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Exploring research & law through The Ghost In The Shell

by Louise Hatherall

This blog post dissects the 2017 film The Ghost In The Shell and discusses two themes relevant to research the film throws up: the commercialization of research and consent. Please note: there are spoilers for the film contained within the piece.

Science Fiction films may not feel like the most comfortable place to explore issues of research and law, but the recent remake of The Ghost In The Shell raises a myriad of issues whilst probing the boundaries of what it means to be human. The film focuses on a future where the line between human and robot is blurred, with robotic enhancements to one’s body being common place (including reference to an “enhanced liver” to ensure last call never really came). This human/robot division is almost completely obliterated in one case: Mira (played by Scarlett Johansson) has her brain encased in a wholly robotic anthropomorphic shell following an alleged accident in which she nearly died. She is both human and robot, whilst simultaneously being neither. The film follows Mira as she comes to terms with this state of being whilst trying to track down cyber terrorist Kuze. The film is a remake of an anime feature of the same name and has come under substantial criticism due to its whitewashing of Japanese characters. This blog, however, focuses on the content of the film, and two issues it raises: the commercialization of research, and consent.

The Commercialization of Research

In The Ghost In The Shell Mira is ‘built’ by scientist Dr Outlét from funding and resources provided by the commercial outfit Hanka. Hanka’s main function appears to be the creation of weapons to combat cyber terrorism, and Mira is their current ultra-weapon. A being who is sentient, empathetic and can react on instinct cased in a near indestructible robo-body. Dr Outlét’s work is consistently watched and commented on by Cutter, Hanka’s CEO. Throughout the film there is an ongoing tension between Dr Outlét and Cutter over the handling and treatment of the human/cyborg hybrids and who owns them. During the third act of the film Dr Outlét is shot for not abiding the instructions handed down by Cutter. He argues that it is his company and his money therefore the research is owned by him, giving her no power over how it is handled or disseminated.

This is obviously an extreme example of the relationship between scientific research & commercialization. But it raises lots of questions that modern researchers, of all disciplines, have to grapple with. Who owns the Intellectual Property of the work? What happens if the outcome of the research is unfavourable to those who have funded it?  How much should researchers push back on those providing the funding if the research direction goes against their ethics or principles? The relationship between funders and researchers, whilst often healthy, can be a difficult line to tread and can result in problematic research outcomes, as demonstrated by Ben Goldacre’s work on the commercialization of pharmaceutical research.

Consent

“I am Major and I give my consent.” – Mira

“We never needed to ask for your consent” – Dr Outlét

The two quotes above (although not concurrent in the film) demonstrate the paradox of consent in this film. Mira gives her consent to various scientists for accessing the software in her brain – her memories, her thoughts along with what she sees. Consent & law are often frequent partners. Consent to terms and conditions, consent to medical procedures, consent to being quoted or photographed, consent to sex. But law sets the boundaries of who can consent. You cannot legally consent to sex if you are under the age of 16 in the UK. You are unable to provide valid consent if you have been coerced or are mentally incapable of doing so. In the film Mira’s consent is invalid because she is not seen as human. Whilst touched on the film does not truly explore where the line is drawn between robot and human. You could ask if the man with the enhanced robotic liver is robot and therefore considered incapable of giving consent. This may seem an unnecessary question. The film is based in a far off future, so there is plenty of time to debate what makes something human and or what characteristics one must have to be capable of giving consent. But these debates are already happening. This can range from whether dealing with catastrophic injuries compromises your ability to give or withhold consent as well as questions of what we define as “human” when conducting research on chimera stem cells.

A linked issue, mentioned above, is who owns such genetic and biotechnological inventions? My work looks genetic inventions and how they are owned via patents. Some NGOs, such as the ACLU, would argue that no one can own genetic materials and this problem would be exacerbated in the world envisaged by The Ghost In The Shell. Arguably Mira’s brain would remain owned by her but the technology for her body – her software and materials – would be owned by Hanka. Cutter gives the impression that he believes he owns all of Mira, mind and body. This position is incredibly uncomfortable given how close it appears to slavery (and thus the commodification of her human side). But, if she is conceptualized as pure machinery we may be more comfortable with the commodification of her robot self, even if she were able to think, act and feel as if she were human. Of course, what the film does not explore is that Mira – rescued near-death and following an accident – presumably did not consent to the procedure in which her brain is placed “into the shell”.

Consent in the film & the analogy to internet privacy has been made elsewhere (and work done by Chunxiao Zhang at Bristol explores issues of Data Protection and Internet privacy), but certain acts in the film could be construed as medical procedures. Consent in this context is given even where Mira knows little about what procedure she is about to undergo. In one scene she is connected via a computer to another cyborg and goes into a “deep dive”, accessing their memories, without knowing what to expect from the process. In another she gives consent for certain “glitches” in her software to be deleted without knowing what they are or why they are caused. Given the prevalence and importance of consent in modern legal systems you could be forgiven for finding this situation odd; she gave consent with very little information about what she was agreeing to. But this is not as rare as might be hoped. Ben Goldacre’s work (above) shows that the consent model is flawed because doctors do not always have the correct information to give to patients when considering what medicines to prescribe. Work on consent is also being done by Bristol’s own Louise Austin where she explores the role of paternalism and autonomy in consent to medical treatments. Mira trusts Dr Outlét and so follows her guidance almost without question. This may lead Dr Outlét to make calls about Mira without giving the full information because, as the Doctor, she knows best. Giving too much technical information about software and data may scare her, or discourage her from taking actions which are vital to her wellbeing. But does this mean Mira should be prevented from knowing all the information before going forth with such procedures?

