Systematic semantic ambiguities result from the interaction of the two operations that are involved in resolving ellipsis in the presence of scoping elements such as quantifiers and intensional operators: scope determination for the scoping elements and resolution of the elided relation. A variety of problematic examples previously noted - by Sag, Hirschbüihler, Gawron and Peters, Harper, and others - all have to do with such interactions. In previous work, we showed how ellipsis resolution can be stated and solved in equational (...) terms. Furthermore, this equational analysis of ellipsis provides a uniform framework in which interactions between ellipsis resolution and scope determination can be captured. As a consequence, an account of the problematic examples follows directly from the equational method. The goal of this paper is merely to point out this pleasant aspect of the equational analysis, through its application to these cases. No new analytical methods or associated formalism are presented, with the exception of a straightforward extension of the equational method to intensional logic. (shrink)

We present a new method for characterizing the interpretive possibilities generated by elliptical constructions in natural language. Unlike previous analyses, which postulate ambiguity of interpretation or derivation in the full clause source of the ellipsis, our analysis requires no such hidden ambiguity. Further, the analysis follows relatively directly from an abstract statement of the ellipsis interpretation problem. It predicts correctly a wide range of interactions between ellipsis and other semantic phenomena such as quantifier scope and bound anaphora. Finally, although the (...) analysis itself is stated nonprocedurally, it admits of a direct computational method for generating interpretations. (shrink)

Many natural connections between Peirce and Whitehead have been appearing since Peirce’s manuscripts began to be published in Harvard’s Collected Papers edition. The resemblances are profound, based on speculative philosophies founded on interactions between science and philosophy, in turn erected over a wide understanding of mathematical thought. Some doctoral dissertations have explored the field, but a full monograph was still needed in order to clarify the panorama. Maria Regina Brioschi’s Creativity Between Experience and Cosmos. C.S. Peirce and A.N. Whitehead on (...) Novelty provides the sound, exact, and extremely... (shrink)

En palabras de la Dra. Ivana Costa, la argumentación que aquí se propone lleva a los lectores a descubrir en la teoría epicureísta de las pasiones el fundamento de la filosofía política epicúrea [...]. Pero el eje de esta teoría está, indudablemente, en la caracterización que hace Epicuro del placer; esto es, la determinación precisa de qué lugar le cabe [...] entre los bienes para la buena vida [y] qué credenciales tiene para ser considerado el bien supremo. Este fue uno (...) de los temas centrales del debate ético-político que plantearon las diferentes líneas filosóficas en Grecia entre fines del siglo V a.C. y comienzos del siglo IV a.C. [...] Epicuro intentaba demostrar [...] que la justicia, entendida como virtud individual, se identifica con el placer, a contracorriente de la communis opinio, que la concibe destinada al beneficio de los demás. Al identificar a la virtud de la justicia con la ataraxia, al concebirla como virtud que es también capaz de "tranquilizar" con eficacia a quien la posee y la practica (porque es precisamente su contrario, la injusticia, la que provoca la turbación del alma), la noción epicúrea de justicia queda unida también a su singular teoría del placer. Que no es mero disfrute personal sino actividad que extirpa las opiniones equivocadas y las sustituye por estados mentales verdaderos y adecuados. La investigación que da origen a este libro había mostrado, con sólidas herramientas de análisis de las fuentes y exhaustiva discusión de la literatura sobre el tema, que el concepto epicúreo de justicia no puede escindirse del entramado de la lógica, la física y la ética del maestro de Samos. [...] Se parte entonces de esa trama compleja y, con delicadeza y generosidad, la argumentación va deshilvanando los motivos que han llevado tradicionalmente a una interpretación convencionalista o naturalista de la filosofía epicúrea. Finalmente, señala que el profesor Navarro nos propone considerar el concepto de justicia subrayando la posición excéntrica que insinúa Epicuro respecto de la contraposición nómos-phýsis en la que se venía dirimiendo la cuestión desde finales del siglo V a.C. El análisis [...] abre a la posibilidad de una reconstrucción global de la filosofía política epicúrea [y] permite reformular, a partir del eje naturaleza-convención, tanto su teoría física, como su gnoseología [...]. En cuanto a los aspectos específicamente políticos de la filosofía de Epicuro, la argumentación va, de los comienzos de la asociación humana, al estatuto de las leyes, el progreso de la historia y el papel de la prólepsis como criterio de lo justo. (shrink)

