Table of contentsI1 Proceedings of the 4th World Conference on Research IntegrityConcurrent Sessions:1. Countries' systems and policies to foster research integrityCS01.1 Second time around: Implementing and embedding a review of responsible conduct of research policy and practice in an Australian research-intensive universitySusan Patricia O'BrienCS01.2 Measures to promote research integrity in a university: the case of an Asian universityDanny Chan, Frederick Leung2. Examples of research integrity education programmes in different countriesCS02.1 Development of a state-run “cyber education program of research ethics” in (...) KoreaEun Jung Ko, Jin Sun Kwak, TaeHwan Gwon, Ji Min Lee, Min-Ho LeeCS02.3 Responsible conduct of research teachers’ training courses in Germany: keeping on drilling through hard boards for more RCR teachersHelga Nolte, Michael Gommel, Gerlinde Sponholz3. The research environment and policies to encourage research integrityCS03.1 Challenges and best practices in research integrity: bridging the gap between policy and practiceYordanka Krastev, Yamini Sandiran, Julia Connell, Nicky SolomonCS03.2 The Slovenian initiative for better research: from national activities to global reflectionsUrsa Opara Krasovec, Renata SribarCS03.3 Organizational climate assessments to support research integrity: background of the Survey of Organizational Research Climate and the experience with its use at Michigan State UniversityBrian C. Martinson, Carol R. Thrush, C.K. Gunsalus4. Expressions of concern and retractionsCS04.1 Proposed guidelines for retraction notices and their disseminationIvan Oransky, Adam MarcusCS04.2 Watching retractions: analysis of process and practice, with data from the Wiley retraction archivesChris Graf, Verity Warne, Edward Wates, Sue JoshuaCS04.3 An exploratory content analysis of Expressions of ConcernMiguel RoigCS04.4 An ethics researcher in the retraction processMichael Mumford5. Funders' role in fostering research integrityCS05.1 The Fonds de Recherche du Québec’s institutional rules on the responsible conduct of research: introspection in the funding agency activitiesMylène Deschênes, Catherine Olivier, Raphaëlle Dupras-LeducCS05.2 U.S. Public Health Service funds in an international setting: research integrity and complianceZoë Hammatt, Raju Tamot, Robin Parker, Cynthia Ricard, Loc Nguyen-Khoa, Sandra TitusCS05.3 Analyzing decision making of funders of public research as a case of information asymmetryKarsten Klint JensenCS05.4 Research integrity management: Empirical investigation of academia versus industrySimon Godecharle, Ben Nemery, Kris Dierickx5A: Education: For whom, how, and what?CS05A.1 Research integrity or responsible conduct of research? What do we aim for?Mickey Gjerris, Maud Marion Laird Eriksen, Jeppe Berggren HoejCS05A.2 Teaching and learning about RCR at the same time: a report on Epigeum’s RCR poll questions and other assessment activitiesNicholas H. SteneckCS05A.4 Minding the gap in research ethics education: strategies to assess and improve research competencies in community health workers/promoteresCamille Nebeker, Michael Kalichman, Elizabeth Mejia Booen, Blanca Azucena Pacheco, Rebeca Espinosa Giacinto, Sheila Castaneda6. Country examples of research reward systems and integrityCS06.1 Improving systems to promote responsible research in the Chinese Academy of SciencesDing Li, Qiong Chen, Guoli Zhu, Zhonghe SunCS06.4 Exploring the perception of research integrity amongst public health researchers in IndiaParthasarathi Ganguly, Barna Ganguly7. Education and guidance on research integrity: country differencesCS07.1 From integrity to unity: how research integrity guidance differs across universities in Europe.Noémie Aubert Bonn, Kris Dierickx, Simon GodecharleCS07.2 Can education and training develop research integrity? The spirit of the UNESCO 1974 recommendation and its updatingDaniele Bourcier, Jacques Bordé, Michèle LeducCS07.3 The education and implementation mechanisms of research ethics in Taiwan's higher education: an experience in Chinese web-based curriculum development for responsible conduct of researchChien Chou, Sophia Jui-An PanCS07.4 Educating principal investigators in Swiss research institutions: present and future perspectivesLouis Xaver Tiefenauer8. Measuring and rewarding research productivityCS08.1 Altimpact: how research integrity underpins research impactDaniel Barr, Paul TaylorCS08.2 Publication incentives: just reward or misdirection of funds?Lyn Margaret HornCS08.3 Why Socrates never charged a fee: factors contributing to challenges for research integrity and publication ethicsDeborah Poff9. Plagiarism and falsification: Behaviour and detectionCS09.1 Personality traits predict attitude towards plagiarism of self and others in biomedicine: plagiarism, yes we can?Martina Mavrinac, Gordana Brumini, Mladen PetrovečkiCS09.2 Investigating the concept of and attitudes toward plagiarism for science teachers in Brazil: any challenges for research integrity and policy?Christiane Coelho Santos, Sonia VasconcelosCS09.3 What have we learnt?: The CrossCheck Service from CrossRefRachael LammeyCS09.4 High p-values as a sign of data fabrication/falsificationChris Hartgerink, Marcel van Assen, Jelte Wicherts10. Codes for research integrity and collaborationsCS10.1 Research integrity in cross-border cooperation: a Nordic exampleHanne Silje HaugeCS10.3 Research integrity, research misconduct, and the National Science Foundation's requirement for the responsible conduct of researchAaron MankaCS10.4 A code of conduct for international scientific cooperation: human rights and research integrity in scientific collaborations with international academic and industry partnersRaffael Iturrizaga11. Countries' efforts to establish mentoring and networksCS11.1 ENRIO : a network facilitating common approaches on research integrity in EuropeNicole FoegerCS11.2 Helping junior investigators develop in a resource-limited country: a mentoring program in PeruA. Roxana Lescano, Claudio Lanata, Gissella Vasquez, Leguia Mariana, Marita Silva, Mathew Kasper, Claudia Montero, Daniel Bausch, Andres G LescanoCS11.3 Netherlands Research Integrity Network: the first six monthsFenneke Blom, Lex BouterCS11.4 A South African framework for research ethics and integrity for researchers, postgraduate students, research managers and administratorsLaetus OK Lategan12. Training and education in research integrity at an early career stageCS12.1 Research integrity in curricula for medical studentsGustavo Fitas ManaiaCS12.2 Team-based learning for training in the responsible conduct of research supports ethical decision-makingWayne T. McCormack, William L. Allen, Shane Connelly, Joshua Crites, Jeffrey Engler, Victoria Freedman, Cynthia W. Garvan, Paul Haidet, Joel Hockensmith, William McElroy, Erik Sander, Rebecca Volpe, Michael F. VerderameCS12.4 Research integrity and career prospects of junior researchersSnezana Krstic13. Systems and research environments in institutionsCS13.1 Implementing systems in research institutions to improve quality and reduce riskLouise HandyCS13.2 Creating an institutional environment that supports research integrityDebra Schaller-DemersCS13.3 Ethics and Integrity Development Grants: a mechanism to foster cultures of ethics and integrityPaul Taylor, Daniel BarrCS13.4 A culture of integrity at KU LeuvenInge Lerouge, Gerard Cielen, Liliane Schoofs14. Peer review and its role in research integrityCS14.1 Peer review research across disciplines: transdomain action in the European Cooperation in Science and Technology “New Frontiers of Peer Review ”Ana Marusic, Flaminio SquazzoniCS14.2 Using blinding to reduce bias in peer reviewDavid VauxCS14.3 How to intensify the role of reviewers to promote research integrityKhalid Al-Wazzan, Ibrahim AlorainyCS14.4 Credit where credit’s due: professionalizing and rewarding the role of peer reviewerChris Graf, Verity Warne15. Research ethics and oversight for research integrity: Does it work?CS15.1 The psychology of decision-making in research ethics governance structures: a theory of bounded rationalityNolan O'Brien, Suzanne Guerin, Philip DoddCS15.2 Investigator irregularities: iniquity, ignorance or incompetence?Frank Wells, Catherine BlewettCS15.3 Academic plagiarismFredric