Article
The Social Responsibility of Scientists: The Scientific Impact Statement
By Charles Walter and Edward P. Richards,
17 IEEE Engineering In Medicine And Biology Magazine #6, 94-95 (1998).
http://biotech.law.lsu.edu/IEEE/ieee30.htm
Important points made in the paper
The Scientific Impact Statement
The authors elaborate on a "Societal Research Impact Statement" (SRIS), analogous to the environmental impact statement that developers must file explaining how their project will affect the local environment.
Patent applications provide some precedent for the SRIS. A patent application must give a complete revelation of the subject matter disclosed. This is in keeping with the scientific tradition that a publication reporting scientific results should enable another scientist competent in the field to reproduce what has been reported by others and thereby confirm or bring into question the previous results.
The U.S. Patent and Trademark Office has determined that a full revelation of a discovery should contain certain elements. These include (1) background material, (2) a detailed disclosure with a brief abstract thereof, (3) a brief summary of the invention, and (4) at least one claim.
1) Background and Context of Work
The background material in a patent application includes a statement identifying the technical field of the invention and a description of the related art. Likewise, a research paper should contain a statement identifying the technical area of research and a description in plain language of how the work reported compliments or contrasts with the existing work in the field.
2) Abstract of Results
The abstract in a patent application is a brief narrative of the disclosure as a whole in a single paragraph of 250 words or less. A research paper should also contain a short abstract in plain language describing the nature of the scientific results of the study.
3) Summary of Issues, Impact and Generalizability
The summary in a patent application is directed toward the invention itself. It may point out advantages of the invention and/or how it solves problems previously existent in the prior art. It should also set forth the nature and gist of an invention. A research paper likewise should contain a summary identifying the significance of the work reported, how it relates to societal issues affected by the results, how these results impact these issues, and the extent to which the work can be generalized.
4) Claims and Limitations
Patent claims identify the precise metes and bounds of an invention. A research paper should also contain a precise statement identifying the limitations on the conclusions drawn from the results, the practical significance of these limitations in terms related to the societal issues in the Summary, recommendations for future research, and any caveats limiting the application of the results, including applications to other studies.
We propose that these elements be included in original scientific research papers prior to peer review. This SRIS should be short (usually 500 words or less), in plain language, and key-word indexed. If desired by the author, the initial draft could be developed with the assistance of appropriate university resources. Final drafts should be developed along with the rest of the research paper by the author in cooperation with the journal editors and the individuals providing peer review.
In some cases there are issues that should be addressed in accessing the potential impact of the study that are not properly part of the scientific article. For example, a study on the effects of silicone on the immune system would be relevant to the question of whether silicone breast implants cause disease. An assessment of whether and the study affects the conclusion that silicone in breast implants does not cause systemic disease would be important.
"Daubert Impact Statements"
Generally, for research papers touching on issues important to expert testimony in recent litigation, we suggest that journals publish expanded impact statements addressing the question, "What is the 'Daubert value' of the study?". This is an important question whenever a study deals with issues that are subject to litigation, such as silicone breast implants, ELF, toxicity of pharmaceuticals, or other situations where there is a large class of persons that may claim injury by the substance in question.
These expanded statements, which might be called "Daubert Impact Statements" (DIS), should include (1) a brief summary of important litigation issues which might be affected by the results, (2) the impact of the research on these issues, and (3) recommendations for whether the information in the research paper should be used by the courts, and, if so, how. The DIS should be written by individuals expert in the litigation area who are also conversant with the underlying science. Some journals already do this to a limited extent, but it is usually in the form of an editorial separate from the article.
Information of the type described above for the SRIS is required for a patent application. The content of scientific articles is governed by custom and the peer-review policies of the scientific journals. The SRIS should become a journal requirement.
The DIS should be included for all research papers touching on issues important to expert testimony in recent litigation. The SRIS should be considered part of the article and should be subjected to the same peer review process as the scientific content of the article. The DIS should also be subject to review by competent authorities.
These peer reviews should determine whether the impact statements address the respective issues described above. The peer reviews should assure that these items are addressed both correctly and in plain language suitable for non-scientists.
As described above, the SRIS and DIS should be published with the article in the body of the journal, and the authors of the scientific article should themselves contribute to the statements. This would link them more clearly to the primary study, with the objective of being a formal supplement to the article that could be used to provide background if the article is used as evidence in court. This could reduce the ability of lawyers to take the findings of studies out of context and use them to support arguments that are either not addressed by the articles or are refuted by the articles.
