Science & Ethics

Class Assignments
 
5  12  19  26  3  10  17  24  31 7  14  21  28 5  12
Aug. 29
 SCIENTIFIC INTEGRITY PART 1

There were no assignments for the first day of class.
 
Sept. 5
 SCIENTIFIC INTEGRITY PART 2

PRIMARY READING AND ASSIGNMENTS 

(A)  Perspectives about Ethics and Science from Physicists
  1. Feynman (1963):
 "The Uncertainty of Science" (handout)
  1. Goodstein (1994?):
 "Conduct and Misconduct in Science"
  1. URL:
 http://www.caltech.edu/~goodstein/conduct.html

Read the following articles and think about what life was like in the US in 1963 vs. in 1994. What has happening in world politics? What was happening in the US? Who was president of the US? What are some of the technologies that were not yet developed that are important today? You may wish to ask your parents and grandparents what they experienced or remember of the late 1950's and early 1960's. Contrast the impression Feynman conveys about the potential and future of scientific research and that view portrayed by Goodstein and come prepared to discuss the articles. 

(B)  Scientific Integrity

Read Chapters 1-3, 11 in Macrina (2000) Scientific Integrity. Make a note ofthe information that is new to you. For each chapter write down what you thought were the three most important pointsmade by the author. Come prepared to discuss the chapters. Bring your written responses to the following case studies to class for small group discussion. 

  1. 3: 3.3, 3.4, 3.6, 3.10, 3.12   JE 
  2. 11: 11.2, 11.5, 11.9, 11.12   JE 
SECONDARY READING (OPTIONAL)
Sept. 12
 SCIENTIFIC INTEGRITY PART 3

PRIMARY READING AND ASSIGNMENTS 

(A)  Ethics, Philosophy and Codes of Ethics:
  1. Erman et al.
 "Ethical Theories" (by Hopsers and Rechels)
  1. Serbauer and Barry
 "The Person and the Virtues"
  1. Harris et al
 "Making the Case" pp 3-22
  1. Macrina
 "Ethics and the Scientist" (Ch 2)

These articles address ethical philosophies, as you read them, think about how you decide moral and ethical dilemmas. Which of these different theories/philosophies most closely describes your ethical/moral approach? 

(B)  Scientific Integrity

Make a note of the information that is new to you. For each chapter write down what you thought were the three most important points made by the author. Come prepared to discuss the chapters. Bring your written responses to the following case studies to class for small group discussion. 

  1. Ch 4: Authorship and peer review 
  2. Ch 7: Managing conflicting interests 
  3. Prepare case studies: 
    • 4.5, 4.6, 4.7, 4.9, 4.12   JE 
    • 7.3, 7.7, 7.9, 7.10, 7.12   JE 
(C)  Science and Ethics on the Internet:

Visit the following Web Sites and find the URLs that deal with ethics in science and download an item of personal interest:
  1. AAAS:
 http://www.aaas.org/ JE
  1. ELSI:
 http://www.nhgri.nih.gov/ JE

Sept. 19
 SCIENTIFIC INTEGRITY PART 4

PRIMARY READING AND ASSIGNMENTS 

(A)  Codes of Ethics:

  • Find a code of ethics for your anticipated future profession. 
  • Print it and bring it to class. 
  • Prepare a one paragraph critique of the code.  JE 
  • Does it provide you with the information that a code should have? 
(B)  Scientific Integrity
  • Make a note of the information that is new to you and come prepared to discuss the chapters. 
  • For each chapter write down what you thought were the three most important points made by the author.  JE 
  • Bring your written responses to the following case studies to class for small group discussion. 
  • Ch 8: Ownership of data and intellectual property 
    • 8.1, 8.4, 8.5, 8.6, 8.8  JE 
(C)  Science and Ethics Online
  1. Access the following website and answer the questions  JE: 
  2. Access the following websites and browse them, then answer the following questions and add them to your journal for TWO sites  JE:
Sept. 26
Journal 1 due 
 RESEARCH ECONOMICS AND OPPORTUNITIES

