COURSE STRUCTURE

This unit is taught fully online where video recorded i-lectures, computer-generated practicals, discussion forums and assessments are accessible for online learning.    Hence, this unit is available in external mode ONLY.

Lecturer in charge            Technician in charge

       Dr Irina Pollard                                     Mr Ray Duell

       Ph.  9850 8142                                     Ph.  9850 8184

       irina.pollard@mq.edu.au                        ray.duell@mq.edu.au for all web site queries

Textbook

Bioscience Ethics by Irina Pollard (Cambridge University Press, 2009). You are, of course, additionally expected to make liberal use of our and other institu­tional libraries, web sites, media outlets and wherever else you can find stimulation and factual material. Especially useful is the living UNESCO/IUBS/EUBIOS Dictionary of Biology for Bioethics and other material freely accessible from the bioscience-bioethics education portal at http://www.bioscience-bioethics.org/.  Reproduction is a dynamic, exciting and rapidly evolving discipline whose dimensions are reflected in the emerging frontiers of science and ethics that enhance biological understanding and promote adaptive maturity in harmony with changing technology.

UNIT DESCRIPTION

Background

Technologies, all by-products of science, have redefined how we live, work, fight, relax and communicate with one another. When a scientific discovery in any discipline is applied its focus shifts incorporating functions such as value judgment, ideology and political force. Therefore, there is a need to find new ways that can effectively create a scientifically informed and ethically involved community in tune with present-day reality. Without free and accurate access to scientific, medical and technological expertise, stable social reform would be compromised. At its roots, the major responsibility of the modern ethicist is to integrate current scientific understanding of practical and cultural significance with traditional wisdom. By contrast, the responsibility of the scientist is to ensure that scientific information is not omitted or corrupted in the process. Bioscience ethics is the accepted interface in this process of integration.

Bioscience ethics’ major elements are increased understanding of biological systems, responsible use of technology, and reassessment of ethnocentric debate more in tune with new eco-scientific insights. Accordingly, this unit has been built around modules that initially provide students a means to reflect upon the traditional ethical dimensions of medicine, health and science and then move to social, community and environmental perspectives for evaluation. There are two overarching themes:  a) to increase awareness of human reproduction by providing an integrated overview of current theories and principles of human reproductive function, and b) to explore the frontiers of science and technology as they relate to bioscience ethics. Basic topics include sexual differentia­tion, growth, maturation, the treatment and causes of infertility, parental behaviour, neonate biology and aging. The effects of procreational biology on the foundation of human social structure are also examined. Issues as they relate to health include the biology of stress, diseases of adaptation, principles of toxicology and teratology, sustainable living and the environment.

Learning Online

The delivery of higher education courses happens through a range of means, including face-to-face delivery, multimedia, video and online conferencing tools, podcasting lectures and ‘online only’ courses. When designed effectively, eLearning has been recognised for its potential to enhance learning and to increase student accessibility to higher education. Online-based teaching programs, at their best, promote flexibility in which students listen to their i-lectures in private and do their ‘homework’ in the classroom with their educators and colleagues. Typically, the focus is on the topic’s most difficult aspects or on widening the concept through deliberating broader implications – all promoting valuable learning interactions. However, in the absence of classroom components in BIOL346 the student discussion board was created to supplement and further the learning gained by way of online comments, questions and discussions.

To facilitate your learning each module is separated by a series of questions or problems that you are encouraged to deliberate. Our aim is to encourage thinking about what has been learned – the deeper the engagement, the better the retention. Make the most of this transdisciplinary Unit.

SCHEDULE: MODULES AND LECTURE SEQUENCE

The core modules are built around learning objectives as developed by means of specific lectures. The focus on objectives not only demarcates the lecture contents within each module but also serves as the basis of the practicals, appraisal and assessments. Students are expected to engage in additional learning beyond the core modules.

Module 1: Introduction to Bioscience Ethics & Reproduction

General Objectives

-  Create a better understanding of the major ethical issues raised by science and technology.

-  Trace the evolution of ethical consciousness.

Lecture 1.1 ‘Bioscience Ethics and Reproduction’(Student Text – chapter 1)

a)      Relationships among the interrelated fields of ethics, bioethics and bioscience ethics are explored.

b)      Role of ethics in science and technology using practical applications of reproductive functions in medicine.

Lecture 1.2 ‘Human Origins, Natural Selection and the Evolution of Ethics’ (Student Text – chapter 1)

a)      Human prehistory and the evolution of ethical consciousness – experimental evidence.

b)      The triune brain, neuroscience and neuroethics.

Expected Learning Outcomes

-  Students should be able to relate how ethics impacts on modern science and its applications.

