研究生英语综合教程课文及翻译.docx

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!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.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. 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.3. These two stories point up a major reason for encouraging courses in resea