The terms 'open' and 'openness' are widely used across the current higher education environment particularly in the areas of repository services and scholarly communications. Open-access licensing and open-source licensing are two prevalent manifestations of open culture within higher education research environments. As theoretical ideals, open-licensing models aim at openness and academic freedom. But operating as they do within the context of global neoliberalism, to what extent are these models constructed by, sustained by, and co-opted by neoliberalism? In this paper, we interrogate the use of open-licensing within scholarly communications and within the larger societal context of neoliberalism. Through synthesis of various sources, we will examine how open access licensing models have been constrained by neoliberal or otherwise corporate agendas, how open access and open scholarship have been reframed within discourses of compliance, how open-source software models and software are co-opted by politico-economic forces, and how the language of 'openness' is widely misused in higher education and repository services circles to drive agendas that run counter to actually increasing openness. We will finish by suggesting ways to resist this trend and use open-licensing models to resist neoliberal agendas in open scholarship.

ChatGPT is gaining widespread acceptance for its ability to generate natural language sentences in response to various inputs and is expected to become a supplementary tool for diagnosing and determining treatment policies in clinical settings. ChatGPT was used to evaluate its ability to perform clinical inference and accuracy in answering questions on the 117th Japanese National Medical Licensing Examination held in February 2023. The exam questions were manually inputted into ChatGPT's window, and the accuracy of ChatGPT's responses was determined based on answers provided by a preparatory school. ChatGPT provided answers for 389 out of 400 questions, and its overall correct answer rate was 55.0%. The correct answer rate for 5-choice-1, 5-choice-2, and 5-choice-3 were 57.8%, 42.9%, and 41.2%, respectively. The highest correct answer rate was for the compulsory exam (67.0%), followed by the specific knowledge exam (54.1%) and the cross category exam (47.9%). The correct answer rate for non-image questions was 56.2% and for image questions, it was 51.5%. The study suggests that ChatGPT has potential to support healthcare professionals in clinical decision-making in Japanese clinical settings, but caution should be exercised in interpreting and using the answers generated by ChatGPT due to room for improvement in performance.

How can we ensure publishing ethics in the digital age? In an age where information travels at the speed of light, ethical publishing is essential to maintain the credibility and quality of content. Academics, students and practitioners face challenges such as protecting copyright and ensuring transparency. Drawing on theoretical research and, in particular, qualitative analysis of theoretical sources, the research aim of this paper is to reflect on what practical recommendations and key principles can help deliver valuable content and avoid ethical pitfalls. Educating the academic community about the meaning and protection of copyright, licensing, transparency and moral responsibility of authors and peer-reviewed scientific publications seems crucial. The ethical aspects of publishing educational texts and publications are pillars for ensuring quality and credibility. Copyright protection and fair licensing form the basis that promotes transparency and fairness. The need for academics and students to be encouraged to reflect on ethical challenges and contribute to sustainable publishing seems essential. The findings of this theoretical research can serve as feedback for publishers of scholarly and educational texts and as insights for setting publishing standards.

The concept of an economy that is circular and without the need for material or energy input has an irresistible appeal to those who have recognized that planetary boundaries exist and that resources are not unlimited. Thus, in the public discourse its narrative outperforms other lines of arguments when it comes to keeping radical critics of destructive extractivism and the growth imperative in check and averting the uptake of diverging opinions by larger segments of the population and government bodies. Moreover, the myth of a circular economy has the additional benefit that it can win over parts of the environmental movement that dread radical and transformative change, particularly in the urban milieus of a middle-class that enjoys the privileges of the current social order. In this paper I argue that the circular economy narrative tends to hinder the necessary systemic transformation while entailing a wide range of specific measures that deserve to be recognized for their merit.

Background: Although National Licensing Examinations (NLEs) may be a costly process, they can predict better performance for many following years. The current licensing requirements will not entail and new requirements will be requested. Therefore, this study suggests a framework for the development of the Medical Licensing Exam by exploring the opinions of Egyptian medical practitioners and educators regarding the exam format and criteria. Objective and methods: to describe the needed steps to develop the EMLE through a two-phase exploratory mixed-method study that had been conducted among the Egyptian medical sectors: medical practitioners and educators. Results: There were 50 clinical and academic educators shared in the online discussion about EMLE development. Then, a survey was carried out on 266 participants with various working places in which 198 of the participants were staff in the Higher Education Ministry and 68 physicians in the Ministry of Health. The input from both had contributed to the development of the following framework that is divided into two main sections; the Exam Logistics and the Exam Set up. The exam Logistics included the exam committee, prerequisites for the exam, the admission criteria and fees, and the validity of the license. While the Exam Set up included exam setting, structure, standard-setting, pass marks and reset policy. Conclusion: A Multidisciplinary team resources for the exam setting. Fairness and objectivity were highlighted through several factors; development of the exam blueprint, types of assessment methods, post-exam analysis, and standard-setting. Finally, the reset policy, fees, and validity of the license were recommended with a student-centered perspective that was suggested for the exam committee.

Moral observer-licensing happens when people condone others’ morally questionable conducts due to their history of moral behaviors. We investigated in four studies (N = 808) this phenomenon in the context of cyberspace and its contributing factors and boundary conditions. Study 1 determined what participants perceived as typically moral and immoral behaviors in cyberspace. Then in Study 2, participants condemned less a story character’s online immoral behavior when they were informed of the character’s prior online moral behavior than when they were not, which indicates moral observer-licensing in cyberspace. Study 3 confirmed the presence of moral observer-licensing in cyberspace and further demonstrated that a character’s prior moral or immoral behavior online respectively reduces or intensifies the negativity of the character’s subsequent immoral behavior. Finally, Study 4 showed that participants who identified with the victim in a hypothetical scenario showed less forgiveness and more condemnation of a character’s immoral behavior than those who identified with the perpetrator or the bystander. These findings are of theoretical and practical significance for our understanding of cyber ethics.