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  1. On genies and bottles: Scientists' moral responsibility and dangerous technology r&d.David Koepsell - 2010 - Science and Engineering Ethics 16 (1):119-133.
    The age-old maxim of scientists whose work has resulted in deadly or dangerous technologies is: scientists are not to blame, but rather technologists and politicians must be morally culpable for the uses of science. As new technologies threaten not just populations but species and biospheres, scientists should reassess their moral culpability when researching fields whose impact may be catastrophic. Looking at real-world examples such as smallpox research and the Australian “mousepox trick”, and considering fictional or future technologies like Kurt Vonnegut’s (...)
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  • Innovation and Nanotechnology: Converging Technologies and the End of Intellectual Property.David Koepsell - 2011 - London, UK: Bloomsbury Academic.
    This book defines 'nanowares' as the ideas and products arising out of nanotechnology. Koepsell argues that these rapidly developing new technologies demand a new approach to scientific discovery and innovation in our society. He takes established ideas from social philosophy and applies them to the nanoparticle world. In doing so he breaks down the subject into its elemental form and from there we are better able to understand how these elements fit into the construction of a more complex system of (...)
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  • Hype and Public Trust in Science.Zubin Master & David B. Resnik - 2013 - Science and Engineering Ethics 19 (2):321-335.
    Social scientists have begun elucidating the variables that influence public trust in science, yet little is known about hype in biotechnology and its effects on public trust. Many scholars claim that hyping biotechnology results in a loss of public trust, and possibly public enthusiasm or support for science, because public expectations of the biotechnological promises will be unmet. We argue for the need for empirical research that examines the relationships between hype, public trust, and public enthusiasm/support. We discuss the complexities (...)
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  • Developing a problem-based learning (PBL) curriculum for professionalism and scientific integrity training for biomedical graduate students.N. L. Jones, A. M. Peiffer, A. Lambros, M. Guthold, A. D. Johnson, M. Tytell, A. E. Ronca & J. C. Eldridge - 2010 - Journal of Medical Ethics 36 (10):614-619.
    A multidisciplinary faculty committee designed a curriculum to shape biomedical graduate students into researchers with a high commitment to professionalism and social responsibility and to provide students with tools to navigate complex, rapidly evolving academic and societal environments with a strong ethical commitment. The curriculum used problem-based learning (PBL), because it is active and learner-centred and focuses on skill and process development. Two courses were developed: Scientific Professionalism: Scientific Integrity addressed discipline-specific and broad professional norms and obligations for the ethical (...)
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  • Balancing ethical principles in emergency medicine research.Eugenijus Gefenas - 2007 - Science and Engineering Ethics 13 (3):281-288.
    This paper attempts to provide a broader view into the ethical issues surrounding the field of emergency medicine (EM) research. It starts from defining bioethically relevant features of EM and presents this field in the context of different models of health care provider–patient relationship. The paper also provides a short overview of the “post-Nuremberg” evolution of the main international research ethics guidelines relevant to EM research which demonstrates a tendency of liberalization of research on incapable persons. This tendency culminates with (...)
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  • The problems with forbidding science.Gary E. Marchant & Lynda L. Pope - 2009 - Science and Engineering Ethics 15 (3):375-394.
    Scientific research is subject to a number of regulations which impose incidental (time, place), rather than substantive (type of research), restrictions on scientific research and the knowledge created through such research. In recent years, however, the premise that scientific research and knowledge should be free from substantive regulation has increasingly been called into question. Some have suggested that the law should be used as a tool to substantively restrict research which is dual-use in nature or which raises moral objections. There (...)
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  • A Room with a View of Integrity and Professionalism: Personal Reflections on Teaching Responsible Conduct of Research in the Neurosciences.Emily Bell - 2015 - Science and Engineering Ethics 21 (2):461-469.
    Neuroscientists are increasingly put into situations which demand critical reflection about the ethical and appropriate use of research tools and scientific knowledge. Students or trainees also have to know how to navigate the ethical domains of this context. At a time when neuroscience is expected to advance policy and practice outcomes, in the face of academic pressures and complex environments, the importance of scientific integrity comes into focus and with it the need for training at the graduate level in the (...)
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  • Moving Life Science Ethics Debates Beyond National Borders: Some Empirical Observations.Louise Bezuidenhout - 2014 - Science and Engineering Ethics 20 (2):445-467.
    The life sciences are increasingly being called on to produce “socially robust” knowledge that honors the social contract between science and society. This has resulted in the emergence of a number of “broad social issues” that reflect the ethical tensions in these social contracts. These issues are framed in a variety of ways around the world, evidenced by differences in regulations addressing them. It is important to question whether these variations are simply regulatory variations or in fact reflect a contextual (...)
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  • The moral musings of a murine chimera.William P. Cheshire - 2007 - American Journal of Bioethics 7 (5):49 – 50.
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  • Responsible Conduct of Research Training and Trust Between Research Postgraduate Students and Supervisors.Sara R. Jordan & Phillip W. Gray - 2012 - Ethics and Behavior 22 (4):297 - 314.
    Does responsible conduct of research (RCR) training improve levels of trust between researchers? Using data gathered as part of a survey on the attitudes of master's and doctoral-level students toward RCR, we found that RCR training correlated with a weakened beliefs of students toward their supervisors' ethicality but a stronger belief in the ethicality of their peers. We believe that these findings point to new avenues of research on trust in the academic setting and to needs for curriculum changes in (...)
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  • Ethical Issues in Engineering Models: An Operations Researcher’s Reflections.J. Kleijnen - 2011 - Science and Engineering Ethics 17 (3):539-552.