PRIMARY READING AND ASSIGNMENTS 

(A)  Government Funding of Research:

Access the web site for your team and prepare a BRIEF (20 minute) presentation on the site. Your preparation for this section will be part of your Journal entry for this module.  JE
Group 1 NASA 
OR
USDA		 http://www.nasa.gov

http://www.usda.gov/
Group 2 CDC http://www.cdc.gov/
Group 3: NSF http://www.nsf.gov/
Group 4: NIH http://www.nih.gov/
OTHER: Mia will report on the overall US budget for 1999 and 2000 

  • Summarize infrastructure of the agency 
  • What is the "mission" of this agency? 
  • What is the overall yearly budget? 
  • What kinds of research projects do they fund? 
  • Are they funding genomics research? defense research? 
  • Do they have an ethics site? describe 
  • How much goes to Johns Hopkins? To Harvard? To UNM? to NMSU? 
  • What faculty at NMSU have grants from this agency? 
  • Summarize the thrust of three grants that catch your attention. 
  • Is there an ethics component that this agency funds or is interested in? 
  • Most of these web sites have a search engine. They vary in the ease of access of the info. 
    • Try searching using keywords such as: 

      • budget, university, research, award, New Mexico, NMSU
    • ALSO feel free to contact the agency by email asking where this info is located on their web site! 
(B)  Science, Law and Society
Read Racial Economy. by Harding pp 1-22 Introduction
Science at the Bar, by Jasanoff pp 1-23: The intersections of science and law

Answer the following questions for each article. You should come to class with written notes that address the questions. Your notes about the articles will be part of the Journal entry for this module.  JE

  • Summarize the main points of the article 
  • What ethical issue (s) is (are) being discussed? 
  • What new information was provided? 
  • Do you agree or disagree with author’s views? 
  • What are your overall thoughts about the article? 
  • Comment on the writing style of the article. Did you find this article well written or not? why? 
SECONDARY ASSIGNMENT (OPTIONAL): 

Visit the following web sites: 
Ethics Online http://www.chem.vt.edu/ethics/vinny/ethxonline.html
Food and Drug Administration http://www.fda.gov/
National Security Agency http://www.nsa.gov/
Department of Defense http://www.defenselink.mil/
USDA http://www.usda.gov/
Library of Congress http://thomas.loc.gov/
US Budget  http://w3.access.gpo.gov/usbudget/

 
Oct. 3
Term paper 
sources and
description due

 

 GENETICS PART 1

PRIMARY READING AND ASSIGNMENTS

(A)   GENETIC TECHNOLOGY

  • READ Macrina, Scientific Integrity, Ch 10 Genetic Technology and Scientifc Integrity
  • CASE STUDY ANALYSIS
    • Read the case studies at the end of chapter 10.  Write a one paragraph discussion that  addresses the ethical dilemmas raised by case study 10.1 and ONE additional case study of  your own choice. For case study analysis, complete the following: JE
      • state the ethical dilemma(s) 
      • who is affected?
      • what concerns are raised?
      • what are the conflicts of interest? effort? conscience?
      • What are the options?
      • What are possible consequences of the options?
      • What is YOUR recommendation?
(B)   GENETICS AND GENETIC ENGINEERING
READ Reiss and Straughan, Improving Nature, Ch 1 Introduction & Ch2 Genetic Engineering
(C)   GENETIC DISCRIMINATION
  • Access, print out and read the following URLs. They contain BRIEF articles about Genetic Discrimination. Come prepared to discuss the articles.  Write one paragraph that states your position regarding  the availability of information from genetic testing to insurance providers and employers? JE
SECONDARY ASSIGNMENTS (OPTIONAL):  
Oct. 10

 

 GENETICS PART 2        Guest lecturer: Dr. Dan Howard, NMSU, Biology

PRIMARY READING AND ASSIGNMENTS.  Come prepared to discuss the articles & URLs

(A)  Read in Sandra Harding: Racial Economy of Science:

  • Lewontin     IQ, the rank ordering of the world
  • Livingstone On the non-existence of human races
  • Marshall  Racial classifications
(B)  Read in Zuhl Library on reserve
  •  Kevles         Ch 7 Eugenic enactments
(C)  Access and read the URLs for: SECONDARY READING (OPTIONAL):
  • From Harding:
    •  Gould American polygeny and craniometry
    •  Marshall Racial classifications
  • Zuhl on reserve:
    •  Kevles Ch 17   A new eugenics
    •  Kevles Ch 18  Varieties of presumptuousness
  • URL http://vector.cshl.org/eugenics/
 
Oct. 17

 

 USE OF ORGANISMS IN RESEARCH   Guest lecturer: Dr. Marv Bernstein, NMSU, Biology

PRIMARY READING AND ASSIGNMENTS Come prepared to discuss the articles

(A) READ Macrina, Scientific Integrity and complete case studies:

  • Ch 5  Use of humans in biomedical experimentation 
    • Case studies: 5.2, 5.5, 5.6, 5.11
  • Ch 6  Use of animals in biomedical experimentation 
    • Case studies: 6.1, 6.5, 6.9 6.12
(B) READ Reiss and Straughan, Improving Nature
  •  Ch 8      The genetic engineering of humans
(C) In Harding, Racial Economy of Science:
  •  Jones Tuskegee syphilis experiment
  •  Proctor Nazi medicine and the politics of knowledge
(D) Read in Zuhl Library on reserve from Racial Hygiene: 
  • Ch 7  The destruction of lives not worth living
SECONDARY READING (OPTIONAL):

(A) In Zuhl library on reserve from Racial Hygiene: 

  • Ch 1  The origins of racial hygiene
(B) READ Reiss and Straughan, Improving Nature
  • Ch 7  Genetic engineering of animals
Oct. 24

 

 ENVIRONMENTAL ETHICS   Guest lecturer: Dr. Laura Huenneke,  NMSU, Biology

PRIMARY READING AND ASSIGNMENTS Come prepared to discuss the articles 

(A)  READ Reiss and Straughan, Improving Nature

  •  Ch 6  The genetic engineering of plants
(B) Read in Zuhl Library on reserve from Environmental Ethics by Palmer
  • Ch 4  Major issue in environmental ethics


SECONDARY READING (OPTIONAL):

(A) Read in Zuhl Library on reserve from Environmental Ethics by Palmer

  • Ch 5 Environmental ethics and environmental law
B) Read in Racial Economy, by Harding
    Environmental racism
 
Oct. 31 
Journal 2 due

 

 PHARMACEUTICAL INDUSTRY

This session will be comprised of group assignments: You will have 20 minutes at the beginning of  class to prepare your group's 20 min presentation (10 min each person).  Bring overheads etc. 

URL resources for economic aspects of your presentation:

  • The web site www.quicken.com will help you get very interesting information about the pharmaceutical companies and their sales.  For example, go to the stocks page, search for your company and use the Evaluator to track revenue, income and cash flow!!  You may also set up a "mock" portfolio on this site and watch your stocks go up and down (http://www.quicken.com/investments/portfolio/)!
  • The Motley Fool site http://www.fool.com/  is also useful getting similar info and a free portfolio! 
Group 1  (Shannon, Chris) Anti-depressants: 
  • How many Americans suffer from depression?
  • Eli-Lilly http://www.lilly.com/  describe web site, present revenue income and cash flow data for the last five years
  • Prozac:  $ sales /year, structure, mode of action, concerns about sales, use, side effects 
  • Zoloft (http://www.pfizer.com/main.html) $ sales /year, structure, mode of action, concerns about sales, use, side effects
  • Are there other anti-depressants? what are the ethical issues around use of anti-depressants?gender issues? http://www.salon.com/july97/men970714.html
  • What is the effect of exercise on depression?
Group 2  (Marijo, Bill) Performance enhancing drugs Group 3:  (Allyson, Carlye) Pleasure and consciousness enhancing drugs Group 4:  (Ellen, Mayra)  Contraceptives
  • JOHNSON & JOHNSON http://www.jnj.com/home.html ("the Pill"): describe web site, present revenue income and cash flow data for the last five years
  • PHARMACIA http://www.pnu.com/  (depo-provera): describe web site, present revenue income and cash flow data for the last five years
  • Depo-Provera and "the pill"
    • structure, mode of action, concerns about sales, use, side effects, insurance coverage issues
    • Summarize key points from Bunkle (Racial Hygiene) Calling the shots? International politics of Depo Provera.   What issues are raised regarding prescribing contraception in the third world? 
  • Summarize contraceptive use to prevent  teen pregnancy in the US, New Mexico and college campuses (NMSU?)
  • Male contraceptives: what is out there and who makes them? 


