Text (Instruction Step Text)
From The Embassy of Good Science
Describe the actions the user should take to experience the material (including preparation and follow up if any). Write in an active way.
- ⧼SA Foundation Data Type⧽: Text
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<span lang="EN-US">A PhD candidate, meets with their esteemed but chaotic promotor every 6 weeks, where their unpreparedness and inconsistent advice leave them feeling unsupported. This scenario is focused on handling conflicts and communication issues with a supervisor.</span> +
How can we act according to our values? +
Beth Stackpole, [https://mitsloan.mit.edu/ideas-made-to-matter/ai-has-high-data-center-energy-costs-there-are-solutions AI has high data centre energy costs - but there are solutions], MIT Management Sloan School, 7 Jan 2025.
UN environment programme, [https://www.unep.org/news-and-stories/story/ai-has-environmental-problem-heres-what-world-can-do-about AI has an environmental problem. Here's what the world can do about that], 13 Nov 2025.
Adam Zewe , [https://news.mit.edu/2025/explained-generative-ai-environmental-impact-0117 Explained: Generative AI's environmental impact], MIT News, 17 Jan 2025. +
Convention on Biological Diversity, [https://www.cbd.int/article/greening-tech-for-people-and-planet Greening Tech for People and Planet], 1 June 2021.
Xavier Harding, [https://www.mozillafoundation.org/en/blog/ai-internet-carbon-footprint/ The Internet's Invisible Carbon Footprint], Mozilla Foundation, 3 Aug 2023.
United Nations, thoughtworks, [https://www.thoughtworks.com/content/dam/thoughtworks/documents/e-book/tw_ebook_responsible_tech_playbook_united_nations.pdf Responsible Technology Playbook. Tools for the United Nations], 2023. +
<span lang="EN-GB">Explore the following additional terms through the lens of the Crisis Tree</span> +
'''1. Main source:'''
Redvers N, Faerron Guzmán C, Parkes M. (2023). Towards an educational praxis for planetary health: a call for transformative, inclusive, and integrative approaches for learning and relearning in the Anthropocene. The Lancet Planetary Health, 7, e77-e85.
https://doi.org/10.1016/S2542-5196(22)00332-1
'''2. Foundational planetary health framing:'''
Whitmee, S., Haines, A., Beyrer, C., et al. (2015). Safeguarding human health in the Anthropocene epoch: Report of The Rockefeller Foundation-Lancet Commission on planetary health. The Lancet, 386(10007), 1973–2028. https://doi.org/10.1016/S0140-6736(15)60901-1
'''3. Ecologies of Knowledges <span lang="EN-GB">(Chapter 7)</span> + Intercultural Translation <span lang="EN-GB">(Chapter 8)</span>:'''
<span lang="DE">Santos, B. de S. (2014).</span> <span lang="EN-US">Santos, B. de S. (2014). Epistemologies of the South: Justice against epistemicide. Routledge. (</span><span lang="EN-GB">See Chapter 7 on “Ecologies of knowledges” and Chapter 8 on “Intercultural translation: Differing and sharing con passionalità”). https://unescochair-cbrsr.org/pdf/resource/Epistemologies_of_the_South.pdf</span> +
Cortés Valderrama, G., Peláez Cardona, V., Mirembe, A., Ndoye, F., Victoria Bojacá, M., and Ernestine Leikeki, S. (2022) Transformative Pathways: Climate and Gender-Just Alternatives to Intersecting Crises. Women Engage for a Common Future [Online] [https://www.wecf.org/wp-content/uploads/2022/10/WECF_libro_Transformative_Pathways_221018_compressed.pdf Available here.]
Decolonialidad Europa (2013) Charter of Decolonial Research Ethics. [https://decolonialityeurope.wixsite.com/decoloniality/charter-of-decolonial-research-ethics Available here].
Equinox (2021) Towards Climate Justice Rethinking the European Green Deal from a racial justice perspective. [Online] [https://www.equinox-eu.com/wp-content/uploads/2021/06/Towards-Climate-Justice-Equinox.pdf Available here].
Heffernan, R., Heidegger, P., Köhler, G., Stock, A., and Wiese, K., (2022) “A Feminist European Green Deal: Towards an Ecological and Gender Just Transition” Friedrich-Ebert-Stiftung [Online [https://library.fes.de/pdf-files/iez/18990.pdf Available here].
Heidegger, P., Lharaig, N., Stock, A., Wiese, K., and Heffernan, R. (eds) Why the European Green Deal needs ecofeminism: Moving from gender-blind to gender-transformative environmental policies. European Environmental Bureau [Online] [https://eeb.org/library/why-the-european-green-deal-needs-ecofeminism/ Available here].
Kimberlé, C. (2016) The urgency of intersectionality. Ted Talks. [https://www.ted.com/talks/kimberle_crenshaw_the_urgency_of_intersectionality Available here].
