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Recommended Services We have strong connections to psychologists, therapists, social workers, and other professionals that we trust to provide you with the services we don't offer. Explore them below! Feel free to reach out to admin (contact@aristoseducation.ca) for additional information. Dr. Michelle Sala Dr. Michelle Sala, Ph.D., C. Psych. Fluent in both French and English, psychologist Dr. Sala & Associates specialize in educational assessments, psychoeducational assessments, ADHD assessments, learning assessments and psychological assessment as well as therapy services for individuals, children and families Dr. Michelle Sala and Associates Practice in Clinical and Educational Psychology 298 Dundas Street East P.O. Box 1444 Waterdown, Ontario L0R 2H0, Canada Call: 289-895-7435 Email: Michellesala@drsala.ca https://www.drsala.com/ Lorie Walton - Family First Play Therapy Lorie Walton, Ontario Registered Psychotherapist, a Certified Child Play Therapist Supervisor and a Certified Theraplay® Therapist Trainer Supervisor Our team of caring professionals provides services for children and their families coping with emotional, attachment, social and behavioural problems. Family First Play Therapy Burlington : 920 Brant Street, Unit 8 Burlington, ON L7R 4J1 Barrie : 206 Saunders Rd, Unit 2 Barrie, ON L4N 9A3 Call: 705-737-0146 Email: admin@famfirst.ca https://www.familyfirstplaytherapy.net/ Andrya Mauro - Valley Centre for Counselling Andrya Mauro, MA, C. Psych Assoc Child/Youth Focus Psychoeducational Assessments Executive Function Support Individual therapy for children, teens, youth, families and adults Valley Centre for Counselling Dundas : 160 King St W, Dundas, ON L9H 1V4 Call: 289-858-2205 Email: intake@valleycentreforcounselling.com https://www.valleycentreforcounselling.com/home Kristen Drozda - PACE Counselling Kristen Drozda, M.A., C.C.C., PMH-C, CYC Registered Psychotherapist, Canadian Certified Counsellor, Child and Youth Counsellor Focus in Individuals (moms and parents), Couples, Families Provides support with: infertility, parenting issues, infant sleep, toddler behaviour, anxiety, depression, trauma, co-parenting, children and teen mental health PACE Counselling Mississauga : 3660 Hurontario St. Suite 404 Mississauga ON L 5B 3C4 Call: 416-275-8029 Email: info@pacecounselling.ca https://www.pacecounselling.ca/ Dr. Jean Szkiba-Day - Private Practice Dr. Jean Szkiba-Day, PhD, C.Psych Individual therapy in-person in Oakville Play Therapy Psychological Assessment psychoeducational social-emotional diagnostic assessments behavioural assessments personality assessments Provides assessment services to Elementary, High School and University students. Trained in child and family psychology Expertise in learning disabilities, ADHD, Anxiety, Depression, Stress management Gifted and OCD Parenting Training Private Practice Oakville : 345 Lakeshore Rd E, Oakville, ON L6J 1J5 Call: 905-339-1795 Email: szkibaday@hotmail.com Ellie Borden - Mind By Design Ellie Borden, BA, RP, MCC Registered Psychotherapist Therapy for Individuals (child, youth, and adult), Groups, Couples, Families Assessments, Workshops, and VR Therapy Mind By Design Oakville : 2010 Winston Park Dr Suite 200, Oakville, ON L6H 5R7 Call: 888-482-7265 Email: info@mindbydesign.ca https://www.mindbydesign.ca/ Peakminds Psychology Services A team of Registered Clinical Psychologists, Registered Occupational Therapists, Registered Psychotherapists, and Psychometrists. Virtual care in Ontario offering evidence-based psychological assessments, interventions to treat a variety of different mental illnesses, and consultation services. Psychoeducational Assessments and Psychological Assessments Internal Family Systems (IFS) Therapy Peakminds Psychology Services Virtually in Ontario and in person services in Collingwood: 391 First St, Unit 203-17, Collingwood, ON L9Y 1B3 Mississauga : 6733 Mississauga Road, Suite 700, Unit #54 Mississauga, ON, L5N 6J5 and Toronto : 4750 Yonge St, Unit 333 Toronto, ON M2N 0J6 Call: 905-826-7400 or 705-910-1210 Email: admin@peakminds.ca https://www.peakminds.ca/ The PsychoEd Clinic Adult ADHD Assessments, Adult Autism Assessments, and Comprehensive Psychoeducational Assessments provided by a patient-focused multidisciplinary team of licensed healthcare professionals. In-Person services available in Toronto and Ottawa Remote ADHD Assessments available in Ontario, Quebec, and Nova Scotia Psychoeducational Assessments and Psychological Assessments Innovative technology to make assessments more readily accessible to institutions, families, and individuals The PsychoEd Clinic Midtown Toronto: 2300 Yonge Street, Suite 1600, M4P 1E4 Downtown Toronto: 33 Bloor Street East, 5th Floor, M4W 3H1 Ottawa: 116 Lisgar Street, 6th Floor, K2P 0C2 Assessment centers also located in Oakville, Brampton, and Montreal Call or Text: 437-886-6311 Email: intake@psychoedclinic.com https://www.psychoedclinic.com/consultation Dr. Evelyn Bent-Rattray Dr. Evelyn Bent-Rattray, DMFT, RMFT, MSW, RSW, Ph.D. Ph.D. Marriage and Family Therapy Registered Marriage and Family Therapist Registered Social Worker, Psychotherapist Rattray Counselling Services Inc. Marriage, Couple, Family & Individual Therapy 141 King St. E. Stoney Creek L8G 1L5 226-387-0093 172 Dalhousie St. Brantford, ON N3T 2J7 Call/Text: 226-387-009 http://www.rattraycounselling.com Schedule your own appointment: https://rattraycounselling.janeapp.com Ellis Palmero - Palmero Counselling Ellis Palmero, MA, RP Individual therapy for children (10 years and up), teens, youth and adults Specialty in anxiety disorders, stress and anger management, emotional regulation, substance abuse, work-related trauma and harassment, domestic violence, grief and bereavement Free consultation Palmero Counselling Stoney Creek : 800 Queenston Road, Unit 210B Stoney Creek. ON. Call: 647-924-8086 Email: info@palmerocounselling.com https://www.palmerocounselling.com/ Amanda Youssef - Valley Connections Counselling Amanda Youssef, MEd, RP, CCC Individual, couple, and family therapy in-person in Dundas Clinical training in Trauma-informed Mindfulness, Emotion Focused Therapy Valley Connections Counselling Dundas/Hamilton : 55 Head St #204, Hamilton, ON L9H 3H8 Burlington : 3385 Harvester Rd Unit 220, Burlington, ON L7N 3N2 Call: 905-966-4309 Email: admin@valleyconnectionscounselling.ca https://www.valleyconnectionscounselling.ca/ Dr. Shafik Sunderani- Happy Tree Counselling Shafik Sunderani, PhD Psychological Assessment and Diagnosis Individual, group, youth, or family therapy Free consultation Happy Tree Counselling Mississauga : 3939 Duke of York Blvd, Mississauga, ON L5B 4N2 Call: 437-808-TREE (8733) Email: happytreecounselling@gmail.com https://www.happytreecounselling.com/ Dr. Ann Marie Borthwick - PACE Counselling Dr. Ann Marie Borthwick, PhD., C. Psych Utilizing her combined skill set as a school psychologist and former educator, she specializes in providing psycho-educational and psycho-diagnostic assessments for children, adolescents and adults who have a range of complex learning needs. Free consultation Educational Matters Psychology Oakville : Unit 201, 1300 Cornwall Rd, Oakville, ON L6J 7W5 Etobicoke : 3090 Bloor St. West, Etobicoke, Ontario, M8X 1C8 Call: 416-432-3729 Email: info@empsych.com https://educationalmatterspsych.com/ Dr. Julia Broeking - Private Practice Dr. Julia Broeking Ph.D., C.Psych. Toronto based child psychologist providing assessment, consultation, and therapy services, supporting children, adolescents, parents, guardians and families. Focus in Child Psychology Psychoeducational Assessments and Psychological Assessments Parental Therapy and Consultation Private Practice Toronto: 180 Bloor St W #600, Toronto, ON M5S 2V6 Call: 416-929-4545 Email: admin.drjbroeking@bell.net https://drjuliabroekingchildpsychologist.ca/wp/ Dr. Frida Marsh-Nasser - Life Psychology Clinic Dr. Frida Marsh-Nasser, Ph. D., C. Psych. Clinical and Rehabilitation Psychologist Practice Director Burlington based practice offering psychological services, therapy and assessment, to children, adolescents, and adults with a wide range of presenting concerns. Services are provided in English, Arabic and Hebrew Psychoeducational Assessments and Psychological Assessments Parental Therapy Life Psychology Clinic Serving the Areas of Burlington, Hamilton, Oakville, Mississauga, Milton, Halton Hills, George Town, and More Call: 289-795-3945 Email: dr.frida@lifepsychologyclinic.com https://www.lifepsychologyclinic.com/