Discussion focus: “To incorporate current scientific insights of practical significance within a cultural context is an aim of bioethics. Bioscience ethics is the interface ensuring that such scientific information is not omitted or corrupted in this process. In your opinion, is a good working knowledge of biological systems essential before the philosophy of bioethics can adequately be addressed? Justify your point of view.”

Module 2: Human Reproduction and Development 

General Objectives

-  Provide an overview of human reproduction.

-  Experience a realistic simulation of routine medical assisted treatments available to couples seeking

   fertility assistance at an IVF clinic.

-  Trace the biology of sex determination, brain sex and sexuality.

Lecture 2.1 ‘Fertilization and the Initiation of Development’ (Student Text – chap 3 & browse by way of index)

a)      Lifestyle, fertility and preconceptional care.

b)      Oogenesis, sperm maturation and fertilization.

c)      Early mammalian embryogenesis, imprinting and epigenetic mechanisms.

Lecture 2.2 ‘Development and Placentation: Maternal-Fetal Communication Systems’ (Student Text – chapter 3)

a)      The biology of bonding and the establishment of pregnancy.

b)      The placenta as maternal-fetal interface.

c)      Maternal physiology during gestation and fetal survival strategies.

d)     Epigenetic gene regulation heritable down the generations.

Lecture 2.3 ‘Patterns of Human Growth and Maturation’ (Student Text – chapter 3)

a)      Life cycle as defined by biological characteristics.

b)      Embryonic-fetal periods and embryo staging.

c)      Critical periods during development.

d)     Intrauterine growth restriction (IUGR) and preterm births.

e)      Factors contributing to IUGR.

Lecture 2.4 ‘Sex Determination, Brain Sex and Postnatal Personality Development (Student Text – chapter 2).

a)      Foundation of adult sexuality and fetal life.

b)      Normal sexual development.

c)      Hidden genders – intersex conditions, androgen insensitivity syndrome.

d)     Brain sex and behaviour – a continuum of sexual orientations.

e)      Programmed gender identity – transgendered.

Expected Learning Outcomes

- Students should have gained knowledge into the science of toxicology with special reference to

   reproduction.

-  Students should have gained an understanding of the biological basis of sex determination.

Discussion focus: “Do changing views about genes, teratogens and extragenomic modes of inheritance have any relevance to the study of bioethics? Rationalize your point of view.”

Module 3: Gender, Sexuality and Social Aspects

General Objectives

-  Trace the biological basis and evolution of the socialization of human sexuality.

Lecture 3.1 Guest Lecture 1 ‘Transgendered: A Personal Perspective’ by Katherine Cummings.

a)      My story: the life and loves of an XY woman.

b)      Introducing a wide-ranging transgendered ‘cover’ stories featured in Polare – the magazine of the New South Wales Gender Centre.

Lecture 3.2 Guest Lecture 2 ‘Gender Diversity: Corresponding States and Challenges’ by Katherine Cummings and Gina Wilson

a)      Oii – Organization Intersex International.

b)      Political activism – speaking up for Intersex Rights and acceptance of sexual diversity.

Lecture 3.3 ‘Human Sexuality: Behaviour and Pheromones’ (Student Text – browse by way of index)

a)      The evolution of sex and sexual attraction.

b)      Types of communication – the male, the female.

c)      Pheromones and human reproduction – kinship laws and incest.

d)     Dopamine and the chemistry of desire / oxytocin the chemistry of attachment.

Lecture 3.4 ‘Sociobiology – the Study of the Biological Basis of Social Behavior’ (Student Text – browse by way of index)

a)      Fitness enhancing strategies of reproduction – sperm competition.

b)      The art of deception – paternity DNA testing.

c)      Sexual triggers, body image and body reality.

d)     Body dismorphic disorder and body mutilation.

Expected Learning Outcomes

-  Students should be able to view sex and gender determination in a number of ways, whether as

    biology, lifestyle, accomplishment and/or ways of being.

Discussion Focus: “To what extent is it regressive to follow existing mores, rather than facilitating social change toward a more tolerant and open society which would ultimately benefit all? Discuss ethical approaches that should successfully challenge societal prejudices and discrimination against singles, gays and others living outside the social norm.”

Module 4: Considerations of Effective and Ethical Reproduction

General Objectives

-  Create a better understanding of the major biological and ethical issues raised by substance abuse and

   parenthood.

- Study the physiochemical characteristics of caffeine and its biologically reactive metabolites.

- Describe the neuro-endocrinology of homeostatic systems and their biological function.

- Relate the maintenance of health and wellbeing across the generations.

Lecture 4.1 ‘Principles of Toxicology and Teratology’(Student Text – chapters 3 & 4)

a)      Drug characteristics.

b)      Chemical teratogenesis and the etiology of malformations.

c)      Warfare and toxic chemical legacies across the generations.

d)     Low birth weight – demographic characteristics and medical risks.

