Search by property

This page provides a simple browsing interface for finding entities described by a property and a named value. Other available search interfaces include the page property search, and the ask query builder.

List of results

• Group reflection using an imaginary line: Biobanking  + (To assess trainees' current knowledge of e … To assess trainees' current knowledge of ethical issues in biobanking practices, have them create a mind map. This can be done individually, in pairs, or in larger subgroups.</br></br></br>'''Assignment''': Write ''biobanking'' and ''ethical issues'' in the middle of a piece of paper and spend 5 minutes writing down associated words that come to mind. Use keywords to label overarching concepts and draw connecting lines to illustrate relations.</br></br><div></br>Discuss in plenary the content of the mind maps. You can initiate a conversation among participants by asking: ''What surprises you if you look at other mind maps? Does anything you see raise questions for you?''</br></br><br /><u>Trainer tip</u>: Encourage trainees to add words to the mind map during the training session. </br></div> to add words to the mind map during the training session. </div>)
• Gene Editing: Ethics Issues  + (To develop and improve methods of gene edi … To develop and improve methods of gene editing, both germline and somatic, research on human embryos is currently necessary, although it may be possible in the future through generating germ cells in vitro. Research with human embryos raises moral objections for many, not least because the embryos will be destroyed when used for research.</br></br></br>Some countries have enacted outright bans on certain types of embryo research, such as research involving the creation of embryos solely for research purposes or research aimed at modifying the human germline. Consensus does not exist regarding the moral status of an embryo, and many people oppose research on embryos categorically.</br></br></br>Regulations for embryo research often impose limits on the duration embryos can be cultured for research purposes. For example, some jurisdictions allow research only on embryos up to 14 days old, as this is when the primitive streak (an early stage of nervous system development) typically forms. However, an extension of the 14-day rule for embryo research (which is legally binding in some countries) has been under discussion for many years. The International Society for Stem Cell Research (ISSCR) relaxed its guideline on this limit in 2021. </br></br></br>Therein, it is suggested that studies proposing to grow human embryos beyond the two-week mark be considered on a case-by-case basis, involving institutional or national bodies as well as extensive public engagement. Allowing embryos to grow past 14 days might improve understanding of human development and many health-related questions, for example, why many pregnancies fail.s, for example, why many pregnancies fail.)
• Using Different Learning Taxonomies  + (To illustrate how the taxonomies can be ap … To illustrate how the taxonomies can be applied in creating learning objectives for training, we provide an example of an analysis of learning outcomes in RID-SSISS training material based on the three taxonomies (Table 1).</br>{| class="wikitable"</br>|+</br>Table 1: Example of an analysis of learning outcomes in RID-SSISS training material based on three taxonomies</br>!Level of training material</br>!Learning outcomes</br>!Bloom</br>!SOLO</br>!Fink</br>|-</br>| rowspan="3"|Foundational level</br>|Raise awareness of ethical issues during the research process;</br>|remember, understand</br>|unistructural, multistructural, relational</br>|foundational knowledge</br>|-</br>|Practice utilising the codes of conduct, being familiar with central topics;</br>|understand, apply, analyse</br>|relational, extended abstract</br>|application, integration</br>|-</br>|Learn together as a team, collaborate with peers.</br>|evaluate</br>|relational</br>|human dimension, learning to learn, caring</br>|-</br>| rowspan="3"|Advanced level</br>|Develop one’s research ethics competencies by combining previous knowledge and implementing new tools;</br>|understand, apply</br>|unistructural, multistructural, relational</br>|foundational knowledge, application, integration, learning to learn</br>|-</br>|Identify ethical issues by determining which ethical principle might be at stake.'"`UNIQ--ref-000000C9-QINU`"'</br>|analyse, evaluate</br>|unistructural, multistructural, relational</br>|application, integration</br>|-</br>|Utilise the ethical analysis steps to provide solutions to ethical dilemmas (in groups).'"`UNIQ--ref-000000CA-QINU`"'</br>|apply, analyse, evaluate, create</br>|unistructural, multistructural, relational, extended abstract</br>|foundational knowledge, application, integration,</br>human dimension,</br></br>caring, learning to learn</br>|-</br>| rowspan="5"|Leadership level</br>|Develop research ethics competencies by combining previous knowledge and implementing new tools;</br>|understand, apply</br>|unistructural, multistructural, relational</br>|foundational knowledge, application, integration, learning to learn</br>|-</br>|Identify which ethical principles might be at stake in a case.'"`UNIQ--ref-000000CB-QINU`"'</br>|analyse, evaluate</br>|unistructural, multistructural, relational</br>|application, integration</br>|-</br>|Utilise the ethical analysis steps to provide solutions to ethical dilemmas.'"`UNIQ--ref-000000CC-QINU`"'</br>|apply, analyse, evaluate, create</br>|unistructural, multistructural, relational, extended abstract</br>|foundational knowledge, application, integration,</br>human dimension,</br></br>caring, learning to learn</br>|-</br>|Implement different ethical approaches to the possible courses of action;</br>|analyse, evaluate</br>|unistructural, multistructural, relational</br>|foundational knowledge, application, integration,</br>|-</br>|Take the role of a REI leader and display (some) REI leadership competencies during their group work.</br>|apply, analyse, evaluate, create</br>|relational, extended abstract</br>|human dimension, caring, learning to learn</br>|}</br>Learning taxonomies are helpful not only in the design of learning goals for teaching, but also in devising appropriate targets of assessment. The coordination between learning goals or objectives, the methods used for teaching and the activities chosen to support learning, as well as the assessment of the learning are referred to as constructive alignment.'"`UNIQ--ref-000000CD-QINU`"''"`UNIQ--ref-000000CE-QINU`"''"`UNIQ--ref-000000CF-QINU`"' This means that the core components of a teaching should be geared towards supporting the same aim; namely learning. Learning taxonomies are helpful not only in the design of learning goals for teaching, but also in devising appropriate targets of assessment.</br>'"`UNIQ--references-000000D0-QINU`"'ment. '"`UNIQ--references-000000D0-QINU`"')
