Role Of Artificial Intelligence in Emergency Medical Care- Legal Issues And Challenges

The role of artificial intelligence (AI) in the legal field holds significant potential for development. The application of this technology can make the legal system faster, more accurate, and more accessible. However, the use of AI also introduces ethical, legal, and social issues. In the future, appropriate legislative initiatives and ethical regulations must be established to ensure that the use of AI in the legal domain aligns with the principles of justice, transparency, and the rule of law. From this perspective, the article explores the development of AI, its role in the legal field, how this technology will impact the legal system in the future, its benefits and risks, and the associated ethical and legal issues.

Revisting Health Information Technology Ethical, Legal, and Social Issues and Evaluation: Telehealth/Telemedicine and COVID-19

REVISITING HEALTH INFORMATION TECHNOLOGY ETHICAL, LEGAL, and SOCIAL ISSUES and EVALUATION: TELEHEALTH/TELEMEDICINE and COVID-19

Artificial Intelligence (AI)‐based systems are widely employed nowadays to make decisions that have far‐reaching impact on individuals and society. Their decisions might affect everyone, everywhere, and anytime, entailing concerns about potential human rights issues. Therefore, it is necessary to move beyond traditional AI algorithms optimized for predictive performance and embed ethical and legal principles in their design, training, and deployment to ensure social good while still benefiting from the huge potential of the AI technology. The goal of this survey is to provide a broad multidisciplinary overview of the area of bias in AI systems, focusing on technical challenges and solutions as well as to suggest new research directions towards approaches well‐grounded in a legal frame. In this survey, we focus on data‐driven AI, as a large part of AI is powered nowadays by (big) data and powerful machine learning algorithms. If otherwise not specified, we use the general term bias to describe problems related to the gathering or processing of data that might result in prejudiced decisions on the bases of demographic features such as race, sex, and so forth.This article is categorized under: Commercial, Legal, and Ethical Issues > Fairness in Data Mining Commercial, Legal, and Ethical Issues > Ethical Considerations Commercial, Legal, and Ethical Issues > Legal Issues

This paper explores the legal and regulatory challenges posed by AI's role in cybersecurity, specifically focusing on AI-driven cyber defense and offense mechanisms. It examines the current legal frameworks, highlights gaps, and proposes recommendations for regulating AI technologies in the cybersecurity domain. As artificial intelligence (AI) continues to revolutionize cybersecurity, it introduces both opportunities and legal challenges, particularly in AI-driven cyber defense and offense mechanisms. This article explores the legal implications of AI’s use in cybersecurity, examining the sufficiency of existing frameworks, the ethical concerns in AI-operated cyber attacks, and the accountability issues surrounding AI’s autonomous decisions. By analyzing current laws and identifying key gaps, this research highlights the need for updated legal frameworks to address the rapid advancements in AI-driven cybersecurity.

Background and Purpose. The purposes of this paper are to 1) describe common genetic ethical, legal, and social issues that physical therapists may encounter in their professional lives, and 2) to describe the educational implications of genetic ethical, legal, and social issues as they relate to the following questions: Do genetics define a new bioethics or do wellestablished ethical principles and ethical approaches associated with health care professionals apply to genetic problems? What competencies listed by the National Coalition for Health Professional Education in Genetics (NCHPEG) related to ethical, legal, and social issues should be taught? What planning and integration of pedagogical strategies do we recommend to effectively teach this material? Position and Rationale. The completion of the Human Genome Project (HGP) is accelerating the incorporation of genetics into mainstream medical practice. A recent position paper provided the rationale for genomics education for physical therapist students. One premise of that paper is that physical therapists will likely encounter an increasing number of patients with genetic-related conditions in their future practice and should have the knowledge, skill, and attitudes to effectively care for these patients. In this paper, we argue that, at the very least, physical therapists should be positioned to inform their patients about the benefits, risks, and alternatives to genetic testing, as well as help patients deal with the many ethical, legal, and social issues that could be encountered as a result of genetic testing. Discussion and Recommendations. We adopt the following position in this paper: Genetic ethical, legal, and social issues should be integrated into preexisting courses (ie, bioethics and ethics/jurisprudence courses and courses that address the application of genomics to practice) and threaded into existing or new cased-based discussions. Competencies outlined by NCHPEG list certain attitudes, knowledge, and skills that may serve as the basis of learning objectives for ethical, legal, and social issues. Case-based ethics, including narratives and simulated patient cases, would be particularly effective in directly involving students in ethical reflection and consequent emotional responses, as well as problem solving associated with complex genetic ethical, legal, and social issues. Ethical, legal, and social issues should be integrated early and throughout the professional educational curriculum and be taught, if possible, by physical therapist educators.

