Relevant bibliographies by topics / Ethics of science

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Ethics of science'

Author: Grafiati
Published: 30 June 2021
Last updated: 6 February 2022

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Journal articles on the topic "Ethics of science"

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Grosu, Oana Vasilica, and Eusebiu Toader. "Ethics and Academic Integrity Elements of Ethics in Electrical Engineering." Postmodern Openings 11, no. 4 (2020): 193–206. http://dx.doi.org/10.18662/po/11.4/230.

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Ethics is the science that studies the theoretical part of the human condition and its values. The individual has the responsibility to conduct ethic decisions and to have an ethical behavior. This article presents the ethics from the research and engineering perspective, its main characteristics; lack of honesty, confidentiality, conflict of interests and intellectual property. The engineering teaching is the act which includes multiple ethic subjects in order to educate the student about the importance of ethics and its repercussions. The students have the right to benefit of ethical behavior from their teachers from the staff of the school. The ethic is essential in all the educational and working fields, but we insisted specially on the electrical engineering field.
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Emmerich, Nathan. "Reframing Research Ethics: Towards a Professional Ethics for the Social Sciences." Sociological Research Online 21, no. 4 (November 2016): 16–29. http://dx.doi.org/10.5153/sro.4127.

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This article is premised on the idea that were we able to articulate a positive vision of the social scientist's professional ethics, this would enable us to reframe social science research ethics as something internal to the profession. As such, rather than suffering under the imperialism of a research ethics constructed for the purposes of governing biomedical research, social scientists might argue for ethical self-regulation with greater force. I seek to provide the requisite basis for such an ‘ethics’ by, first, suggesting that the conditions which gave rise to biomedical research ethics are not replicated within the social sciences. Second, I argue that social science research can be considered as the moral equivalent of the ‘true professions.’ Not only does it have an ultimate end, but it is one that is – or, at least, should be – shared by the state and society as a whole. I then present a reading of confidentiality as a methodological – and not simply ethical – aspect of research, one that offers further support for the view that social scientists should attend to their professional ethics and the internal standards of their disciplines, rather than the contemporary discourse of research ethics that is rooted in the bioethical literature. Finally, and by way of a conclusion, I consider the consequences of the idea that social scientists should adopt a professional ethics and propose that the Clinical Ethics Committee might provide an alternative model for the governance of social science research.
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Das, Mukunda P., and Frederick Green. "Right and Wrong in the Conduct of Science." Tattva - Journal of Philosophy 6, no. 2 (July 1, 2014): 25–43. http://dx.doi.org/10.12726/tjp.12.2.

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Science, in particular physics, is a collective enterprise and is so because it is, itself, a fruit of the exquisitely social nature of human living. So it is inevitable to encounter ethical issues in the natural sciences, since the contest of differing interests and views is perennial in its practice, indeed essential to its momentum. The crucial ethical question always hangs in the air: How is the truth best served? In this paper we describe some ethical aspects of our own discipline of science: their cultural context and the bounds which they delineate for themselves, sometimes in transgression. We argue that the minimalist ethic espoused in science, namely loyalty to truth, is a bellwether for the much wider, more problematic, and more vital consequences of ethics – and its failure – in human relationships at large.
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Schöpfel, Joachim, Otmane Azeroual, and Monika Jungbauer-Gans. "Research Ethics, Open Science and CRIS." Publications 8, no. 4 (December 1, 2020): 51. http://dx.doi.org/10.3390/publications8040051.

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The purpose of this paper is to analyze how current research information systems (CRIS) take into account ethical issues, especially in the environment of open science. The analysis is based on a review of the literature on research information management, CRIS, open science and research ethics. The paper provides a framework for the assessment of CRIS on two levels: are CRIS (= their data model, format, functionalities, etc.) compliant with ethical requirements from the research community, funding bodies, government, etc., i.e., can they appropriately process data on research ethics (protocols, misconduct, etc.), and which are the ethical issues of the development, implementation and usage of CRIS? What is the impact of new ethical requirements from the open science movement, such as integrity or transparency? Can CRIS be considered as ethical infrastructures or “infraethics”? Concluding this analysis, the paper proposes an empirical approach for further investigation of this topic. The originality of the paper is that there are very few studies so far that assess the implications of research ethics and open science on the CRIS.
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Jia, Hepeng. "Research ethics: a safeguard for advanced technologies." National Science Review 7, no. 11 (October 16, 2020): 1787–92. http://dx.doi.org/10.1093/nsr/nwz133.

