Teaching ethics across the curriculum is a strategy adopted by many universities. One of the fundamental aims of teaching ethics across the curriculum is to get students to see ethics as truly relevant to the subjects they are studying. Ideally, students will come to see that ethics is a thread woven deeply in the fabric of all knowledge and practice. The standard approach, in which students are required to take a separate ethics course, is not especially well suited to this task, but incorporating ethics into science courses presents significant challenges and is likely to meet with resistance, if only because professors in the sciences are often untrained in the teaching of ethics. In an effort to raise the standard of science education as well as comply with a university‐wide curricular mandate, we as a team developed the concept of an “ethics lab.” We discuss the design of the exercises done during laboratory sections, the training of the graduate students who run the exercises, and the iterations of the exercises over time. We report unanticipated rapid positive outcomes of an attempt to integrate ethics education into a sophomore/junior level science course, Introduction to Genetics.

Results suggest that supplementing with non-breast milk before 4 months of age was associated with an increased BMI, arm circumference, and abdominal circumference at 18 months of age. The mean BMI decreased from 85% to 65% when infants were breastfeeding for 4 to 6 months as compared to breastfeeding for 1 to 3 months. Breastfeeding for 4 to 6 months appeared to protect against the risk of obesity for the children in the PETS.

Nurses must frequently make ethical decisions. These decisions require judgment, knowledge, and skills. This article will provide one framework for ethical decision making and provide several examples of the process.

This paper discusses an approach for engaging radiation protection professionals in the ethical aspects of decision-making, with discussion on how this approach fits in with the existing system of radiological protection. It explores finding common ground between ethical and scientific theory, how to present relevant moral theory in accessible language, and provides a practical framework for dealing with real-world problems. Although establishing the ethical theory behind the system of radiological protection is an important ongoing endeavour within the community, it is equally important to communicate this information in a way that is useful to non-ethicists. Discussion of both ethical theory and a useful strategy for applying the theory makes ethics more accessible to those working in the field by providing them with the knowledge and confidence to apply ethical principles in decisions and practice.

The increasingly popular trend of conceptualising education in terms of 'customer service' is, in some ways, attractive. It encourages educators to think in terms of meeting students' needs and to develop innovative ways to deliver their "product." In other ways, however, it fails to convey the essential collaborative, participatory, reciprocal relationship that is central to effective teaching and learning. With respect to academic integrity, the customer service model also obscures students' roles and responsibilities. In this paper, we identify some of the ways this model provides an inappropriate metaphor for understanding the project of teaching and learning (i.e., education) and argue that, when embraced uncritically, the model has the potential both to undermine education and at the same time derail efforts to develop and sustain a culture of integrity. After identifying this model's shortcomings, we suggest ways to develop and promote a more robust model in which faculty and students work together toward a shared purpose while recognising and embracing their interlocking responsibilities. This is a revised version of a paper presented at the 4th Asia Pacific Conference on Educational Integrity: Creating an Inclusive Approach, University of Wollongong, NSW, Australia, 2009.