Here we identify approximately 40,000 healthy human volunteers who were intentionally exposed to infectious pathogens in clinical research studies dating from late World War II to the early 2000s. Microbial challenge experiments continue today under contemporary human subject research requirements. In fact, we estimated 4,000 additional volunteers who were experimentally infected between 2010 and the present day. We examine the risks and benefits of these experiments and present areas for improvement in protections of participants with respect to safety. These are (...) the absence of maximum limits to risk and the potential for institutional review boards to include questionable benefits to subjects and society when weighing the risks and benefits of research protocols. The lack of a duty of medical care by physician–investigators to research subjects is likewise of concern. The transparency of microbial challenge experiments and the safety concerns raised in this work may stimulate further dialogue on the risks to participants of human experimentation. (shrink)

Citizens require independent reporting more than ever in the news coverage of conflict in the 21st century. The traditional role of national governments has been compromised both by terrorism and by technology that makes hard borders porous. It is unlikely that citizens or policymakers will cope with those changes unless they are reminded how the world has changed. That is an essential role for journalism, and provides a distinction between the terms nationalistic press and patriotic press. A nationalistic press simply (...) repeats governmental messages; a patriotic press reports independently and keeps fundamental interests of citizens in mind. (shrink)

ABSTRACT:Globalization has brought increased attention to the notion that labor rights such asfreedom of association—the right of workers to organize a union—are fundamental human rights. However, the vigorous opposition to freedom of association by US firms is largely ignored in the business ethics literature and exacerbated by compensatory corporate citizenship rating mechanisms that tend to mask labor rights deficiencies. I argue that because freedom of association is a hypernorm, instrumental to fully realizing basic human rights, labor rights and human rights (...) are largely inseparable. Thus, respect for labor rights is a non-substitutable requisite of corporate citizenship. I conclude by providing examples of corporate labor relations strategies that respect freedom of association and business firms that are leading the way. (shrink)

The text aims to explore legal and moral aspects of torture. Under the legal aspect the text compares three definitions of torture: UN definition, Brazilian definition, and Spanish definition. In this regard, neither the UN formulation nor the Brazilian formulation are ideal, because the Brazilian legal definition restricts the element of action by the part of the perpetrator of torture, and the UN convention restricts the effect on the victim, given that pain or suffering should be severe. The hypothesis is (...) that a better proposal could be linked to the Spanish Penal Code, which in its art. 174 defines torture as the submission of someone “to conditions or procedures that, due to their nature, duration or other circumstances, involve physical or mental suffering, the suppression or decrease of their faculties of knowledge, discernment or decision, or that otherwise undermine their moral integrity”. Concerning the moral meaning of the repulse to torture it is intended to defend the paradigmatic character of the human right to not be tortured in at least two respects. The first aspect refers to its universalizing vocation in the full sense, since it can be extended to all sentient beings. In this regard, the prohibition of torture goes beyond the dominium of personality to advance in the direction of a domain of suffering not determined by the mask of personality. The second aspect is that the prohibition stands for an absolute right with no exceptions, precisely because of its deeper moral content.Keywords:radical evil, torture, perpetrator. (shrink)

The aim of the contribution is to outline the ethical foundations in Maritain’s and Novak’s interpretation of human rights in a wider historical context and to assess its meaning for the present, with special regard to our Central European area. The issue of human rights has, in addition to its political aspect, an inherent ethical one. Fundamental human rights relate to the possibility of autonomy of a person as a moral being endowed with reason and striving for a meaningful life. (...) Therefore, these rights have a fundamental role in practical life; however, they have also become an issue of speculative philosophy and theology, where the focus is upon concepts of freedom and reason. Jacques Maritain and Michael Novak were important figures in the advancement of human rights at the international level, with exceptional impacts especially in Central Europe. Both have their roots in Christian humanism, and for both their concept of human relations is derived from Biblical religion and love for one’s neighbour. Novak accepts Maritain’s concepts of a person and human dignity, and he tries to explain his own concept of democratic capitalism in accordance with it. (shrink)

