乙肝病毒感染儿童面临的社会伦理学问题

我国是乙型病毒性肝炎高发区,母婴传播感染是一条极其重要且不易阻断的感染途径,由母婴传播导致的儿童乙肝病毒感染问题,不仅仅是现阶段我国严重的公共卫生问题,同时也是严重的社会伦理问题.HBV感染儿童在成长过程中所面临的社会歧视和自身权利保障是每一个患儿家庭迫切关心的,也是社会伦理学工作者的研究范畴.     

关注儿童艾滋病和艾滋孤儿

目前,我国艾滋病处于快速增长期,儿童艾滋病患者增长较快,艾滋孤儿亦逐渐增多.儿童艾滋病以母婴传播为主要途径,所以切断母婴垂直传播是遏制艾滋病向儿童传播的有效方法,应采取药物治疗、产科干预和人工喂养等综合措施.同时高度重视艾滋孤儿问题,采取措施预防出现下一代的艾滋孤儿,整个社会包括政府要加大对这些儿童的支持和关爱.     

慢性乙型肝炎合并妊娠患者的抗病毒治疗

母婴垂直传播是我国乙型肝炎病毒（HBV）感染的主要传播方式,新生儿标准的主动一被动免疫即高效价乙肝免疫球蛋白联合乙肝疫苗大大降低了母婴垂直传播的比例,但母体高HBVDNA水平可以增加胎儿宫内感染HBV的风险,导致HBV母婴垂直传播。因此,妊娠期抗病毒治疗尤为关键。计划妊娠的育龄期的慢性乙型肝炎患者应尽可能在妊娠前完成抗...     

HIV母婴传播防治中的现存问题和对策

通过研究分析国内外艾滋病母婴传播的防治情况,了解HIV母婴传播防治中现存的一些的问题,并提出相应的应对措施,为今后HIV母婴传播防治工作中相关政策的制定以及我国如何建立预防艾滋病母婴传播的模式提供参考,以利于HIV母婴传播防治工作的顺利开展和有效进行.     

HIV母婴传播防治中的现存问题和对策

通过研究分析国内外艾滋病母婴传播的防治情况,了解HIV母婴传播防治中现存的一些的问题,并提出相应的应对措施,为今后HIV母婴传播防治工作中相关政策的制定以及我国如何建立预防艾滋病母婴传播的模式提供参考,以利于HIV母婴传播防治工作的顺利开展和有效进行。     

微生态药物防治儿童感染性疾病

微生态药物包括益生物、益生菌及其复方产品合生素。国外大量临床随机对照试验结果已肯定此类药物用于儿童消化道感染、呼吸道感染等各类感染及 H IV母婴传播等疾病状态中的疗效。微生态药物用于普通婴幼儿群体是安全的,但用于免疫缺陷、患有某些基础疾病、处于临床危象的患儿或早产儿应谨慎。这是由于益生菌为活体,对于其潜在风险如传递细菌耐药、肠道菌群易位及其诱生性感染、诱发乳酸酸中毒和对肠道菌群的长期不良影响等,都需要在临床中仔细体察。本文重点回顾近10年来益生菌、合生素预防和治疗儿童感染性疾病的临床进展。     

母婴保健事业中的政府职责

我国相关法律文件明确规定了政府在母婴保健事业中的职责,但就目前现状来看,政府在母婴保健服务体系的建立与完善及母婴保险制度的建立与完善这两大方面都存在职责缺失问题。中国母亲和儿童的生存权与发展权能否得到充分保障,关键在于政府是否履行其法定职责。     

需求与结构:现代家庭视角下困境儿童保护的政策研究——基于天津市第二批全国儿童社会保护试点区的案例分析

儿童保护的社会政策及实践离不开家庭与社会的参与。我国政府自2010年以来制定了一系列针对困境儿童的保护政策,但在实践中仍不乏困境儿童得不到有效保护的情形。究其缘由,既有政策上国家、社会与家庭之间责任及分工不明确、"家庭"在儿童保护政策系统中的严重缺位问题,也有政策偏重物质保护而轻视社会服务、轻视家庭能力建设的问题。本文立足"现代家庭"的政策视角,基于天津市的案例调查,在评估和分析当前困境儿童的五大"保护需求"基础上,揭示了现有社会保护政策及社区服务机制的结构性缺陷,并尝试构建"以现代家庭为中心"的困境儿童保护政策的基本框架。     

依恋关系的形成：保护情境中母亲和婴儿的作用

母婴依恋是婴儿期形成的首要关系之一, 同时也是影响儿童早期社会化的关系性背景。以亲子互动中形成依恋安全感差异的相关研究为基础, 从特质观、领域特殊观和社会认知观的角度对它们进行梳理, 有助于提炼出母亲的敏感性、特定的互动情境以及儿童的社会预期分别在预测母婴依恋关系中的作用。3种研究取向的整合有赖于细致地区分特质观和社会认知观在看待亲子互动中双方情绪状态、认知能力和回应过程上的差别; 制定新的依恋干预方案应当以提高父母识别和应对婴儿消极情绪的能力, 以及为婴儿提供适当的依随性学习经验为目的。     