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Abstract With the fast development of cutting-edge technologies and their greater integration into human life, more ethical challenges emerge. The problem became more salient when the world's first genetically edited babies were born in China in violation of existing ethical rules. Although the responsible researcher He Jiankui was sentenced for imprisonment for three years last December, it is still necessary to examine the current status of research ethics and the challenges in China. Has China set up a sophisticated research ethics system? For research ethics and their implementation in China, are there unique national characteristics? Can the dominant ethics principles primarily developed from life science research be equally adopted in the emerging artificial intelligence research and development? At an online forum organized by National Science Review (NSR) and through subsequent correspondences among forum participants, NSR Executive Editor-in-Chief Mu-ming Poo and guest moderator Hepeng Jia asked three scientists and three bioethicists or philosophers of science and technology in the field to examine the dynamic development of research ethics in China. Weiwen Duan Philosopher of Science and Technology at Chinese Academy of Social Sciences, Beijing, China Junjiu Huang Life scientist focused on genetics at Sun Yat-sen University, Guangzhou, China Renzong Qiu Bioethicist at Chinese Academy of Social Sciences, Beijing, China Qiang Sun Life scientist and the principal investigator (PI) of clone monkey program at Shanghai Institute of Neuroscience, Chinese Academy of Sciences, Shanghai, China Yi Zeng Artificial intelligence scientist at Institute of Automation, Chinese Academy of Sciences, Beijing, China Xiaomei Zhai Bioethicist at Chinese Academy of Medical Sciences/Peking Union Medical College, Beijing, China Mu-ming Poo (Chair) Neurobiologist at Center for Excellence in Brain Science and Intelligence Technology, Chinese Academy of Sciences, Shanghai, China Hepeng Jia (Co-chair) Professor of Science Communication at Soochow University, Suzhou, China
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Benatar, David. "Unscientific Ethics: Science and Selective Ethics." Hastings Center Report 37, no. 1 (2007): 30–32. http://dx.doi.org/10.1353/hcr.2007.0000.

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Siregar, Fahrul. "ETHICS AS A PHILOSOPHY OF SCIENCE (KNOWLEDGE)." DE RECHTSSTAAT 1, no. 1 (March 15, 2015): 54–61. http://dx.doi.org/10.30997/jhd.v1i1.416.

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ABSTRACTIt is a philosophy of ethical values, morality, about good and bad. In addition to studying the ethical values, as well as a knowledge of the values themselves. Some say that ethics is part of a philosophy that teaches the whole mind (good and bad). The concept of ethics as a field of study of philosophy, especially moral philosophy, ethics has very long been the intellectual discourse of the philosophers. Ethics has become the center of attention since the days of ancient Greece. Until now, even ethics still be interesting and actual field of study. Even considered semankin important to not just talk in academic circles but also practiced in daily life interactions every civilized ma. Keywors : Ethics, Philosophy of Science
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Osadolor, I. O. "Science and Ethics: The Ethics of the Scientists and Ethics of Sciences in Cellular Therapy." Cytotherapy 18, no. 6 (June 2016): S43. http://dx.doi.org/10.1016/j.jcyt.2016.03.098.

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Lenman, James. "Science, Ethics and Observation." Royal Institute of Philosophy Supplement 72 (April 3, 2013): 261–74. http://dx.doi.org/10.1017/s1358246113000143.

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AbstractThis paper examines the idea that ethics might be understood as a domain of straightforwardly empirical inquiry with reference to two of its defenders. Sam Harris has recently urged that ethics is simply the scientific study of welfare and how best to maximize it. That is of course to presuppose the truth of utilitarianism, something Harris considers too obvious to be sensibly contested. Richard Boyd's more nuanced and thoughtful position takes the truth of the ethical theory – homeostatic consequentialism – he favours to be determined by what best explains the success of moral practice over its history. But what is to count here as success is too theory dependent for this to be helpful. From consideration of both Harris and Boyd, the conclusion emerges that once we have satisfied ourselves by ethical reflection about what we ought to do, it may then be a straightforwardly empirical question how to do it, but that arriving at that point, the core concern of the moral philosopher, is far less clearly a straightforwardly empirical affair.
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Zimdahl, Robert L. "Ethics in weed science." Weed Science 46, no. 6 (December 1998): 636–39. http://dx.doi.org/10.1017/s0043174500089633.

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Weed science, like most sciences, has distanced itself from social and ethical discourse in theory and practice. This symposium illustrates my point. The 38th meeting of our society is the first time there has been a formal discussion of the ethical aspects of our work. Weed science, we often believe, is value free, as science ought to be. But neither basic nor applied weed science is value free; they are value laden. Operative values include meeting basic human needs through improved food production, promoting the common good through abundant food, improving people's lives through efficient production of safe food, achieving agricultural sustainability, and increasing efficient food and fiber production and farmer profit. Truth pursued via the scientific method is valued and respected, as is belief in the goodness of scientific and technological progress. Most of these values rest on an ethical foundation known as utilitarianism. Most weed scientists and their colleagues in agricultural sciences are utilitarian in that they believe their work should be useful to humans and should promote the greatest good for the greatest number of people. What weed scientists believe and stand for and the validity of the ethical foundation of their utilitarian convictions ought to be central subjects of the weed scientist's research and teaching. Ethical reflection does not necessarily imply criticism or a need for reform, but it does demand intellectual clarity and an ability to affirm who we are, what we do, and what we value. Weed scientists should engage in an exchange about the ideas that are the end result of their experiences and discuss the experiences that give shape, substance, and depth to those ideas. In the absence of internal ethical reflection and value clarification, external distortions—including public criticism—will define the moral universe weed scientists must work in. Without embarrassment, weed scientists have to learn to ask about the ethical foundation of their science.
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Dissertations / Theses on the topic "Ethics of science"

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Reza, Faisal 1980. "Human cloning : science, ethics, policy, society." Thesis, Massachusetts Institute of Technology, 2003. http://hdl.handle.net/1721.1/29582.

