The central hypothesis of the collaboration between Language and Computing (L&C) and the Institute for Formal Ontology and Medical Information Science (IFOMIS) is that the methodology and conceptual rigor of a philosophically inspired formal ontology greatly benefits application ontologies. To this end r®, L&C’s ontology, which is designed to integrate and reason across various external databases simultaneously, has been submitted to the conceptual demands of IFOMIS’s Basic Formal Ontology (BFO). With this project we aim to move beyond the level of (...) controlled vocabularies to yield an ontology with the ability to support reasoning applications. Our general procedure has been the implementation of a meta-ontological definition space in which the definitions of all the concepts and relations in LinKBase® are standardized in a framework of first-order logic. In this paper we describe how this standardization has already led to an improvement in the LinKBase® structure that allows for a greater degree of internal coherence than ever before possible. We then show the use of this philosophical standardization for the purpose of mapping external databases to one another, using LinKBase® as translation hub, with a greater degree of success than possible hitherto. We demonstrate how this offers a genuine advance over other application ontologies that have not submitted themselves to the demands of philosophical scrutiny. LinKBase® is one of the world’s largest applications-oriented medical domain ontologies, and BFO is one of the world’s first philosophically driven reference ontologies. The collaboration of the two thus initiates a new phase in the quest to solve the so-called “Tower of Babel”. (shrink)

The central hypothesis of the collaboration between Language and Computing (L&C) and the Institute for Formal Ontology and Medical Information Science (IFOMIS) is that the methodology and conceptual rigor of a philosophically inspired formal ontology greatly benefits application ontologies.[1] To this end LinKBase®, L&C’s ontology, which is designed to integrate and reason across various external databases simultaneously, has been submitted to the conceptual demands of IFOMIS’s Basic Formal Ontology (BFO).[2] With this project we aim to move beyond the level of (...) controlled vocabularies to yield an ontology with the ability to support reasoning applications. Our general procedure has been the implementation of a meta-ontological definition space in which the definitions of all the concepts and relations in LinKBase® are standardized in a framework of first-order logic. In this paper we describe how this standardization has already led to an improvement in the LinKBase® structure that allows for a greater degree of internal coherence than ever before possible. We then show the use of this philosophical standardization for the purpose of mapping external databases to one another, using LinKBase® as translation hub, with a greater degree of success than possible hitherto. We demonstrate how this offers a genuine advance over other application ontologies that have not submitted themselves to the demands of philosophical scrutiny. (shrink)

O discurso didático que a escola vem construindo ao longo da história da educação brasileira tem em seu bojo o centralismo epistemológico eurocêntrico institucionalizado. Sendo assim, entendemos ser necessário a constante problematização em torno desses discursos na ação docente. Neste artigo, temos como objetivo analisar a forma como são discursivizadas a História e Cultura Afro-Brasileiras, Africanas, e Indígenas no discurso didático do livro de Física do Ensino Médio Integrado ao Técnico em uso no IFBA, campus Eunápolis. Realizamos uma pesquisa bibliográfica (...) por meio da análise de um corpus constituído de materialidades advindas da coleção, Compreendendo a Física, Alberto Gaspar – 3. ed. – São Paulo: Ática, 2016. Para isso mobilizamos a análise do discurso de linha francesa, as teorias fundantes desta pesquisa de perspectiva multicultural e decolonial, bem como discussões acerca do Livro Didático, esse aparato didático tão presente nas salas de aula e tão pouco consensual. Os resultados apontam que o discurso didático da coleção analisada, não se movimenta para a efetivação de fato da legislação específica do Ensino de História e Cultura Afro-brasileira na rede regular de educação básica. Por isso podemos afirmar que há necessidade de ampliação no plano conceitual e epistemológico do que significa construir uma proposta didática sob a perspectiva racial, que considere para o ensino de Física, as epistemologias africanas e indígenas que potencializam a descolonização deste artefato cultural. Palavras-chave: Relações étnico-raciais. Livro didático. Descolonização. Discurso didático. (shrink)

O objetivo desse artigo é apresentar os desafios e as possibilidades de se desenvolver – em contextos formativos que discutem o ensino da matemática sob a perspectiva da Educação Matemática Crítica – um processo de empoderamento docente por intermédio de uma prática educativa libertadora com professoras dos anos iniciais do Ensino Fundamental. Para tal propósito, é apresentado um recorte de uma pesquisa de doutorado de abordagem qualitativa, com características de pesquisa-ação, desenvolvida com cinco professoras dos anos iniciais do Ensino Fundamental (...) de uma escola estadual de São Paulo, que participaram de uma formação continuada que teve como princípios teóricos e práticos a Educação Matemática Crítica e a Educação Libertadora. Por um período de nove meses, ao longo de quinze encontros, dialogou-se a respeito de temas advindos dos saberes de experiência das docentes e de suas relações com o contexto educacional. A ideia de dialogar a respeito desses temas permitiu não só tomar consciência da realidade, mas também construir ações visando a transformação da prática pedagógica. Desse modo, os diálogos estabelecidos entre as participantes e a pesquisadora também deram abertura para que o ensino da matemática fosse refletido e discutido nos termos da Educação Matemática Crítica. Os dados produzidos ao longo da formação continuada foram analisados e interpretados à luz da Análise Dialógica do Discurso, oriunda dos estudos bakhtinianos. Os resultados desta investigação mostraram que a escola se encontrava submetida a uma burocratização do sistema escolar que, por meio das relações de poder, submetia as docentes participantes a normas e hierarquias que resultavam, na percepção delas, em situações-limite que, a princípio, não poderiam ser superadas. A partir dessa constatação, identificou-se que o principal desafio do desenvolvimento do processo de empoderamento é romper com a perspectiva de que as situações vivenciadas pelas docentes participantes não podem ser superadas. Mas, na medida em que as situações apresentadas são problematizadas, em que a realidade é desvelada e entendida como problemas, esses desafios transformam-se em possibilidades de ação e superação. (shrink)

