Objective: To identify factors that predict physicians’ intent to comply with the American Medical Association’s ethical guidelines on gifts from the pharmaceutical industry.Methods: A survey was designed and mailed in June 2004 to a random sample of 850 physicians in Florida, USA, excluding physicians with inactive licences, incomplete addresses, addresses in other states and pretest participants. Factor analysis extracted six factors: attitude towards following the guidelines, subjective norms , facilitating conditions , profession-specific precedents , individual-specific precedents and intent. Multivariate regression (...) modelling was conducted.Results: Surveys were received from 213 physicians representing all specialties, with a net response rate of 25.5%. 62% of respondents were aware of the guidelines; 50% had read them. 48% thought that following the guidelines would increase physicians’ credibility and professional image; 68% agreed that it was important to do so. Intent to comply was positively associated with attitude, subjective norms, facilitators and sponsorship of continuing medical education events, while individual-specific precedents had a negative relationship with intent to comply. Predictors of intent were attitude, subjective norms, the interaction term , sponsorship of CME events and individual-specific precedents.Conclusions: Physicians are more likely to follow the AMA guidelines if they have positive attitudes towards the guidelines, greater subjective norms, fewer expectations of CME sponsorship and fewer individual-specific precedents. Physicians believing that important individuals or organisations expect them to comply with the guidelines are more likely to express intent, despite having fewer beliefs that positive outcomes would result through compliance. (shrink)

One's model of skill determines what one expects from neural network modelling and how one proposes to go about enhancing expertise. We view skill acquisition as a progression from acting on the basis of a rough theory of a domain in terms of facts and rules to being able to respond appropriately to the current situation on the basis of neuron connections changed by the results of responses to the relevant aspects of many past situations. Viewing skill acquisition in this (...) ways suggests how one can avoid the problem currently facing AI of how to train a network to make human-like generalizations. In training a network one must progress, as the human learner does, from rules and facts to wholistic responses. As to future work, from our perspective one should not try to enhance expertise as in traditional AI by attempting to construct improved theories of a domain, but rather by improving the learner's access to the relevant aspects of a domain so as to facilitate learning from experience. (shrink)

It is shown that the application of the Lax-Phillips scattering theory to quantum mechanics provides a natural framework for the realization of the ideas of the “Many-Hilbert-Space” theory of Machida and Namiki to describe the development of decoherence in the process of measurement. We show that if the quantum mechanical evolution is pointwise in time, then decoherence occurs only if the Hamiltonian is time-dependent. If the evolution is not pointwise in time (as in Liouville space), then the decoherence may occur (...) even for closed systems. These conclusions apply as well to the general problem of mixing of states. (shrink)

SummaryP. Vardy asserts the thesis that the vicious circle principle has the same structure as Russell's paradox. But structure is not the thing itself. It is the thing objectivated from the wiewpoint of a mathematician. So this structure can be expressed in a mathematical formalism, e. g. the Λ‐calculus. Russell's paradox is understood as a result of the error of taking purely logical concepts, like negation, as lkiewise formalisable without change of meaning. The illusion of meaning in the liar's proposition: (...) Yl'am telling a lie can also be explained be the formalisable self‐referential structure of this proposition. Yet it remains an illusion because the logical intention cannot follow the structure.ResumeLe « Principe du cercle vicieux » a la même structure que le paradoxe de Russel: c'est une thèse de P. Várdy. Mais la structure n'est pas la chose même. Elle est la chose objectivée du point de vue du mathématicien et peut done être exprimée dans un formalisme mathématique, p. ex. le Λ‐calcul. L'erreur qui conduit au paradoxe de Russel, c'est de juger des concepts purement logique, p. ex. la négation, comme étant également exprimable dans un formalisme sans que leur sens ne change.L'illusion de sens que donne l'énoncé«je mens» dans le paradoxe du menteur peut aussi être expliquée par la structure formalisable d'autoréférence de cette proposition. Mais l'illusion persiste, parce que l'intention logique ne peut pas suivre la structure.ZusammenfassungRussells «Vicious circle principle» hat dieselbe Struktur wie die Russellsche Antinamie. So lautet die These P. Várdys. Aber die Struktur ist nicht die Sache selbst, sondern nur die vom mathematischen Standpunkte aus objektivierte Sache, die in einem Formalis‐onus ausgedrückt werden kann. Die Antinomie Russells wird Als Folge der irrigen Auffassung verstanden, rein logische Begriffe, wie z. B. die Negation, konnten formalisiert werden, ohne dass dabei ihr Sinn verwandelt würde. Die Sinnillusion des Satzes «Ich lüge» kann dann auch aus der selbstbezüglichen formalen Struktur des Satzes erklärt werden. Doch bleibt dies blosse Illusion, weil die logische Intention der Struktur nicht gerecht werden kann. (shrink)