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Thesis (B.S.)--Massachusetts Institute of Technology, Program in Science, Technology, and Society, 2003.
Includes bibliographical references (leaves 73-74).
The interplay of science, ethics, policy and society contribute to our understanding of and relation with human cloning. Genetic science and technology at the end of the twentieth century has permitted successful cloning of mammals and other animals. Such advancement has raised key ethical issues regarding the prospect of cloning human beings. Evaluation of these issues has led to policies aimed at regulating this novel technology. In tum, these policies strive to prepare our society for the scientific possibilities and ethical implications of human cloning.
by Faisal Reza.
B.S.
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Reeve, Andrew F. "Incommensurability in ethics and in the philosophy of science." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/NQ51221.pdf.

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Buffenbarger, Lauren. "Ethics in Data Science: Implementing a Harm Prevention Framework." University of Cincinnati / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1623166419961692.

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Ozdemir, Ece Ozge. "The Structure Of Scientific Community And Its Relevance To Science Ethics." Master's thesis, METU, 2006. http://etd.lib.metu.edu.tr/upload/2/12607218/index.pdf.

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The goal of this thesis is to argue that science is not value free on the grounds of a community based account of ethics. It is the peculiar feature of this model that ethics is a limitation on individual'
s freedom of action, and moral norms of a community reflect the structure of the community. I endeavour to resolve the problem, on an assumption that science is an activity of scientific community, that science ethics can be derived from the internal structure of scientific community. Therefore, this thesis attempts to show the relationship between scientific community and science ethics.
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Bezuidenhout, Louise Martha. "Contextuality in life science ethics : dual-use as a case study." Thesis, University of Exeter, 2013. http://hdl.handle.net/10871/12122.

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In the rapidly advancing field of the life sciences, issues relating to responsibility for research are becoming a key area of discussion. Attempting to conceptualise how individual and collective responsibilities may be attributed to scientists for their research is proving both difficult and complex. Issues relating to responsibility for research may be loosely divided into two different areas. Internal responsibilities refer to those that scientists hold to their research and their colleagues to ensure that high quality data is produced with integrity. Broad social responsibilities, in contrast, reflect the social contract that scientists hold with society and refer to the commitment of scientific research to enhance and promote humanity in a manner that takes into consideration social priorities and norms. By far, research on internal responsibilities has formed the bulk of current discussions on responsibility in life science ethics. These responsibilities have come to be represented by the field of research ethics, which focuses on the prevention of misconduct and the promotion of globally harmonised approaches to daily conduct. Research ethics has been widely endorsed, and a high level of international agreement has resulted in country-specific approaches to awareness raising and pedagogy – such as the Responsible Conduct of Research approach developed in the USA – being applicable for use in divergent social contexts. In contrast, however, broad social issues have received comparatively less attention from the life science ethics community. Indeed, these topics often do not have a place in ethics curricula, or form “add-on” topics to ethics modules. This thesis suggests that presenting broad social issues as a progression of research ethics topics may cause considerable difficulties for pedagogy. In particular, this thesis suggests that these problems arise through the promotion of an internationally harmonised approach to research ethics, the focus on avoiding misconduct, and the reliance on informal teaching within laboratories as a fundamental aspect of perpetuating research ethics. This thesis suggests that the crucial issue of contextual variations within ethics discussions is often marginalised. I argue such variations may have considerable implications for how scientists engage with notions of professional responsibility. Such points are particularly salient when noting that many scientists in developing countries are introduced to these topics through Western-centric ethics modules that do not take into account social, regulatory and physical variations in research environments in these countries. In order to critically interrogate contextual variations and social responsibility, the thesis makes use of an interdisciplinary approach, using a variety of methods of investigation. The topic of dual-use – the potential for beneficial research to be misused by third parties for nefarious means – was taken as a focalising example of a broad social issue and formed the basis of comparative investigations with scientists in sub-Saharan Africa and the UK. The fieldwork results showed significant variations between how scientists in developing countries and developed countries interacted with the topic of dual-use. It became clear that the Western-centric approach promoted by most current dual-use awareness raising initiatives, and the implicit research ethics teaching approaches in these models, caused considerable difficulties for African scientists attempting to access these discussions. Using the theoretical framework outlined at the beginning of the thesis and the fieldwork, the thesis concludes by proposing a number of changes that could be made to the way that broad social issues are presented to scientists within ethics pedagogy.
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Evans, Joëlle. "Moral frictions : ethics, creativity and social responsibility in stem cell science." Thesis, Massachusetts Institute of Technology, 2012. http://hdl.handle.net/1721.1/77820.