Synthetic biologists design and engineer organisms for a better and more sustainable future. While the manifold prospects are encouraging, concerns about the uncertain risks of genome editing affect public opinion as well as local regulations. As a consequence, biosafety and associated concepts, such as the Safe-by-design framework and genetic safeguard technologies, have gained notoriety and occupy a central position in the conversation about genetically modified organisms. Yet, as regulatory interest and academic research in genetic safeguard technologies advance, the implementation in (...) industrial biotechnology, a sector that is already employing engineered microorganisms, lags behind. The main goal of this work is to explore the utilization of genetic safeguard technologies for designing biosafety in industrial biotechnology. Based on our results, we posit that biosafety is a case of a changing value, by means of further specification of how to realize biosafety. Our investigation is inspired by the Value Sensitive Design framework, to investigate scientific and technological choices in their appropriate social context. Our findings discuss stakeholder norms for biosafety, reasonings about genetic safeguards, and how these impact the practice of designing for biosafety. We show that tensions between stakeholders occur at the level of norms, and that prior stakeholder alignment is crucial for value specification to happen in practice. Finally, we elaborate in different reasonings about genetic safeguards for biosafety and conclude that, in absence of a common multi-stakeholder effort, the differences in informal biosafety norms and the disparity in biosafety thinking could end up leading to design requirements for compliance instead of for safety. (shrink)

This book is dedicated to clarify ambiguous concepts from the world of creativity and innovation. One of the initial triggers for the development of the book was the perceived ambiguity of the binomials Design vs. Design Thinking and Innovation vs. Invention. Frequently, designers and innovation consultants are questioned by their clients about the relationships between these kind of concepts. Has the second emerged through the first, or vice-verse? Is one part of the other? Where are the similarities and which are (...) the differences? This conceptual incomprehension makes itself noticeable between many ambiguous concepts in the world of innovation and creativity. What is the difference between Radical and Disruptive Innovation? Or is Social Innovation the same as Social Intervention? And regarding Creativity, are Creativity and Creative Thinking the same? In this book the reader will find answers to these kinds of questions and doubts. 28 authors from 10 different countries and cultural backgrounds are questioning current definitions and perceptions, by comparing different sources and ideas, or simply by giving their personal opinions. Some of the authors have an academic background, others a practical one, being either entrepreneurs, working with innovation in companies, or being innovation/design consultants. (shrink)

Our goal was to explore self‐care practices among men who have sex with men in the context of Mpox in Brazil. This study used qualitative research methods, including interviews and thematic analysis, to collect and analyze data from male participants across the Brazilian territory. The narratives unveil men's perspectives on self‐care, risk reduction, and health beliefs during the Mpox pandemic. Our findings highlight a multifaceted approach to self‐care among men, encompassing hygiene, physical contact management, mask usage, skin lesion vigilance, and (...) adherence to official guidelines. Men's attitudes toward sexual behaviors emphasize the importance of reducing sexual partners, practicing safe sex, and combating misinformation through accurate information dissemination. The development of these behaviors and self‐care practices can be facilitated by nurses guided by Dorothea Orem's Self‐Care Theory, supported by patient‐centered care, with strategies to address and confront the stigma associated with the disease and provide emotional support. Thus, the study underscores the pivotal role of self‐care in mitigating infection risks, especially in the context of emerging infectious diseases. It acknowledges the impact of socio‐cultural factors and healthcare policies on men's preventive measures. However, it also recognizes limitations, such as potential bias due to stigma concerns and a nonrepresentative sample. Ultimately, the research advocates for tailored education, promotion of gender equity, and healthcare empowerment to effectively manage health risks in such contexts. (shrink)

Currently there are persistent doubts about the meaning and contributions of the gene concept, mostly related to its interpretation as a stretch of DNA encoding a single functional product, i.e., the classical molecular gene concept. There is, however, much conceptual variation around genes, leading to important difficulties in genetics teaching. We investigated whether and how conceptual variation related to the gene concept and gene function models is present in school science and what potential problems it may bring to genetics teaching (...) and learning. Here, we report results on how ideas about genes and gene function are treated in textbooks and appear in students’ views and, also, about a teaching strategy for improving higher education students’ understanding of scientific models and conceptual variation around genes and their functions. (shrink)

This article proposes to analyse some aspects of the appropriation of New School thinking in Brazil, particularly Deweyan pragmatism, in the 1950s and 1960s. The analysis is based on the assumption that the developmentalist ideology that punctuated the debate on the economic, political and social restructuring of the country in these two decades constituted fertile ground for the return and expansion of pragmatist thinking amongst Brazilian educators, articulating itself, sometimes in contradictory ways, with this ideology. The focus of the analysis (...) will be on the writings of the group of educators which circulated around the figure of Anísio Teixeira, at the time director of the National Institute for Pedagogic Studies, an organ linked to the Ministry of Education and Culture, which set itself the task of producing research that would support public policy in the field of education, as well as constituting itself as a center for teacher education and the stimulus and development of innovative experiences in the public school system. The appropriation of Deweyan pragmatism, in this context, had a triple perspective: pragmatism as scientific method, implying a specific conception of science, particularly the social sciences, with emphasis on the application of scientific knowledge in the solution of practical problems; as a way of democratic life; and as a synonym for experimentalism, in the sphere of schooling. (shrink)