Conclusions
The growing gulf between scientists and the general public is a threat to the support for science. In a larger sense, it is a threat to rational discussion of scientific issues in public debate and policy making. Scientists ultimately bear the responsibility for helping the public to understand scientific issues. This can be done in many ways, but all require that scientists communicate their findings in clear, understandable ways, including working with journalists to educate them so that they can appreciate the significance of the scientific enterprise.
Showing posts with label Social responsibility. Show all posts
Showing posts with label Social responsibility. Show all posts
Wednesday, May 14, 2008
Malaysian Minister on Individual Social Responsibility
Tuesday, January 22, 2008
Minister calls for individual social responsibility to keep Kuching clean
A State minister yesterday called for the introduction of what he termed as "individual social responsibility" (ISR) to engage people from all walks of life to keep the city clean and scenic.
Environment and Public Health Minister Datuk Michael Manyin reckoned that such concept needed to be promoted in every city dweller rather than emphasizing too much on corporate social responsibility (CSR), which the government proposed more than two years ago. "Individuals have social responsibilities also, not only the corporate sector. If we all say this is not my job, that is not my job, there is no way we can make the city beautiful. It is the responsibility of each and everyone of us who lives in the city to make the place clean, green and beautiful. This is not the sole responsibility of the local councils and the government", he stressed.
Manyin made the remarks when officiating at the Tree-planting Day jointly organized by Kuching South City Council (MBKS), KTS Trading Sdn Bhd and Andreas STIHL AG Co Germany in conjunction with the 40th KTS-STIHL partnership anniversary at Muara Tabuan here when more than 400 trees were planted.
http://www.mbks.gov.my/pressdetails.asp?mode=187
Minister calls for individual social responsibility to keep Kuching clean
A State minister yesterday called for the introduction of what he termed as "individual social responsibility" (ISR) to engage people from all walks of life to keep the city clean and scenic.
Environment and Public Health Minister Datuk Michael Manyin reckoned that such concept needed to be promoted in every city dweller rather than emphasizing too much on corporate social responsibility (CSR), which the government proposed more than two years ago. "Individuals have social responsibilities also, not only the corporate sector. If we all say this is not my job, that is not my job, there is no way we can make the city beautiful. It is the responsibility of each and everyone of us who lives in the city to make the place clean, green and beautiful. This is not the sole responsibility of the local councils and the government", he stressed.
Manyin made the remarks when officiating at the Tree-planting Day jointly organized by Kuching South City Council (MBKS), KTS Trading Sdn Bhd and Andreas STIHL AG Co Germany in conjunction with the 40th KTS-STIHL partnership anniversary at Muara Tabuan here when more than 400 trees were planted.
http://www.mbks.gov.my/pressdetails.asp?mode=187
Individual Social Responsibility
From a post by Suresh Govindarajan in http://www.siv-g.org/joomla/content/view/155/29/
there is a need for a strong commitment from every individual to contribute to the society. This commitment is what I would call as Individual Social Responsibility (ISR), like the CSR. I am very keen to popularize the idea of Individual Social Responsibility (ISR). Why should we pass on the responsibility to the corporate entities which most of the time throw money like the coconut to Lord Ganesha? More than that what is needed is the commitment by the individuals through ISR. When it happens, it will be through millions of people and the impact will be unimaginable even if the contribution is minimal.
Now, what could be the first commitment one can make under ISR? A very simple one! One need not throw money (pick up the coconut). It must be the commitment of demonstrating one’s integrity and honesty in every walks of life and being not very selfish! This is something which is absolutely in one’s hand and one need not look out on external materiallistic things on which we do not have any control. There cannot be a greater commitment and contribution to the society by an individual than this little one as Individual Social Responsibility! Once this basic commitment is fulfilled, then, perhaps an individual can think of higher commitments and then go on to the commitment of corporate social responsibility. If the ISR becomes a way of life, then perhaps, there would be hardly any need for CSR, because by fulfilling the commitments of ISR, every part of the society, including the corporate would have made a strong foundation on which the whole society operate in a much better way.
After all, it is said “give to the world the best you have and the best will come back to you!” Perhaps, the commitment through ISR is the best way to demonstrate our basic character (like integrity, honesty and so on) to the society, if not the best in us, which in turn will come back to us from the society in the best way!
there is a need for a strong commitment from every individual to contribute to the society. This commitment is what I would call as Individual Social Responsibility (ISR), like the CSR. I am very keen to popularize the idea of Individual Social Responsibility (ISR). Why should we pass on the responsibility to the corporate entities which most of the time throw money like the coconut to Lord Ganesha? More than that what is needed is the commitment by the individuals through ISR. When it happens, it will be through millions of people and the impact will be unimaginable even if the contribution is minimal.
