The need to make young scientists aware of their social responsibilities is widely acknowledged, although the question of how to actually do it has so far gained limited attention. A 2-day workshop entitled “Prepared for social responsibility?” attended by doctoral students from multiple disciplines in climate science, was targeted at the perceived needs of the participants and employed a format that took them through three stages of ethics education: sensitization, information and empowerment. The workshop aimed at preparing doctoral students to (...) manage ethical dilemmas that emerge when climate science meets the public sphere (e.g., to identify and balance legitimate perspectives on particular types of geo-engineering), and is an example of how to include social responsibility in doctoral education. The paper describes the workshop from the three different perspectives of the authors: the course teacher, the head of the graduate school, and a graduate student. The elements that contributed to the success of the workshop, and thus make it an example to follow, are (1) the involvement of participating students, (2) the introduction of external expertise and role models in climate science, and (3) a workshop design that focused on ethical analyses of examples from the climate sciences. (shrink)

The object of this article is to set forth certain evidence that emerges from a study of three of Plutarch's Lives, the Titus, the Paullus, and the Cato Maior, evidence which indicates that these Lives are based upon a definite type of biographical composition, and to suggest its possible origin and date. Since E. Meyer's article on the Cimon of Nepos and Plutarch, biographical sources have generally been assumed for the Greek Lives, and there has been a tendency to make (...) the same assumption for the Roman Lives also, without, however, setting forth the evidence that might justify it. Uxkull Gyllenband maintained that biographies of Greeks and Romans, the sources of Plutarch, were written in the second century b.c., but he gives no evidence for his contention, which is indeed refuted by the observations of Jacoby. Mühl argued with some force that Plutarch's source for the Marcellus was a biography. There is good reason to doubt his conclusion that Plutarch has used a biography of Poseidonius; but the arguments advanced by Klotz for the thesis that the source was the annalist Valerius Antias are still less convincing. Liedmeier postulates a biographical source for the Paullus, but without doing more than asserting the general improbability that Plutarch here used a multiplicity of sources. It seems therefore desirable to collect such evidence as there is of a biographical source in these three Roman Lives of the second century b.c., and it is with such an attempt rather than with a priori considerations that I am here concerned. (shrink)

This paper presents the results of optical interferometry experiments in which the phase of photons in one arm of a Mach-Zehnder interferometer is modified by applying a transverse constriction. An equivalent quantum interferometry experiment using neutron de Broglie waves is discussed in which the observed phase shift is in the spirit of the force-free phase shift of the Aharonov-Bohm effects. In the optical experiments the experimental results are in excellent agreement with predictions.

Even after multiple cycles of ABET accreditation, many engineering programs are unsure of how much curriculum content is needed to meet the requirements of ABET’s Criterion 3.f (an understanding of professional and ethical responsibility). This study represents the first scholarly attempt to assess the impact of curriculum reform following the introduction of ABET Criterion 3.f. This study sought to determine how much professional and ethical responsibility curriculum content was used between 1995 and 2005, as well as how, when, why, and (...) to what effect changes in the amount of content occurred. Subsequently, the study sought to evaluate if different amounts of curriculum content generated differing student outcomes. The amount of curriculum content used by each of the participating programs was identified during semi-structured interviews with program administrators and a review of ABET Self-Study documents. Quantitative methods were applied to determine if a relationship existed between the curriculum content and performance on a nationally administered, engineering-specific standardized examination. The findings indicate a statistical relationship, but a lack of structure between the amount of required content in the curriculum and performance on the examination. Additional findings were also generated regarding the way that programs interpret the Criterion 3.f feedback generated during accreditation visits. The primary impact of this study is that it dispels the myth that more courses or course time on professionalism and ethics will necessarily lead to positive engineering education outcomes. Much of the impetus to add more curriculum content results from a lack of conclusive feedback during ABET accreditation visits. (shrink)