T M 1 K O N T R A K P E M B E L A J A R A N 2010
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This document outlines the syllabus for a Bioethics course taken by biology students at a university. It includes information such as course code, credits, instructors, schedule, learning objectives, assignments, textbooks, and grading criteria. The main goals of the course are to develop students' understanding of ethical principles and bioethics, and increase their awareness of ethical issues arising from advances in science and technology.
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![KONTRAK PEMBELAJARAN ,[object Object],a. Nama dan Kode M.K. : BIOETIKA (BIW 411) b. Fakultas/ Program Studi : Biologi/ Biologi c. Tahun Akademik : 2009/ 2010 d. Semester : VII e. Bobot SKS : 2 *](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)
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Discussion Ethical Dimensions of Research StudiesIn the best-se.docx
Discussion: Ethical Dimensions of Research Studies
In the best-selling book, The Immortal Life of Henrietta Lacks (Skloot, 2010), the author highlights the true story of an African-American woman who died in 1951 from cervical cancer. What makes her story unique is that prior to her death, cells from her tumor were removed and successfully grown in a petri dish. This was the first time scientists were able to successfully replicate cells outside the body, and it is estimated that billions of Lacks’ cells have been used in medical research. However, Henrietta Lacks was never asked for permission to take a sample and her family was never made aware of the widespread use of her cells. Although the culturing of her cells has been pivotal for advancing research, strong ethical concerns later arose about using these cells without patient or family approval.
This week’s readings describe historical examples of unethical research, such as a study of syphilis among African-American men in which treatment was withheld and a study in which live cancer cells were injected into elderly patients. Today, stricter controls that seek to protect study participants are placed on researchers, but breaches still occur. Careful attention must be given toward preventing unethical behavior. In this Discussion, you explore ethical considerations and issues in research.
To prepare:
Select a current health-related case involving research ethics. (If none come to mind, browse the Internet to familiarize yourself with recent cases.)
As you review the case that you have selected, reflect on the ethical principles discussed in “What Are the Major Ethical Issues in Conducting Research?” article found in this week’s Learning Resources. Which principles were breached in the case you have identified?
Post a description of the case that you selected and the ethical issues involved. Analyze the ethical principles that were breached by the researchers or organizations in your selected case as well as the possible cause of the breach(es). Suggest how the research might have been conducted differently to avoid or minimize the ethical problems. Discuss how research can be done on sensitive issues while still protecting the rights of the research subjects.
Read a selection of your colleagues’ responses.
Respond to at least two of your colleagues on two different days using one or more of the following approaches:
Ask a probing question, substantiated with additional background information, and evidence.
Offer and support an alternative perspective using readings from the classroom or from your own review of the literature in the Walden Library.
Make a suggestion based on additional evidence drawn from readings or after synthesizing multiple postings.
Required Readings
Polit, D. F., & Beck, C. T. (2017). Nursing research: Generating and assessing evidence for nursing practice (10th ed.). Philadelphia, PA: Wolters Kluwer.
Chapter 3, “Key Concepts and Steps in Qualitative and Qu.
Ap biology syllabus (new version)
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Drew Endy and Synthetic Biology trailer
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Pedagogy of Biological Science.pdf
This document outlines the aims and objectives of teaching biological science. It discusses the nature and scope of biology, including that it is the study of living organisms, their structure, function, evolution, etc. It describes some key aims of teaching biology such as helping students understand life processes, health, agriculture and more. The document also discusses some foundational values of science like curiosity, open-mindedness, and using evidence-based inquiry. One of the main aims of teaching biology is to help students become responsible democratic citizens by teaching them not just facts but also how to apply science responsibly.
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Discussion Ethical Dimensions of Research StudiesIn the best-se.docx
Discussion Ethical Dimensions of Research StudiesIn the best-se.docx
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This document discusses the changing public evaluation of science and technology. It notes that debate in bioethics helps situate science and technology within cultural traditions. However, the expertise of scientists is now often challenged as views have changed, and non-expert opinions can be considered equally valid, especially if experts do not address public concerns. This has led campaign groups to exploit public worries to prevent certain activities, further undermining trust in institutional science. Nonetheless, science remains authoritative, but wider discussion is needed on its applications, as a simple utilitarian view is insufficient to evaluate technologies affecting medicine and society profoundly. Scientists should participate actively in such ethical debates.