Este artigo visa apresentar o estudo das relações de identidade no Cristianismo Antigo a partir da recepção de Elementos do Helenismo Religioso. Estas confluências, advindas anteriormente das relações com o Judaísmo da Diáspora, no Egito Ptolomaico (LXX – séc. IV a.C), são consolidadas com a formação geopolítica e religiosa da Expansão do Cristianismo na Ásia Menor, durante o IIo século. Através da exposição de ‘The Religious Context of Early Christianity’ (KLAUS, 2000) abordaremos as vicissitudes da Religião Helênica em mutação entre (...) a Filosofia da Felicidade e o Retorno do Divino Absoluto no Gnosticismo. Em diálogo com um tradicional estudo sobre a ‘atmosfera’ antiga nas relações entre a Gnose antiga, o Judaísmo e o Cristianismo (MINNERATH, 1973) serão traçadas as vias expostas pela obra de Klauck. No dizer do autor, trata-se de empreender um percurso que nos permita descortinar o ‘inteiro horizonte’ (KLAUS, 2000. p. 6) do Gnosticismo. (shrink)

To our knowledge, this is one of the first studies to test different theoretical models of working memory in childhood based on a computerized assessment. We tested this across several countries: Argentina, Brazil, Canada, Italy, and UK. The present study addressed the wider macro-cultural context and how this impacts working memory. We used two economic indices to characterize the participating countries and ranked the countries based on the Global Index of Cognitive Skills and Educational Attainment. Children between 5 and 10 (...) years completed the same set of short-term and working memory tests. There were two main findings. First, there was a similar pattern in verbal working memory across countries, which suggests that this skill may be relatively consistent across different cultural groups. In contrast, the pattern for visuo-spatial working memory was different across countries, which may explained by cultural differences and educational rankings of the countries. The second main finding was that both a domain-general model and a domain-specific model provided a reasonably good fit with the data, there was the high relationship between the verbal and visuo-spatial working memory constructs across the countries in the latter model. Thus, it may be a more parsimonious choice to rely on a three-factor model. The data also suggest culture-similar patterns in a computerized assessment of working memory. (shrink)

From its very beginning, Pope Francis’s Petrine ministry has been full of surprises and he has been a man of contradictions. He has given hope to many, Christians, other believers, and secular humanists, especially with his pastoral approach of mercy, but he has also met with fierce opposition, even among the upper echelon of the hierarchy, some of whom have publicly attacked his orthodoxy and called for his resignation. In his teachings on evangelization, marriage and sexuality, ecology, and social friendship, (...) Francis has opened new paths and challenged the church to make visible the merciful face of God to the world.On interreligious dialogue, the pope, as to be expected, has largely reiterated the teachings of Vatican II and so far has not issued an apostolic exhortation or encyclical on the subject. Consistent with his pastoral outlook he has emphasized the socio-political and cultural aspects of interreligious dialogue and has largely avoided still controverted doctrinal issues. On the other hand, his friendship with many non-Christian leaders and his several obiter dicta have enlarged the interreligious horizon and opened the door for further explorations in the theology of religion and the scope of the interreligious encounter. His explicit acknowledgment of non-Christian religions as “channels” of the Holy Spirit hints at their role as ways of salvation not only for their adherents but also in certain ways for Christians. Furthermore, the four principles of Francisian metaphysics suggest novel and effective ways of conducting interreligious dialogue. (shrink)

The following dilemma is discussed: On the one hand, the growing impact of Technology of communication and information (ICT) in everyday habits seems to influence the dynamics of public opinion by reinforcing irrational beliefs and creating the impression that the autonomy of people’s opinion and decisions is just a myth. On the other hand, people seem to act most of the time, under the normal circumstances of daily life, in a rational way, as if their habitual actions result from relatively (...) autonomous decisions. A way out of this dilemma is suggested with the hypothesis that people can be rational most of the time, but nevertheless have their opinions influenced by insufficient, distorted information, or by previously acquired emotional dispositions. This hypothesis, in turn, is going to be scrutinized by considering, from a philosophical-interdisciplinary perspective, the role of rational choices in the dynamics of autonomous opinion. With illustrations of diagrams, we claim that the qualitative Complex Systems paradigm might help us to understand the possible role of emotional dispositions in the dynamics of autonomous opinion formation. (shrink)

A resenha é sobre a publicação medicas sacerdotisas de professora Jacimara Santana.

O objetivo central do trabalho é analisar a posição evolucionista proposta por Michael Ruse a respeito da ética no âmbito de primeira e de segunda ordem. Para cumprir com este objetivo, inicialmente distinguiremos a posição evolucionista de Ruse, de fundamentação darwiniana, com a posição evolucionista clássica, de fundamentação spenceriana. Mostraremos como Ruse inicialmente reformula a ética evolucionista spenceriana, tornando o âmbito da ética substantiva descritivo, e não mais prescritivo, a partir da compreensão correta do conceito de altruísmo. No âmbito da (...) metaética, mostraremos como Ruse desenvolve uma posição evolucionista sem recair nos problemas clássicos da lei de Hume e da falácia naturalista. Por fim, mostraremos que a metaética darwiniana de Ruse pode ser considerada como um tipo de teoria do erro. Concluiremos que a proposta de ética e metaética darwiniana de Ruse trazem grandes avanços para a discussão, fortalecendo a importância da biologia na investigação tradicionalmente filosófica. (shrink)

As proposições condicionais receberam atenção teórica concentrada, embora intermitente, desde a Antiguidade. A atenção durante últimos quarenta anos tem sido intensa. Nesse artigo, apresentaremos os principais desenvolvimentos da análise lógica acerca das proposições condicionais e discutiremos como elas desempenham papel central em muitas teorias filosóficas. Na primeira parte dessas observações introdutórias, mostraremos como os antigos, principalmente as escolas megárica e estoica, envolveram-se com a questão dos condicionais e quão importante isso foi para os posteriores desenvolvimentos da análise lógica dos condicionais (...) no medievo e na Idade Moderna. Por fim, apresentaremos, já na contemporaneidade, C. I. Lewis expondo sua teoria da implicação estrita em franca oposição à doutrina da implicação que ele julgava errada. Espera-se que este trabalho sirva como a apresentação panorâmica de um campo que em lógica ainda é muito frutífero e fecundo para aprofundamentos e novas ideias. (shrink)

