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)

Development economists have suggested that the hopes of the poor are a relevant factor in overcoming poverty. I argue that Kant’s approach to hope provides an important complement to the economists’ perspective. A Kantian account of hope emphasizes the need for the rationality of hope and thereby guards against problematic aspects of the economists’ discourse on hope. Section 1 introduces recent work on hope in development economics. Section 2 clarifies Kant’s question “What may I hope?” and presents the outlines of (...) his answer. Crucially, hope is rational if it is rational to trust in the structures of reality on which the realization of one’s hope depends. Section 3 argues that central tenets of Kant’s account of what makes hope rational can be applied to the context of poverty. It becomes apparent that the poor often have good reason to be hopeless since they may not trust fundamental structures that are necessary for realizing their hope. Thus, the insight that the poor need more hope must go hand in hand with a commitment to establishing trustworthy political structures, such that their hope can be rational. Section 4 highlights the relevance of the secular highest good for a better understanding of the justification and scope of our duties to the poor in a Kantian framework. (shrink)

Christelijke ethiek, in de traditie ook wel moraaltheologie genoemd, is een van de meest omstreden onderwerpen binnen de theologie, maar ook daarbuiten. Toch is het doel van deze ethiek 'een leven in volheid en vrijheid'. Zonder ethische richtlijnen en persoonlijke verantwoordelijkheid kan een leven niet slagen. Normen en wetten hebben als doel ruimte te scheppen voor het leven en dat te beschermen. Deze vrijheid invullen, daar zijn mensen zelf verantwoordelijk voor. En verantwoordelijk zijn betekent: een antwoord verschuldigd zijn aan iemand. (...) Ethiek voltrekt zich daarom altijd in relatie: tot het eigen geweten, tot het goede dat te verwezenlijken valt, en in relatie tot andere levende wezens en de natuur. Christelijke ethiek plaatst deze verantwoordelijkheid bovendien in relatie tot God. Mensen zijn vrij maar ook beperkt; zij doen elkaar kwaad en hebben behoefte aan vergeving en verzoening. (shrink)

One crucial design characteristic of auditory texts embedded in instructional videos is the speaker gender, which has received some attention from empirical researcher in the recent years. Contrary to the theoretical assumption that similarity between the speaker’s and the learner’s gender might positively affect learning outcomes, the findings have often been mixed, showing null to contrary effects. Notwithstanding the effect on the outcomes, a closer look at how the speaker’s gender and speaker–learner similarities further determine cognitive variables, such as different (...) cognitive load types, is overdue. Moreover, on the part of the learner, the role of situational interest in the learning topic that might be gender related has been neglected so far. Therefore, this study explored the role of speaker and learner gender and their interaction regarding learning outcomes. We broaden our perspective by investigating the effects of gender-related differences concerning situational interest in the topic being taught and by determining different types of cognitive load. In a 2 (female/male speaker) × 2 (female/male learner) within- and between-subject design, 95 students learned about female and male human sexual maturity with an instructional video containing auditory explanations. Analysis results indicate that speaker gender and speaker–learner gender similarity had no impact on learning gains, situational interest, and cognitive load types. However, the results demonstrate that learner’s gender, especially for the topic of female sexual maturity, matters the most in line with the assessed variables. Compared with males, females had higher learning gains, reported higher interest in the topic, and invested more germane cognitive resources. Thus, instructional designers may want to consider learner gender-dependent interest and how it can be triggered when creating videos with auditory explanations. (shrink)

