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From The Embassy of Good Science
Describe the actions the user should take to experience the material (including preparation and follow up if any). Write in an active way.
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Thank you for taking this irecs module!
Your feedback is very valuable to us and will help us to improve future training materials.
We would like to ask for your opinions:
1. To improve the irecs e-learning modules
2. For research purposes to evaluate the outcomes of the irecs project
To this end we have developed a short questionnaire, which will take from 5 to 10 minutes to answer.
Your anonymity is guaranteed; you won’t be asked to share identifying information or any sensitive information. Data will be handled and stored securely and will only be used for the purposes detailed above. You can find the questionnaire by clicking on the link below.
This link will take you to a new page: [https://eur01.safelinks.protection.outlook.com/?url=https%3A%2F%2Fforms.office.com%2Fe%2FUsKC9j09Tx&data=05%7C02%7CKChatfield%40uclan.ac.uk%7Cbe3ccf952ee04506e25608dd19dcde06%7Cebf69982036b4cc4b2027aeb194c5065%7C0%7C0%7C638695158651948095%7CUnknown%7CTWFpbGZsb3d8eyJFbXB0eU1hcGkiOnRydWUsIlYiOiIwLjAuMDAwMCIsIlAiOiJXaW4zMiIsIkFOIjoiTWFpbCIsIldUIjoyfQ%3D%3D%7C0%7C%7C%7C&sdata=P5sNoxm3jW6tLABNV7bNiETR3fHQUG2VODMd3wk3r9E%3D&reserved=0 https://forms.office.com/e/UsKC9j09Tx]
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'''Allele''': One of two or more versions of a gene. Organisms inherit one allele from each parent for every gene. Different alleles can produce variations in traits, such as eye colour or disease susceptibility.
'''Cas9 (CRISPR-associated protein 9):''' An enzyme that acts like molecular scissors, capable of cutting DNA at a specific location, allowing for targeted gene edits.
'''CRISPR-Cas9:''' A gene-editing tool that uses a protein called Cas9 and a guide RNA to cut DNA at specific locations, allowing for targeted modifications.
'''CRISPR (Clustered Regularly Interspaced Short Palindromic Repeats):''' A sequence of DNA found in the genomes of bacteria and archaea that provides a genetic record of viral infections, used as the basis for gene editing technology.
'''Dominant trait:''' A trait that is expressed when at least one copy of the dominant allele is present.
'''Ex vivo editing:''' A gene-editing technique where cells are modified outside the body (in a lab) and then reintroduced into the patient.
'''Gene:''' A segment of DNA that contains the instructions for producing a specific protein or trait.
'''Gene drive:''' A genetic mechanism that increases the likelihood of a particular gene being inherited by offspring, often used to spread specific traits through a population.
'''Gene editing:''' The process of making precise changes to the DNA of an organism, either by adding, deleting, or altering genetic material.
'''Genome:''' The complete set of genetic material (DNA) in an organism, including all its genes.
'''Genotype:''' The genetic constitution of an organism, referring to the specific alleles an individual carries.
'''Gene therapy:''' A medical approach that involves altering genes within a patient's cells to treat or prevent disease, often using tools like CRISPR-Cas9.
'''Germline editing:''' Gene editing of reproductive cells or embryos, resulting in changes that can be passed on to future generations.
'''Guide RNA (gRNA):''' A short RNA sequence that directs the Cas9 enzyme to the specific part of the genome that needs editing by matching its complementary DNA sequence.
'''Horizontal gene transfer:''' The movement of genetic material between organisms in a manner other than traditional reproduction.
'''In vivo editing:''' A gene-editing technique where the CRISPR-Cas9 system is delivered directly into the body to modify cells within the patient.
'''Knock-in:''' A genetic modification where new genetic material is inserted into a specific location in the genome using CRISPR-Cas9.
'''Knockout:''' A genetic modification where a specific gene is completely inactivated or "knocked out" to study its function or disable a harmful gene.