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< Back Educational History with Canada’s Coolest Women Journey through the history of education in Canada via historical and modern Canadian women to celebrate Women’s History Month Previous Next Aristos Education Services October 2023 Newsletter Educational History with Canada’s Coolest Women Journey through the history of education in Canada via historical and modern Canadian women to celebrate Women’s History Month Dear Aristos Community, October is a month of great significance in Canada, as we come together to celebrate Canadian Women's History Month. This is a time to reflect upon and honor the invaluable contributions of Canadian women to our society, particularly in the realm of education. Join us as we pay tribute to the remarkable women who have shaped Canada's educational landscape. 1645: Jeanne Mance - Canada’s First Hospital Born in 1606, Jeanne Mance was a woman ahead of her time. In an era when women were confined to traditional roles, she defied societal expectations and embarked on a mission that would change the course of Canadian healthcare forever. Her vision was clear: to establish a place of healing and care, irrespective of gender or social status. Jeanne arrived in Canada among the founders of New France in 1642. She provided hospital care out of her own home until 1645, when she established Hôtel-Dieu de Montréal - Canada’s first hospital. She did most of the care directly herself until 1657, when she hired her first employees, three sisters of Religieuses hospitalières de Saint-Joseph, so she could take a director role. Her unwavering commitment to providing healthcare to the sick and vulnerable set a groundbreaking precedent. Jeanne Mance's hospital was not just a place of medical treatment; it was a symbol of empowerment and a harbinger of women's liberation and place among healthcare. 1853: Mary Ann Shadd Cary - First Black Newspaperwoman in North America Born in 1823, Mary Ann Shadd Cary was a woman of unwavering conviction. In the tumultuous 19th century when Black folks and women were denied basic rights and often relegated to the margins of society, she refused to accept the status quo. Determined to challenge the prevailing norms, she embarked on a remarkable journey of activism and journalism. Mary’s family was heavily involved in the abolition of slavery and the Underground Railroad. Growing up, her family home was a safe haven for escaped slaves. Her parents believed in the importance of education, and would run an informal school for the folks they cared for. But when it became illegal to educate Black children in the state of Delaware, the family moved to Pennsylvania, dedicated to pursuing freedom for Black folks in North America. In 1840, she would found her own school in East Chester, Pennyslvania, inspired by the staunch activism of her parents and her own education at a Quaker school.In 1850, the Fugitive Slave Law was passed, putting Mary and her family in jeopardy. In order to continue their work, they moved to Canada. Soon after, Mary established an integrated school to bring education to the Black folks of Windsor, and by 1853, she had founded "The Provincial Freeman," a newspaper dedicated to advocating for the rights of Black people and marginalized communities. This groundbreaking publication served as a platform for her voice and the voice of Black Canadians, advocating not only for the abolition of slavery but also for women's rights and empowerment. Mary Ann understood that women's liberation was inextricably linked to broader social justice movements, and she fearlessly championed both causes, regardless of the risk and danger she faced. 1981: Joy Kigawa - Publishing of Obasan Born in 1935 in Vancouver, Canada, Joy Kogawa grew up in a world marked by prejudice and injustice. Her family's internment during World War II, and her subsequent experience as a Japanese Canadian woman left her with a lot to say. It was through her writing that she found a voice to articulate the profound impact of these issues, and became an enduring symbol of women's liberation and the transformative power of education. In "Obasan," Kogawa's seminal novel published in 1981, she sensitively explores the experiences of Japanese-Canadian women during and after the internment. Through the eyes of the protagonist, Naomi Nakane, Kogawa paints a vivid picture of the hardships endured by women, highlighting their resilience, strength, and capacity for liberation in the face of adversity. Joy’s work not only sheds light on the injustices faced by Japanese-Canadian women but also underscores the vital role of education in understanding and overcoming systemic discrimination. Joy went on to produce more works for both children and adults including Itsuka/Emily Kato (1992/2005), The Rain Ascends (1995), and Naomi’s Road (2005). Joy also produced poetry throughout her life, published in various poetry selections including A Garden of Anchors: Selected Poems (2003). 1985: Mary Two-Axe Earley - Passing of Bill C-31 Born in 1911, Mary Two-Axe Earley was a proud Mohawk woman from the Kahnawake Mohawk Territory in Quebec. Her mother, a nurse and teacher named Juliet Smith, died treating patients while they were living in South Dakota when she was young, leaving her to her grandparents at Kahnawake. It became her true home as she developed a deeper connection to the community during the rest of her childhood. After she married, herself to a non-native man, Mary Two-Axe Earley became a vocal advocate for Indigenous women's rights, particularly concerning the archaic Indian Act, which stripped Indigenous women of their status and rights if they married non-Indigenous men. This rendered these women incapable of passing indigenous status to their children and of owning land and living in their own communities. Mary traveled extensively, tirelessly lobbying Canadian policymakers to rectify the discriminatory provisions. Her efforts culminated in the passing of Bill C-31 in 1985, which restored status and rights to Indigenous women and their descendants, marking a monumental victory for women's liberation and Indigenous rights. Throughout her campaign, she stressed the importance of spreading the word, giving many talks and submitting works to educate folks on the nature of the issue. Later, she would serve on the board of directors for the Canadian Research Institute for the Advancement of Women. Local Resources and Events about Women’s History Month Hamilton Public Library Link to Women’s History Month page for 2023: https://www.hpl.ca/womens-history Indigenous Market at Central branch HPL: Saturday, October 15 - 10:00am-4:00pm Artist Talk: Ellen Ryan at Dundas branch HPL: Friday, October 14 - 2:00pm-3:00pm Make Art for teens (Program) at Waterdown HPL: Monday, October 2 - 6:00pm-7:00pm Canadian Women's History Month is a reminder of the progress we have made and the work that still lies ahead. By honoring the contributions of Canadian women in education, we ensure that their legacy continues to inspire future generations. International Cybersecurity Awareness Month This month we also want to call attention to international Cybersecurity Awareness Month. Cybersecurity Awareness Month, observed every October, serves as a critical reminder of the importance of safeguarding our digital lives. In an era of increasing cyber threats, this annual campaign seeks to educate individuals and organizations about the ever-evolving landscape of online security. It promotes best practices, encourages vigilance against phishing scams, malware, and data breaches, and underscores the significance of strong passwords, regular software updates, and two-factor authentication. By raising awareness, Cybersecurity Awareness Month empowers people to take proactive measures in protecting their sensitive information and digital assets, ultimately contributing to a safer and more secure online environment for all. Cyber-Hygeine Tips Strong Passwords: Use unique, complex passwords for each online account, combining letters, numbers, and symbols. Consider using a trusted password manager to store and generate strong passwords. Two-Factor Authentication (2FA): Enable 2FA wherever possible. This adds an extra layer of security by requiring you to provide a secondary verification method, like a text message or authentication app code, in addition to your password. Regular Updates: Keep your operating system, software, and applications up to date with the latest security patches and updates. Cybercriminals often exploit known vulnerabilities. Beware of Phishing: Be cautious of unsolicited emails, messages, or links. Verify the sender's identity and avoid clicking on suspicious links or downloading attachments from unknown sources. Phishing is a common method for cyberattacks. Thank you for entrusting Aristos with your educational goals. We hope to educate folks of all ages on the importance of security when using the internet. And we hope to foster a deeper appreciation for Canadian women's history and empower students to create a more equitable future. We are here to support you every step of the way. Should you have any questions, please don't hesitate to reach out to us. Happy learning! Warm regards, READ MORE ON OUR WEBSITE info@aristoseducation.ca (365) 889-3756Admin: contact@aristoseducation.ca (289) 858-6065