• Using Different Learning Taxonomies  + (To illustrate how the taxonomies can be ap … To illustrate how the taxonomies can be applied in creating learning objectives for training, we provide an example of an analysis of learning outcomes in RID-SSISS training material based on the three taxonomies (Table 1).</br>{| class="wikitable"</br>|+</br>Table 1: Example of an analysis of learning outcomes in RID-SSISS training material based on three taxonomies</br>!Level of training material</br>!Learning outcomes</br>!Bloom</br>!SOLO</br>!Fink</br>|-</br>| rowspan="3"|Foundational level</br>|Raise awareness of ethical issues during the research process;</br>|remember, understand</br>|unistructural, multistructural, relational</br>|foundational knowledge</br>|-</br>|Practice utilising the codes of conduct, being familiar with central topics;</br>|understand, apply, analyse</br>|relational, extended abstract</br>|application, integration</br>|-</br>|Learn together as a team, collaborate with peers.</br>|evaluate</br>|relational</br>|human dimension, learning to learn, caring</br>|-</br>| rowspan="3"|Advanced level</br>|Develop one’s research ethics competencies by combining previous knowledge and implementing new tools;</br>|understand, apply</br>|unistructural, multistructural, relational</br>|foundational knowledge, application, integration, learning to learn</br>|-</br>|Identify ethical issues by determining which ethical principle might be at stake.'"`UNIQ--ref-000000A5-QINU`"'</br>|analyse, evaluate</br>|unistructural, multistructural, relational</br>|application, integration</br>|-</br>|Utilise the ethical analysis steps to provide solutions to ethical dilemmas (in groups).'"`UNIQ--ref-000000A6-QINU`"'</br>|apply, analyse, evaluate, create</br>|unistructural, multistructural, relational, extended abstract</br>|foundational knowledge, application, integration,</br>human dimension,</br></br>caring, learning to learn</br>|-</br>| rowspan="5"|Leadership level</br>|Develop research ethics competencies by combining previous knowledge and implementing new tools;</br>|understand, apply</br>|unistructural, multistructural, relational</br>|foundational knowledge, application, integration, learning to learn</br>|-</br>|Identify which ethical principles might be at stake in a case.'"`UNIQ--ref-000000A7-QINU`"'</br>|analyse, evaluate</br>|unistructural, multistructural, relational</br>|application, integration</br>|-</br>|Utilise the ethical analysis steps to provide solutions to ethical dilemmas.'"`UNIQ--ref-000000A8-QINU`"'</br>|apply, analyse, evaluate, create</br>|unistructural, multistructural, relational, extended abstract</br>|foundational knowledge, application, integration,</br>human dimension,</br></br>caring, learning to learn</br>|-</br>|Implement different ethical approaches to the possible courses of action;</br>|analyse, evaluate</br>|unistructural, multistructural, relational</br>|foundational knowledge, application, integration,</br>|-</br>|Take the role of a REI leader and display (some) REI leadership competencies during their group work.</br>|apply, analyse, evaluate, create</br>|relational, extended abstract</br>|human dimension, caring, learning to learn</br>|}</br>Learning taxonomies are helpful not only in the design of learning goals for teaching, but also in devising appropriate targets of assessment. The coordination between learning goals or objectives, the methods used for teaching and the activities chosen to support learning, as well as the assessment of the learning are referred to as constructive alignment.'"`UNIQ--ref-000000A9-QINU`"''"`UNIQ--ref-000000AA-QINU`"''"`UNIQ--ref-000000AB-QINU`"' This means that the core components of a teaching should be geared towards supporting the same aim; namely learning. Learning taxonomies are helpful not only in the design of learning goals for teaching, but also in devising appropriate targets of assessment.</br>'"`UNIQ--references-000000AC-QINU`"'ment. '"`UNIQ--references-000000AC-QINU`"')
• IRECS Training format (template)  + (To introduce participants to the topic, yo … To introduce participants to the topic, you can either invite an expert to give a lecture or present the topic yourself (perhaps you are the expert).</br></br>Your lecture should cover the core ethical concepts related to [the topic of this session] and apply them to practical cases. The IRECS modules, including videos and examples, can be used to develop your lecture.</br></br>You can find an example of this [[Instruction:D51b8272-661c-49eb-875a-13da8a955df5|here]].</br></br>After the lecure dedicate 10 min to Q&A (if you are working with an expert some questions can be prepared in advance to get the discussion going).</br></br>'''<u><span lang="EN-US">Trainer Tip</span></u>''' <span lang="EN-US">Use questions to keep the lecture dynamic and engaging. Consider takinga breack at this point.</span> lecture dynamic and engaging. Consider takinga breack at this point.</span>)
• IRECS Training format (template)  + (To introduce participants to the topic, yo … To introduce participants to the topic, you can either invite an expert to give a lecture or present the topic yourself (perhaps you are the expert).</br></br>Your lecture should cover the core ethical concepts related to [the topic of this session] and apply them to practical cases. The IRECS modules, including videos and examples, can be used to develop your lecture.</br></br>You can find an example of this [https://embassy.science/wiki-wiki/index.php/Instruction:D51b8272-661c-49eb-875a-13da8a955df5 here].</br></br>After the lecure dedicate 10 min to Q&A (if you are working with an expert some questions can be prepared in advance to get the discussion going).</br></br>'''<u><span lang="EN-US">Trainer Tip</span></u>''' <span lang="EN-US">Use questions to keep the lecture dynamic and engaging. Consider takinga breack at this point.</span> lecture dynamic and engaging. Consider takinga breack at this point.</span>)
• Add a module to the Embassy!  + (To make a module, you must first navigate to the training section of the Embassy. You can do this using the tabs at the top of the home page.)