Now, what could be the first commitment one can make under ISR? A very simple one! One need not throw money (pick up the coconut). It must be the commitment of demonstrating one’s integrity and honesty in every walks of life and being not very selfish! This is something which is absolutely in one’s hand and one need not look out on external materiallistic things on which we do not have any control. There cannot be a greater commitment and contribution to the society by an individual than this little one as Individual Social Responsibility! Once this basic commitment is fulfilled, then, perhaps an individual can think of higher commitments and then go on to the commitment of corporate social responsibility. If the ISR becomes a way of life, then perhaps, there would be hardly any need for CSR, because by fulfilling the commitments of ISR, every part of the society, including the corporate would have made a strong foundation on which the whole society operate in a much better way.
After all, it is said “give to the world the best you have and the best will come back to you!” Perhaps, the commitment through ISR is the best way to demonstrate our basic character (like integrity, honesty and so on) to the society, if not the best in us, which in turn will come back to us from the society in the best way!
Social Responsibility - Individuals
Individual Responsibility and Civil Involvement with Others
Definition
Individual responsibility and civil involvement with others are traits that grow with the opportunities to share mutual tasks in a democracy. These tasks should be accomplished in a orderly fashion for the welfare of the group. The work should encompass personal independence and individual rights while accommodating the responsibility necessary to maintain group orderliness.
Checklist of Observable Behaviors
___ 1. Reliability
___ 2. Trust (competency, commonality, propriety, intent)
___ 3. Self-control
___ 4. Sensitivity to group needs and group problems
___ 5. Promoting the best interests of the group (accountability) (key
words: comprise and accountability)
___ 6. Consciously and voluntarily following all procedures adopted
by the group (key words: following group procedures)
___ 7. Positive participation
___ 8. Patience
___ 9. Cooperative learning techniques
___ 10. A behavior appropriate to the situation
___ 11. Sense of community within a classroom or a school, or
fostering stronger ties for the student with the community
beyond the school; community service and involvement
___ 12. Civil non-participation when appropriate (against your
beliefs)
___ 13. Contributing one’s own identity and uniqueness to the
group process
Reference
Good, C. V. (1973). Dictionary of education. New York: McGraw Hill.
General Example
Several key areas of learning can help educators focus on encouraging a sense of social responsibility and civil engagement: cooperative learning techniques, nonviolent management or resolution of conflict, multicultural education, environmental education, global education, the creation of a sense of community within a classroom or a school, and fostering stronger ties for the student with the community beyond the school (La Farge, 1992, p. 348).
A teacher might use a specific person as an example who could illustrate individual responsibility and civil involvement with others. A good example of these skills is Mahatma Gandhi, who was the personification of responsibility. Starting from the fact that he was one of the few men in history to fight simultaneously on moral, religious, political, social, economic, and cultural fronts, the teacher might focus on the idea of responsibility.
As a moralist, Gandhi was preoccupied with personal integrity and individual responsibility. He had great difficulty in coming to terms with the need for collective discipline and the moral compromises required by membership of the state. Gandhi claimed that every citizen was responsible for his actions and that responsibility was in no way diminished by what others did or did not do.
However, in his opinion it was wrong to say that what an isolated individual did had no wider consequences. For Gandhi it was the citizen’s sense of moral responsibility for his own actions that ultimately determined the character of the state. Men were responsible for one another, and if one of them turned delinquent, the rest could not disown their equal responsibility for his behavior. Even as a wrongdoer must search his conscience, the others must probe theirs.
The slow and painful task of cultivating and consolidating the sense of humanity, and thereby laying the foundations of a truly moral community, was an essentially collective responsibility. In Gandhi’s view the citizen is responsible for the actions of his government. The citizen is a party to its actions and partly responsible for their consequences. A citizen cannot hide behind the façade of collective responsibility, for it is composed of and does not replace individual responsibility (Parekh, 1989).
Classroom Example
The teacher can involve high school students in activities in which they can play the teacher role. For instance, the students may create hands-on science activities. By demonstrating them to younger students, the high school students show individual responsibility in their work because they are playing the teacher role. This activity provides opportunities for civil involvement with others through engaging the younger students in the hands-on activities.
References
La Farge, P. (1992). Teaching social responsibility in the schools. In S. Staub & P. Green (Eds.), Psychology and social responsibility: Facing global challenges (p. 348). New York: New York University Press.