< Back The Magic of Libraries Sep 2023 Exploring how local libraries can enhance your studies and connect you with new and exciting opportunities and resources. Previous Next Aristos Education Services Newsletter September 2023 The Magic of Libraries Exploring how local libraries can enhance your studies and connect you with new and exciting opportunities and resources. Dear Aristos Community, We hope this newsletter finds you well and thriving in your academic pursuits. Today, we want to shine a spotlight on an underrated and up-and-coming gem that can significantly enhance your learning experience: your local library. Libraries have long been hailed as treasure troves of knowledge and invaluable resources for students of all ages. In this edition, we'll explore the myriad ways in which local libraries complement and amplify the work we do at Aristos to support your educational journey and the ways the library can enhance your daily life. A Haven for Learning Local libraries are sanctuaries for learning. They provide a peaceful, focused environment that's conducive to study and concentration. Whether you're working on homework, preparing for an exam, or seeking a quiet space for tutoring sessions, your local library offers the perfect setting to maximize your productivity. Many libraries also have after-hours study halls that you can reserve a spot in. This allows you to come to the library after close for flexibility in work/study hours and extra quiet. The following Hamilton public libraries offer this service: Dundas, Red Hill, Terryberry, Turner Park, Valley Park and Waterdown. A Vast Collection of Resources Libraries are home to an extensive collection of books, journals, magazines, and multimedia materials. From classic literature to the latest research publications, you'll find a wealth of knowledge at your fingertips. These resources can be indispensable for research projects, improving reading skills, or simply exploring new interests. The material public libraries house might surprise you! Not only do they have a wealth of reference books and sometimes even text books available, they can also offer CDs and DVDs to check out. This can recreate the mystery and magic of the video rental stores of the 80s, 90s and 00s. You can organically discover new movies and shows, and find old favorites to revisit. In today's digital age, libraries offer more than physical books and media too. Most libraries offer e-books and audiobooks via apps like Kanopy. And for tv shows and documentaries, more and more libraries are partnering with free streaming services like Kanopy. Educational software and online databases are also often available upon request, especially for students with available student ID. You can access these resources with your library card from the comfort of your home, making research and self-guided learning more accessible than ever. Professional Assistance Libraries are staffed with knowledgeable professionals who are eager to help. Librarians can assist you in locating relevant materials, navigating databases, and conducting effective research. Their expertise can be especially valuable when you're working on academic assignments or projects. But librarians can also sometimes help you navigate difficult applications or troubles understanding websites or digital tools. Always check in with your librarian if you’re struggling with something in the library! Community Events and Programs Libraries are not just about books; they are vibrant community hubs. Many libraries host events, workshops, and programs that can sometimes complement your tutoring sessions. These include author talks, STEM workshops, language learning groups, arts and crafts, seasonal fun and more. Participating in these activities can broaden your horizons and connect you with like-minded learners. Upcoming and Ongoing Events Hamilton Public Library Stories of Migration and Belonging (Exhibit) at Central branch HPL: Monday, September 25 - 9:00am-5:00pm STEAM Learning Lab (Program) at Kenilworth branch HPL: Monday, September 25 - 1:30pm-2:30pm LEGOmania (Program) at Central branch HPL: Wednesday, September 27 - 4:00pm-6:00pm Make Art for teens (Program) at Waterdown HPL: Monday, October 2 - 6:00pm-7:00pm Burlington Public Library Family STEAM time (Program) at Central branch BPL: Sunday, September 24 - 2:00pm-3:00pm Hour of Code (Program) at Aldershot branch BPL: Monday, September 25 - 4:30pm-5:30pm 3D Design with Tinkercad at Central branch BPL: Thursday, September 28 - 7:00pm-8:30pm Knit ‘n’ Natter at Aldershot branch BPL: Saturday, October 7 - 10:00am-12:00pm We encourage all our students to make the most of these invaluable resources to enhance their learning journey. Remember, knowledge is limitless, and libraries are the keys to unlock its vast treasures. So, whether you're seeking research materials, a quiet place to study, or a community of fellow learners, your local library is your ally in academic success. Thank you for entrusting Aristos with your educational goals. We are here to support you every step of the way. Should you have any questions or need assistance in making the most of your local library, please don't hesitate to reach out to us. Happy learning! Warm regards, READ MORE ON OUR WEBSITE info@aristoseducation.ca (365) 889-3756Admin: contact@aristoseducation.ca (289) 858-6065

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Newsletters List The Magic of Libraries Sep 2023 Exploring how local libraries can enhance your studies and connect you with new and exciting opportunities and resources. Read More Educational History with Canada’s Coolest Women Journey through the history of education in Canada via historical and modern Canadian women to celebrate Women’s History Month Read More Best smart wearables of 2023 Read More How technology can help curb attention disorders Read More Entering a new era of IoT Read More Long-term benefits of clean energy sources Read More

< Back Episode 5 - Accessibility in Education and Tech Michael Thank you for joining us on the Cyber ethics podcast. I'm Dr. Michael Buder. Today I'm joined by Cam Wells and we'll be discussing issues of accessibility in the digital sphere. Cam Wells is a stroke survivor and he holds 4 diplomas from St. Clair College. After getting his journalism degree, he Came to realize that there's a great imbalance in the way disability stories are typically portrayed in the media. They seem to be portrayed as either bitter or inspirational without a presentation of the middle ground. After graduating, Cam set himself to the task of trying to change all that. He has been the host of the radio show Handi-Link for 15 years now. He has interviewed a wide array of people from cast members of shows like Breaking Bad and Corner Gas to everyday people with amazing stories to share. Read More Cam has been honored for his work both locally and nationally, including a nomination for Canada's Disability Hall of Fame. Welcome to the show, Cam and thanks for being here. Cam Pleasure. Always happy to get the word out about anything. Accessibility related. Michael Absolutely, and a quick personal note, happy belated birthday. Yesterday was your birthday, right? Cam Thank you very much. And, A fun note about that. I first act as a human being was wrecking a retirement party, which, it's always something I reflect fondly on because well. It's one of those things. People arrive when they feel like it. When schedule. Michael That's right, that's right, life happens. Great. So I appreciate you coming here to talk to us about accessibility issues. You, this is something that you've spent a great time focusing and shedding light on through through your show. So I was wondering if you could tell us a little bit about some of the digital accessibility issues that you've encountered both personally and through the conversations with your guests on your radio show. Cam Well, most obvious thing that comes to mind is, my own experience when I was doing, Diploma is 2 through 4 at Saint Clair. And I myself being a stroke survivor I have limited dexterity in one hand and I only type with one finger. Michael Okay. Cam Distinctly remember being told that it was physically impossible for me to pass some of the speed drills that were required of me, but somehow I muddled through in the low end ones. I required accommodations for sort of the higher end ones. But therein lay the problem. The program, the