'''Mendelian Genetics:''' The branch of genetics that studies how traits are inherited according to the principles discovered by Gregor Mendel through his work on pea plants.
'''Mosaicism:''' If not all cells may receive the intended modification, this can lead to mosaicism whereby some cells carry the edited gene, while others do not. This is more commons when gene editing is done at the embryonic stage or in early development.
'''Mutation:''' A change in the DNA sequence of a gene, which can alter the function of the gene or result in a new trait.
'''Off-target effects:''' Unintended modifications made by CRISPR-Cas9 at sites other than the intended target, which can result in unwanted mutations.
'''On-target effects:''' Even at the intended target site, gene editing can result in unintended changes. For example, small insertions or deletions that can alter the function of nearby genes or regulatory elements.
'''Phenotype:''' The observable characteristics or traits of an organism, which are determined by its genetic makeup (genotype) and environmental factors.
'''Recessive trait:''' A trait that is expressed only when two copies of the recessive allele are present.
'''Somatic cells:''' All cells in the body except for sperm and egg cells. Somatic cell gene editing: Gene editing performed on somatic (non-reproductive) cells, affecting only the individual and not their offspring.
'''Targeted mutation:''' A deliberate alteration in a specific gene sequence to study gene function or produce a desired trait.
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Critical reflection is the process by which adults identify the assumptions governing their actions, locate the historical and cultural origins of the assumptions, question the meaning of the assumptions, and develop alternative ways of acting (Stein, 2000, p1).
Now return to your description of the image above and reflect on the following questions:
* What assumptions are implicit in my account and where do they come from?
* What does my account imply about my basic ideals or values and my personal emotional, social, cultural, historical, or political assumptions?
* What might be the perspective of others and how/why is mine different? +
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In the following video there will be pop up information, be sure to click on the video to continue.
There are undoubtedly times when a blanket approach to protection is warranted for certain entire groups, like babies and young children, or for adults with severe cognitive impairment. However, this protectionist stance is often applied to entire groups of people who do have the capacity to provide consent (like impoverished persons, for example). So why does this happen? To answer this question, it is helpful to remember that research ethics codes originated in the biomedical domain, and were intended to prevent the kinds of abuses that occurred in the Tuskegee Syphilis Study, whereby people might be subjected to a high risk of harm in research, without their knowledge or consent. The resolve to protect people from exploitation in research runs deep, but we need to be careful not to patronise participants by well-meaning exclusions that serve to perpetuate systemic inequalities and disadvantages. +
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'''Video Transcript'''
Access to metaverses requires resources that are not available to most people, including a steady electrical supply, high speed internet connection, a headset and / or haptic devices, for an immersive experience, as well as a powerful computer. Over time, the costs of XR devices and hardware may come down, but it is hard to imagine a time when they will be accessible to all.
Aside from the costs, there are inclusivity issues related to use by people with disabilities. For instance, the design of VR headsets can inadvertently exclude individuals with specific disabilities, limiting their participation in metaverses. Current commercially available XR technology may only be comfortable to wear for about 50–60% of the population. How can virtual environments and the technical means of navigating them be adapted to the needs of visually or hearing-impaired persons? Addressing the needs of individuals with disabilities is crucial for creating an accessible and welcoming metaverse, but industries might perceive the market of people with disabilities as less lucrative, potentially leading to a lack of tailored offerings.
The use of immersive technologies within the workplace is also a grey area. There has been increased use of immersive technologies in workspaces, and attention needs to be placed on the impact, either positive or negative, on these spaces. If the technology is not inclusive of all workers, then this raises ethical concerns. +
Researchers must always use respectful language when communicating through the press or the media, even when under pressure +
In this lecture, Søren Holm addresses problematic research practices that vary in severity from definite research misconduct to questionable practices. The initial segment of the lecture examines malpractice related to the provision of open data. The subsequent segment focuses on the misuse of open data and discusses issues concerning open code, materials, and open publication.
'''Watch the lecture and then answer the questions.'''