M. Litto16. Research integrity in EuropeCS16.1 Whose responsibility is it anyway?: A comparative analysis of core concepts and practice at European research-intensive universities to identify and develop good practices in research integrityItziar De Lecuona, Erika Löfstrom, Katrien MaesCS16.2 Research integrity guidance in European research universitiesKris Dierickx, Noémie Bonn, Simon GodecharleCS16.3 Research Integrity: processes and initiatives in Science Europe member organisationsTony Peatfield, Olivier Boehme, Science Europe Working Group on Research IntegrityCS16.4 Promoting research integrity in Italy: the experience of the Research Ethics and Bioethics Advisory Committee of the Consiglio Nazionale delle Ricerche Cinzia Caporale, Daniele Fanelli17. Training programs for research integrity at different levels of experience and seniorityCS17.1 Meaningful ways to incorporate research integrity and the responsible conduct of research into undergraduate, graduate, postdoctoral and faculty training programsJohn Carfora, Eric Strauss, William LynnCS17.2 "Recognize, respond, champion": Developing a one-day interactive workshop to increase confidence in research integrity issuesDieter De Bruyn, Bracke Nele, Katrien De Gelder, Stefanie Van der BurghtCS17.4 “Train the trainer” on cultural challenges imposed by international research integrity conversations: lessons from a projectJosé Roberto Lapa e Silva, Sonia M. R. Vasconcelos18. Research and societal responsibilityCS18.1 Promoting the societal responsibility of research as an integral part of research integrityHelene IngierdCS18.2 Social responsibility as an ethical imperative for scientists: research, education and service to societyMark FrankelCS18.3 The intertwined nature of social responsibility and hope in scienceDaniel Vasgird, Stephanie BirdCS18.4 Common barriers that impede our ability to create a culture of trustworthiness in the research communityMark Yarborough19. Publication ethicsCS19.1 The authors' forum: A proposed tool to improve practices of journal editors and promote a responsible research environmentIbrahim Alorainy, Khalid Al-WazzanCS19.2 Quantifying research integrity and its impact with text analyticsHarold GarnerCS19.3 A closer look at authorship and publication ethics of multi- and interdisciplinary teamsLisa Campo-Engelstein, Zubin Master, Elise Smith, David Resnik, Bryn Williams-JonesCS19.4 Invisibility of duplicate publications in biomedicineMario Malicki, Ana Utrobicic, Ana Marusic20. The causes of bad and wasteful research: What can we do?CS20.1 From countries to individuals: unravelling the causes of bias and misconduct with multilevel meta-meta-analysisDaniele Fanelli, John PA IoannidisCS20.2 Reducing research waste by integrating systems of oversight and regulationGerben ter Riet, Tom Walley, Lex Marius BouterCS20.3 What are the determinants of selective reporting?: The example of palliative care for non-cancer conditionsJenny van der Steen, Lex BouterCS20.4 Perceptions of plagiarism, self-plagiarism and redundancy in research: preliminary results from a national survey of Brazilian PhDsSonia Vasconcelos, Martha Sorenson, Francisco Prosdocimi, Hatisaburo Masuda, Edson Watanabe, José Carlos Pinto, Marisa Palácios, José Lapa e Silva, Jacqueline Leta, Adalberto Vieyra, André Pinto, Mauricio Sant’Ana, Rosemary Shinkai21. Are there country-specific elements of misconduct?CS21.1 The battle with plagiarism in Russian science: latest developmentsBoris YudinCS21.2 Researchers between ethics and misconduct: A French survey on social representations of misconduct and ethical standards within the scientific communityEtienne Vergès, Anne-Sophie Brun-Wauthier, Géraldine VialCS21.3 Experience from different ways of dealing with research misconduct and promoting research integrity in some Nordic countriesTorkild VintherCS21.4 Are there specifics in German research misconduct and the ways to cope with it?Volker Bähr, Charité22. Research integrity teaching programmes and their challengesCS22.1 Faculty mentors and research integrityMichael Kalichman, Dena PlemmonsCS22.2 Training the next generation of scientists to use principles of research quality assurance to improve data integrity and reliabilityRebecca Lynn Davies, Katrina LaubeCS22.3 Fostering research integrity in a culturally-diverse environmentCynthia Scheopner, John GallandCS22.4 Towards a standard retraction formHervé Maisonneuve, Evelyne Decullier23. Commercial research and integrityCS23.1 The will to commercialize: matters of concern in the cultural economy of return-on-investment researchBrian NobleCS23.2 Quality in drug discovery data reporting: a mission impossible?Anja Gilis, David J. Gallacher, Tom Lavrijssen, Malwitz David, Malini Dasgupta, Hans MolsCS23.3 Instituting a research integrity policy in the context of semi-private-sector funding: an example in the field of occupational health and safetyPaul-Emile Boileau24. The interface of publication ethics and institutional policiesCS24.1 The open access ethical paradox in an open government effortTony SavardCS24.2 How journals and institutions can work together to promote responsible conductEric MahCS24.3 Improving cooperation between journals and research institutions in research integrity casesElizabeth Wager, Sabine Kleinert25. Reproducibility of research and retractionsCS25.1 Promoting transparency in publications to reduce irreproducibilityVeronique Kiermer, Andrew Hufton, Melanie ClyneCS25.2 Retraction notices issued for publications by Latin American authors: what lessons can we learn?Sonia Vasconcelos, Renan Moritz Almeida, Aldo Fontes-Pereira, Fernanda Catelani, Karina RochaCS25.3 A preliminary report of the findings from the Reproducibility Project: Cancer biologyElizabeth Iorns, William Gunn26. Research integrity and specific country initiativesCS26.1 Promoting research integrity at CNRS, FranceMichèle Leduc, Lucienne LetellierCS26.2 In pursuit of compliance: is the tail wagging the dog?Cornelia MalherbeCS26.3 Newly established research integrity policies and practices: oversight systems of Japanese research universitiesTakehito Kamata27. Responsible conduct of research and country guidelinesCS27.1 Incentives or guidelines? Promoting responsible research communication through economic incentives or ethical guidelines?Vidar EnebakkCS27.3 Responsible conduct of research: a view from CanadaLynn PenrodCS27.4 The Danish Code of Conduct for Research Integrity: a national initiative to promote research integrity in DenmarkThomas Nørgaard, Charlotte Elverdam28. Behaviour, trust and honestyCS28.1 The reasons behind non-ethical behaviour in academiaYves FassinCS28.2 The psychological profile of the dishonest scholarCynthia FekkenCS28.3 Considering the implications of Dan Ariely’s keynote speech at the 3rd World Conference on Research Integrity in MontréalJamal Adam, Melissa S. AndersonCS28.4 Two large surveys on psychologists’ views on peer review and replicationJelte WichertsBrett Buttliere29. Reporting and publication bias and how to overcome itCS29.1 Data sharing: Experience at two open-access general medical journalsTrish GrovesCS29.2 Overcoming publication bias and selective reporting: completing the published recordDaniel ShanahanCS29.3 The EQUATOR Network: promoting responsible reporting of health research studiesIveta Simera, Shona Kirtley, Eleana Villanueva, Caroline Struthers, Angela MacCarthy, Douglas Altman30. The research environment and its implications for integrityCS30.1 Ranking of scientists: the Russian experienceElena GrebenshchikovaCS30.4 From cradle to grave: research integrity, research misconduct and cultural shiftsBronwyn Greene, Ted RohrPARTNER SYMPOSIAPartner Symposium AOrganized by EQUATOR Network, Enhancing the Quality and Transparency of Health ResearchP1 Can we trust the medical research literature?: Poor reporting and its consequencesIveta SimeraP2 What can BioMed Central do to improve published research?Daniel Shanahan, Stephanie HarrimanP3 What can a "traditional" journal do to improve published research?Trish GrovesP4 Promoting good reporting practice for reliable and usable research papers: EQUATOR Network, reporting guidelines and other initiativesCaroline StruthersPartner Symposium COrganized by ENRIO, the European Network of Research Integrity OfficersP5 