Marin, D., Cotts, F., Heidegger, Ruby Silk and Lorena Doghi, Ituen, I, Gallagher, H., Acker, W., and Schüpf, D. (2024) Bearing the brunt: Roma and traveller experiences of environmental racism in Western Europe. European Environmental Bureau [Online] [https://eeb.org/wpcontent/uploads/2024/01/roma-report-WEB-1.pdf Available here]. +
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The overall goal of the follow up participatory session is to allow trainees to practice the facilitation of the exercises supervised by a trainer, reflect on their experiences with the exercises and on how to use and potentially adapt the training materials in their own particular context. Also, the session is dedicated to answering questions or solving issues that might have arisen for trainees when practicing the exercises in their own work setting. For instance, what facilitated/ impeded learning, how can those impeding factors be worked around or avoided in future trainings, and if reflection sessions supported learners’ learning process. When planning the follow up session you:
a. Plan enough time for practicing the exercises and for answering questions. If you have limited time, give priority to those exercises which trainees need more support with (based on their self-reflection forms). +
Based on your experience and expertise in facilitating and using the face-to-face exercises, you discuss with trainees the competence level and learning needs of the target group they will work with, what are things that the target group would like to discuss more in-depth, and how to implement those issues in the exercise(s).
Take some time to show trainees where they can find the training materials on The Embassy of Good Science. You may also instruct them how they can interact with the community by using the discussion section of the platform, and how they can suggest changes to the training materials. +
Ask the group how the conversation could be improved. List their suggestions on the black- or whiteboard or flip-over sheet in a new column. +
Varieties of goodness in research - a rotary style exercise (variation to original VIRT2UE exercise)) +
Each subgroup receives a flip-over sheet and marker. The name of Variety of Goodness is written on top of the flip-over sheet. The participants think in subgroups of the link between the Variety of Goodness and research and make notes on the flip-over sheet. The trainer encourages them to also use arrows, drawings or other symbols that help to picture their reflection on this Variety of Goodness in research . +
This exercise fosters reflection on the concept of goodness and how it applies in the context of research.
[[File: VGE.png|link=https://www.youtube.com/watch?v=UYJY50PRLvo&list=PLabbUwyulAry4tzZ12eHl5JOJhJGiaE6k&index=3]] +
During the 2019 World Conference on Research Integrity in Hong Kong, we asked experts on their opinions and views on Research Integrity education. <br />
[[File: Research Integrity Education3.png|link=https://www.youtube.com/watch?v=DHKhvewTNP4&list=PLabbUwyulArzx9SIqxfDXbtTELS8uWdFD&index=6]] +
Ethical and unethical behaviors explained, in the context of research. By the VIRT2UE project for The Embassy of Good Science.
[[File: Ethical decision making4.png|link=https://www.youtube.com/watch?v=HRBJxLo6k5s]] +
04 - Moral Case Deliberation: A Method for Analysing Cases in Research Ethics and Research Integrity +
The participants make a list of the relevant stakeholder perspectives, and, for each perspective, identify the values related to the dilemma and the possible actions that realize a specific value (we call this value a ‘norm’). The analysis of the perspective of the case presenter will lead to the identification of values and norms that support or undermine different options. +
If there are moral conflicts, examination of the relative hierarchy of values is required in order to determine the overriding duty or duties in the situation. +
Is there disagreement between members of the committee?
<br />
*On which issues and views do we disagree?
*What reasons are given that either support or undermine my Early View? +
02 - The Seven Steps Method: A Method for Analysing Cases in Research Ethics and Research Integrity +
Employ one or more of the following tests:
<br />
*''Harm test'': does this option do less harm than alternatives?
*''Publicity test'': would I want my decision published in the newspaper?
*''Defensibility test'': could I defend my choice before a committee?
*''Reversibility test'': would I still make my choice if I were adversely affected by it?
*''Colleague test'': what are my colleagues’ responses to the options?
*''Professional test'': what might my profession’s governing body or ethics committee say about my choice?
*''Organization test'': what does the company’s ethics officer or legal counsel say about my choice? +
After 10-minutes (depending on the size of the group), stop the debate and let the group reflect on what happened and how they debated/interacted with each other. Help them to reflect mainly on the process and not on the content of the debate. Ask participants to list features of a debate and note them down on a flip-chart. Some examples of questions you might use:
**
*What was remarkable in the way you talked to each other? What did you observe/experience?
*What did you notice about people's postures or tones of voice?
*How would you characterize the interactions between the two groups? What did you observe/experience?
*Do you feel you understand each other?
*Which group was dominant and why did this happen? It might happen that one group is always confronting the other group, while the other group is always defending their position instead of ‘attacking’ the other group. Try to identify with the participants what contributed to this process.
*While listing and reflecting on the characteristics of a debate, try to ask for examples. For example, you can ask, what did you see or experience? What was missing?
Explain that a debate/discussion might be fruitful in certain situations. For example, it helps to quickly make the initial judgments/statements/opinions regarding the moral dilemma clear. +
In preparation for the first face-to-face session, you are required to reflect on your own experience by filling in the following forms:
I. Self-declaration sheet, (will be sent to you by your trainer)
II. Case reflection form (see step 1 of the [https://embassy.science/wiki/Instruction:747f4d61-3c97-4c4b-acd9-4d69c95f134b#Prepare Virtues and norms instructions])
Don't forget to send the forms to your trainers before the session.
NOTE: this step is not mandatory. +