Group 5  (Jason, Matt)  Mood enhancing drugs/Child health issues

  • CIBA-GEIGY/NOVARTIS http://www.pnu.com/  describe web site, present revenue income and cash flow data for the last five years
  • Ritalin $ sales /year structure, mode of action, concerns about sales, use, side effects 
  • What other drugs are used to treat ADD and ADHD?
  • What is the history of drug testing on children in the US? What ethical concerns are raised by testing drugs on children? summarize the NIH POLICY AND GUIDELINES ON THE INCLUSION OF CHILDREN AS PARTICIPANTS IN RESEARCH INVOLVING HUMAN SUBJECTS http://www.nih.gov/grants/guide/notice-files/not98-024.html
  • Clinical trials: what does it take in cost and data? 
    • search FDA site www.fda.gov, and NIH site www.nih.gov.  what does it take to get a drug released on the market?
    • is anything available that is “not tested on animals”? 
    • What is the status of treatment for HIV?


 
Nov. 7 
Term paper draft due

 

 INTERNATIONAL SCIENCE & SCIENTIFIC  WORKFORCE DIVERSITY 

This session will be comprised of group assignments:    Prepare a presentation that addresses the theme assigned to your group. Use the articles/URLs as a resource for your presentation but add your own thoughts and other resources you find on the webs and/or books and journals.  Bring overheads etc. Each person will have 10 minutes to speak!

Group 1   Allyson, Chris   Access to science.  Equity issues in science careers and science education.

From Racial Economy, by Harding: Aesculapius was a White Man; Ernest Everett Just: Co-laborers in the work of the Lord
http://www.sacnas.org
http://www.awis.org/
http://www.aises.org
Group 2   Mayra, Marijo  Human subjects research in third world countries
Human Genome Diversity Project  what is it? why is it controversial?
http://www.bioethics.gov/transcripts/mar98/international.htm
http://evolution.anthro.univie.ac.at/ishe.html
http://nccam.nih.gov/nccam/fi/concepts/rfa/hd-00-007.html
http://www.hri.ca/
http://www.aslme.org/pub_jlme/27.1j.html


Group 3   Matt, Carlye, Ellen  Impact of science and technology on third world countries.  I. Insights from international scientific organizations and first world enterprises: Research initiatives and position statements

http://www.ictp.trieste.it/~twas/TWAS.html
http://www.panasia.org.sg/
Group 4   Shannon, Jason, Bill   Impact of science and technology on third world countries. II. Insights from popular organziations: Concerns and position statements
http://www.twnside.org.sg/
http://www.southside.org.sg/
From Racial Economy. by Harding Applied Biology in the Third World; Modern Science in the Periphery
 
Nov. 14

 

 NUCLEAR WEAPONS Guest lecturer: Mr Jon Haas, NASA

Access the URL http://tis.eh.doe.gov/ohre/
 
Nov. 21

 

 CHEMICAL AND BIOLOGICAL WEAPONS

Everyone must read the article by the Dalai Lama from Ethics for the new millenium:  “Ethics in Society” (in Zuhl library on reserve) 