Transparency and independence in research integrity investigations in EuropeKrista Varantola, Helga Nolte, Ursa Opara, Torkild Vinther, Elizabeth Wager, Thomas NørgaardPartner Symposium DOrganized by IEEE, the Institute of Electrical and Electronics EngineersRe-educating our author community: IEEE's approach to bibliometric manipulation, plagiarism, and other inappropriate practicesP6 Dealing with plagiarism in the connected world: An Institute of Electrical and Electronics Engineers perspectiveJon RokneP7 Should evaluation of raises, promotion, and research proposals be tied to bibliometric indictors? What the Institute of Electrical and Electronics Engineers is doing to answer this questionGianluca SettiP8 Recommended practices to ensure conference content qualityGordon MacPhersonPartner Symposium EOrganized by the Committee on Freedom and Responsibility in the Conduct of Science of ICSU, the International Council for ScienceResearch assessment and quality in science: perspectives from international science and policy organisationsP9 Challenges for science and the problems of assessing researchEllen HazelkornP10 Research assessment and science policy developmentCarthage SmithP11 Research integrity in South Africa: the value of procedures and processes to global positioningRobert H. McLaughlinP12 Rewards, careers and integrity: perspectives of young scientists from around the worldTatiana Duque MartinsPartner Symposium FOrganized by the Online Resource Center for Ethics Education in Engineering and Science / Center for Engineering, Ethics, and Society of the National Academy of EngineeringP13 Research misconduct: conceptions and policy solutionsTetsuya Tanimoto, Nicholas Steneck, Daniele Fanelli, Ragnvald Kalleberg, Tajammul HusseinPartner Symposium HOrganized by ORI, the Office of Research Integrity; Universitas 21; and the Asia Pacific Research Integrity NetworkP14 International integrity networks: working together to ensure research integrityPing Sun, Ovid Tzeng, Krista Varantola, Susan ZimmermanPartner Symposium IOrganized by COPE, the Committee on Publication EthicsPublication without borders: Ethical challenges in a globalized worldP15 Authorship: credit and responsibility, including issues in large and interdisciplinary studiesRosemary ShinkaiPartner Symposium JOrganized by CITI, the Cooperative Institutional Training InitiativeExperiences on research integrity educational programs in Colombia, Costa Rica and PeruP16 Experiences in PeruRoxana LescanoP17 Experiences in Costa RicaElizabeth HeitmanP18 Experiences in ColumbiaMaria Andrea Rocio del Pilar Contreras NietoPoster Session B: Education, training, promotion and policyPT.01 The missing role of journal editors in promoting responsible researchIbrahim Alorainy, Khalid Al-WazzanPT.02 Honorary authorship in Taiwan: why and who should be in charge?Chien Chou, Sophia Jui-An PanPT.03 Authorship and citation manipulation in academic researchEric Fong, Al WilhitePT.04 Open peer review of research submission at medical journals: experience at BMJ Open and The BMJTrish GrovesPT.05 Exercising authorship: claiming rewards, practicing integrityDésirée Motta-RothPT.07 Medical scientists' views on publication culture: a focus group studyJoeri Tijdink, Yvo SmuldersPoster Session B: Education, training, promotion and policyPT.09 Ethical challenges in post-graduate supervisionLaetus OK LateganPT.10 The effects of viable ethics instruction on international studentsMichael Mumford, Logan Steele, Logan Watts, James Johnson, Shane Connelly, Lee WilliamsPT.11 Does language reflect the quality of research?Gerben ter Riet, Sufia Amini, Lotty Hooft, Halil KilicogluPT.12 Integrity complaints as a strategic tool in policy decision conflictsJanneke van Seters, Herman Eijsackers, Fons Voragen, Akke van der Zijpp and Frans BromPoster Session C: Ethics and integrity intersectionsPT.14 Regulations of informed consent: university-supported research processes and pitfalls in implementationBadaruddin Abbasi, Naif Nasser AlmasoudPT.15 A review of equipoise as a requirement in clinical trialsAdri LabuschagnePT.16 The Research Ethics Library: online resource for research ethics educationJohanne Severinsen, Espen EnghPT.17 Research integrity: the view from King Abdulaziz City for Science and TechnologyDaham Ismail AlaniPT. 18 Meeting global challenges in high-impact publications and research integrity: the case of the Malaysian Palm Oil BoardHJ. Kamaruzaman JusoffPT.19 University faculty perceptions of research practices and misconductAnita Gordon, Helen C. HartonPoster Session D: International perspectivesPT.21 The Commission for Scientific Integrity as a response to research fraudDieter De Bruyn, Stefanie Van der BurghtPT. 22 Are notions of the responsible conduct of research associated with compliance with requirements for research on humans in different disciplinary traditions in Brazil?Karina de Albuquerque Rocha, Sonia Maria Ramos de VasconcelosPT.23 Creating an environment that promotes research integrity: an institutional model of Malawi Liverpool Welcome TrustLimbanazo MatandikaPT.24 How do science policies in Brazil influence user-engaged ecological research?Aline Carolina de Oliveira Machado Prata, Mark William NeffPoster Session E: Perspectives on misconductPT.26 What “causes” scientific misconduct?: Testing major hypotheses by comparing corrected and retracted papersDaniele Fanelli, Rodrigo Costas, Vincent LarivièrePT.27 Perception of academic plagiarism among dentistry studentsDouglas Leonardo Gomes Filho, Diego Oliveira GuedesPT. 28 a few bad apples?: Prevalence, patterns and attitudes towards scientific misconduct among doctoral students at a German university hospitalVolker Bähr, Niklas Keller, Markus Feufel, Nikolas OffenhauserPT. 29 Analysis of retraction notices published by BioMed CentralMaria K. Kowalczuk, Elizabeth C. MoylanPT.31 "He did it" doesn't work: data security, incidents and partnersKatie SpeanburgPoster Session F: Views from the disciplinesPT.32 Robust procedures: a key to generating quality results in drug discoveryMalini Dasgupta, Mariusz Lubomirski, Tom Lavrijssen, David Malwitz, David Gallacher, Anja GillisPT.33 Health promotion: criteria for the design and the integrity of a research projectMaria Betânia de Freitas Marques, Laressa Lima Amâncio, Raphaela Dias Fernandes, Oliveira Patrocínio, and Cláudia Maria Correia Borges RechPT.34 Integrity of academic work from the perspective of students graduating in pharmacy: a brief research studyMaria Betânia de Freitas Marques, Cláudia Maria Correia Borges Rech, Adriana Nascimento SousaPT.35 Research integrity promotion in the Epidemiology and Health Services, the journal of the Brazilian Unified Health SystemLeila Posenato GarciaPT.36 When are clinical trials registered? An analysis of prospective versus retrospective registration of clinical trials published in the BioMed Central series, UKStephanie Harriman, Jigisha PatelPT.37 Maximizing welfare while promoting innovation in drug developmentFarida LadaOther posters that will be displayed but not presented orally:PT.38 Geoethics and the debate on research integrity in geosciencesGiuseppe Di Capua, Silvia PeppoloniPT.39 Introducing the Professionalism and Integrity in Research Program James M. DuBois, John Chibnall, Jillon Van der WallPT.40 Validation of the professional decision-making in research measureJames M. DuBois, John Chibnall, Jillon Van der Wall, Raymond TaitPT.41 General guidelines for research ethicsJacob HolenPT. 42 A national forum for research ethicsAdele Flakke Johannessen, Torunn EllefsenPT.43 Evaluation of integrity in coursework: an approach from the perspective of the higher education professorClaudia Rech, Adriana Sousa, Maria Betânia de Freitas MarquesPT.44 Principles of geoethics and research integrity applied to the European Multidisciplinary Seafloor and Water Column Observatory, a large-scale European environmental research infrastructureSilvia Peppoloni, Giuseppe Di Capua, Laura BeranzoliF1 Focus track on improving research systems: the role of fundersPaulo S.L. Beirão, Susan ZimmermanF2 Focus track on improving research systems: the role of countriesSabine Kleinert, Ana MarusicF3 Focus track on improving research systems: the role of institutionsMelissa S. Anderson, Lex Bouter. (shrink)