The formalization of abductive reasoning has received increasing attention from logicians. However, few work is found beyond abduction in propositional logic, given that in a first order formalism, the undecidability problem naturally appears, and therefore an abductive problem cannot even be appropriately formulated. Still, many applications in artificial intelligence allow finite domains to work with, and this gives an opportunity to apply abduction in first order logic with restricted domains. In this paper, we present an approach to abductive reasoning in (...) C-structures, first order structures with a finite domain in which each of its elements has a corresponding constant representing its interpretation. By using semantic tableaux with bounded depth, that is, C-tableaux (a modification of N-tableaux, introduced by the authors in previous papers) and δ-resolution calculus, we build an effective procedure for the searching of minimal abductive solutions within the proposed semantics. (shrink)

Materialismo dialético, luta de classes e insights filosóficos sobre a educação a partir de Slavoj Žižek Resumo: O artigo aborda a concepção de luta de classes no atual cenário histórico, político e social. O dogma das democracias ocidentais sugere que vivemos numa era pós-ideológica. Isso implica que não há mais espaço para a ideia de luta de classes. Contudo, segundo Žižek, é esse discurso que deve ser enquadrado no campo ideológico. Žižek retoma o conceito de materialismo dialético a fim de (...) demonstrar a contradição interna ao campo ideológico de nossa sociedade dita pós-ideológica. Nesse momento, o conceito de luta de classes retorna à cena. A luta de classes não consiste num antagonismo entre dois polos num espaço comum, mas na fissura inerente ao próprio espaço. Para desenvolver o tema, cabe, antes, abordar o conceito de materialismo teológico de Walter Benjamin, que fundamenta, substancialmente, o conceito de materialismo dialético de Žižek. Importante, igualmente, retomar uma reflexão sobre o conceito de pulsão de morte em Freud, já que tal conceito exprime exatamente a fissura interna à realidade que condiciona a luta de classes. Convém, ademais, compreender como a ideia de educação pode ser pensada a partir da contradição que mobiliza a luta de classes.Palavras-chaves: Materialismo dialético. Luta de classes. Ideologia. Educação. Dialetic materialism, class struggle and philosophical insights on education from Slavoj Žižek: The article discusses the concept of class struggle in the current historical, political and social scenario. The dogma of Western democracies suggests that we live in a post-ideological era. This implies that there is no longer any room for the idea of ​​class struggle. However, according to Žižek, it is this discourse that must be framed in the ideological domain. Žižek takes up the concept of dialectical materialism in order to demonstrate the internal contradiction to the ideological field of our so-called post-ideological society. At this point, the concept of class struggle returns to the scene. The class struggle does not consist of an antagonism between two poles in a common space, but in the fissure inherent in the space itself. To develop the theme, it is first necessary to approach Walter Benjamin's concept of theological materialism, which substantially supports Žižek's concept of dialectical materialism. It is also important to resume a reflection on the concept of the death instinct in Freud, because this concept expresses exactly the internal fissure in reality which conditions the class struggle. In addition, it is important to understand how the idea of ​​education can be thought of from the contradiction that mobilizes the class struggle.Keywords: Dialectical materialism. Class struggle. Ideology. Education. Matérialisme dialetique, lutte de classe et insights philosophiques sur l'éducation de Slavoj Zižek Résumé: L'article aborde le concept de lutte des classes dans le scénario historique, politique et social actuel. Le dogme des démocraties Occidentales sugère que nous vivons à une époque post-idéologique. Cela implique qu'il n'y a plus de place pour l'idée de lutte de classe. Cependant, selon Žižek, c'est ce discours qui doit être cadré dans le domaine idéologique. Žižek reprend le concept de matérialisme dialectique afin de démontrer la contradiction interne au champ idéologique de notre soi-disant société post-idéologique. À ce moment, le concept de lutte des classes revient sur la scène. La lutte des classes ne consiste pas en un antagonisme entre deux pôles dans un espace commun, mais dans la fissure inhérente à l'espace lui-même. Pour développer le thème, il est d'abord nécessaire d'approcher le concept de matérialisme théologique de Walter Benjamin, qui étaye substantiellement le concept de matérialisme dialectique de Žižek. Il est également important de reprendre une réflexion sur le concept d'instinct de mort chez Freud, car ce concept exprime exactement la fissure interne à la réalité qui conditionne la lutte des classes. En outre, il est important de comprendre comment l'idée de l'éducation peut être pensée à partir de la contradiction qui mobilise la lutte des classes.Mots-clés: Matérialisme dialectique. Lutte des classes. Idéologie. Éducation. Data de registro: 09/02/2020Data de aceite: 28/08/2020. (shrink)

