What is this about? (Is About)
From The Embassy of Good Science
A short summary providing some details about the theme/resource (max. 75 words)
- ⧼SA Foundation Data Type⧽: Text
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Engineering for Sustainable Development: Delivering on the Sustainable Development Goals (UNESCO, 2021) +
This UNESCO flagship report explores how engineering must transform to meet the United Nations’ 2030 Agenda. It synthesizes global evidence and case studies to show how engineering education, research, practice and governance can be aligned with the SDGs. Chapters map the discipline’s contributions across clean water and sanitation, energy, health systems, resilient infrastructure, climate action and sustainable cities, and examine the enabling conditions—open science, equitable participation, ethics, and strong professional standards—needed to scale impact. The report argues that engineering’s knowledge system should become more interdisciplinary and mission-driven, combining technical proficiency with systems thinking, stakeholder engagement and attention to social justice. It highlights the importance of digital technologies, open data and collaboration platforms to accelerate innovation, and documents regional gaps in engineering capacity, gender representation and funding. Policy-focused sections outline actions for governments, universities, industry and professional bodies: reform curricula towards problem-based learning; strengthen lifelong upskilling; invest in research infrastructure; support open access to publications and data; and build inclusive pathways into engineering careers. The report also surfaces governance levers—standards, procurement, and public–private partnerships—that can steer engineering solutions toward sustainability and away from lock-in effects. Throughout, practical vignettes show how community co-design and context-aware innovation produce durable results, from decentralized water treatment to off-grid energy and climate-smart agriculture. By framing engineering as a cornerstone of sustainable development rather than a neutral technical service, the volume provides a common language for funders, policymakers and practitioners to align priorities and metrics.<div><div><div><div></div><div><div><div><div></div></div></div><div></div><div></div><div></div><div><div><div><div><div></div><div></div><div></div></div></div><div></div><div></div></div></div></div></div></div></div><div><div><div><div><div><div><div><div></div></div></div></div></div></div></div></div>
Two papers in an environmental journal were retracted following investigations on claims that the peer-review process had been compromised. +
Epistemology is a branch of philosophy that studies the nature of knowledge and its relations to concepts and definitions of truth, belief and justification of belief.'"`UNIQ--ref-000002FC-QINU`"' Virtue is often defined as moral excellence, and epistemic virtues are described as intellectual virtues. A critical, conscientious thinker, could also be described as epistemically virtuous.
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Bu modülde aşağıdaki konuları öğrenecek ve bu konular üzerine yorumlamalarda bulunacaksınız:
*'''<u>[https://embassy.science/wiki/Theme:520b3bc7-a6ab-4617-95f2-89c9dee31c53 Erdem etiğinin]</u> temel karakteristikleri:''' Erdem etiğine giriş niteliğinde bir video izledikten sonra erdem etiğinin konuyla ilgili karakteristiklerini özetlemeyi hedefleyen bir dizi soru yanıtlayacaksınız.
*'''<u>[https://embassy.science/wiki/Theme:17d406f9-0b0f-4325-aa2d-2fe186d5ff34 Ahlaki çatışma ve ahlaki ikilem]:</u>''' Kavramlara ilişkin bir giriş yapıldıktan sonra sizden Rotterdam Dilemma Oyunundan alınmış birisi bir ahlaki çatışma, diğeri ise bir ahlaki ikilem içeren iki vakayı analiz etmeniz ve verilen kavramları bu vakalar üzerinde uygulamanız istenecektir.
*'''Daha erdemli bir araştırmacı olma yönündeki isteğiniz:''' Modülün sonunda araştırmacı olarak genel hedefleriniz üzerine yapacağınız yorumlamaların ardından sizden, olmak (ya da dönüşmek) istediğiniz araştırmacıyı tanımlayacak en önemli üç erdemi belirlemeniz istenecektir.