McLaughlin, J. (1999). Ocean Exhibits [Video]. INTIME: Integrating New Technologies Into the Methods of Education. [On-line]. Available: http://www.intime.uni.edu
Parekh, B. C. (1989). Gandhi’s political philosophy. Notre Dame, IN: University of Notre Dame Press.
http://fp.uni.edu/model/democracy/indi.html
Definition
Individual responsibility and civil involvement with others are traits that grow with the opportunities to share mutual tasks in a democracy. These tasks should be accomplished in a orderly fashion for the welfare of the group. The work should encompass personal independence and individual rights while accommodating the responsibility necessary to maintain group orderliness.
Checklist of Observable Behaviors
___ 1. Reliability
___ 2. Trust (competency, commonality, propriety, intent)
___ 3. Self-control
___ 4. Sensitivity to group needs and group problems
___ 5. Promoting the best interests of the group (accountability) (key
words: comprise and accountability)
___ 6. Consciously and voluntarily following all procedures adopted
by the group (key words: following group procedures)
___ 7. Positive participation
___ 8. Patience
___ 9. Cooperative learning techniques
___ 10. A behavior appropriate to the situation
___ 11. Sense of community within a classroom or a school, or
fostering stronger ties for the student with the community
beyond the school; community service and involvement
___ 12. Civil non-participation when appropriate (against your
beliefs)
___ 13. Contributing one’s own identity and uniqueness to the
group process
Reference
Good, C. V. (1973). Dictionary of education. New York: McGraw Hill.
General Example
Several key areas of learning can help educators focus on encouraging a sense of social responsibility and civil engagement: cooperative learning techniques, nonviolent management or resolution of conflict, multicultural education, environmental education, global education, the creation of a sense of community within a classroom or a school, and fostering stronger ties for the student with the community beyond the school (La Farge, 1992, p. 348).
A teacher might use a specific person as an example who could illustrate individual responsibility and civil involvement with others. A good example of these skills is Mahatma Gandhi, who was the personification of responsibility. Starting from the fact that he was one of the few men in history to fight simultaneously on moral, religious, political, social, economic, and cultural fronts, the teacher might focus on the idea of responsibility.
As a moralist, Gandhi was preoccupied with personal integrity and individual responsibility. He had great difficulty in coming to terms with the need for collective discipline and the moral compromises required by membership of the state. Gandhi claimed that every citizen was responsible for his actions and that responsibility was in no way diminished by what others did or did not do.
However, in his opinion it was wrong to say that what an isolated individual did had no wider consequences. For Gandhi it was the citizen’s sense of moral responsibility for his own actions that ultimately determined the character of the state. Men were responsible for one another, and if one of them turned delinquent, the rest could not disown their equal responsibility for his behavior. Even as a wrongdoer must search his conscience, the others must probe theirs.
The slow and painful task of cultivating and consolidating the sense of humanity, and thereby laying the foundations of a truly moral community, was an essentially collective responsibility. In Gandhi’s view the citizen is responsible for the actions of his government. The citizen is a party to its actions and partly responsible for their consequences. A citizen cannot hide behind the façade of collective responsibility, for it is composed of and does not replace individual responsibility (Parekh, 1989).
Classroom Example
The teacher can involve high school students in activities in which they can play the teacher role. For instance, the students may create hands-on science activities. By demonstrating them to younger students, the high school students show individual responsibility in their work because they are playing the teacher role. This activity provides opportunities for civil involvement with others through engaging the younger students in the hands-on activities.
References
La Farge, P. (1992). Teaching social responsibility in the schools. In S. Staub & P. Green (Eds.), Psychology and social responsibility: Facing global challenges (p. 348). New York: New York University Press.
McLaughlin, J. (1999). Ocean Exhibits [Video]. INTIME: Integrating New Technologies Into the Methods of Education. [On-line]. Available: http://www.intime.uni.edu
Parekh, B. C. (1989). Gandhi’s political philosophy. Notre Dame, IN: University of Notre Dame Press.
http://fp.uni.edu/model/democracy/indi.html
Social Responsibility - Articles
Social Responsibility and Accountability: Summary
by Manfred Davidmann
Contents
Social Responsibility and Accountability
Social Responsibility of Those Who Govern, Direct, Lead or Manage
Countering Antisocial Behaviour
Social Benefits and Costs
Worldwide
http://www.solhaam.org/teachings/sclacc.html
A Code of Social Responsibility as a Social Contract
Keith Rankin
Social Responsibility Conference
Massey University, Albany Campus; 12-15 February 1998.