关于人际认知问题解决的研究

已有的许多研究表明,在社会性发展上存在缺焰的儿童其情绪、行为和学业上也会出现严重的问题,童年期的社会技能有着显著的短期和长期后效。社会技能好的儿童自我感受好、在校表现好,且更可能成为适应良好的成人,而社会技能存在缺陷的儿童受到的积极强化很少,常出现学业困难或行为问题,且更可能陷于成年期适应不良。因此,许多研究者开始寻求对社会技能缺陷儿童进行弥补     

The Role of Art in Emotional-Moral Reflection on Risky and Controversial Technologies: the Case of BNCI

In this article, we explore the role that art can play in ethical reflection on risky and controversial technologies. New technologies often give rise to societal controversies about their potential risks and benefits. Over the last decades, social scientists, psychologists, and philosophers have criticized quantitative approaches to risk on the grounds that they oversimplify its societal and ethical implications. There is broad consensus amongst these scholars that stakeholders and their values and concerns should be included in decision-making about technological risks. It has also been argued that the emotional responses of people can shed important light on the ethical aspects of risk and uncertainty. However, people’s emotions can be narrowly focused and biased. This article therefore assesses the role that technology-inspired artworks can play in overcoming such biases, by challenging our imagination and providing us with different perspectives on possible technological developments and their implications for society. Philosophers have not yet studied such artworks, so this constitutes an entirely new field of research for scholars of risk and moral theory. In particular, we focus on the case of BNCI (Brain/Neural Computer Interface) technologies and related artworks. These technologies and artworks touch on questions of what it means to be human, thereby raising profound ethical and philosophical challenges. We discuss the experiences of artists, scientists, and engineers who are directly involved with BNCI technologies, and who were interviewed during a Hackathon at Amsterdam’s Waag Society in June 2016. Their views are analyzed in light of philosophical and aesthetic theories, which allows us to consider relevant ethical and conceptual issues as well as topics for further investigation.     

Proposed Strategies for Teaching Ethics of Nanotechnology

Nanotechnology and nanosciences have recently gained tremendous attention and funding, from multiple entities and directions. In the last 10 years the funding for nanotechnology research has increased by orders of magnitude. An important part that has also gained parallel attention is the societal and ethical impact of nanotechnology and the possible consequences of its products and processes on human life and welfare. Multiple thinkers and philosophers wrote about both negative and positive effects of nanotechnology on humans and societies. The literature has a considerable amount of views about nanotechnology that range from calling for the abandonment and blockage of all efforts in that direction to complete support and encouragement in hopes that nanotechnology will be the next big jump in ameliorating human life and welfare. However, amidst all this hype about the ethics of nanotechnology, relatively less efforts and resources can be found in the literature to help engineering professionals and educators, and to provide practical methods and techniques for teaching ethics of nanotechnology and relating the technical side of it to the societal and human aspect. The purpose of this paper is to introduce strategies and ideas for teaching ethics of nanotechnology in engineering in relation to engineering codes of ethics. The paper is neither a new philosophical view about ethics of nanotechnology nor a discussion of the ethical dimensions of nanotechnology. This is an attempt to help educators and professionals by answering the question of how to incorporate ethics of nanotechnology in the educational process and practice of engineering and what is critical for the students and professionals to know in that regard. The contents of the presented strategies and ideas focus on the practical aspects of ethical issues related to nanotechnology and its societal impact. It also builds a relation between these issues and engineering codes of ethics. The pedagogical components of the strategies are based on best-practices to produce independent life-long self-learners and critical thinkers. These strategies and ideas can be incorporated as a whole or in part, in the engineering curriculum, to raise awareness of the ethical issues related to nanotechnology, improve the level of professionalism among engineering graduates, and apply ABET criteria. It can also be used in the way of professional development and continuing education courses to benefit professional engineers. Educators and institutions are welcome to use these strategies, a modified version, or even a further developed version of it, that suits their needs and circumstances.     

Specificity and Engagement: Increasing ELSI’s Relevance to Nano–Scientists

Scholars studying the ethical, legal, and social issues (ELSI) associated with emerging technologies maintain the importance of considering these issues throughout the research and development cycle, even during the earliest stages of basic research. Embedding these considerations within the scientific process requires communication between ELSI scholars and the community of physical scientists who are conducting that basic research. We posit that this communication can be effective on a broad scale only if it links societal issues directly to characteristics of the emerging technology that are relevant to the physical and natural scientists involved in research and development. In this article, we examine nano-ELSI literature from 2003 to 2010 to discern the degree to which it makes these types of explicit connections. We find that, while the literature identifies a wide range of issues of societal concern, it generally does so in a non-specific manner. It neither links societal issues to particular forms or characteristics of widely divergent nanotechnologies nor to any of the many potential uses to which those nanotechnologies may be put. We believe that these kinds of specificity are essential to those engaged in nano-scale research. We also compare the literature-based findings to observations from interviews we conducted with nanoscientists and conclude that ELSI scholars should add technical- and application-related forms of specificity to their work and their writings to enhance effectiveness and impact in communicating with one important target audience—members of the nanoscale science community.     

