新编研究生综合英语教程UNIT1(潘海英).pptx

新编研究生综合英语教程 Advanced English for Graduate Students: General Skills regulation of research, etc. Research ethics is most developed as a concept in medical research. The key agreement here is the 1974 Declaration of Helsinki. The Nuremberg Code is a former agreement, but with many still important notes. Research in the social sciences presents a different set of issues than those in medical research. Background 2. Information about research ethics Background South Korean Scientist Hwang Woo- Suk was accused of fabricating data Professor of Xian Jiaotong University Li Liansheng was deprived of the National Award for plagiarism. Research ethics involves the application of fundamental ethical principles to a variety of topics on scientific research. These topics include the design and implementation of research involving human experimentation, animal experimentation, various aspects of academic scandal, including scientific misconduct (such as fraud, fabrication of data and plagiarism) whistleblowing, regulation of research, etc. Research ethics is most developed as a concept in medical research. The key agreement here is the 1974 Declaration of Helsinki. The Nuremberg Code is a former agreement, but Nith many still important notes. Research in social sciences presents a different set of issues than those in medical research. 3. Cultural Background Information The academic research enterprise is built on a foundation of trust. Researchers trust that the results reported by others are sound. Society trusts that the results of research reflect an honest attempt by scientists and other researchers to describe the world accurately and without bias. But this trust will endure only if the scientific community devotes itself to exemplifying and transmitting the values associated with ethical research conduct. There are many ethical issues to be taken into serious consideration for research. Sociologists need to be aware of having the responsibility to secure the actual permission and interests of all those involved in the study. They should not misuse any of the information discovered, and there should be a certain moral responsibility maintained towards the participants. There is a duty to protect the rights of people in the study as well as their privacy and sensitivity. The confidentiality of those involved in the observation must be carried out, keeping their anonymity and privacy secure. As pointed out in the BSA for Sociology, all of these ethics must be honored unless there are other overriding reasons not to do so - for example, any illegal or terrorist activity. Q1: Has your supervisor introduced you to the research ethics in your field? If yes, how did he or she do so ? Q2: What do you think is an effective way of preventing unethical behaviors in scientific study? Q3: What is your personal stance on the academic dishonesty like faking data , stealing ideas, or usurping language without attribution? Q4: In your mind, what are the criteria for a good practice of science? Pre-reading Questions 1. Recently, one of us had the opportunity to speak with a medical student about a research rotation that the student was planning to do. She would be working with Dr. Z, who had given her the project of writing a paper for which he had designed the protocol, collected the data, and compiled the results. The student was to do a literature search and write the first draft of the manuscript. For this she would become first author on the final publication. When concerns were raised about the proposed project, Dr. Z was shocked. “l thought I was doing her a favor,“ he said innocently, “and besides, I hate writing!“ Text A Why Teach Research Ethics 1. 最近，我们当中的一员有机会 与一名医科学生谈论她正计划要做 的一个实验室轮转项目。她将与给 她布置论文撰写任务的Dr.Z一起完 成该项目。Dr.Z已经设计好研究工 具，并收集数据，整理了实验结 果。该学生只需做做文献检索，然 后撰写初稿。这样，在论文最终出 版的时候，她就可以成为第一作 者。然而，当该项目受到越来越多 非议时， Dr.Z震惊之余无辜地说 ，“我以为我是在帮她，而我也确 实讨厌写作”。 Judy E. Stern 44 in 1994), some involved fabrication, some falsification, some plagiarism, and others some combination of fabrication, falsification, plagiarism, and “other misconduct.“ Slightly fewer than half of the investigated cases closed as of these reports were found to involve misconduct and resulted in sanction against the accused party. The academic rank of the accused ranged from technician to full professor. Cases were reported from a number of institutions, and the accused parties were funded by a variety of funding sources. 