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dilemmas</title> <meta name="description" content="Search results for: trolley dilemmas"> <meta name="keywords" content="trolley dilemmas"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none 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action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="trolley dilemmas"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 100</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: trolley dilemmas</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">100</span> Analysis and Re-Design Ergonomic Mineral Water Gallon Trolley </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Dessy%20Laksyana%20Utami">Dessy Laksyana Utami</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Manual material handling activities often make it difficult for humans to work like this. Muscle injury due to incorrect posture.Workers need to facilitate their activities. One tool to assist their activities in the transportation of ordinary materials is a trolley. This tool is very useful because it can be used.It can bring many items without having to spend more energy to operate it. Very Comfortable used a trolley in the community. But the old design still have a complaint by worker, because lack of grip and capacity. After posture analysis with the REBA method, the value of risk need to be increased is obtained tool. Re design use Indonesian anthropometric data with the 50th percentile. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Material%20Handling" title="Material Handling">Material Handling</a>, <a href="https://publications.waset.org/abstracts/search?q=REBA%20method" title=" REBA method"> REBA method</a>, <a href="https://publications.waset.org/abstracts/search?q=postural%20assessment" title=" postural assessment"> postural assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=Trolley." title=" Trolley."> Trolley.</a> </p> <a href="https://publications.waset.org/abstracts/122244/analysis-and-re-design-ergonomic-mineral-water-gallon-trolley" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/122244.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">137</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">99</span> Electric Propulsion System Development for High Floor Trolley Bus </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Asep%20Andi%20Suryandi">Asep Andi Suryandi</a>, <a href="https://publications.waset.org/abstracts/search?q=Katri%20Yulianto"> Katri Yulianto</a>, <a href="https://publications.waset.org/abstracts/search?q=Dewi%20Rianti%20Mandasari"> Dewi Rianti Mandasari</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The development of environmentally friendly vehicles increasingly attracted the attention of almost all countries in the world, including Indonesia. There are various types of environmentally friendly vehicles, such as: electric vehicles, hybrid, and fuel gas. The Electric vehicle has been developed in Indonesia, a private or public vehicle. But many electric vehicles had been developed using the battery as a power source, while the battery technology for electric vehicles still constraints in capacity, dimensions of the battery itself and charging system. Trolley bus is one of the electric buses with the main power source of the network catenary / overhead line with trolley pole as the point of contact. This paper will discuss the design and manufacture electrical system in Trolleybus. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=trolley%20bus" title="trolley bus">trolley bus</a>, <a href="https://publications.waset.org/abstracts/search?q=electric%20propulsion%20system" title=" electric propulsion system"> electric propulsion system</a>, <a href="https://publications.waset.org/abstracts/search?q=design" title=" design"> design</a>, <a href="https://publications.waset.org/abstracts/search?q=manufacture" title=" manufacture"> manufacture</a>, <a href="https://publications.waset.org/abstracts/search?q=electric%20vehicle" title=" electric vehicle"> electric vehicle</a> </p> <a href="https://publications.waset.org/abstracts/71367/electric-propulsion-system-development-for-high-floor-trolley-bus" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/71367.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">356</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">98</span> Ramadan and Ethical Integrity in the United Arab Emirates</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Gabriel%20Andrade">Gabriel Andrade</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: Ramadan is a time of intense religious salience in the Islamic world. Apart from ritual engagement, it is also a time for reflection on devotion and shared humanity. This prompts the issue if Ramadan has an effect on moral integrity and decision-making. Methods: The present study seeks to answer that question. A group of Muslim students in the United Arab Emirates (UAE) were assessed on moral integrity both during and after Ramadan. Results: Results came out showing that Ramadan has no significant effect on participants’ moral integrity. Conclusion: It is concluded that Ramadan has no effect on participants’ moral behavior, and this is potentially explained by the UAE’s increased secularization in recent decades. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ramadan" title="Ramadan">Ramadan</a>, <a href="https://publications.waset.org/abstracts/search?q=United%20Arab%20Emirates" title=" United Arab Emirates"> United Arab Emirates</a>, <a href="https://publications.waset.org/abstracts/search?q=moral%20integrity" title=" moral integrity"> moral integrity</a>, <a href="https://publications.waset.org/abstracts/search?q=secularization" title=" secularization"> secularization</a>, <a href="https://publications.waset.org/abstracts/search?q=trolley%20dilemmas" title=" trolley dilemmas"> trolley dilemmas</a> </p> <a href="https://publications.waset.org/abstracts/187722/ramadan-and-ethical-integrity-in-the-united-arab-emirates" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/187722.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">42</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">97</span> Moral Obligation as a Governor to Skeptical Theism's Relativism</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Peter%20J.%20Morgan">Peter J. Morgan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In response to evidential arguments from evil, Stephen Wykstra presents CORNEA (Condition of Reasonable Epistemic Access) as a foundational principle for Skeptical Theism which urges one to think in terms of what can be expected in a given situation. The use of CORNEA results in skepticism regarding the ability of human ken to know divine levels of knowledge in instances of intense evil. However, William Rowe presents a critique of Skeptical Theism that questions its ability to argue successfully for theism. Rowe contends that siding with Skeptical Theism is akin to boarding a trolley car that does not stop. Contra Wykstra, Rowe observes that, for all that can be known, there could be greater amounts of evils than goods, and the goods that are seen may not be the best possible goods. This amounts to a mortally challenging critique of Skeptical Theism. However, there is a brake on Rowe’s Trolley. This paper makes the argument that the ubiquitous presence of Moral Obligation (MO) serves as a braking system for Rowe’s Trolley. When the rider begins to feel lost in an epistemic stalemate of good and evil it is MO that turns the tide: MO serves as evidence towards the good on a basic human level, and it is a reminder that God’s character will result in actions towards the good. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=CORNEA" title="CORNEA">CORNEA</a>, <a href="https://publications.waset.org/abstracts/search?q=moral%20obligation" title=" moral obligation"> moral obligation</a>, <a href="https://publications.waset.org/abstracts/search?q=problem%20of%20evil" title=" problem of evil"> problem of evil</a>, <a href="https://publications.waset.org/abstracts/search?q=skeptical%20theism" title=" skeptical theism"> skeptical theism</a> </p> <a href="https://publications.waset.org/abstracts/81110/moral-obligation-as-a-governor-to-skeptical-theisms-relativism" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/81110.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">204</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">96</span> Bleeding-Heart Altruists and Calculating Utilitarians: Applying Process Dissociation to Self-sacrificial Dilemmas</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=David%20Simpson">David Simpson</a>, <a href="https://publications.waset.org/abstracts/search?q=Kyle%20Nash"> Kyle Nash</a> </p> <p class="card-text"><strong>Abstract:</strong></p> There is considerable evidence linking slow, deliberative reasoning (system 2) with utilitarian judgments in dilemmas involving the sacrificing of another person for the greater good (other-sacrificial dilemmas). Joshua Greene has argued, based on this kind of evidence, that system 2 drives utilitarian judgments. However, the evidence on whether system 2 is associated with utilitarian judgments in self-sacrificial dilemmas is more mixed. We employed process dissociation to measure a self-sacrificial utilitarian (SU) parameter and an other-sacrificial (OU) utilitarian parameter. It was initially predicted that contra Greene, the cognitive reflection test (CRT) would only be positively correlated with the OU parameter and not the SU parameter. However, Greene’s hypothesis was corroborated: the CRT positively correlated with both the OU parameter and the SU parameter. By contrast, the CRT did not correlate with the other two moral parameters we extracted (altruism and deontology). <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=dual-process%20model" title="dual-process model">dual-process model</a>, <a href="https://publications.waset.org/abstracts/search?q=utilitarianism" title=" utilitarianism"> utilitarianism</a>, <a href="https://publications.waset.org/abstracts/search?q=altruism" title=" altruism"> altruism</a>, <a href="https://publications.waset.org/abstracts/search?q=reason" title=" reason"> reason</a>, <a href="https://publications.waset.org/abstracts/search?q=emotion" title=" emotion"> emotion</a>, <a href="https://publications.waset.org/abstracts/search?q=process%20dissociation" title=" process dissociation"> process dissociation</a> </p> <a href="https://publications.waset.org/abstracts/148724/bleeding-heart-altruists-and-calculating-utilitarians-applying-process-dissociation-to-self-sacrificial-dilemmas" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/148724.