Broadening engineering education: bringing the community in : commentary on "social responsibility in French engineering education: a historical and sociological analysis".

Two issues of particular interest in the Irish context are (1) the motivation for broadening engineering education to include the humanities, and an emphasis on social responsibility and (2) the process by which broadening can take place. Greater community engagement, arising from a socially-driven model of engineering education, is necessary if engineering practice is to move beyond its present captivity by corporate interests.

Social responsibility in French engineering education: a historical and sociological analysis.

In France, some institutions seem to call for the engineer's sense of social responsibility. However, this call is scarcely heard. Still, engineering students have been given the opportunity to gain a general education through courses in literature, law, economics, since the nineteenth century. But, such courses have long been offered only in the top ranked engineering schools. In this paper, we intend to show that the wish to increase engineering students' social responsibility is an old concern. We also aim at highlighting some macro social factors which shaped the answer to the call for social responsibility in the French engineering "Grandes Ecoles". In the first part, we provide an overview of the scarce attention given to the engineering curriculum in the scholarly literature in France. In the second part, we analyse one century of discourses about the definition of the "complete engineer" and the consequent role of non technical education. In the third part, we focus on the characteristics of the corpus which has been institutionalized. Our main finding is that despite the many changes which occurred in engineering education during one century, the "other formation" remains grounded on a non academic "way of knowing", and aims at increasing the reputation of the schools, more than enhancing engineering students' social awareness.

A Calvinist account of nursing ethics.

A relatively small but intellectually robust strand in the Christian religion is the Reformed tradition. Especially, its Calvinist sensibilities inform this Protestant stance towards human culture in general and vocations in particular. Correspondingly, there are some small but robust contributions to academic discourse in nursing ethics. So far there has been no attempt to bring those together as a distinct approach. This article suggests such a Reformed Christian, especially Calvinist, account of nursing ethics. Central to the Reformed perspective is the notion that God is sovereign over all of creation and culture and hence that there can be no religiously or morally neutral area in human life. Consequently, nursing is not seen as professional to the extent it is based on research evidence or theoretical models, but to the extent it serves the ultimate purpose of the practice of care. In the Reformed view, this purpose is fostering the well-being of human beings in need as intrinsically valuable. Nurses are professionals who accept this responsibility, that is, the whole of expectations holding for personal qualities, conduct and outcomes, required to serve the purpose of care. As this is a moral purpose, succeeding or failing to live up to these expectations is the source of moral issues in nursing.

Moral erosion: how can medical professionals safeguard against the slippery slope?

The extensive participation of German physicians in the atrocities of the Holocaust raises many questions concerning the potential for moral erosion in medicine. What circumstances and methods of rationalisation allowed doctors to turn from healers into accomplices of genocide? Are physicians still vulnerable to corruption of their guiding principles and, if so, what can be done to prevent this process from occurring? With these thoughts in mind, the author reflects on his experiences participating in the Fellowships at Auschwitz for the Study of Professional Ethics program and offers a medical student's perspective on the ethical issues encountered in clinical training and the practice of medicine.

Teaching engineering ethics by conceptual design: the somatic marker hypothesis.

In 1998, a lead researcher at a Midwestern university submitted as his own a document that had 64 instances of strings of 10 or more words that were identical to a consultant's masters thesis and replicated a data chart, all of whose 16 entries were identical to three and four significant figures. He was fired because his actions were wrong. Curiously, he was completely unable to see that his actions were wrong. This phenomenon is discussed in light of recent advances in neuroscience and used to argue for a change in the standard way engineering ethics is taught. I argue that engineering ethics is better taught in the form of a design course in order to maximize "somatic" learning.

[Training PhD students in ethics and research integrity in France in 2018]. / Formation à l'éthique et à l'intégrité scientifique au sein des écoles doctorales françaises - Un premier état des lieux en 2018.

Since 2016, the national framework for doctoral studies in France states that doctoral schools from the French universities should ensure that every doctoral student receives a training in research ethics and integrity. The doctoral schools can organize the training at their convenience. We have conducted a study among all French doctoral schools about the modalities of this training in 2018. Our inquiry shows that the doctoral schools are well engaged in this effort of training on the whole territory, and are on the verge of reinforcing it. Overall, our inquiry shows a general awareness by the doctoral schools of the importance of these topics for tomorrow research.

Commentary on effects of exposure to industry influence on ACOEM.

With the assistance of colleagues of like kidney, the authors of an article in this issue have drafted a damning indictment of what purports to be a learned society, as well as casting opprobrium on American Industry and its medical and scientific henchmen. In this they have not been inhibited by a legal system that imperils authors who dare call a knave a knave.

Getting around.

This essay is a response to a request from the Editor for a "historical reflection" relating to work on DNA repair from my laboratory. The writing has been an interesting exercise since it made me recall the people I have worked with and some of the things we found and the many we missed. In the course of the writing, an article was published in The New York Review of Books, which argued that there is a "pervasive dishonesty in the practice of science" relating to the authorship of scientific papers. It seemed to me that the events I was relating spoke to that charge and I appreciate the opportunity to comment.

Too hard to face.