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Thesis (Ph. D.)--Massachusetts Institute of Technology, Sloan School of Management, 2012.
Cataloged from PDF version of thesis.
Includes bibliographical references (p. 237-250).
Competing moral orders pervade markets and organizations. Previous studies of morals and markets show that organizational and occupational communities in contested areas promote one unique moral perspective in order to gain legitimacy and ensure organizational survival. In this perspective, change and innovation are only possible when distinct actors with a competing moral perspective enter a market. Yet communities do sometimes produce innovations at odds with the moral position they promote. How do they achieve this? Drawing on a 17-months ethnography of a stem cell laboratory, I explore the ways in which competing moral orders intersect in the workplace and how this collision shapes work and innovation practices. I examine two distinct moral conflicts: conflicts over safety and conflicts over bioethics. These two different types of conflicts suggest together that, far from being ethical deserts where workers conform to their organization's perspective, workplaces dealing with contested objects and technologies are spaces of intense ethical questioning and negotiation. Local moral contests are rich with creative opportunities: organizational actors innovate and shape their organizations as they seek to couple the practices and goals of their organization with their avowed personal values. This dissertation contributes to unpacking the links between morals and organizations by showing that moral legitimacy is not just a post-hoc justification of organizational products or practices but is integral to the constitution of these products and practices. This work also contributes to studies of expert work by highlighting the role of moral heterogeneity, local contests, authority over tasks, and technological innovation on the definition of social responsibility in expert communities.
by Joëlle Evans.
Ph.D.
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Mendonca, Junior Jorge Piaia. "The Dream of a Scientific Ethics." University of Toledo / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1525440725247599.

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Rogers, Larson. "Ethical and science understandings in school science : a conceptual framework of classroom practices and understandings." Thesis, University of British Columbia, 2007. http://hdl.handle.net/2429/901.

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The principal contribution of the study is a conceptual account of classroom activities in school science, which incorporates both ethical and conventional science understandings within a single conceptual framework. In order to illustrate and explore the strengths and limitations of the conceptual framework developed, an exploratory case study involving 7 science classes was conducted at 2 schools. The 'classroom practices and understandings' conceptual framework presents a novel approach for understanding activities of students and teachers in the science classroom. According to this framework 'understanding' is a grasp of inferential connections as part of either practical or cognitive types of activity, whereas a 'practice' is a set of activities organized by understandings, rules and characteristic aims, emotions, and projects. On this basis the grounds for a given understanding are described in terms of a unifying structure for both ethical and science understandings. In both cases 'authority in understanding' refers to the specific sources of authority for a given understanding, which may include authoritative individuals in addition to more conventional grounds such as reasons or evidence. Finally, 'richness' of understanding refers to the quality of such connections to sources of authority in understanding, and is thus is a measure of the strength of understanding generally. Classroom lessons developed for the exploratory case study focused on ethical questions of sustainability. These were implemented in the science classroom at two research sites, with the researcher acting as guest teacher. One site focused on study of ecology in grade 11; the other site focused on study of genetics in grade 10. At both sites student interviews were conducted to supplement the findings of the classroom-teaching component. The findings support the integrity of the conceptual framework, while highlighting significant challenges for seeking to make explicit the sources of authority in science students' ethical understandings. Building from the conceptual framework and cases studies, a number of further directions for empirical and theoretical research are suggested.
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Flodin, Frans. "Sustainable ethics in public administration? -Ethical dilemmas in sustainable development policy implementation." Thesis, Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-75551.

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This Master´s thesis analyses ethical dilemmas through a theory of three administrative ethics. These three ethics derives from the aspects of sustainable development. The purpose is to combine modern scholars’ requirements of administrative ethics, ideas of how public officials should work and sustainable development as a high ethical goal. Hence the aim is to design an approach and practical understanding of sustainable ethics within public administration. The research applies an empirical and qualitative method, including three elite interviews and a case study. Ethical dilemmas as an ethical phenomenon is used as an analytic tool the can test a practical use of the theory. The interviews are meant to collect experiences from public officials on ethical dilemmas in relation to sustainable development. One case was studied in debt, namely a dilemma situation in Swedish municipality Enköping, where politicians in the Environmental board actively and repeatedly chose not to follow the Environmental Code. A conclusion from the results is that ethical dilemmas in many cases can be illustrate with the theory of sustainable ethics. Moreover, the results show that the interviewees have a restrictive view of how they can and should work as public servants compared with modern scholars’ arguments of more political working public officials. The title of this research ends with a question mark that intend to challenge the reader with a mindset that sustainable ethics requires more than one specific ethic.
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Low, Marcus. "Wild west science reporting : pitfalls and ethical issues in the reporting of frontier sciences." Thesis, Stellenbosch : Stellenbosch University, 2003. http://hdl.handle.net/10019.1/49806.