9 Cases of misconduct are not simple matters to evaluate. One source of concern is confusion within lie field of science about just what constitutes a punishable infringement of ethic al standards. In the fields of engineering, law, and medicine, clear written guidelines exist for defining ethical conduct. Although some particularly difficult cases may test the limits of these guidelines, most do not. In scientific research, a written code of conduct is not available. 9. 学术不端并不是能够简单 评价的问题。其中一个重要 问题是，在科学领域里，对 于什么样的行为有违伦理规 范，应当受到惩罚，仍然模 棱两可。工程，法律，和医 学领域对道德行为的定义有 明确的书面指导原则。虽然 某些特别复杂的案例会挑战 这些原则的底线，但多数原 则具有指导意义。科学研究 也并不提供书面的行为准 则。 The federal government and individual institutions have been struggling to clarify the standards under which misconduct can be adjudicated. The central definitions that delineate misconduct in science include fabrication, falsification, and plagiarism. However, these are confused by other less clear categories of misconduct, which include “other questionable behavior“ or “other misconduct.“ Within this confusion of definitions it is not always obvious to students or faculty where and toward whom their obligations lie. 联邦政府和私人机构一直 试图阐明学术不端行为的 裁定标准，比如一些描述 科研不端行为的核心定义 ，包括编造，篡改和等 等。然而这些行为容易与 包含“可疑行为”在内的 其他不太确定的类别相互 混淆。这些混淆的定义让 学生和教职人员也不是很 清楚他们到底承担哪些责 任和义务？ 10 Complicating the confusion generated by the way in which we define research misconduct is the teaching process by which students routinely learn about the ethical obligations of their profession. Traditionally a scientist trains with a single mentor. From this mentoring relationship the graduate student is expected to learn about scientific method, the body of knowledge that constitutes the specific field of science she is studying, and the “institution“ of science. 10.我们对学术不端的定义往 往会带来困惑，而学生们日 常学习职业道德规范的过程 则更加剧了人们的困惑。传 统而言，一位科研工作者要 接受导师的培训指导。通过 指导，这名研究会学到科学 研究方法，构成她得学科领 域的知识体系，和科学的“ 制度。 What is learned about the institution of science includes knowledge of the mechanics of obtaining funding, information on the writing of grants and papers, and an understanding of the roles and responsibilities for maintaining and sharing research data. As part of her instruction in all of these areas, it is assumed that she will also learn the ethics of scientific research. 这些“制度”包括获取 经费的技术性细节，关 于基金申请和论文撰写 的知识，以及在维护和 共享研究数据中的角色 和职责的理解。除了以 上这些方面，科学研究 的伦理据信也将是她课 程学习的一部分。 11 In the case of the story of Dr. Z above, it is clear that Dr. Zs relationship with his mentor did not result in his having learned a basic convention of the field. So, it is not surprising that Dr. Z was prepared to pass his unrecognized confusion to a student who was working with him. Mentoring relationships within science education do not necessarily result in adequate familiarity with the ethics of research. 11. 以Dr. Z的案子为例， 很显然，Dr. Z与他的导师 的关系并没有使他学到了 这个领域的一个基本公 约。所以，随后Dr. Z把他 的困惑传递给了他的学生 ，也就不足为奇了。因此 ，科学教育中的师徒关系 不一定能使学生充分了解 学术道德。 12 Judith Swazey 5 of the Acadia Institute has studied this issue and presents some very distressing data of the efficacy of mentoring relationships in graduate education. Although 89% of 2,000 graduate student respondents from 98 departments of major research institutions said that they related to a single faculty member who was particularly supportive of their work, less than 45% of students felt that this faculty member gave them “a lot“ of help toward teaching them the details of good research practice, and 15 to 20% of the students felt that the help they got in this area was “none.“ 12. 阿卡迪亚学院的 Judith Swazey对这一问题进 行了研究，研究数据显示研 究生教育中师徒关系的效果 令人失望。在对98所主要研 究机构中抽取的2000名研究 生的调查中， 89%的受访者 说他们只与一位非常支持他 们工作的师长有联系，不到 45%的学生认为这为师长在 告诉他们如何提高研究质量 的细节方面，给了他们“许 多”帮助。15%20%的学 生觉得他们在这一领域没有 收获。 Fewer than 45% of students believed that they got “a lot“ of helpful criticism on a regular basis. In the majority of cases, students felt that their faculty support person did not provide the type of mentoring relationship that one would hope for in the ethics training of a research scientist. 不足45%的学生认为他 们定期的得到了很多有 益的批评教育。但在大 多数情况下，学生觉得 与支持他们的师长并没 有建立那种他们希望的 关系，一种可以从中学 习到的一个科学家需要 具备的学术道德的关 系。 13 When Swazey asked students to compare the role that a department should take in preparing students to recognize and deal with ethical issues in their field to the role actually taken by the department, her results were equally disturbing. Eighty-two percent of students felt the department should take an “active“ or “very active“ role in this process, while only 22% felt that an active or very active role was actually taken. 