This article presents global ethics as critical reflection on the nature, justification and application of a global ethic. Much of the article focuses on the nature of a global ethic as the content of global ethics, e.g. whether it is thick or thin, is about universal values or transnational responsibilities, is a set of values justified by a particular thinker, values widely shared or values universally accepted. Global ethics itself as a process is also examined. In the last part the (...) Earth Charter is examined as an example of a global ethic, and a case is made for regarding it, both in respect to its content and in respect to the senses in which it is and is not a global ethic, as an appropriate subject matter for global ethics. (shrink)

ABSTRACT:The articles in the special issue ofBusiness Ethics Quarterly, “Normative Business Ethics in a Global Economy: New Directions on Donaldsonian Themes,” were written by a set of outstanding scholars: Margaret M. Blair, Joseph P. Gaspar, Nien-hê Hsieh, Peter L. Jennings, Marietta Peytcheva, Andreas Georg Scherer, Amy J. Sepinwall, Andrew Stark, Danielle E. Warren, and Manuel Velasquez. In this commentary I reply to my colleagues, arranging my reply around the following themes: 1) the corporate moral agent; 2) the idea of a (...) social contract for business; 3) managing ethics within corporations; and 4) values in business. I discuss each in turn. However, I reflect first on my idiosyncratic approach to business ethics. (shrink)

Background: Food is an important part of nursing care and recognized as a basic need and a human right. Nutritional care for older adults in institutions represents a particularly important area to address in nursing education and practice, as the right to food can be at risk and health personnel experience ethical challenges related to food and nutrition. Objective: The present study investigates the development of coursework on nutritional care with a human rights perspective in a nursing programme for first-year (...) nursing students and draws upon reflections and lessons learned. Research design: The study utilized educational design research. The coursework, developed through two rounds, combined on-campus learning and clinical placement in nursing homes. Nursing studentsʼ perspectives and experiences gathered through focus groups and a written assignment informed the development and evaluation of the coursework. Participants and research context: In the first round, multistage focus group interviews were conducted with 18 nursing students before, during and after placement. In the second round, four focus group interviews with 26 nursing students were conducted shortly after placement. Ethical consideration: The study was approved by the Norwegian Centre for Research Data. Findings: Three main ʽlessons learnedʼ emerged regarding introducing a human rights perspective in nursing education: 1) the contribution of the human rights perspective in changing the narrative of ʽvulnerable and malnourished patientsʼ, 2) the importance of relationships and experiences for learning about human rights and 3) the benefit of combining development of ethical competence with a human rights perspective. Conclusion: A human rights perspective enabled the students to give meaning to nutritional care beyond understanding of food as a basic physical need. Incorporating human rights in nursing education can support nursing students and nurses in recognizing and addressing ethical and structural challenges and being able to fulfil the right to food for patients. (shrink)

In recent years, neuroscience has been a particularly prolific discipline stimulating many innovative treatment approaches in medicine. However, when it comes to the brain, new techniques of intervention do not always meet with a positive public response, in spite of promising therapeutic benefits. The reason for this caution clearly is the brain’s special importance as “organ of the mind”. As such it is widely held to be the origin of mankind’s unique position among living beings. Likewise, on the level of (...) the individual human being, the brain is considered the material substrate of those traits that in combination render each person unique. In view of this preeminent significance of the brain, it is understandable that, in general, interventions into the brain are considered a delicate issue and that new techniques of intervention are scrutinised with particular care. However, in doing so it is important not to go to the opposite extreme and shy away from promising new therapeutic approaches for debilitating disorders of the brain. With respect to the new techniques of brain intervention a broad interdisciplinary perspective is required to discern irrational fear from justified concern. Hence, the Europäische Akademie established a project group consisting, on the one hand, of experts from different fields of medicine who have got first-hand experience of applying the techniques at issue and, on the other hand, of philosophers and a legal expert. The task of this team was to review the state of the art with respect to each single technique of intervening in the brain, to indicate future developments, and to address the ethical and legal issues common to all of them. The project’s outcome is the book at hand. (shrink)