O presente artigo discute sobre o caráter aberto que Ricœur, em sua obra A memória, a história, o esquecimento, mantém para a questão da validade da historiografia enquanto saber científico. O fato de Ricoeur não objetivar um consenso que valide a historiografia, no sentido epistemológico, pode desanimar um leitor historiador. No entanto, o dissensus que se reflete na falta de um método paradigmático, de um significado unívoco e de uma categoria fundamental da investigação historiográfica, em Ricoeur, não condena a historiografia (...) à impossibilidade. Ao invés disso, o presente texto tem o objetivo de justificar o caráter “aberto” da historiografía, exposto por Ricoeur na obra aqui citada, apresentando a necessidade das “perspectivas cruzadas” para a relação da historiografia com o debate público. Essa discussão desemboca nas implicações éticas e políticas do discurso historiográfico. (shrink)

Trata-se de analisar em que medida convergem os autores Bacon e Descartes no que diz respeito ao progresso das ciências, e como constituem um ideal de ciência na modernidade. O cenário que se constituía na Europa em meados do século XVII era de reconfiguração, de redescoberta e de inventos. Apesar de as artes mecânicas, as artes marítimas e as artes eruditas receberem, em alguma medida, um impulso para o novo, a ciência era ainda influenciada pela escolástica. A ela se oporiam, (...) de maneiras diferentes, Bacon e Descartes, com a finalidade de viabilizar o progresso das ciências. É evidente que se encontra, nos autores propostas dissemelhantes para que o progresso das ciências ocorra: para um o experimento é imprescindível e para o outro o uso da razão é fundamental. Neste artigo, entretanto, será investigado como posicionam-se Bacon e Descartes em três partes: 1- As preocupações para o avanço do conhecimento, 2-Os novos métodos e suas consequências, e, por fim, 3- Da finalidade do avanço das ciências. Ficará evidente, em cada parte, que, apesar das dissonâncias entre suas filosofias, há vários pontos em que convergem no que diz respeito ao progresso das ciências, como é o caso, por exemplo, do uso da natureza, da técnica, da importância de Deus e das escrituras para enfatizar como a possibilidade do progresso estava em consonância com o que o Criador permitia ao homem. Ficará evidente, também, como, a partir dos pontos aos quais convergem Bacon e Descartes, pode-se observar o estabelecimento de certo ideal de ciência na modernidade. (shrink)

Lacker (1981) and Lacker & Akin (1988) developed a mathematical model of follicular maturation and ovulation; this model of only four parameters accounts for a large number of results obtained over the past decade or more on the control of follicular growth and ovulation in mammals. It establishes a single law of maturation for each follicle which describes the interactions between growing follicles. The function put forward is sufficient to explain the constancy of the number of ovulations or large follicles (...) in a female as well as the variability of this number among strains or species and for either induced or spontaneous ovulators. According to the model, the number of ovulations or large follicles lies between two limits that are themselves simple functions of two parameters of the model. Moreover, Lacker's model exhibits interesting characteristics in agreement with results obtained by physiologists: in particular, it predicts that the number of ovulating or large follicles is independent of:1. the total number of maturing follicles, 2. the process of recruitment of newly maturing follicles towards the terminal maturation (Poisson or other), 3. the form of the LH or FSH secretion curves as functions of the systemic level of oestradiol. The model further predicts that 4. selection and dominance of follicles result from the feedback between the ovary and the hypophysis through the interactions between follicles; these interactions are expressed by the maturation function of the model. 5. recovery from atresia is possible for a follicle: from decreasing, the rate of secretion of oestradiol may increase. 6. the revised model suggests a renewal of follicles during the sexual cycle, as waves of follicular growth. Lacker's model is a model of strict dominance; it maintains a hierarchy of the follicles as soon as they start their final maturation to the ovulations as that is observed in bird or reptile ovary. Such a strict hierarchy is possible but it is probably not a general situation in all mammals. We therefore modified the maturing function of the follicle in order to make it compatible with the observations of physiologists: follicles always interact as in the initial model but they individually become old, the hierarchy of follicles can be modified with time and the largest follicles do not indefinitely grow as in the initial model. (shrink)

Neste trabalho, explicamos de que maneira a teoria do filósofo inglês do século XVII, Thomas Hobbes, pode ser aproveitada e aplicada, com as devidas proporções e limitações, ao atual contexto de pandemia no que circunscreve o Brasil. Mais especificamente, analisaremos a situação atual a partir de casos concretos do fenômeno definido como bolsonarismo, termo utilizado para se referir às políticas e à ideologia do atual Presidente da República Federativa do Brasil e seus filhos. Os seguidores do bolsonarismo são conhecidos por (...) tratarem o presidente como uma espécie de herói que irá salvar a nação. Levando em consideração a teoria hobbesiana de origem contratual do Estado Moderno – visto que este último é a base política do Ocidente – em nossa investigação, iremos recorrer aos princípios propostos pelo filósofo seiscentista para avaliar as possíveis causas que levariam ao esfacelamento do Estado brasileiro frente à atual crise governamental agravada e gerada pela pandemia do novo coronavírus. Além disso, abordaremos a necessidade de dois elementos hobbesianos basilares para assegurar a soberania estatal plenamente: a autoridade política e a liberdade republicana. A posição defendida pelo autor será estudada a partir do _Leviatã_, obra que concentra a maior parte das discussões hobbesianas acerca da desobediência civil, em conjunto, certamente, com outros comentadores de peso e demais referenciais teóricos pertinentes. Por fim, trata-se de um convite à desobediência civil, associado a um autor que constrói a sua teoria a partir da submissão de súditos a um poder soberano. (shrink)

There are very few (published) accounts of editorial misconduct, and those that do exist are almost exclusively focused on medicine-related areas. In the present article we detail a case of editorial misconduct in a rather underexplored domain, the social sciences. This case demonstrates that although legal systems provide different instruments of protection to avoid, compensate for, and punish misconduct on the part of journal editors, the social and economic power unbalance between authors and publishers suggests the importance of alternative solutions (...) before or instead of bringing a lawsuit to court. It puts forward strong arguments in favour of the need for effective regulatory bodies so as to achieve and maintain a culture of research integrity by all involved in the process. (shrink)