software they were using wasn't necessarily designed to work with talk and type interface and therefore was sort of like saying just because you don't type this way. You can't physically do it. However, They were understanding enough and I was able to use an alternative software that had a better interface and ultimately complete my education. Some of the things that really stand out for me -is what we think of as a convenience sometimes can be a tremendous advantage for someone with a disability. Think about it in terms of a voice-activated Alexa. Someone who's got full range of motion, it's a convenience saying hey Alexa turn on the lights. But for someone to physically manipulate a light switch that is a tremendous thing. It's being able to have that sense of independence that sense of freedom for perhaps the very first time. Michael Right, yeah, that's an excellent point. So we often think of, technology as sort of supplementing or providing alternate resources for people. But it's it's important to note that it opens up options, to be like, grants independence and autonomy a lot of the time some of these supports. Cam Oh, that's the thing now. People look at something like the pandemic as all negatives. However, I did a series of interviews at the time. Talking about how it was perhaps the first time some people with this bill who were homebound were actually able to work using digital technologies. Michael Great. Cam And how employer probably won't go out of their way to accommodate everyone who could potentially be in the workforce when it's affecting them and the whole world's closed down, suddenly we're making allowances. Michael Right, that's very interesting- So yeah, go ahead. Cam There was. There's actually, Sorry. There's actually, an employment expert, a friend of mine, Sean Wiltshire. Gave me a great couple of interviews on the subject. His work actually takes him all over the world in terms of getting people with disabilities employment but seeing people enter the workforce for the first time because we realised these digital options were available to us. Just kind of a changing experience. That's 1 thing the pandemic did do. As long as we maintain. Michael Right. That's really interesting. That's not actually something I'd considered before. So the shift to being able to or being forced to continue to continue operations as a business online actually opened up some opportunities for people who may not have had them before. Cam That was, it's a great boon. I mean, You want to look at employment trends in particular as being, oh yes, we're inclusive, we're providing. Michael Right. Cam What we're legally required to. Bare minimum. However, once you realize the advantages of say providing a home computer for someone with a disability who might just bring innovation or new ideas to your business. You come to realize it's 300 bucks now but for the 3 million you might make later. Definitely worth it. Michael Right. Yeah, that's right. They always say, investing in people is one of the best investments you can make in workforce development. So that's that's that's a nice silver lining I suppose out of the pandemic. I imagine there were also some, some downsides for people facing accessibility issues during the pandemic. Cam Particularly in the educations fair, they had to very quickly transition to online learning. Fact is they didn't necessarily take into account those who might have a different learning style. It's not like you could just dial up the EA or the learning support staff easily. And facing something like a vision impairment. When you're patching together an online system, you're not going to look at things like high contrast options or whether or not it's got alternative text so someone could properly interpret what the question is. And the trouble in that space is Alternative text might read out. What the word is, but it can't distinguish between you’re and your if you catch my drift. Michael Right, I haven't thought about that. So words that sound the same when they're a converted from text to speech. Cam You have to take that in context. I mean, some people can absolutely do it. I mean, if you look at the rest of the sentence, but it all depends on how your mind works and what's your familiarity is with the language. Michael Of course. Cam For someone coming in as in the ESL for example. Say you have a disability, you're just learning the language. That could be a whole host of problems right there. Michael Right, that's a very good point. So, speaking of higher education, in light of the pandemic, I think maybe a little bit for that even. It was starting to be more of a focus, this sort of digital accessibility and general accessibility issues, this seems to be more of a focus for universities, at least there. They’re making announcements to that effect. What's your assessment of how that's going? Cam Well, I always think, first off, that it's easier to build it with accessibility in mind, reinventing the wheel later is not good thing. If your website is built, look a certain way, and then later on government mandate says, oh, you need a high contrast option. Michael Right. Cam You turn that on, it can completely alter the look of how somebody's looking at it. So is easier just to take into consideration the fact that someday you're going to have a student with disability. For them, they don't always know what's available to them. They don't always know that they're entitled to accommodations or supports. It was actually, my big pitfall, my first year at the college. I, and the transfer programs, to get into my second year, but my first year, I I didn't ask for help. I was coming out of high school. I was one of those guys who assumed the world's gonna be handed to you on a silver platter. But for a student with a disability who's had to scrape and scroll every inch of the way and it does happen. They're not necessarily going to have the confidence, the courage to say to a professor, hey. I'm entitled to this support. I've been to Learning Commons. I've been to the support office. What have you. Michael Right. Cam And honestly, this is what I need to succeed. The big myth is it's not about an unfair advantage. It is not about providing someone with an easy ride through higher education. It was about leveling the playing field. I once heard a story, from a friend of mine, Anne Karemic, great, great lady. She had actually a deaf student and there's a transcription requirement in office of main training. Michael Good. Cam They found a way to do it. It was, not only an ethical move on their part, but it was setting a precedent. And you can do it once for one student, chances are you can find a way to do it for another. Michael Right. That's a good example. So last time we chatted, you said a little bit about, with this, with this sort of thinking of mind, you know, designing things from the ground up with a view to accessibility concerns. And you mentioned a little bit of a distinction between 2 concepts in this field. Accessible design and universal design. Could you say a little bit about that? Cam Absolutely. Universal design is something that's made for everybody but might have an advantage in the disability community. Oh, see the case the Alexa I alluded to earlier. Where it's accessible design is something created in mind for people with disabilities that might have an advantage. See the case of a wheelchair button. Say you're a mother and you're looking after 2 or 3 kids and you're also carrying groceries. You need a way to get in the door. Michael Okay. So, oh I see, so that's an example of accessible design that ends up having a convenience affect other people as well. Cam Yes, and they're actually a lot of instances of that. If you look around, I mean, If you look at even the prolification of things like smartphones, one thing they were never specifically intended to do just to be able to have a disability advantage. They were just invented to be more convenient phones, but there are actually some that are set up so people in electric wheelchairs can use an app to drive. Things like that. They just happen to be a happy result of technologies advancement. Michael Right, that's nice. So to bring these points together, the idea that people should be designing from the ground up with a view to accessibility and some of the accidental benefits that come along with technological advancements. What what would you like to see in the future or what do you what do you already see coming sort of down the pipeline in the future in terms of either benefits for people with accessibility issues or things that are raising. Concerns about accessibility in the new technology. Cam Oh, the big concern. It's. Definitely, something I hear a lot about. There are a