While the Holocaust is often placed at the genesis of bioethics, this relatively young field has not yet seriously explored the conduct of German scientists and physicians involved in the human subjects experiments of the Holocaust. We comfort ourselves with the beliefs that the individuals involved in the events of the Holocaust were mad or evil and unlike other scientists and physicians. Yet the evidence is that these professionals were educated and capable members of a technologically sophisticated society who believed they were somehow behaving morally within the context of their social-political situation. The first defendants at Nuremberg were physicians and public health officials. An examination of the trial transcripts provides data about what motivated these medical scientists to engage in human experimentation and mass murder and the extent to which ethics rationales were given for unparalleled moral wrong-doing in biomedicine. Bioethics must still address these beliefs and subject them to close scrutiny.

The 2015 AANS Presidential Address: Neurosurgery's founding principles.

These are turbulent times for American neurosurgery. It is important to look ahead and prepare for the future but it is also important to look back-for it is memory and tradition that prevent the tyranny of the present. It is impossible to know where we are going if we don't remember where we were. In this paper I want to discuss the founding principles of neurosurgery-the principles that have allowed neurosurgery to prosper in its first century-and to stress the importance of adhering to these principles in times of change. I also want to talk to you about how the American Association of Neurological Surgeons (AANS) is helping neurosurgeons honor our founding principles, while preparing neurosurgery for its second century.

Louis Pasteur: a controversial figure in a debate on scientific ethics.

Louis Pasteur long has been heralded as the "father of modern hygiene, public health and much of modern medicine," despite early controversies regarding his findings and methodology. A recently published biography, however, has shed new light on both Pasteur's scientific acumen and integrity. Reactions to this portrayal have been mixed. This article provides an overview of Pasteur's life and the debate regarding his scientific discoveries and honesty that has ensued for more than 100 years, with insights gained from both supporters and critics of the new biography by Gerald L. Geison.

The American Physical Therapy Association's code of ethics: its historical foundations.

This paper surveys selected historical foundations of the present American Physical Therapy Association's CODE OF ETHICS, showing the extent to which the present code draws upon oaths, ideas in ethics textbooks, and other sources. The article presenta a basis for understanding the significance of these historical influences and provides one means by which physical therapists can more fully appreciate the relevance of the code today.

T. Dale Stewart's perspective on his career as a forensic anthropologist at the Smithsonian.

T. D. Stewart (1901-1997) is internationally recognized as an early leader in forensic anthropology. In a series of taped interviews in 1975 and in 1986, Stewart discusses his professional development. The interviews document his early education in Delta, Pennsylvania, his long career at the Smithsonian Institution in Washington, DC and aspects of his many contributions to forensic anthropology. His well-known careful editorial work and exhaustive, problem-oriented research approach may have been influenced by his early training in his hometown bank and his many years of apprenticeship under Ales Hrdlicka (1869-1943). Stewart describes aspects of the difficulties of working for Hrdlicka, yet credits the work ethic established by him as a formative factor in his own prodigious productivity.

The professional ethics of medieval pharmacists in the Islamic world.

Most work on Islamic medical ethics has been in relation to the physician, yet physicians are only one category of many health-related professionals. In view of its role as mediator between the layman and medication, pharmacy is of perhaps equal importance. In medieval Islam, there seems to have been a clear differentiation between the physician and the pharmacist. However, most of our sources reflect the physician's point of view. A text which uniquely reflects that of the pharmacist is the thirteenth-century Minhaj al-dukkan by al-Kuhin al-'Attar of Cairo. A comparison between the ethical contents of this book, and of similar works aimed at physicians, can indicate what the differences and similarities were between the "good physician" and the "good pharmacist." Interestingly, the language used to define the "go od" professional is religiously neutral--there is nothing to evince a particular identity, beyond a general monotheism, on the part of the writers.

[Antoni Kepinski--on the thirtieth anniversary of his death]. / Antoni Kepinski--w trzydziestolecie smierci.

The texts of Antoni Kepinski eminate in the fascination with the psychic life of another person, his experiences and fate: His interests were in many fields--amongst others, contact with the ill person, psychopathology, the interaction of man with the social and biological environment, questions of ethics and responsibility, the biological, and humanistic bases of psychiatry. Kepinski views on learning--or getting to know another person, the concept of the judge's fault, the observer's fault, the fault of the mask, the concept of energetic and informative metabolism, are still present and meaningful in modern psychiatry. Looking at all his reviews from today's perspective, one can find in them all off the actual problems--either in the form of ready, developed concepts, or in the form of a signal indicating that he has noted the given problem.

The history of humanism in the radiography essentials.

The need to emphasize humanism in medical and allied health curricula has become an issue in recent years because of the tremendous increase in technology. This article investigates the history of humanism in the radiography curriculum by reviewing the historical progression of the Essentials and Guidelines of an Accredited Program for the Radiographer.

Codes and character: the pillars of professional ethics.

Historically, the ethics of a professional were the ethics of a gentleman. The social changes in the 1960s, where citizens asked for a greater voice in all affairs that affected them gave rise to formal approaches to ethics in the health fields. Principle-based and case-based reasoning have been dominant. Neither codes nor approaches based on virtue (the character of the professional) are perfect solutions in all cases, but professions are strengthened through the development and discussion of statements about ethical conduct.