Tumors are often viewed as unique entities with specific behaviors. However, tumors are a mixture of differentially evolved subpopulations of cells in constant Darwinian evolution, selecting the fittest clone and allowing it to outgrow the rest. As in the natural environment, the niche defines the properties the fittest clones must possess. Therefore, there can be multiple fit clones because of the various microenvironments inside a single tumor. Hypoxia is considered to be a major feature of the tumor microenvironment and is (...) a potential contributor to the cancer stem cell (CSC) phenotype and its enhanced tumorigenicity. The acidic microenvironment around hypoxic cells is accompanied by the activation of a subset of proteases that contribute to metastasis. Because of aberrant angiogenesis and the inaccessibility of their locations, hypoxic cells are less likely to accumulate therapeutic concentrations of chemotherapeutics that can lead to therapeutic resistance. Therefore, the targeting of the hypoxic CSC niche in combination with chemotherapy may provide a promising strategy for eradicating CSCs. In this review, we examine the cancer stem cell hypothesis and its relationship to the microenvironment, specifically to hypoxia and the subsequent metabolic switch and how they shape tumor behavior. (shrink)

This article presents a study that identifies the gender dynamics prevailing in a specific context of tokenism – elementary school teaching – in which the members of an otherwise socially dominant group are proportionally scarce – men. The results contradict Kanter’s theory by showing that male elementary school teachers do not experience the tokenism dynamics. In line with Williams’ gender perspective and Amâncio’s gender symbolic asymmetry, the article finds that although men constitute a small minority in elementary education, they (...) do not lose the social advantages they generally have: on the contrary, they seem rather to gain several privileges. Indeed, the results show strong links between the tokenism dynamics and gender asymmetry, putting the token men at an advantage. Thus, tokenism seems to be limited to maintaining the gender social order. (shrink)