• VIRT2UE Certification  + (To obtain the VIRT2UE certificate, you nee … To obtain the VIRT2UE certificate, you need to create a learning portfolio. The portfolio needs to include:</br></br><br /></br></br>*An overview table of tasks completed: https://community.embassy.science/uploads/short-url/kDU9xWHeyxdC4ER1toih5KJGE8H.docx</br>*Reflection forms detailing your experiences facilitating the participatory exercises : [https://www.dropbox.com/s/1fmppqv189jxlqj/Self%20reflection%20form.pdf?dl=0 Reflection form]</br>*Evidence of training 10 researchers (screenshot of zoom/attendance sheet/attendance declaration). Please get the permission from your participants to share their details with the EC funded VIRT2UE project.</br></br>You should also include the address you would like the certificate sent to (this can be a work or home address)!te sent to (this can be a work or home address)!)
• Interim Practice Work  + (To prepare for facilitating the exercises … To prepare for facilitating the exercises in your context you:</br></br>a. Go through the instruction manuals and other related materials such as videos and readings;</br></br>b. Prepare the necessary material for the exercises (e.g. PowerPoint presentations and/or the forms to send to the participants of the exercise). Please, be aware that it may be necessary to adapt the exercises. For example, if you are an ombudsperson at your institution, it may prompt reservations among your training participants if you ask them to share research integrity cases from their experience. You may therefore consider using only fictional cases (e.g. from the [https://www.eur.nl/en/about-eur/policy-and-regulations/integrity/research-integrity/dilemma-game Rotterdam Dilemma Game], or from [https://embassy.science/wiki-wiki/index.php/Special:BrowseData/Resource?_search_Resource_Type%5B0%5D=Cases The Embassy of Good Science] case section) instead.sy of Good Science] case section) instead.)
• The Middle Position  + (Together with all participants, formulate … Together with all participants, formulate some overarching lessons learned (for the group). Pay specific attention to the identification and justification of the middle position.</br></br>Ask participants how the lessons learned from this exercise relate to the European Code of Conduct for Research Integrity and in which way this exercise might help them in fostering the principles and virtues mentioned in the European Code of Conduct for Research Integrity;</br></br><br /></br></br>*Ask participants if and how this exercise and the idea of finding a Middle Position might help them when being confronted with a moral issue regarding Research Integrity in their work as researcher.</br>*Briefly repeat the aims of this exercise and ask participants to what degree they are met.</br></br>Please write down on the flip-chart the main lessons learned and some reflections on how this exercise might help participants when they are confronted with a moral issue regarding research integrity.with a moral issue regarding research integrity.)
• Reflecting on Experiences and Practicing Exercises  + (Together with the group you discuss the pl … Together with the group you discuss the plan for the day. Plan time both for practicing the exercises and for addressing theoretical and content questions. If more people want to practice the same exercise you can consider allowing them to co-facilitate it.onsider allowing them to co-facilitate it.)
• Translate the VIRT2UE guide into your own language  + (Trainees will start with the online course … Trainees will start with the online course, consisting of four modules.</br></br>The the instruction texts are listed below for each module separately:</br></br>[https://public.3.basecamp.com/p/JtQY5BoRoy7a2YxRW4FrNtrT Introduction to Research Integrity]</br></br>[https://public.3.basecamp.com/p/J9FeNvrxuvBZ6d2uLxDbpQPH Introduction of Virtue Ethics to Research Integrity]</br></br>[https://public.3.basecamp.com/p/AEpLMj1ET7GsHP4tUsg9nutn Virtue Ethics under Current Research Conditions]</br></br>[https://public.3.basecamp.com/p/qHZkUih5cAERRB5UUQ2JKezJ Introduction to Responsible Supervision, Mentoring and Role-modeling] Supervision, Mentoring and Role-modeling])
• Selecting Appropriate Material and Effectiveness Measurement Tools for your Target Audience  + (Training research ethics and integrity exp … Training research ethics and integrity experts is vital to promoting a culture of responsible research and safeguarding public trust science. These experts play a key role in developing policies, advising researchers, and providing education on ethical practices, data management, and compliance with regulations.</br></br>Resources for research ethics and integrity experts include (please see the last section of the BEYOND trainer guide for an overview of materials divided by topics and target groups):</br></br></br>*The [https://eneri.eu/eneri-classroom/ ENERI Classroom] material exploring [https://classroom.eneri.eu/research-integrity research integrity], [https://classroom.eneri.eu/research-ethics research ethics],  [https://classroom.eneri.eu/overlapping-issues Comprehensive and overlapping issues] and the [https://classroom.eneri.eu/node/63 development of proper infrastructure] relevant for academics, and research ethics and integrity experts.</br>*The dilemmas developed by the Upright training ([https://printeger.eu/upright/toc/dilemma-with-a-little-help/ With a little help], [https://printeger.eu/upright/toc/dilemma-mutual-favours/ Mutual favours], [https://printeger.eu/upright/toc/dilemma-sharing-data/ Sharing data], [https://printeger.eu/upright/toc/dilemma-so-close/ So close], [https://printeger.eu/upright/toc/dilemma-different-results/ Different results], [https://printeger.eu/upright/toc/dilemma-put-your-supervisor-first/ Put your supervisor first], [https://printeger.eu/upright/toc/dilemma-flexible-scope/ Flexible scope], [https://printeger.eu/upright/toc/dilemma-outliers/ Outliers], and [https://printeger.eu/upright/toc/dilemma-invalid-data/ Invalid data])  </br>*The scenarios produced by EnTIRE for The Embassy of Good Science s [https://embassy.science/wiki-wiki/index.php/Resource:F6100097-fddb-4c77-9098-1bc767c34a6a Research Procedures and Research Integrity]; [https://embassy.science/wiki-wiki/index.php/Resource:1d26fd13-1ced-44bc-8d19-e094b37f8f70 Collaborative Working Between Academia and Industry]; [https://embassy.science/wiki-wiki/index.php/Resource:45a04c31-5a75-4816-8484-2dd9b71d1674 Data Practices, Data Management and FAIR Principles]; [https://embassy.science/wiki-wiki/index.php/Resource:Aef6b98d-9cc5-4db0-bffd-4a3daa99a3f3 Publication, Dissemination and Research Integrity]; [https://embassy.science/wiki-wiki/index.php/Resource:C99f17ec-3d1e-4f7a-bfc7-3e3607934ead Research Environments and Research Integrity]; [https://embassy.science/wiki-wiki/index.php/Resource:7f7810d8-74a2-42ac-906c-7f6a73fcd183 Reviewing, Evaluating, Editing and Research Integrity]; [https://embassy.science/wiki-wiki/index.php/Resource:67caae86-68db-49ea-8305-2010fe701aa6 Training, Supervision and Mentoring with Integrity]; [https://embassy.science/wiki-wiki/index.php/Resource:E99e20d0-8116-4d77-84ec-7df396703bf4 Safeguards, Data-sharing and the Disclosure of Sensitive Results]. and the Disclosure of Sensitive Results].)
