Applying the IEEE BRAIN neuroethics framework to intra-cortical brain-computer interfaces

Objective. Brain-computer interfaces (BCIs) are neuroprosthetic devices that allow for direct interaction between brains and machines. These types of neurotechnologies have recently experienced a strong drive in research and development, given, in part, that they promise to restore motor and communication abilities in individuals experiencing severe paralysis. While a rich literature analyzes the ethical, legal, and sociocultural implications (ELSCI) of these novel neurotechnologies, engineers, clinicians and BCI practitioners often do not have enough exposure to these topics.Approach. Here, we present the IEEE Neuroethics Framework, an international, multiyear, iterative initiative aimed at developing a robust, accessible set of considerations for diverse stakeholders.Main results. Using the framework, we provide practical examples of ELSCI considerations for BCI neurotechnologies. We focus on invasive technologies, and in particular, devices that are implanted intra-cortically for medical research applications.Significance. We demonstrate the utility of our framework in exposing a wide range of implications across different intra-cortical BCI technology modalities and conclude with recommendations on how to utilize this knowledge in the development and application of ethical guidelines for BCI neurotechnologies.

Blurring the Boundaries: Reflections From Early Career Faculty During the COVID-19 Era

The last three issues of Intellectual and Developmental Disabilities (IDD) have featured perspectives from a diverse set of contributors on how the field of intellectual and developmental disabilities (IDD) is being impacted by COVID-19. As four newly appointed faculty members with diverse backgrounds, the editor of IDD invited us to share our experiences with beginning academic careers during this unique time. In making this request, he pointed out that approximately half the members of the American Association on Intellectual and Developmental Disabilities (AAIDD) are those who have some type of affiliation with an institution of higher education. While the perspectives outlined in this article do not represent those of all early career faculty, we hope our stories resonate with IDD readers who may be facing similar circumstances. This article includes a series of brief essays addressing how the pandemic has affected our academic job searches, research, teaching, and service. Although penned by different authors, each section encompasses our collective experiences, concerns, and hopes for the broader IDD community. We close with guiding questions that might support more socially responsive and integrated approaches to traditional academic roles as faculty continue to navigate the repercussions of COVID-19.

[Clinico-statistical studies of the tibial varism frequent among the school population of the Chiavenna valley and its relation to varus arthropathy of the knee in adults]

384 adolescents in Chiavenna schools were examined in a study of the considerable incidence of tibia vara, seen as a first step towards the patterns of varizing arthrosic deformation of the knee in adults of the same zone; at the same time indications on prophylactic-preventive measures in the field of scholastic and sport medicine were given.

[Method of construction of the EDF plaster-of-paris corset for correction of progressive scoliosis]

Some technical details are given with regard to making up the E.D.F. corrective corset used by the authors, who have wide experience in the bloodless treatment of infantile and youthful evolutive scoliosis, with a view to a wider spread of prophylaxis and treatment appliances by the Higher Health Boards today in operation.