Bioethics in its 50 Years and its Contribution to Scientific Responsibility

Luis Gustavo Celis; Luz Marina Alonso-Palacio

doi:10.14482/sun.36.2.174.2

Scientific Responsibility and Political Context: The Case of Genetics under the Swastika

Biology and the Foundation of Ethics ◽

10.1017/cbo9780511609077.011 ◽

2010 ◽

pp. 257-275 ◽

Cited By ~ 2

Author(s):

Diane B. Paul ◽

Raphael Falk

Keyword(s):

Political Context ◽

Scientific Responsibility

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Reply to Gravitz' “Scientific Responsibility and Hypnosis”

American Journal of Clinical Hypnosis ◽

10.1080/00029157.1986.10402683 ◽

1986 ◽

Vol 29 (1) ◽

pp. 72-73

Author(s):

A. Kenneth Fuller ◽

Angela E. Fuller

Keyword(s):

Scientific Responsibility

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MENGEKSPLORASI TANGGUNG JAWAB DAN KREATIVITAS ILMIAH PESERTA DIDIK MELALUI CREATIVE RESPONSIBILITY BASED LEARNING

Journal of Banua Science Education ◽

10.20527/jbse.v2i1.56 ◽

2021 ◽

Vol 2 (1) ◽

pp. 15-24

Author(s):

Muhammad Feyzar Rif'at ◽

Mustika Wati ◽

Suyidno Suyidno

Keyword(s):

Data Collection ◽

Research And Development ◽

Industrial Revolution ◽

Scientific Creativity ◽

Scientific Responsibility ◽

Post Test ◽

Addie Model

Scientific responsibility and creativity are part of the main competencies in the era of the industrial revolution 4.0, but they are not trained in schools. Therefore, the purpose of this study is to analyze the effectiveness of Creative Responsibility Based Learning in exploring the responsibility and scientific creativity of students. This research is part of research and development with the ADDIE model, namely at the implementation and evaluation stages. The research trial used one group pre-test and post-test on 27 students of class XI MIPA 2 MAN 2 Banjarmasin. Data collection instruments consist of responsibility observation sheets with indicators of participating, respecting others, cooperation, leading, and expressing opinions; as well as a scientific creativity test which includes indicators of finding problems, imagining scientifically, solving problems creatively, and designing products creatively. The results showed that the responsibility of the students at each meeting was in good criteria. In addition, the scientific creativity N-gain was 0.34 in the medium criteria. Thus, CRBL is effectively used to explore the responsibility and scientific creativity of students. Kata kunci: creative responsibility based learning, scientific creativity, responsibility AbstrakTanggung jawab dan kreativitas ilmiah merupakan bagian dari kompetensi utama di era revolusi industri 4.0, namun kurang dilatihkan di sekolah. O

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Adding an integrator to a non stabilizable homogeneous planar system **The authors gratefully acknowledge research support from the Belgian Programme on Interuniversity Poles of Attraction, initiated by the Belgian State, Prime Minister's Office for Science, Technology and Culture, and from the EC-Science Project SC1-0433-C(A). The first author also acknowledges partial support from the following organizations: National Science Foundation under Grant ECS-9203491, Air Force Office of Scientific Research under Grant F-49620-92-J-0495, Belgian American Educational Foundation, and North Atlantic Treaty Organization. The scientific responsibility rests with the authors.

Nonlinear Control Systems Design 1995 ◽

10.1016/b978-0-08-042371-5.50031-9 ◽

1995 ◽

pp. 153-158

Author(s):

R. Sepulchre ◽

D. Aeyels

Keyword(s):

Air Force ◽

Scientific Research ◽

North Atlantic Treaty Organization ◽

Partial Support ◽

Planar System ◽

Science Project ◽

Technology And Culture ◽

Scientific Responsibility ◽

Educational Foundation ◽

National Science

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Daddy Issues: Parental Consent and Scientific Responsibility in Shelley’s Frankenstein

Literature and Medicine ◽

10.1353/lm.2018.0024 ◽

2018 ◽

Vol 36 (2) ◽

pp. 495-519

Author(s):

Allison B. Kavey

Keyword(s):

Parental Consent ◽

Scientific Responsibility

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Scientific Responsibility

Global Bioethics ◽

10.1080/11287462.2004.10800846 ◽

2004 ◽

Vol 17 (1) ◽

pp. 93-98

Author(s):

Hilde W. Nagell ◽

Lisbeth Wittøfft Nielsen

Keyword(s):

Scientific Responsibility

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Fractography, Some Legal Aspects and Challenges

Key Engineering Materials ◽

10.4028/www.scientific.net/kem.409.28 ◽

2009 ◽

Vol 409 ◽

pp. 28-42

Author(s):

Richard C. Bradt

Keyword(s):

Fracture Surface ◽

Human Factors ◽

Fracture Process ◽

Legal Aspects ◽

Educational Process ◽

Topological Features ◽

Scientific Responsibility ◽

Fracture Event ◽

History Of

Evidence regarding a fracture event is absolutely and definitively recorded by Nature during the fracture process. That record is in the form of the general macrocrack pattern and the surface topological features of the newly formed fracture surface. In reality, it is the only perfect record of what actually occurred during a fracture. Whenever a conflict or controversy arises regarding a fracture, it is the moral and scientific responsibility of the fractographer to analyze and interpret the record of the fracture as it was created by Nature. It is further necessary for the fractographer to then inform and educate the members of the legal community (lawyer, judge and jury) as to exactly what happened during the failure. This educational process is necessary so that the legal community can collectively understand the history of the fracture and arrive at a just and fair decision regarding responsibility and potential liability for the failure. This paper describes the overall process from the beginning of the fracture examination of the failed artifact to the final appearance in court leading to a decision by the judge or a jury. Both the technical and the human factors are addressed with varying degrees of detail.

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