新编研究生综合英语教程UNIT1潘海英市公开课一等奖百校联赛获奖课件.pptx

新编硕士综合新编硕士综合英语英语教程教程Advanced English for Graduate Students:Advanced English for Graduate Students:Advanced English for Graduate Students:Advanced English for Graduate Students:General Skills&Academic LiteracyGeneral Skills&Academic LiteracyGeneral Skills&Academic LiteracyGeneral Skills&Academic Literacy第1页Unit Unit OneOneResearch and MethodologyResearch and Methodology第2页Text A Text A Why Teach Research EthicsWhy Teach Research EthicsText B Text B The Nature of InquiryThe Nature of Inquiry第3页In addition to a body of knowledge that includes formulas and facts,science is the practice by which we pursue answers to the questions that can be approached scientifically.This practice is referred to collectively as scientific research,and while the techniques that scientists use to conduct research may differ between disciplines,like biology,chemistry,geology,physics,or any other scientific field,the underlying principles and objectives are similar.Now we are at a time in which the need to build trust between science and society is becoming ever more important.Preface Preface第4页lt is vital that the conduct of science itself is based on the highest ethical considerations and that misconduct within science itself can be identified and dealt with in an open and transparent manner.Text A,Why Teach Research Ethics,examines the role and importance of ethical education on the part of students and faculty.Beginning with two stories about unconscious misconduct,Judy E.Stern and Deni Elliott bring up the urgent need to teach ethics in order to ensure a good practice of science.第5页Such necessity arises from the inadequacy of traditional individual mentoring in helping learn conventions of science.One aspect of research ethics concerns researchers professional spirit in the pursuit of ultimate truth,that is to say,good science must be conducted through rigorous,systematic and replicable procedure.In Text B,The Nature of Inquiry,the authors will elaborate on how scientific research distinguishes itself from common-sense knowing,how researchers approach reality differently,and what philosophical assumptions underpin each approach.第6页 Background Information Background Information Pre-reading Pre-reading QuestionsQuestions Text Text A Why Teach Research A Why Teach Research Ethics Ethics VocabularyVocabulary Exercises Exercises Text A Why Teach Research Text A Why Teach Research EthicsEthicsContents第7页1.Information about the authors1.Information about the authors2.Information about research ethics2.Information about research ethics3.Cultural Background Information3.Cultural Background InformationBackground Information Background Information 第8页Text Explanation&TranslationText Explanation&TranslationOrganization of the TextOrganization of the TextText A Why Teach Research Ethics 第9页VocabularyVocabulary1.Core Vocabulary List1.Core Vocabulary List2 2 2.Vocabulary 2.Vocabulary 第10页Expanding Expanding the Notion of Theme to Larger the Notion of Theme to Larger Structures Structures than Clausethan ClauseThe Mode The Mode Difference Difference of of Speech Speech&Writing Writing The theme and rhyme according to The theme and rhyme according to Functional Functional linguistlinguistThematic ProgressionThematic Progression第11页A A comparison of speech with comparison of speech with writingwritingThe Mode The Mode Difference Difference of of Speech Speech&WritingWriting The The difference between Speech&difference between Speech&writingwriting第12页Core Vocabulary ListCore Vocabulary ListThematic ProgressionThematic ProgressionExpanding the Notion of Theme Expanding the Notion of Theme to Larger Structures to Larger Structures than Clausethan Clause第13页l.Comprehensionl.ComprehensionII