Recently, approach-avoidance tendencies and visual perception biases have been increasingly studied using bistable point-light walkers (PLWs). Prior studies have found a facing-the-viewer bias when one is primed with general threat stimuli (e.g. angry faces), explained by the “error management theory”, as failing to detect a threat as approaching is riskier than the opposite. Importantly, no study has explored how disease threat – linked to the behavioural immune system – might affect this bias. This study aimed to explore whether disease-signalling cues (...) can alter how we perceive the motion direction of ambiguous PLWs. Throughout 3 experiments, participants indicated the motion direction of a bistable PLW previously primed with a control or disease-signalling stimuli – that is, face with a surgical mask (Experiment 1), sickness sound (Experiment 2), or face with a disease cue (Experiment 3). Results showed that sickness cues do not significantly modulate the perception of approach-avoidance behaviours. However, a pattern emerged in Experiments 2 and 3, suggesting that sickness stimuli led to more facing away percepts. Unlike other types of threat, this implies that disease-related threat stimuli might trigger a distinct perceptual bias, indicating a preference to avoid a possible infection source. Nonetheless, this finding warrants future investigations. (shrink)

Tanto desde el punto de vista teórico como desde una perspectiva práctica, el fenómeno de la "estetización" no parece ser portador de buenos augurios. En el ámbito teórico, la estetización ha sido vinculada con la crisis de los discursos orientados en términos de verdad, mientras que en el terreno práctico, ella ha sido asociada a ciertos procesos culturales que conducirían a la debacle de los principios normativos. Dejando de lado la problemática teórica, el presente trabajo se concentra en el debate (...) en torno al fenómeno práctico de la estetización de la política. En primer lugar, nos remontamos a la historia de la condena filosófica de la estetización de la esfera política para ocuparnos luego, en un segundo momento, de algunas posiciones esteticistas y antiesteticistas de finales del siglo XX. Posteriormente, procuramos avanzar en una redescripción de esta problemática que nos permita rescatar un sentido productivo de lo estético para el pensamiento político. Para esto último, nuestro trabajo se apoya en las reflexiones de la actual coeditora de la Neue Zeitschrift für Sozialforschung, Juliane Rebentisch. Tomando como parámetro algunos de los supuestos de sus investigaciones, aquí intentaremos demostrar hasta qué punto la estetización de la vida política puede contribuir al desarrollo de una concepción renovada de esta última. Both from a theoretical and from a practical perspective, the phenomenon of "aestheticization" does not seem to anticipate anything particularly good. On a theoretical level, it has been linked to the crisis of discourse-oriented in terms of truth, while in the practical, has been associated with certain cultural processes that lead to the the collapse of the normative principles. Leaving aside the theoretical issues, this paper focuses on the debate on the phenomenon of the aestheticization of the political culture. First, it goes back to the history of philosophical condemnation of the aestheticization of the political sphere. In a second time, he deals with some conceptions of the late twentieth century. Subsequently, the paper seeks to advance a redescription of this problem that allows rescue a productive sense of aesthetics for political thought. For the latter, our article is based on the reflections of Juliane Rebentisch and attempts to show how the aestheticization of political life can help to develop a new concept of the same. (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)

Esta é uma pesquisa sobre representação temática de folhetos de cordel, utilizando a o Percurso Gerativo de Sentido e seus processos. O objetivo geral é propor a aplicação da análise de assunto - leitura técnica e extração de conceitos - em cordéis de J. Borges, com base nos procedimentos semânticos de tematização e figurativização do percurso gerativo de sentido. Trata-se de uma pesquisa do tipo documental com abordagem qualitativa, tendo como lócus, o Memorial J. Borges. O corpus da pesquisa foi (...) constituído por 10 títulos de cordéis, dos 48 títulos disponíveis no Memorial, tendo como critério de escolha, as obras mais citadas de J. Borges, nos diferentes meios de comunicação. A análise dos cordéis escolhidos foi realizada da seguinte forma: a) leitura integral dos cordéis; b) identificação das figuras; c) reprodução da sextilha, setilha ou décima onde a figura foi identificada, no quadro referente à obra; d) enquadramento da figura ao tema pertinente. Os resultados apontam que a utilização dos procedimentos de tematização e figurativização do percurso gerativo de sentido em conjunto com a análise de assunto, possibilitou resultados satisfatórios nas ações de leitura técnica e extração de conceitos que, por sua vez, trará eficiência e qualidade no processo da representação temática. (shrink)

Este artigo disserta, sob o ponto de vista dos estudos de ‘exegese bíblica’, sobre um antigo e intrincado conceito que foi transmitido ao Cristianismo Primitivo, no primeiro século cristão, pela tradição hebraica, através da famosa tradução da “Septuaginta”, no IV século a.C. no Egito Ptolomaico, onde vivia e rezava uma grande Comunidade Judaico-Helenista. A Verdade’ constituiu-se um conceito-chave para as experiências religiosas desde o Mito até as mais sofisticadas pretensões de revelação divina, como o Judaísmo, o Cristianismo e o Islamismo. (...) Enfocamos aqui, em particular, a proximidade semântica destes ambientes helenizados na ‘Ásia Menor’ com a terminologia utilizada nos textos das Tradições de S.Paulo e, especialmente de S.João (Evangelho e Cartas), que relacionam Cristo, Espírito e Igreja ao âmbito da ‘verdade’. (shrink)