In this paper we investigate how the dynamic nature of words’ meanings plays a role in a philosophical theory of meaning. For ‘dynamic nature’ we intend the characteristic of being flexible, of changing according to many factors (speakers, contexts, and more). We consider meaning as something that gradually takes shape from the dynamic processes of communication. Accordingly, we present a draft of a theory of meaning that, on the one hand, describes how a private meaning is formed as a mental (...) state of individual agents during a lifetime of experiences, and, on the other hand, shows how a public meaning emerges from the interaction of agents. When communicating with each other, agents need to converge on a shared meaning of the words used, by means of a negotiation process. A public meaning is the abstract product of many of these processes while, at the same time, the private meanings are continually reshaped by each negotiation. Exploring this dynamics, we have been looking at the work done by computer scientists dealing with problems of heterogeneity of sources of information. We argue that a suitable solution for both disciplines lies in a systematic characterization of the processes of meaning negotiation. (shrink)

Global health conditions are marked by inequities due mostly to poverty and lack of access to healthcare services. In a Pandemic setting, Mayan Communities in the Quintana Roo State in Mexico are a good example of how these disparities are exacerbated. First, they may have difficulty in adhering to directives to stay home from work because of the nature of their job, and the necessity to work, their living conditions are marked by crowding and sometimes lack of basic sanitation. Other (...) susceptibilities generally considered are the underlying host factors and medical conditions that may increase the risk of disease or of complications of disease. In general, our native communities experience a high degree of socio-economic marginalization and are at disproportionate risk in public health emergencies, becoming even more vulnerable during this global pandemic, owing to factors such as their lack of access to effective monitoring and early-warning systems, and adequate health and social services. (shrink)

Many assumptions are made about public willingness to participate in epidemiological research, yet few empirical studies have been conducted to ascertain whether such assumptions are correct. Our qualitative study of the public and of expert stakeholders leads us to suggest that people are generally prepared to participate in epidemiological research, particularly if it is conducted by a trusted public institution such as a government health department, charity, or university. However, there is widespread community distrust of research conducted or sponsored by (...) pharmaceutical companies. Individuals are prompted to take part if the study concerns an illness they or a family member or friend have personally experienced or if they believe the research will confer a widespread public benefit. Preferences vary about the mode of contact for the research to be conducted. Willingness to participate in telephone surveys has decreased in recent years, and this may be a consequence of an increase in calls to homes by telemarketers and market researchers. Participants also stressed the importance of knowing where their names and contact details were sourced and suggested that this information be available to prospective study participants as a matter of course in the first approach or letter. We provide valuable information to epidemiologists in designing studies. (shrink)

Despite that it is commonly accepted that migraine is a disorder of the nervous system with a prominent genetic basis, it is comorbid with a plethora of medical conditions. Several studies have found bidirectional comorbidity between migraine and different disorders including neurological, psychiatric, cardio- and cerebrovascular, gastrointestinal, metaboloendocrine, and immunological conditions. Each of these has its own genetic load and shares some common characteristics with migraine. The bidirectional mechanisms that are likely to underlie this extensive comorbidity between migraine and other (...) diseases are manifold. Comorbid pathologies can induce and promote thalamocortical network dysexcitability, multi-organ transient or persistent pro-inflammatory state, and disproportionate energetic needs in a variable combination, which in turn may be causative mechanisms of the activation of an ample defensive system with includes the trigeminovascular system in conjunction with the neuroendocrine hypothalamic system. This strategy is designed to maintain brain homeostasis by regulating homeostatic needs, such as normal subcortico-cortical excitability, energy balance, osmoregulation, and emotional response. In this light, the treatment of migraine should always involves a multidisciplinary approach, aimed at identifying and, if necessary, eliminating possible risk and comorbidity factors. (shrink)

Over the last years, some of Spinoza studies have shifted to a consideration of the relational character of his ethics by focusing on the notion of autonomy. This concept is foreign to Spinoza's vocabulary. Therefore, I will attempt to explain what Spinozan relational autonomy is and its connection with the most important ethical concept in his philosophy: freedom. Following considerations about Spinozan freedom, I claim that it entails a relational character and that, for this reason, it is equal to relational (...) autonomy. We are free when our joint action is based on adequate ideas of what we have in common with others. (shrink)