'''Further reading:'''
The Embassy of Good Science: “[[Theme:28a0859b-9e52-4af4-97f0-b0f8eeac1f1c#Research%20misconduct|Research Misconduct]]”
Flanagin, A., Fontanarosa, P. B., & Bauchner, H. (2020). Preprints Involving Medical Research—Do the Benefits Outweigh the Challenges? JAMA, 324(18), 1840–1843. https://doi.org/10.1001/jama.2020.20674 +
Thank you for taking this irecs module!
Your feedback is very valuable to us and will help us to improve future training materials.
We would like to ask for your opinions:
1. To improve the irecs e-learning modules
2. For research purposes to evaluate the outcomes of the irecs project
To this end we have developed a short questionnaire, which will take from 5 to 10 minutes to answer. Your anonymity is guaranteed; you won’t be asked to share identifying information or any sensitive information. Data will be handled and stored securely and will only be used for the purposes detailed above. You can find the questionnaire by clicking on the link below.
This link will take you to a new page; [https://eur01.safelinks.protection.outlook.com/?url=https%3A%2F%2Fforms.office.com%2Fe%2FK5LH08FyvQ&data=05%7C02%7CKChatfield%40uclan.ac.uk%7Cde983f54bcc64d66a02908dcd0b50ccd%7Cebf69982036b4cc4b2027aeb194c5065%7C0%7C0%7C638614723283127814%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C0%7C%7C%7C&sdata=shLTj7qPsGmGj0JOoPRZV2LhKbl5XOOhAbo7F%2FWzW7s%3D&reserved=0 https://forms.office.com/e/K5LH08FyvQ]
Thank you! +
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Comité Consultatif National D’Ethique pour les Sciences de la Vie et de la Santé:
Medical Diagnosis and Artificial Intelligence: Ethical Issues. Joint opinion of the CCNE and CNPEN,
CCNE Opinion 141, CNPEN Opinion 4. November 2022
https://www.ccne-ethique.fr/sites/default/files/2023-05/Opinion%20No.141.pdf
Council of Europe:
Guidelines on artificial intelligence and data protection (2019)
https://ec.europa.eu/info/funding-tenders/opportunities/docs/2021- [https://ec.europa.eu/info/funding-tenders/opportunities/docs/2021-2027/horizon/guidance/ethics-by-design-and-ethics-of-use-approaches-for-artificial-intelligence_he_en.pdf 2027/horizon/guidance/ethics-by-design-and-ethics-of-use-approaches-] [https://ec.europa.eu/info/funding-tenders/opportunities/docs/2021-2027/horizon/guidance/ethics-by-design-and-ethics-of-use-approaches-for-artificial-intelligence_he_en.pdf for-artificial-intelligence_he_en.pdf]
Deutscher Ethikrat (German Ethics Council):
Opinion: Humans and Machines – Challenges of Artificial Intelligence (2023) https://www.ethikrat.org/en/publications/publication-details/?tx_wwt3shop_detail%5Bproduct%5D=168&tx_wwt3shop_detail%5Baction%5D=index&tx_wwt3shop_detail%5Bcontroller%5D=Products&cookieLevel=accept-all&cHash=4d430bf45ea980ea5f83daad9550ef88 (currently only available in German, an English translation will be available in due course)
European Commission:
Ethics By Design and Ethics of Use Approaches for Artificial Intelligence (2021)
https://ec.europa.eu/info/funding-tenders/opportunities/docs/2021- [https://ec.europa.eu/info/funding-tenders/opportunities/docs/2021-2027/horizon/guidance/ethics-by-design-and-ethics-of-use-approaches-for-artificial-intelligence_he_en.pdf 2027/horizon/guidance/ethics-by-design-and-ethics-of-use-approaches-] [https://ec.europa.eu/info/funding-tenders/opportunities/docs/2021-2027/horizon/guidance/ethics-by-design-and-ethics-of-use-approaches-for-artificial-intelligence_he_en.pdf for-artificial-intelligence_he_en.pdf]
European Commission Science Policy, Advice & Ethics Unit, DG Research & Innovation:
The ethics appraisal scheme in Horizon Europe (2021)
https://www.bbmri-eric.eu/wp-content/uploads/The-Ethics-Appraisal-Scheme-_BBMRI-webinar-september-2021_version-for-dessimination.pdf
Chapter 8 of the ethics issues table in the EU ethics appraisal scheme is of particular importance in Horizon Europe as it specifically addresses research ethical aspects of AI. Other relevant chapters include chapter 1 on human participants, chapter 4 on personal data and chapter 10 on the potential misuse of results. The inclusion of a chapter on AI in Horizon Europe is a recent addition. The EC introduced this chapter because it identified pressing ethical concerns related to discrimination and bias, safety and liability, transparency and opaque algorithms, as well as privacy and data protection. These concerns were deemed highly urgent and thus warranted a dedicated section within the ethics appraisal scheme. The key values to be respected within the projects submitted to the EU appraisal scheme are (1) human agency and oversight, (2) privacy and data protection, (3) fairness, diversity and non-discrimination, (4) accountability, (5) transparency, and (6) societal and environmental wellbeing.