• Selecting Appropriate Material and Effectiveness Measurement Tools for your Target Audience  + (Training research ethics and integrity exp … Training research ethics and integrity experts is vital to promoting a culture of responsible research and safeguarding public trust science. These experts play a key role in developing policies, advising researchers, and providing education on ethical practices, data management, and compliance with regulations.</br></br>Resources for research ethics and integrity experts include (please see the last section of the BEYOND trainer guide for an overview of materials divided by topics and target groups):</br></br></br>*The [https://eneri.eu/eneri-classroom/ ENERI Classroom] material exploring [https://classroom.eneri.eu/research-integrity research integrity], [https://classroom.eneri.eu/research-ethics research ethics],  [https://classroom.eneri.eu/overlapping-issues Comprehensive and overlapping issues] and the [https://classroom.eneri.eu/node/63 development of proper infrastructure] relevant for academics, and research ethics and integrity experts.</br>*The dilemmas developed by the Upright training ([https://printeger.eu/upright/toc/dilemma-with-a-little-help/ With a little help], [https://printeger.eu/upright/toc/dilemma-mutual-favours/ Mutual favours], [https://printeger.eu/upright/toc/dilemma-sharing-data/ Sharing data], [https://printeger.eu/upright/toc/dilemma-so-close/ So close], [https://printeger.eu/upright/toc/dilemma-different-results/ Different results], [https://printeger.eu/upright/toc/dilemma-put-your-supervisor-first/ Put your supervisor first], [https://printeger.eu/upright/toc/dilemma-flexible-scope/ Flexible scope], [https://printeger.eu/upright/toc/dilemma-outliers/ Outliers], and [https://printeger.eu/upright/toc/dilemma-invalid-data/ Invalid data])  </br>*The scenarios produced by EnTIRE for The Embassy of Good Science s [https://embassy.science/wiki-wiki/index.php/Resource:F6100097-fddb-4c77-9098-1bc767c34a6a Research Procedures and Research Integrity]; [https://embassy.science/wiki-wiki/index.php/Resource:1d26fd13-1ced-44bc-8d19-e094b37f8f70 Collaborative Working Between Academia and Industry]; [https://embassy.science/wiki-wiki/index.php/Resource:45a04c31-5a75-4816-8484-2dd9b71d1674 Data Practices, Data Management and FAIR Principles]; [https://embassy.science/wiki-wiki/index.php/Resource:Aef6b98d-9cc5-4db0-bffd-4a3daa99a3f3 Publication, Dissemination and Research Integrity]; [https://embassy.science/wiki-wiki/index.php/Resource:C99f17ec-3d1e-4f7a-bfc7-3e3607934ead Research Environments and Research Integrity]; [https://embassy.science/wiki-wiki/index.php/Resource:7f7810d8-74a2-42ac-906c-7f6a73fcd183 Reviewing, Evaluating, Editing and Research Integrity]; [https://embassy.science/wiki-wiki/index.php/Resource:67caae86-68db-49ea-8305-2010fe701aa6 Training, Supervision and Mentoring with Integrity]; [https://embassy.science/wiki-wiki/index.php/Resource:E99e20d0-8116-4d77-84ec-7df396703bf4 Safeguards, Data-sharing and the Disclosure of Sensitive Results]. and the Disclosure of Sensitive Results].)
• Responsible Open Science: Video Lectures  + (Try to answer the questions about the case.)
• Responsible Open Science: Video Lectures  + (Try to answer the questions about the case.)
• Responsible Open Science: Video Lectures  + (Try to answer the questions about the case.)
• Responsible Open Science: Video Lectures  + (Try to answer the questions about the case.)
• Responsible Open Science: Video Lectures  + (Try to answer the questions about the case.)
• Responsible Open Science: Video Lectures  + (Try to answer the questions about the case.)
• Responsible Open Science: Video Lectures  + (Try to answer the questions about the case.)
• Responsible Open Science: Video Lectures  + (Try to answer the questions about the case.)
• Responsible Open Science: Video Lectures  + (Try to answer the questions about the case.)