The metaphor of culture as a space or environment of meaning is widely employed. Going beyond metaphor, we present a model of culture as a 3-dimensional Euclidean space, using data from Brazil on cultural models of life goals. The dimensions of this space are defined by degree of sharing of culture (cultural competence); alternate configurations of that shared meaning (residual agreement); and social practice (cultural consonance). A cultural distance metric calculated within those dimensions identifies an individuals’ proximity to prototypical goals; (...) greater distance from these goals is associated with higher psychological distress. Cultural distance is in turn influenced by one’s sense of personal agency. Finally, in a set of open-ended interviews, the more individuals employ spatial metaphors in talking about culturally defined life goals, the higher their sense of personal agency and cultural consonance. This model moves the discussion of culture as a space of meaning from metaphor to measurement. (shrink)

Peut-on attribuer une finalité aux réalités les plus fondamentales et matérielles de la nature selon la téléologie aristotélicienne? La réponse est apparemment affirmative d’après le livre IV, 12 des Météorologiques d’Aristote. Ayant entamé une recherche sur les corps homéomères du point de vue de la forme – manifestée par leurs finalités en tant que ἔργoν –, ce texte affirme que les artefacts, les organismes et leurs parties anhoméomères tout comme les homéomères, et même les éléments, bref « tout est déterminé (...) par son ἔργoν ». Pourquoi Aristote emploie-t-il le terme ἔργoν, et quel est son sens dans le contexte de la téléologie naturelle? Dans cette étude, nous proposons de laisser de côté le sens véhiculé par la traduction courante « fonction », à savoir le rôle joué par une réalité, ou une partie, pour le bien d’un tiers ou pour une totalité, pour la raison évidente que la causalité de la fin chez Aristote est sans conteste immanente, à savoir la réalisation de la forme de la réalité naturelle elle-même. Ainsi, le sens proposé de la fin-ἔργoν sera non pas externe, mais plutôt celui de mise en usage de la réalité en processus elle-même, fondée sur la dualité téléologique τὸ oὗ et τὸ ᾧ, où la fin oὗ est comprise comme étant la constitution d’une réalité, tandis que la fin ᾧ n’a plus le sens de bénéficiaire externe, mais renvoie à l’aspect dynamique de la forme, c’est-à-dire comme étant le dernier accomplissement de l’essence de la réalité une fois constituée. (shrink)

