Hybridization of various Streptomyces cattleya aerial mycelium negative (Amy-) mutants with a probe containing the gene for argininosuccinate synthetase (pTG17) has revealed the presence of two different types of mutants (stable and unstable). Stable mutants appear to have lost all or part of the region covered by the probe, while the unstable mutants demonstrate no detectable changes in this region. In one group of stable mutants (those demonstrating a partial loss of sequences hybridizing to the probe), a 4.17 kb extrachromosomal element was detected, which hybridized with the pTG17 probe. The significance of this finding is discussed with reference to the genetic instability of the genus Streptomyces.
This paper probes the relationship between systemic thinking and ethics. A distinction is made between systemic thinking and systems thinking to illustrate debates around the ethical issues of tackling societal issues in a systemic way. Drawing on three prominent ethical theories, namely utilitarianism, deontological theory and virtue ethics, the argument that systemic thinking should embrace ethics is developed. This article suggests that systemic thinking fosters the virtue of toleration; defends the autonomous human right; and promotes good for the people in an equitable fashion.
Ethics in engineering has long been an important element in engineering programmes, however these subjects are often taught at a basic learning level with little attempt to connect to demonstrative learning outcomes. In recent years there has been a step change in the importance of ethics as an integral part of engineering programmes and is reflected in the text of accreditation documents. In this paper we expand our analysis from an earlier study, which focused on four European countries, to understand the role of ethics on a more global scale. We conducted a multi-country analysis on how and where ethics features in accreditation documents in twelve countries across five continents (Belgium, Canada, Colombia, France/Switzerland, Ireland, Japan, Romania, South Africa, Sweden, UK and USA). We identified explicit or implicit references to ethics education, extracted verbs relating to learning outcomes, and compared definitions of key terms. A comparison to Bloom’s taxonomy showed considerably higher frequency of verbs linked to ethics teaching associated to lower levels of cognitive learning. Definitions of terms relating to the process of accreditation were often lacking in documents, highlighting a need for setting terms of reference. This study highlights differences in how ethics is described in accreditation documents. However, more needs to be done to explicitly highlight ethics as an integral part of engineering education. Relying on implicit links to ethics leaves the role of ethics open to interpretation, resulting in uneven emphasis in the translation of ethics within programme designs.
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