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This chapter uses the tropical rainforest as a case study for environmental ethics. It discusses the rainforest as an ecosystem that is high in biodiversity and acts as a carbon sink, but is being destroyed. It explores the competing interests of different human groups regarding the rainforest and how difficult it is to satisfy human needs while protecting the non-human environment. There are some limited signs of hope in schemes that exchange money for preservation, but these schemes must follow sustainability principles to truly protect ecosystems like the rainforest.
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- 4. g. JADWAL TATAP MUKA : Senin 07.30-09.10 WIB (R V; Kelas A) 09.20-11.00 WIB (R V; Kelas B) Jum’at 07.30-09.10 WIB (R IV; Kelas C) 09.20-11.00 WIB (R IV; Kelas D) Bioethics
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- 7. 4. Kompetensi Utama Setelah mengikuti pembelajaran pada m.k. BIOETIKA selama 1 semester (semester-VII) mahasiwa Fakultas Biologi mampu menerapkan prinsip-prinsip bioetika sebagai sumber nilai dan pedoman serta landasan pertimbangan dalam mengambil keputusan yang berkaitan dengan organisme hidup dan biosfer.
- 8. 5. Dampak ( outcome ) Mahasiswa mampu mendemonstrasikan skill kerjasama tim yang baik, menampilkan empatinya, mengem- bangkan skill berkomunikasi (terutama scientific communication ), mengembangkan kemampuan otak kanan untuk mengimbangi fungsi otak kiri, dan memilih keputusan yang sesuai dengan nilai etik yang dipahami dan diyakininya.
- 11. Komponen % U T S 35 U A S 35 TUGAS TERSTRUKTUR 30 Total 100 9. Evaluasi Pembelajaran
- 12. 80 : A 66 s/d 80 : B 56 s/d 66 : C 46 s/d 56 : D 46 : E Kriteria Nilai Akhir (PAP)
- 13. 9. Jadwal Pembelajaran BIOETIKA
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- 20. Chapter 1. Introduction to Ethics and Bioethics
Editor's Notes
- Keywords: bioethics; consequentialist; ethics; GM; decision-making; deontological; morals; science; utilitarian Summary Ethics is the systemisation of how we decide about right and wrong; morals are the practical outworkings of ethical systems. There is no single way in which ethical debates about almost any matter can unambiguously be resolved; but not all ethical arguments are equally valid. Ethical conclusions need to be based on reason, take into account established ethical principles and be based, so far as possible, on consensus. A common position in ethics is consequentialism, in which the outcome of an action is the main criterion for decision-making, and within that, utilitarianism which considers the sum of human happiness, pleasure or well-being. By contrast, deontological thinking ascribes intrinsic rightness or wrongness to particular actions. In biotechnology and modern medicine, both intrinsic and consequentialist arguments for and against their deployment can be advanced. Deciding whether or not particular instances of modern biotechnology and biomedical science are acceptable means looking in detail at individual cases.
- Keywords: bioethics; consequentialist; ethics; GM; decision-making; deontological; morals; science; utilitarian Summary Ethics is the systemisation of how we decide about right and wrong; morals are the practical outworkings of ethical systems. There is no single way in which ethical debates about almost any matter can unambiguously be resolved; but not all ethical arguments are equally valid. Ethical conclusions need to be based on reason, take into account established ethical principles and be based, so far as possible, on consensus. A common position in ethics is consequentialism, in which the outcome of an action is the main criterion for decision-making, and within that, utilitarianism which considers the sum of human happiness, pleasure or well-being. By contrast, deontological thinking ascribes intrinsic rightness or wrongness to particular actions. In biotechnology and modern medicine, both intrinsic and consequentialist arguments for and against their deployment can be advanced. Deciding whether or not particular instances of modern biotechnology and biomedical science are acceptable means looking in detail at individual cases.