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2007, Nature
2010 •
Journal of Nanoparticle Research
Innovative and responsible governance of nanotechnology for societal development2011 •
2004 •
European Commission
Comparative study of the RRI 'Ethics' key (Deliverable D15.1 of the project "RRI-Practice")2019 •
This report provides a comparative analysis of 12 national reports about the conceptualizations and organisational conditions and practices pertaining to the RRI key of ethics. Ethics in the RRI framework refers to: 1) research ethics (norms to be respected in the design of research projects and a reflection on the consequences of research projects); 2) scientific integrity (norms and standards which ought to be respected in scientific practice), and 3) a critical reflection on broader societal aspects of science and technology, including a reflection on values. The obligation to carry out research in accordance with national or international regulatory frameworks is the main driver of scientific integrity and research ethics. National and international reputation is also an important driver. The drivers for the critical reflection on the societal aspects of science and technology are mainly cultural: the growing concern of the publics about potential impacts of science and technology is playing a major role. That 'ethics' may mean different things, as well as the existence of a large number of concepts pertaining to ethical dimension of science and technology, can pose some barriers. The lack of clarity in the definition of 'ethics' and of its relation with other concepts may be related to researchers regarding ethics as a hurdle imposed by national or internal regulations. Thus research ethics is reduced to ticking boxes in checklists, as demanded by some bureaucratic organ. Good organisational practices that have proven their efficiency include: 1) creating clear and accessible guidelines on scientific integrity; 2) encouraging a two-way exchange between researchers and ethical committees in order to promote an organisational culture which includes research ethics in a meaningful way; 3) organizing training courses on the ethics of science for researchers and students, in order to stimulate individual reflection on the potential impacts of science and technology.
2006 •
Computational Interdisciplinarity: A Study in the History of Science
Computational Interdisciplinarity: A Study in the History of Science2019 •
International Journal of …
Transforming knowledge for sustainability: towards adaptive academic institutions2011 •
1996 •
The Green Humanities Lab
The HfE Project and Beyond: New Constellations of Practice in the Environmental and Digital Humanities2017 •
1996 •
The SAA Archaeological …
Academic archaeology is public archaeology2004 •
William Buskist
Applying to Teach at Religiously-Affiliated Institutions: Advice for New Psychology Faculty2004 •
The SAA archaeological record
Training the next generation of academic archaeologists: The impact of disciplinary fragmentation on students2004 •
2010 •
Strategies for Competitiveness in Academic Research
Strategic planning for research competitiveness2000 •
Annals of the Arid Zone
2007 Arid Lands Research Needs Next Twenty-Five YearsSociety & Natural Resources
Modeling Environmental Concern for Urban Tree Protection Using Biophysical and Social Psychological Indicators2014 •
Environmental Humanities 11:2
"Teaching the Environmental Humanities International Perspectives and Practices"2009 •
Boston College Law Review
The most visible vestige: Black colleges after Fordice1994 •
Environmental Humanities
Teaching the Environmental Humanities2003 •
The Journal of Technology Transfer
University Technology Transfer: Do Incentives, Management, and Location Matter?2003 •
Science Policy Reports
Innovative and Responsible Governance of Converging Technologies2013 •