Lecture 4.2 ‘Substance Abuse and Parenthood’ (Student Text – chapter 4)

a)      Infertility and preventable drug-induced disability in children.

b)      Male and female mediated adverse reproductive outcome from the use of ‘recreational drugs’ and narcotics.

c)      Drug teratogenicity, genetic predisposition, fetal programming and adult disease.

d)     The biology of addiction.

e)      Ecogenetics and socio-political responsibility.

Lecture 4.3 ‘Fertility Awareness and the Aging Gamete: An Exploration of Sexual Behaviour and Congenital Anomalies in Children’ (Student Text – chapter 5)

a)      Adolescent sexuality.

b)      Causes of human congenital anomalies at birth.

c)      The ovulatory method of birth control – biological and behavioural perspectives.

d)     The gametopathy hypothesis – aging sperm and eggs.

e)      The right of freedom from excess fertility.

Lecture 4.4 ‘Parental Behaviour and the Neonate’ (Student Text – chapter 6)

a)      Early developmental patterns.

b)      Physiological adaptation to extrauterine life.

c)      Adaptation to motherhood – postnatal depression.

d)     Parental abuse and the physiology of the child – unwanted birth and crime.

e)      Attainment of maturity – physical and emotional, posttraumatic stress disorder (PTSD).

f)       Socio-ethical implications.

Lecture 4.5 ‘Stress and the General Theory of Adaptation in Four Parts’ (Student Text – chapter 7, brows by way of  index)

Part 1: The Biology of Stress

a)      On the balance of sickness and health – the general adaptation syndrome (GAS).

Part 2: On the Biology of Happiness and Depression.

a)      Reactive homeostasis – neuro-endocrine control.

b)      Link between drug abuse and depression – biological findings – medical consequences.

c)      The emotional (limbic) brain’s functional compartments and communication systems.

d)     Stress and addiction from the transgenerational perspective – fetal programming.

e)      In pursuit of happiness.

Part 3: Students writing on what happiness means to them personally.

a)      Analysis of questionnaires.

b)      The biological determinants of happiness.

c)      fMRI of brain’s optimism centre.

Part 4: High-Tech Advances in Neuroscience and Neuroethics.

a)      The precautionary principle and bioscience ethics.

b)      Neuroimaging of the human brain.

c)      Manipulating thoughts, consciousness and memory.

d)     Medicating memory – the ethics.

e)      Ethics – our evolutionary heritage.

Expected Learning Outcomes

- Student to gain understanding of the genetic / epigenetic influences active throughout life.

- Students to gain awareness concerning neuro-endocrinology and homeostatic systems.

- Students to gain increased empowerment over their own health and wellbeing and that of their

  children.

Discussion Focus: “Discuss whether you agree that persons with authority but lacking biological knowledge should be entitled to enunciate which methods of contraception are natural and which are not.”

Module 5: Sustainable Ethics

General Objectives

- Challenge human-dominated ecosystems.

- Review population growth, economic activity and warfare.

- Provide an integrated overview of what can be seen as ‘ethical economics’ – or an argument for

  generosity based on self-interest (pt 1).

Lecture 5.1 ‘Social Discrimination and Health Disparity Across Generations: Are We Sufficiently Informed? (Student Text – chapter 7, brows by way of  index).

a)      On maintaining health and wellbeing.

b)      Lifestyle diseases within the socio-biological context.

c)      Indigenous health: determinants and disease patterns.

d)     Challenging social discrimination and health disparity in contemporary Australia.

e)      On the biological and political rights continuum – Indigenous health and human rights.

f)       An ecological model of care.

Lecture 5.2 ‘Population Growth and Economic Dynamics in Two Parts’ (Student Text – chapter 12, brows by way of  index).

Part 1: Population Growth

a)      Population growth and economic dynamics.

b)      What is a sustainable population?

c)      Population clocks.

Part 2: Contraception or the Artificial Control of Fertility

a)      Historical perspectives.

b)      Modern approaches to fertility regulation – mechanisms of action, risk factors.

c)      Contraceptives for males.

Lecture 5.3 ‘Human Dominated Ecosystems: Re-Evaluating Environmental Priorities’ (Student Text – chapters 12 & 13)

a)      Environmental concerns – global, regional, local.

b)      The link between our homeostatic responses and population density.

c)      The importance of genetic diversity and environmental adaptability.

d)     The phenomenon of extinction and conservation strategies.

e)      The Gaia theory – homeostasis, symbiosis.

f)       Multiple-entry bookkeeping – stewardship of Earth.