• Debate and Dialogue  + (Turn the focus to a dialogue and present t … Turn the focus to a dialogue and present the characteristics of a dialogue: slowing down, listening instead of telling, postponing judgment, asking questions (see practical tips). You can distribute an overview of the differences between a debate and a dialogue among the participants (see practical tips).ong the participants (see practical tips).)
• Ara dönem uygulama çalışması  + (Tüm alıştırmaları kolaylaştırıcı olarak yö … Tüm alıştırmaları kolaylaştırıcı olarak yönetin ve katılımcılarla birlikte deneyimlerinizi değerlendirin/ yorumlayın. Sonrasında [https://www.dropbox.com/s/1fmppqv189jxlqj/Self%20reflection%20form.pdf?dl=0 <u>özdüşünüm formunu</u>] doldurarak kendi deneyiminiz ve eğitmen olarak rolünüz üzerine fikir yürütün.miniz ve eğitmen olarak rolünüz üzerine fikir yürütün.)
• Orta Yol  + (Tüm katılımcılarla birlikte alıştırmadan ç … Tüm katılımcılarla birlikte alıştırmadan çıkarılan genel dersleri belirleyin. Orta yola ilişkin tanımlama ve temellendirmelere özellikle dikkat edin.</br></br>Katılımcılara bu alıştırmadan çıkarılan derslerle ECoC arasında nasıl bir ilişki bulunduğunu ve bu alıştırmanın ECoC’ta belirtilen prensip ve erdemlerin gözetilmesi konusunda onlara ne yönden yardımcı olacağını sorun;</br></br>* Katılımcılara, araştırmacı olarak Araştırma Doğruluğu ile ilgili ahlaki bir sorunla karşılaştıklarında bu alıştırmanın ve bir Orta Yol bulma fikrinin onlara yardımcı olup olmayacağını, eğer olacaksa ne yönden olacağını sorun.</br>* Alıştırmanın amaçlarını kısaca tekrarlayın ve katılımcılara bu amaçlara ne ölçüde ulaştığınızı sorun.</br></br>Yazı panosu üzerine alıştırmadan çıkarılan temel dersleri ve katılımcıların Araştırma Doğruluğu ile ilgili ahlaki bir sorunla karşılaştıklarında bu alıştırmanın onlara nasıl yardımcı olacağına ilişkin fikirlerinden bazılarını not alın.ilişkin fikirlerinden bazılarını not alın.)
• Ethics of care and human-nature relations  + (Urban Walker, M. 1998. Moral Understanding … Urban Walker, M. 1998. Moral Understandings. A Feminist Study in Ethics. New York: Routledge.</br></br>Tronto, J. 1993. Moral Boundaries. A Political Argument For an Ethic of Care. New York: Routledge.</br></br>Noddings, N. 1982. Caring: A Feminine Approach to Ethics and Moral Education. Berkeley: University of CA Press.</br></br>Gilligan, C. 1982. In a different voice: Psychological theory and women's development. Harvard University Press.</br></br>Woodly, D., R.H. Brown, M. Marin, S. Threadcraft, C.P. Harris, J. Syedullah, and M. Ticktin.</br></br>2021. “The Politics of Care.” Contemporary Political Theory 20 (4): 890–925.</br></br>'"`UNIQ--nowiki-00000004-QINU`"'.</br></br>Wrigley, K. 2025. Care-full climate justice organising. Environmental Sociology, 1–13.</br></br>'"`UNIQ--nowiki-00000005-QINU`"'</br></br>Noddings, N. 2015. Care ethics and “caring” organizations. In: Engster D, Hamington M (eds) Care Ethics and Political Theory. Oxford: Oxford University Press, 72–84.</br></br>Weil, S. 1977. Simone Weil Reader. New York: Moyer Bell.</br></br>Whyte, K. and C. J. Cuomo. 2016. “Ethics of Caring in Environmental Ethics: Indigenous</br></br>and Feminist Philosophies.” In S. M. Gardiner and A. Thompson (eds) The Oxford Handbook of Environmental Ethics Oxford: Oxford Handbooks, 234–247.</br></br>Inguaggiato, G., Pallise Perello, C., Verdonk, P., Schoonmade, L., Andanda, P., van den</br></br>Hoven, M., '"`UNIQ--nowiki-00000006-QINU`"'amp; Evans, N. 2024. The experience of women researchers during the Covid-19 pandemic: a scoping review. Research Ethics, 20(4), 780- 811. '"`UNIQ--nowiki-00000007-QINU`"'</br></br>Tronto, J.C. (2013). Caring Democracy: Markets, Equality, and Justice. New Yourk: NYU Press.</br></br>Gauthier P. E., Chungyalpa D, Goldman RI, Davidson RJ, Wilson-Mendenhall CD. 2025.</br></br>Mother Earth kinship: Centering Indigenous worldviews to address the Anthropocene and</br></br>rethink the ethics of human-to-nature connectedness. Curr Opin Psychol. Aug(64): 102042.</br></br>doi: 10.1016/j.copsyc.2025.102042. Epub 2025 Apr 11. PMID: 40288260.042. Epub 2025 Apr 11. PMID: 40288260.)

• Protection of Research Participants  + (Use the flashcards below to test your knowledge!)
• Rights of Citizen Scientists  + (Use the flashcards below to test your knowledge!)
• Quality of research outputs and data sets  + (Use the flashcards below to test your knowledge!)
• Conflicts of interest in citizen science  + (Use the flashcards below to test your knowledge!)
• Risks to the environment, animals, plants, and ecosystems  + (Use the flashcards below to test your knowledge!)

• Doing research with communities affected by climate change: Climate-conscious methodologies matrix (for students and citizen scientists)  + (Use you own research to '''reflect on the … Use you own research to '''reflect on the cards''' questions</br></br>OR use the scenario described above to:</br></br></br>*'''Reflect''' on how the question applies in this setting.</br>*'''Identify''' possible tensions or risks (e.g., exclusion, harm, extractivism).</br>*'''Propose''' a climate-just, community-informed course of action.just, community-informed course of action.)
• Doing research with communities affected by climate change: Climate-conscious methodologies matrix (for students and citizen scientists)  + (Use you own research to '''reflect on the … Use you own research to '''reflect on the cards''' questions</br></br>OR use the scenario described above to:</br></br></br>*'''Reflect''' on how the question applies in this setting.</br>*'''Identify''' possible tensions or risks (e.g., exclusion, harm, extractivism).</br>*'''Propose''' a climate-just, community-informed course of action.just, community-informed course of action.)
• Doing research with communities affected by climate change: Climate-conscious methodologies matrix (for students and citizen scientists)  + (Use you own research to '''reflect on the … Use you own research to '''reflect on the cards''' questions</br></br>OR use the scenario described above to:</br></br></br>*'''Reflect''' on how the question applies in this setting.</br>*'''Identify''' possible tensions or risks (e.g., exclusion, harm, extractivism).</br>*'''Propose''' a climate-just, community-informed course of action.just, community-informed course of action.)
• Doing research with communities affected by climate change: Climate-conscious methodologies matrix (for students and citizen scientists)  + (Use you own research to '''reflect on the … Use you own research to '''reflect on the cards''' questions</br></br>OR use the scenario described above to:</br></br></br>*'''Reflect''' on how the question applies in this setting.</br>*'''Identify''' possible tensions or risks (e.g., exclusion, harm, extractivism).</br>*'''Propose''' a climate-just, community-informed course of action.just, community-informed course of action.)
• Doing research with communities affected by climate change: Climate-conscious methodologies matrix (for researchers and ethics reviewers)  + (Use you own research to '''reflect on the … Use you own research to '''reflect on the cards''' questions</br></br>OR use the scenario described above to:</br></br></br>*'''Reflect''' on how the question applies in this setting.</br>*'''Identify''' possible tensions or risks (e.g., exclusion, harm, extractivism).</br>*'''Propose''' a climate-just, community-informed course of action.just, community-informed course of action.)
• Doing research with communities affected by climate change: Climate-conscious methodologies matrix (for researchers and ethics reviewers)  + (Use you own research to '''reflect on the … Use you own research to '''reflect on the cards''' questions</br></br>OR use the scenario described above to:</br></br></br>*'''Reflect''' on how the question applies in this setting.</br>*'''Identify''' possible tensions or risks (e.g., exclusion, harm, extractivism).</br>*'''Propose''' a climate-just, community-informed course of action.just, community-informed course of action.)
• Doing research with communities affected by climate change: Climate-conscious methodologies matrix (for researchers and ethics reviewers)  + (Use you own research to '''reflect on the … Use you own research to '''reflect on the cards''' questions</br></br>OR use the scenario described above to:</br></br></br>*'''Reflect''' on how the question applies in this setting.</br>*'''Identify''' possible tensions or risks (e.g., exclusion, harm, extractivism).</br>*'''Propose''' a climate-just, community-informed course of action.just, community-informed course of action.)
• Doing research with communities affected by climate change: Climate-conscious methodologies matrix (for researchers and ethics reviewers)  + (Use you own research to '''reflect on the … Use you own research to '''reflect on the cards''' questions</br></br>OR use the scenario described above to:</br></br></br>*'''Reflect''' on how the question applies in this setting.</br>*'''Identify''' possible tensions or risks (e.g., exclusion, harm, extractivism).</br>'''Propose''' a climate-just, community-informed course of action.just, community-informed course of action.)
• The PREPARED Seesaw: a Digital Public Engagement Initiative  + (Users of the Seesaw experience making a de … Users of the Seesaw experience making a decision, related to the pandemic, which involves trade-offs. For instance, where human challenge trials are approved with potentially life-saving accelerations in vaccine development, healthy participants might accept possibly fatal risks. Users make a choice between two alternative options (represented as the two extremes of a seesaw) and hear about the arguments for each option through prerecorded video clips.ch option through prerecorded video clips.)
• 06 - Teaching Research Ethics Tool : A Method for Analysing Cases in Research Ethics  + (Usually, there are several possible courses of action. Some result in misconduct while others effectively and ethically solve the problem(s).)
