Strategic Arms Limitation Talks (SALT): an ethical or political problem

Nwoye, Leonard; Udoudom, Mfonobong David; Bassey, Samuel Akpan

doi:10.33750/ijhi.v2i1.32

Cited by 3 publications

(1 citation statement)

References 5 publications

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“…But, for animals and humans, this paper does not encourage any form of genetic cloning. It is a known fact that our language, culture, and conceptions seem hopelessly procrustean when applied to our multifarious moral experiences and dilemmas (Leonard, 2018). Yet we do not need to give up in our pursuit of moral bliss.…”

Section: Resultsmentioning

confidence: 99%

Ethical issues in human cloning

Nwoye

2020

IJHI

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Cloning, which for years has remained a fiction, has finally become a reality today. Genetic engineers can now clone animals to achieve a desired type of product with unique or specific genetic make-ups. Presently, actors in this field have produced cloned sheep, mice, monkeys, pigs and cows. This paper may not exhaust the list if it continues to outline the achievements of genetic engineers today. What is discussed in this research are not only the achievements of genetic engineers, rather the ethical problems surrounding them. How moral is it to clone a cow that will grow up abnormally and die in the shortest time? Also, human beings developed through cloning will experience identity problems, authenticity, freedom, autonomy, and the problem of uniqueness. These problems and more are what this research seeks to address using the methods of analysis, evaluation, and deduction.

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Section: Resultsmentioning

confidence: 99%

Ethical issues in human cloning

Nwoye

2020

IJHI

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Culture, Actors, and Resources Surrounding Undergraduate Bioethics Education in Sub-Saharan Africa

Bruce

2019

IJAHE

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Scientisation is a growing trend as individuals worldwide harness scientific tools and knowledge to solve problems. This phenomenon is evident in biomedical research, which has increased across sub-Saharan Africa, and when encountering bioethical issues arising during the course of such research. This research synthesis considers how the constructs of culture, actors, and resources in the region shape undergraduate bioethics education. Using a lens of sociological neo-institutionalism, taken-for-granted bioethical scripts, like informed consent and medical confidentiality, are evident in this education; however, actual implementation demonstrates the way they are often adapted and contextualized with implications for students and instructors, and ultimately patients and research participants. The education considered is that for undergraduates in health sciences and medicine because they are prominent actors in research and clinical practice across the region. In considering insights from this literature, the aim is to positively impact health across sub-Saharan Africa. Le phénomène de scientifisation est de plus en plus répandu : partout dans le monde, les individus s’emparent des outils et connaissances scientifiques pour résoudre des problèmes. C’est particulièrement visible dans le domaine de la recherche biomédicale, qui se développe dans toute l’Afrique subsaharienne, et lorsqu’on considère les questions bioéthiques qui se posent au cours desdites recherches. La présente recherche explore la façon dont les concepts de culture, d’acteurs et de ressources dans la région influencent l’enseignement de la bioéthique durant le premier cycle universitaire. A travers le prisme d’un néo-institutionnalisme sociologique, on constate que les écrits fondateurs de la bioéthique, tels que le consentement éclairé et le secret médical, sont des composantes évidentes de cet enseignement. Cependant, leur mise en oeuvre sur le terrain révèle que ces principes sont souvent adaptés et contextualisés, ce qui a des conséquences pour les étudiants, les formateurs et à terme les patients et les personnes qui participent aux recherches. Cet article se concentre sur l’enseignement du premier cycle universitaire dans les domaines des sciences de la santé et de la médecine, qui sont des acteurs incontournables de la recherche et de la pratique clinique dans la région. En prenant en compte les apports de la littérature, l’objet de cette recherche est d’avoir un impact positif sur le secteur de la santé en Afrique subsaharienne.

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Continuing Professional Development for Lecturers at the National University of Lesotho: Milestones and Challenges

Tlali

2019

IJAHE

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This article appraises efforts by the National University of Lesotho (NUL) to provide continuing professional development for lecturers. The findings of a previous study suggested that the majority of lecturers at this university were not trained as teachers and that this could negatively impact on their teaching. The establishment of a staff academic development center was long overdue. In April 2014, the university established the Centre for Teaching and Learning (CTL). Drawing on a constructivist perspective, a qualitative approach was adopted to explore the current situation. The findings indicate that efforts to roll out continuing professional development for lecturers have not borne any significant results. The problem is exacerbated by a lack of support from the university community as well as lecturers’ poor attendance at the staff academic development workshops hosted by the CTL. It is thus recommended that management put mechanisms in place to support the center and ensure compulsory staff participation. Cet article vise à évaluer les moyens mis en place par l’Université Nationale du Lesotho (National University of Lesotho ou NUL) pour offrir une formation professionnelle continue aux Maîtres de conférence. Une précédente recherche a démontré que la majorité des Maîtres de conférence de cette université ne recevait pas de formation en tant qu’enseignants, ce qui pouvait avoir un impact négatif sur leur activité d’enseignement. Il était donc grand temps de créer un centre de formation pour le personnel universitaire. En avril 2014, l’université a inauguré un Centre d’Enseignement et d’Apprentissage (Centre for Teaching and Learning ou CTL). A partir d’un point de vue constructiviste, la situation actuelle a été examinée selon une approche qualitative. Les résultats de cette recherche indiquent que les moyens mis en place pour proposer aux Maîtres de conférence une formation professionnelle continue n’ont pas été concluants. Le problème est accentué par un manque de soutien de la part de la communauté universitaire et par les absences répétées des Maîtres de conférence aux ateliers de formation organisés par le CTL pour le personnel universitaire. Il serait pertinent que la direction mette en place des mécanismes permettant de soutenir le Centre et de rendre la participation du personnel obligatoire.

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Strategic Arms Limitation Talks (SALT): an ethical or political problem

Cited by 3 publications

References 5 publications

Ethical issues in human cloning

Ethical issues in human cloning

Culture, Actors, and Resources Surrounding Undergraduate Bioethics Education in Sub-Saharan Africa

Continuing Professional Development for Lecturers at the National University of Lesotho: Milestones and Challenges

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