Artificial intelligence (AI) is often accompanied by public concern. In this study, we quantitatively evaluated a source of public concern using the framework for ethics, legal, and social issues (ELSI). Concern was compared among people in Japan, the United States, and Germany using four different scenarios: (1) the use of AI to replicate the voice of a famous deceased singer, (2) the use of AI for customer service, (3) the use of AI for autonomous weapons, and (4) the use of AI for preventing criminal activities. The results show that the most striking difference was in the response to the “weapon” scenario. Respondents from Japan showed greater concern than those in the other two countries. Older respondents had more concerns, and respondents who had a deeper understanding of AI were more likely to have concerns related to the legal aspects of it. We also found that attitudes toward legal issues were the key to segmenting their attitudes toward ELSI related to AI: Positive, Less skeptical of laws, Skeptical of laws, and Negative.

Honours programs in South African universities must include a research project module. There are external pressures from professional bodies and government that influences the nature of the project module. This paper presents a reflection on the process of managing the project module at a South African university taking into account internal and external demands. The focus for this paper is on the ethical content of the projects. Examples of projects are presented after which the ethical awareness of the students is discussed. Not all projects have ethical, legal or social issues, however ethical aspects need to be reflected upon and awareness of these issues is essential during the planning of the project. The awareness that students have on ethical, social and legal issues is investigated in this paper.

Preface.- Acknowledgements.- Notes on Contributors.- Chapter 1: Introduction.- Part I: Introduction to Patient and Family-Centred Care.- Chapter 2: Paediatric Patient-Centred Care: Evidence and Evolution David B. Nicholas, Krista Keiltyand Karima Karmali.- Chapter 3: A Canadian Perspective on a Child's Consent to Research Within a Context of Family-Centred Care: From Incompatibility to Synergy Linda Sheahan, Michael Da Silva, Christine Czoli and Randi Zlotnik Shaul.- Chapter 4: Resource Allocation in Paediatric Patient and Family-Centred Care Jennifer L. Gibson.- Part II: Legal, Ethical and Cultural Considerations.- Chapter 5: Culture, Religion and Family-Centred Care: Rani H. Srivastava.- Chapter 6: Ethical and Legal Issues in Patient and Family-Centred Care: Canadian First Nations, Metis and Inuit People Julija Kelecevic.- Chapter 7: Accounting for the Family in Law: An Impartial but not Impersonal Point of View Lee A. Chapman.- Chapter 8: Legal Considerations in Paediatric Patient and Family-Centred Healthcare Joan M. Gilmour.- Part III: Implementation and Lived Experience.- Chapter 9: Paediatric Patient-Centred Care at SickKids: Advancing Child & Family-Centred Care Krista Keilty, David B. Nicholas, Karen Sappleton and Karima Karmali.- Chapter 10: The Effect of Patient and Family-Centred Care (PFCC) Delivery Model on Paediatrics at the Thunder Bay Regional Health Sciences Centre Bonnie Nicholas.- Chapter 11: Creating Partnerships for Life: One Family's Story of Paediatric Patient and Family-Centred Paediatric Care Janis Purdy.- Chapter 12: Supporting the Developing Autonomy of Youth Patients: Reflections on the Role of Healthcare Providers Christy Simpson.- Part IV: In Context.- Chapter 13: Participation in Paediatric Research Studies Nancy Walton.- Chapter 14: Clinical Genetics Practice: Integrating Paediatric Patient and Family-Centred Care Cheryl Shuman and Riyana Babul-Hirji.- Chapter 15: End-of-Life Decision-Making in the Neonatal Intensive Care Unit: Serving the Best Interests of the Newborn Within a Patient and Family-Centred Care Framework Jonathan Hellman.- Chapter 16: Legal and Ethical Issues in Child-and Family-Centred Care:Transplantation Rebecca A. Greenberg, Michael Campbell and Linda Wright.- Chapter 17: Patient and Family-Centred Care: Critical Partnerships When Treating Adolescent Anorexia Nervosa Lori d'Agincourt-Canning, Lucinda Kunkel and Karen Dixon.- Chapter 18: Lost in Transition: Legal and Ethical Approaches When Applying Patient- and Family-Centred Care to Adolescents With Disabilities Maria L.Z. McDonald and Lucie Wade.- Chapter 19: Ethical Conflicts That may Arise When Caring for Dying Children Christine Newman, Adam Rapoport and Gurjit Sangha.