Word StudyII Word StudyIII ClozeIII ClozeV WritingV WritingExercisesExercisesIV TranslationIV Translation第14页I ComprehensionI Comprehension 1.Answer Questions1.Answer Questions 2.Paraphrase 2.Paraphrase第15页IV TranslationIV Translation1.English Translation1.English Translation2.Chinese Translation2.Chinese Translation第16页Why Teach Research EthicsWhy Teach Research Ethicsselected from“selected from“selected from“selected from“The Ethics of Scientific Research”The Ethics of Scientific Research”The Ethics of Scientific Research”The Ethics of Scientific Research”Hanover and London:University Press of NewHanover and London:University Press of NewHanover and London:University Press of NewHanover and London:University Press of NewEngland,Hanover,1997.England,Hanover,1997.England,Hanover,1997.England,Hanover,1997.Judy E.Stern&Deni Elliott第17页1.Information about the authors1.Information about the authors 2.Information about research ethics 2.Information about research ethics Background InformationBackground Information3 3.Cultural Background Information.Cultural Background Information第18页Judy E.Stern is a professor from Giesel School of Medicine at Dartmouth College.Her professional interests include outcomes of assisted reproductive technology,ethical issues in assisted reproduction,ethical issues in scientific research and reproductive immunology.D.Elliott is an ethicist and ethics scholar,and has been active in practical ethics since the 1980s.BackgroundBackground1.Information about the authors1.Information about the authors第19页:Research ethics involves the application of fundamental ethical principles to a variety of topics involving research,including scientific research.These include the design of research involving human experimentation,animal experimentation,various aspects of academic scandal,including scientific misconduct(such as fraud,fabrication of data and plagiarism),whistle blowing;regulation of research,etc.Research ethics is most developed as a concept in medical research.The key agreement here is the 1974 Declaration of Helsinki.The Nuremberg Code is a former agreement,but with many still important notes.Research in the social sciences presents a different set of issues than those in medical research.BackgroundBackground2.Information about research ethics2.Information about research ethics第20页BackgroundBackgroundSouth Korean Scientist Hwang Woo-Suk was accused of fabricating data Professor of Xian Jiaotong University Li Liansheng was deprived of the National Award for plagiarism.第21页Research ethics involves the application of fundamental ethical principles to a variety of topics on scientific research.These topics include the design and implementation of research involving human experimentation,animal experimentation,various aspects of academic scandal,including scientific misconduct(such as fraud,fabrication of data and plagiarism)whistleblowing,regulation of research,etc.Research ethics is most developed as a concept in medical research.The key agreement here is the 1974 Declaration of Helsinki.The Nuremberg Code is a former agreement,but Nith many still important notes.Research in social sciences presents a different set of issues than those in medical research.3.Cultural Background 3.Cultural Background 3.Cultural Background 3.Cultural Background InformationInformationInformationInformation第22页 The academic research enterprise is built on a foundation of trust.Researchers trust that the results reported by others are sound.Society trusts that the results of research reflect an honest attempt by scientists and other researchers to describe the world accurately and without bias.But this trust will endure only if the scientific community devotes itself to exemplifying and transmitting the values associated with ethical research conduct.