Entendemos a Educação Infantil em amplo sentido, isto é, há um leque de conceitos em que pode-se gozar dentro da Pedagogia e as Ciências da Educação, é nessa modalidade de ensino que podem-se englobar todas as esferas educativas vivenciadas pelas crianças de, conforme Lei, 0 à 5 anos de idade, pela família e, também, pelo próprio corpo social, antes mesmo de atingir a idade educativa obrigatória que é, vide Lei, aproximadamente a partir dos 7 anos de idade. A EI também (...) pode ser considerada como uma das mais complexas fazes do desenvolvimento humano, em diversas esferas, seja ela a intelectual, emocional, social, motora, psicomotora, etc. uma vez que tratam-se de crianças que, muitas vezes, têm o primeiro contato com um novo ambiente, que é o ambiente escolar. Diante disso, torna-se primordial a inserção das crianças em berçários, creches e Educação Maternal, também denominado de pré-escola, para que as mesmas interajam entre seus semelhantes e comecem a aproximar-se da vida social e educacional, estando preparadas para uma nova etapa educacional. Mediante essa perspectiva da vida psicopedagógica das crianças, Kuhlmann Júnior ressalta que: Pode-se falar de “Educação Infantil” em um sentido bastante amplo, envolvendo toda e qualquer forma de educação da criança na família, na comunidade, na sociedade e na cultura em que viva (2003. p. 469). -/- Mediante a análise de Kuhlmann, logo, a EI designa a periodicidade regular a uma entidade educativa exterior ao domicílio, isto é, trata-se do lapso da vida escolar em que se volta-se, pedagogicamente, ao público entre 0 e 5 anos de idade no Brasil; vale salientar que nessa idade entre 0 e 5 anos, as crianças não estão submetidas a obrigatoriedade do ingresso na vida escolar. A Constituição brasileira de 1988 define no Título VIII (Da Ordem Social), Capítulo III (Da Educação, da Cultura e do Desporto), Seção I (Da Educação), Artigo 208 que: O dever do Estado com a educação será efetivado mediante a garantia de: Inciso IV – educação infantil, em creche e pré-escola, às crianças até 5 (cinco) anos de idade. (Constituição Federal, 2016. p. 63). -/- A Lei de Diretrizes e Bases da Educação Nacional, especificamente a Lei 9394/96, denomina a Creche como sendo a entidade responsável por promover o primeiro contato das crianças com o ambiente escolar, a idade é determinada como sendo de 0 a 3 anos de idade (Artigo 30. Inciso I). Também denomina de pré-escola a instituição responsável pelo ensino de crianças entre 4 e 6 anos de idade (Artigo 30. Inciso II). Não obstante, mediante Lei 11274/06 que reedita o Artigo 32 da Lei 9394/96, o ensino fundamental passou a ser de 9 (nove) anos de idade e não mais de 8 (oito), logo, as crianças que com 6 (seis) anos de idade não eram submetidas a obrigatoriedade do estudo, passaram a fazer parte da conformação obrigatória, isto é, elas já não fazem mais parte do ensino eletivo ou optativo da pré-escola e sim do ensino fundamental obrigatório. -/- Dito isto, a LDB diz na Seção II (Da Educação Infantil) e no Artigo 29 que a Educação Infantil é tida como a primeira etapa da Educação Básica, e tem por objetivo, a promoção e o favorecimento do desenvolvimento integral da criança de 0 à 5 anos de idade, nos mais variados aspectos possíveis, sendo eles o físico, psicológico, intelectual e social, sendo mais que uma complementação da instrução familiar e da sociedade (BRASIL, 2005. p. 17). Seguindo a linha teórica acerca das crianças, o Artigo 30, da mesma, ressalta que a EI será promovida por meio de creches para crianças de 0 a 3 anos e em pré-escolas para o público entre 4 e 5 anos de idade, como enaltecido supracitadamente. No que se refere a avaliação, no Artigo 31 esse processo será feito porventura do acompanhamento e registro do desenvolvimento das crianças, sem que haja quaisquer tipos de promoção, mesmo que vise o acesso ao Ensino Fundamental. -/- Vale enfatizar que essa modalidade de ensino tem uma finalidade pedagógica, um trabalho que se apropria da realidade e dos conhecimentos infantis como estopim e os amplia mediante atividades que tem uma certa significação concreta para a vida dos infantes e, isocronicamente asseguram a aquisição de novos conhecimentos. Doravante e por meio dessa perspectiva, é imprescindível que o educador da EI preocupe-se com o arranjo e aplicação dos trabalhos fazendo, assim, uma contribuição para a ascensão do infante de 0 a 5 anos. -/- O Referencial Curricular Nacional para a Educação Infantil de 1998 ressalta que deve-se levam em conta que os infantes são distintos entre si, isto é, que cada um possui um ritmo peculiar de aprendizagem. Dito isto, o educador deverá preparar-se para promover aos educandos uma educação alicerçada na condição de aprendizagem peculiar de cada um deles, considerando-se bastante singulares e com particularidades. Para isso, o governo deverá fornecer um alicerce na formação dos educadores, preparando-os para enfrentar esse mundo repleto de dificuldades mas, no fim, de uma extensa realização pessoal e profissional. Ante as características peculiares dos ritmos das crianças, o grande desafio que ora implica na EI é com que os profissionais consigam compreender, conhecer e reconhecer o jeito peculiar dos infantes serem e estarem inseridos no mundo. O RCN da modalidade EI ainda explicita que a entidade promovente da EI deve tornar acessível a todos os infantes que ora frequentam-no, indiscriminadamente, elementos culturais que enriquecem a ascensão e a inserção social dos mesmos. -/- A EI é caracterizada, historicamente, pelo assistencialismo reduzido e a um recinto que vise, primordialmente, os cuidados com os infantes. Ao passo dos anos, e diversas metamorfoses ocorridas nas tendências educacionais, passou a ser teorizada como um simples processo educativo. -/- Paulo Freire (1921-1997) já alertava que: Quando se tira da criança a possibilidade este ou aquele espaço da realidade, na verdade se está alienando-a da sua capacidade de construir seus conhecimentos. Porque o ato de conhecer é tão vital quanto comer ou dormir; e eu não posso comer por alguém (FREIRE, 1983. p. 36). Logo, nesse contexto é sumamente impossível desassociar os termos cuidar e o educar, eixos cêntricos que dão características peculiares na constituição do espaço e do ambiente escolar nesse lapso da educação. Doravante, contradizendo ao que muitos ainda pensam o cuidar e o educar não remetem à perspectiva assistencialista e ao processo de ensino e aprendizagem dos mesmos, uma vez que ambos complementam-se, além de integrarem-se para uma melhor promoção do desenvolvimento do infante, no que se refere à edificação de sua autonomia e totalidade. -/- O infante carece de cuidados básicos no que se refere à saúde, os quais pode ser obtido mediante uma alimentação saudável e balanceada, assepsia, educação física, momentos de ópio, entre outras inúmeras situações peculiares à crianças e que exigem do educador uma atenção especial em relação aos cuidados com a criança. Todavia, é primordial que o profissional da EI desenvolva um trabalho educacional voltado ao favorecimento e a condução para a descoberta e edificação de sua identidade, apropriando-se de saberes necessários à constituição da autonomia tanto do infante, que ora se torna imprescindível quanto do próprio educador. -/- No que tange a afetividade na EI, falamos de uma constituição do cenário contemporâneo dos ambientes escolares e que, no futuro, tornara-se sumamente imprescindível algum marco ou lapsos que persistem e poderão persistir na educação futura do fundamental e até mesmo do médio ou ensino universitário, principalmente questões de vivência com os outros. Compreensão do outro, desenvolvimento de projetos, percepção da interdependência, de não à quaisquer tipos de violência, administração de possíveis conflitos, descoberta do outro, participação em projetos comuns, prazer no esforço alheio, cooperativada são essenciais nesses primeiros anos escolares e, para que isso torne-se realidade, é necessário que se abra um leque de possibilidades para o futuro mediante a formação atual dos educadores, logo com um alicerce maior em suas formações, o educador(a) estará preparado para atuar frente ao infante, unindo esse lapso fundamental de sua vida dos primeiros anos escolares. -/- REFERÊNCIAS BIBLIOGRÁFICAS -/- BRASIL. [Constituição (1988)]. Constituição da República Federativa do Brasil de 1988. Brasília, DF: Presidência da República, 2016. -/- _______. Leis de Diretrizes e Bases da Educação Nacional. Lei 9394/1996. Brasília, 2005. -/- _______. Ministério da Educação e do Desporto. Secretaria de Educação Fundamental. Referencial Curricular Nacional para a Educação Infantil. Brasília: MEC/SEF, 1998. -/- FREIRE, P. Pedagogia do oprimido. 17ª ed. São Paulo: Paz e Terra, 1983. -/- KUHLMANN JR., M.. Educando a infância brasileira. In: LOPES, E. M. T.; FILHO, L. M. F.; VEIGA, C. G. (Org.). 500 anos de educação no Brasil. 4ªed. Belo Horizonte: Autêntica, 2008. -/- LEÃO, J. L. de S. Educação Infantil no Brasil: Algumas Considerações. In: LEÃO, J. L. de S. O processo de inclusão escolar na educação infantil sob a ótica de assessoras pedagógicas da Secretaria Municipal de Educação do Natal/RN. 2008. Trabalho de conclusão de curso (Licenciatura em Pedagogia) – Centro de Educação, Universidade Federal do Rio Grande do Norte, 2018. p. 18. (shrink)