O problema da causa mental é uma das questões filosóficas mais fascinantes na obra de Freud. A releitura neo-pragmática que Cláudia Passos-Ferreira faz sobre o tema se insere no interior de profícuos debates no campo da Psicanálise, Filosofia da Psicanálise e da Filosofia da Mente que têm contribuído para a inovação do pensamento nas teorizações psicanalíticas. Em A maquina semântica de Freud, Cláudia aborda a teoria causal do mental de Freud e seu uso na explicação do conflito psíquico. Diante dos (...) impasses do problema, Freud criou uma dupla dimensão da causalidade psíquica, que oscila da causa mecanicista à causa intencional. A hipótese de Cláudia é que a forma mais coerente de defender a tese da causalidade psíquica é descrevê-la como ‘causa intencional’, usando o vocabulário psicológico. Para dar suporte a essa ideia, a concepção estrita da causalidade sustentada por Wittgenstein é dispensada, e a ideia de causa mental em Davidson é endossada como aquela que pode ser mais facilmente articulável às hipóteses freudianas. Em Wittgenstein, busca-se, sobretudo, o apoio teórico para analisar os pontos fracos das teses causais freudianas; em Davidson, o suporte necessário a explicitação e validação lógicas do que Freud afirma sobre o tema. Claudia analisa três momentos da obra freudiana. Na primeira tópica, Freud usa um vocabulário híbrido, descrevendo o psiquismo tanto em termos de causas a-racionais quanto em termos intencionais. Na segunda tópica, o psiquismo assume, cada vez mais, uma descrição intencional, e a causa a-racional da energia pulsional, inicialmente apresentada como um motor do psiquismo, dá lugar a angústia como um afeto intencional que obriga o eu a encontrar uma solução para os conflitos psíquicos. Esse livro reúne tanto o interesse filosófico pelos problemas da causação mental e da relação mente-corpo quanto o refinamento do arcabouço teórico que guia a prática clínica. (shrink)

ABSTRACT Aristotle's account of rhetoric goes beyond its previous consideration as an art of persuasion to be regarded as a suitable logic for human affairs. In the realm of ethics and politics, he needs to appeal to a logic that can deal with contingency without discarding the concept of truth. I claim that the double rapport of rhetoric with dialectic and ethical-political issues links public discourse with the question of rationality and practical truth. I will start with a brief overview (...) of two passages of the Rhetoric that account for the liaison of rhetoric with dialectic. Secondly, I consider two contributions that rhetoric theory makes to the enhancement of the rationality of ethics. Lastly, I will reflect on the relationship of rhetorical discourse with practical truth. RESUMEN La reflexión aristotélica sobre la retórica va más allá de su consideración previa como un arte de persuasión para ser comprendida como una lógica adecuada a los asuntos humanos. En el ámbito de la ética y la política se necesita apelar a una técnica de razonamiento que pueda lidiar con la contingencia, sin descartar el concepto de verdad. En este artículo defiendo que la doble relación de la retórica con las cuestiones dialécticas y ético-políticas vincula el discurso público con la cuestión de la racionalidad y la verdad práctica. Comenzaré con una breve descripción de dos pasajes de la Retórica que explican el vínculo de la retórica con la dialéctica. En segundo lugar, consideraré dos contribuciones que hace la teoría de la retórica al realce de la racionalidad de la ética. Por último, reflexionaré sobre la relación del discurso retórico con la verdad práctica. (shrink)

Se analiza la obra poética de Angelina Muñiz, su actividad poética, elevada al rango de la mística, comprenderá todos los textos sacralizados de cualquier manera o por cualquier tradición para conferirles una nueva dimensión desde su propia perspectiva del mundo. Un mundo en el que las mujeres salen de su silencio para tomar la palabra y dejar oír sus pensamientos y manifestar su propia interpretación del mundo.