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">153</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">95</span> Moral Dilemmas, Difficulties in the Digital Games</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=YuPei%20Chang">YuPei Chang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In recent years, moral judgement tasks have served as an increasingly popular plot mechanism in digital gameplay. As a moral agency, the player's choice judgment in digital games is to shuttle between the real world and the game world. The purpose of the research is to explore the moral difficulties brewed by the interactive mechanism of the game and the moral choice of players. In the theoretical level, this research tries to combine moral disengagement, moral foundations theory, and gameplay as an aesthetic experience. And in the methodical level, this research tries to use methods that combine text analysis, diary method, and in-depth interviews. There are three research problems that will be solved in three stages. In the first stage, this project will explore how moral dilemmas are represented in game mechanics. In the second stage, this project will analyze the appearance and conflicts of moral dilemmas in game mechanics based on the five aspects of moral foundations theory. In the third stage, this project will try to understand the players' choices when they face the choices of moral dilemmas, as well as their explanations and reflections after making the decisions. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=morality" title="morality">morality</a>, <a href="https://publications.waset.org/abstracts/search?q=moral%20disengagement" title=" moral disengagement"> moral disengagement</a>, <a href="https://publications.waset.org/abstracts/search?q=moral%20foundations%20theory" title=" moral foundations theory"> moral foundations theory</a>, <a href="https://publications.waset.org/abstracts/search?q=PC%20game" title=" PC game"> PC game</a>, <a href="https://publications.waset.org/abstracts/search?q=gameplay" title=" gameplay"> gameplay</a>, <a href="https://publications.waset.org/abstracts/search?q=moral%20dilemmas" title=" moral dilemmas"> moral dilemmas</a>, <a href="https://publications.waset.org/abstracts/search?q=player" title=" player"> player</a> </p> <a href="https://publications.waset.org/abstracts/160060/moral-dilemmas-difficulties-in-the-digital-games" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/160060.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">79</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">94</span> Embracing Inclusive Education: The Issues, Challenges, Dilemmas and Future Plans for Inclusive Secondary Schools in Jakarta, Indonesia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rinda%20Kurnia">Rinda Kurnia</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Despite the differences and additional needs in the learning process, every individual has the right to receive educational services in order to enhance her/his abilities and potentials. This notion underlies the principle of inclusive education system, something many countries in the world are striving for since the UNESCO Salamanca Statement in 1994. This paper will consider different views that many theorists have published of the term inclusive, the issues, challenges, and dilemmas encountered during the practice, as well as some possible ways forward. It is being described, criticized and analyzed using the standpoint of a shadow teacher in an inclusive secondary school in Jakarta, Indonesia. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=inclusive%20education" title="inclusive education">inclusive education</a>, <a href="https://publications.waset.org/abstracts/search?q=inclusive%20education%20challenges" title=" inclusive education challenges"> inclusive education challenges</a>, <a href="https://publications.waset.org/abstracts/search?q=inclusive%20education%20dilemmas" title=" inclusive education dilemmas"> inclusive education dilemmas</a>, <a href="https://publications.waset.org/abstracts/search?q=inclusive%20education%20future%20plans" title=" inclusive education future plans"> inclusive education future plans</a>, <a href="https://publications.waset.org/abstracts/search?q=inclusive%20education%20issues" title=" inclusive education issues"> inclusive education issues</a> </p> <a href="https://publications.waset.org/abstracts/61614/embracing-inclusive-education-the-issues-challenges-dilemmas-and-future-plans-for-inclusive-secondary-schools-in-jakarta-indonesia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/61614.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">299</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">93</span> Investigation of Time Pressure and Instinctive Reaction in Moral Dilemmas While Driving</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jacqueline%20Miller">Jacqueline Miller</a>, <a href="https://publications.waset.org/abstracts/search?q=Dongyuan%20Y.%20Wang"> Dongyuan Y. Wang</a>, <a href="https://publications.waset.org/abstracts/search?q=F.%20Dan%20Richard"> F. Dan Richard</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Before trying to make an ethical machine that holds a higher ethical standard than humans, a better understanding of human moral standards that could be used as a guide is crucial. How humans make decisions in dangerous driving situations like moral dilemmas can contribute to developing acceptable ethical principles for autonomous vehicles (AVs). This study uses a driving simulator to investigate whether drivers make utilitarian choices (choices that maximize lives saved and minimize harm) in unavoidable automobile accidents (moral dilemmas) with time pressure manipulated. This study also investigates how impulsiveness influences drivers’ behavior in moral dilemmas. Manipulating time pressure results in collisions that occur at varying time intervals (4 s, 5 s, 7s). Manipulating time pressure helps investigate how time pressure may influence drivers’ response behavior. Thirty-one undergraduates participated in this study using a STISM driving simulator to respond to driving moral dilemmas. The results indicated that the percentage of utilitarian choices generally increased when given more time to respond (from 4 s to 7 s). Additionally, participants in vehicle scenarios preferred responding right over responding left. Impulsiveness did not influence utilitarian choices. However, as time pressure decreased, response time increased. Findings have potential implications and applications on the regulation of driver assistance technologies and AVs. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=time%20pressure" title="time pressure">time pressure</a>, <a href="https://publications.waset.org/abstracts/search?q=automobile%20moral%20dilemmas" title=" automobile moral dilemmas"> automobile moral dilemmas</a>, <a href="https://publications.waset.org/abstracts/search?q=impulsiveness" title=" impulsiveness"> impulsiveness</a>, <a href="https://publications.waset.org/abstracts/search?q=reaction%20time" title=" reaction time"> reaction time</a> </p> <a href="https://publications.waset.org/abstracts/177790/investigation-of-time-pressure-and-instinctive-reaction-in-moral-dilemmas-while-driving" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/177790.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">54</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">92</span> Dilemmas of HRM in a Project-Oriented Organisation </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Katarzyna%20Piwowar-Sulej">Katarzyna Piwowar-Sulej</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The functioning of a project-oriented organisation creates new and different, from the traditional ones, conditions for human resources management. In the analysed case HRM is primarily characterized by a double-track nature – on the one hand within the framework of permanent structures (departments) and, on the other, within the area of particular projects. The purpose of the article is to present the dilemmas associated with the development of selected HRM areas in project-oriented organisations. Theoretical discussion was supplemented by the results of empirical research. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=human%20resources%20management" title="human resources management">human resources management</a>, <a href="https://publications.waset.org/abstracts/search?q=tracks%20of%20HRM" title=" tracks of HRM"> tracks of HRM</a>, <a href="https://publications.waset.org/abstracts/search?q=project" title=" project"> project</a>, <a href="https://publications.waset.org/abstracts/search?q=project-oriented%20organisation" title=" project-oriented organisation "> project-oriented organisation </a> </p> <a href="https://publications.waset.org/abstracts/41393/dilemmas-of-hrm-in-a-project-oriented-organisation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/41393.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">275</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">91</span> Optimal Closed-loop Input Shaping Control Scheme for a 3D Gantry Crane</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mohammad%20Javad%20Maghsoudi">Mohammad Javad Maghsoudi</a>, <a href="https://publications.waset.org/abstracts/search?q=Z.%20Mohamed"> Z. Mohamed</a>, <a href="https://publications.waset.org/abstracts/search?q=A.%20R.