The Oxford Handbook of Philosophy and Race provides up-to-date explanation and analyses by leading scholars of contemporary issues in African American philosophy and philosophy of race. These original essays encompass the major topics and approaches in this emerging philosophical subfield that supports demographic inclusion and diversity while at the same time strengthening the conceptual arsenal of social and political philosophy. Over the course of the volume's ten topic-based sections, ideas about race held by Locke, Hume, Kant, Hegel, and Nietzsche are (...) supplemented by suppressed thought from the African diaspora, early twentieth-century African American perspectives and Native-, Asian-, and Latin-, American views. The contributors bring philosophical analysis to bear on the status of racial divisions as categories of humanity in the biological sciences, as well as within contemporary criticism and conceptual analysis. Essays present the special applications of American philosophy and continental philosophy to ideas of race as methodological alternatives to more analytic approaches. As a collection of analyses and assessments of 'race' in the real world, the volume pays trenchant and relevant attention to historical and contemporary racism and what it means to say that 'race' and racial identities are socially constructed. The essays analyze contemporary social issues including the importance of racial difference and identity in education, public health, medicine, IQ and other standardized tests, and sports. Additionally, the essays consider the societal limitations and structures provided by public policy and law. As a critical theory, the volume compares the study of race to feminism. Historical and contemporary, academic and popular, racisms pertaining to male and female gender receive special consideration throughout the volume. While this comprehensive collection may have the effect of a textbook, each of the original essays is a fresh and authentic development of important present thought. (shrink)

Leslie Allan demonstrates how human rights are unproblematic for utilitarian moral theory and how, upon consideration, utilitarianism turns out to be the best theory for justifying human rights. Using case studies of historical and contemporary human rights conventions and recent psychological research, he argues how our concept of human rights is founded on the satisfaction of fundamental human needs and the consequences for human happiness.