These are not easy questions to answer and the purpose of this blog is not to answer them but rather to bring them to the fore for discussion. Some of the source material requires some presumptions – patent law is not usually a rich area for film makers! But, as some science fiction worlds become reality, such movies may provide an interesting base to discuss such issues before the problems presented to the characters become a reality.

 

Preparing for the Viva

Preparing for the viva voce? This can be a daunting and scary process. This is not only because there are elements of the unknown, but also because of what the event of the viva marks in the ‘PhD journey’. Anxiety and apprehension before the viva may also be exacerbated by ‘horror stories’, about vivas that have not gone well. I suggest that you put the ‘horror stories’ in the bin, approach preparing for the viva voce as another learning process in the ‘PhD journey’, and view the viva as an opportunity to discuss your work with experts in your field that are interested in your work! Williams et al (2011) suggest that the viva “allows you to demonstrate your understanding in a different way from the written form of your thesis” (Williams et al 2011: p. 85). This post is aimed at sharing some tips in preparing for one’s viva, and providing reassurance in that preparation, as well as hopefully limiting nerves during the preparation process.

 

Preparation is Key

image001Once you have the date for your viva you can start preparing for it. Preparation for the viva        is an iterative process consisting of:

  • Reading and re-reading your thesis;
  • Apprehending questions that may be asked in the viva;
  • Thinking about answers to those questions; and
  • Having practice sessions answering those questions.
  • Also making sure that you eat well, sleep well, and get some exercise.

 

The Viva: What to Expect?

image003Your institution’s guidelines will provide you with an understanding of the shape and form that your viva will take. Discussion with your supervisors, colleagues, and others that have recently had their viva will also enable you to ‘build’ a picture of what to potentially expect. It is important to familiarise yourself with your institution’s regulations and/or code of practice. The University of Bristol’s Regulations and Code of Practice for Research Degree Programmes can be found here. See section 9.1 on the assessment process; section 9.3 on the role of the examiners; section 9.4 on the oral examination itself; section 9.5 on assessment outcomes, including the examiners’ recommendations; and section 9.6 for results. You may also want to have a look at the Examiner’s Preliminary Report Form and Examiner’s Joint Report Form, concerning the points your examiners will be considering. These can be found under the heading ‘Forms and Guidance Notes for Administrators and Examiners’ here . For discussion on the examiner’s reports, see Williams et al (2011), Chapter 18 – The examiner and the examiners’ report.

 

 Read and Re-read your Thesis                   

image005You know your thesis inside out; you’ve worked on it for X years and Y months. Nevertheless, you’ll still need to read and re-read it. This is a very important part of the preparation process. Whilst reading your thesis make summaries, for example one page summaries per chapter may help you prioritise the most important points to talk about per chapter, or you can make very short summaries of your chapters and findings in bullet form. Re-reading will also help you remember the physical location in the text, of particular discussions and key points. You can also use sticky tabs and/or a highlighter to allow easy access to individual chapters and places at which you made key points, which you may want to directly refer to in the text during the viva. Importantly, reading and re-reading will also enable you to view your thesis from different perspectives. In addition to reading your thesis revisit your examiners’ work so to think about the perspectives from which they may be approaching your work. Also revisit key literature to your work, for example of scholars whose points you use and/or build upon. You may also want to think about how you may structure an answer if you were to defend why using X or Y’s work. You may also want to visit new literature that may have been published since you submitted your thesis.

 

What type of Questions to Expect?

image007I will not here provide examples of types of questions you may be asked in the viva as there are numerous great resources available which have example questions that may be asked in your viva. For such materials see for example, ‘VivaCards’ and the list of ‘Other materials I found useful’ (see below). Use these example questions (as well as adapting these questions to your work) alongside re-reading your thesis, to think about your thesis. Including, your literature review, the methodology you used, the main findings, the original contribution to knowledge, the work’s strengths and weaknesses, as well as implications, dissemination and further research.

 

Practice, Practice, Practice

image001The first couple of times you sit down to do a ‘practice answering questions’ session is likely to feel strange, do not let this put you off. It is important to remember that like the Ph.D. journey, preparing for the viva is too a learning process. Although during one’s Ph.D. journey, one becomes accustomed to talking about their research with their supervisor/s, at conferences, and with the occasional person that wants to know a little more about what it is that one ‘does’ whilst ‘doing a PhD’; one is not necessarily used to moving between elements of the whole thesis in discussion or talking about their doctoral research for more than an hour, this takes some getting used to and requires practice. The process of ‘practice answering questions’ sessions will get you used to, and in the flow of, answering questions on your work for a long period of time (vivas can last from one to three hours). You can, for example, arrange to do daily half hour or one hour, ‘practice answering questions’ sessions for a week or so before the viva (but ideally not the night before), with a friend/partner/family member. These sessions will not only aid you in thinking about how to answer questions but will also get you used to continually answering this type of questions for a period of more than one hour.