Comparative study of the knowledge of IVF in medical students of universities with different ethical and humanistic valuesEstudo comparativo do conhecimento das técnicas de reprodução assistida em estudantes de Medicina de universidades com diferentes ideários éticos e humanísticosIn vitro fertilization continues to be presented as a relatively simple solution to produce a pregnancy without exposing the medical and ethical problems that this represents. This project consisted of conducting a survey to medical students from three medical schools in Mexico City with (...) different ethical and humanistic ideas with the aim of evaluating knowledge about IVF techniques and their ethical implications. The survey was applied to 404 medical students. Students in schools with personalistic ethics had a greater recognition of the bioethical principles involved in the use of these techniques. Knowledge of the technique and ethical issues involved in assisted reproduction could improve the sensitivity of medical students to ethical dilemmas that arise in their professional practice.Para citar este artículo / To reference this article / Para citar este artigoCantú-Quintanilla G, Vidal-Sentíes C, Marcó-Bach FJ, Camargo-Prieto F, Aguiñaga-Chiñas N, Contreras-Estrada D. Estudio comparativo del conocimiento de las técnicas de reproducción asistida en estudiantes de medicina de universidades con diferentes idearios éticos y humanísticos. Pers Bioet. 2020;24:166-176. DOI: https://doi.org/10.5294/pebi.2020.24.2.4Recibido: 04/09/2019Aceptado: 05/08/2020Publicado: 27/11/2020. (shrink)

The centromere is a specialized chromosomal structure that dictates kinetochore assembly and, thus, is essential for accurate chromosome segregation. Centromere identity is determined epigenetically by the presence of a centromere‐specific histone H3 variant, CENP‐A, that replaces canonical H3 in centromeric chromatin. Here, we discuss recent work by Roulland et al. that identifies structural elements of the nucleosome as essential determinants of centromere function. In particular, CENP‐A nucleosomes have flexible DNA ends due to the short αN helix of CENP‐A. The higher (...) flexibility of the DNA ends of centromeric nucleosomes impairs binding of linker histones H1, while it facilitates binding of other essential centromeric proteins, such as CENP‐C, and is required for mitotic fidelity. This work extends previous observations indicating that the differential structural properties of CENP‐A nucleosomes are on the basis of its contribution to centromere identity and function. Here, we discuss the implications of this work and the questions arising from it. (shrink)

In this article we aim to provide insights about the challenges stakeholders in Portugal and across the globe may face throughout the Coronavirus Disease 2019 pandemic to reorganize coach training programs and suggest strategies to help coaches learn. Such reflection may help stakeholders across socio-cultural contexts consider the consequences of the changes made to coach training programs, the rationale for these decisions and the need to acknowledge existent challenges such as lower course completion rates, pressures to deliver the curriculum and (...) dilemmatic decisions about course format. Furthermore, we also suggest pathways for stakeholders to develop strategies that consider contextual variables and contribute to meaningful learning. Based on the Portuguese context, several issues are discussed. (shrink)

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)