Ethics is of vital importance to the Swedish educational system, as in many other educational systems around the world.Yet, it is unclear how ethics should be dealt with in school, and prior research and evaluations have found serious problems regarding ethics in education.The field of moral education lacks clear and widely accepted definitions of key concepts, and these ambiguities negatively impact both research and educational practice. This thesis draws a distinction between three approaches to ethics in school – the descriptive (...) ethics approach, the value transmission approach, and the inquiry ethics approach – and studies in what way (if at all) they are prescribed by the national curriculum for the Swedish compulsory school, how they relate to students’ moral reasoning about technology choices and online behaviour, and what pedagogical merits and disadvantages they have. Hopefully, this both contributes to reducing the ambiguities of the field, and to answering the question of how ethics should be dealt with in education. The descriptive ethics approach asserts that school should teach students empirical facts about ethics, such as what views and opinions people have. The value transmission approach holds that school should mediate some set of predefined values to the students and make sure the students come to accept these values.The inquiry ethics approach is the view that school should teach students to reason and think critically about ethics and to engage in ethical inquiry. The role of ethics in the curriculum has not been studied in light of the above distinction, in prior research,and such an investigation is undertaken here.The results suggest that ethics has a prominent, but complicated, role in the Swedish national curriculum. Although no explicit distinction is drawn or acknowledged in the curriculum, all three approaches are prescribed throughout the curriculum, albeit to different degrees. In the general section of the curriculum, the value transmission and inquiry ethics approaches are more extensively prescribed than the descriptive ethics approach. It was found that most of the syllabi contained explicit references to ethics, while some only contained implicit references to ethics, and two syllabi lacked references to ethics altogether. In the syllabi, the inquiry ethics approach is the most dominant, both in the sense of being present in the most syllabi, and in the sense of being more strongly prescribed in many of the syllabi where several approaches occur.The value transmission approach has the weakest role in the syllabi. In total, the inquiry ethics approach is the approach most strongly prescribed by the curriculum. But prior research has shown that inquiry ethics is very rarely implemented in the classroom. In this thesis, it is found that the inquiry ethics and the value transmission approaches are incompatible, given certain reasonable interpretations, which makes the finding that inquiry ethics is rarely implemented less surprising, since value transmission is practiced in schools. Some possible causes, and some consequences, of this is discussed. The students, in their moral reasoning about technology choices, reasoned in accordance with several classical normative theories – including consequentialism, deontological ethics and virtue ethics – and in doing so, they expressed reasoning that in the discussion is found to be in conflict with the values of the value foundation in the curriculum. These findings complement earlier findings, for example that students in their actions contradict the value foundation, by adding that such conflicts also exist in their reasoning. The existence of these conflicts is found to be problematic for a value transmission approach. Many of the students defended very restrictive views on disclosing personal information online, and prior research as well as the present data has shown that adults typically hold views that are very similar to these, concerning how they think that young people ought to act online. On the other hand, youths’ actual online behaviour, as reported in earlier studies, differs considerably from this. In line with this, the students also seemed to endorse a form of private morals view, according to which moral choices are simply up to one’s own taste, which would yield an escape exit from the restrictive views mentioned above, and permit any behaviour. In the discussion, it is argued that this is the result of an attempt at value transmission from the grown-up community, probably including teachers, which might seem to work, since the students claim to hold certain views, but which likely instead constitutes a false security, since these values are not actually accepted, but only paid lip service to, and the adults are therefore wrong in their belief that the students are protected by a certain set of values (that they think the students are upholding), since the students in fact do not uphold, and therefore do not act based upon, these values. This situation risks making the students more vulnerable than had no value transmission attempt been taken in the first place. Hence, the attempted value transmission runs the risk of counteracting its purpose of helping the students acquire a safe online behaviour. Throughout the moral reasoning mentioned above, extensive variations in the students’ reasoning were found, both interpersonally and intrapersonally, both in the decision method and in the rightness criterion dimensions, as well as in between the dimensions.The existence of such variations is a novel finding, and while possible applications in future research are discussed, it is also noted that this existence constitutes a reason to question the successfulness of both the value transmission and the inquiry ethics endeavours of the educational system. The results and discussions described above highlight the importance of investigating the merits of the different approaches. Several arguments that arise from the material of this thesis are presented, evaluated and discussed. The ability of each approach to fulfil some alleged key aims of ethics education is scrutinised; their abilities to educate for good citizenship, to educate for quality of life of the individual, and to facilitate better educational results in other subjects are all investigated, as well as the ability of each approach to help counteract the influence from online extremist propaganda aimed at young people and to promote safe online behaviour in general. It is concluded that the inquiry ethics approach has the strongest support from the material of this thesis. Some consequences for school practice are discussed, and it is concluded that changing the role of ethics in the curriculum would be beneficial, downplaying the role of value transmission and further increasing, and making more explicit and clear, the role of inquiry ethics. It is also shown that there are strong reasons for the inclusion of a new subject in the Swedish compulsory education with special focus on ethics. 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This paper assesses the problem of the possible tension between development and environmental protection, especially for developing countries. Some leaders of these countries like Jacob Zuma claim for example that poor countries should only join the fight against climate change if it does not compromise their economic development, thus suggesting that environmental protection is more often than not an obstacle to economic development. I argue that this argument is if not misleading, at least incomplete because it does not take the (...) diversity of environmental protection seriously and reduces development to economic development. In fact, some aspects of environmental protection may clearly clash with some kinds of economic development. In that line, when countries are still very poor, their economic development should take priority over some ecological-friendly policies. But this is only one side of the truth. The other side of the truth is that some ecologically-friendly policies can also make poor countries richer, more democratic and fairer. (shrink)

