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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. Ken Alder & P. Bret (1999). Book Reviews-Technology and Engineering-Engineering the Revolution: Arms and Enlightenment in France, 1763-1815. Annals of Science 56 (2):218.
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  10. 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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  11. Philip Langdon Alger, N. A. Christensen, Sterling P. Olmsted, Barrington S. Havens & John A. Miller (eds.) (1965). Ethical Problems in Engineering. New York, J. Wiley.
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  12. Antonio Alonso (1998). Thinking Through Technology. The Path Between Engineering and Philosophy, de Carl Mitcham. Teorema: Revista Internacional de Filosofía 17 (3):125-128.
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  13. 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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  14. 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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  15. 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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  16. 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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  17. 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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  18. 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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  19. 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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  20. 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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  21. 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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  22. 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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  23. O. N. Arup (2012). Ove Arup: Philosophy of Design: Essays 1942-1981. Prestel.
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  24. 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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  25. Willem Bakker Ii & Michael C. Loui (1997). Can Designing and Selling Low-Quality Products Be Ethical? Science and Engineering Ethics 3 (2):153-170.
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  26. I. I. Bakker & Michael C. Loui (1997). Can Designing and Selling Low-Quality Products Be Ethical? Science and Engineering Ethics 3 (2):153-170.
    Whereas previous studies have criticized low-quality products for inadequate safety, this paper considers only safe products, and it examines the ethics of designing and selling low-quality products. Product quality is defined as suitability to a general purpose. The duty that companies owe to consumers is summarized in the Consumer-Oriented Process principle: “to place an increase in the consumer’s quality of life as the primary goal for producing products.” This principle is applied in analyzing the primary ethical justifications for low-quality products: (...)
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  27. Willem Bakker & Michael C. Loui (1997). Can Designing and Selling Low-Quality Products Be Ethical? Science and Engineering Ethics 3 (2):153-170.
    Whereas previous studies have criticized low-quality products for inadequate safety, this paper considers only safe products, and it examines the ethics of designing and selling low-quality products. Product quality is defined as suitability to a general purpose. The duty that companies owe to consumers is summarized in the Consumer-Oriented Process principle: “to place an increase in the consumer’s quality of life as the primary goal for producing products.” This principle is applied in analyzing the primary ethical justifications for low-quality products: (...)
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  28. Josep M. Basart & Montse Serra (2013). Engineering Ethics Beyond Engineers' Ethics. Science and Engineering Ethics 19 (1):179-187.
    Engineering ethics is usually focused on engineers’ ethics, engineers acting as individuals. Certainly, these professionals play a central role in the matter, but engineers are not a singularity inside engineering; they exist and operate as a part of a complex network of mutual relationships between many other people, organizations and groups. When engineering ethics and engineers’ ethics are taken as one and the same thing the paradigm of the ethical engineer which prevails is that of the heroic engineer, a certain (...)
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  29. Fiorella Battaglia & Nikil Mukerji (forthcoming). Technikethik. In Julian Nida-Rümelin, Irina Spiegel & Markus Tiedemann (eds.), Handbuch Philosophie und Ethik - Band 2: Disziplinen und Themen. UTB.
  30. 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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  31. Fiorella Battaglia, Nikil Mukerji & Julian Nida-Rümelin (2014). Science, Technology, and Responsibility. In Fiorella Battaglia, Nikil Mukerji & Julian Nida-Rümelin (eds.), Rethinking Responsibility in Science and Technology. Pisa University Press. 7-11.
    The empirical circumstances in which human beings 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 changing under the influence of scientific and technological progress. This volume is a contribution to that joint societal effort.
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  32. Jonathan Beever & Andrew O. Brightman (forthcoming). Reflexive Principlism as an Effective Approach for Developing Ethical Reasoning in Engineering. Science and Engineering Ethics:1-17.
    An important goal of teaching ethics to engineering students is to enhance their ability to make well-reasoned ethical decisions in their engineering practice: a goal in line with the stated ethical codes of professional engineering organizations. While engineering educators have explored a wide range of methodologies for teaching ethics, a satisfying model for developing ethical reasoning skills has not been adopted broadly. In this paper we argue that a principlist-based approach to ethical reasoning is uniquely suited to engineering ethics education. (...)
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  33. V. Richard Benjamins & Dieter Fensel (1998). The Ontological Engineering Initiative (KA) 2. In Nicola Guarino (ed.), Formal Ontology in Information Systems. Ios Press.
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  34. Steven E. Benzley (2006). The Small Helm Project: An Academic Activity Addressing International Corruption for Undergraduate Civil Engineering and Construction Management Students. Science and Engineering Ethics 12 (2):355-363.