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Thesis (MPhil) -- Stellenbosch University, 2003.
ENGLISH ABSTRACT: When reporting on new research or claims by scientists, the science journalist faces a number of pitfalls. For a number of reasons the journalist might produce a story which is inaccurate or misleading. Thus, when a scientist claims to have found a cure for cancer, the journalist needs to check himself before delivering the story. In this paper I will examme a number of issues concerning the reporting of frontier science, or new research. In this realm it is particularly difficult to distinguish more reliable science from less reliable science. The problem is compounded by the vested interests of scientists, pharmaceutical companies and other interest groups. What the science journalist writes, influences public opinion, conceptions about science, and often affects people's decision-making regarding medical issues. There is thus a clear ethical aspect to science reporting. I will try to show that an understanding of how science works is crucial to reporting science responsibly. In this regard the distinction between frontier and textbook science is of particular importance. Theoretical distinctions such as these provide useful tools for the interpretation of claims from the frontier. The first chapter, then, will deal with theoretical concepts pertaining to how SCIence works. In the second we will examine a number of examples of how reporting from the frontiers can go wrong. We will argue that a better understanding of science might have prevented many of the inaccuracies and misleading claims examined. In chapter three we will attempt to list what can go wrong, and examine some of the possible consequences, thus outlining the ethical aspect of science reporting. Finally we will make a few suggestions and outline some guidelines which might contribute to more accurate and responsible reporting from the frontiers.
AFRIKAANSE OPSOMMING: Wanneer daar oor nuwe navorsing of aansprake deur wetenskaplikes berig moet word, word die wetenskapsverslaggewer gekonfronteer deur 'n aantal moontlike slaggate. Om verskeie redes kan daar onakkuraat of misleidend verslag gedoen word. Wanneer 'n wetenskaplike dus berig dat daar 'n kuur vir kanker gevind is, moet die joernalis homself eers aan sekere beginsels herinner. In hierdie skrywe sal ek 'n aantal kwessies te doen met die beriggewing van pionierswetenskap, of nuwe wetenskap, ondersoek. Op hierdie terrein is dit veral moeilik om tussen betroubare en minder betroubare wetenskap te onderskei. Die probleem word vererger deur die belange van wetenskaplikes, farmaseutiese maatskappye en ander belangegroepe. Dit wat deur die wetenskapsjoernalis berig word, beïnvloed publieke opinie en beskouings oor die wetenskap, en raak dikwels mense se besluitneming rakende mediese kwessies. Daar is dus 'n duidelike etiese aspek aan wetenskapsverslaggewing verbonde. Ek gaan poog om te wys dat 'n begrippnj van hoe wetenskap werk, onmisbaar is vir verantwoordelike wetenskapsverslaggewing. In hierdie verband is die onderskeid tussen pioniers- en handboekwetenskap van besondere belang. Teoretiese onderskeide soos dié verskaf bruikbare gereedskap VIr die interpretasie van aansprake uit die pionierswetenskap. In die eerste hoofstuk sal 'n aantal teoretiese konsepte oor die werking van wetenskap verduidelik word. In die tweede hoofstuk sal 'n aantal voorbeelde van waar verslaggewing van [N4]pionierswetenskap verkeerd geloop het, bespreek word. Ek gaan argumenteer dat In beter begrippisj van wetenskap moontlik baie van dié onakkuraathede en misleidende aansprake sou kon voorkom het. Hoofstuk drie sal dan poog om te lys wat verkeerd kan gaan, en sal sommige van die moontlike gevolge ondersoek. Hierdeur sal die etiese aspek van wetenskapsverslaggewing dus uitgestippel word. Aan die einde sal ek 'n paar voorstelle maak, en probeer om riglyne uit te stip wat kan bydra tot meer akkurate en verantwoordelike verslaggewing van pionierswetenskap.
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Books on the topic "Ethics of science"

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Newton, David E. Science ethics. New York: F. Watts, 1987.

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Rollin, Bernard E. Science and ethics. Cambridge: Cambridge University Press, 2006.

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Science and ethics. New York: Cambridge University Press, 2006.

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Life science ethics. 2nd ed. Dordrecht [the Netherlands]: Springer, 2010.

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Saxena, Astha. Ethics in Science. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-32-9009-9.

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Comstock, Gary L., ed. Life Science Ethics. Dordrecht: Springer Netherlands, 2010. http://dx.doi.org/10.1007/978-90-481-8792-8.

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Spier, R. Science and technology ethics. London: Routledge, 2003.

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1832-1904, Stephen Leslie Sir, ed. The science of ethics. Bristol: Thoemmes, 1991.

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Hartman, Eve. Science ethics and controversies. Chicago, Ill: Raintree, 2008.

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Watts, Tim J. Ethics of information science. Monticello, Ill., USA: Vance Bibliographies, 1987.

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Book chapters on the topic "Ethics of science"

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ten Have, Henk, and Maria do Céu Patrão Neves. "Science Ethics." In Dictionary of Global Bioethics, 943. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-54161-3_465.

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Jacobson, Marcus. "Ethics in Science." In Foundations of Neuroscience, 291–324. Boston, MA: Springer US, 1993. http://dx.doi.org/10.1007/978-1-4899-1781-2_5.

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Shewfelt, Robert L. "Ethics in Science." In Becoming a Food Scientist, 103–9. Boston, MA: Springer US, 2012. http://dx.doi.org/10.1007/978-1-4614-3299-9_13.

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Sanitt, Nigel. "Science and ethics." In Culture, Curiosity and Communication in Scientific Discovery, 137–44. Abingdon, Oxon ; New York, NY : Routledge, 2019.: Routledge, 2018. http://dx.doi.org/10.4324/9780429459818-14.