Este trabalho pretende apresentar alguns pontos do pensamento filosófico de Gumbrecht sobre a presença, especialmente, com relação às possibilidades da linguagem. A partir desse logos propõe-se uma crítica introdutória aos conceitos de coisa, de sujeito/objeto, de visão cartesiana do mundo, demonstrando, a partir do autor analisado, as possibilidades de tangibilidade por meio da linguagem e o que isso representa em face dos paradigmas vigentes das ciências instituídas. Através de pesquisa bibliográfica, viu-se que a teoria da linguagem de Gumbrecht é subsídio (...) importante para a reflexão transdisciplinar, etnometodológica e etnoecológica; pode contribuir para um aprofundamento conceitual da “visão dionisíaca de mundo” de Nietzsche e Maffesoli; da “Geografia Humana” e do etnoconceito de “lugar” de Yi-Fu Tuan; dos conceitos de “abertura”, “lida”, “práxis”, “linguagem”, “Dasein”, “Ser-no-mundo” de Heidegger; de “adaptabilidade” de Moran e de “autopoiesis” e da fenomenologia biológica de Maturana. (shrink)

This book provides a critical reading of Foucault's writings on the archaeology of political economy, analyzing some of Foucault's contributions to the methodology of economics, historiography of economic thought and studies on Adam Smith's context and writings. It reconstructs Foucault's archaeology, relating it to current debates in economics.

Dans cet essai, je tente de répondre à quelques-unes des objections habituellement adressées au cosmopolitisme, en prenant en considération la perspective de ceux que cette doctrine risque d’affecter, à savoir, les immigrants. J’argue que certaines de ces objections se fondent sur des conceptions simplifiées à l’excès et empiriquement inexactes de ce que sont la communauté et l’identité culturelle. J’examine aussi en détail la controverse entourant les possibles implications autoritaristes — ou impérialistes — des propositions visant à faire d’un système moral-légal (...) un modèle pour le monde. L’objectif général de cet article est d’explorer les conditions permettant l’établissement d’une règle de justice cosmopolitique, dans un contexte mondial marqué par des différences culturelles et une extrême inégalité dans l’accès aux ressources et au pouvoir décisionnel. Certaines questions relatives à la motivation morale sont aussi abordées. (shrink)

A correction to this paper has been published: https://doi.org/10.1007/s10739-021-09640-x.

O livro “A Técnica e os Riscos da Modernidade” apresenta-se subdividido em cinco capítulos, no primeiro tem-se o título “Liberdade e risco”, onde o autor disserta acerca do desejo e da necessidade humana de transcender as situações cotidianas, isso desde seus primórdios. Nele o autor mostra o quanto a necessidade de ir além das condições imediatas de existência está indissoluvelmente associada ao seu anseio por liberdade. Sendo esta identificada com uma liberdade política, visto que o homem, por sua natureza social, (...) é um ser essencialmente político. Então a questão que aqui se coloca é justamente o que fazer dessa capacidade de ser livre? Ou seja, como bem utilizá-la sem cair nas armadilhas que levam a um mau uso da liberdade? Responder a contento a esse ponto é um dos maiores desafios do homem e um dos que mais lhe provoca aflição, pois, segundo esse entendimento, não se conta com critérios precisos e infalíveis nas avaliações cotidianas, conta-se apenas com incertezas e com a busca por uma conduta moral. (shrink)

Dialéticos e analíticos não se entendemporque falam línguas com sintaxes parcialmentediferentes. Não obstante esta diferença, hátrês princípios básicos que regem e estruturamtanto a lógica dialética como a lógica analítica: osprincípios de identidade, de diferença e de coerênciauniversal. Os mesmos três princípios regemtambém a natureza em seu processo de evoluçãoe constituem o indivíduo e a espécie,as mutações por acaso ea seleção natural.