El presente manuscrito intenta, a través de una sucinta reflexión, dar cuenta de cómo el cuidado de sí rescatado por Foucault podría ser comprendido como una alternativa para superar los mecanismos identitarios de control neoliberal, gracias a la relación activa que el sujeto desarrolla con la verdad. En el entendido de que el abandono del espacio de la norma y el conocimiento por parte de aquella, y su ubicación al servicio de la autoconformación del sujeto favorecería el desarrollo de una (...) relación plena y coherente de cada individuo consigo mismo. (shrink)

We present a geometrical analysis of the principles that lay at the basis of Categorial Grammar and of the Lambek Calculus. In Abrusci it is shown that the basic properties known as Residuation laws can be characterized in the framework of Cyclic Multiplicative Linear Logic, a purely non-commutative fragment of Linear Logic. We present a summary of this result and, pursuing this line of investigation, we analyze a well-known set of categorial grammar laws: Monotonicity, Application, Expansion, Type-raising, Composition, Geach laws (...) and Switching laws. (shrink)

_Logic and Pragmatism_ features a number of the key writings of Giovanni Vailati, the Italian mathematician and philosopher renowned for his work in mechanics, geometry, logic, and epistemology. The selections in this book—many of which are available here for the first time in English—focus on Vailati’s significant contributions to the field of pragmatism. Accompanying these pieces are introductory essays by the volume’s editors that outline the traits of Vailati’s pragmatism and provide insights into the scholar’s life.

Este trabalho tem como objetivo principal chamar a atenção para algumas questões que se inauguram a partir de uma reflexão sobre as práticas de uso de objetos extremamente presentes na vida social atual a saber, os telefones celulares. O intuito é descrever e analisar alguns dos fenômenos imbricados nas novas possibilidades de se conceber e interpretar práticas e relações sociais e, ao mesmo tempo, trazer à tona reflexões sobre os sujeitos que se constroem em meio a este processo enquanto sujeitos (...) conectados e dependentes da conexão.As reflexões aqui apresentadas têm cunho ensaístico e pretendem dar conta de questões como a constituição de novas cartografias corporais, que não excluem o uso e “acoplamento” dos celulares aos corpos, ao mesmo tempo em que se buscará explicar este processo de dependência e sujeição aos aparelhos enquanto resultado do espraiamento da subjetividade pelos fluxos de uma cadeia de conectividade da qual celulares e todos nós, enquanto usuários, fazemos parte.Espera-se demonstrar como toda esta rede não escapa aos eixos do mercado sendo os celulares elementos agenciadores deste processo à medida em que impactam e reconfiguram o regime de gestão das vidas na contemporaneidade, abrindo ensejo para se pensar sobre as formas de controle e os regimes de subjetivação que entram em cena. Fato este que destaca a necessidade de um aprofundamento do debate sobre os pontos de tensão que se apresentam num momento em que os campos de experiência e ação cotidianas parecem inteiramente capturados de modo a envolver-nos no processo de reprodução do capital. (shrink)

El objetivo del presente artículo es analizar la noción de noûs en el Protréptico de Aristóteles. Para ello, me centraré en los fragmentos 24, 28, 65 y 110. Mediante el examen del primero de ellos argumentaré que el noûs es una facultad cuya meta es el conocimiento de los objetos inteligibles. A través del análisis de los fragmentos 28 y 65 intentaré demostrar que el ejercicio de esta facultad no es una actividad más entre otras, sino la distintiva del hombre, (...) su función propia, siendo, por esto mismo, aquello de lo cual depende su felicidad. Finalmente, por medio del fragmento 110, intentaré mostrar cómo, pese a ser lo divino en el hombre, el noûs constituye su naturaleza específica, aquello que lo distingue de los demás seres, incluso de los dioses. The aim of this article is to analyze the notion of noûs in Aristotle's Protrepticus. For this, I will focus on fragments 24, 28, 65 and 110. By examining fragment 24, I argue that noûs is a faculty whose goal is the knowledge of intelligible objects. Through the analysis of fragments 28 and 65, I try to show that the exercise of this faculty is not only one activity among others, but that it is distinctive of human beings, their own function, and for this reason, that on which their happiness depends. Finally, by means of fragment 110, I try to demonstrate why, despite the fact the noûs accounts for the divine in man, it constitutes his specific nature, that which not only sets him apart from other beings, but also from gods. (shrink)