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McComas, William F. "Ethics in Science." In The Language of Science Education, 39. Rotterdam: SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-497-0_36.

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Waismann, Friedrich. "Ethics and Science." In Ethics and the Will, 33–52. Dordrecht: Springer Netherlands, 1994. http://dx.doi.org/10.1007/978-94-011-0828-7_4.

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Afolabi, Michael O. S., John I. Anetor, and Ademola Azeez. "Laboratory Science Ethics." In Encyclopedia of Global Bioethics, 1713–21. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-09483-0_461.

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Afolabi, Michael O. S., John I. Anetor, and Ademola Azeez. "Laboratory Science Ethics." In Encyclopedia of Global Bioethics, 1–9. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-05544-2_461-1.

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Comstock, Gary L. "Ethics." In Life Science Ethics, 3–13. Dordrecht: Springer Netherlands, 2010. http://dx.doi.org/10.1007/978-90-481-8792-8_1.

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Lauxtermann, Paul F. H. "Ethics." In Science and Philosophy, 135–64. Dordrecht: Springer Netherlands, 2000. http://dx.doi.org/10.1007/978-94-015-9369-4_7.

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Conference papers on the topic "Ethics of science"

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Byrne, Graeme, and Lorraine Staehr. "The Evaluation of a Computer Ethics Program." In InSITE 2004: Informing Science + IT Education Conference. Informing Science Institute, 2004. http://dx.doi.org/10.28945/2761.

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The importance of teaching computer ethics is shown by its inclusion as core content in both information systems and computer science model curricula. This paper outlines a method for evaluating undergraduate computer ethics programs using the Defining Issues Test of moral judgment. A “before-and-after with a control group” research design was used. The experimental group exhibited a significantly larger increase in moral judgment development than the control group. This indicates that computer ethics teaching is having a useful effect on students’ ethical development.
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Barnard, Andries, Corne de Ridder, Laurette Pretorius, and Eli Cohen. "Integrating Computer Ethics into the Computing Curriculum: A Framework for Implementation." In 2003 Informing Science + IT Education Conference. Informing Science Institute, 2003. http://dx.doi.org/10.28945/2619.

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The advent of the Information Age and global connectivity has placed ethics center stage in the use of Information and Communication Technologies (ICT). As the drive towards the establishment of a so-called IT profession gains momentum, ethical conduct and codes of ethics have recently been formulated and introduced formally. Initiatives in this regard can be attributed to, among others, the ACM and the IEEE. Of particular significance is the ImpactCS Project commissioned by the joint taskforce of the ACM and IEEE, and funded by the USA’s National Science Foundation. The increased globalization and inherent nature of ICT transcend physical and cultural borders, making it increasingly difficult to enforce accepted laws, regulations, and codes of conduct. It is thus the responsibility of Computer Science and Information Systems instructors to teach and instill professional values and ethical analysis skills in each and every student. Therefore, we investigate some issues pertaining to the teaching of computer ethics. We conclude this paper by presenting a possible framework to be used in the teaching of computer ethics, and apply this framework to our own institution.
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Schultz, Robert. "Information Technology and the Ethics of Globalization." In InSITE 2008: Informing Science + IT Education Conference. Informing Science Institute, 2008. http://dx.doi.org/10.28945/3250.

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Globalization, the coalescence of the economies and cultures of this planet, has raised new ethical issues. Information Technology (IT) is an enabler of globalization, but IT also produces new ethical problems. There is already a substantial literature in philosophy and political theory on globalized ethics, but not much on IT’s special impact on globalized ethics. This paper is a sketch of the main argument of a book I am writing on this topic. I first give examples of to show how these IT-enabled global ethical problems come about. Then, in the second and third parts of the paper I briefly summarize the main theories of globalized ethics and show their inadequacies in dealing with IT-enabled global ethical problems. In the final part, I sketch a social contract approach which can begin to deal with these IT-enabled global ethical problems. This approach derives from the work of John Rawls (1999a) on justice.
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Flumerfelt, Shannon, Anabela C. Alves, Franz-Josef Kahlen, and Anna Bella Siriban Manalang. "Why Require Ethics in Engineering?" In ASME 2012 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2012. http://dx.doi.org/10.1115/imece2012-89392.

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This theoretical paper will provide a review of the literature regarding the need for ethics in the workplace and how taxonomical ethical development can be used in engineering education. In fact, advocacy to educate for ethics in engineering education by design is discussed as a solution to this problem. By spiraling ethical competency development into engineering education as a body of practice, rather than as a theory of knowledge, it is possible to integrate engineering “hard science” content with engineering “soft science” competency. This means that current programs’ scopes and sequences may remain in place, with recommended changes in pedagogy.
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Bialaszewski, Dennis, and Marsha Bialaszewski. "Ethics and Education: Curriculum Issues." In InSITE 2005: Informing Science + IT Education Conference. Informing Science Institute, 2005. http://dx.doi.org/10.28945/2882.