第23页There are many ethical issues to be taken into serious consideration for research.Sociologists need to be aware of having the responsibility to secure the actual permission and interests of all those involved in the study.They should not misuse any of the information discovered,and there should be a certain moral responsibility maintained towards the participants.There is a duty to protect the rights of people in the study as well as their privacy and sensitivity.The confidentiality of those involved in the observation must be carried out,keeping their anonymity and privacy secure.As pointed out in the BSA for Sociology,all of these ethics must be honored unless there are other overriding reasons not to do so-for example,any illegal or terrorist activity.第24页Q1:Q1:Has your supervisor introduced you to the research ethics in your field?If yes,how did he or she do so?Q2:Q2:What do you think is an effective way of preventing unethical behaviors in scientific study?Q3Q3:What is your personal stance on the academic dishonesty like faking data,stealing ideas,or usurping language without attribution?Q4Q4:In your mind,what are the criteria for a good practice of science?Pre-reading QuestionsPre-reading Questions第25页1.Recently,one of us had the opportunity to speak with a medical student about a research rotation that the student was planning to do.She would be working with Dr.Z,who had given her the project of writing a paper for which he had designed the protocol,collected the data,and compiled the results.The student was to do a literature search and write the first draft of the manuscript.For this she would become first author on the final publication.When concerns were raised about the proposed project,Dr.Z was shocked.l thought I was doing her a favor,he said innocently,and besides,I hate writing!Text A Why Teach Research Text A Why Teach Research EthicsEthics1.1.最近，我们当中一员有机会与一最近，我们当中一员有机会与一名医科学生谈论她正计划要做一个名医科学生谈论她正计划要做一个试验室轮转项目。她将与给她布置试验室轮转项目。她将与给她布置论文撰写任务论文撰写任务Dr.ZDr.Z一起完成该项目。一起完成该项目。Dr.ZDr.Z已经设计好研究工具，并搜集已经设计好研究工具，并搜集数据，整理了试验结果。该学生只数据，整理了试验结果。该学生只需做做文件检索，然后撰写初稿。需做做文件检索，然后撰写初稿。这么，在论文最终出版时候，她就这么，在论文最终出版时候，她就能够成为第一作者。然而，当该项能够成为第一作者。然而，当该项目受到越来越多非议时，目受到越来越多非议时，Dr.Z Dr.Z震震惊之余无辜地说，惊之余无辜地说，“我认为我是在我认为我是在帮她，而我也确实讨厌写作帮她，而我也确实讨厌写作”。Judy E.Stern&Deni ElliottJudy E.Stern&Deni Elliott第26页2.Dr.Z is perhaps a bit naive.Certainly,most researchers would know that the students work would not merit first authorship.They would know that gift authorship is not an acceptable research practice.However,an earlier experience in our work makes us wonder.Several years ago,in conjunction with the grant from the Fund for the Improvement of Pott Secondary Education(FIPSE),a team of philosophers and scientists at Dartmouth College 2 ran a University Seminar series for faculty on the topic Ethical Issues in scientific Research.2.Dr.Z或许有一点天真。当然，大多数研究人员都知道，该学生所做工作并不称第一作者这个头衔。他们知道，这种“赠予”原创作者头衔做法，并不是能够接收科研行为。然而，早期工作经验使我们产生疑问。若干年前，在高等教育改革（FIPSE）基金援助下，一个由哲学家和科学家组成团体在达特茅斯学院，为全体教员举行以“科学研究中伦理问题”为主题系列讲座。第27页At one seminar,a senior researcher(lets call him Professor R)argued a similar position to that of Dr.Z.In this case Professor R knew that gift authorship,authorship without a significant research contribution,was an unacceptable research practice.However,he had a reason to give authorship to his student.在其中一次研讨会上，一个资深研在其中一次研讨会上，一个资深研究员（让我们叫他究员（让我们叫他R R教授）与教授）与Dr.ZDr.Z持有相同观点。在这个案例中，持有相同观点。在这个案例中，R R教授明知道把原创作者身份教授明知道把原创作者身份“赠予赠予”没有研究贡献人是不符合学术道没有研究贡献人是不符合学术道德规范。然而，他却有理由给他学德规范。然而，他却有理由给他学生一个作者身份。生一个作者身份。