http://keithrankin.co.nz/krnkn_SocResp.html
by Manfred Davidmann
Contents
Social Responsibility and Accountability
Social Responsibility of Those Who Govern, Direct, Lead or Manage
Countering Antisocial Behaviour
Social Benefits and Costs
Worldwide
http://www.solhaam.org/teachings/sclacc.html
A Code of Social Responsibility as a Social Contract
Keith Rankin
Social Responsibility Conference
Massey University, Albany Campus; 12-15 February 1998.
http://keithrankin.co.nz/krnkn_SocResp.html
Social Responsibility - People
On the basis of this analysis, the MLPC has adopted the slogan For Us, Accountability Begins at Home. At its centre is the recognition that when society is being held back and every avenue to solving its problems is obstructed, the working class and people take up their own social responsibility to change the situation.http://www.cpcml.ca/Tmld2006/D36142.htm
September 27, 2006 - No. 142
Inquiry Into Canada's System of Government
Conception of Accountability in the
Federal Accountability Act
- Sandra L. Smith, National Leader, Marxist-Leninist Party of Canada -
September 27, 2006 - No. 142
Inquiry Into Canada's System of Government
Conception of Accountability in the
Federal Accountability Act
- Sandra L. Smith, National Leader, Marxist-Leninist Party of Canada -
Social Responsibility - Meeting of Asian Political Parties
36. We believe governments should nurture political cultures that enable citizens to exercise civic and social responsibility to realize their potential to lead meaningful lives. And for this purpose, we see our own role as that of bringing our governments and citizens together in partnership.
1st ICAPP: Conference Declaration
Part of
Asian Declaration 2000
Manila, Philippines
THE FIRST INTERNATIONAL CONFERENCE OF ASIAN POLITICAL PARTIES
17-20 September 2000
http://www.idcpc.org.cn/icapp3/2004-06/23/content_2369370.htm
1st ICAPP: Conference Declaration
Part of
Asian Declaration 2000
Manila, Philippines
THE FIRST INTERNATIONAL CONFERENCE OF ASIAN POLITICAL PARTIES
17-20 September 2000
http://www.idcpc.org.cn/icapp3/2004-06/23/content_2369370.htm
Social Responsibility - Bon Menzies - Australia
Though Whitlamite nostalgia can be a poor guide for contemporary public policy, it is at least understandable that Labor’s true believers remember those years fondly. But when they start indulging in Menzies nostalgia something very odd is going on. In his first speech to Parliament after becoming leader, Kevin Rudd said:
…this modern Liberal Party, is that it is not the Liberal Party of old. If you go back and read what Bob Menzies had to say about social responsibility and social justice, there is no way that Bob Menzies would fit into the world view that we are now being offered. You see, the member for Kooyong recently delivered a speech on Bob Menzies?Ĵ legacy within the Liberal Party on these questions of social responsibility. It is quite clear when you read that clearly that there has been an ocean of change between that Liberal Party and what it stood for, despite our criticisms of it and our disagreements with it at the time, and the market fundamentalism which has overtaken the current Liberal Party.
It’s another example of the strange meme that recontructs the conservative Robert Menzies as some kind of left-leaning social democrat. In a fiscal fact-checking exercise sadly lacking among those making this claim about Menzies, today I visited the economics library at Melbourne University to see just how the Menzies government’s spending levels compared with that of John Howard’s government.
http://andrewnorton.info/2006/12/some-whitlamite-nostalgia-of-my-own/
…this modern Liberal Party, is that it is not the Liberal Party of old. If you go back and read what Bob Menzies had to say about social responsibility and social justice, there is no way that Bob Menzies would fit into the world view that we are now being offered. You see, the member for Kooyong recently delivered a speech on Bob Menzies?Ĵ legacy within the Liberal Party on these questions of social responsibility. It is quite clear when you read that clearly that there has been an ocean of change between that Liberal Party and what it stood for, despite our criticisms of it and our disagreements with it at the time, and the market fundamentalism which has overtaken the current Liberal Party.
It’s another example of the strange meme that recontructs the conservative Robert Menzies as some kind of left-leaning social democrat. In a fiscal fact-checking exercise sadly lacking among those making this claim about Menzies, today I visited the economics library at Melbourne University to see just how the Menzies government’s spending levels compared with that of John Howard’s government.
http://andrewnorton.info/2006/12/some-whitlamite-nostalgia-of-my-own/
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