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Ethical considerations are a very important aspect for each one of us. However, faculty typically are often so concerned with covering all content associated within course structure they may not have sufficient time for class discussion regarding ethical considerations relevant for one’s discipline. This is sometimes addressed by designing a specific course with a specific purpose being ethical considerations. For example one may see the existence of a “Business Ethics” course as a requirement for a business major. One of authors of this paper has designed an “Ethics and Information Systems” course offered as an elective in the MIS major. Issues such as downloading music without paying, ergonomic issues, issues of copyright, privacy issues, et cetera are covered through case studies. There is an examination of codes existing at the Midwestern university to cover ethical considerations related to computing. It is interesting to note that currently a student from this same Midwestern university is being sued for his file sharing practices.
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Wright, David R. "Research ethics and computer science." In the 24th annual conference. New York, New York, USA: ACM Press, 2006. http://dx.doi.org/10.1145/1166324.1166369.

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Fielden, Kay. "Exploring the Research Ethics Doman for Postgraduate Students in Computing." In InSITE 2004: Informing Science + IT Education Conference. Informing Science Institute, 2004. http://dx.doi.org/10.28945/2762.

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In this paper Nicholson’s (1994) four-fold conceptual framework has been applied to ethical issues in research by postgraduate students undertaking theses or dissertations in computing. Ethical dilemmas are explored showing how knowledge in this area is acquired, shared and integrated from one research project to the next and within any one postgraduate cohort. Ethics of performing research within computing rather than professional codes are discussed. A major challenge in raising the level of awareness of professional ethics is in encouraging students to make the upwards shift from not only learning and applying technical skills but also integrating these skills with knowledge of the larger social system in which technology sits. A broad overview of how research ethics is practiced by postgraduate students undertaking thesis or dissertation is also discussed.
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Ferrero, Alessandro, and Veronica Scotti. "Forensic metrology: when measurement science meets ethics." In 2014 IEEE International Symposium on Ethics in Engineering, Science, and Technology (ETHICS). IEEE, 2014. http://dx.doi.org/10.1109/ethics.2014.6893377.

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Cicalese, Cynthia, Janine DeWitt, and C. Dianne Martin. "Ethics across the computer science curriculum." In the 43rd annual southeast regional conference. New York, New York, USA: ACM Press, 2005. http://dx.doi.org/10.1145/1167350.1167358.

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Pillai, R. Radhakrishna. "Workshop - Ancient Rajayoga - The science of reviving ethical values." In 2014 IEEE International Symposium on Ethics in Engineering, Science, and Technology (ETHICS). IEEE, 2014. http://dx.doi.org/10.1109/ethics.2014.6893450.

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Reports on the topic "Ethics of science"

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Carson, Frank L. Teaching Military Ethics as a Science 2. Fort Belvoir, VA: Defense Technical Information Center, March 1989. http://dx.doi.org/10.21236/ada217277.

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Asiedu, Edward, Dean Karlan, Monica Lambon-Quayefio, and Christopher Udry. A Call for Structured Ethics Appendices in Social Science Papers. Cambridge, MA: National Bureau of Economic Research, January 2021. http://dx.doi.org/10.3386/w28393.

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McInerney, J. D. Mapping and sequencing the human genome: Science, ethics, and public policy. Final report. Office of Scientific and Technical Information (OSTI), March 1993. http://dx.doi.org/10.2172/10187256.

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Easterly, C. E. Toward more uniform environmental ethics: Science can help policymaking for electromagnetic field exposures. Office of Scientific and Technical Information (OSTI), December 1994. http://dx.doi.org/10.2172/228117.

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Research, Gratis. Bioethics: The Religion of Science. Gratis Research, November 2020. http://dx.doi.org/10.47496/gr.blog.02.

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Bioethics is a study of the typically controversial ethics which are brought about by the advances in life sciences and healthcare, ranging from the debates over boundaries of life to the right to reject medical care for religious or social reasons
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HEFNER, Robert. IHSAN ETHICS AND POLITICAL REVITALIZATION Appreciating Muqtedar Khan’s Islam and Good Governance. IIIT, October 2020. http://dx.doi.org/10.47816/01.001.20.