Entre los testimonios a las obras fragmentarias de Aristóteles, se suele incluir un fragmento de Diógenes de Enoanda. En dicho fragmento, Diógenes critica a Aristóteles por sostener dos tesis: 1) la incognoscibilidad de las entidades sensibles y 2) la negación de la física como ciencia. La confrontación de los textos aristotélicos con el fragmento de Diógenes nos lleva a preguntarnos cuáles son los motivos por los cuales este pensador tiene esta particular interpretación del pensamiento del Estagirita. En contra de las (...) tesis que, por diversos motivos, suponen lecturas platonizantes, creemos que Diógenes pretende demostrar una aparente inconsistencia en el pensamiento de Aristóteles. Con el objetivo de examinar esto último y de determinar la legitimidad de las objeciones de Diógenes, dividiéremos el trabajo en dos partes. En la primera, analizaremos el testimonio de Diógenes de Enoanda, cuya consecuencia sería la negación de la física como ciencia. En la segunda parte, estableceremos de qué modo Aristóteles puede dar respuesta a las objeciones planteadas. (shrink)

Les livres qui essaient de saisir l’unité de la phénoménologie à même ses transformations sont certainement moins nombreux et plus exigeants que les monographies consacrées à tel ou tel auteur ou problème de la tradition phénoménologique. S’inscrivant ouvertement dans le sillage de la grande entreprise de Hans-Dieter Gondek et László Tengelyi dans Neue Phänomenologie in Frankreich (Berlin Suhrkamp, 2011), l’ouvrage de Karel Novotný n’entend cependant pas se limiter aux derniers développements...

Pour une approche phénoménologique de la vie, ce qui est en question, ce n’est pas le quid, mais le comment : comment la vie s’éprouve elle-même. Le phénomène de la vie est donc de prime abord son expérience, car c’est là que la vie non seulement apparaît, mais s’apparaît à elle-même. Le préalable méthodologique d’une telle enquête est le va et vient constitutif entre la première et la troisième personne, entre le vivant que je suis et qui éprouve la vie (...) en soi-même, et cette vie dont je fais... (shrink)

Au § 74 de l’Anthropologie d’un point de vue pragmatique, Kant propose une définition remarquable de l’affect comme une « surprise par la sensation (Überraschung durch Empfindung) ». La vie affective serait, dans cette perspective, une vie de surprises. Mais l’on peut sans doute aller encore plus loin et viser à montrer que la surprise ne recouvre et n’exprime pas seulement le surgissement de l’affect, mais aussi, plus fondamentalement, le mouvement de la phénoménalisation. En proposant dans...

O principal objectivo do artigo é pensar a educação como um valor intemporal. Apresentar-se-á um duplo sentido que esta intemporalidade pode assumir: A educação surge como um valor essencial, quer ao longo da história, quer ao longo da nossa vida. Tendo em consideração o primeiro sentido proposto, procurar-se-á realçar a sua intemporalidade, nomeadamente em terreno filosófico. Destacar-se-ão, neste sentido, as seguintes obras: A República, de Platão; O Mestre, de Santo Agostinho; Emílio, de Rousseau, e Pedagogia, de Kant. Relativamente ao segundo (...) sentido, quanto à intemporalidade da educação ao longo da vida, destacar-se-ão os quatro pilares fundamentais desta mesma educação, como apresentados no pertinente Relatório para a UNESCO da Comissão Internacional sobre Educação para o século XXI: aprender a conhecer; aprender a fazer; aprender a viver juntos; aprender a ser. Por fim, pretender-se-á evidenciar a grande finalidade comum aos dois sentidos propostos: o aprender a ser. (shrink)