13. 在辨别和应对学科 领域的道德问题方面， Swazey让学生们比较所 在院系应起的作用和实 际所起的作用，结果同 样令人担忧。82%的学 生觉得院系应该起到“ 积极的”或“非常积极 的”作用，而只有22% 的学生认为所在院系起 到了“积极的”和“非 常积极的”作用。 14 The perceptions of faculty were not much different from those of the students. Ninety-nine percent of 2 ,000 faculty members surveyed felt that “academics should exercise collective responsibility for the professional conduct of their graduate students;“ only 27% of these faculty felt that they followed through with this responsibility. 14. 教职人员和学生们的看法 没有多大的不同。在接受调查 的2000名教职人员中，有99% 的人认为“学者们”应该对研 究生的职业行为负有集体责任 ，而只有27%的教职人员认为 他们履行了这一职责。 15 These data provide evidence to indicate that individual mentoring is a less than adequate teaching method for ethics. If the majority of students do not receive mentoring that leaves them with a clear understanding of their responsibilities as scientists, then cases of unintentional misconduct and questionable practice are inevitable. 15. 这些数据提供的证 据表明，单独的师生指 导并不是最理想的道德 教育方法。如果大多数 学生所接受的指导，不 能让他们清晰地了解科 研工作者的职责所在， 那么无意识的学术不端 行为与可疑的学术不端 行为将在所难免。 16 The role and importance of ethics education have begun to be recognized by the NIH. Guidelines for NIF research training grants now require a minimal number of hours of ethics educatio1. Ethics need not be taught within a single graduate course, but it is beginning to be recognized that education in the basic conventions of the field and in the basic approaches to ethical decision making can no longer be left to one-on-one mentoring alone. 16. 美国国立卫生研究院 首先认识到学术道德教育 的作用和重要性。美国国 立卫生研究院资助的研究 培训指南要求用最短时间 完成学术道德教育。学术 道德不需要以单独一门课 程讲授，但是人们开始认 识到，学科基本惯例和道 德决策的基本方法不能再 仅仅依赖一对一的师生指 导。 As the ever-dwindling availability of research funds fuels the fire of competition, there will be increased pressure on scientists to bend or break rules. Research laboratories, particularly large groups where some students rarely see their faculty advisers, cannot be assumed to teach research ethics, or even to train students in all research conventions. 由于科研基金数量持续 减少，业内的竞争愈发 激烈，更多的科学家将 迫于压力而打破规则。 尤其是在大型的研究实 验室，学生很少能见到 他们的指导教师，所以 无法指望实验室教授学 术道德，培养学生科研 规范。 17. 无论科研伦理是通过一 个课程，一系列课程或是穿 插在研究生课程中的研讨班 来学习，学生显然需要更多 的机会接触学术道德。研究 伦理需要而且必须以正式的 方式教授。我们相信，在坚 实的哲学理论框架指引下， 学术伦理课程一定会给广大 学子带来长远的益处。 17 Whether scientific ethics is approached through a single course or a series of courses or seminars throughout the graduate curriculum, it has become obvious that students need exposure to ethics in a number of contexts. Research ethics can and must be taught in a formalized manner. It is our belief that courses in research ethics that incorporate a solid philosophical framework have the greatest potential for long-term usefulness to students. (1902 words) 1 Judy E. Stern is a professor from Giesel School of Medicine at Dartmouth College. Her professional interests include outcomes of assisted reproductive technology, ethical issues in assisted reproduction, ethical issues in scientific research and reproductive immunology. Deni. E tliott is an ethicist and ethics scholar, and has been active in practical ethics since the 1980s. Zhushi Dartmouth College, commonly referred to as Dartmouth, is a private Ivy League research university located in Hanover, New Hampshire. Incorporated as the Trustees of Dartmouth College,“ it is one of the nine Colonial Colleges founded before the American Revolution. With an undergraduate enrollment of 4,194 and a total student enrollment of 6,144, Dartmouth is the smallest university in the Ivy League 3 Curriculum vitae (CV) is an equivalent of resume, which provides an overview of a persons experience and other qualifications. In some countries, a CV is typically the first item that a potential employer encounters regarding the job seeker and is typically used to screen applicants, often followed by an interview. Office of Research Integrity (ORI) is one of the bodies concerned with research integrity in the United States. The Office of Research Integrity oversees and directs the Public Health Service (PHS) research integrity activities on behalf of the Secretary of Health and Human Services with the exception of the regulatory research integrity activities of the Food and Drug Administration. 