Ethics guidelines for trustworthy AI (2019)
https://digital-strategy.ec.europa.eu/en/library/ethics-guidelines- [https://digital-strategy.ec.europa.eu/en/library/ethics-guidelines-trustworthy-ai trustworthy-ai]
OECD Legal Instruments:
Recommendation of the Council on Artificial Intelligence (2019)
https://legalinstruments.oecd.org/en/instruments/oecd-legal-0449
UNESCO:
Recommendations on the Ethics of Artificial Intelligence (2022)
https://unesdoc.unesco.org/ark:/48223/pf0000381137
World Health Organisation:
Ethics and governance of artificial intelligence for health (2021)
https://www.who.int/publications/i/item/9789240029200
See Chapter 4 for an overview of laws, policies, and principles that apply to the use of AI in healthcare. Chapter 5 proposes six key ethical principles which can serve as useful reminders for those involved in research utilising AI in healthcare
Also worth exploring are guidelines produced by [https://blog.neurips.cc/2021/12/03/a-retrospective-on-the-neurips-2021-ethics-review-process/ Stanford University], [https://unesdoc.unesco.org/ark:/48223/pf0000380455#:~:text=AI%20actors%20and%20Member%20States,law%2C%20in%20particular%20Member%20States%27 UNESCO] and the Horizon Europe Project [https://www.sienna-project.eu/ SIENNA] which developed ethical frameworks and recommendations for AI and robotics.
Isaak, J., & Hanna, M. J. (2018). User data privacy: Facebook, Cambridge Analytica, and privacy protection. Computer, 51(8), 56-59. https://ieeexplore.ieee.org/abstract/document/8436400
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ALLEA (2023) The European Code of Conduct for Research Integrity, Revised edition, available from: [https://eneri.eu/the-project/ https://allea.org/]
World Medical Association, Declaration of Helsinki – Ethical Principles for Medical Research Involving Human Subjects, available from: https://www.wma.net/policies-post/wma-declaration-of-helsinki-ethical-principles-for-medical-research-involving-human-subjects/
ENERI (nd) National RE and RI infrastructure, available from: [https://www.bps.org.uk/guideline/bps-code-human-research-ethics https://eneri.eu/national-re-and-ri-infrastructure/]
The San Code of Research Ethics, available from: [https://www.hra.nhs.uk/about-us/committees-and-services/res-and-recs/ https://www.globalcodeofconduct.org/affiliated-codes/]
Singapore Statement, available from: [https://www.globalcodeofconduct.org/affiliated-codes/ https://www.wcrif.org/downloads/main-website/singapore-statements/223-singpore-statement-a4size/file]
The TRUST Global Code of Conduct for Equitable Research Partnerships, available from: [https://allea.org/ https://www.globalcodeofconduct.org/]
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|[https://classroom.eneri.eu/node/218 Previous Page]
|[https://classroom.eneri.eu/node/131 Return to iRECS Learning Material]
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In this module we have considered key concepts associated with the use of AI technologies in healthcare, including how AI systems are built, some of the key applications available for use in healthcare, and the primary implications of their use within the healthcare domain.