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Ours is an age of pervasive political turbulence, and the scale of the challenge requires new thinking on politics as well as public ethics for our world. In Western countries, the specter of Islamophobia, alt-right populism, along with racialized violence has shaken public confidence in long-secure assumptions rooted in democracy, diversity, and citizenship. The tragic denouement of so many of the Arab uprisings together with the ascendance of apocalyptic extremists like Daesh and Boko Haram have caused an even greater sense of alarm in large parts of the Muslim-majority world. It is against this backdrop that M.A. Muqtedar Khan has written a book of breathtaking range and ethical beauty. The author explores the history and sociology of the Muslim world, both classic and contemporary. He does so, however, not merely to chronicle the phases of its development, but to explore just why the message of compassion, mercy, and ethical beauty so prominent in the Quran and Sunna of the Prophet came over time to be displaced by a narrow legalism that emphasized jurisprudence, punishment, and social control. In the modern era, Western Orientalists and Islamists alike have pushed the juridification and interpretive reification of Islamic ethical traditions even further. Each group has asserted that the essence of Islam lies in jurisprudence (fiqh), and both have tended to imagine this legal heritage on the model of Western positive law, according to which law is authorized, codified, and enforced by a leviathan state. “Reification of Shariah and equating of Islam and Shariah has a rather emaciating effect on Islam,” Khan rightly argues. It leads its proponents to overlook “the depth and heights of Islamic faith, mysticism, philosophy or even emotions such as divine love (Muhabba)” (13). As the sociologist of Islamic law, Sami Zubaida, has similarly observed, in all these developments one sees evidence, not of a traditionalist reassertion of Muslim values, but a “triumph of Western models” of religion and state (Zubaida 2003:135). To counteract these impoverishing trends, Khan presents a far-reaching analysis that “seeks to move away from the now failed vision of Islamic states without demanding radical secularization” (2). He does so by positioning himself squarely within the ethical and mystical legacy of the Qur’an and traditions of the Prophet. As the book’s title makes clear, the key to this effort of religious recovery is “the cosmology of Ihsan and the worldview of Al-Tasawwuf, the science of Islamic mysticism” (1-2). For Islamist activists whose models of Islam have more to do with contemporary identity politics than a deep reading of Islamic traditions, Khan’s foregrounding of Ihsan may seem unfamiliar or baffling. But one of the many achievements of this book is the skill with which it plumbs the depth of scripture, classical commentaries, and tasawwuf practices to recover and confirm the ethic that lies at their heart. “The Quran promises that God is with those who do beautiful things,” the author reminds us (Khan 2019:1). The concept of Ihsan appears 191 times in 175 verses in the Quran (110). The concept is given its richest elaboration, Khan explains, in the famous hadith of the Angel Gabriel. This tradition recounts that when Gabriel appeared before the Prophet he asked, “What is Ihsan?” Both Gabriel’s question and the Prophet’s response make clear that Ihsan is an ideal at the center of the Qur’an and Sunna of the Prophet, and that it enjoins “perfection, goodness, to better, to do beautiful things and to do righteous deeds” (3). It is this cosmological ethic that Khan argues must be restored and implemented “to develop a political philosophy … that emphasizes love over law” (2). In its expansive exploration of Islamic ethics and civilization, Khan’s Islam and Good Governance will remind some readers of the late Shahab Ahmed’s remarkable book, What is Islam? The Importance of Being Islamic (Ahmed 2016). Both are works of impressive range and spiritual depth. But whereas Ahmed stood in the humanities wing of Islamic studies, Khan is an intellectual polymath who moves easily across the Islamic sciences, social theory, and comparative politics. He brings the full weight of his effort to conclusion with policy recommendations for how “to combine Sufism with political theory” (6), and to do so in a way that recommends specific “Islamic principles that encourage good governance, and politics in pursuit of goodness” (8).
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David, Uttal, Katherine James, Steven McGee, and Phillip Boda. Laying the Foundation for a Spatial Reasoning Researcher-Practitioner Partnership with CPS, SILC, and The Learning Partnership. Northwestern University, September 2021. http://dx.doi.org/10.51420/report.2020.1.

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The goal of this project was to explore how explicit instruction in spatial reasoning in primary grades can contribute to reductions in variation in STEM outcomes for low-income, minority students in the Chicago Public Schools (CPS). Our project focused on the persistent gender, racial and ethnic, and socioeconomic inequalities in STEM educational and career achievement and attainment. Our approach to addressing this problem was guided by research evidence that much of the variation in STEM outcomes for these groups can be explained by spatial reasoning abilities. Importantly, spatial reasoning skills can be improved through practice, but are rarely explicitly taught in the classroom. The spatial reasoning needs and opportunities identified by this work are relevant to CPS in that they focus on the prevalent science, math, and computer science curricula currently used in CPS K-2 instruction. As such, our findings provide specific, actionable guidance for the development of curricular supports that infuse explicit spatial reasoning instruction.
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Leu, Katherine. Data for Students: The Potential of Data and Analytics for Student Success. RTI Press, March 2020. http://dx.doi.org/10.3768/rtipress.2020.rb.0023.2003.

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Postsecondary education is awash in data. Postsecondary institutions track data on students’ demographics, academic performance, course-taking, and financial aid, and have put these data to use, applying data analytics and data science to issues in college completion. Meanwhile, an extensive amount of higher education data are being collected outside of institutions, opening possibilities for data linkages. Newer sources of postsecondary education data could provide an even richer view of student success and improve equity. To explore this potential, this brief describes existing applications of analytics to student success, presents a framework to structure understanding of postsecondary data topics, suggests potential extensions of these data to student success, and describes practical and ethical challenges.
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Science must put its house in order, ethics forum participants conclude. Office of Scientific and Technical Information (OSTI), December 1993. http://dx.doi.org/10.2172/85031.

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Exploring publication ethics in the arts, humanities, and social sciences: A COPE study 2019. COPE Council with support from Routledge (part of the Taylor & Francis Group) and Shift Learning, August 2019. http://dx.doi.org/10.24318/cope.2019.4.1.

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