The field of AI ethics during the current and previous decade is receiving an increasing amount of attention from all involved stakeholders: the public, science, philosophy, religious organizations, enterprises, governments, and various organizations. However, this field currently lacks consensus on scope, ethico-philosophical foundations, or common methodology. This thesis aims to contribute towards filling this gap by providing an answer to the two main research questions: first, what theory can explain moral scenarios in which AI entities are participants?; and second, what (...) theory can explain the process of moral reasoning, decision and action, for AI entities in virtual, simulated and real-life moral scenarios? This thesis answers these two research questions with its two main contributions to the field of AI ethics, a substantial and a methodological contribution. The substantial contribution is a coherent and novel theory named Ethics of Systems Framework, as well as a possible inception of a new field of study: ethics of systems. The methodological contribution is the creation of its main methodological tool, the Ethics of Systems Interface. The second part of the research effort was focused on testing and demonstrating the capacities of the Ethics of Systems Framework and Interface in modeling and managing moral scenarios in which AI and other entities participate. Further work can focus on building on top of the foundations of the Framework provided here, increasing the scope of moral theories and simulated scenarios, improving the level of detail and parameters to reflect real-life situations, and field-testing the Framework on actual AI systems. (shrink)

Introduction Conceptual Distinctions: Work, Labor, Employment, Leisure The Value of Work and the ‘Anti-Work’ Critique Work, Meaning, and Dignity Work and Distributive Justice Work and Contributive Justice Work and Productive Justice Work and its Future BIBLIOGRAPHY .

This essay questions what is argued by many scholars today, namely that the moral concept of human dignity provides the basis for the establishment of human rights. More specifically, I critically discuss the two most prominent conceptions of human dignity, the ‘status’ and the ‘value’ conceptions of dignity, which are suggested today as the foundations of human rights. Ultimately, I propose a different, ‘duty-based’ philosophical account for the justification of the latter.

This dissertation offers a robust philosophical examination of a phenomenon that is morally, socially, and politically significant – microaggressions. Microaggressions are understood to be brief and routine verbal, behavioral, or environmental indignities that, whether intentional or unintentional, convey hostility toward or bias against members of marginalized groups. Microaggressions are rooted in stereotypes and/or bias (whether implicit or explicit) and are connected to broader systems of oppression. Microaggressions are philosophically interesting, since they involve significant ambiguity, questions about speech and communication, and (...) the ability for our speech to encode and transmit bits of meaning. Microaggressions prompt reflection about the nature of blameworthiness and responsibility, especially for unintended acts and harms. They involve questions about how we perceive and treat one another, and whether or not people are treated as true equals in our social and political worlds. For all of these reasons, microaggressions are a critical area in need of philosophical reflection, specifically reflection in feminist philosophy, philosophy of language, moral philosophy, and social and political philosophy. This dissertation seeks to advance the philosophy of microaggressions through three distinct aims: a conceptual aim (chapters 2 and 3), an epistemological aim (chapters 1 and 2), and a moral aim (chapters 4 and 5). The conceptual aim involves clarifying how we should understand and categorize microaggressions. The epistemological aim involves identifying some of the epistemological assumptions undergirding discussions of microaggressions in the literature, including assumptions made by critics of microaggression theory, and arguing for an alternative epistemological framework for theorizing about microaggressions. The moral aim involves better understanding the harms of microaggressions, including their role in reinforcing structures of oppression and unjust social hierarchy. Taken together, these chapters make some progress on the conceptual, epistemological, and moral questions that microaggressions generate, and which philosophers have not yet adequately analyzed. It thus offers a meaningful contribution to the conversations philosophers are beginning to have about the morally and politically salient phenomenon of microaggressions. (shrink)

Challenges of applying universal ethics principles in research practice are widely discussed among educational researchers. Scholars have suggested different approaches to improve research practices, including acknowledging cultural relativism and practicing situated ethics. This article argues that more meaningful research processes and outcomes may be achieved by responding to three similar, yet potentially different “sets” of ethical principles: a) institutions’ (universal) research ethics; b) participants’ ethics and; c) researchers’ personal ethics. We discuss and present our exploration of these three aspects through (...) an approach which enables more flexibility for education researchers in practice. Responsive Ethics embraces the interplay of these three aspects. We suggest that the “research ethics space” generated from response to and negotiation among these three aspects has potential for more meaningful and transparent education research outcomes. By establishing a comfortable middle ground between sometimes extreme positions of the ethical principles of the participants, researcher, and the institution (universal research ethics), Responsive Ethics contributes to discussions on improving ethical research practices in education contexts. (shrink)