El presente artículo tiene como objetivo analizar la utilización de grupos bárbaros reducidos, por parte de las autoridades imperiales, desde fines del siglo IV hasta comienzos del siglo V. En primer lugar, abordaremos cuestiones tales como el modo en que estos tipos de contingentes eran empleados en el ejército romano tardío. En segundo término, la cuestión de su integración en las estructuras imperiales en relación a los citados modos de empleo. Finalmente, analizaremos las representaciones de dichos contingentes por parte de (...) los autores de la época. (shrink)

In his pioneering work in the field of inductive inference, Gold (Inf Control 10:447–474, 1967) proved that a set containing all finite languages and at least one infinite language over the same fixed alphabet is not identifiable in the limit (learnable in the exact sense) from complete texts. Gold’s work paved the way for computational learning theories of language and has implications for two linguistically relevant classes in the Chomsky hierarchy (cf. Chomsky in Inf Control 2:137–167, 1959, Chomsky in Knowledge (...) of language: its nature, origin, and use, Praeger, 1986; Shieber in Linguist Philos 8:333–343, 1985; Heinz in Linguist Inq 41:623–661, 2010). Within that same framework, Angluin (Inf Control 45:117–135, 1980) provided a complete characterization for the learnability of language families. Mathematically, the concept of identification in the limit from that classical setting can be seen as the use of a particular type of metric for learning in the limit (Wharton in Inf Control 26:236–255, 1974). In this research note, I use Niyogi’s extended version of a theorem by Blum and Blum (Inf Control 28:125–155, 1975) on the existence of locking data sets to prove a necessary condition for learnability in the limit of any family of languages with the Gold property in any given metric. This recovers the most general version of Gold’s Theorem as a particular case. Moreover, when the language family is further assumed to contain all finite languages, the same condition also becomes sufficient for learnability in the limit. Finally, we discuss questions that are left open and outline a research program regarding language learnability in the limit from other input types and cognitive feasibility. (shrink)

Através de estudo realizado junto a 111 esposas/companheiras de policiais militares da cidade do Rio de Janeiro, procurou-se avaliar o impacto do trabalho policial sobre a família. A partir da definição de duas formas de impacto, direto (relativo à incidência de fatores circunstanciais do trabalho p..

The present paper is an extract from a thesis concerning the debate between bradley and russell on the nature of relations. it concerns only the most general points of interaction - the positive influence of bradley upon russell with respect to psychologism, logic, and constructions; the negative influence: russell's work seen as a reaction to bradley. the intention is to show that bradley was an extremely strong influence in russell's development hardly worthy of the disregard which russell showed him.

The present paper is an extract from a thesis concerning the debate between bradley and russell on the nature of relations. it concerns only the most general points of interaction - the positive influence of bradley upon russell with respect to psychologism, logic, and constructions; the negative influence: russell's work seen as a reaction to bradley. the intention is to show that bradley was an extremely strong influence in russell's development hardly worthy of the disregard which russell showed him.

ABSTRACTDiffraction gratings are famously associated with Henry Rowland of Johns Hopkins University but there were precursors. Although gratings were first made and used in Europe, reliable machines for ruling gratings were developed in the USA, and two men, Lewis Rutherfurd and William Rogers, tackled the problem before Rowland. Rutherfurd, a wealthy independent astronomer, designed and built the first screw-operated engine for ruling diffraction gratings, the fore-runner of almost all subsequent ruling engines. With it he and his assistant D. C. Chapman (...) ruled many gratings which he generously distributed to practising scientists, thereby materially advancing the science of spectroscopy. Rogers was a Harvard astronomer who developed an interest in the ruling of fine lines on glass that led him to construct a ruling engine with which he investigated the causes of the errors in the rulings he had examined. He continued to seek improvements with a second engine designed for ruling diffraction gratings. He ceased developing this engine when Rowland’s excellent gratings began to be available, concentrating instead on related problems to which he could apply the knowledge and skills he had gained, but his investigations assisted Rowland and other later ruling engine builders. This paper brings together what is known about the ruling engines of Rutherfurd and Rogers, their development, the gratings they produced, their quality and the work that was done with them, and assesses and compares their achievements and the impacts of the work of these two men. (shrink)