Well-known predictors of prejudice toward Muslims include social dominance and authoritarianism. However, a gap exists for variables reflecting a rejection or mitigation of ideological motivations associated with prejudice toward Muslims. We examined if quiet ego was related to positive attitudes toward Muslims, and whether this could be explained by lower levels of authoritarianism, social dominance, and the motivation to express prejudice. We explored this possibility across two studies of adults in the United States. In Study 1, regression results showed quiet (...) ego was directly associated with positive attitudes toward Muslims. Study 2 utilized path analyses and found that the direct relationship between quiet ego and positive attitudes toward Muslims was explained by associations between quiet ego and lower endorsement of authoritarianism, social dominance, and the internal motivation to express prejudice toward Muslims. Moreover, these associations held when accounting for several correlates of intergroup attitudes. (shrink)

"Künstlerische Selbstverletzung - seit den 1960er Jahren international fester Bestandteil der Performance Art - polarisiert, verstört und wirft vor allem Fragen nach Handlungsmotivationen auf. Rosemarie Brucher deutet dieses radikale Phänomen als Bewältigungsversuch bedrohter Autonomie und damit in erster Linie als Ermächtigungsstrategie. In dieser Ambivalenz aus Subjektermächtigung und Naturunterwerfung lässt sich künstlerische Selbstverletzung vor dem Hintergrund von Immanuel Kants Ästhetik des Erhabenen lesen, was die Autorin exemplarisch an VALIE EXPORT und Stelarc darlegt. Eine solche Bezugsetzung eröffnet nicht nur einen innovativen Zugang (...) zu dieser Kunstform, sondern wirft zugleich auch ein neues Licht auf Kants Erhabenheitskonzeption"--Back cover. (shrink)

Responds to comments by G. Kempen (see record 1996-00289-001) regarding L. Frazier's (see record 1995-31821-001) comments regarding G. Kempen's (see record 1995-31826-001) comments on Frazier et al's (see record 1994-32229-001) article on processing discontinuous words. There are serious problems with Kempen's account of the data of Frazier et al. These problems involve the principle of uncertainty invoked by Kempen. It is unclear that all control items in the original Frazier et al study were open to a complex verb analysis. Kempen's (...) alternative account of the results is not only incomplete, but it is inconsistent with the English data and with half of the Dutch data, in addition to relying on a principle of parsing that is otherwise unmotivated. (PsycINFO Database Record (c) 2000 APA, all rights reserved) (unassigned). (shrink)

We comment on the similarities and differences of Mitchell et al.'s framework for understanding classical and operant conditioning and the theoretical framework put forth by Rumbaugh et al. (2007). We propose that all nonhuman and human learning may be based on amalgams created by co-occurring stimuli that share their response-eliciting properties and that these amalgams may be propositional in nature.

With growing concerns over children's suggestibility and how it may impact their reliability as witnesses, there is increasing interest in determining the long-term effects of induced memories. The goal of the present research was to learn whether source misattributions found by Ceci, Huffman, Smith, and Loftus caused permanent memory alterations in the subjects tested. When 22 children from the original study were reinterviewed 2 years later, they recalled 77% of all true events. However, they only consented to 13% of all (...) false events, compared to the 22% false consent rate found by Ceci et al. . Additionally, while children remained accurate in their recall of true events , they “recanted” their earlier false consents 77% of the time, after the 2-year delay. Implications of these findings for child witnesses and the legal system are discussed. (shrink)

