In lieu of an abstract, here is a brief excerpt of the content:Still I RiseLynnell Stephani LongYears ago I would not have had the courage to write my story. I was too ashamed to tell anyone my “secret.”I was born June 11, 1963 in Chicago. I found out thirty–seven years after my birth that I was born with severe hypospadias and a bifid scrotum. Surgery was performed at birth, leaving me with a micropenis. My labia were fused to form a (...) scrotum. After a couple of days in the hospital, my parents were able to take home their baby “boy.”Throughout my childhood I had urinary tract infections because of the surgery to move my [End Page 100] urethra from the base of the penis to the tip. For years I would get a burning sensation in the middle of the penis after urination. My endocrinologist at the time concluded that I had an infection of some type, but it was never explained to me where it originated.My mother raised me with my seven siblings on the south side of Chicago. Aside from me jumping rope with the girls, playing with dolls, and sitting when I peed, I had a pretty normal childhood. From an early age, I knew I was different. I was effeminate, and was often called “faggot” by everyone in the neighborhood, including my own brothers. I always liked hanging out with girls. In fact, I believed that I was a girl until my mother, a minister, beat it out of me. Literally.At the age of nine, I was first admitted to a teaching hospital. It was there that I was treated for growth hormone deficiency, hypothyroidism, panhypopituitarism, hypoadrenalism, and hypogonadism. At age 14, while other boys in high school were beginning to become young men, my voice got higher and I started growing breasts. My endocrinologist diagnosed me with gynecomastia and started me on testosterone injections to stop the breast growth, and to help with the masculinization process. To me these changes confirmed what I believed all along: I was indeed female.I took male hormone injections for five years. My endocrinologist convinced me that I could be a “normal” male if I took male hormones; I didn’t want to be male, I wanted to be female. But no one asked me what I wanted. Besides, the testosterone was making me sick. I wouldn’t be diagnosed with PAIS (Partial Androgen Insensitivity Syndrome) until a number of years later. I still remember trips to the hospital like they happened yesterday. There were multiple IVs, MRI’s, CAT scans, and photos taken of me. I still have flashbacks of standing in front of the graph board, naked, while strangers walked in and out of the room.There was no one I could talk to about this. I was never allowed to tell my friends why I was hospitalized numerous times a year. In the black community you don’t talk about family secrets. And that’s what I was, a secret. I would go to school between the hospitalizations and pretend everything was okay. I hated my life. I hated being different. I would get teased in school, but I managed to survive it.One day on a routine office visit—I had to be around 16 at that time—my endocrinologist told me that I was infertile, and could never have kids. He didn’t offer any psychotherapy, just smiled and said “I’ll see you in three months”. I went home that afternoon and attempted suicide for the first time.I was hospitalized every summer, for weeks at a time, for testing. My endocrinologist and his parade of residents awakened me every morning in the hospital. They stood by my bed, peeking under my gown, and talking about me like I was not present. I discontinued my visits to the hospital, and all medications, at the age of twenty–four. I just wanted to be normal, but I knew I wasn’t.The next ten years of my life were full of drinking and getting high, trying to forget that I was different. I did have girlfriends in that time, and I even got married. I was convinced that a... (shrink)

Although the terms mentor and thesis advisor (or research supervisor) are often used interchangeably, the responsibilities associated with these roles are distinct, even when they overlap. Neither are role models necessarily mentors, though mentors are role models: good examples are necessary but not sufficient. Mentorship is both a personal and a professional relationship. It has the potential for raising a number of ethical concerns, including issues of accuracy and reliability of the information conveyed, access, stereotyping and tracking of advisees, and (...) the abuse of power. Nevertheless, mentors can be critically important for professional success and are one of a number of elements that affect the responsible conduct of research. In addition, the community as a whole has a responsibility to mentor junior members. (shrink)

Trust is a critical component of research: trust in the work of co-workers and colleagues within the scientific community; trust in the work of research scientists by the non-research community. A wide range of factors, including internally and externally generated pressures and practical and personal limitations, affect the research process. The extent to which these factors are understood and appreciated influence the development of trust in scientific research findings.

Humans are powerful and clever, and also more ignorant than they know. As a result, they too often fail to acknowledge or even recognize their limitations, and are more arrogant than humble regarding their capabilities. Education that explicitly recognizes and addresses the context of science and technology, their inherent values and ethical implications and concerns, and their problematic as well as beneficial impacts can potentially rescue the human species from itself.

Humans are powerful and clever, and also more ignorant than they know. As a result, they too often fail to acknowledge or even recognize their limitations, and are more arrogant than humble regarding their capabilities. Education that explicitly recognizes and addresses the context of science and technology, their inherent values and ethical implications and concerns, and their problematic as well as beneficial impacts can potentially rescue the human species from itself.

Trust is a critical component of research: trust in the work of co-workers and colleagues within the scientific community; trust in the work of research scientists by the non-research community. A wide range of factors, including internally and externally generated pressures and practical and personal limitations, affect the research process. The extent to which these factors are understood and appreciated influence the development of trust in scientific research findings.

Alternative splicing is a critical post‐transcriptional event leading to an increase in the transcriptome diversity. Recent bioinformatics studies revealed a high frequency of alternative splicing. Although the extent of AS conservation among mammals is still being discussed, it has been argued that major forms of alternatively spliced transcripts are much better conserved than minor forms.1 It suggests that alternative splicing plays a major role in genome evolution allowing new exons to evolve with less constraint. BioEssays 25:1031–1034, 2003. © 2003 Wiley (...) Periodicals, Inc. (shrink)

Neuroscience research, like all science, is vulnerable to the influence of extraneous values in the practice of research, whether in research design or the selection, analysis and interpretation of data. This is particularly problematic for research into the biological mechanisms that underlie behavior, and especially the neurobiological underpinnings of moral development and ethical reasoning, decision-making and behavior, and the other elements of what is often called the neuroscience of ethics. The problem arises because neuroscientists, like most everyone, bring to their (...) work assumptions, preconceptions and values and other sources of potentially inappropriate bias of which they may be unaware. It is important that the training of neuroscientists, and research practice itself, include open and in-depth discussion and examination of the assumptions that underlie research. Further, policy makers, journalists, and the general public, that is, the consumers of neuroscience research findings (and by extension, neurotechnologies) should be made aware of the limitations as well as the strengths of the science, the evolving nature of scientific understanding, and the often invisible values inherent in science. (shrink)

Humans are powerful and clever, and also more ignorant than they know. As a result, they too often fail to acknowledge or even recognize their limitations, and are more arrogant than humble regarding their capabilities. Education that explicitly recognizes and addresses the context of science and technology, their inherent values and ethical implications and concerns, and their problematic as well as beneficial impacts can potentially rescue the human species from itself.

This content analysis examines the ways that genocide is included in the high school world history content standards of eleven states with legislative mandates requiring genocide education, as well as if the content standards in those states differ from those of states without mandated genocide education. The null curriculum theorizes that the content that is not taught may be as important as what is taught; this lens allows for a nuanced analysis of the ways that genocide is included and excluded (...) in state standards. The findings suggest that states with legislative mandates requiring genocide education do not necessarily have high school world history content standards that require genocide education. The content standards in states with legislative mandates often omit acts of genocide, refrain from using the term “genocide,” and frame genocides as less important than the Holocaust, perpetuating the null curriculum of genocides. (shrink)

Five experiments investigated how people use categories to make inductions about objects whose categorisation is uncertain. Normatively, they should consider all the categories the object might be in and use a weighted combination of information from all the categories: bet-hedging. The experiments presented people with simple, artificial categories and asked them to make an induction about a new object that was most likely in one category but possibly in another. The results showed that the majority of people focused on the (...) most likely category in making inductions, although there was a group of consistently normative responders who used information from both categories (about 25% of our college population). Across experiments the overall pattern of results suggests that performance in the task is improved not by understanding the underlying principles of bet-hedging but by increasing the likelihood that multiple categories are in working memory at the time of the induction. We discuss implications for improving everyday inductions. (shrink)

Focusing on the U.S. military as a gendered and raced institution and using 33 in-depth interviews with U.S. servicewomen, this study identifies tactics and consequences of workplace harassment that occur through administrative channels, a phenomenon I label bureaucratic harassment. I identify bureaucratic harassment as a force by which some servicemen harass, intimidate, and control individual, as well as groups of, servicewomen through bureaucratic channels. Examples include issuing minor infractions with the intention of delaying or stopping promotions, threatening to withhold military (...) benefits for reporting sexual abuse/harassment, and revoking servicewomen’s qualifications in order to remove them from positions or units. The manipulation of administrative rules and regulations is made possible by the interplay between a gendered and raced organizational climate and bureaucratic features such as discretion, hierarchy, and the blending of work and personal life. I show that bureaucratic harassment has both raced and gendered implications. Ultimately, harassment that is enacted through bureaucratic means is often overlooked but carries distinct consequences for the professional careers and workplace experiences of the victims. (shrink)

In discussions of professional standards and ethical values it is reasonable to consider who will develop the codes of conduct and guidelines for behavior that will reflect the standards and values of the community. Also worthy of consideration is whether the standards or guidelines are enforceable, and how and to what extent they will be enforced. The development of guidelines or professional codes of conduct is a responsibility that has been adopted by many professional societies. Useful to this discussion is (...) an examination of the rationale behind the development of ethical codes by professional societies. The Ethics in Science Committee of the Council of Scientific Society Presidents (CSSP) has examined the codes of some of its member societies and some observations regarding them are pertinent. The nature and uses of ethical statements, codes and guidelines developed by professional societies are multiple and diverse. Their enforcement raises both practical and ethical concerns. (shrink)

Recent studies have provided evidence of associations between neurochemistry and reading (dis)ability (Pugh et al., 2014). Based on a long history of studies indicating that fluent reading entails the automatic convergence of the written and spoken forms of language and our recently proposed Neural Noise Hypothesis (Hancock et al., 2017), we hypothesized that individual differences in cross-modal integration would mediate, at least partially, the relationship between neurochemical concentrations and reading. Cross-modal integration was measured in 231 children using a two-alternative forced (...) choice cross-modal matching task with three language conditions (letters, words, and pseudowords) and two levels of difficulty within each language condition. Neurometabolite concentrations of Choline (Cho), Glutamate (Glu), gamma-Aminobutyric (GABA), and N- acetyl-aspartate (NAA) were then measured in a subset of this sample (n = 70) with Magnetic Resonance Spectroscopy (MRS). A structural equation mediation model revealed that the effect of cross-modal word matching mediated the relationship between increased Glu (which has been proposed to be an index of neural noise) and poorer reading ability. In addition, the effect of cross-modal word matching fully mediated a relationship between increased Cho and poorer reading ability. Multilevel mixed effects models confirmed that lower Cho predicted faster cross-modal matching reaction time, specifically in the hard word condition. These Cho... (shrink)

T he article studies the answers collected for seven questions : four of these deal with the present functioning of the socio-political system ; the three last questions concern the future of the system. One has studied respectively : the attitudes towards the basic values of the consumers' society ; the level of satisfaction or dissatisfaction with life in Belgium ; the developments in satisfaction or dissatisfaction during the last four years ; how the various main social categories judge their (...) living conditions ; the attitudes towards an eventual redistribution of national income; the opinions about the probable development of the political system ; those opinions which reveal how one wants the political system to develop. The study of these two last items has allowed to tackle some problems of theoretical interpretation : revolutionary vs. authoritarian risk, dissatisfaction «within the regime» vs. «against the regime», ambivalence of political attitudes, social function of the political power, revolutionary attitudes and rational calculus. (shrink)

When assembling a collaborative initiative, how do you select the appropriate stakeholders to promote collaborative success? We examine the limitations of thestakeholder theory approach to resolving this issue. Instead, we argue that the domain-based perspective and the notion of requisite variety both offer worthwhile perspectives on the issue of participant selection. Combining these perspectives, we pave the way for a theory of participant selection that focuses on evaluating collaborative resources and capabilities at the individual, organizational and domain levels.

It is clear that the concept of scientific misconduct continues to evolve. As always it is the goal of Science and Engineering Ethics to move the discussion forward, to encourage and facilitate discussion of the ethical issues and problems that practicing scientists and engineers encounter in the course of pursuing their professions. This collection of articles and commentaries provides a variety of perspectives that we expect will facilitate communication among and within the groups who must participate in this evolution.

Responsible research and good science are concepts with various meanings depending on one’s perspective and assumptions. Fellow researchers, research participants, policy makers and the general public also have differing expectations of the benefits of research ranging from accurate and reliable data that extend the body of knowledge, to solutions to societal concerns. Unless these differing constituencies articulate their differing views they may fail to communicate and undermine the value of research to society.