Na sua origem, o vocábulo latino iustitia (iustitiae) está directamente relacionado com o substantivo ius (iuris) e com o adjectivo iustus (iusta, iustum). A palavra iustitia amplia o seu significado primeiro na obra de Cícero (século I a. C.), e abrange novas acepções na época do imperador Augusto (séculos I a. C.-I d. C.) e posteriormente na obra de Séneca, o Filósofo (século I d. C.). Nesta comunicação, pretendemos estabelecer o percurso semântico do substantivo iustitia, assim como precisar a sua (...) amplitude cultural em momentos significativos da história de Roma. (shrink)

The Current research seeks the study of the identity relationships in the early Christianity starting from the reception of Elements of the Religious Hellenism. These confluences advents previously of the relationships with the Judaism of Diaspora, in Egito Ptolomaico (LXX. séc. IV a.C), they are consolidated with the formation geopolitics and religious person of the Expansion of the Christianity in Minor Asia, during IIo Century. Through the exhibition of ‘The Religious Context of Early Christianity’ (KLAUS, 2000) we will approach Hellenistic’s (...) Religion vicissitudes in mutation between the Philosophy of the Happiness and ‘the Return of the Divine Absolute’ in Gnosticism. (shrink)

This paper analyses the gender pay determinants between top and lower level of Portuguese employees. A relatively large data pool, for 2003, covering business functions hitherto neglected, sheds a new light into the factors that lead to the earnings of men and women. Our analysis combines human capital with internal-labour-markets theories. Our findings allow the identification of jobsegregation as one important source of the gender pay gap. Moreover, they confirm that earnings are determined by different factors and suggest a reasonable (...) opportunity for women to combine career and family. (shrink)

The rapidly increasing number of cases of Zika virus and limited understanding of its congenital sequelae (e.g., microcephaly) led to stories of fear and uncertainty across social media and other mass communication networks. In this study, we used techniques generic to netnography, a form of ethnography, using Internet‐based computer‐mediated communications as a source of data to understand the experience and perceptions of families with infants diagnosed with Zika‐related microcephaly. We screened 27 YouTube™ videos published online between October 2015 and July (...) 2016, during which the Zika epidemic started, peaked, and declined. We identified three themes: (a) experiencing the news of a diagnosis of Zika‐associated microcephaly; (b) experiencing feelings and expectations of the ‘imperfect’ child; and (c) seeking to understand microcephaly to care for the child. We found that families experienced distressing feelings of shock, sadness, hopelessness, and pain, while dealing with emerging and sometimes conflicting information being transmitted by news outlets, uncertainty about the child's health, and healthcare providers’ lack of clarity to guide the family members. The ‘unknown’ factor of ZIKA was an additional stressful factor in the experience of the families. (shrink)

NIK1 is a receptor‐like kinase involved in plant antiviral immunity. Although NIK1 is structurally similar to the plant immune factor BAK1, which is a key regulator in plant immunity to bacterial pathogens, the NIK1‐mediated defenses do not resemble BAK1 signaling cascades. The underlying mechanism for NIK1 antiviral immunity has recently been uncovered. NIK1 activation mediates the translocation of RPL10 to the nucleus, where it interacts with LIMYB to fully down‐regulate translational machinery genes, resulting in translation inhibition of host and viral (...) mRNAs and enhanced tolerance to begomovirus. Therefore, the NIK1 antiviral immunity response culminates in global translation suppression, which represents a new paradigm for plant antiviral defenses. Interestingly, transcriptomic analyses in nik1 mutant suggest that NIK1 may suppress antibacterial immune responses, indicating a possible opposite effect of NIK1 in bacterial and viral infections. (shrink)

The aim of this study was to analyze the association between coaches’ experience and their perceptions on the implementation of a long-term athletic development model created in 2016 by the Portuguese Swimming Federation. Eighty-six swimming coaches were assembled in groups according to their experience level: “novice”, “intermediate”, and “experienced”, and they answered a questionnaire with the following items: awareness of the existing model acceptance usefulness for practice, and implementation of this model by their peers. Regardless of experience, ~67% of the (...) coaches were aware of the model. Among those, a large number showed acceptance and confidence in its usefulness for their daily practice. Most coaches showed concerns about the fact that their peers do not respect the model frameworks, declaring the search for their swimmers’ immediate success as the main cause for such behavior. The results also showed an association between experience and knowledge about the model’s existence [χ2 = 10.223, p < 0.01, V = 0.345], and experienced coaches exhibited better knowledge than their intermediate [χ2 = 9.555, p < 0.01, V = 0.393] or novice [χ2 = 5.926, p = 0.02, V = 0.314] counterparts. While there was an association between the coaches’ experience and knowledge about the LTAD model’s existence, this situation does not seem to influence the way coaches accept and understand the usefulness of the model for their daily practice. (shrink)

My aim in this paper is to engage with C. Thi Nguyen’s characterization of the echo chamber and to propose two things. First, I argue that a proper reading of his concept of echo chamber should make use of the notion of ignorance in the form of a structural epistemic insensitivity. My main contention is that ignorance as a substantive structural practice accounts for the epistemically deleterious effects of echo chambers. Second, I propose that from the talk of ignorance we (...) should be able to see echo chambers in terms of their more harmful impacts in our daily lives. To do that, I argue that we should think of echo chambers as tools to promote hermeneutical domination. If my representation of Nguyen’s concept is accurate, I believe we can see some important theoretical consequences stemming from the way Nguyen understands it. (shrink)

Este artigo investiga a presença da semiótica de C. S. Peirce na filosofia de Gilles Deleuze. O interesse pelas ideias de Peirce se deu a partir da parceria que Deleuze estabeleceu com Félix Guattari, e que se manifesta no uso dos conceitos de semiótica e diagrama em sua obra conjunta “Mil platôs”. Mais tarde, Deleuze faria um uso mais aprofundado da semiótica de Peirce em seus livros e cursos sobre cinema.