Na tradição analítica, tanto a fundamentação lógica cerno a causação ontológica pressupõem sempre a distinção, mais, a separação entre fundante e fundado, entre causa e efeito. Isso leva a regressus ad intinitum, irracionalidade essa que só pode ser evitada pela postulação de uma arkhé inicial que, estando fora da série, faz o começo da série e assim de fora a determina. Surge assim a predeterminação causal. Uma tal concepção leva ao indeterminismo causal que impossibilita a liberdade. Na tradição dialética, fundante (...) e fundado, causa e efeito são, em última instância, um movimento circular: autofundamentação e autocausação. Isso permite pensar a liberdade como autodeterminação. Se o sistema dialético é pensado sem contingência, a autodeterminação é "livre" apenas por não sofrer coerção externa; e!a, dentro em si, é necessária. Se o sistema é pensado com contingência, como aqui se defende, liberdade pode ser pensada como livre escolha. O dilema entre causalidade e livre arbítrio é assim resolvido, sem que se apele como fez Kant para uma teoria de dois mundos. (shrink)

Livro I. Ainda Neotomista -- Livro II. A ruptura : dialética e realismo -- Livro III. Filosofia como sistema : o núcleo -- Livro IV. Filosofia como sistema : artigos e entrevistas (2014-2006) -- Livro V. Filosofia como sistema : artigos e entrevistas (2005-1962).

Dois são os grandes problemas deuma Ética geral hoje: Como passar de proposiçõesdescritivas para proposições normativas?Qual o primeiro ou os primeiros princípios doDever-ser? Propõe-se aqui um novo modelo deÉtica. A fundamentação do Dever-ser - a primeirapergunta - se faz mudando o operador modal doprincípio de não-contradição: "Não se devepredicar e não predicar", pois contradições defato existem, o que prova que elas não são impossiveise sim indevidas. O primeiro princípio daÉtica - esta é a proposta - consiste no próprioprincípio de não-contradição, (...) reformulado comoPrincipio da Coerência, válido para a Lógica, aNatureza e o Espírito. (shrink)

COVID-19 is an acute respiratory illness with higher mortality in older adults. This condition is spread person-to-person through close contact, and among policies employed to decrease transmission are the improvement of hygiene habits and physical distancing. Although social distancing has been recognized as the best way to prevent the transmission, there are concerns that it may promote increased depression symptoms risk and anxiety, mainly in older adults. This cross-sectional study aimed to verify self-concept of social distancing in adults compared to (...) older adults. All participants, over 18 years and residents of São Paulo state, were invited to join this research study by a message application and answered an interdisciplinary questionnaire during the period from May 23 to June 23, 2020. The questions were divided into the following aspects: sociodemographic data, financial conditions, routine-related perception, perception of health, physical and emotional state, and eating habits. The younger adult group was composed of 139 participants, with a mean age of 43.15 years, and the older adult group was composed of 437 participants with a mean age of 67.59 years of both sex. Changes in routine during the period of social distance were reported by 95% of adults and 96.8% of older adults, but adults indicated more significant alterations in routine. Although there was no difference between groups for several aspects, adults revealed greater alterations in sleep quality, evacuation frequency, and more difficulty to perform daily activities at home. Further studies are necessary to follow up the impacts of social distancing among adults and older adults in different socioeconomic contexts to better understand the long-term alterations and the necessity of interventions. (shrink)

L’article présente la concordance et les accordages entre le travail processuel du psychologue en visite médiatisée et les fonctions maternelles assurées par l’assistant(e) familial(e) auprès de l’enfant accueilli. Dans une approche inter et transdisciplinaire garantie par un métacadre institutionnel sécurisant, le psychologue clinicien se trouve à l’articulation de ces instances complémentaires. Les enfants amenés à rencontrer leur(s) parent(s) en visite médiatisée se sont développés dans une famille aux liens pathologiques. Le clinicien vient assurer une fonction de moi-auxiliaire pour l’enfant, favorisant (...) l’émergence d’une autonomisation psychique possible quant à sa relation avec ses parents. Au sein de l’accueil familial, l’enfant exprimera les modalités relationnelles qui sont siennes, trouvera chez l’assistant(e) familial(e) une nouvelle figure parentale d’identification et d’attachement. La situation de Clémence illustre les effets subjectivants de chacun des cadres d’intervention et par-delà le travail inter et transdisciplinaire mené. (shrink)

La física de Alberto Magno se centra sobre la base de una materialidad que no puede ser definida como pura potencialidad pues no podría explicarse la continuidad y teleología propias de todo cambio sustancial. Por esto, en la materia primera existen ciertas dimensiones cuantitativas indeterminadas que la hacen divisible y le permiten sustentar a la forma sustancial en el cambio. Estas dimensiones suponen la presencia de una primera formalidad en la materia, llamada forma corporeitatis, que hacen de la materia primera (...) una realidad actualizada e independiente de la forma sustancial. (shrink)

Se examina cómo, para Alberto Magno, la materia del hilemorfismo como pura potencia no permite explicar el cambio sustancial, por lo cual redefine los principios metafísicos del aristotelismo. Considera necesario que la forma sustancial preexista como forma incoada en la materia prima, para que el cambio sea continuo y teleológico. Estas formas incoadas, llamadas formae materiae o formae partis se comportan como habitudo y virtus formativa, y actualizan únicamente la materia, no la totalidad del compuesto. The article examines how, according (...) to Albert the Great, the matter of hylomorphism as pure potentiality does not allow the explanation of substantial change, whereby he redefines the Aristotelian metaphysical principles. He considers it necessary that substantial form pre-exists as a form initiated in the prime matter for change to be continuous and teleological. These initiated forms -called formae materiae or formae partis- behave as habitudo and virtus formativa, and they only actualize matter -not the compound as a whole. (shrink)

Se examina cómo, para Alberto Magno, la materia del hilemorfismo como pura potencia no permite explicar el cambio sustancial, por lo cual redefine los principios metafísicos del aristotelismo. Considera necesario que la forma sustancial pre-exista como forma incoada en la materia prima, para que el cambio sea continuo y teleológico. Estas formas incoadas, llamadas formae materiae o formae partis se comportan como habitudo y virtus formativa, y actualizan únicamente la materia, no la totalidad del compuesto.

