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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This tool for educators provides information on RRI terminology and how to implement them into educational system. It also introduces three RRI principles for higher education: Education for Society, Education with Society and Education to whole persons. These three principles also give guidance how to develop RRI competences among students and to facilitate the topic to educators, the tool provides five case study materials. +
This article describes institutional approaches for the National Institutes of Health (NIH) training requirement in the responsible conduct of research (RCR). The information provided by the authors will be valuable for institutions and researchers who are developing or improving training programs. +
Engaging with Citizen Scientists: Integrating Environmental and Climate Considerations into Research Practice +
This micromodule accompanies the RE4GREEN guidance document “Engaging with Citizen Scientists: Integrating Environmental and Climate Considerations into Research Practice.”
The guidance explores how environmental, climate, and justice considerations intersect with citizen science activities across the research lifecycle. It addresses practical challenges, such as inclusion, data governance, sensitive environmental information, consent, power imbalances, recognition, and conflicts of interest.
Learners are invited to read the guidance document first. The exercises below support reflection on responsible, fair, and ethically robust citizen science practices. +
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. +
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>
Enhancing EU law on climate engineering, neurotechnologies, and digital extended reality (policy brief) +
''A Policy Briefs on Enhancing EU Legal Frameworks'' document is a set of four policy briefs produced by the EU-funded TechEthos project. It provides recommendations to EU policymakers on how to strengthen and adapt existing legal and regulatory frameworks to govern emerging high-impact technologies such as climate engineering (including Carbon Dioxide Removal and Solar Radiation Modification), neurotechnologies, and digital extended reality (XR). The briefs were developed through in-depth legal and policy analysis and consultation with EU officials, and they identify regulatory gaps or uncertainties in current EU law. Each brief offers targeted suggestions such as clarifying terminology, protecting fundamental rights, integrating ethical principles like “ethics-by-design,” and ensuring appropriate oversight and enforcement tailored to the unique societal and ethical challenges of these technologies. The aim is to ensure that future legal frameworks are more effective, rights-based, and aligned with EU values when governing cutting-edge innovation. +
The ''Enhancing Understanding of Science Through Science Clubs'' policy brief proposes Science Clubs as community-based educational hubs to boost scientific literacy and public trust in science across Europe. It argues that current levels of science understanding and confidence are often low, which can undermine democratic processes where scientific knowledge matters. Drawing inspiration from successful Science Clubs in Uruguay, the brief suggests similar spaces where children, youth, teachers, and community members participate together in inquiry-based science activities such as experiments, surveys, and collaborative projects. These clubs would be non-formal learning environments that make science accessible, interactive, and relevant to everyday life, encouraging curiosity, critical thinking, and dialogue between citizens and researchers. By embedding these clubs within communities, ISEED suggests that scientific understanding can become more widespread and inclusive, ultimately strengthening democratic engagement. +
The ''Ensuring Long-Term Functioning of Citizen Observatories'' policy brief focuses on how Citizen Observatories (COs) community-based networks of citizens collecting data (often environmental) can be set up and sustained effectively over time. It highlights that COs offer a valuable way for citizens to engage directly with science and contribute data that can inform decision-making and policy development at local and broader levels. To thrive in the long term, COs should include clear strategies for open access to data, educational components, democratic public engagement, and ethical practices, along with plans to ensure diversity, inclusivity, and equal representation in participation. The brief recommends well-documented policies and training programmes that support citizen scientists in understanding data collection and use. It also emphasises the need for clear anti-discrimination rules and ethical guidelines that protect confidentiality, research integrity, and inclusivity for all participants, including under-represented groups. +
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-00000000-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-00000000-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. +