 

 Have a Mock Viva

image009Your supervisors will have suggested you have a mock viva, or if this hasn’t come up yet ask them for one. The mock viva is another very important part of the preparation, it not only gives you a feel for what the real thing may be like, it also enables you to reflect on how the mock viva went and utilise those learnings for the real viva.

 

 Create a ‘Viva Checklist’

image011During your preparation put together a ‘viva checklist’ of items to take into the viva with you. The key item on your list will be a copy of your thesis (with sticky tabs and highlighted bits). Your ‘viva checklist’ may look like this:

  • Thesis;
  • Statute book (dependent upon the content of your thesis);
  • Water bottle (talking is thirsty work!); and
  • A notepad and pen/pencil for any notes you may want to take at the end.

 

Useful Preparatory Resources

Here I set out some of the resources I found particularly useful in preparing for the viva:

 Session on Preparing for the Vivaimage013

Most departments organise a session on preparing for the viva voce. These are extremely useful, especially as they allow you to gain the perspectives from a person that both has done the viva but also examines Ph.D. theses.

 

‘Viva Cards’

image015VivaCards These are great! Once you’ve done your initial preparation and feel ready to start practicing answering questions, you can then ask people you know to do ‘practice answering questions’ sessions with you. The VivaCards are a pack of cards with potential questions that may be asked in the viva, for example “If you could start again what would you do differently?” (VivaCards). They are grouped into four categories a) “introductory context”, b) “methods, design and analysis”, c) “results and discussion”, and d) “implications and utilisation” (VivaCards). They are a brilliant preparation tool, as they enable you to practice with anyone, irrelevant of how much or how little they know about your work.

Further materials I found useful

 

Good luck in preparing for your viva!

Post by: Dr Emily Kakoullis, University of Bristol Law School.

 

 

Law and the big (small) screen… Movies for Christmas ☺

As we hurtle towards the Christmas break, likely tired from a term of juggling the demands of teaching, writing, interviewing, coding, theoretical frameworks, conference presentations, conference organisation, balancing a budget (delete as appropriate)… there exists a small window to stop, to reflect on the year gone by, as well as the year to come, and maybe to rest a little…

Life as a researcher in an academic institution is fraught with many tensions – the privilege of indulging (!) in a personal in-depth research project, the demands of the solitary PhD process, wrestling with our findings – how to communicate them, what they mean, and constant focus on why this matters, what’s it for, and what comes next?

In such moments standing back a little can give us the perspective we need. Our media, the blogs we follow, the newsletters we receive, maybe those we know working ‘in the field’, can help us get beyond the academic process and its demands for words on a page (can you tell I’m writing up?!). One thing that helps me is film. And, as a Christmas offering I want to recommend a few feature-length documentaries that give me a sense of the world in which we live and work, and also the role that research, communication and indeed passion can play in engaging with some of the fiercest challenges we face. You may even carve out a couple hours to watch one or two… and please do share your own recommendations in the comments below.

War Don Don – directed and produced by a Harvard Law School Lecturer – documents the work of the ‘Special Court for Sierra Leone’ and the trial of Issa Sesay – for prosecutors a war criminal, guilty of heinous crimes against humanity, and for his defenders, a reluctant fighter who protected civilians and played a crucial role in bringing peace to Sierra Leone. Through his case the purpose and processes of international justice are held up for examination.

E-Team follows four members of Human Rights Watch’s ‘emergencies team’ – rapid-response investigators of alleged human rights abuses in crisis situations – as they smuggle themselves into Syria and Libya to investigate, document and then decide what to do with the evidence of abuses they find. What role does international law and notions of accountability play when violent chaos ensues?

Virunga tells the story of the small team of park rangers in Virunga National Park in eastern DR Congo, earth’s last remaining home for mountain gorillas, as they struggle to protect the bio-diversity of the park from the challenge of continuing violence and insecurity, M23 insurgency, and international oil corporations intent on accessing an alleged new supply.

http://youtu.be/Wu-vjWd7Tb8

Mitt follows Mitt Romney’s quest for the Presidency of the United States from 2006-2012. Whatever your political leanings, this is an intriguing movie for its access to Romney and his family, and also to the wider electoral processes in the US’s political systems.

Discussion of some or all of these will follow in the New Year – what do you think?

Welcome

Welcome to the University of Bristol Law School postgraduate research (PGR) community blog!

This blog is a space for Law School PGRs to share news, views, ideas and comment on matters of interest to PGRs here in Bristol and beyond. It is run for PGRs by PGRs.

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The blog administrators are Emily Kakoullis, James Kolaczkowski and Jim Robinson.