%20Husain"> A. R. Husain</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Input shaping has been utilized for vibration reduction of many oscillatory systems. This paper presents an optimal closed-loop input shaping scheme for control of a three dimensional (3D) gantry crane system including. This includes a PID controller and Zero Vibration shaper which consider two control objectives concurrently. The control objectives are minimum sway of a payload and fast and accurate positioning of a trolley. A complete mathematical model of a lab-scaled 3D gantry crane is simulated in Simulink. Moreover, by utilizing PSO algorithm and a proposed scheme the controller is designed to cater both control objectives concurrently. Simulation studies on a 3D gantry crane show that the proposed optimal controller has an acceptable performance. The controller provides good position response with satisfactory payload sway in both rail and trolley responses. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=3D%20gantry%20crane" title="3D gantry crane">3D gantry crane</a>, <a href="https://publications.waset.org/abstracts/search?q=input%20shaping" title=" input shaping"> input shaping</a>, <a href="https://publications.waset.org/abstracts/search?q=closed-loop%20control" title=" closed-loop control"> closed-loop control</a>, <a href="https://publications.waset.org/abstracts/search?q=optimal%20scheme" title=" optimal scheme"> optimal scheme</a>, <a href="https://publications.waset.org/abstracts/search?q=PID" title=" PID"> PID</a> </p> <a href="https://publications.waset.org/abstracts/17219/optimal-closed-loop-input-shaping-control-scheme-for-a-3d-gantry-crane" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/17219.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">414</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">90</span> Numerical Simulation of a Three-Dimensional Framework under the Action of Two-Dimensional Moving Loads</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jia-Jang%20Wu">Jia-Jang Wu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The objective of this research is to develop a general technique so that one may predict the dynamic behaviour of a three-dimensional scale crane model subjected to time-dependent moving point forces by means of conventional finite element computer packages. To this end, the whole scale crane model is divided into two parts: the stationary framework and the moving substructure. In such a case, the dynamic responses of a scale crane model can be predicted from the forced vibration responses of the stationary framework due to actions of the four time-dependent moving point forces induced by the moving substructure. Since the magnitudes and positions of the moving point forces are dependent on the relative positions between the trolley, moving substructure and the stationary framework, it can be found from the numerical results that the time histories for the moving speeds of the moving substructure and the trolley are the key factors affecting the dynamic responses of the scale crane model. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=moving%20load" title="moving load">moving load</a>, <a href="https://publications.waset.org/abstracts/search?q=moving%20substructure" title=" moving substructure"> moving substructure</a>, <a href="https://publications.waset.org/abstracts/search?q=dynamic%20responses" title=" dynamic responses"> dynamic responses</a>, <a href="https://publications.waset.org/abstracts/search?q=forced%20vibration%20responses" title=" forced vibration responses"> forced vibration responses</a> </p> <a href="https://publications.waset.org/abstracts/37626/numerical-simulation-of-a-three-dimensional-framework-under-the-action-of-two-dimensional-moving-loads" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/37626.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">352</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">89</span> Financial Ethics: A Review of 2010 Flash Crash</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Omer%20Farooq">Omer Farooq</a>, <a href="https://publications.waset.org/abstracts/search?q=Salman%20Ahmed%20Khan"> Salman Ahmed Khan</a>, <a href="https://publications.waset.org/abstracts/search?q=Sadaf%20Khalid"> Sadaf Khalid</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Modern day stock markets have almost entirely became automated. Even though it means increased profits for the investors by algorithms acting upon the slightest price change in order of microseconds, it also has given birth to many ethical dilemmas in the sense that slightest mistake can cause people to lose all of their livelihoods. This paper reviews one such event that happened on May 06, 2010 in which $1 trillion dollars disappeared from the Dow Jones Industrial Average. We are going to discuss its various aspects and the ethical dilemmas that have arisen due to it. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=flash%20crash" title="flash crash">flash crash</a>, <a href="https://publications.waset.org/abstracts/search?q=market%20crash" title=" market crash"> market crash</a>, <a href="https://publications.waset.org/abstracts/search?q=stock%20market" title=" stock market"> stock market</a>, <a href="https://publications.waset.org/abstracts/search?q=stock%20market%20crash" title=" stock market crash"> stock market crash</a> </p> <a href="https://publications.waset.org/abstracts/10063/financial-ethics-a-review-of-2010-flash-crash" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/10063.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">519</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">88</span> Crossroads of Care: Ethical Navigation in Faith-Based Counseling</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Alexander%20Dolin">Alexander Dolin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In the practice of Faith-based counseling, the clinician frequently faces multifaceted issues that come together when theological directives meet professional ethics to create a special set of dilemmas. The study narrates one working through the professional dilemmas of these Faith-based counselors, thereby looking into the tensions between the necessity of fidelity to faith and the requirements to follow the American Counseling Association Code of Ethics. Through a qualitative analysis of interviews with practitioners from various denominational backgrounds, the study has identified common ethical challenges and best practices that enable the integration of faith and ethics in practice. The findings provide insight into how faith-based counselors would reconcile a situation of conflict between religious belief and professional obligations but are striving to provide care that honors both their spiritual convictions and ethical responsibilities. This will add to existing discussions related to ethical decision-making in faith-based counseling by providing practical ways of dealing with these dilemmas in support of the counselor's professional integrity and spiritual mission. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=ethics" title="ethics">ethics</a>, <a href="https://publications.waset.org/abstracts/search?q=faith" title=" faith"> faith</a>, <a href="https://publications.waset.org/abstracts/search?q=common%20challenges" title=" common challenges"> common challenges</a>, <a href="https://publications.waset.org/abstracts/search?q=practical%20tools" title=" practical tools"> practical tools</a>, <a href="https://publications.waset.org/abstracts/search?q=counseling" title=" counseling"> counseling</a> </p> <a href="https://publications.waset.org/abstracts/190025/crossroads-of-care-ethical-navigation-in-faith-based-counseling" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/190025.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">28</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">87</span> Short Teaching Sessions for Emergency Front of Neck Access</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=S.%20M.%20C.%20Kelly">S. M. C. Kelly</a>, <a href="https://publications.waset.org/abstracts/search?q=A.%20Hargreaves"> A. Hargreaves</a>, <a href="https://publications.waset.org/abstracts/search?q=S.%20Hargreaves"> S. Hargreaves</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Introduction: The Can’t intubate, Can’t ventilate emergency scenario is one which has been shown to be managed badly in the past. Reasons identified included gaps in knowledge of the procedure and the emergency equipment used. We aimed to show an increase in confidence amongst anesthetists and operating department practitioners in the technique following a short tea trolley style teaching intervention. Methods: We carried out the teaching on a one-to-one basis. Two Anaesthetists visited each operating theatre during normal working days. One carried out the teaching session and one took over the intra‐operative care of the patient, releasing the listed anaesthetist for a short teaching session. The teaching was delivered to mixture of students and healthcare professionals, both anaesthetists and anaesthetic practitioners. The equipment includes a trolley, an airway manikin, size 10 scalpel, bougie and size 6.0 tracheal tube. The educator discussed the equipment, performed a demonstration and observed the participants performing the procedure. We asked each person to fill out a pre and post teaching questionnaire, stating their confidence with the procedure. Results: The teaching was delivered to 63 participants in total, which included 21 consultant anaesthetists, 23 trainee doctors and 19 anaesthetic practitioners. The teaching sessions lasted on average 9 minutes (range 5– 15 minutes). All participants reported an increase in confidence in both the equipment and technique in front of neck access. Anaesthetic practitioners reported the greatest increase in confidence (53%), with trainee anaesthetists reporting 27% increase and consultant anaesthetists 22%. Overall, confidence in the performance of emergency front of neck access increased by 31% after the teaching session. Discussion: Short ‘Trolley style’ teaching improves confidence in the equipment and technique used for the emergency front of neck access. This is true for students and for consultant anaesthetists. This teaching style is quick with minimal running costs and is relevant for all anesthetic departments. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=airway%20teaching" title="airway teaching">airway teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=can%27t%20intubate%20can%27t%20ventilate" title=" can't intubate can't ventilate"> can't intubate can't ventilate</a>, <a href="https://publications.waset.org/abstracts/search?q=cricothyroidotomy" title=" cricothyroidotomy"> cricothyroidotomy</a>, <a href="https://publications.waset.org/abstracts/search?q=front-of-neck" title=" front-of-neck"> front-of-neck</a> </p> <a href="https://publications.waset.org/abstracts/99032/short-teaching-sessions-for-emergency-front-of-neck-access" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/99032.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">150</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">86</span> SHIFT: Examining Preservice Teachers’ Perceptions on Digital Citizenship Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Cachanda%20K.%20Orellana">Cachanda K. Orellana</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study examined preservice teachers’ perceptions of their role in digital citizenship education. Data was gathered via surveys and coursework from the preservice teachers’ instructional technology course. Pre-service teachers were asked about their role in digital citizenship education during a unit on digital dilemmas. Findings suggest that teacher education programs should consider digital citizenship education as more than the acquisition of a set of skills and behaviors and prepare preservice teachers to support students’ ability to engage in ethical decision-making in digital spaces. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=digital%20citizenship" title="digital citizenship">digital citizenship</a>, <a href="https://publications.waset.org/abstracts/search?q=digital%20dilemmas" title=" digital dilemmas"> digital dilemmas</a>, <a href="https://publications.waset.org/abstracts/search?q=pre-service%20teachers" title=" pre-service teachers"> pre-service teachers</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20education" title=" teacher education"> teacher education</a> </p> <a href="https://publications.waset.org/abstracts/135188/shift-examining-preservice-teachers-perceptions-on-digital-citizenship-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/135188.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">170</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">85</span> Religious Cognition and Intergroup Bias in the Trolley Dilemma: Experimental Fieldwork in Fiji</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Crystal%20Shackleford">Crystal Shackleford</a>, <a href="https://publications.waset.org/abstracts/search?q=Michael%20Pasek"> Michael Pasek</a>, <a href="https://publications.waset.org/abstracts/search?q=Julia%20%20Smith"> Julia Smith</a>, <a href="https://publications.waset.org/abstracts/search?q=Jeremy%20Ginges"> Jeremy Ginges</a> </p> <p class="card-text"><strong>Abstract:</strong></p> There is extensive debate about the causal role of religion in intergroup conflict. It is commonly accepted that religious beliefs promote in-group cohesion, but religion is often believed to exacerbate inter-group conflict. Fiji is religiously diverse and has a lengthy history of ethno-religious conflict. In a preregistered field experiment using a modified version of the trolley problem dilemma, Christian and Muslim Fijians were asked, first from their own perspective, and then from their God’s perspective, whether a religious ingroup member should sacrifice their life to save five children who were ingroup or outgroup members. Almost all Muslim participants believed that the person should always sacrifice themselves to save the children. Amongst Christian participants, thinking from God’s perspective increased their likelihood of saying the children should be saved by 35% and removed a 27% gap between responses to saving ingroup versus outgroup children. These results replicate previous findings from a Palestinian sample and demonstrate, in another cross-cultural context with a history of violent conflict, that religious cognition can decrease bias and promote the application of universal moral principles. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=conflict" title="conflict">conflict</a>, <a href="https://publications.waset.org/abstracts/search?q=moral%20dilemma" title=" moral dilemma"> moral dilemma</a>, <a href="https://publications.waset.org/abstracts/search?q=psychology" title=" psychology"> psychology</a>, <a href="https://publications.waset.org/abstracts/search?q=religion" title=" religion"> religion</a>, <a href="https://publications.waset.org/abstracts/search?q=thought%20experiments" title=" thought experiments"> thought experiments</a> </p> <a href="https://publications.waset.org/abstracts/108774/religious-cognition-and-intergroup-bias-in-the-trolley-dilemma-experimental-fieldwork-in-fiji" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/108774.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">154</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">84</span> A Qualitative Evaluation of a Civic Curriculum to Increase Global Citizenship Competences in University Students in the Netherlands</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Park%20Eri">Park Eri</a>, <a href="https://publications.waset.org/abstracts/search?q=Sklad%20Marcin"> Sklad Marcin</a>, <a href="https://publications.waset.org/abstracts/search?q=Tsirogianni%20Stavroula"> Tsirogianni Stavroula </a> </p> <p class="card-text"><strong>Abstract:</strong></p> In a world where there is increasing exchange and movement of populations groups, and interconnectedness, there are plenty of opportunities for mutual cultural enrichment. However, in everyday life, relations among different cultural groups do not go that smoothly often resulting in discrimination, inequalities and violence. The increasing differentiation of roles, values and worldviews raise a lot of tensions and dilemmas for the state and people -especially in western liberal societies- about issues of acceptance, fairness, justice, autonomy, plurality, freedom, equality and cohesion. Cultural diversity requires a deeper understanding of the roots, meaning and consequences of group differences. We argue, that a psychology from the standpoint of the subject needs to be developed further according to new societal needs. This means within a globalised society, issues regarding the construction of the other as another have become of utmost importance. In constructing the other human beings construct their ideal and possible worlds and meanings about their lives and their significance by drawing on a set of cultural norms, beliefs and values embedded in the different contexts whereby they find themselves in. In this article, we are describing a series of exercises developed in collaboration with University students in the Netherlands that have been piloted with undergraduate 2nd year University Psychology students. These exercises aimed at making tangible and obvious how students apply different moral principles and norms to regulate relationships, which are linked to hegemonic ideological forces. The exercises were in the form of thought experiments that included 8 moral dilemmas, inspired by the moral foundations theory, that touched on different moral principles. The moral dilemmas were built onto each other in incremental steps: from a very tangible/hands-on level to more challenging and demanding ones which require to step into pre-existing networks on knowledge and discourses. After the execution of every dilemma, a discussion followed, which is focused on building links between the ‘theme of the exercise’ and participants’ own lives experiences. In this paper, we provide an evaluation of the methodology used through a discursive analysis of the discussion between the students and the teacher. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=citizenship" title="citizenship">citizenship</a>, <a href="https://publications.waset.org/abstracts/search?q=moral%20dilemmas" title=" moral dilemmas"> moral dilemmas</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20justice" title=" social justice"> social justice</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a> </p> <a href="https://publications.waset.org/abstracts/48709/a-qualitative-evaluation-of-a-civic-curriculum-to-increase-global-citizenship-competences-in-university-students-in-the-netherlands" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/48709.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">322</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">83</span> Ethical Issues in AI: Analyzing the Gap Between Theory and Practice - A Case Study of AI and Robotics Researchers</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sylvie%20Michel">Sylvie Michel</a>, <a href="https://publications.waset.org/abstracts/search?q=Emmanuelle%20Gagnou"> Emmanuelle Gagnou</a>, <a href="https://publications.waset.org/abstracts/search?q=Joanne%20Hamet"> Joanne Hamet</a> </p> <p class="card-text"><strong>Abstract:</strong></p> New major ethical dilemmas are posed by artificial intelligence. This article identifies an existing gap between the ethical questions that AI/robotics researchers grapple with in their research practice and those identified by literature review. The objective is to understand which ethical dilemmas are identified or concern AI researchers in order to compare them with the existing literature. This will enable to conduct training and awareness initiatives for AI researchers, encouraging them to consider these questions during the development of AI. Qualitative analyses were conducted based on direct observation of an AI/Robotics research team focused on collaborative robotics over several months. Subsequently, semi-structured interviews were conducted with 16 members of the team. The entire process took place during the first semester of 2023. The observations were analyzed using an analytical framework, and the interviews were thematically analyzed using Nvivo software. While the literature identifies three primary ethical concerns regarding AI—transparency, bias, and responsibility—the results firstly demonstrate that AI researchers are primarily concerned with the publication and valorization of their work, with the initial ethical concerns revolving around this matter. Questions arise regarding the extent to which to "market" publications and the usefulness of some publications. Research ethics are a central consideration for these teams. Secondly, another result shows that the researchers studied adopt a consequentialist ethics (though not explicitly formulated as such). They ponder the consequences of their development in terms of safety (for humans in relation to Robots/AI), worker autonomy in relation to the robot, and the role of work in society (can robots take over jobs?). Lastly, results indicate that the ethical dilemmas highlighted in the literature (responsibility, transparency, bias) do not explicitly appear in AI/Robotics research. AI/robotics researchers raise specific and pragmatic ethical questions, primarily concerning publications initially and consequentialist considerations afterward. Results demonstrate that these concerns are distant from the existing literature. However, the dilemmas highlighted in the literature also deserve to be explicitly contemplated by researchers. This article proposes that the journals these researchers target should mandate ethical reflection for all presented works. Furthermore, results suggest offering awareness programs in the form of short educational sessions for researchers. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=ethics" title="ethics">ethics</a>, <a href="https://publications.waset.org/abstracts/search?q=artificial%20intelligence" title=" artificial intelligence"> artificial intelligence</a>, <a href="https://publications.waset.org/abstracts/search?q=research" title=" research"> research</a>, <a href="https://publications.waset.org/abstracts/search?q=robotics" title=" robotics"> robotics</a> </p> <a href="https://publications.waset.org/abstracts/173492/ethical-issues-in-ai-analyzing-the-gap-between-theory-and-practice-a-case-study-of-ai-and-robotics-researchers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/173492.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">80</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">82</span> Application of Western and Islamic Philosophy to Business Ethics</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Elmamy%20Ahmedsalem">Elmamy Ahmedsalem</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The world has witnessed the collapse of many corporate giants as a result of unethical behavior in recent decades. This has induced a series of questions by the global community on why such occurrences could happen, even with corporate governance in place. This paper attempts to propose a philosophical approach from an Islamic perspective to be consolidated with current corporate governance in order to confront contemporary dilemmas. In this paper, ethical theories are presented as a discussion followed by their applications to modern cases of financial collapses. Virtue ethics by Aristotle, justice and fairness by John Rawls, deontology by Immanuel Kant, and utilitarianism by John Stuart Mill, are the four theories which can then be contrasted with the paradigm of Muslim scholars. Despite the differences between the fundamental principles of Islamic and Western worldviews, their ethical theories are aimed at making right decisions and solving ethical dilemmas based on what is good for society. Therefore, Islamic principles should be synthesized with Western philosophy to form a more coherent framework. The integration of Islamic and western ethical theories into business is important for sound corporate governance. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=business%20ethics" title="business ethics">business ethics</a>, <a href="https://publications.waset.org/abstracts/search?q=Islamic%20philosophy" title=" Islamic philosophy"> Islamic philosophy</a>, <a href="https://publications.waset.org/abstracts/search?q=western%20philosophy" title=" western philosophy"> western philosophy</a>, <a href="https://publications.waset.org/abstracts/search?q=Western%20and%20Islamic%20worldview%20of%20ethics" title=" Western and Islamic worldview of ethics"> Western and Islamic worldview of ethics</a> </p> <a href="https://publications.waset.org/abstracts/77570/application-of-western-and-islamic-philosophy-to-business-ethics" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/77570.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">472</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">81</span> Hamlet as the Predecessor of Existentialism - A Study of Quintessential Expression of Existential Pondering</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Phani%20Kiran">Phani Kiran</a>, <a href="https://publications.waset.org/abstracts/search?q=Prabodha%20Manas%20Yarlagadda"> Prabodha Manas Yarlagadda</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper attempts to treat Shakespeare’s tragic hero, Hamlet as an existential hero who faces many dilemmas in the process of taking revenge for his father’s murder. Hamlet can be considered as a predecessor of existentialism, and Shakespeare, as a pioneer, focused on some serious existential issues in the play much before they were fully developed in 20th century. Hamlet's internal struggles reflect existential themes such as alienation, despair, and the quest for authenticity. Hamlet’s famous soliloquy, "To be, or not to be," is a quintessential expression of existential ponderings, contemplating the choice between life and death and the uncertainty of what lies beyond. Hamlet grapples with existential questions like the purpose and meaninglessness of life, the nature of morality, the inevitability of death, and the existence of an afterlife. He doubts the authenticity of appearance and the reliability of his own perceptions, highlighting the inherent ambiguity and uncertainty of existence. Overall, "Hamlet" aligns with existential philosophy by exploring the complexities of human existence, the search for meaning, and the individual's struggle to find their place in an inherently uncertain and perplexing world. The character of Hamlet and the play's exploration of existential themes continue to resonate with audiences and provoke contemplation on the nature of life and the human experience. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=to%20be%20or%20not%20to%20be" title="to be or not to be">to be or not to be</a>, <a href="https://publications.waset.org/abstracts/search?q=death" title=" death"> death</a>, <a href="https://publications.waset.org/abstracts/search?q=dilemmas" title=" dilemmas"> dilemmas</a>, <a href="https://publications.waset.org/abstracts/search?q=illusion%20and%20reality" title=" illusion and reality"> illusion and reality</a> </p> <a href="https://publications.waset.org/abstracts/168795/hamlet-as-the-predecessor-of-existentialism-a-study-of-quintessential-expression-of-existential-pondering" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/168795.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">67</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">80</span> The Suffering Other and the Deserving Self; When Humanitarianism Intersects with Individualism and Neo-Liberalism</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Irene%20Bruna%20Seu">Irene Bruna Seu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper draws on a three-year research project investigating everyday moral reasoning in relation to donations and prosocial behaviour in the humanitarian context. The analysis focuses on the principle of deservingness by which members of the public decide who and under which conditions to help and illustrates how the speakers engage in ideological dilemmas. The paper focuses on the theme ‘Something for nothing’ to examine how the position of ‘deserving’ and the speaker’s rights and duties in relation to victims of humanitarian crises are negotiated. Discursive analyses of this dilemmatic storyline of deservingness illuminate the cultural and ideological resources buttressing this construction. They also illustrate how humanitarianism intersects and clashes with other ideologies and value systems. The presentation will focus on the role of Individualism underpinned by Neo-liberalism ideology. The data propose that neo-liberal ideology, which endorses self-gratification, materialistic and individualistic ethics play an important role in decisions regarding humanitarian helping. The paper argues for the need for psychological research to engage more actively with the dilemmatic nature of moral reasoning in the humanitarian context, and to contextualize decisions about giving and helping within the socio-cultural and ideological landscape in which the helpers operate. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=humanitarianism" title="humanitarianism">humanitarianism</a>, <a href="https://publications.waset.org/abstracts/search?q=individualism" title=" individualism"> individualism</a>, <a href="https://publications.waset.org/abstracts/search?q=ideological%20dilemmas" title=" ideological dilemmas"> ideological dilemmas</a>, <a href="https://publications.waset.org/abstracts/search?q=discourse" title=" discourse"> discourse</a>, <a href="https://publications.waset.org/abstracts/search?q=neo-liberalism" title=" neo-liberalism"> neo-liberalism</a>, <a href="https://publications.waset.org/abstracts/search?q=prosocial%20behaviour" title=" prosocial behaviour"> prosocial behaviour</a> </p> <a href="https://publications.waset.org/abstracts/47111/the-suffering-other-and-the-deserving-self-when-humanitarianism-intersects-with-individualism-and-neo-liberalism" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/47111.