In dem Aufsatz sollen folgende zentrale Fragen über Dispositionen beantwortet werden. In welchem Verhältnis steht eine Disposition zu ihrer kausalen Basis? Sind Dispositionen kausal wirksam? Das heißt: Verursacht eine Disposition die Manifestation?Die Verfasserin legt eine bestimmte Ontologie von Eigenschaften und Dispositionen zugrunde. Eigenschaften werden als intensionale Entitäten aufgefasst, Dispositionen mit kontrafaktischen Eigenschaften identifiziert und diese als reale Potentialitäten angesehen. Es wird gezeigt, dass es möglich ist, der intuitiven Vorstellung, dass Dispositionen etwas verursachen, Rechnung zu tragen, ohne eine Disposition mit ihrer (...) kausalen Basis zu identifizieren.Ein neuerer Einwand stammt von Martin und besagt, dass jede Art von kontrafaktischer Analyse von Dispositionen fehlgeht. Der Einwand bezieht sich auf Störer einer Disposition. Dem Einwand kann durch eine modifizierte kontrafaktische Analyse begegnet werden. Dabei werden Dispositionsaussagen als zeitbezogene Ceteris-paribus-Aussagen analysiert, wobei die Ceteris-paribus-Bedingung die Abwesenheit von äußeren Hindernissen und von inneren Hindernissen, die das Objekt unter Kontrolle hat, umfasst.In the paper the following questions are discussed. What is the relation between a disposition and its causal basis? Are dispositions causally effective? That is, does a disposition cause its manifestation?These questions are answered on the basis of a certain ontology of properties and dispositions. Properties are considered to be intensional entities, dispositions are identified with counterfactual properties and these are conceived as real potentialities. It is shown that it is possible to defend the intuition that dispositions are causes without identifying a disposition with its causal basis.Martin has recently put forward an objection against any form of counterfactual analysis of dispositions. This objection refers to „finks“ and can be refuted on the basis of a modified counterfactual analysis. According to this analysis, ascriptions of dispositions are time-dependent ceteris-paribus-propositions, and the ceteris-paribus-condition includes the absence of outer obstacles and of inner obstacles which the object has under control. (shrink)

In dem Aufsatz wird der Dialog zwischen einem Realisten und einem Skeptiker analysiert und eine Diagnose der Situation vorgeschlagen. Zunächst werden skeptische Thesen hinsichtlich ihrer modalen Stärke unterschieden und der Begriff des Wissens analysiert. Dabei wird Wissen von Gewißheit und Wissen zweiter Stufe abgegrenzt und der Ausschluß aller relevanten Irrtumsmöglichkeiten als notwendige Bedingung für Wissen zugrunde gelegt. Es wird die These verteidigt, daß Wissen ein kontextabhängiger Ja-Nein-Begriff ist, wobei der Kontext den Standard der Rechtfertigung bestimmt. Analysiert man den Dialog mit (...) dem Skeptiker auf dieser Grundlage, so wird verständlich, wieso der Skeptiker in einem gewissen Sinn das letzte Wort hat. Daraus folgt aber nicht, daß er Recht hat. Denn wenn er Recht hätte, könnte er keine skeptischen Thesen formulieren. Allerdings könnte in diesem Fall auch der Realist keine Gegenthesen formulieren. Aus diesem Grunde scheitert der Versuch des Realisten, den globalen Skeptizismus als notwendigerweise falsch, inkohärent oder sinnlos nachzuweisen. (shrink)

Der psychologische Realist verteidigt eine realistische Deutung mentaler Zuschreibungen. Er vertritt die Auffassung, daß mentale Zustände existieren, auch wenn sie der äußeren Beobachtung nicht zugänglich sind. Kann man es rechtfertigen, aus einer Menge von äußeren Beobachtungen auf unbeobachtbare mentale Zustände anderer Personen zu schließen? - In dem Aufsatz wird die Frage diskutiert, ob eine realistische Auffassung mentaler Zustände mit Hilfe eines Schlusses auf die beste Erklärung gerechtfertigt werden kann. Diese Art der Rechtfertigung liegt nahe, wenn man die Meinung vertritt, mentale (...) Begriffe könnten als theoretische Begriffe der Alltagspsychologie aufgefaßt werden.Im Rahmen der Diskussion wird eine Brücke zwischen der Philosophie des Geistes auf der einen Seite und der Wissenschaftstheorie und Sprachphilosophie auf der anderen Seite geschlagen. Es wird dafür argumentiert, daß das Prinzip des Schlusses auf die beste Erklärung in der Philosophie des Geistes so wenig zu rechtfertigen ist wie in der Wissenschaftstheorie und daß die radikale Interpretation in ähnlicher Weise unbestimmt ist wie die radikale Übersetzung. Das Ergebnis der Diskussion ist allerdings nicht rein negativ. Denn die Unmöglichkeit einer Rechtfertigung impliziert nicht die Unmöglichkeit einer Erklärung. Auch wenn sich eine realistische Deutung mentaler Zuschreibungen nicht rechtfertigen läßt, eine Erklärung unserer realistischen Praxis ist möglich, wenn man mentale Entitäten fünktional durch ihre kausale Rolle definiert. (shrink)