lot of mandates coming out. Michael Okay. Cam The Accessible Canada Act is a great example. Yeah, it's all these policies put together, but how many government agencies know what they're supposed to do with it and how much training is actually being enforced in the workforce. I mean, yeah, having policies is great, but quote a wise man. Don't break your arm, patting yourself on the back. Michael laughs Okay. Cam Well, thing is, having all this in place is fine. However, if it's not monitored periodically, if people don't ask the questions, and again self-advocate and say, I need this to be successful. I have seen some trends towards, more physically accessible spaces. Now, one thing about that is people just think you put in a wheelchair ramp, you're fine. That's sort of a first off. I see so many signs that aren't brailed or so many businesses or office spaces that don't have sort of a sensory. Sensory free zone. If you catch my drift. Things like autism or even some forms of Asperger's, I believe, can produce sort of a sensory overload and as an employee with that condition, you need a space to be able to go and calm down a little. Even right here at the radio station a couple of years ago they were talking about redesigning some of the studio spaces. Edits choice basically put the whole thing in something roughly the size of a broom closet. Or you-was what was the broom closet and converted into studio space that could accommodate 2 or 3 electric wheelchairs which was pretty passive at the time. Michael Nice. Right. Cam And that is a step forward, but honestly. We must never rest on our laurels when it comes to improvement. That's good enough today, but tomorrow. The question is how can we make it better? A disability - Michael Yeah. Cam It's not a limitation, it's just a different way of thinking. It's adapting what exists to suit our needs. Michael Yeah, that's a great point, Cam. So, so 2 great points. I'd like to just sort of rehash a bit. So one, your point about the legislation and the mandates are one thing, but we need the sort of ground up movement as well of education and training and understanding of implementation. I think that's a really important point. And I love your second point as well that we can't rest on our laurels because not only is there obviously more work to be done, but as the technology develops and new technology arises, there are going to be new areas of concern and hopefully new areas of opportunity as well. And, and I think it's important that we're attentive to that so that we're prepared for them as they come down the pipeline. Cam Also about that physical systems themselves need monitoring. I mean But people don't seem to realize if you misuse a wheelchair button and you press it 500 times, sooner or later the mechanism will need to be replaced. Michael Right. Cam In the education space especially. Teachers, professors, even fellow students should be educated on what's available to them. Not just in terms of the technology. How to interact with somebody who's making use of it, like when I was doing some of my studies we had one computer that was designated for someone with low vision. Michael Okay. Cam We were told, don't use that computer, it is reserved for one student. We were all fine with that. The fact is, this was what the student needed to succeed. I mean, in fact, I'm doing a presentation for an offshoot of Canterbury College. In a couple of months on adapting the world around us. It's part of a disabilities course I designed some while back. But, some of the things are just like little things. Doesn't have to be like a high technology. I got a great example from a therapeutic riding facility. I might have riders who don't understand complex instructions about manipulating the reins on a horse. So they actually just color coded it. They might not understand this reign or that reign, but they would understand blue were red. Michael Right. That's interesting. And I mean, that strikes me as a great instructional tool for anyone, right? Learning to ride. That would simplify things. That's an example of like you're saying, it provides an accessibility point for someone who needs it, but it's, it also makes it more convenient for everyone. Cam Absolutely. I mean, If you go looking for accessibility advantages in in modern technology, chances are you'll find them. You look at speech to text. I mean, they're about a zillion apps on any given phone for that that are available. Were they designed initially thinking, yeah, the disability community is going to love us for this? No, they were designed. To make texting someone a little easier. And if it has a disability advantage, so be it. Michael Yeah. Is there anything else that you would like to add that you think the listeners might be interested in in terms of think that some people who maybe work in education can try to be more attentive to or in terms of the training that you think could be provided for teachers at all levels? Cam Yeah, this is kind of a big one for me. I mean, I was once told in education. Michael Okay. Cam I'm not gonna say we're not gonna say by who, but I couldn't disclose my disability because it was quote “not a positive thing”. That led to a lot of academic issues at the time and I think honestly just a universal understanding that disability isn't always but we can quantify what we can readily understand, on the part of both the student base and instructors I'd like to see just more mandatory training, more education about education, if you will. Michael Right. Cam Can't just be a footnote as you go through teachers college. Yeah, yeah, this is a disability. That's a disability. Because nobody is the textbook definition. I say on the air, a million times – so, medical science is all a baseline. You can't factor in the way any given conditions can affect this person or that. There are people who are told they'll never walk again and they find a way. And people will never have kids. I know such a person and his 5 kids would kind of take opportunity. Michael Right, it's an important point, right, not to let a designation sort of limit the opportunities that are afforded to either buy it by someone from the outside, a teacher perhaps or for yourself from your own self understanding. I think that's such a great point, Cam. Cam And from fellow students. I mean, in any level of education, there should be at least that understanding that this is not an outcast or a monster. This is someone who is here to learn alongside us. I might like to get to know them I might not, but let's not make any snap judgments because chances are if either the teacher or the students go in with those preconceived notions of this is what I think a person with the disability should be able to do. Michael Yeah. Cam You're going to create that glass ceiling for yourself and for them. Your teacher expects less of you, chances are you're going to aim to that level. Michael Yeah. Cam I wanna see more teachers and more students encouraging each other saying, why don't you try this or I think you're capable of that. Michael Yeah, absolutely. Fantastic message, Cam. That's excellent. Well, I really appreciate you taking the time to come on and share these thoughts with us, Cam. I'm sure the audience will really appreciate it as much as I do. So, thank you. Once again, for coming on the podcast and I encourage our listeners to tune in to our next episode. Cam Thanks. Alright, and if I may give a plug to my own show, Michael Absolutely, yeah, go ahead. Cam I I do, disability issues program Handi-link, which is available through a number of online means just Google it, HAND i dash LINK and You can play any recent episode and fun fact about that. It's actually named for an old sci-fi series, Quantum Leap. A computer terminal called the handi link that knew all the answers about the future. Michael That's great. That's great a little inside, a piece of trivia there. Yeah, and I will put links to your show in notes for the podcast as well. Cam Thanks. Much appreciated. Michael Thank you. Take care. Cam And thank you < Previous Episode Next Episode >