• Exploring Training Materials on Open Science  + (Utilizing online training resources is ano … Utilizing online training resources is another way to put blended learning into practice. This method mixes traditional in-person instruction with the usage of the internet to let students create their own learning experiences. Trainees can gain from direction and engagement with a trainer while having access to flexible and interactive training options outside of the classroom by combining in-person and online training methods. The 'conventional' learning resources produced by the ROSIE project (refer to the [https://rosie-project.eu/rosie-knowledge-hub/ ROSiE Knowledge Hub]) can be utilized in conjunction with the online training resources for self-directed learning developed by ROSiE to facilitate blended learning in the classroom. </br></br>Training materials on responsible open science can be found for the fields of [https://zenodo.org/records/10799656 Social Sciences], [https://zenodo.org/records/10799691 Natural Sciences], [https://zenodo.org/records/10800651 Humanities], [https://zenodo.org/records/10801617 Health and Life Sciences] and [https://zenodo.org/records/10801722 Citizen Science]. In addition, the ROSiE project created a [https://zenodo.org/records/10795319 collection of case studies] that can be use in the traditional and/or online ROSiE training. Moreover, six different modules on responsible open science can be found [[Guide:E525ee0d-0d7e-4ba5-b19b-89e4a5029b2f|here]], on the Embassy of Good Science platformE525ee0d-0d7e-4ba5-b19b-89e4a5029b2f|here]], on the Embassy of Good Science platform)
• Exploring Training Materials on Open Science  + (Utilizing online training resources is ano … Utilizing online training resources is another way to put blended learning into practice. This method mixes traditional in-person instruction with the usage of the internet to let students create their own learning experiences. Trainees can gain from direction and engagement with a trainer while having access to flexible and interactive training options outside of the classroom by combining in-person and online training methods. The 'conventional' learning resources produced by the ROSIE project (refer to the [https://rosie-project.eu/rosie-knowledge-hub/ ROSiE Knowledge Hub]) can be utilized in conjunction with the online training resources for self-directed learning developed by ROSiE to facilitate blended learning in the classroom. </br></br>Training materials on responsible open science can be found for the fields of [https://zenodo.org/records/10799656 Social Sciences], [https://zenodo.org/records/10799691 Natural Sciences], [https://zenodo.org/records/10800651 Humanities], [https://zenodo.org/records/10801617 Health and Life Sciences] and [https://zenodo.org/records/10801722 Citizen Science]. In addition, the ROSiE project created a [https://zenodo.org/records/10795319 collection of case studies] that can be use in the traditional and/or online ROSiE training. Moreover, six different modules on responsible open science can be found [[Guide:E525ee0d-0d7e-4ba5-b19b-89e4a5029b2f|here]], on the Embassy of Good Science platformE525ee0d-0d7e-4ba5-b19b-89e4a5029b2f|here]], on the Embassy of Good Science platform)
• Sertifika  + (VIRT2UE sertifikasını alabilmek için 10 ar … VIRT2UE sertifikasını alabilmek için 10 araştırmacıya VIRT2UE yaklaşımı üzerine eğitim vermeniz gerekmektedir. VIRT2UE programı üç online modül ve beş katılımlı alıştırmadan oluşmaktadır. 10 araştırmacıyı 5 alıştırmanın 3’ü üzerinden eğitmeniz bizim için yeterlidir – bu, araştırma doğruluğu konusuna erdem temelli yaklaşımı öğrenmek için gerekli temeli sağlayacaktır. </br></br>10 araştırmacının eğitimi, program esnasında katılımlı alıştırmaların ‘uygulanması’ aşamasının bir parçası olarak ya da program bittikten sonra gerçekleştirilebilir. </br></br>Eğitiminize katılan araştırmacılara kendilerinin de birer eğitmen olabilmesi için gerekli olan detaylı bilgiyi verebilirsiniz. Bu opsiyonel bir adımdır ve VIRT2UE sertifikasını almanız için bir koşul değildir. Eğer gerçekten araştırmacıları eğitmen olmak üzere eğitmek isterseniz, bu kişilerin İyi Bilim Elçiliği web sitesindeki VIRT2UE kılavuzunu okuduklarından ve alıştırmaları kolaylaştırıcı olarak yönetmekle ilgili deneyimlerini paylaşmak için ekstra bir oturuma katıldıklarından emin olunuz. Yüz yüze toplantıların mümkün olmaması durumunda (örneğin pandemi esnasında) bu deneyim paylaşımı yazılı bir alıştırma, akran koçluğu ve/veya video konferans ile ikame edilebilir.veya video konferans ile ikame edilebilir.)
• Sertifika  + (VIRT2UE sertifikasını edinmek için bir öğr … VIRT2UE sertifikasını edinmek için bir öğrenme portföyü oluşturmanız gerekmektedir. Portföyünüz içerisinde bulunması gereken dosyalar aşağıda belirtilmiştir: </br></br>*Tamamlanan görevlere ilişkin tablo: https://community.embassy.science/uploads/short-url/kDU9xWHeyxdC4ER1toih5KJGE8H.docx</br>*Alıştırmaları kolaylaştırıcı olarak yönetirken edindiğiniz deneyimleri detaylandıran yorum formları: [https://www.dropbox.com/s/1fmppqv189jxlqj/Self%20reflection%20form.pdf?dl=0 Reflection form]</br>*10 araştırmacıyı eğittiğinizi gösteren belgeler (zoom görüşmelerinden alınmış ekran görüntüleri/ yoklama kâğıdı / katılım bildirimi)</br></br>Bunların yanı sıra sertifikanızın gönderilmesini istediğiniz adresi de yazmanız gerekmektedir (ev ya da iş adresiniz olabilir)!mektedir (ev ya da iş adresiniz olabilir)!)
• Erdemler ve Normlar  + (Vaka net bir biçimde anlaşıldıktan sonra k … Vaka net bir biçimde anlaşıldıktan sonra katılımcılardan kendilerini vakayı sunan kişinin yerine koymalarını ve eğer sunucu yerinde kendileri olsa bu ikilemde hangi erdem(ler)in (iki tane erdem belirlenmesi yeterlidir ancak daha fazlası da mümkündür) rol oynayacağını düşünmelerini isteyin. Bunun için katılımcılara şu soruyu sorabilirsiniz:</br></br>“Eğer vakayı sunan kişinin durumunda olsaydınız ve ne yapacağınıza karar vermeniz gerekseydi, sizin için bu kararı verirken hangi erdem önemli olurdu?”</br></br>Lütfen belirtilecek erdemlerin ikilemin seçeneklerinden biriyle bağlantılı olması gerekmediğini unutmayın. Bu aşamada katılımcılar söz konusu durumda doğrulukla hareket edebilmek için hangi ahlaki niteliği (erdemi) hayata geçirmeleri gerektiği üzerine fikir yürütmek durumundadır. Bağlamsal olarak, katılımcılardan seçtikleri erdemi takip edecek eylem kuralının (normunun) ya da davranışın ne olduğu üzerine fikir yürütmelerini isteyin. Bunun için kendilerine şu soruları sorabilirler:</br></br>“Bu durumda bu erdeme uygun davranabilmek için ne yapmam gerekir?”</br></br>“Bu durumda bu erdemi hayata geçirebilmek için nasıl bir eylem kuralını takip etmem gerekir?”</br></br>Lütfen aynı erdemle farklı normların ya da aynı normla farklı erdemlerin ilişkilendirilebileceğini unutmayın.lerin ilişkilendirilebileceğini unutmayın.)