This thesis starts by introducing the theme of sensuous connections between one and other. I discuss the desire for epistemic kinship and philosophical concerns with objectivity which echo those of the natural sciences. At first, the focus is the ways in which various philosophies have attempted to bridge the gap between one and other. Then, there is a move to concentrating in particular on Alfred North Whitehead’s process metaphysics, a system of thought that helps conceive a description of reality that (...) is made out of the processes defined by their relation to other processes. I sketch out features of Whitehead’s speculative philosophy which serves as a description of philosophical method. I then outline a description of reality as an interrelated web of prehensions which start from physical, empirical base, moves to the imaginative realm of conceptual possibility and is narrowed down to the propositions which lead to creative novelty. The case is made that in its most generalised form, this process of concrescence is a basic aesthetic mode of being, shared by human and non-human occasions of experience. I argue that coming to see the world as being constructed out of highly social processes in which we – our species and ourselves as individuals – are integral participants, bridges the modern chasm between individual and whole. I take Nietzsche’s notion of passive nihilism to be a symptom of such a gap and attempt to solve this problem using the framework of aesthetic education as means to attune oneself with the co-constructive processes which connect them with the immanent and intrinsic value in the systems around them. Finally, I engage with wider cosmopolitical implications of adopting attunement to the vibrancy of such processes, even if they are felt not known, and show the relevance of such an endeavour to an ethical disposition that is based on aesthetic feeling and directed to social change. (shrink)

The digital divide refers to inequalities in access to information technology. One of the main reasons why the digital divide is an important issue is that access to information technology has a tremendous impact on people's ability to acquire knowledge. According to Alvin Goldman (1999), the project of social epistemology is to identify policies and practices that have good epistemic consequences. In this paper, I argue that this sort of approach to social epistemology can help us to decide on policies (...) for dealing with the digital divide. I argue, however, that Goldman's specific proposals for evaluating policies are not adequate. I make an alternative proposal based on the work of John Rawls (1971) on distributive justice. (shrink)

Humans tend to group themselves in communities with similar understandings of the meaning of life and how to act accordingly. For the most part, in past history such large communities, called cultures or civilizations, have tended on the one hand to live unto themselves, and on the other to dominate and, if possible, absorb the other cultures they encountered. For example, Christendom, Islam, China.

Contemporary moral philosophy has different approaches to provide justice and equality to groups that are traditionally discriminated on the grounds of gender, religion, age, sexual orientation, etc. On the other hand, functionally diverse (disabled) people have had a parallel approach to their discrimination, excluded from mainstream diversities. Including functional diversity and the diversity model in modern recognition and redistribution theories, as another human diversity, provides an extended ethical approach: diversity ethics. This general framework also includes other fundamental ideas for equality (...) such as human fragility, social domination logics, self-respect and auto-recognition. Diversity ethics provides sound foundations to defend justice and equality for all human diversities and an alternative to other approaches that broaden the moral community, excluding some humans, like Peter Singer’s ethics. (shrink)

Ḥijāb, an Islamic ethico-religious and socio-cultural symbol, is increasingly becoming visible in the Western public arena giving rise to a debate over its compatibility with dominant Western culture and values. Placing it in an argumentative genre, the paper highlights the sociological, religious and cultural rationales for the increasing visibility of the Islamic dress code among young Muslim women. It provides a discursive framework based on a cultural sociology through which ḥijāb and niqāb could be accepted.