O autor da coletânea de ensaios, Andrew Feenberg, nasceu em Nova York, nos Estados Unidos, em 1943. Filho de um proeminente físico teórico esteve desde muito cedo em contato com a ciência, com cientistas e com os aparatos técnicos por eles utilizados. Os seus interesses nas áreas de humanidades levaram-no a trilhar a formação em filosofia. Graduou-se na Universidade de John Hopkins em 1965, obteve o título de mestre em 1967 na Universidade da Califórnia em San Diego. Mudou-se para a (...) França nos anos seguintes, que, segundo ele mesmo, foi um período que marcou para sempre sua vida e a sua compreensão do fenômeno técnico e da ligação entre tecnologia e sociedade. Feenberg volta aos Estados Unidos e obtém o título de doutor em 1973, sob orientação de Herbert Marcuse, um dos grandes nomes da nova esquerda até então e um dos grandes pensadores do Século XX. Feenberg trabalhou como professor na Universidade Estadual de San Diego de 1969 a 2003. Em seguida mudouse para Vancouver, Canadá, assumindo a posição de professor na Universidade Simon Fraser e a cátedra em filosofia da tecnologia, posição que ocupa até hoje. A interação de Feenberg com o público de língua portuguesa tem se dado por meio da participação dele, dentre outras coisas, em eventos realizados no Brasil, como no “Fórum Social Mundial”, a “Conferência Internacional da Rede de Tecnologia Social” e o “Colóquio sobre a filosofia da tecnologia de Andrew Feenberg: democracia, racionalidade e invenção”. (shrink)

This paper reports the experience of using the PAELLA algorithm as a helper tool in robust regression instead of as originally intended for outlier identification and removal. This novel usage of the algorithm takes advantage of the occurrence vector calculated by the algorithm in order to strengthen the effect of the more reliable samples and lessen the impact of those that otherwise would be considered outliers. Following that aim, a series of experiments is conducted in order to learn how to (...) better use the information contained in the occurrence vector. Using a contrively difficult artificial data set, a reference predictive model is fit using the whole raw dataset. The second experiment reports the results of fitting a similar predictive model but discarding the samples marked as outliers by PAELLA. The third experiment uses the occurrence vector provided by PAELLA in order to classify the observations in multiple bins and fit every possible model changing which bins are considered for fitting and which are discarded in that particular model. The fourth experiment introduces a sampling process before fitting in which the occurrence vector represents the likelihood of being considered in the training data set. The fifth experiment considers the sampling process as an internal step to be performed interleaved between the training epochs. The last experiment compares our approach using weighted neural networks to a state of the art method. (shrink)

field: Issue 8 Embodying an Anti-Racist Architecture comprises essays, articles, podcasts, drawings, designs, the cover image, and a film. ‘This Call to Action' is a document borne from dialogue, and as such derives its power from the activism that collaboration and cooperation engender. -/- Asma Mehan, Carolina Lima, Faith Ng’eno, and Krzysztof Nawratek discuss white hegemony across different geopolitical and academic spaces, mindful of the nuances of using English as their shared yet borrowed language. -/- .

Este trabalho é parte da pesquisa que vem sendo realizada a partir de um olhar sobre o cotidiano da Escola Estadual Indígena de Educação Infantil, Fundamental e Médio Pẽptykre Parkatêjê, tem como objetivo trazer a experiência curricular dessa escola, articulada com dinâmica do povo Parkatêjê que habita a Terra Indígena Mãe Maria, no município de Bom Jesus do Tocantins, numa área que denominamos como o etnoterritório Gavião. Neste sentido, o trabalho traz reflexões e análise da metodologia desenvolvida no currículo em (...) movimento, como também nas ações que são desencadeadas ao longo do ano por meio do calendário cerimonial da aldeia. (shrink)

The ability to understand both the self and others as purposeful agents — with thoughts, beliefs, and desires — seems to be central to the emergence of cultural processes both phylo- and ontogenetically. This ability has been termed second-order intentionality or “theory of mind” and has been conceptualized as a species-specific “trait” which is genetically predetermined, naturally selected and the resident of a dedicated module within the mind. Alternatively, we see it emerging out of a more general process — symbolization. (...) The paper discusses the emergence of the symbolic function from previously existing forms of communication by analyzing the structures and functions of different kinds of signs used in human and non-human vocal communication. We reinterpret evidence from the study of non-human primate vocalizations and suggest that these vocalizations embody a semiotic type that, like all signs, is more highly developed than a signal, but is not catalogued within the basic Peircean triad of sign types . This form, the double indexical, is intermediary between indexes and symbols. We speculate on what structural and functional reorganization is required to establish a developmental continuity from signals through the various types of signs to the well-known structure of the symbol — and possibly beyond. (shrink)

A escola: problema filosófico é uma coletânea oriunda do III Congresso da Sociedade Brasileira de Filosofia da Educação, realizado em 2018 na Pontifícia Universidade Católica de Campinas. Organizado por Samuel Mendonça e Silvio Gallo, o livro foi publicado em 2020 pela Parábola Editorial (São Paulo). Junto à obra A escola: uma questão pública – publicada no mesmo ano e pela mesma Editora –, forma um díptico que interroga, com o instrumental teórico próprio da Filosofia da Educação, a instituição escolar.

O presente estudo visa analisar a obra Eu e Tu de Martin Buber, a obra apresenta os conceitos: Eu-Tu e o Eu-Isso como palavras-princípios. O Eu-Tu como uma relação dialógica, encontro entre dois parceiros mutualmente e o Eu-Isso como um relacionamento monológico, de experiência, utilização ou uso. O mundo do Isso se invadir e orientar as formas dos homens relacionarem-se levam estes à perdição. Nesse sentido, o sistema econômico vigente, que rege as normas de comportamento dos indivíduos em sociedade, corrobora (...) para que o mundo do Isso preconizado por Buber torna-se mais presente na vida dos indivíduos, pois a vivência destes na era neoliberal está prejudicada em nome do capital que mantém seu sistema à custa desta vivência dos sujeitos, onde os explora e instiga a competição em detrimento da solidariedade e companheirismo, competição legitimada que aprofunda o individualismo contemporâneo, onde os indivíduos sucumbem tragicamente em seu interior. (shrink)