*'''Ahlaki örneklerin ahlaki gelişim ve erdemleri hayata geçirme üzerindeki etkisi:''' Erdemlerin nasıl öğrenildiği ve öğretildiği ve iyi bir rol model/mentor olmanın neleri gerektirdiği üzerine yapacağınız yorumlamaların ardından sizden, örnek aldığınız bir kişinin sizi daha erdemli davranmaya yönelttiği bir durumu anlatmanız istenecektir. +
Bu alıştırma, erdemlerle ilgili kavramlar ve bu kavramların uygulamayla olan ilişkisi üzerine fikir yürütmek yoluyla insanları Araştırma Doğruluğu (AD) vakaları ve ikilemleri üzerine düşünmeye teşvik etmeyi amaçlamaktadır<sup>[2]</sup>. Alıştırmada, erdemler üzerine araştırma doğruluğu bağlamında fikir yürütülmekte ve erdemler eylem normları haline dönüştürülmektedir. Bu alıştırma erdemlerin AD için önemini ve nasıl uygulamaya dökülebileceğini anlamaya yardımcı olmaktadır. +
Bu alıştırma, erdemlerin (ya da ahlaki niteliklerin), kişisel saik ve değerlere göre nasıl davranacaklarına karar vermede araştırmacıları nasıl destekleyebileceğine odaklanarak Araştırma Doğruluğu (AD) vakaları ve ikilemleri üzerine fikir yürütmeyi teşvik etmektedir. Bu alıştırmada erdemler tanımlanmakta, bu erdemler üzerine fikir yürütülmekte ve erdemler eylem normlarına dönüştürülmektedir. Alıştırma esnasında sizden “Bu durumda dürüstlüğü sağlamak için ne yapmalıyım?” “Nasıl güvenilir olabilirim?” gibi sorular üzerinde fikir yürütmeniz istenecektir. Bu alıştırma, nasıl araştırmacılar olmak istediğimiz ve olası zorluk ve kısıtlılıklar düşünüldüğünde kusursuz davranışların neler olacağı üzerine fikir yürütmenize yardımcı olmaktadır. +
A research group publishes several papers on an important finding in high-impact journals. Months later, a new graduate student is asked to replicate this research and reproduce the findings.
The student finds he is unable to reproduce the findings, and even has an explanation for this impossibility. +
The aim of the Estonian Code of Conduct for Research Integrity is to support knowledge about, acceptance and entrenchment of research integrity in the Estonian research community. The Code of Conduct for Research Integrity describes the conduct expected from researchers and the responsibility of research institutions in ensuring research integrity, thus contributing to the increase of credibility of research in the eyes of the individual and the public'"`UNIQ--ref-0000000A-QINU`"'
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The document 'Code of Ethics of Estonian Scientists', developed in 2011 in Estonia, is a national guideline that addresses the principles of research integrity. Authored by Estonial Academy of Sciences, and available in English, it targets the research community in Estonia. It provides clear expectations for responsible conduct in research and defines practices that safeguard honesty, transparency, and accountability. The text outlines responsibilities of both individual researchers and institutions. It identifies misconduct such as plagiarism, data falsification, fabrication, and unethical authorship, while also promoting good practices in publication, peer review, and collaborative research. It emphasizes effective data management, openness in reporting, and respect for colleagues, participants, and the wider community. Institutions are encouraged to create supportive environments through policies, training, and oversight mechanisms. The document serves as an official reference for aligning national research standards with international expectations, reinforcing ethical norms across research fields. +
Estonian Code of Conduct for Research Integrity (2017) is a national framework authored by nan, in english, targeting nan. Originating from Estonia, it aims to formalise principles of research integrity and open practice. It emphasises honesty, accountability, professional courtesy, and stewardship of resources, linking these values to reproducibility, credibility, and societal trust in research. The text covers responsibilities of researchers, institutions, funders, and journals, spelling out expectations for good practice in planning, conducting, publishing, and reviewing research. Common provisions include clear authorship criteria, proper citation and acknowledgement, management of conflicts of interest, transparency of methods and data, responsible supervision, and fair peer review. It also establishes procedures for handling breaches of integrity, defining misconduct, and setting up investigation mechanisms that ensure due process, proportional sanctions, and learning opportunities. By aligning with international standards, it connects local policy to global norms, reinforcing mobility of researchers and comparability of practices across borders. The document integrates the principle of education training for students and staff on responsible conduct ensuring that integrity is taught as a core skill rather than assumed knowledge. It also incorporates guidance on emerging issues such as data management, digital tools, open science, and new forms of dissemination, embedding integrity in contemporary workflows. Practical tools often include checklists, codes of behaviour, reporting templates, and FAQs, translating high-level principles into day-to-day actions. The intended audience spans researchers, supervisors, institutions, and policymakers, all of whom need clarity on their roles in safeguarding the credibility of research. Equity and diversity appear as cross-cutting themes, recognising that integrity involves creating inclusive environments free from discrimination, harassment, or exploitation. Overall, the resource situates research integrity as both a personal commitment and an institutional responsibility, embedding it into the full research cycle from design to dissemination. Annexes may provide case studies, historical context, and references to international declarations such as Singapore or Montreal statements. Definitions and glossaries support consistent interpretation, and contact points or ombudsperson systems are described to lower barriers to reporting. These features help the resource serve not only as a policy but also as a practical handbook.