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">213</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">79</span> The Impact of AI on Higher Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Georges%20Bou%20Ghantous">Georges Bou Ghantous</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This literature review examines the transformative impact of Artificial Intelligence (AI) on higher education, highlighting both the potential benefits and challenges associated with its adoption. The review reveals that AI significantly enhances personalized learning by tailoring educational experiences to individual student needs, thereby boosting engagement and learning outcomes. Automated grading systems streamline assessment processes, allowing educators to focus on improving instructional quality and student interaction. AI's data-driven insights provide valuable analytics, helping educators identify trends in at-risk students and refine teaching strategies. Moreover, AI promotes enhanced instructional innovation through the adoption of advanced teaching methods and technologies, enriching the educational environment. Administrative efficiency is also improved as AI automates routine tasks, freeing up time for educators to engage in research and curriculum development. However, the review also addresses the challenges that accompany AI integration, such as data privacy concerns, algorithmic bias, dependency on technology, reduced human interaction, and ethical dilemmas. This balanced exploration underscores the need for careful consideration of both the advantages and potential hurdles in the implementation of AI in higher education. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=administrative%20efficiency" title="administrative efficiency">administrative efficiency</a>, <a href="https://publications.waset.org/abstracts/search?q=data-driven%20insights" title=" data-driven insights"> data-driven insights</a>, <a href="https://publications.waset.org/abstracts/search?q=data%20privacy" title=" data privacy"> data privacy</a>, <a href="https://publications.waset.org/abstracts/search?q=ethical%20dilemmas" title=" ethical dilemmas"> ethical dilemmas</a>, <a href="https://publications.waset.org/abstracts/search?q=higher%20education" title=" higher education"> higher education</a>, <a href="https://publications.waset.org/abstracts/search?q=personalized%20learning" title=" personalized learning"> personalized learning</a> </p> <a href="https://publications.waset.org/abstracts/190694/the-impact-of-ai-on-higher-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/190694.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">26</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">78</span> Increasing the Dialogue in Workplaces Enhances the Age-Friendly Organisational Culture and Helps Employees Face Work-Related Dilemmas</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Heli%20Makkonen">Heli Makkonen</a>, <a href="https://publications.waset.org/abstracts/search?q=Eini%20Hypp%C3%B6nen"> Eini Hyppönen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The ageing of employees, the availability of workforce, and employees’ engagement in work are today’s challenges in the field of health care and social services, and particularly in the care of older people. Therefore, it is important to enhance both the attractiveness of the work in the field of older people’s care and the retention of employees in the field, and also to pay attention to the length of careers. The length of careers can be affected, for example, by developing an age-friendly organisational culture. Changing the organisational culture in a workplace is, however, a slow process which requires engagement from employees and enhanced dialogue between employees. This article presents an example of age-friendly organisational culture in an older people’s care unit and presents the results of the development of this organisational culture to meet the identified development challenges. In this research-based development process, cycles used in action research were applied. Three workshops were arranged for employees in a service home for older people. The workshops worked as interventions, and the employees and their manager were given several consecutive assignments to be completed between them. In addition to workshops, the employees benchmarked two other service homes. In the workshops, data was collected by observing and documenting the conversations. After that, thematic analysis was used to identify the factors connected to an age-friendly organisational culture. By analysing the data and comparing it to previous studies, some dilemmas we recognised that were hindering or enhancing the attractiveness of work and the retention of employees in this nursing home. After each intervention, the process was reflected and evaluated, and the next steps were planned. The areas of development identified in the study were related to, for example, the flexibility of work, holistic ergonomics, the physical environment at the workplace, and the workplace culture. Some of the areas of development were taken over by the work community and carried out in cooperation with e.g. occupational health care. We encouraged the work community, and the employees provided us with information about their progress. In this research project, the focus was on the development of the workplace culture and, in particular, on the development of the culture of interaction. The workshops showed employees’ attitudes and strong opinions, which can be a challenge from the point of view of the attractiveness of work and the retention of employees in the field. On the other hand, the data revealed that the work community has an interest in developing the dialogue in the work community. Enhancing the dialogue gave the employees the opportunity and resources to face even challenging dilemmas related to the attractiveness of work and the retention of employees in the field. The psychological safety was also enhanced at the same time. The results of this study are part of a broader study that aims at building a model for extending older employees’ careers. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=age-friendliness" title="age-friendliness">age-friendliness</a>, <a href="https://publications.waset.org/abstracts/search?q=attractiveness%20of%20work" title=" attractiveness of work"> attractiveness of work</a>, <a href="https://publications.waset.org/abstracts/search?q=dialogue" title=" dialogue"> dialogue</a>, <a href="https://publications.waset.org/abstracts/search?q=older%20people" title=" older people"> older people</a>, <a href="https://publications.waset.org/abstracts/search?q=organisational%20culture" title=" organisational culture"> organisational culture</a>, <a href="https://publications.waset.org/abstracts/search?q=workplace%20culture" title=" workplace culture"> workplace culture</a> </p> <a href="https://publications.waset.org/abstracts/159936/increasing-the-dialogue-in-workplaces-enhances-the-age-friendly-organisational-culture-and-helps-employees-face-work-related-dilemmas" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/159936.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">76</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">77</span> Keeping Education Non-Confessional While Teaching Children about Religion </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=T%C3%BCnde%20Pusk%C3%A1s">Tünde Puskás</a>, <a href="https://publications.waset.org/abstracts/search?q=Anita%20Andersson"> Anita Andersson</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study is part of a research project about whether religion is considered as part of Swedish cultural heritage in Swedish preschools. Our aim in this paper is to explore how a Swedish preschool balance between keeping the education non-confessional and at the same time teaching children about a particular tradition, Easter.The paper explores how in a Swedish preschool with a religious profile teachers balance between keeping education non-confessional and teaching about a tradition with religious roots. The point of departure for the theoretical frame of our study is that practical considerations in pedagogical situations are inherently dilemmatic. The dilemmas that are of interest for our study evolve around formalized, intellectual ideologies, such us multiculturalism and secularism that have an impact on everyday practice. Educational dilemmas may also arise in the intersections of the formalized ideology of non-confessionalism, prescribed in policy documents and the common sense understandings of what is included in what is understood as Swedish cultural heritage. In this paper, religion is treated as a human worldview that, similarly to secular ideologies, can be understood as a system of thought. We make use of Ninian Smart's theoretical framework according to which in modern Western world religious and secular ideologies, as human worldviews, can be studied from the same analytical framework. In order to be able to study the distinctive character of human worldviews Smart introduced a multi-dimensional model within which the different dimensions interact with each other in various ways and to different degrees. The data for this paper is drawn from fieldwork carried out in 2015-2016 in the form of video ethnography. The empirical material chosen consists of a video recording of a specific activity during which the preschool group took part in an Easter play performed in the local church. The analysis shows that the policy of non-confessionalism together with the idea that teaching covering religious issues must be purely informational leads in everyday practice to dilemmas about what is considered religious. At the same time what the adults actually do with religion fulfills six of seven dimensions common to religious traditions as outlined by Smart. What we can also conclude from the analysis is that whether it is religion or a cultural tradition that is thought through the performance the children watched in the church depends on how the concept of religion is defined. The analysis shows that the characters of the performance themselves understood religion as the doctrine of Jesus' resurrection from the dead. This narrow understanding of religion enabled them indirectly to teach about the traditions and narratives surrounding Easter while avoiding teaching religion as a belief system. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=non-confessional%20education" title="non-confessional education">non-confessional education</a>, <a href="https://publications.waset.org/abstracts/search?q=preschool" title=" preschool"> preschool</a>, <a href="https://publications.waset.org/abstracts/search?q=religion" title=" religion"> religion</a>, <a href="https://publications.waset.org/abstracts/search?q=tradition" title=" tradition"> tradition</a> </p> <a href="https://publications.waset.org/abstracts/87129/keeping-education-non-confessional-while-teaching-children-about-religion" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/87129.