• Erdemler ve Normlar  + (Vaka sahibi katılımcıdan, (önceden seçilmi … Vaka sahibi katılımcıdan, (önceden seçilmiş olan) vakasını anlatmasını ve vakanın neden ahlaki açıdan sorunlu olduğunu açıklamasını isteyin. Grupla birlikte, vakayı sunan katılımcının ikilemi (ikilem içerisindeki seçenekleri) formüle etmesine yardımcı olun (yani A’yı mı yapmalıyım yoksa B’yi mi?) ancak ikilemin doğru formülasyonunun ne olduğunu belirleyecek kişinin vaka sahibi olması gerektiğini unutmayın. Bu aşamada iki alternatif eylem tarzı üzerine odaklanmaya çalışın ve üçüncü bir seçenek ya da yaratıcı çözümler aramaktan kaçının. Bu, diyaloğa odaklanmaya yardımcı olacak ve insanların ikilemden bir çıkış yolu aramaya ya da hızlı bir çözüm bulmaya çalışmasını engelleyecektir. İkilemi ve vakayı tanımlayan anahtar kelimeleri yazı panosu üzerine not alın.r kelimeleri yazı panosu üzerine not alın.)
• Measurement tools for collecting learning outcomes: long-term effect  + (Vignettes can be integrated in various con … Vignettes can be integrated in various contexts, like team training sessions, institutional or national surveys and so on. While the use of vignettes is quite common in the training contexts, comments collected on vignettes is not very common in non-training contexts (e.g. as part of national REI surveys, team meetings, conferences). Still, the comments collected on the vignettes may prove to be a great source of information about the respondents’ attitudes, beliefs, knowledge and ethical sensitivity (Kirkpatrick’s level 3).</br></br>Vignettes contain a situation with one or several ethical aspects and there can be a straightforward solution or not. There are several measures to gauge ethical sensitivity with vignettes – for example, Likert scale can be used to indicate how ethical the situation seems to the respondent. An open-answer option could be added, and research indicates (Parder et al., 2024; Tammeleht et al., forthcoming) that open responses reveal more about ethical sensitivity than quantitative data. </br></br>Implementing vignettes into various surveys or team meetings/conferences requires some preparation from the facilitators, but collecting responses and comments is quite simple. Analysing results may take some time, especially in case open answers are scrutinised. We recommend using an EASM (Ethical Awareness and Sensitivity Meter) for measuring the level on sensitivity in the open answers. Content criteria (ethical principles, ethical analysis, ethical approaches) or recognising the topics present in the vignette (similar to the domain-specific measure).</br></br>For example, Estonian national REI survey included four vignettes. The survey asked respondents to indicate the ethicality of the situation on a Likert scale (1-6). The results (of statistical analysis) show (figure 1) that the ethicality of vignettes was evaluated on different levels, some topics were considered more unethical than others. </br>[[File:Img25.png|left|frameless|263x263px]]</br></br></br></br></br></br></br></br>Figure 1. Unethical behaviour identified on a Likert scale (all unethical indications) (from Parder et al., 2024).</br></br>Then the respondents had a chance to add a comment – this was optional but about a half of the respondents used the opportunity (which may indicate some ethical sensitivity). Open comments were analysed based on the EASM and the picture looked a bit different (see figure 2). Based on the Likert scale results, vignette 4 was not considered very unethical (or not connected to ethics). Open answers revealed that 70% of respondents actually considered the situation to be ethical in nature and showed understanding of the topic. It also became clear that 30% of respondents had completely missed the topic, meaning they had not understood the situation from the ethical perspective.</br>[[File:Img26.png|center|frameless|500x500px]]</br></br></br>Figure 2. Analysis of open comments to the vignettes (from Parder et al., 2024).</br></br>Overall, it can be concluded that the identified misconceptions and not noticing ethical issues (both on the prestructural level in the SOLO taxonomy) may be the indication that training might be needed to clarify the topics.</br></br>This tool is suitable for use in training for ECRs, supervisors/mentors and expert researchers.upervisors/mentors and expert researchers.)
• THE PREPARED CODE: A Global Code of Conduct for Research during Pandemics  + (Vulnerabilities increase during pandemics. Where possible, research approaches should be adapted to ensure the ethical inclusion of persons in vulnerable situations – with adequate protections – rather than adopting patronizing or convenience exclusions.)
• Add and edit Theme pages  + (Want to contribute to the Embassy of Good … Want to contribute to the Embassy of Good Science? It's simple! All you need is an ORCiD login and you can get started right away. </br></br>See the video below for detailed instructions on how to use your ORCiD to log into the Embassy.</br></br><div class="video-button" data-href="https://www.youtube.com/embed/8s2hroYxT3I"></br><span class="video-button-label">ORCiD Login</span></br><span class="video-button-duration">0:47 min</span></br></div>; <span class="video-button-duration">0:47 min</span> </div>)
• Ethical and Societal Foundations of Open Science  + (Watch the interactive video below and complete the exercises!)
• Protection of Research Participants  + (Watch the interactive video below and complete the exercises!)
• Rights of Citizen Scientists  + (Watch the interactive video below and complete the exercises!)
• Conflicts of interest in citizen science  + (Watch the interactive video below and complete the exercises!)