Each group should prepare a presentation that addresses the assigned issues. Use the following URLs as resources for your talks.  You can also search for articles about chemical weapons, biological weapons, etc in The Scientist http://www.the-scientist.com/homepage.htm and the 
DOD site http://www.defenselink.mil/news/.

http://cns.miis.edu/index.htm
http://cns.miis.edu/research/cbw/index.htm
http://www.ocean.ic.net/ftp/doc/disaster/bio/biowfaq.html
http://www.opcw.nl/
http://www.brad.ac.uk/acad/peace/
Group 1 (Chris, Jason): Historical perspectives on biological and chemical weapons. 
  • Present a timeline of how communities have engaged in biological and chemical warfare including before the 20th centrury.
  • Research the use of smallpox against Native Americans by the colonists. .
  • Review the following articles (in Zuhl library on reserve) and present summaries of what they contained. 
    • Larson, Biological Warfare Model 1967
    Larson, Ethnic weapons
    Agent Orange to Yellow Rain: Modern chemical and biological  warfare
    Waters, Chemical weapons in the Iran-Iraq wars
Group 2 (Shannon, Allyson): Biological weapons: Overview of agents, mode of action, and accessibility
  • Provide examples of some of the main agents (anthrax etc).  who makes them and how? what is their mode of  action? their life time? what is the evidence for use? how easy are they to obtain/make? what are the lethal doses?
  • Review Suzuki, Biological weapons, a dark side of the new genetics (in Zuhl library on reserve). 
  • Give an update on the Gulf War syndrome.
Group 3 (Bill, Carlye): Chemical weapons Overview of agents, mode of action, and accessibility
  • Provide an overview of the main players-  mustard gas, etc. . 
  • Present the structure, mode of action, life time? who makes them and how? what is the evidence for use? how easy are they to obtain/make? what are the lethal doses?
  • give an update on Agent Orange and Viet Nam vets.


Group 4 (Marijo, Ellen): Stockpiling, detecting and decontaminating biological and chemical weapons

  • Where are  chemical and biological weapons are stockpiled (US and elsewhere)? What are the amounts? 
  • What is the Chemical Weapons act? The Chemical Weapons Convention? the Biological and Toxin Weapons Convention (BTWC)? 
  • What are the issues surrounding detection and decontamination (clean-up) of biological and chemical  weapons? 


Group 5 (Matt, Mayra):  Biological and chemical terrorism. 
 

  • Provide examples of incidents, recommended emergency responses to terrorists, What is known? what can be done? 
  • Present historical examples of terrorist acts that have used biological and chemical weapons. 
  • Provide a hypothetical scenario for Las Cruces where a deadly contagious biological agent is released. How could/should the community respond? 
  • Provide a similar scenario for Las Cruces if a chemical weapon is released. How could/should the community respond? 
     
Nov. 28 
Journal 3 due

 

 RIGHT TO LIVE/RIGHT TO DIE   Choices in reproduction and dying


 
Dec. 5
Rewrite &
Bibliography due

Oral Presentation

 

 STUDENT ORAL PRESENTATION OF TERM PAPERS
  • Prepare an oral presentation based on your term paper to read to the class. 
  • Your talk should not exceed 12 minutes to allow time for questions. 
  • Bring a one page copy of your abstract to the class.  Ensure that the title of your paper and your name are on the abstract.   Use a font that will permit you to print everything on one page.  Your abstract will be xeroxed for you and handed to all class members. 
  • Email your title and final version of the abstract to eserrano@nmsu.edu.
  • Your presentation should consist of reading/paraphrasing the following:
  • Preface
  • Abstract
  • Main points of essay
  • Concluding personal statement
  • Use overheads if necessary but keep the length  of the talk down
  • You may invite one guest to this session
    		•
    Dec 12
    		 FINAL EXAM  open book, journals, notes

    306G HOME

     

    Copyright © 2000 by Dr. Elba Serrano. All rights reserved.Last revised 02-28-01. RBM