Background: In order to improve ontology quality, tool- and language-related tutorials are not sufficient. Care must be taken to provide optimized curricula for teaching the representational language in the context of a semantically rich upper level ontology. The constraints provided by rigid top and upper level models assure that the ontologies built are not only logically consistent but also adequately represent the domain of discourse and align to explicitly outlined ontological principles. Finally such a curriculum must take into account the (...) pre-existing skills and knowledge of the target audience. -/- Objective: To develop a well-structured curriculum aligned to the particular requirements of life science professionals, in order to enable them to create logically sound, domain adequate and predicable ontologies using the Web Ontology Language (OWL) in Protégè. -/- Methods: Content selection for the curriculum was based on the literature, pre-existing tutorials, and a guideline for good ontology development (i.e ontology design enhancing domain adequacy, sustainability and interoperability) that drew on the authors previous experiences with large ontology development projects. Learning objectives were formulated according to a needs assessment of the targeted learners, who were students trained in life sciences with basic knowledge and practical skills in computer science. As instructional format we choose an approach with a high amount of practical exercises. The curriculum was first implemented with 24 Students and 7 lecturers/ tutors over 5 full days. The curriculum was evaluated by gathering the participants feedback via a questionnaire. -/- Results: Curricular development produced 16 modules of approximately 2 hours each, which covered basic principles of Applied Ontology, description logic syntax and semantics, as well as best design practices outlined in ontology design patterns and variants of the BioTop upper ontology. An opinion survey based on questionnaires indicated that the participants took advantage from the teaching strategies applied, as they indicated good knowledge gain and acknowledged the relevance of the modules. The difficulty was rated slightly lower. -/- Conclusion: The development of teaching material for principled ontology design and best practices is of crucial importance in order to enhance the quality of biomedical ontologies. Here, we present a curriculum for a week long workshop, leveraging on current educational principles, focusing on interactive hands-on exercises, group interactions, and problem-oriented learning. Whereas evaluation clearly showed the success of this approach, in particular regarding student’s satisfaction, the objective measurement of traceable effects on the quality of the generated ontology, although of much higher interest, has just started. (shrink)

This article describes how ethical guidelines have been applied while interviewing psychiatric patients who were recovering from mental illness, especially from psychosis, to allow nurses to understand these patients’ experiences. Because psychiatric patients are vulnerable, their participation in research involves ethical dilemmas, such as voluntary consent, legal capacity to consent, freedom of choice, and sufficient knowledge and comprehension. The first part of this article describes the most important ethical guidelines concerning human research. These have been published by different organizations, departments, (...) committees and commissions for the purpose of protecting human rights and dignity whenever research participants are vulnerable persons or their capacity to consent is limited. At present, however, no special regulations govern research involving adults who have been diagnosed with a condition characterized by mental impairment. Furthermore, a relatively small body of research has documented the effects of various disorders on decision-making capacity per se. One basic moral and policy question is whether these individuals should ever be involved in research. The second part of this article concentrates on how the investigator made sure that participating patients had understood their role in this particular piece of nursing research. During the interviews the investigator noticed that some ethical dilemmas required further study and debate because of the lack of consensus on the proposed regulatory provisions on research involving institutionalized persons and their ability to make an informed and voluntary decision. (shrink)