Lecture 5.4 ‘Sustainable Peace for a Sustainable Future’ (Student Text – chapters 14 & 15)

a)      Modern warfare – fitness enhancement or losing evolutionary strategy?

b)      The triune brain in evolution.

c)      Developmental programming or the ‘fetal origins’ hypothesis and violence across the generations – self-sustaining characteristics of the ecology of violence. 

d)     Sustainable peace initiatives.

e)      Cooperative symbiosis.

Expected Learning Outcomes

- Students to gain an increased appreciation that once the members of a species have attained a

  sufficient degree of individuation, they become participating partners within ecosystems where

  diversity, not unity, is the basis of health.  

Discussion Focus: “The decades since the signing of ‘The Universal Declaration of Human Rights’ have been characterized by war, waged primarily by the very states that were instrumental in making The Declaration in 1948. What in your opinion is the use of the Declaration to those who cannot read it?”

Module 6: Ethics in Society

General Objectives

- Provide an integrated overview of what can be seen as ‘ethical economics’ – or an argument for

  generosity based on self-interest (pt 2).

Lecture 6.1 Guest Lecture 3 ‘Policy Papers: The Politics and the Ethics’ by Jenny Burchmore’

a)      Policy “basics.”

b)      Ethical dimensions of policy development in the public sector.

c)      Political dimensions of policy development in the public sector.

d)     Using case studies in fisheries and water management policy.

Lecture 6.2 Guest Lecture 4 ‘Sustainability Indicators’ by Morgan Pollard in Three Parts’

Part 1: Global Limits

a)      Global carrying capacity, survival and wellbeing.

b)      Ecological footprint.

c)      The basics of bioethics.

Part 2: Ecological Economics

a)      Basic economic model of supply and demand.

b)      Opportunity cost.

c)      UN Millennium Development Goals.

d)     Ecological economics.

Part 3: Sustainability Development

a)      Weak sustainability / strong sustainability / critical natural value.

b)      PISA model for sustainable management.

c)      Environmental indexes.

Lecture 6.3 Guest Lecture 5 ‘Ethics of Scientific Research’ by A/Prof Roger Hiller’

a)      Academic science, industrial science, military science.

b)      Fraud and scientific misconduct.

c)      Plagiarism.

d)     Rating of scientific journals.

e)      Ethics codes – guidelines, statements and declarations.

Expected Learning Outcomes

- Students to gain an increased appreciation that once the members of a species have attained a

  sufficient degree of individuation, they become participating partners within ecosystems where

  diversity, not unity, is the basis of health.  

Discussion Focus: “Health and ill heath are deeply dependent on the conditions under which we live and the ways in which we behave. How may bioscience ethics assist in deciding the kinds of societies we want to live in and how to achieve these goals?”

PRACTICALS, PRACTICAL ASSESSMENTS AND DISCUSSION BOARD

The unit aims to inform and to challenge. To this end, you are provided with the opportunity to further investigate specific interests outside the mainstream topics of the course, or to explore more deeply these topics by means of an online seminar of your choice (see ‘Creation of a Play Script: an interpretational study’). In addition, the assigned open-ended participation in discussion is dedicated to exploring recently published research, thought-provoking current topics from the media, or any other topic relevant to the designated module and its associated disciplines. Please note: the ‘discussion focus’ (taken from the student text) ought to motivate the web’s dialogue beyond the module where students are also encouraged to bring in original ideas that can form a new core for discussion.  

Students are encouraged to progress at their own pace but are restricted by date for the assessments.

Computer generated practicals are designed around a variety of sub-disciplines modified from research projects in order to provide some knowledge about the various practical skills currently used in reproductive biology and bioscience ethics.  These include:

Practical 1:  Gametes, Early Development and Assisted Reproduction.

Prerequisites:

a)      Module 2.

b)      DVD 1: Lifestyle, Fertility and the Assisted Reproductive Technologies

– YouTube Link: http://www.youtube.com/watch?v=PE69WMmw8nU  

c)      Lecture 2.5 ‘Assisted Reproduction: At the Interaction of Ethics and Social Determination’

d)     ART Practical Notes.

Assessment 1: Sperm and Fertility Test 13^th August consisting of multiple choice alternatives garnered from the ART prac (10%).

Practical 2: Reproductive Toxicology and Teratology.

Prerequisites:

a)      Module 4.

b)      Reproductive Toxicology – a computer generated interactive practical.

c)      DVD 2: Marsupial Reproduction and the Conservation of Endangered Species

 – YouTube Link:  http://www.youtube.com/watch?v=Bq0xxq49C6Q

Assessment 2: Reproductive Toxicology Test 10^th September consisting of multiple choice alternatives garnered from the reproductive toxicology prac (10%).