< Back Episode 1 - A Brief Introduction to Theory and Principles Transcript Hello and welcome to the Cyberethics podcast, I am Dr Michael Bruder. I have been teaching Cyebrethics for the past decade and am passionate about discussing these issues with experts and bringing those conversations to the wider public. With the help of some professionals from various fields, we will be discussing the ways our increasingly digital lives raise old and new ethical concerns. We will cover such topics as the dangers of Artificial Intelligence, privacy and surveillance, gaming, social media addiction, digital accessibility, cyber-education and many more. This first podcast is intended to serve as a brief introduction to the moral frameworks and ethical principles that I will be making reference to as we discuss issues of Cyberethics. First a note on terminology: what I am calling cyberethics is sometimes called computer ethics, information ethics, or even technology ethics. These all refer to the same general scope of issues that arise when our technology brings us face to face with ethical concerns. I will also be alternating between the term ethics and morals, these can be considered interchangeable for our purposes. There are few areas of human endeavour that are growing as quickly as technology. Each new development entails a new set of possibilities and these possibilities, in turn, present new challenges to our understanding of their moral implications. What tends not to change quite so rapidly are our core values and the moral frameworks through which we assess the implications of our technological developments. Read More In Philosophy, ethics is divided into normative and applied approaches. Normative ethics studies broad questions such as: “what is the good for human beings” “Is there some quality that would make an action good in every context?” and “What ought we to be doing?”. In applied ethics, we are interested in how a theory guides our decisions within a specific field of action. Cyberethics is the study of the application of these moral theories to issues related to technology and our online activities. In Cyberethics Philosophy courses, students discuss the moral issues surrounding these activities, usually through the consideration of particular examples or case studies. The cases provide instances of some of the new ethical difficulties that arise with new digital possibilities. For this reason, it is important to have a firm understanding of the moral perspectives that can be taken when evaluating such cases. Moral frameworks provide us with a reference point from which we can evaluate the challenges that arise in this ever-changing environment. Since students interested in cyberethics may not have a background in moral philosophy, it is prudent to provide an introduction to these theories in order to enrich the study of these issues and to present direction for further research and investigation. It is the purpose here to provide a short introduction to moral frameworks, including a brief history of the origins and development of each theory and a consideration of the theory’s strengths and weaknesses. In this podcast, common topics and cases within cyberethics will be discussed in light of moral theories as well as some moral principles. One way to think about the different moral frameworks is by breaking down a moral action into its constituent parts. Roughly speaking, we can think of any moral action as being composed of: the person performing the action, the motivation for the action, and the results of the action. Accordingly, there are three major moral theories that focus on these three aspects of moral action: virtue ethics, which focuses on the person performing the action; deontology, which focuses on the rule or motivation for the action; and consequentialism, which focuses on the results of the action. In addition to these three major moral theories, I will say something about moral relativism which is more of a metatheory (a theory about theories) and argues against the possibility of an objective account of what is right or wrong. But first, I will say a little bit about each of the three major moral theories current in normative philosophy: First: Virtue Ethics. For those who do not have a background in moral theory, the word “virtue” may have connotations of a prudish or Victorian cultural sensibility. This is not the sense it has in ethical theory. Its origin as a term in philosophy goes back to Aristotle (384-322 BCE) in Ancient Greece. For Aristotle, a virtue is a way to excel as a human being. Aristotle orients his moral philosophy around what is good for human beings and he determines that what is good for human beings is a certain kind of activity guided by reason (Nicomachean Ethics, 1098a5-8). Our activities express virtues, which are various ways of excelling or flourishing. There are, generally speaking, two kinds of virtue for Aristotle, there are virtues of character and there are virtues of thought. Virtues of character for Aristotle refer to things like bravery and generosity. These are characteristics of actions, but also, and more importantly for Aristotle, these are characteristics of people. Virtues of thought allow us to figure out how to accomplish our goal, flourishing through virtues of character. One of the distinctive aspects of virtue ethics is its concern with the internal state of the person performing the action; the moral agent. On this model, it is not enough to do the right thing, to be brave in the face of danger, for instance. What is required is the development of an internal state, a disposition, to be brave. It is not enough to do what a brave person does, one must strive to be a brave person, and this means having the internal state of someone who behaves bravely when it is called for. Virtue ethics is a helpful moral framework for providing a reference point against which to check our goals but is sometimes criticized as being less helpful in providing specific instructions for action. Virtue ethics gives us the guiding principles and an understanding of how to build character but leaves room for our practical reasoning (or the reasoning of those who are wise in the matter at hand) to determine what is appropriate in a given context. One way of summarizing this position, is to say that we are trained to recognise the virtues we should exhibit, and then we use our practical wisdom to determine how to exhibit that virtue in a given context. One common topic in Cyberethics is the types of relationships that we form through online communication. A common question that is asked is “Can we develop and maintain real friendships through online interactions?” Virtue Ethics provides a framework for approaching this question by referring us to our human ability to develop via certain kinds of friendships. To approach this question through virtue ethics, we would evaluate how we flourish through in-person friendships and then analyze how online friendships affect that kind of flourishing. To give one possible analysis, we might think that in-person friendships help us flourish because they reinforce certain values we approve of and also expand our experiential scope by introducing us to new things. If this is a complete account of what a real friendship is, then an online friendship would be considered real if and only if it also fulfills these roles. Privacy is another issue in cyberethics for which virtue ethics may be particularly salient. The question of how much privacy we should expect, or are entitled to, in the online world is a function of why that privacy is valuable. Some people maintain that if we only value privacy to conceal wrongdoing then we may not be entitled to it at all. However, a virtue ethics analysis may assert that privacy allows us to develop intimate relationships which clearly allow us to flourish as human beings. With this understanding, one could argue that privacy is a necessary human good; necessary for human flourishing on a virtue ethics account. Because virtue ethics requires the development of practical wisdom and depends on the individual to determine the correct course of action in light of this wisdom, this theory is sometimes criticised for not providing specific direction on what to do. The second theory I’d like to discuss is Deontology. Deontology provides a nice contrast with virtue ethics since, while virtue ethics focuses on the development and internal state of the moral agent, deontology is rather concerned with the motives and rules that govern actions. It is sometimes claimed that, while virtue ethics is sensitive to context but cannot provide detailed direction, deontology provides very clear direction on what to do but is criticized as not being flexible enough to allow for contextual exceptions (Annas, 2015). Contemporary deontological theories trace their origins back to the German philosopher Immanuel Kant (1724-1804). Kantian morality focuses on whether an action is right or wrong; whether you have a responsibility to do, or refrain from, some action. The goal of a deontological theory, generally speaking, is to provide rules for acting that will be universally applicable. Kant believes that our ability to be moral depends on our ability to be rational. It follows from this, Kant argues, that our moral decisions will also be rational. Kant maintains that, since reason is universal, the guiding principles of morality