Although the chinampa agriculture in Mexico City is considered an historical sustainable farming system,there have been few studies on its current status. This paper assesses the relationship between agroecological factors and socioeconomic strategies by analyzing urban forces, regional employment, and environmental concerns. Despite ecological deterioration caused by the urban expansion of Mexico City, the economic viability of this agricultural system is still based on the efficient use of farming technologies and resources management strategies that tend to maintain levels of productivity (...) in horticulture and floriculture. The chinampa agriculture generates high income and employment for families and other local residents. This agroecosystem depends on the relationship between the economic priorities and agricultural criteria of farmers. We suggest that urban development, economic growth, and resource management in the chinampa region of Mexico City coincide with ecosystem processes, biological human needs, agronomic productivity, economic viability, and sociocultural values. By evaluating these factors, we provide some useful insights on the importance of this traditional agriculture within a sustainable development context. (shrink)

In this paper we investigate a logic for modelling individual and collective acceptances that is called acceptance logic. The logic has formulae of the form \documentclass[12pt]{minimal} \usepackage{amsmath} \usepackage{wasysym} \usepackage{amsfonts} \usepackage{amssymb} \usepackage{amsbsy} \usepackage{mathrsfs} \usepackage{upgreek} \setlength{\oddsidemargin}{-69pt} \begin{document}$${\rm A}_{G:x} \varphi$$\end{document} reading ‘if the agents in the set of agents G identify themselves with institution x then they together accept that \documentclass[12pt]{minimal} \usepackage{amsmath} \usepackage{wasysym} \usepackage{amsfonts} \usepackage{amssymb} \usepackage{amsbsy} \usepackage{mathrsfs} \usepackage{upgreek} \setlength{\oddsidemargin}{-69pt} \begin{document}$${\varphi}$$\end{document} ’. We extend acceptance logic by two kinds of dynamic modal operators. The first (...) kind are public announcements of the form \documentclass[12pt]{minimal} \usepackage{amsmath} \usepackage{wasysym} \usepackage{amsfonts} \usepackage{amssymb} \usepackage{amsbsy} \usepackage{mathrsfs} \usepackage{upgreek} \setlength{\oddsidemargin}{-69pt} \begin{document}$${x!\psi}$$\end{document}, meaning that the agents learn that \documentclass[12pt]{minimal} \usepackage{amsmath} \usepackage{wasysym} \usepackage{amsfonts} \usepackage{amssymb} \usepackage{amsbsy} \usepackage{mathrsfs} \usepackage{upgreek} \setlength{\oddsidemargin}{-69pt} \begin{document}$${\psi}$$\end{document} is the case in context x. Formulae of the form \documentclass[12pt]{minimal} \usepackage{amsmath} \usepackage{wasysym} \usepackage{amsfonts} \usepackage{amssymb} \usepackage{amsbsy} \usepackage{mathrsfs} \usepackage{upgreek} \setlength{\oddsidemargin}{-69pt} \begin{document}$${[x!\psi]\varphi}$$\end{document} mean that \documentclass[12pt]{minimal} \usepackage{amsmath} \usepackage{wasysym} \usepackage{amsfonts} \usepackage{amssymb} \usepackage{amsbsy} \usepackage{mathrsfs} \usepackage{upgreek} \setlength{\oddsidemargin}{-69pt} \begin{document}$${\varphi}$$\end{document} is the case after every possible occurrence of the event x!ψ. Semantically, public announcements diminish the space of possible worlds accepted by agents and sets of agents. The announcement of ψ in context x makes all \documentclass[12pt]{minimal} \usepackage{amsmath} \usepackage{wasysym} \usepackage{amsfonts} \usepackage{amssymb} \usepackage{amsbsy} \usepackage{mathrsfs} \usepackage{upgreek} \setlength{\oddsidemargin}{-69pt} \begin{document}$${\lnot\psi}$$\end{document} -worlds inaccessible to the agents in such context. In this logic, if the set of accessible worlds of G in context x is empty, then the agents in G are not functioning as members of x, they do not identify themselves with x. In such a situation the agents in G may have the possibility to join x. To model this we introduce here a second kind of dynamic modal operator of acceptance shifting of the form \documentclass[12pt]{minimal} \usepackage{amsmath} \usepackage{wasysym} \usepackage{amsfonts} \usepackage{amssymb} \usepackage{amsbsy} \usepackage{mathrsfs} \usepackage{upgreek} \setlength{\oddsidemargin}{-69pt} \begin{document}$${G:x\uparrow\psi}$$\end{document}. The latter means that the agents in G shift (change) their acceptances in order to accept ψ in context x. Semantically, they make ψ-worlds accessible to G in the context x, which means that, after such operation, G is functioning as member of x (unless there are no ψ-worlds). We show that the resulting logic has a complete axiomatization in terms of reduction axioms for both dynamic operators. In the paper we also show how the logic of acceptance and its dynamic extension can be used to model some interesting aspects of judgement aggregation. In particular, we apply our logic of acceptance to a classical scenario in judgment aggregation, the so-called ‘doctrinal paradox’ or ‘discursive dilemma’ (Pettit, Philosophical Issues 11:268–299, 2001; Kornhauser and Sager, Yale Law Journal 96:82–117, 1986). (shrink)

This paper aims to propose an invitation to look at the kind of childhood we have been constructing from the practices of Special Education, in articulation with the practices of Early Childhood Education. It problematizes the discursive webs formed in this articulation, considering the way that Special Education teachers working with Early Childhood in public schools regard childhood. Such discussions have derived from the uneasiness of thinking about how we have been producing childhood, given the policy of expanding mandatory attendance (...) to four-year-old children. The analytical exercise, inspired by the discourse analysis proposed by Michel Foucault, has enabled us to question the production of subjects, truths and realities in the “confessions” of the interviewed teachers, in which we have identified two ways of thinking about and producing childhood: captured childhood, which is produced through the operationalization of normalization practices by Special Education, determined by the will to knowledge and the will to power over childhood; and childhood as heterotopy, produced as a powerful movement of resistance and denaturalization of normalizing practices – childhood regarded from other places, as an infinite, multiple, non-nameable, ever undetermined becoming, as an invitation to thought: what can we do in the encounter with childhood? (shrink)