第28页The student had worked for several years on a project suggested by him and the project had yielded to publishable data.Believing that he had a duty to the student to ensure a publication,Professor R had given the student some data that he himself had collected and told the student to write it up.The student had worked hard,he said,albeit on another project,and the student would do the writing.Thus,he reasoned,the authorship was not a gift.因为这个学生已经在他所提因为这个学生已经在他所提议项目上花费了几年功夫，议项目上花费了几年功夫，然而却没能发表任何研究结然而却没能发表任何研究结果。他认为他有责任帮助这果。他认为他有责任帮助这名学生发表论文。于是名学生发表论文。于是R R教教授给了该学生一些他自己搜授给了该学生一些他自己搜集数据，让其撰写一篇论文。集数据，让其撰写一篇论文。R R教授说这名学生一直努力教授说这名学生一直努力做项目，尽管不是同一项目，做项目，尽管不是同一项目，而且该生还负责论文写作，而且该生还负责论文写作，所以他认为原创作者头衔并所以他认为原创作者头衔并不算不算“赠予赠予”。第29页3.These two stories point up a major reason for encouraging courses in research ethics:Good intentions do not necessarily result in ethical decisions.Both of the faculty members in the above scenarios meant well.In both cases,the faculty members truly believed that what they were doing was morally acceptable.In the first case,Dr.Zs indefensible error was that he was unaware of the conventions of the field.3.这两个故事都强调了推进开设科研伦理课程主要性，即：并非好意愿就能引导人们做出正确道德选择。上述两个情节中教师本意是好。这两个案例中教师认为他们所做事情在道德层面上是能够接收。在第一个案例中，Dr.Z解释之所以站不住脚是因为他没有意识到这一领域条约。第30页In particular,he seemed blissfully oblivious to the meaning of first authorship.In the second case,Professor R was do ng what he thought best for the student without taking into consideration that moral.ty is a public system and that his actions with regard to a single student have public consequences for the practice of science as a profession.而他似乎也遗忘了第一作者概念。在第二个案例中，R教授自认为他所做事情都是对他学生最有益，然而却没有考虑道德是一个公共体系，他对这一名学生做法却对科学研究产生了公共影响。第31页4.Well-meaning scientists,such as those just mentioned,can,with the best of intentions,make unethical decisions.In some cases,such decisions may lead individuals to become embroiled in cases of misconduct.A course in research ethics can help such scientists to appreciate that it is their responsibility to know professional conventions as well as to understand the public nature of morality.4.比如刚才提到那些善意科学家，他们意图是好，但却做出了不道德决定。一些情况下，这么决定可能会造成个人卷入到学术不端指控中。科研伦理课程能够帮助这么科学家明白，他们有责任去了解职业通例以及公共道德本质。第32页5.There are scientists for whom a course in research ethics will be less useful.Efraim Racker,in a 1989 article,described a student in his lab who was a professional fabricator of data.This student composed lab books without performing experiments,added radioactive material to gels to produce bands where he wished those bands to be,and lied to his colleagues about his actions.Another researcher,Elias Alsabti,described by D.J.Miller,was a meticulous plagiarizer.5.对于有些科学家来说，科研伦理课程可能作用并不大。Efraim Racker在其1989年发表文章中描述了一个他试验室里“专业”数据造假者。这名学生没做试验就拼凑出试验书，在凝胶中添加放射性材料来合成他想要绷带，并欺瞒他同事。D.J.Miller描述另一位研究者Elias Alsabti是一个细心剽窃者。第33页This physician-researcher fabricated his curriculum vitae,copied a colleagues grant for his own use,published other peoples data under his own name,and co-authored his pilfered data with fictitious collaborators.Individuals such as these are unlikely to learn research ethics through instruction because they are not interested in becoming ethical practitioners.这位医师编造个人履历，剽窃同事基金申请书为己所用，以个人名义发表他人数据，并虚构合作者一起用剽窃数据合写论文。像这么人是不会经过课程学习研究伦理，因为他们对学术道德并不感兴趣。第34页6.The ethics of scientific research is somewhat unique within professional ethics in the sense that good science requires the ethical practice of science.Nevertheless,a course in research ethics cannot and should not have as its central focus the question,Why should I be moral?This question,while important,is not specific to the field of scientific research.6.某种程度上讲，科学研究伦理属于职业道德范围，而且是独一无二。而一定意义上，好科学研究要求符合道德规范工作。然而，一门学术伦理课程不能够也不应该把“我为何应该恪守道德？”作为焦点问题。这个问题即使主要，但并不只是详细针对学术研究领域。第35页正如达特茅斯团体预想那样，一门学术伦理课程必须教会大家怎样就科学研究做出有道德决议。这将是专门为那些致力于成为恪守道德规范研究人员而设计课程。这么一门课程将会给学生提供这个问题答案，“我怎样才能做出一个符合道德决定？”A course in research ethics,as envisioned by the Dartmouth team,must