Now you can try the end of module quiz to see whether your learning from this module addresses the intended learning outcomes.
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In addition to the checklist that we have been referring to throughout this case study, we also recommend consulting the policies and guidelines below when reviewing proposals involving the use of XR technologies. There are currently no specific EU or international guidelines governing XR. Listed here are the most relevant sources of ethics guidance as well as the most relevant regulations.
A not-for-profit organisation, The '''Metaverse Standards Forum''' brings together most of the industrial players involved in the metaverse, with the aim of creating the conditions for its worldwide interoperability: [https://metaverse-standards.org/ https://metaverse-] [https://metaverse-standards.org/ standards.org/]
'''Data Privacy and Security'''
[https://gdpr-info.eu/ General Data Protection Regulation (GDPR)]
The GDPR is a comprehensive data protection law that applies to all research involving personal data from EU citizens, regardless of where the research is conducted.
'''Guidelines for AI and Emerging Technologies'''
[https://www.oecd.org/en/topics/policy-issues/artificial-intelligence.html OECD Principles on Artificial Intelligence]
These principles promote responsible stewardship of trustworthy AI, calling for transparency, accountability, and data privacy. For XR studies that integrate AI-driven avatars or generative AI, these guidelines emphasise transparency in AI functionality and accountability for AI-driven outcomes.
[https://www.unesco.org/en/articles/recommendation-ethics-artificial-intelligence UNESCO’s Recommendation on the Ethics of Artificial Intelligence] (2021)
UNESCO’s guidelines focus on AI ethics, covering respect for human rights, transparency, and accountability. This is particularly relevant to XR studies that use AI to create immersive experiences, as researchers must ensure that AI-driven interactions are fair, transparent, and respectful of human dignity.
[https://digital-strategy.ec.europa.eu/en/library/ethics-guidelines-trustworthy-ai European Commission’s Ethics Guidelines for Trustworthy AI]
These guidelines emphasise the need for AI systems to be lawful, ethical, and robust. In XR research involving AI avatars, this means ensuring that AI interactions do not mislead or psychologically manipulate participants and that data collected from these interactions complies with ethical standards.
Ethics By Design and Ethics of Use Approaches for Artificial Intelligence (2021)
https://ec.europa.eu/info/funding-tenders/opportunities/docs/2021- [https://ec.europa.eu/info/funding-tenders/opportunities/docs/2021-2027/horizon/guidance/ethics-by-design-and-ethics-of-use-approaches-for-artificial-intelligence_he_en.pdf 2027/horizon/guidance/ethics-by-design-and-ethics-of-use-approaches-] [https://ec.europa.eu/info/funding-tenders/opportunities/docs/2021-2027/horizon/guidance/ethics-by-design-and-ethics-of-use-approaches-for-artificial-intelligence_he_en.pdf for-artificial-intelligence_he_en.pdf]
Provides a comprehensive framework to ensure the ethical development and deployment of AI-driven avatars. E'''thics by Design''' guides the development of AI systems that prioritize privacy, transparency, and fairness from the outset. '''Ethics of Use e'''mphasizes ethical considerations during deployment, including informed consent, impact monitoring, participant support, and continuous feedback mechanisms.
[https://digital-strategy.ec.europa.eu/en/policies/european-approach-artificial-intelligence European approach to artificial intelligence]
Includes links to the current relevant guidelines, strategies and support that are relevant in the EU. Focusses on excellence and trust and aiming to boost research and industrial capacity while ensuring safety and fundamental rights.
World Health Organisation: Ethics and governance of artificial intelligence for health (2021)
https://www.who.int/publications/i/item/9789240029200
Although the WHO guidelines specifically address AI in health contexts, many principles are broadly applicable to XR research that uses AI and involves psychological and biometric assessments. The guidelines reinforce the importance of transparency, accountability, privacy, risk mitigation, fairness, and informed consent—all critical to conducting AI-driven research in immersive XR environments. While these guidelines are framed around health their principles apply well to any context where AI interacts with sensitive human experiences and data.