will also be universal. Because of this, Kant concludes that a moral action would be one that each person could want everyone to do. In other words, each rational person thinks it would be rational to do that action in every instance. This is a paraphrase of what is called Kant’s categorical imperative, meaning that it is a command that applies everywhere. Put loosely, if you can rationally wish everyone would behave that way, then that is the moral way to behave. This universality can be seen as both a strength and a weakness of the theory. One of the often-debated questions in cyberethics is whether digital piracy, (the taking or distributing of intellectual property [IP] like a movie or song without paying for it) is always morally wrong. One might argue that there are circumstances where digital piracy is acceptable, for instance, if piracy of the material does not have any noticeable effect on the IP rights holder. On the deontological model, however, if piracy is stealing and stealing is wrong, then piracy is always wrong, regardless of the consequences or lack thereof. This issue is further complicated in circumstances where one pays for a video streaming service but digitally masks one’s location in order to access content only available in other countries. Some have claimed that the practise of Canadian Netflix subscribers masking themselves, via VPNs, as Americans to access additional content, constitutes stealing and is morally wrong. A deontologist may have reasons to agree since this is a violation of the terms of service agreed to by the subscriber (breaking a promise), however an analysis that focuses on the effects of such a practise might argue that there is little to no harm caused, since these are paying subscribers, and the happiness of these subscribers as customers is significantly increased. Such an analysis would be in line with the consequentialist approach. As you might expect, consequentialism focuses on the effects, or consequences, of an action. The most popular form of consequentialism is utilitarianism, and John Stuart Mill (1806-1873) is its most famous proponent. Mill claimed that, in attempting to evaluate the morality of an action, one should consider its consequences. Specifically, one should consider whether the consequences provide for the greatest happiness of those affected by the action. Happiness here means pleasure, but not just the simple pleasures of the physical appetites, but also more meaningful pleasures such as we get from learning and accomplishments. Utilitarianism is helpful when there are competing options and we need to know how to benefit the greatest number of people involved. It is less helpful when it is unclear how to compare the competing values or if the objective is not to maximize happiness, but rather to address an imbalance or redress a wrong. While virtue ethics is concerned with how an action expresses or develops the character of the agent, and deontology is concerned with the absolute rational morality of an action, consequentialism is primarily concerned with the effect of an action. This means that an action that is morally correct in one context, may not be so in a different context, depending on how the relevant parties are affected. The issue of using facial recognition technology in the surveillance of public spaces raises issues of consent and privacy but is often justified in terms of its consequences of increasing public safety. A utilitarian analysis would have to assess the overall effect on a population’s happiness, weighing loss of privacy and consent against a reduction in violent crime and theft. To take another example, a deontological analysis may unequivocally condemn the stealing and sharing of classified information obtained from a government but a consequentialist approach would be open to assessing the effects of this information on the public. Perhaps possessing this information allows citizens to work against perceived wrongs committed by that government. While not as substantive a moral theory as the previous three, it is worthwhile to become familiar with the concept of moral relativism. Relativism traces its roots back as far as the Ancient Greek philosopher Protagoras. He is famously cited as claiming that ‘man is the measure of all things’ and this has been interpreted by some as meaning that the truth of things is simply as they appear to me. If the wind feels warm to me, then the wind is warm, regardless of what anyone else claims. This idea of the unassailable truth of my sensations is expanded in moral relativism to argue for the validity of individual or disparate accounts of what is morally correct. Modern forms of relativism tend to focus more on the widely varying moral claims found in different theories and across different cultures and concludes from this that there is no universally valid moral framework. The two most common forms of relativism focus on either the lack of agreement between and amongst cultures or on the lack of a universal criteria by which we can evaluate moral positions. In the former case, the fact that we don’t all agree is taken as evidence that there cannot or should not be unanimous agreement on moral questions. In the latter case, it is argued that there is no universally true judgement possible on moral questions and that, what may be morally right for one culture and at one time, may be morally wrong for another culture or at another time. It is generally agreed that, as a normative ethical claim, relativism is self-defeating. I.e. it is a universal claim about ethics that concludes there are no universally valid claims about ethics. This position is articulated by authors such as Allen Wood. A response to the claim that there is lack of agreement on moral concepts, is that there in fact is commonality among cultures in terms of the broad moral commitments we have. The way these claims or principles are enacted may look different in different contexts and cultures but they reveal a common underlying moral commitment. Julia Annas, in her book Intelligent Virtue, makes such a claim. Using the example of bravery, she points out that brave actions can appear to be different or even opposed in varying contexts. She gives the example of how a soldier may behave bravely in the conduct of war, but someone could also demonstrate bravery by protesting participation in an unjust war. Both actions can instantiate bravery though they may appear opposite actions: participating in a war and protesting participation in a war. Moral relativism is problematic in a practical sense because, if one is convinced that the moral rightness or wrongness of an action is relative to the culture for whom it is an issue, one may decide that criticism or condemnation of foreign policies is unjustified and inappropriate. For example, if a foreign government is heavily censoring the information that its citizens can access on the internet, it might be argued in accordance with moral relativism that there is no motivation or justification for intervening on behalf of those citizens. This moral paralysis in the face of seemingly obvious injustice is one of the common practical criticisms leveled against moral relativism. While frameworks such as virtue ethics, deontology, and consequentialism are used in normative ethics to determine broadly what makes something moral, it is often helpful when dealing with applied ethics, or ethics in real-world applications, to focus on ethical principles. Principles reflect values that are supported by the moral frameworks and offer more specific points of reference for guiding moral decision-making. There are currently four principles that are used in the fields of applied ethics. These were popularized by Philosophers Beauchamp and Childress in the context of applied medical ethics but are implemented in areas such as business ethics as well as computer, or cyberethics. These principles are understood to be supported by the moral frameworks in various ways, and so while normative ethicists may debate which framework properly establishes the human good, when discussing specific contexts in cyberethics we can focus on whether these principles are upheld or have been violated. The 4 principles of applied ethics are: Beneficence, Non-maleficence, Autonomy, and Justice. Beneficence refers to the requirement to promote good through our actions. In other words, the goal of ethical action should be to bring about some good or alleviate some harm. Non-maleficence means to avoid causing harm through our actions. The principle of Autonomy refers to our responsibility to respect and encourage the ability for individuals to make decisions about their own lives, to recognise the right of individuals to be self-determining in their actions and thoughts. The