    This article starts with an overview of the author’s personal involvement—as an Operations Research consultant—in several engineering case-studies that may raise ethical questions; e.g., case-studies on nuclear waste, water management, sustainable ecology, military tactics, and animal welfare. All these case studies employ computer simulation models. In general, models are meant to solve practical problems, which may have ethical implications for the various stakeholders; namely, the modelers, the clients, and the public at large. The article further presents an overview of codes (...)
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  • Utilitarianism and the evolution of ecological ethics.Gary Varner - 2008 - Science and Engineering Ethics 14 (4):551-573.
    R.M. Hare’s two-level utilitarianism provides a useful framework for understanding the evolution of codes of professional ethics. From a Harean perspective, the codes reflect both the fact that members of various professions face special kinds of ethically charged situations in the normal course of their work, and the need for people in special roles to acquire various habits of thought and action. This highlights the role of virtue in professional ethics and provides guidance to professional societies when considering modifications to (...)
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  • Standards of Conducts for Biostatisticians and Stem Cell Researchers: A Call for Self-formulated Aspirational Ethics Over Built-in Prohibitive Ethics.Keiko Sato & Mika Suzuki - 2022 - Science and Engineering Ethics 28 (2):1-20.
    We proposed the Standards of Conducts to provide a general framework that will serve as the basis for guiding each biostatistician and stem cell researcher to formulate their personal standards, rather than as rules with which they are required to comply. Given the responsibility and characteristics of their work, they are expected to maintain independence and work autonomously as professionals. Each of the Standards of Conducts comprises a preamble, mission and values to uphold, Standards of Conducts, and background. When one (...)
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  • Dual-use research codes of conduct: Lessons from the life sciences. [REVIEW]Michael J. Selgelid - 2009 - NanoEthics 3 (3):175-183.
    This paper considers multiple meanings of the expression ‘dual use’ and examines lessons to be learned from the life sciences when considering ethical and policy issues associated with the dual-use nature of nanotechnology (and converging technologies). After examining recent controversial dual-use experiments in the life sciences, it considers the potential roles and limitations of science codes of conduct for addressing concerns associated with dual-use science and technology. It concludes that, rather than being essentially associated with voluntary self-governance of the scientific (...)
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  • The Cultural Production of Everyday Ethics in Two University STEM Labs.Eric P. S. Baumer, Olivia Lee, Isabel Barone, Amin Hosseiny Marani, Adam Heidebrink-Bruno & Allison Mickel - 2023 - Bulletin of Science, Technology and Society 43 (1-2):3-17.
    How do ethics show up in the everyday behaviors and conversations of researchers in a scientific laboratory? How does the microcosmic culture of the laboratory shape researchers’ understandings of scientific ethics? We, an interdisciplinary team representing anthropology, computer science, and rhetorical studies, investigated these questions in two university STEM labs. Similar to previous work mapping out the epistemic cultures, we sought to understand the ethical cultures of these research groups. We observed their lab meetings for several months and conducted interviews (...)
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  • Education for Life Scientists on the Dual-Use Implications of Their Research: Commentary on “Implementing Biosecurity Education: Approaches, Resources and Programmes”.Kathryn Nixdorff - 2013 - Science and Engineering Ethics 19 (4):1487-1490.
    Advances in the life sciences are occurring with extreme rapidity and accumulating a great deal of knowledge about life’s vital processes. While this knowledge is essential for fighting disease in a more effective way, it can also be misused either intentionally or inadvertently to develop novel and more effective biological weapons. For nearly a decade civil-academic society as well as States Parties to the Biological and Toxin Weapons Convention have recognised the importance of dual-use biosecurity education for life scientists as (...)
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  • Variations in Scientific Data Production: What Can We Learn from #Overlyhonestmethods?Louise Bezuidenhout - 2015 - Science and Engineering Ethics 21 (6):1509-1523.
    In recent months months the hashtag #overlyhonestmethods has steadily been gaining popularity. Posts under this hashtag—presumably by scientists—detail aspects of daily scientific research that differ considerably from the idealized interpretation of scientific experimentation as standardized, objective and reproducible. Over and above its entertainment value, the popularity of this hashtag raises two important points for those who study both science and scientists. Firstly, the posts highlight that the generation of data through experimentation is often far less standardized than is commonly assumed. (...)
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  • Mental models: An alternative evaluation of a sensemaking approach to ethics instruction.Meagan E. Brock, Andrew Vert, Vykinta Kligyte, Ethan P. Waples, Sydney T. Sevier & Michael D. Mumford - 2008 - Science and Engineering Ethics 14 (3):449-472.
    In spite of the wide variety of approaches to ethics training it is still debatable which approach has the highest potential to enhance professionals’ integrity. The current effort assesses a novel curriculum that focuses on metacognitive reasoning strategies researchers use when making sense of day-to-day professional practices that have ethical implications. The evaluated trainings effectiveness was assessed by examining five key sensemaking processes, such as framing, emotion regulation, forecasting, self-reflection, and information integration that experts and novices apply in ethical decision-making. (...)
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  • Scientific Ethics: A New Approach.Marcello Menapace - 2019 - Science and Engineering Ethics 25 (4):1193-1216.
    Science is an activity of the human intellect and as such has ethical implications that should be reviewed and taken into account. Although science and ethics have conventionally been considered different, it is herewith proposed that they are essentially similar. The proposal set henceforth is to create a new ethics rooted in science: scientific ethics. Science has firm axiological foundations and searches for truth and knowledge. Hence, science cannot be value neutral. Looking at standard scientific principles, it is possible to (...)
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