A Problem with Societal Desirability as a Component of Responsible Research and Innovation: the “If we don’t somebody else will” Argument

The implementation of Responsible Research and Innovation (RRI) is not without its challenges, and one of these is raised when societal desirability is included amongst the RRI principles. We will argue that societal desirability is problematic even though it appears to fit well with the overall ideal. This discord occurs partly because the idea of societal desirability is inherently ambiguous, but more importantly because its scope is unclear. This paper asks: is societal desirability in the spirit of RRI? On von Schomberg’s account, it seems clear that it is, but societal desirability can easily clash with what is ethically permissible; for example, when what is desirable in a particular society is bad for the global community. If that society chose not to do what was desirable for it, the world would be better off than if they did it. Yet our concern here is with a more complex situation, where there is a clash with ethical acceptability, but where the world would not be better off if the society chose not do what was societally desirable for itself. This is the situation where it is argued that someone else will do it if we do not. The first section of the paper gives an outline of what we take technology to be, and the second is a discussion of which criteria should be the basis for choosing research and innovation projects. This will draw on the account of technology outlined in the first section. This will be followed by an examination of a common argument, “If we don’t do it, others will”. This argument is important because it appears to justify acting in morally dubious ways. Finally, it will be argued that societal desirability gives support to the “If we don’t…” argument and that this raises some difficulties for RRI.     

Nanoethics in a Nanolab: Ethics via Participation

A participant–observer who is both informed and interested in ethical issues, and is embedded within a nanotechnology research and development facility may be able to influence the ethical awareness of researchers in nanotechnology, and tease out the societal implications of the work being conducted. Two inter-disciplinary methods were employed: (1) regular involvement in the technical and scientific research at the facility by the participant–observer, and (2) repeated interactions and discussions between the participant–observer and the scientists. As a result of this qualitative approach, an ethics questionnaire was developed and tested. This questionnaire has been incorporated into the admissions procedures for researchers as they commence use of the nanotech facility. The questionnaire highlights the importance of ethical issues in nanotechnology research and draws researchers into an engagement with possible ethical consequences and with future societal implications of their work.     

Vulnerability: reflection on its ethical implications for the protection of participants in SAMHSA programs

The vulnerability of participants in Substance Abuse and Mental Health Services Administration (SAMHSA) programs is a consequence of the illnesses that they are experiencing; ethical guarantees must be in place that ensure the dignity of the persons involved in such programs. Dignity is more than an individual concern; it has individual, institutional, and societal dimensions. An ethical framework is proposed that involves the interrelated vulnerabilities and needs of individuals and communities and our societal response to them. Among the issues given particular attention are individual and community stigmatization, target population involvement in program planning, balance with regard to confidentiality and privacy, the place of proportionality grounded in a rich sense of community as a guiding ethical priniciple, and guidelines for SAMHSA programs.     

Vulnerability: Reflection on Its Ethical Implications for the Protection of Participants in SAMHSA Programs

The vulnerability of participants in Substance Abuse and Mental Health Services Administration (SAMHSA) programs is a consequence of the illnesses that they are experiencing; ethical guarantees must be in place that ensure the dignity of the persons involved in such programs. Dignity is more than an individual concern; it has individual, institutional, and societal dimensions. An ethical framework is proposed that involves the interrelated vulnerabilities and needs of individuals and communities and our societal response to them. Among the issues given particular attention are individual and community stigmatization, target population involvement in program planning, balance with regard to confidentiality and privacy, the place of proportionality grounded in a rich sense of community as a guiding ethical principle, and guidelines for SAMHSA programs.     

Exploring Societal and Ethical Views of Nanotechnology REUs

Little previous research has examined attitudes about societal and ethical issues (SEI) among interns participating in research experience for undergraduate programs (REUs) in nanotechnology, thus neglecting an important population for understanding the burgeoning views of the next generation of nanotechnology researchers. This study surveyed a sample of interns (N?=?85) participating in the National Nanotechnology Infrastructure Network’s (NNIN) REU program during the summer of 2012. Our questions focused on interns’ experiences with education on ethical issues, as well as their attribution of responsibility for considering ethical issues, motivations to talk about ethical issues, and comfort level of discussing ethical issues with faculty, mentors, lab staff, and other REU students. Among key findings was that lab culture related to the extent to which REU interns felt comfortable discussing ethical issues. In addition, those who reported more discussions about ethical issues with their mentors were more likely to consider themselves as responsible for considering ethical issues. We conclude with recommendations and future research directions.     

The Relationship Between a Counselor's Ethical Orientation and the Stress Experienced in Ethical Dilemmas

The interaction of a counselor's ethical orientation, the ethical dilemmas within the counseling profession, and the stress experienced in resolving ethical dilemmas is examined in this research. A significant relationship was found between a societal orientation of ethical reasoning and the perception of stress associated with ethical dilemmas. The demographic variables of setting and gender also were significantly related to the stress associated with making ethical choices. Implications of the findings and future research on the relationship between ethical orientation and the stress involved in the ethical dilemmas of counseling are discussed.