Abstract
In addition to the specific educational implications accompanying each article in this issue, there are overarching issues worthy of your examination concerning (a) ethical controversies for which we have no data, (b) the broader role of numeracy and comprehension in discussions with potential and actual research participants, and (c) understanding the ethical obligations of caring qualitative researchers, especially ethnographers, who learn about potential and actual harms to at-risk persons they observe, and (d) when culture clashes with Western ideas of high ethical standards.
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