5 Judith P. Swazey is president of The Acadia Institute. She received a bachelors degree from Wellesley College and a Ph.D. in the history of science from Harvard University. Main Idea Part One: (Para. 1-3) Part Two (Para. 4-8) Part Three (Para. 9-16) Part four (Para. 17) Organization of the Text Two stories of faculty members involvement with academic misconduct reveal the necessity ethical training in scientific practice. The rampant occurrences of academic dishonesty call for greater attention to the gravity of the issue Traditional individual mentoring is inadequate to training the would-be scientists ethical behaviors because research misconduct too elusive to define. Restatement of the necessity and importance of incorporating ethical courses into the education of broader sense. protocolembroiladjudicate compilemeticulousdelineate facultyfictitiousincorporate albeitpractitionerpilfer scenariosanctionenvision obliviousinfringementcaseload Core Vocabulary List protocol /prtkl / n. the accepted or established code of procedure or behavior in any group, organization, or situation科学实验报告/计划；（外交条 约）草案；协议 .a computer protocol which could communicate across different languages. 一个可以在不同的语言之间传递信息的计算机协议。 .the Montreal Protocol to phase out use and production of CFCs. 逐步停止使用和生产含氯氟烃的蒙特利尔议定书。 kyoto protocol京都议定书 network protocol网络协议 Core Vocabulary compile /kmpl / v. collect (information) in order to produce a list or book 汇编; 汇集 The book took 10 years to compile. 这本书花了10年编写。 Core Vocabulary faculty/fak()lti / n. a group of university departments concerned with a major division of knowledge 全体教职工 The faculty agreed on a change in the requirements. 全体教员同意改变要求。 How can faculty improve their teaching so as to encourage creativity? 全体教员怎样才能改进教学以便激发创造力？ faculty member 教职工 faculty and staff 教职员 faculty and students 教师和学生 Core Vocabulary albeit /lbit / conj. though Charless letter was indeed published, albeit in a somewhat abbreviated form. 查尔斯的信确实被刊登了出来，尽管有些删节。 Albeit fai, the girl was not sought after. 那姑娘虽然漂亮，但不是被爱慕的女子。 Core Vocabulary scenario/snr / n. a written outline of a film, novel, or stage work giving details of the plot and individual scenes 剧情概要，方案，分 镜头剧本 A fast disk encryption algorithm targeted at the specific application scenario of disk encryption is devised. 针对硬盘加密的特定应用场景，设计并实现了快速硬盘加密算 法。 Verification is the important part of simulation scenario system. 校验是仿真想定系统组成中的重要部分。 Core Vocabulary oblivious /blvs / adj. not aware of or concerned about what is happening around one 注意的；健忘的；忘却的 Core Vocabulary We are often oblivious to any flaws our partner might have. 我们常常注意不到对方可能有的任何缺点。 She lay motionless where she was, oblivious to pain. 她一动不动地躺在原地，感觉不到疼痛。 embroil /mbrl / v. involve (someone) deeply in an argument, conflict, or difficult situation使混乱 ； 使卷入（纠纷） Any hostilities could result in retaliation and further embroil U.N. troops in fighting. 任何敌对活动都可能会招致报复，进而使联合国部队 卷入战斗中。 Core Vocabulary meticulous /mtkjls / adj. showing great attention to detail; very careful and precise小 心谨慎的；谨小慎微的 He was so meticulous about everything. 他对任何事情都很小心谨慎。 The flat had been meticulously cleaned. 这间公寓被仔仔细细地打扫过了。 Core Vocabulary pilfer /plf/ If someone pilfers, they steal things, usually small cheap things. pick pocket 偷；小偷小 摸 The staff were pilfering behind the bar. 工作人员在吧台后面偷东西。 When food stores close, they go to work, pilfering food for resale on the black market. 食品店关闭后，他们就开始工作，偷取食物到黑市 上重新贩售。 Core Vocabulary fictitious /fkts / adj. not real or true; imaginary or fabricated虚构的；假想的；编造的；假装的 The development of market economy to this day is in fact a process going to be fictitious. 市场经济发展到今天,是一个不断走向虚拟化的过程。 Were interested in the source of these fictitious rumors. 我们对这些子虚乌有的谣言的来源感兴趣。 The persons and events portrayed in this production are fictitious. 这部作品描绘的那些人物和事件是虚构的。 Core Vocabulary practitioner /prakt()n / n. a person actively engaged in an art, discipline, or profession, especially medicine 开业者，执业者，从业者，执业医生 You can do this by selecting only roles that interest you, as a practitioner. 作为一名从业者，您可以通过只选择那些您感兴趣的 角色来进行操作。 The only item that is constant in all of those is the transformed practitioner. 所有这些变化中唯一不变的就是转化的从业者。 Core Vocabulary sanction /sakn / n. a threatened penalty for disobeying a law or rule; Official permission or approval for an action 制裁，处罚；认可；支持 Arms embargo is a kind of sanction among countries. 武器禁运是国家间的一种制裁方式。 Its rare for the non-punishment sanction to be applied in the judicial practice. 非刑罚处罚措施在实践中极少被适用。 Core Vocabulary infringement /nfrndmnt / n. the action of breaking the terms of a law, agreement, etc.; violation 侵犯；违反 Chapter three:Special infringement acts of new medium. 第三章：新媒体中特殊侵权的主要表现形式。 .infringement of privacy. 对隐私的侵犯。 There might have be