Reply to Guo and to Chen et al.

This article examines some of the European Union (EU) and World Trade Organization (WTO) legal issues that emerge for the United Kingdom’s (UK) public procurement law and policies following Brexit. It analyses the consequences and sequencing of international negotiations that must now take place since the UK triggered Article 50(2) of the Treaty on the European Union (TEU). Once the UK revokes the European Communities Act 1972, it will no longer be obligated to follow either the Treaty on the Functioning of the European Union (TFEU) or the EU Procurement Directives. Nor will the UK be subject to the commitments the EU has signed up to on behalf of the UK in the WTO Government Procurement Agreement (GPA) and in its Regional Trade Agreements (RTAs). After examining the legal issues concerned with sequencing, the article moves on to assess the domestic, centrifugal forces that will also impact the UK’s public procurement law post-Brexit. Under the Devolution Settlement of 1998, the competence for public procurement was devolved down to the regions of Scotland, Northern Ireland, England and Wales. The article postulates that the legal issues of disintegration that have surfaced under Brexit could potentially fragment a coherent UK wide procurement policy, competition and value for money internally; as well as externally towards the WTO GPA, the EU and other regional procurement agreements. The article puts forward a competition approach to address some of the potentially negative consequences of Brexit undermining value for money, transparency and integration in the UK’s lucrative markets for government procurement. It concludes with the limited hope that the legal and economic issues and challenges resulting from the UK’s referendum on membership of the EU will be a salutatory lesson for all other nations.

This article explores some of the legal and law-related challenges educators face in designing, implementing, and sustaining globally networked learning environments (GNLEs) in the context of conflicting international laws on intellectual property and censorship/free speech. By discussing cases and areas involving such legal issues, the article makes visible some of the issues educators may want to consider as they design courses and curricula. First, using the Pakistani–US case of Axact v. Student Network Resources, the author examines issues of authorship and the related issues of copyright law and plagiarism. The author then addresses questions, moral rights, and authorship using the French case of Turner v. Huston. Next, the author explores issues of free speech/censorship and defamation as they have arisen globally in the blogosphere. The author describes several specific instances where such issues have resulted in legal consequences for the digital writer involved. The author then develops a possible solution to some of these legal issues arising in GNLEs by way of the idea of ‘the commons’. In this area of the discussion, the author also examines Creative Commons licensing as well as problems with protecting the appropriation and exploitation of traditional knowledge, and the politics of defining ‘the commons’. The author draws on discussions around the global repatriation debate to inform her exploration in this section. Finally, the article concludes with some recommendations, taking into account the legal and law-related issues of copyright, plagiarism, censorship, defamation, and defining ‘the commons’ as these issues arise in GNLEs.

The Cloud Security Ecosystem

Improving Quality of Asthma Care After Emergency Department Discharge: Evidence Before Action

In 2013 both Saudi Arabia and Qatarlaunched genome projects with the aim of providing information for better diagnosis, treatment and prevention of diseases and, ultimately to realize personalized medicine by sequencing hundred thousands samples. These population based genome activities raise a series of relevant ethical, legal and social issues general, related to the specific population structure as well as to the Islamic perspective on genomic analysis and genetic testing. To contribute to the debate, the Authors after reviewing the existing literature and taking advantage of their professional experience in the field and in the geographic area, discuss and provide their opinions. In particular, the Authors focus on the impact of consanguinity on population structure and disease frequency in the Arab world, on genetic testing and genomic analysis (i.e. technical aspects, impact, etc.) and on their regulations. A comparison between the Islamic perspective and the ethical, social and legal issues raised in other population contexts is also carried. In conclusion, this opinion article with an up-to-date contribution to the discussion on the relevance and impact of genomic analysis and genetic testing in the Arab world, might help in producing specific national guidelines on genetic testing and genomic analysis and help accelerate the implementation and roll out of genome projects in Muslim countries and more specifically in Qatar, and other countries of the Gulf.