    This paper presents an academic project that addresses the issue of international corruption in the engineering and construction industry, in a manner that effectively incorporates several learning experiences. The major objectives of the project are to provide the students a learning activity that will 1) make a meaningful contribution within the disciplines being studied; 2) teach by experience a significant principle that can be valuable in numerous situations during an individual’s career, and 3) engage the minds, experiences, and enthusiasm of (...)
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  35. Marco Beretta (2009). Technology and Engineering. Annals of Science 66 (1):150-151.
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  36. Rosalyn W. Berne & Daniel Raviv (2004). Eight-Dimensional Methodology for Innovative Thinking About the Case and Ethics of the Mount Graham, Large Binocular Telescope Project. Science and Engineering Ethics 10 (2):235-242.
    This paper introduces the Eight Dimensional Methodology for Innovative Thinking (the Eight Dimensional Methodology), for innovative problem solving, as a unified approach to case analysis that builds on comprehensive problem solving knowledge from industry, business, marketing, math, science, engineering, technology, arts, and daily life. It is designed to stimulate innovation by quickly generating unique “out of the box” unexpected and high quality solutions. It gives new insights and thinking strategies to solve everyday problems faced in the workplace, by helping decision (...)
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  37. Bridget Bero & Alana Kuhlman (2011). Teaching Ethics to Engineers: Ethical Decision Making Parallels the Engineering Design Process. Science and Engineering Ethics 17 (3):597-605.
    In order to fulfill ABET requirements, Northern Arizona University’s Civil and Environmental engineering programs incorporate professional ethics in several of its engineering courses. This paper discusses an ethics module in a 3rd year engineering design course that focuses on the design process and technical writing. Engineering students early in their student careers generally possess good black/white critical thinking skills on technical issues. Engineering design is the first time students are exposed to “grey” or multiple possible solution technical problems. To identify (...)
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  38. Gregor Betz (2013). Climate Engineering. In Armin Grunwald (ed.), Handbuch Technikethik. Metzler. 254-257.
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  39. Gregor Betz (2012). The Case for Climate Engineering Research: An Analysis of the “Arm the Future” Argument. Climatic Change 111 (2):473-485.
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  40. Gregor Betz & Sebastian Cacean (2012). Ethical Aspects of Climate Engineering. Karlsruhe. KIT Scientific Publishing.
    This study investigates the ethical aspects of deploying and researching into so-called climate engineering methods, i.e. large-scale technical interventions in the climate system with the objective of offsetting anthropogenic climate change. The moral reasons in favour of and against R&D into and deployment of CE methods are analysed by means of argument maps. These argument maps provide an overview of the CE controversy and help to structure the complex debate.
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  41. 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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  42. Jason Borenstein, Matthew J. Drake, Robert Kirkman & Julie L. Swann (2010). The Engineering and Science Issues Test (ESIT): A Discipline-Specific Approach to Assessing Moral Judgment. [REVIEW] Science and Engineering Ethics 16 (2):387-407.
    To assess ethics pedagogy in science and engineering, we developed a new tool called the Engineering and Science Issues Test (ESIT). ESIT measures moral judgment in a manner similar to the Defining Issues Test, second edition, but is built around technical dilemmas in science and engineering. We used a quasi-experimental approach with pre- and post-tests, and we compared the results to those of a control group with no overt ethics instruction. Our findings are that several (but not all) stand-alone classes (...)
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  43. Dietrich Brandt & Christina Rose (2004). Global Networking and Universal Ethics. AI and Society 18 (4):334-343.
    The Congress on Information and Communication during the 2000 World Engineers’ Convention in Hannover, Germany, passed a document on trends, challenges, and tasks of information and communication technologies as a set of proposals and guidelines for engineers and society which assumes validity worldwide. In 2002, the Executive Board of the Association of Engineers VDI (Germany) passed the new document Fundamentals of Engineering Ethics, which also claims universal validity, on how to deal with conflicting professional responsibilities. Thus the global validity of (...)
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  44. 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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  45. Patrice Bret (2006). Enlightened Engineering. Minerva 44 (4):439-446.
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  46. Philip Brey (2012). Biomedical Engineering Ethics. In Jan Kyrre Berg Olsen Friis, Stig Andur Pedersen & Vincent F. Hendricks (eds.), A Companion to the Philosophy of Technology. Wiley-Blackwell.
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  47. Reviewed by Taft H. Broome Jr (2000). Michael Davis, Thinking Like an Engineer: Studies in the Ethics of a Profession. Ethics 110 (2).
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  48. Nathan Brown (2009). Colin Milburn, Nanovision: Engineering the Future. Radical Philosophy 155:57.
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  49. Louis L. Bucciarelli (2012). Engineering Science. In Jan Kyrre Berg Olsen Friis, Stig Andur Pedersen & Vincent F. Hendricks (eds.), A Companion to the Philosophy of Technology. Wiley-Blackwell.
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  50. Louis L. Bucciarelli (2003). Engineering Philosophy. Dup Satellite.
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