethics, and the perceived usefulness of learning business ethics in lessons. Focus groups will be used to collect feedback on these issues from students with different gender and seniority in colleges. This study will give insights into the students＇ perceptions on business ethics and suggest ways/methodology to increase the awareness of business ethics in colleges. Business professionals and educators can make reference to the findings to develop relevant materials on business ethics to their employees and students.