Este artigo objetiva apresentar as interpretações de Arthur Danto e Gianni Vattimo sobre a questão “fim da arte”, introduzida por Hegel em seus Cursos de Estética. Segundo Danto há, no presente, uma transformação radical nas condições de produção das artes. As definições da arte não podem mais se fundamentar na inspeção direta das obras, exigindo uma mudança na forma de se refletir sobre a arte. O “vazio” das definições de arte no momento em que “tudo é permitido” traz a questão (...) do “fim da arte”. Ora, para Danto, o “fim da arte” não significa o fim das produções artísticas na contemporaneidade, mas o fim das narrativas mestras. É um meio de se mostrar que as narrativas que definiram a arte tradicional chegaram a um fim e que a arte contemporânea não mais permite uma representação por narrativas. Vattimo, discorre, em consonância com Danto, acerca das transformações da arte e das insuficiências da Estética tradicional na contemporaneidade. Contudo, Vattimo destaca a incapacidade da Estética em compreender os mass media e suas possibilidades positivas. Para Vattimo, a reprodutibilidade técnica e a massificação são inconciliáveis com as definições tradicionais da Estética. Assim, a reflexão vattimiana busca apreender o sentido do estético na sociedade dos mass media, remetendo-se à questão do “fim da arte” em um sentido “pervertido” como generalização da esfera dos meios de comunicação. (shrink)

The biopsychosocial model is characterized by the systematic consideration of biological, psychological, and social factors and their complex interactions in understanding health, illness, and health care delivery. This model opposes the biomedical model, which is the foundation of most current clinical practice. In the biomedical model, quest for evidence based medicine, the patient is reduced to molecules, genes, organelles, systems, diseases, etc. This reduction has brought great advances in medicine, but it lacks a holistic view of the person. To solve (...) the problem, we propose an early team based approach where the primary care physician leads a group of people that can help her/him address the psychosocial issues while she/he attends to the biomedical issues. This article addresses one case where the clinical ethicist facilitating a team based biopsychosocial model for the care of a patient worked as a bridge between the primary team, the critical care team, and the psychosocial team to advance the argument that good communication among the groups can lead to a true biopsychosocial model where the collaboration of the social worker, psychologist, chaplain, ethicist and the different medical teams can improve the overall patient experience. (shrink)

The phenomenon of consciousness has received through the centuries a profusion of interpretations, engaging researchers across many disciplines. Nevertheless, consensus still floats at large. The aim of the present work is therefore twofold. Through the review of a selected number of existing proposals, it will first be considered the extents of their reciprocal compatibility, tentatively shaping an integrated, theoretical profile of consciousness. A new theory, the Endogenous Feedback Network will consequently be introduced which, besides being able to accommodate the main (...) tenets of the reviewed theories, appears able to compensate for the explanatory gaps they leave behind. The EFN proposes consciousness as the phenomenon emerging from a distinct neural network broadcasting the changes associated to mental activations across the brain. It additionally argues for the need to include a 5th element to Ned Block’s taxonomy that is, non-cognitive consciousness. (shrink)

This paper highlights a number of ethical dilemmas encountered in a pilot study with a hard-to-reach group of research participants with harmful childhood histories. Drawing on a project exploring black teenage mothers' understandings of their own childhood experiences of abuse, it is argued that in asking young mothers to talk about such an emotionally sensitive topic as their own harmful childhood, a number of challenges are posed about how to deal with number of key ethical principles. The paper begins by (...) outlining the context of the pilot study, including the research literature on this subject. It then discusses three key ethical principles that were considered during the process of the research: issues of gaining consent; and when the principle of confidentiality ought to be breached when a duty of care prerogative emerges. The paper explores these tensions in operationalising these principles when dealing with the competing needs and rights of gatekeepers, the young women and their carers, using occasional extracts from research findings to illustrate these tensions. The paper concludes with a discussion of the ethical challenges in accessing marginal voices in social research. (shrink)