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">159</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">76</span> Teachers' Disability Disclosure: A Multiple Perspective</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=N.%20Tal-Alon">N. Tal-Alon</a>, <a href="https://publications.waset.org/abstracts/search?q=O.%20Shapira-Lishchinsky"> O. Shapira-Lishchinsky </a> </p> <p class="card-text"><strong>Abstract:</strong></p> Disability disclosure is one of the most complicated dilemmas that people with invisible disabilities face. There are only a few research studies that have focused on the difficulties and dilemmas of teachers who have different disabilities. In addition, there are currently no research studies focusing specifically on the different aspects of disability disclosure, which are unique to teachers. This research has, therefore, broadened the knowledge base and understanding of the dilemma of disability disclosure among teachers with invisible physical disabilities. In addition, it has shed light on the ways this issue is perceived by different groups: the perspective of school principals, the perspective of colleagues, and the perspective of teachers with physical disabilities themselves. The study sample included 12 teachers with invisible physical disabilities, 10 school principals who employ at least one teacher with an invisible physical disability, and 10 professional colleagues of at least one teacher with an invisible physical disability. This particular research study was conducted using a qualitative approach through the Narralizer computer program based on a series of in-depth interviews. The data analysis was carried out by grouping major points of interest into specific categories and sub-categories. The findings of this research suggest that teachers with disabilities struggle with the dilemma of whether or not to reveal their disability to the school staff and to their students. It was found that there were considerable differences between the issues that faculty members considered regarding this dilemma and the ones that teachers with disabilities considered. While the principals and professional colleagues focused solely on their own interests, the teachers with a disability emphasized more on the ways that they might have a positive influence on their students, as well as their own individual interests. In addition, school principals on a whole tended to view negatively the option of disclosing the disability to the students and were often critical towards teachers who concealed their disability from the school staff. The importance of this research is in its potential to influence policy decisions that can be implemented by the Ministry of Education regarding the support system for teachers with invisible physical disabilities. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=education" title="education">education</a>, <a href="https://publications.waset.org/abstracts/search?q=employment" title=" employment"> employment</a>, <a href="https://publications.waset.org/abstracts/search?q=invisible%20disabilities" title=" invisible disabilities"> invisible disabilities</a>, <a href="https://publications.waset.org/abstracts/search?q=teachers" title=" teachers"> teachers</a> </p> <a href="https://publications.waset.org/abstracts/109074/teachers-disability-disclosure-a-multiple-perspective" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/109074.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">102</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">75</span> Social Media and Counseling: Opportunities, Risks and Ethical Considerations</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kyriaki%20G.%20Giota">Kyriaki G. Giota</a>, <a href="https://publications.waset.org/abstracts/search?q=George%20Kleftaras"> George Kleftaras</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this article is to briefly review the opportunities that social media presents to counselors and psychologists. Particular attention was given to understanding some of the more important common risks inherent in social media and the potential ethical dilemmas which may arise for counselors and psychologists who embrace them in their practice. Key considerations of issues pertinent to an online presence such as multiple relationships, visibility and privacy, maintaining ethical principles and professional boundaries are being discussed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=social%20media" title="social media">social media</a>, <a href="https://publications.waset.org/abstracts/search?q=counseling" title=" counseling"> counseling</a>, <a href="https://publications.waset.org/abstracts/search?q=risks" title=" risks"> risks</a>, <a href="https://publications.waset.org/abstracts/search?q=ethics" title=" ethics"> ethics</a> </p> <a href="https://publications.waset.org/abstracts/11221/social-media-and-counseling-opportunities-risks-and-ethical-considerations" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/11221.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">425</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">74</span> Professional Skills Development of Educational Leaders Through Drama in Education: An Example of Best Practice in Greece</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Christina%20Zourna">Christina Zourna</a>, <a href="https://publications.waset.org/abstracts/search?q=Ioanna%20Papavassiliou-Alexiou"> Ioanna Papavassiliou-Alexiou</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Drama in Education (DiE) is a dynamic experiential method that can be used in many interdisciplinary contexts. In the Educational and Social Policy Department, University of Macedonia, Thessaloniki, Greece, DiE is being used as a core method for developing professional competences in pre- and postgraduate courses as well as adult education training programs. In this presentation, an innovative DiE application will be described concerning the development of educational leaders’ skills necessary to meet unprecedented, unexpected challenges in the 21st century schools. In a non-threatening risk-taking no-penalty environment, future educational leaders live-in-role problems, challenges, and dilemmas before having to face similar ones in their profession. Through personal involvement, emotional engagement, and reflection, via individual and group activities, they experience the behaviour, dilemmas, decision-making processes, and informed choices of a recognized leader and are able to make connections with their own life. As pretext serves the life of Alexander the Great, the Macedonian King who defeated the vast Persian empire in the 4th century BC and, by uniting all Greeks, conquered the up-to-date known eastern world thanks to his authentic leadership skills and exceptional personality traits. Since the early years of his education mastered by the famous Greek philosopher Aristotle, Alexander proved his unique qualities by providing the world with the example of an undeniably genuine, inspirational, effective, and most recognizable authentic leader. Through questionnaires and individual interviews, participants in these workshops revealed how they developed active listening, empathy, creativity, imagination, critical strategic and out-of-the-box thinking, cooperation and own vision communicating, crisis management skills, self-efficacy, self-awareness, self-exposure, information management, negotiation and inspiration skills, enhanced sense of responsibility and commitment, and decision-making skills. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=drama%20in%20education%20method" title="drama in education method">drama in education method</a>, <a href="https://publications.waset.org/abstracts/search?q=educational%20leadership" title=" educational leadership"> educational leadership</a>, <a href="https://publications.waset.org/abstracts/search?q=professional%20competences" title=" professional competences"> professional competences</a>, <a href="https://publications.waset.org/abstracts/search?q=skills%E2%80%99%20development" title=" skills’ development"> skills’ development</a> </p> <a href="https://publications.waset.org/abstracts/152015/professional-skills-development-of-educational-leaders-through-drama-in-education-an-example-of-best-practice-in-greece" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/152015.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">156</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">73</span> An Ethnographic Study of Commercial Surrogacy Industry in India</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Dalia%20Bhattacharjee">Dalia Bhattacharjee</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Motherhood as an institution is considered as sacred. Reproduction and motherhood have always been a concern of the private space of home. However, with the emergence of technologies like the Assisted Reproductive Technologies (ARTs), this intimate area has moved into the public. A woman can now become a mother with artificial insemination done by expert medical professionals in a hospital. With this development, the meanings of motherhood and childrearing have altered. Mothers have been divided into ‘ovarian mothers’ (those who provide the eggs), ‘uterine mothers’ (those who carry out the pregnancy and give birth), and ‘social mothers’ (those who raise the child). Thus, the ART business deconstructs motherhood by defining who the biological mother is and who the social mother is and who – despite contributing parts or processes of her body to the life of the child is not a mother, but merely the donor of a product, be it the egg or the womb, which is owned by those who are favoured by the contract. The industry of commercial surrogacy in India has been estimated to be of $2.3 billion as of 2012. There are many women who work as surrogate mothers in this industry for the exchange of money. It runs like a full-fledged business guided by a highly profit oriented capitalist market. The reproductive labourers are identified as mere womb renters or victims and not as active agents in such arrangements. Such a discourse undercuts the agency exercised by the women. The present study is an ethnography into the commercial surrogacy industry in India. This journey furthers the understanding of the dilemmas faced by the reproductive labourers. The paper emphasizes on the experiences of reproduction and motherhood outside the private space of the home in the commercial surrogacy industry in India, and, argues that this multiplicity of experiences need much focus and attention, where, the consumer becomes ‘the’ citizen and the women workers continue to be victims. The study draws on the narratives of the reproductive labourers, who remain at the center, and yet, at the periphery of such arrangements. This feminist ethnography is informed by the feminist standpoint theory to account for and analyse these varied experiences which further the understanding of the dilemmas faced by the reproductive labourers. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=commercial%20surrogacy" title="commercial surrogacy">commercial surrogacy</a>, <a href="https://publications.waset.org/abstracts/search?q=ethnography" title=" ethnography"> ethnography</a>, <a href="https://publications.waset.org/abstracts/search?q=motherhood" title=" motherhood"> motherhood</a>, <a href="https://publications.waset.org/abstracts/search?q=standpoint%20theory" title=" standpoint theory"> standpoint theory</a> </p> <a href="https://publications.waset.org/abstracts/56362/an-ethnographic-study-of-commercial-surrogacy-industry-in-india" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/56362.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">240</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">72</span> Ethical Decision-Making by Healthcare Professionals during Disasters: Izmir Province Case</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Gulhan%20Sen">Gulhan Sen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Disasters could result in many deaths and injuries. In these difficult times, accessible resources are limited, demand and supply balance is distorted, and there is a need to make urgent interventions. Disproportionateness between accessible resources and intervention capacity makes triage a necessity in every stage of disaster response. Healthcare professionals, who are in charge of triage, have to evaluate swiftly and make ethical decisions about which patients need priority and urgent intervention given the limited available resources. For such critical times in disaster triage, 'doing the greatest good for the greatest number of casualties' is adopted as a code of practice. But there is no guide for healthcare professionals about ethical decision-making during disasters, and this study is expected to use as a source in the preparation of the guide. This study aimed to examine whether the qualities healthcare professionals in Izmir related to disaster triage were adequate and whether these qualities influence their capacity to make ethical decisions. The researcher used a survey developed for data collection. The survey included two parts. In part one, 14 questions solicited information about socio-demographic characteristics and knowledge levels of the respondents on ethical principles of disaster triage and allocation of scarce resources. Part two included four disaster scenarios adopted from existing literature and respondents were asked to make ethical decisions in triage based on the provided scenarios. The survey was completed by 215 healthcare professional working in Emergency-Medical Stations, National Medical Rescue Teams and Search-Rescue-Health Teams in Izmir. The data was analyzed with SPSS software. Chi-Square Test, Mann-Whitney U Test, Kruskal-Wallis Test and Linear Regression Analysis were utilized. According to results, it was determined that 51.2% of the participants had inadequate knowledge level of ethical principles of disaster triage and allocation of scarce resources. It was also found that participants did not tend to make ethical decisions on four disaster scenarios which included ethical dilemmas. They stayed in ethical dilemmas that perform cardio-pulmonary resuscitation, manage limited resources and make decisions to die. Results also showed that participants who had more experience in disaster triage teams, were more likely to make ethical decisions on disaster triage than those with little or no experience in disaster triage teams(p < 0.01). Moreover, as their knowledge level of ethical principles of disaster triage and allocation of scarce resources increased, their tendency to make ethical decisions also increased(p < 0.001). In conclusion, having inadequate knowledge level of ethical principles and being inexperienced affect their ethical decision-making during disasters. So results of this study suggest that more training on disaster triage should be provided on the areas of the pre-impact phase of disaster. In addition, ethical dimension of disaster triage should be included in the syllabi of the ethics classes in the vocational training for healthcare professionals. Drill, simulations, and board exercises can be used to improve ethical decision making abilities of healthcare professionals. Disaster scenarios where ethical dilemmas are faced should be prepared for such applied training programs. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=disaster%20triage" title="disaster triage">disaster triage</a>, <a href="https://publications.waset.org/abstracts/search?q=medical%20ethics" title=" medical ethics"> medical ethics</a>, <a href="https://publications.waset.org/abstracts/search?q=ethical%20principles%20of%20disaster%20triage" title=" ethical principles of disaster triage"> ethical principles of disaster triage</a>, <a href="https://publications.waset.org/abstracts/search?q=ethical%20decision-making" title=" ethical decision-making"> ethical decision-making</a> </p> <a href="https://publications.waset.org/abstracts/69596/ethical-decision-making-by-healthcare-professionals-during-disasters-izmir-province-case" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/69596.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">245</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">71</span> From Knives to Kites: Developments and Dilemmas around the Use of Force in the Israeli–Palestinian Conflict since "Protective Edge"</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hilly%20Moodrick-Even%20Khen">Hilly Moodrick-Even Khen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study analyzes the legal regulation of the use of force in international law in the context of three emerging Palestinian forms of struggle against Israeli occupation: the Knife Intifada, Gaza border disturbances, and the launching of incendiary kites. It discusses what legal paradigms or concepts should regulate the type and level of force used in each situation—a question that is complicated by various dilemmas—and appraises the Israel Defence Forces policies tailored in response. Methodologically, the study is based on analysis of scholarship on the conceptual legal issues as well as dicta of the courts. It evaluates the applicability of two legal paradigms regulating the use of force in military operations—(i) the conduct of hostilities and (ii) law enforcement—as well as the concept of self-defense in international law and the escalation of force procedure. While the “Knife Intifada” clearly falls under the law enforcement paradigm, the disturbances at the border and the launching of incendiary kites raise more difficult questions, as applying law enforcement, especially in the latter case, can have undesirable ramifications for safeguarding humanitarian interests. The use of force in the cases of the border disturbances and the incendiary kites should thus be regulated, mutatis mutandis, by the concept of self-defense and escalation of force procedures; and in the latter case, the hostilities paradigm can also be applied. The study provides a factual description and analysis of the background and nature of the forms of struggle in Gaza and the West Bank—in each case surveying the geo-political developments since operation Protective Edge, contextualizing how the organized and unorganized violent activities evolved, and analyzing them in terms of level of organization and intensity. It then presents the two paradigms of the use of force—law enforcement and conduct of hostilities—and the concept of self-defense. Lastly, it uses the factual findings as the basis for legally analyzing which paradigm or concept regulating the use of force applies for each form of struggle. The study concludes that in most cases, the concept of self-defense is preferable to the hostilities or the law enforcement paradigms, as it best safeguards humanitarian interests and ensures the least loss of civilian lives. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Israeli-Palestinian%20conflict" title="Israeli-Palestinian conflict">Israeli-Palestinian conflict</a>, <a href="https://publications.waset.org/abstracts/search?q=self%20defense" title=" self defense"> self defense</a>, <a href="https://publications.waset.org/abstracts/search?q=terrorism" title=" terrorism"> terrorism</a>, <a href="https://publications.waset.org/abstracts/search?q=use%20of%20force" title=" use of force"> use of force</a> </p> <a href="https://publications.waset.org/abstracts/101951/from-knives-to-kites-developments-and-dilemmas-around-the-use-of-force-in-the-israeli-palestinian-conflict-since-protective-edge" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/101951.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">124</span> </span> </div> </div> <ul class="pagination"> <li class="page-item disabled"><span class="page-link">&lsaquo;</span></li> <li class="page-item active"><span class="page-link">1</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=trolley%20dilemmas&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=trolley%20dilemmas&page=3">3</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=trolley%20dilemmas&page=4">4</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=trolley%20dilemmas&page=2" 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