'''Standards for Biometric and Sensitive Data'''
[https://www.iso.org/standard/27001 ISO/IEC 27001] - Information Security Management
This international standard provides a framework for data security, emphasizing the need for strict measures to protect sensitive and biometric data (e.g., eye-tracking or heart rate data). For XR studies, adhering to ISO/IEC 27001 can ensure secure handling of biometric data.
[https://www.iso.org/committee/6794475.html <span lang="FR">ISO/IEC JTC 1/SC 42</span>] <span lang="FR">- Artificial Intelligence Standards</span>
This series of standards focuses on AI, including the use of biometric and biometric-enhancing technologies. Following these standards can help manage risks associated with XR’s use of biometric data, ensuring data accuracy, protection, and responsible use.
'''Digital Accessibility Standards'''
[https://social.desa.un.org/issues/disability/crpd/convention-on-the-rights-of-persons-with-disabilities-crpd UN Convention on the Rights of Persons with Disabilities (CRPD)]
This convention calls for inclusive access to technology, which applies to XR environments. Researchers must ensure that XR experiences are accessible to individuals with disabilities, including provisions for visual, auditory, or mobility-related needs.
[https://www.w3.org/TR/WCAG21/ Web Content Accessibility Guidelines (WCAG)]
Although focused on web content, WCAG principles are increasingly applied to XR to ensure that immersive environments are accessible. Following these guidelines can ensure that XR experiences are inclusive and provide equitable access to all participants.
[[File:Two peoples hands, one person comforting the other.jpg|alt=two peoples hands, one person comforting the other|center|frameless|600x600px|two peoples hands, one person comforting the other]]
Research ethics with humans presents one of the most difficult ethical challenges for a researcher. It might help to remember that research participants often provide a voluntary service to humanity and science without personal gain; they should be treated ethically in return. +
'''Guidelines and Regulations'''
In Europe, biobanking is governed by regulations in the [https://health.ec.europa.eu/medicinal-products/clinical-trials/clinical-trials-regulation-eu-no-5362014_en? European Union's Clinical Trials Regulation] and the [https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=celex%3A32004L0023 Human Tissue and Cells Directive] which provides guidelines for sample collection, storage, and ethical considerations. Guideline 8 in [https://cioms.ch/wp-content/uploads/2017/01/WEB-CIOMS-EthicalGuidelines.pdf? CIOMS International ethical guidelines for health-related research involving humans] sets out recommended practices for the collection, storage and use of biological materials and related data. Also relevant is the [https://commission.europa.eu/law/law-topic/data-protection/legal-framework-eu-data-protection_en General Data Protection Regulation] (GDPR), which addresses the processing of personal data.
[https://www.isber.org/page/BPR? The International Society for Biological and Environmental Repositories] (ISBER) provides guidelines for best practices, and the [https://www.bbmri-eric.eu/library/oecd-guidelines-for-human-biobanks-and-genetic-research-databases-hbgrds-2009/? OECD's Guidelines on Human Biobanks and Genetic Research Databases] offer international recommendations. [https://pmc.ncbi.nlm.nih.gov/articles/PMC9357355/? Multiple national and regional regulations] further shape biobanking practices worldwide, emphasising ethical, legal, and privacy considerations.
It is important to remember that different guidelines and regulations will apply to biobanks and related research projects in order to comply with the requirements of different institutions, organisations and geographical locations. The further resources section lists and provides links to other relevant EU or international guidelines or standards related to biobanking in health and healthcare, but you may need to explore further afield to locate those that apply to different situations.
Make a note of which regulations and/or guidelines relating to the use biobanking are most relevant to your institution/geographical location.
