Scientific Ethics: A New Approach.

Within the scope of the responsibility of promoting policies and legislation in the field of Science, Technology and Innovation (CTI) and the materialization of its Action Plan of the Ministry of Higher Education, Science, Technology and Innovation (MESCTI), a proposal for a General Code is presented of Ethics in Science, Technology and Innovation (CGECTI). This proposal arises from the need to fill gaps in the legislation on ethics in science and technology and was created with a view to presenting the general principles of ethics in carrying out Scientific Research and Experimental Development, Technology Transfer and Innovation activities; to promote the monitoring of the application of ethical principles internationally established and applicable to the exercise of scientific research, in accordance with the Constitution of the Republic, International Conventions, National Policy on Science, Technology and Innovation, the Statute of the Career of Scientific Investigators in force and other applicable legislation; and contribute to the scientific affirmation of Angola in the context of nations. Likewise, the aforementioned code proposal should consider principles and elements such as transversality, compatibility, definitions, supervision, honesty, integrity, training and skills and security. The preparation of this code proposal was based on some bibliographic sources produced by UNESCO, OECD, the Republic of Mozambique and Higher Education Institutions. The proposal comprises seven chapters divided by object, scope and purpose; ethical principles; national ethics commission; scientific area ethical council; duties and rights; sanctions; and final provisions. The proposal highlights the creation of a plural national commission, involving sectors of the state, the private sector, academic and scientific institutions, professional associations and civil society, as well as the formation of ethics committees by scientific area. This proposal should be submitted to the actors of the National System of Science, Technology and Innovation for contributions.

The precise meaning of "human dignity" is increasingly being questioned in ethics and law Is human dignity an adequate guide to policymaking in today's biotechnological era? This article is an attempt to answer this thorny issue. The emergence of the concept of human dignity as a key point of reference for the regulation of modern science and technology in the European Union is evaluated. The main contribution of this article is to prove that in EU Directives and Recommendations, human dignity is not an elusive concept but rather a regulatory restraint in European public policies on biotechnology, particularly through the influence of the European Group on Ethics in Science and New Technologies (EGE). Two examples will be elaborated to prove this claim: first, the issue of intellectual property in biotechnological inventions, and secondly the funding of research proposals involving the use of human embryonic stem cells. These examples prove that the principle of human dignity is not an empty concept as some philosophers and bioethicists claim but rather a normative guideline that is shaping European policies on biotechnology.

This study analyzes the definitions associated with the term digital transformation. Through this study, we aim to contribute to academic research and public discussion of the impact of digital transformation on scientific research. We focus on data infrastructures and their implications for research within and across disciplinary and national boundaries. The study aims to reflect and share our experiences with digital tools in the digital humanities, using approaches from research in science and technology, the history and philosophy of science. In addition, the ambivalent effects of digital transformation on the development of science are considered. The characteristics of digital transformation are analyzed. Issues between digital transformation and scientific ethics were considered. Key words: digitalization, digital transformation, scientific ethics, technology, democratic openness, access, open use, digital infrastructure, plagiarism, Internet space, scientific space.

First published in 1978, this reissue presents a seminal philosophical work by professor Putnam, in which he puts forward a conception of knowledge which makes ethics, practical knowledge and non-mathematic parts of the social sciences just as much parts of 'knowledge' as the sciences themselves. He also rejects the idea that knowledge can be demarcated from non-knowledge by the fact that the former alone adheres to 'the scientific method'. The first part of the book consists of Professor Putnam's John Locke lectures, delivered at the University of Oxford in 1976, offering a detailed examination of a 'physicalist' theory of reference against a background of the works of Tarski, Carnap, Popper, Hempel and Kant. The analysis then extends to notions of truth, the character of linguistic enquiry and social scientific enquiry in general, interconnecting with the great metaphysical problem of realism, the nature of language and reference, and the character of ourselves.

Science aims at promoting knowledge by gathering and discovering the objective truth, the facts that are independent of human interests, their values, ideology and biases. The way in which scientists come to this goal is through the universally accepted and thoroughly regulated processes – the scientific method. There is no clear definition which will answer the question what is unethical in biomedical research. All people recognize some common ethical norms but different individuals interpret, apply, and balance these norms in different ways in light of their own values and life experiences. Generally, it can be said that unethical behaviour in science is any significant mistreatment of intellectual property or participation of other parties, deliberately hampering the research process or distortion of scientific evidence,as well as all the behaviours that affect the integrity of scientific practice. Given theimportance of the primary goal of scientific enterprise, that is search for truth and trustworthy results, ethics in science has increasingly come into focus. There are several reasons why it is important to adhere to ethical norms in research. Norms promote the aims of research, such as knowledge and truth, variety of moral and social values and help to build public support for research. This paper analyzes the major principles of ethical conduct in science and closely related topics on ghost authorship, conflict of interest, co-authorship assignment, redundant/repetitiveand duplicate publications. Furthermore, the paper provides an insight into the fabrication and falsification of data, as the most common forms of scientific fraud.

