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  1. Caroline Whitbeck (2005). Desirable Attributes of Public Educational Websites. Science and Engineering Ethics 11 (3):463-476.
    Certain attributes are particularly desirable for public educational websites, and websites for ethics education in particular. Among the most important of these attributes is wide accessibility through adherence to the World Wide Web Consortium (W3C) standards for HTML code. Adherence to this standard produces webpages that can be rendered by a full range of web browsers, including Braille and speech browsers. Although almost no academic websites, including ethics websites, and even fewer commercial websites are accessible by W3C standards, as illustrated (...)
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  2. Caroline Whitbeck (2004). Investigating Professional Responsibility. Techne 8 (1):79-98.
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  3. Caroline Whitbeck (1998). Ethics in Engineering Practice and Research. Cambridge University Press.
    Engineers encounter difficult ethical problems in their practice and in research. In many ways, these problems are like design problems: they are complex, often ill-defined; resolving them involves an iterative process of analysis and synthesis; and there can be more than one acceptable solution. This book offers a real-world, problem-centered approach to engineering ethics, using a rich collection of open-ended scenarios and case studies to develop skill in recognizing and addressing ethical issues.
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  4. Caroline Whitbeck (1997). Comment. Science and Engineering Ethics 3 (3):267-270.
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  5. Caroline Whitbeck (1996). Ethics as Design: Doing Justice to Moral Problems. Hastings Center Report 26 (3):9-16.
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  6. Caroline Whitbeck (1996). Problems and Cases. Professional Ethics, a Multidisciplinary Journal 5 (3):3-16.
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  7. Caroline Whitbeck (1995). Teaching Ethics to Scientists and Engineers: Moral Agents and Moral Problems. Science and Engineering Ethics 1 (3):299-308.
    In this paper I outline an “agent-centered” approach to learning ethics. The approach is “agent-centered” in that its central aim is to prepare students toact wisely and responsibly when faced with moral problems. The methods characteristic of this approach are suitable for integrating material on professional and research ethics into technical courses, as well as for free-standing ethics courses. The analogy I draw between ethical problems and design problems clarifies the character of ethical problems as they are experienced by those (...)
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  8. Caroline Whitbeck (1995). Trustworthy Research—an Editorial Introduction. Science and Engineering Ethics 1 (4):322-328.
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  9. Caroline Whitbeck (1992). The Trouble With Dilemmas. Professional Ethics, a Multidisciplinary Journal 1 (1-2):119-142.
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  10. Caroline Whitbeck (1982). Women and Medicine: An Introduction. Journal of Medicine and Philosophy 7 (2):119-134.
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  11. Caroline Whitbeck (1981). A Theory of Health. In Arthur L. Caplan, H. Tristram Engelhardt & James J. McCartney (eds.), Concepts of Health and Disease: Interdisciplinary Perspectives. Addison-Wesley, Advanced Book Program/World Science Division. 611--626.
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  12. Caroline Whitbeck (1981). On the Aims of Medicine: Comments on 'Philosophy of Medicine as the Source for Medical Ethics'. Theoretical Medicine and Bioethics 2 (1):35-41.
    Health defined as the psychophysiological capacity to act or respond appropriately in a wide variety of situations, is enhanced by many means other than preventing and treating disease and injury. Therefore no choice of a particular medical intervention is likely to maximize health for all people with (or at risk for) a given disease. As a result, if medical practitioners are to be fully competent in the sense of knowing not only how to perform procedures but when and when not (...)
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  13. Caroline Whitbeck (1981). What is Diagnosis? Some Critical Reflections. Theoretical Medicine and Bioethics 2 (3):319-329.
    It is argued that the common definition of diagnosis as the determination of the nature of a disease is misleading. Many diagnoses are not the names of disease entities. This finding reflects the integral relation of the diagnostic task to the rest of clinical reasoning. Diagnosis has no separate goal of its own, in particular it does not have the goal of determining the nature of a disease. Instead, diagnosis contributes to the general goals of clinical medicine. Any attempt to (...)
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  14. Caroline Whitbeck (1978). Four Basic Concepts of Medical Science. PSA: Proceedings of the Biennial Meeting of the Philosophy of Science Association 1978:210 - 222.
    It is claimed that medicine is concerned with the prevention and treatment of certain types of psychophysiological processes and states which frequently compromise health, namely with disease, injuries, and (occasionally) impairments, rather than with health. It is argued that the normative component in the concepts, disease, injury and impairment, consists in each being a type of process or state which people wish to be able to prevent or effectively treat, because it interferes with the capacity to do something that people (...)
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  15. Caroline Whitbeck (1978). Reviews. [REVIEW] British Journal for the Philosophy of Science 29 (4):399-406.
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  16. Caroline Whitbeck (1977). Causation in Medicine: The Disease Entity Model. Philosophy of Science 44 (4):619-637.
    This paper examines the way in which causal relations are understood in the dominant model in contemporary medicine. It argues that the causal relation is not definable in terms of the condition relation, but that in general for conditions of an occurrence to be among its causes they must answer instrumental interests in a certain way, and there are further criteria for distinguishing 'the' cause of a disease (i.e., its etiological agent) from other causal factors, which are based upon instrumental (...)
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  17. Caroline Whitbeck (1976). The Relevance of Philosophy of Medicine for the Philosophy of Science. PSA: Proceedings of the Biennial Meeting of the Philosophy of Science Association 1976:123 - 135.
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  18. Caroline Whitbeck (1969). Simultaneity and Distance. Journal of Philosophy 66 (11):329-340.
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