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Describing an image may seem like a simple cognitive activity. However, our impressions of an image or any other resource are influenced by a wide range of factors, including those listed by Fook (2006). Engaging in critical reflection through developing the habit of noticing our reactions, and recognising where they come, from will enable a greater awareness of our own assumptions. In the above activity, you have engaged with the first stage two components of critical reflection as described by Fook (2006). In the next section of the module, we explore a model to aid Fook’s second stage third and fourth components of re-evaluation and reworking of concepts and practice based on critical reflection and analysis. +
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You can try these questions to see whether your learning from this module addresses the intended learning outcomes. No one else will see your answers. No personal data is collected. +
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'''Video Transcript'''
If we think about fairness and equity, I would say, then we take a little bit of a different perspective also on extended reality, because manipulation is one aspect, but let's not forget that extended reality is still a three-dimensional technology. And not everyone can use three-dimensional technology for a simple reason. That we have a certain percentage of the population, it's not very high, but still it's significant. I believe it's around 4% or 5% that they do not have a depth vision, let's say.
So, for these people, the use of extended reality is impossible basically. But then we have a big number of people, we don't have a lot of research yet to know exact numbers, that they simply find extended reality too confusing, too nauseatic. They cannot function well. So, all these people, whatever the percentage is, but it's definitely a significant minority, are not able to benefit from extended reality. Even more so they are averse to it. So that means that we have a percentage of the population that cannot use extended reality and will be left behind so far as extended reality is used widely for many reasons. For example, for training, for education, and so on and so forth. +
Research must not compromise public health responses. In particular, the involvement of clinical staff in research should not affect patient care negatively. +
In this lecture, Søren Holm outlines various practices to prevent research malpractice in Open Science. The first section of the lecture covers methods to avoid malpractice with open data, open code, and open materials and research sites. The second section examines Open Science beyond data and across borders. Lastly, the third section explores whether improved peer review practices can address issues related to research malpractice in Open Science.
'''Watch the lecture and then answer the questions.'''
'''Further reading:'''
Kingsley, D. (2025, March 30). Show your working: How the ‘open science’ movement tackles scientific misconduct. The Conversation. http://theconversation.com/show-your-working-how-the-open-science-movement-tackles-scientific-misconduct-249020
Mabile, L., Shmagun, H., Erdmann, C., Cambon-Thomsen, A., Thomsen, M., & Grattarola, F. (2025). Recommendations on Open Science Rewards and Incentives: Guidance for Multiple Stakeholders in Research. Data Science Journal, 24. https://doi.org/10.5334/dsj-2025-015 +
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'''Equality'''
Equality implies that people are treated equally in terms of rights, or access to services etc. without discrimination or unfair advantage. In the context of social justice and human rights, equality involves equal access to resources and opportunities, as well as ensuring that individuals are not disadvantaged or marginalised. This can include efforts to address systemic inequalities, discrimination, and barriers to full participation in society.
'''Equity'''
Equity refers to fairness in the distribution of resources, opportunities, and rights. It involves ensuring that everyone has access to what they need to thrive and reach their full potential, regardless of their background, identity, or circumstances. Unlike equality, which aims to treat everyone the same, equity recognizes that different individuals or groups may require different levels of support or resources to achieve equal outcomes.
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'''Intellectual property rights'''
Intellectual property rights (IPR) refer to the legal rights granted to individuals or entities to protect their creations or inventions, which can include inventions, literary and artistic works, designs, symbols, names, and images used in commerce. These rights typically include patents, copyrights, trademarks, and trade secrets, granting creators or owners exclusive rights to use and control their intellectual property for a specified period. These rights enable individuals and organizations to benefit financially from their innovations and creativity while fostering innovation and creativity by providing incentives for research, development, and investment.
'''Traditional knowledge'''
Traditional knowledge encompasses the accumulated wisdom, practices, and innovations passed down through generations within a specific culture or community. It includes knowledge about the natural environment, biodiversity, agricultural practices, healing methods, cultural expressions, and other aspects of traditional lifestyles. Traditional knowledge is often orally transmitted and deeply rooted in local customs, beliefs, and experiences. It plays a vital role in sustainable development, biodiversity conservation, and the preservation of cultural heritage.