This national code lays down the general principles of ethical scientific research. Meant for different disciplines and research areas, this code supports the development of more specific institutional or thematic guidelines. +
An anthropologist who has been "adopted" into a Native American family in the Southwest during her research periods, is obligated to look after the elders when one of them develops dementia and his children have other responsibilities. She is unable to complete her academic work but strengthens her relationship with the family. +
This document contains a list of guidelines that anthropologists should follow. These principles provide a professional code, a practical framework, to help researchers cope with ethical considerations, conflicts of interest, making informed decisions, competing duties and obligations, and communicating their professional perspectives to other stakeholders affected by their research. +
Ethical Issues in Developing Pharmacogenetic Research Partnerships With American Indigenous Communities +
This article describes two factual cases about the use of samples collected from two American indigenous communities (NuuChah-Nulth First Nation in British Columbia, Canada and Havasupai Tribe in the US) for genetic research. In both cases consent was acquired for an initial study, but later, research samples were used for other purposes that the communities had not consented to. +
Principles and standards to guide psychologists to an ethical course of action and good professional conduct. Such ethical stnadards consist on enforceable rules to guide the conduct of psychologists and cover a variety of areas: clinical psychology, counseling, school practice of psychology, research, teaching, public service, forensic activities, among others. +
Citizen science, according to the [https://www.ecsa.ngo/ European Citizen Science Association (ESCA)], is "an ‘umbrella’ term that describes a variety of ways in which the public participates in science. The main characteristics are that: (1) citizens are actively involved in research, in partnership or collaboration with scientists or professionals; and (2) there is a genuine outcome, such as new scientific knowledge, conservation action or policy change." +
The Ethical Code of the Slovak Academy of Sciences (2023), authored by the Slovak Academy of Sciences, is a national framework written in Slovak that establishes principles for responsible research within Slovakia. It emphasises honesty, accountability, professional courtesy, and stewardship of resources, linking these values to reproducibility, credibility, and public trust. The Code outlines responsibilities for researchers, institutions, funders, and journals, covering good practice in planning, conducting, publishing, and reviewing research. Key provisions include clear authorship criteria, proper citation, conflict-of-interest management, transparency of methods and data, responsible supervision, and fair peer review. It also defines misconduct, provides procedures for investigations with due process and proportionate sanctions, and encourages learning from breaches. Education and training are highlighted to ensure integrity is taught as a core skill, while guidance on data management, digital tools, open science, and emerging dissemination methods supports contemporary research workflows. Practical tools such as checklists, codes of conduct, reporting templates, and FAQs help translate principles into daily practice. The Code addresses equity and diversity, fostering inclusive, discrimination-free environments. Its primary audience includes researchers, supervisors, institutions, and policymakers in Slovakia, making it especially important for researchers and institutions operating under Slovak jurisdiction, providing clarity, reducing ambiguity, and aligning national practice with international standards. +
The document 'Ethical code of the Slovak Academy of Sciences', developed in 2023 in Slovakia, is a national guideline that addresses the principles of research integrity. Authored by Slovak Academy of Sciences, and available in Slovak, it targets the research community in Slovakia. It provides clear expectations for responsible conduct in research and defines practices that safeguard honesty, transparency, and accountability. The text outlines responsibilities of both individual researchers and institutions. It identifies misconduct such as plagiarism, data falsification, fabrication, and unethical authorship, while also promoting good practices in publication, peer review, and collaborative research. It emphasizes effective data management, openness in reporting, and respect for colleagues, participants, and the wider community. Institutions are encouraged to create supportive environments through policies, training, and oversight mechanisms. The document serves as an official reference for aligning national research standards with international expectations, reinforcing ethical norms across research fields. +
This guidance document aims to help researchers to consider, examine, and address ethical issues associated with human enhancement. Human enhancement refers to a wide field of interventions and technologies that aim at improving human beings beyond what might otherwise be considered typical or average. The guidance in this document is designed to be cross-disciplinary, and not limited to a particular field of science, engineering or medicine. It aims to cover all fields in research and development (R&D) where human enhancement potential may occur. Although it has wider application, this document has been composed for Horizon Europe ethics review and it thereby also complements other documentation for the ethics review procedure in Horizon Europe. This document is intended for the following types of projects: (1) Projects in which human enhancement is an explicit aim, either through research intended to facilitate human enhancement applications, or through the development of products or techniques intended for human enhancement; (2) Projects that have unforeseen, unpredicted or unintended potential enhancement applications, by which is meant that research and/or development is undertaken for therapeutic or other non-enhancement purposes, but the results of the project also have a clear potential for human enhancement. +
This study addresses three specific issues for health educators - the student-professor relationship, joint authorship and ethics in publishing. The authors emphasize that there is no consensus regarding an accepted code of ethics for individuals in health education. They conclude that professional health educators should continue to dialogue regarding the conduct and publication of research in health education and stress the importance of collegial and student-professor relationships when conducting research. +