: The Comprehensive Postdoctoral Training Program in Breast Cancer Biology has successfully completed its third year. The goal of the program is to significantly extend our existing, highly successful Doctoral Training Program in Tumor Biology and several Cancer Center mechanisms that provide traditional postdoctoral training and junior faculty career development. The education and training of new investigators is essential to our progress in the prevention, detection, diagnosis, and treatment of breast cancer. The Postdoctoral Training Program in Breast Cancer provides comprehensive career development and integrates interactive research in the basic biology of breast cancer, formal and informal course work in key areas, and individualized guidance in career development. The program is enriched with both new and existing courses of interest to postdoctoral fellows covering scientific writing, teaching methodologies, scientific resources and technologies for cancer research, ethics in science, career development seminar series, and provides a firm foundation in the skills needed to succeed in a career science, as well as a focused research experience in basic breast cancer biology in a strong laboratory environment.

Current issues regarding scientific ethics have focused for the most part on regulations governing research and publication. I suggest that the internal process by which we separate self interest from the scientific process is a crucial and neglected part of training. Consideration of these issues might help us train better scientists instead of just scientists who adhere to the rules.This is a follow-up to the essay 'The importance of stupidity in scientific research' by Martin A. Schwartz (J. Cell Sci. 121, 1771).

Abstract. Today, as a big problem, it is very important to follow the ethical rules and to increase the awareness in order to prevent ethical violations and to provide ethical education in all levels of education and teaching. The first aim of this study is to create awareness among students who have higher education in the field of ethics and ethical violations. Another aim is to investigate whether there is any difference in attitude between undergraduate students and graduate students about scientific research, scientific publication, scientific ethics and ethical violation. According to the results of research analysis; based on the answers of the students to the scale, H 0 hypotheses related to the research variables could not be rejected, and it has been realized that the attitude in the research variables of undergraduate and graduate students are similar. Keywords. Science, Research, Publication, Ethics, Violation. JEL. A14, A20.

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 with members of the research laboratories. Ultimately, we recognized two distinct ethical cultures within the two laboratories: one focused on the relationship between science and social justice, and the other focused on clean data and accuracy as an ethical issue. These two distinct ethical cultures were discernable through ethnography, close reading of laboratory members’ language, as well as broad-scale topic modeling. Our project complements previous studies of ethics in science that have focused on codes of ethics or student curricula as ways in which scientists develop an understanding of scientific ethics. Our project demonstrates that everyday interactions between the members of scientific research labs additionally shape, at a decidedly local level, how scientists understand and ultimately approach ethical decision-making in the scientific research process.

The current research aims to find out the extent to which science books for the intermediate stage include scientific values for the academic year 2020/2021. For the purpose of achieving the goal of the research, a list of the main scientific values and their sub-indicators to be included in the science books for the intermediate level was prepared after the researcher reviewed a set of educational basics and previous studies related to the current research which helped in preparing a list that included (10) main scientific values and (39) behavioral indicators distributed on the main scientific values in their initial form. To be sure about this list, it evaluated by special experts. On their recommendations, two scientific values and their behavioral indicators were removed and some amendments were made to the list, so that the list consisted of (8) main scientific value and (31) behavioral indicators in its final form. After verifying the validity of the research tool, the reliability of the tool was extracted through an analysis of (20%) of the pages of the research sample to be analyzed, and the calculation of the percentage of agreement between the researcher and himself over time, as well as between the first analysis of the researcher and another analyst and between the second analysis of the researcher and the other analyst by using (Holsti) equation, and then presenting the analysis sample and the results obtained to two specialized experts, and after confirming the characteristics of the psychometric tool, the content of science books for the intermediate stage was analyzed in the light of the list of scientific values, and among the most important results that were reached: 1- Proposing eight scientific values. They are: curiosity, scientific honesty, acceptance of criticism, and patience in making judgments, ethics of science, scientific thinking, appreciation of science, and appreciation of scholars. 2- The behavioral appearance (attention to new attitudes) came to the scientific value of curiosity in: - A- The content of the science book for the first intermediate grade, with a total of (104) iterations and a percentage rate of (13.38%), ranked first