principle of Justice refers to the fair assignment and distribution of goods and also risks in our decision-making and actions. If a principle is violated by an action, that action is considered unethical (all other things being equal). If an action is seen to uphold, or be in accordance with all four principles, then we are generally considered justified in deeming that action to be an ethical one. While these principles may not always provide specific guidance, according to AI ethics researchers Burr and Leslie, they “play a vital, contributory, and sometimes explanatory or justifcatory role in deliberation”. In other words, we appeal to these principles to explain and justify why a particular decision or action is, or is not, ethical. I should also mention that there is a movement to include a fifth principle, specific to the field of cyberethics. This is the principle of explicability, sometimes called transparency. This principle stipulates that the action being performed must be explicable, or understandable, to the people being affected by it. This is increasingly important in the field of cyberethics, since, for example, if someone does not understand the data sharing policy they are agreeing to, one may say that the principle of autonomy is also not being met. I cannot be self-determining in my actions, if I do not understand what my actions are committing me to. For this reason explicability is being appealed to more often in cyberethics as a fifth principle or a supporting principle. Where the ethical dilemmas arise is when these principles conflict: in instances where it does not seem possible to avoid violating all of the principles, or when two or more principles seem to conflict. Let’s take an example: If you receive a message that was intended for your friend, and it contains something personally hurtful about your friend, you might wonder if the right thing to do is to pass the message along to your friend, even though she may get hurt by the content, or decide not to show the message to your friend to spare her feelings. Since it is intended to be your friend’s message it would seem that passing the message along would be the right thing to do. This is respecting your friends autonomy since they would get to decide what to do about information that is being circulated about them. However, not passing along the message would seem to align with avoiding causing harm to your friend (non-maleficence). It would seem here that respecting one of the principles comes at the cost of another of the principles. This can happen frequently in cyberethics where it is difficult to determine what course of action would best instantiate the principles of applied ethics. These three moral frameworks, which identify ways to assess the morality of the agent, motive, and consequences of an action are to provide guidance in our thinking about ethical behaviour, and these four principles provide further specificity to the values that we expect an ethical person or action to exhibit, or at least not violate. In this way, we make appeals to frameworks and principles to assess the actions and policies of others and to justify and support our own ethical thinking and action. This will have to serve as our brief introduction to moral frameworks and principles. We will have the opportunity to reiterate and extrapolate on these concepts as we discuss various areas of application in the coming episodes. A bibliography for further reading can be found in the episode notes. I hope you will join me again as we investigate the many ethical issues that arise in the course of our increasingly digital lives. Bibliography: Annas, J. (2013). Intelligent virtue . Oxford University Press. Beauchamp, T.L., Childress, J.F.: Principles of Biomedical Ethics, 7th edn. Oxford University Press, New York (2013) Burr, C., & Leslie, D. (2022). Ethical assurance: A practical approach to the responsible design, development, and deployment of data-Driven Technologies. AI and Ethics , 3 (1), 73–98. https://doi.org/10.1007/s43681-022-00178-0 Crisp, R. (2000). Aristotle: Nicomachean Ethics . Cambridge University Press. KANT, I. (2021). Groundwork for the metaphysics of morals . DIGIREADS COM. Mill, J. S. (2020). Utilitarianism . Bibliotech Press. Wood, Allen. Relativism https://iweb.langara.ca/rjohns/files/2015/01/Allen_Wood.pdf < Previous Episode Next Episode >

< Back Episode 6 - Online Friendships Michael Read More < Previous Episode Next Episode >

The CyberEthics Podcast Transcripts Michael Read More Michael Thank you for joining us on the Cyber ethics podcast. I'm Dr. Michael Buder. Today I'm joined by Cam Wells and we'll be discussing issues of accessibility in the digital sphere. Cam Wells is a stroke survivor and he holds 4 diplomas from St. Clair College. After getting his journalism degree, he Came to realize that there's a great imbalance in the way disability stories are typically portrayed in the media. They seem to be portrayed as either bitter or inspirational without a presentation of the middle ground. After graduating, Cam set himself to the task of trying to change all that. He has been the host of the radio show Handi-Link for 15 years now. He has interviewed a wide array of people from cast members of shows like Breaking Bad and Corner Gas to everyday people with amazing stories to share. Read More Michael: Welcome to the Cyberethics Podcast. I am joined today by a very special guest. Rory Mehr is the Associate Director of Community Organizing at the Electronic Frontier Foundation. They coordinate EFF's support of local advocacy groups, primarily through the grassroots information sharing network, the Electronic Frontier Alliance. Prior to joining the EFF, Rory studied activist pedagogy and adolescent use of social media as a doctoral student of psychology. As a student, instructor, and researcher, they advocated for student and worker privacy, open science, and open education on campus. They were also active in several New York City community projects like the SciPIR Collective, an EFA member group focused on accessible digital security trainings. Welcome, Rory. Read More Rory: Thanks so much for having me. Michael: Michael Welcome, and thank you for joining us. Today, I have a special guest. I'm joined by Claudio Popa. Claudio is the CEO of Informatica Security and founder of Knowledge Flow Cybersecurity Foundation, which is a nonprofit designed to raise cyber situational awareness in the home. I met Claudio through a roundtable discussion on misinformation and disinformation for Project Defuse, which he co-hosted in conjunction with NATO. One of the focuses of the Knowledge Flow Foundation is to teach safe online interactions for school-aged children, and cyber safety and privacy in education is our main topic today. Claudio, thank you for joining us. Read More Claudio Well, thank you for having me on the show. It's a pleasure. Michael So before we dive into the topic of education, last time we spoke, you mentioned the concept of dark patterns, and I was hoping you'd just say a little bit about what dark patterns are. Claudio Hello and welcome to the Cyberethics podcast, I am Dr Michael Bruder. I have been teaching Cyebrethics for the past decade and am passionate about discussing these issues with experts and bringing those conversations to the wider public. With the help of some professionals from various fields, we will be discussing the ways our increasingly digital lives raise old and new ethical concerns. We will cover such topics as the dangers of Artificial Intelligence, privacy and surveillance, gaming, social media addiction, digital accessibility, cyber-education and many more. This first podcast is intended to serve as a brief introduction to the moral frameworks and ethical principles that I will be making reference to as we discuss issues of Cyberethics. First a note on terminology: what I am calling cyberethics is sometimes called computer ethics, information ethics, or even technology ethics. These all refer to the same general scope of issues that arise when our technology brings us face to face with ethical concerns. I will also be alternating between the term ethics and morals, these can be considered interchangeable for our purposes. There are few areas of human endeavour that are growing as quickly as technology. Each new development entails a new set of possibilities and these possibilities, in turn, present new challenges to our understanding of their moral implications. What tends not to change quite so rapidly are our core values and the moral frameworks through which we assess the implications of our technological developments. Read More In Philosophy, ethics is divided into normative and applied approaches. Normative ethics studies broad questions such as: