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  1. P. Aarne Vesilind, A. S. Gunn & R. Spier (1998). Book Review-Engineering, Ethics, and the Environment. [REVIEW] Science and Engineering Ethics 4:391-391.
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  2. Charles J. Abaté (2011). Should Engineering Ethics Be Taught? Science and Engineering Ethics 17 (3):583-596.
    Should engineering ethics be taught? Despite the obvious truism that we all want our students to be moral engineers who practice virtuous professional behavior, I argue, in this article that the question itself obscures several ambiguities that prompt preliminary resolution. Upon clarification of these ambiguities, and an attempt to delineate key issues that make the question a philosophically interesting one, I conclude that engineering ethics not only should not, but cannot, be taught if we understand “teaching engineering ethics” to mean (...)
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  3. Norman Abeles (1998). Commentary on “Scientific Societies and Whistleblowers: The Relationship Between the Community and the Individual” (D.M. Mcknight). Science and Engineering Ethics 4 (1):115-117.
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  4. Len Ackland, Karen Dorn Steele & JoAnn M. Valenti (1998). Nuclear Waste, Secrecy and the Mass Media. Science and Engineering Ethics 4 (2):181-190.
    Invited media scholars and journalists examine the general issue of nuclear waste, risk and the sicentific promises that were made, but not kept, about safe disposal. The mass media uncovered and reported on nuclear waste problems at Rocky Flats in Colorado and Hanford in Washington. Two environmental journalists review efforts to expose problems at these sites, how secrecy hampered reporting, and the effects of media coverage on nearby residents. An environmental communications scholar evaluates media coverage, the role of the U.S. (...)
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  5. Dimitrios Adamis, Adrian Treloar, Finbarr C. Martin & Alastair J. D. Macdonald (2010). Ethical Research in Delirium: Arguments for Including Decisionally Incapacitated Subjects. Science and Engineering Ethics 16 (1):169-174.
    Here we describe how more important findings were obtained in a delirium study by using an informal assessment of mental capacity, and, in those who lacked capacity, obtaining consent later when or if capacity returned or a proxy was found. From a total of 233 patients 23 patients lacked capacity as judged by our informal capacity judgment and 210 did not. Of those who lacked capacity, 13 agreed to enter in the study. Six of them regained capacity later. When these (...)
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  6. Stephen Adams (2009). Follow the Money: Engineering at Stanford and UC Berkeley During the Rise of Silicon Valley. Minerva 47 (4):367-390.
    A comparison of the engineering schools at UC Berkeley and Stanford during the 1940s and 1950s shows that having an excellent academic program is necessary but not sufficient to make a university entrepreneurial (an engine of economic development). Key factors that made Stanford more entrepreneurial than Cal during this period were superior leadership and a focused strategy. The broader institutional context mattered as well. Stanford did not have the same access to state funding as public universities (such (...)
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  7. Dr J. Félix Lozano Aguilar (2006). Developing an Ethical Code for Engineers: The Discursive Approach. [REVIEW] Science and Engineering Ethics 12 (2):245-256.
    From the Hippocratic Oath on, deontological codes and other professional self-regulation mechanisms have been used to legitimize and identify professional groups. New technological challenges and, above all, changes in the socioeconomic environment require adaptable codes which can respond to new demands.We assume that ethical codes for professionals should not simply focus on regulative functions, but must also consider ideological and educative functions. Any adaptations should take into account both contents (values, norms and recommendations) and the drafting process itself.In this article (...)
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  8. J. Félix Lozano Aguilar (2006). Developing an Ethical Code for Engineers: The Discursive Approach. Science and Engineering Ethics 12 (2):245-256.
    From the Hippocratic Oath on, deontological codes and other professional self-regulation mechanisms have been used to legitimize and identify professional groups. New technological challenges and, above all, changes in the socioeconomic environment require adaptable codes which can respond to new demands. We assume that ethical codes for professionals should not simply focus on regulative functions, but must also consider ideological and educative functions. Any adaptations should take into account both contents (values, norms and recommendations) and the drafting process itself.
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  9. Michael Alfred & Christopher Chung (2012). Design, Development, and Evaluation of a Second Generation Interactive Simulator for Engineering Ethics Education (SEEE2). Science and Engineering Ethics 18 (4):689-697.
    This paper describes a second generation Simulator for Engineering Ethics Education. Details describing the first generation activities of this overall effort are published in Chung and Alfred (Sci Eng Ethics 15:189–199, 2009). The second generation research effort represents a major development in the interactive simulator educational approach. As with the first generation effort, the simulator places students in first person perspective scenarios involving different types of ethical situations. Students must still gather data, assess the situation, and make decisions. The approach (...)
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  10. E. Alpay (2013). Student-Inspired Activities for the Teaching and Learning of Engineering Ethics. Science and Engineering Ethics 19 (4):1455-1468.
    Ethics teaching in engineering can be problematic because of student perceptions of its subjective, ambiguous and philosophical content. The use of discipline-specific case studies has helped to address such perceptions, as has practical decision making and problem solving approaches based on some ethical frameworks. However, a need exists for a wider range of creative methods in ethics education to help complement the variety of activities and learning experiences within the engineering curriculum. In this work, a novel approach is presented in (...)
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  11. Barbara Alving (2009). Review of Experimenting with the Consumer—The Mass Testing of Risky Products on the American Public. [REVIEW] Studies in Ethics, Law, and Technology 3 (2).
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  12. Jessica S. Ancker & Annette Flanagin (2007). A Comparison of Conflict of Interest Policies at Peer-Reviewed Journals in Different Scientific Disciplines. Science and Engineering Ethics 13 (2):147-157.
    Scientific journals can promote ethical publication practices through policies on conflicts of interest. However, the prevalence of conflict of interest policies and the definition of conflict of interest appear to vary across scientific disciplines. This survey of high-impact, peer-reviewed journals in 12 different scientific disciplines was conducted to assess these variations. The survey identified published conflict of interest policies in 28 of 84 journals (33%). However, when representatives of 49 of the 84 journals (58%) completed a Web-based survey about journal (...)
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  13. Daniel Andersen (2000). From Case Management to Prevention of Scientific Dishonesty in Denmark. Science and Engineering Ethics 6 (1):25-34.
    In 1992, The Danish Medical Research Council established a national committee on scientific dishonesty with the twofold task of handling cases of scientific misconduct and taking preventive initiatives. Scientific dishonesty was proven in only five cases, but in another nine cases lesser degrees of deviations from good scientific practice were found. The experiences from a total of 24 treated cases indicated that three key areas were at the basis of most of the accusations and the deviations from good practice: uncertainty (...)
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  14. Melissa S. Anderson (2007). Collective Openness and Other Recommendations for the Promotion of Research Integrity. Science and Engineering Ethics 13 (4):387-394.
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  15. Melissa S. Anderson (2000). Normative Orientations of University Faculty and Doctoral Students. Science and Engineering Ethics 6 (4):443-461.
    Data from two national surveys of 4,000 faculty and doctoral students in chemistry, civil engineering, microbiology and sociology indicate that both faculty and students subscribe strongly to traditional norms but are more likely to see alternative counternorms enacted in their departments. They also show significant effects of departmental climate on normative orientations and suggest that many researchers express some degree of ambivalence about traditional norms.
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  16. Melissa S. Anderson, Elo Charity Oju & Tina M. R. Falkner (2001). Help From Faculty: Findings From the Acadia Institute Graduate Education Study. Science and Engineering Ethics 7 (4):487-503.
    Doctoral students receive many kinds of assistance from faculty members, but much of this support falls short of mentoring. This paper takes the perspective that it is more important to find out what kinds of help students receive from faculty than to assume that students are taken care of by mentors, as distinct from advisors or role models. The findings here are based on both survey and interview data collected through the Acadia Institute’s project on Professional Values and Ethical Issues (...)
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  17. Melissa S. Anderson, Emily A. Ronning, Raymond De Vries & Brian C. Martinson (2007). The Perverse Effects of Competition on Scientists' Work and Relationships. Science and Engineering Ethics 13 (4):437-461.
    Competition among scientists for funding, positions and prestige, among other things, is often seen as a salutary driving force in U.S. science. Its effects on scientists, their work and their relationships are seldom considered. Focus-group discussions with 51 mid- and early-career scientists, on which this study is based, reveal a dark side of competition in science. According to these scientists, competition contributes to strategic game-playing in science, a decline in free and open sharing of information and methods, sabotage of others’ (...)
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  18. Ali Ansari (2001). The Greening of Engineers: A Cross-Cultural Experience. Science and Engineering Ethics 7 (1):105-115.
    Experience with a group of mechanical engineering seniors at the University of Colorado led to an informal experiment with engineering students in India. An attempt was made to qualitatively gauge the students’ ability to appreciate a worldview different from the standard engineering worldview—that of a mechanical universe. Qualitative differences between organic and mechanical systems were used as a point of discussion. Both groups were found to exhibit distinct thought and behavior patterns which provide important clues for sensitizing engineers to environmental (...)
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  19. Rodrigo Ares, José-María Fuentes, Eutiquio Gallego, Francisco Ayuga & Ana-Isabel García (2012). Use of the Labour-Intensive Method in the Repair of a Rural Road Serving an Indigenous Community in Jocotán (Guatemala). Science and Engineering Ethics 18 (2):315-338.
    Abstract This paper reports the results obtained in an aid project designed to improve transport in the municipal area of Jocotán (Guatemala). The rural road network of an area occupied by indigenous people was analysed and a road chosen for repair using the labour-intensive method–something never done before in this area. The manpower required for the project was provided by the population that would benefit from the project; the involvement of outside contractors and businesses was avoided. All payment for labour (...)
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  20. André Baier (2013). Student-Driven Courses on the Social and Ecological Responsibilities of Engineers. Science and Engineering Ethics 19 (4):1469-1472.
    A group of engineering students at the Technical University of Berlin, Germany, designed a course on engineering ethics. The core element of the developed Blue Engineering course are self-contained teaching-units, “building blocks”. These building blocks typically cover one complex topic and make use of various teaching methods using moderators who lead discussions, rather than experts who lecture. Consequently, the students themselves started to offer the credited course to their fellow students who take an active role in further developing the course (...)
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  21. Fiorella Battaglia, Nikil Mukerji & Julian Nida-Rümelin (eds.) (2014). Rethinking Responsibility in Science and Technology. Pisa University Press.
    The idea of responsibility is deeply embedded into the “lifeworld” of human beings and not subject to change. However, the empirical circumstances in which we act and ascribe responsibility to one another are subject to change. Science and technology play a great part in this transformation process. Therefore, it is important for us to rethink the idea, the role and the normative standards behind responsibility in a world that is constantly being transformed under the influence of scientific and technological progress. (...)
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  22. Jason Borenstein (2011). Responsible Authorship in Engineering Fields: An Overview of Current Ethical Challenges. Science and Engineering Ethics 17 (2):355-364.
    The primary aim of this article is to identify ethical challenges relating to authorship in engineering fields. Professional organizations and journals do provide crucial guidance in this realm, but this cannot replace the need for frequent and diligent discussions in engineering research communities about what constitutes appropriate authorship practice. Engineering researchers should seek to identify and address issues such as who is entitled to be an author and whether publishing their research could potentially harm the public.
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  23. Cletus S. Brauer (2013). Just Sustainability? Sustainability and Social Justice in Professional Codes of Ethics for Engineers. Science and Engineering Ethics 19 (3):875-891.
    Should environmental, social, and economic sustainability be of primary concern to engineers? Should social justice be among these concerns? Although the deterioration of our natural environment and the increase in social injustices are among today’s most pressing and important issues, engineering codes of ethics and their paramountcy clause, which contains those values most important to engineering and to what it means to be an engineer, do not yet put either concept on a par with the safety, health, and welfare of (...)
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  24. Louis L. Bucciarelli (2003). Engineering Philosophy. Dup Satellite.
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  25. Peter W. F. Davies (1997). Technology and Business Ethics Theory. Business Ethics 6 (2):76–80.
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  26. Peter W. F. Davies (1995). Managing Technology: Some Ethical Preliminaries. Business Ethics 4 (3):130–130.
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  27. Michael Davis (1998). Thinking Like an Engineer: Studies in the Ethics of a Profession. Oxford University Press.
    Michael Davis, a leading figure in the study of professional ethics, offers here both a compelling exploration of engineering ethics and a philosophical analysis of engineering as a profession. After putting engineering in historical perspective, Davis turns to the Challenger space shuttle disaster to consider the complex relationship between engineering ideals and contemporary engineering practice. Here, Davis examines how social organization and technical requirements define how engineers should (and presumably do) think. Later chapters test his analysis of engineering judgement and (...)
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  28. Michael Davis (1995). An Historical Preface to Engineering Ethics. Science and Engineering Ethics 1 (1):33-48.
    This article attempts to distinguish between science and technology, on the one hand, and engineering, on the other, offering a brief introduction to engineering values and engineering ethics. The method is (roughly) a philosophical examination of history. Engineering turns out to be a relatively recent enterprise, barely three hundred years old, to have distinctive commitments both technical and moral, and to have changed a good deal both technically and morally during that period. What motivates the paper is the belief that (...)
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  29. Paul T. Durbin (1985). The Challenge of the Future for Engineering Educators. International Journal of Applied Philosophy 2 (4):85-93.
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  30. Charles B. Fleddermann (2004). Engineering Ethics. Pearson Education.
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  31. Samuel C. Florman (1996). The Existential Pleasures of Engineering. St. Martin's Griffin.
    Humans have always sought to change their environment—building houses, monuments, temples, and roads. In the process, they have remade the fabric of the world into newly functional objects that are also works of art to be admired. In this second edition of his popular Existential Pleasures of Engineering , Samuel Florman explores how engineers think and feel about their profession. A deeply insightful and refreshingly unique text, this book corrects the myth that engineering is cold and passionless. Indeed, Florman celebrates (...)
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  32. S. Fuller (1999). Some Steps Towards the Recovery of Technical Writing as a Democratic Art: An Historicist Plea for Rhetoric. Science and Engineering Ethics 5 (4):479-483.
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  33. Charles E. Harris (2008). The Good Engineer: Giving Virtue its Due in Engineering Ethics. Science and Engineering Ethics 14 (2):153-164.
    During the past few decades, engineering ethics has been oriented towards protecting the public from professional misconduct by engineers and from the harmful effects of technology. This “preventive ethics” project has been accomplished primarily by means of the promulgation of negative rules. However, some aspects of engineering professionalism, such as (1) sensitivity to risk (2) awareness of the social context of technology, (3) respect for nature, and (4) commitment to the public good, cannot be adequately accounted for in terms of (...)
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  34. David R. Haws (2004). The Importance of Meta-Ethics in Engineering Education. Science and Engineering Ethics 10 (2):204-210.
    Our shared moral framework is negotiated as part of the social contract. Some elements of that framework are established (tell the truth under oath), but other elements lack an overlapping consensus (just when can an individual lie to protect his or her privacy?). The tidy bits of our accepted moral framework have been codified, becoming the subject of legal rather than ethical consideration. Those elements remaining in the realm of ethics seem fragmented and inconsistent. Yet, our engineering students will need (...)
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  35. Yusuke Kaneko (2013). Engineering Ethics on Fukushima. International Journal of Humanities and Social Science 3 (3).
    In this paper, we discuss the problems of Tohoku earthquake in terms of engineering ethics. But as“engineers,”we also count seismologists. This is because, simply thinking, the recent disaster is partially attributable to seismologists. Through the discussion, including an overview of the earthquake, we reach the conclusion endorsing the abolition of nuclear power plants.
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  36. W. J. King (2007). The Unwritten Laws of Engineering. Currency/Doubleday.
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  37. David R. Morrow (2013). When Technologies Make Good People Do Bad Things: Another Argument Against the Value-Neutrality of Technologies. Science and Engineering Ethics (2):1-15.
    Although many scientists and engineers insist that technologies are value-neutral, philosophers of technology have long argued that they are wrong. In this paper, I introduce a new argument against the claim that technologies are value-neutral. This argument complements and extends, rather than replaces, existing arguments against value-neutrality. I formulate the Value-Neutrality Thesis, roughly, as the claim that a technological innovation can have bad effects, on balance, only if its users have “vicious” or condemnable preferences. After sketching a microeconomic model for (...)
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  38. David R. Morrow, Robert E. Kopp & Michael Oppenheimer (2009). Toward Ethical Norms and Institutions for Climate Engineering Research. Environmental Research Letters 4.
    Climate engineering (CE), the intentional modification of the climate in order to reduce the effects of increasing greenhouse gas concentrations, is sometimes touted as a potential response to climate change. Increasing interest in the topic has led to proposals for empirical tests of hypothesized CE techniques, which raise serious ethical concerns. We propose three ethical guidelines for CE researchers, derived from the ethics literature on research with human and animal subjects, applicable in the event that CE research progresses beyond computer (...)
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  39. C. Murphy & P. Gardoni (2008). Recovery From Natural and Man-Made Disasters As Capabilities Restoration and Enhancement. International Journal of Sustainable Development and Planning 3 (4):1-17.
    In the literature on the recovery of societies from natural disasters, a dominant theme is the importance of pursuing and achieving sustainable recovery. Sustainability implies that recovery efforts should aim to (re-) build, maintain, and, if possible, enhance the quality of life of members of the disaster-stricken community in the short and long term. In this paper, we propose a capabilities-based approach to recovery and argue that it provides important theoretical resources for better realizing this ideal of sustainability in practice. (...)
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  40. Colleen Murphy & Paolo Gardoni (2011). Evaluating the Source of the Risks Associated with Natural Events. Res Publica 17 (2):125-140.
    Within philosophy there has been little discussion of the risks associated with natural events such as earthquakes. The first objective of this paper is to demonstrate why such risks should be the subject of more sustained philosophical interest. We argue that we cannot simply apply to risks associated with natural events those insights and frameworks for moral evaluation developed in the literature considering ordinary risks, technological risks and the risks posed by anthropogenic climate change. The second objective of this paper (...)
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  41. Colleen Murphy & Paolo Gardoni (2010). Gauging the Societal Impacts of Natural Disasters Using a Capability Approach. Disasters 34 (3):619-636.
    There is a widely acknowledged need for a single composite index that provides a comprehensive picture of the societal impact of disasters. A composite index combines and logically organizes important information policy-makers need to allocate resources for the recovery from natural disasters; it can also inform hazard mitigation strategies. This paper develops a Disaster Impact Index (DII) to gauge the societal impact of disasters on the basis of the changes in individuals’ capabilities. The DII can be interpreted as the disaster (...)
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  42. Colleen Murphy & Paolo Gardoni (2010). Assessing Capability Instead of Achieved Functionings in Risk Analysis. Journal of Risk Research 13 (2):137-147.
    A capability approach has been proposed to risk analysis, where risk is conceptualized as the probability that capabilities are reduced. Capabilities refer to the genuine opportunities of individuals to achieve valuable doings and beings, such as being adequately nourished. Such doings and beings are called functionings. A current debate in risk analysis and other fields where a capability approach has been developed concerns whether capabilities or actual achieved functionings should be used. This paper argues that in risk analysis the consequences (...)
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  43. Colleen Murphy & Paolo Gardoni (2007). Determining Public Policy and Resource Allocation Priorities for Mitigating Natural Hazards: A Capabilities-Based Approach. Science and Engineering Ethics 13 (4):489-504.
    This paper proposes a Capabilities-based Approach to guide hazard mitigation efforts. First, a discussion is provided of the criteria that should be met by an adequate framework for formulating public policy and allocating resources. This paper shows why a common decision-aiding tool, Cost-benefit Analysis, fails to fulfill such criteria. A Capabilities-based Approach to hazard mitigation is then presented, drawing on the framework originally developed in the context of development economics and policy. The focus of a Capabilities-based Approach is protecting and (...)
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  44. Colleen Murphy, Paolo Gardoni & Charles Harris (2011). Classification and Moral Evaluation of Uncertainties in Engineering Modeling. Science and Engineering Ethics 17 (3):553-570.
    Engineers must deal with risks and uncertainties as a part of their professional work and, in particular, uncertainties are inherent to engineering models. Models play a central role in engineering. Models often represent an abstract and idealized version of the mathematical properties of a target. Using models, engineers can investigate and acquire understanding of how an object or phenomenon will perform under specified conditions. This paper defines the different stages of the modeling process in engineering, classifies the various sources of (...)
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  45. Peter Olsthoorn & Lamber Royakkers (2014). Military Robots and the Question of Responsibility. International Journal of Technoethics 5 (1):01-14.
    Most unmanned systems used in operations today are unarmed and mainly used for reconnaissance and mine clearing, yet the increase of the number of armed military robots is undeniable. The use of these robots raises some serious ethical questions. For instance: who can be held morally responsible in reason when a military robot is involved in an act of violence that would normally be described as a war crime? In this article, we critically assess the attribution of responsibility with respect (...)
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  46. Rosa Lynn B. Pinkus (ed.) (1997). Engineering Ethics: Balancing Cost, Schedule, and Risk--Lessons Learned From the Space Shuttle. Cambridge University Press.
    How do engineers respond to ethical dilemmas that occur in practice? How do they view their individual and collective responsibilities? How do they make decisions before all the facts are in? Using the space shuttle programme as the framework, this book examines the role of ethical decision making in the practice of engineering. In particular, the book considers the design and development of the main engines of the space shuttle as a paradigm for how individual engineers perceive, articulate, and resolve (...)
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  47. Thomas M. Powers (2002). Responsibility in Software Engineering: Uncovering an Ethical Model. In T. W. Bynum I. Alvarez (ed.), Proceedings of the Sixth International ETHICOMP Conference.
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  48. Donna Riley (2013). Hidden in Plain View: Feminists Doing Engineering Ethics, Engineers Doing Feminist Ethics. [REVIEW] Science and Engineering Ethics 19 (1):189-206.
    How has engineering ethics addressed gender concerns to date? How have the ideas of feminist philosophers and feminist ethicists made their way into engineering ethics? What might an explicitly feminist engineering ethics look like? This paper reviews some major themes in feminist ethics and then considers three areas in which these themes have been taken up in engineering ethics to date. First, Caroline Whitbeck’s work in engineering ethics integrates considerations from her own earlier writings and those of other feminist philosophers, (...)
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  49. Simon Robinson (ed.) (2007). Engineering, Business and Professional Ethics. Elsevier/Butterworth-Heinemann.
    Engineering, as a profession and business, is at the sharp end of the ethical practice. Far from being a bolt on extra to the ‘real work’ of the engineer it is at the heart of how he or she relates to the many different stakeholders in the engineering project. Engineering, Business and Professional Ethics highlights the ethical dimension of engineering and shows how values and responsibility relate to everyday practice. Looking at the underlying value systems that inform practical thinking the (...)
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  50. Thomas H. Russ (2010). Sustainability and Design Ethics. Taylor & Francis.
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