This thesis assesses philosophical arguments in favour of patent systems. These come in both consequentialist and deontological forms, the latter of which are the focus of this analysis. One kind of deontological argument is based on the concept of desert. I argue that on any plausible conception of desert, the patent system fails to distribute rewards as well as viable alternative systems could. The other kind of deontological argument claims that inventors are entitled to patent rights over their inventions as (...) an extension of their natural rights, drawing on a Lockean account of the conditions of legitimate appropriation of unowned goods. After a discussion of the metaphysics of invention, and of the nature of the commons, I argue that Locke's conditions are not in fact always trivially satisfied in the case of patents. Furthermore, entitlement-based arguments conclude that because new inventions are unowned, claiming property rights in them involves only the same moral considerations that would apply in the state of nature. I argue that because we are not in the state of nature, pre-existing property rights also need to be taken into account, which conflict with patents. The broad conclusion of this thesis is that none of the plausible deontological arguments for patent systems are sound. The implication is that any justification of must therefore be made in consequentialist terms; this ultimately rests on strong empirical evidence rather than normative arguments alone. (shrink)

The place of religion in society is under scrutiny. Increasing local and global religiously marked conflict calls for deeper enquiry into its causes and possible solutions. Inter-religious ignorance may be contributing to rising intolerance. Philosopher Peter Singer claimed that interactions with an increasing variety of cultures will require humanity to develop a more tolerant approach to those once considered outsiders. This thesis proposes that comparative religion education may contribute to a possible remedy. The study combines qualitative and quantitative research methods (...) to explore the relationship between comparative religion knowledge and cultural diversity capability. It argues that comparative religion education may assist in the development of inclusive attitudes towards religious and cultural difference and thus make a positive contribution to social cohesion and democratic citizenship. It includes a survey of Australian Year 11 students enrolled in the comparative Study of Religion course. The results are not conclusive but may be interpreted as showing some support for the hypothesis. The study raises important questions regarding the nature of religion education in Australia and highlights opportunities for further research. (shrink)

This treatise presents a transcendental argument for corporate social responsibility. The argument is that corporate social responsibility, or CSR, is best understood as a collective moral practice that is a precondition for sustainable business. There are a number of theories and definitions of CSR in the contemporary business literature. These theories include considerations of economic, legal, social, and environmental notions of what a corporation ought to take responsibility for based on either motives or concerns of accountability for corporate acts. This (...) work focuses on economic theories. I analyze the distinction between the technical terms "responsibility" and "accountability" found in these theories. This enables me to explicate the meaning of corporate responsibility as it relates to the conditions of sustainable business activity. These conditions necessarily include moral content. In other words, this is an applied ethics project. First, I inquire into the intellectual history of the broader sense of corporate responsibility and review various contemporary notions of corporate social responsibility. My concern is whether these notions presuppose broader forms of moral responsibility to others as an obligation, moral responsibility for acts, or to be held morally responsible based on moral tendencies, particular motives, or resulting outcomes. This concern forms the basis of my consideration of the notions of individual and collective responsibility. The following work includes an analysis of the notion of human choice as a collective endeavor of institutional relationships and practice in the economic market system. I argue that corporate motives for moral interrelationships are necessarily implicit in biosocioeconomic multinational market enterprise. I conclude that an analysis of corporate community involvement may be found in a case study of Starbucks Coffee Company's efforts to practice CSR in particular coffee bean farming communities in developing countries. (shrink)

We talk about how to best protect Australia against cyberterrorist attacks of the type in which the offenders use a computer to attack or in which the offenders attack computers. Our concern is phenomena like Stuxnet and Ransomware, but also any attack that has not yet happened, as for our official records, so say hacking of satellite and use of its allowances to burn people alive to death. We talk about the basics, which could be the advice of FireEye, and (...) we talk about the sophisticated, which could be what is not yet printed. We worry about actions that could be considered part of the intelligence system, so things that demand detailed study of the past and systemic plus organised collection of data in the present. We do not talk about how to deal with Acts of War: Only about how to protect our systems to best so that we do not get those happening via computer or from a computer. (shrink)