The issue of ethics in leadership has taken greater importance in the today's business world due to globalization and rapid advancement in information technology which has significantly transformed current business practices. Most universities in the United States (US) now have at least one course that includes ethics or related topics in their undergraduate engineering curricula. However, due to qualitative and abstract nature of the topic, the ethics course does not draw the same level of attention from students compared to other courses like physics and math. In this paper, we propose an innovative way of teaching ethics and leadership topics at the undergraduate level. In particular, the paper presents a case study of a senior level course in ethics and leadership development for an Industrial Distribution program at a major university in the Southwestern US. The course focuses on learning about personal leadership skills within the context of an organization. It examines the role and purpose of ethics in business and presents methods of moral reasoning in order to resolve ethical dilemmas. The paper describes how teaching based on "case study" approach has improved students understanding of the concepts and generated interest in the topic. We also discuss a sample case and overall course planning and execution framework, just in case any other instructor is considering teaching the similar course. Finally, student feedbacks are presented to demonstrate the successful implementation of the proposed teaching method.

John Gregory (1724–73) wrote the first modern, professional medical ethics in the English language, appearing as Lectures on the Duties and Qualifications of a Physician in 1772. This paper examines Gregory’s medical ethics as a blend of modern methods of medical science and ethics with premodern ideas. The paper begins by situating Gregory’s medical ethics in the context of both private medical practice and the care of patients at the Royal Infirmary of Edinburgh, focusing on the crisis of intellectual and moral trust that prompted Gregory to lecture and write on medical ethics. Drawing on the modern methods of Francis Bacon’s philosophy of medicine, and David Hume’s science of morals, Gregory bases his medical ethics on the complementary capacities of openness to conviction and sympathy. His moral exemplars of the virtues of candour, steadiness, and tenderness were women of learning and virtue, reflecting the premodern idea of chivalry in the life of service to the sick.

This paper presents the implementation of Scientific Dissemination Texts (SCT) in the Teaching of Natural Sciences in a 2nd year class of High School in a public school in the city of São Sepé, Rio Grande do Sul, RS. The theoretical references presented seek to analyze the use of SCT as a support resource in the teaching and learning processes. During the development of the work, we sought to answer the following research question: “What are the contributions of the use of Scientific Dissemination Texts in the Teaching of Natural Sciences?” To answer the question, the general objective was to “understand how TDC contributes to the learning process of Natural Sciences. The research was based on the perspective that learning, when related to everyday subjects, can involve students in relevant experiences, enabling them to learn and promote reflection, principles applicable to the Teaching of Natural Sciences, integrating scientific learning into common everyday events. The research was qualitative, of the Action Research type, and data production was guided by notes in a logbook, audio recordings of classes and written productions based on activities using TDC. Bardin’s Content Analysis was used as an analysis tool and two categories of analysis emerged: (i) TDC, Research and Scientific Knowledge: Science, Information and Transformations in the Digital Environment; (II) TDC, Future and Technological Evolution: Innovation and Impact of Technology on Everyday Life. As a result, reading, writing and critical interpretation skills on the topic addressed “artificial intelligence” were developed, as well as the relationship between scientific concepts with everyday life, exploring issues related to the evolution of knowledge, the impact of technology and ethics in Science.  

Turkey is located in the middle of two continents, Asia and Europe, and position itself more a European country then Asian. The education system in Turkey is quite centralized and standardized. The curriculum provided by the Ministry of National Education intends to provide equal education opportunity to all. However, large student body, increasing number of refugees especially from Syria and Afghanistan, highly competitive structure of the education system, shortage of awareness towards science education and infrastructure are among the challenges the country faces. The main goals of science education in primary and secondary schools include gaining scientific knowledge in astronomy, biology, physics, chemistry, earth science and engineering; using science process skills and twenty-first century skills in understanding nature and solving daily problems; understanding scientific method and ethics in science; analyzing the relationship between science, environment and economic development. The EBA platform provides some digital tools and content to help teachers in their science education classrooms. STEM classes and programs in especially private schools as well as science education centers established by MoNE, NGOs and the municipalities are some of the strategies in the country to overcome challenges and develop the science education. The science clubs can be an alternative mean to widen the science education to more students and raise an awareness.KeywordsScience education in TurkeyScience education centersScience clubsAwareness towards science educationInfrastructure for science education

In this study, it was aimed to determine the effect of digital scenario supported learning on the success of postgraduate students devoted to scientific ethic and research and strategies of information inquiry. The research was a quantitative study and figured according to experimental and control group pre-test and post-test research model. The courses at both groups were carried out in the way of distance education and face-to-face blended learning. In addition to that, experimental group was supported with digital scenarios. With the effect of simultaneously Big Blue Button virtual class, asynchronously recorded courses may be repeated on request by integrating on the system and with conversation panel. With the findings obtained from this research, it was concluded that there was an increase in the successes devoted to scientific research and ethic and performance grades for research report preparation of both groups but there was a significant difference in the favor of the experimental group supported with digital scenarios devoted to inquiry strategies.