An attempt to reduce disability discrimination can do more harm than the ostensible discrimination itself. Such is the case with Shavelson et al.’s (2023) argument for equal access to medical aid i...

Dive et al. argue to limit the scope, scale, and quantity of results in genomic screening programs at the population level. Their analysis offers two interrelated reasons for this recommendation: f...

Este trabajo intenta iluminar desde un punto de vista fenomenológico las crisis ecológicas que han afectado a nuestro planeta y al mundo circundante de la vida en el siglo veintiuno, y en particular, la devastadora pandemia global que se desató el año 2020. Primero abordo ciertos aspectos histórico-críticos que preceden a la pandemia del 2020, y que se relacionan a la visión mecanicista moderna en las ciencias y la cultura. Luego, situada en la actitud natural, parto de esta ecocrisis actual (...) como un “hilo conductor” para la interrogación retrospectiva que conduce a las raíces experienciales de todo sentido y validez objetiva, asumiendo la perspectiva de la primera persona y contratastándola con aspectos de una nueva y unificada visión sistémica de la vida. A continuación, destacando la paradoja del sujeto-en-el-mundo y el sujeto-para-el-mundo, examino la estructura del mundo de la vida como un camino o vía hacia el campo de la experiencia trascendental—aquel de la correlación entre la vida humana (encarnada, intersubjetiva e histórico-temoral) y el mundo, es decir, la estructura noético-noemática, con el objeto de mostrar cómo no es reductible a una auto-afección pasiva, sino que es la fuente originaria de una virtud espiritual y capacidad transformativa: la de la responsabilidad. (shrink)

Boredom is a frequently experienced and unpleasant state (Bench & Lench, 2019; Danckert et al., 2018; Eastwood et al., 2012) that people are experiencing more frequently (Weybright et al., 2020). W...

El presente estudio busca determinar posibles diferencias por sexo en la aparición de variables asociadas al síndrome de Burnout medidos a través del clima y la satisfacción organizacional en una muestra de 233 trabajadores de la ciudad de Arica, pertenecientes a cinco diferentes actividades económicas (educación, salud, comercio de tangibles e intangibles, y administración pública).

En este artículo se examina el intento de "eliminar" al sujeto, supuesta conditio sine qua non de un discurso progresista, científico o filosófico, como un mito que se origina en la modernidad y que es compartido igualmente en la actualidad por las tradiciones filosóficas analíticas y continentales. Se examina, siguiendo la pista de E. Husserl, la posibilidad de un discurso "racional" filosófico capaz de tomar en consideración la raigambre de todo discurso con sentido y/o válido (cotidiano, cultural o científico -natural (...) o humanosocial-) en experiencias históricovitales (contextuales) de sujetos y de comunidades subjetivas, más allá del discurso "objetivante" en boga, incluso de aquél del análisis del lenguaje ordinario que destaca ciertos factores contextuales. (shrink)

El papel de filosofía y humanidades en forjar un “ideal de humanidad” se refiere no sólo a las difíciles relaciones que éstas tradicionalmente han tenido con los poderes mundanos, sino, sobre todo, a su papel protagónico como guías de un ideal de humanidad y valores espirituales en tiempos de crisis. Kant defendió el papel de los ideales racionales de la “facultad de filosofía” a fines del s. XVIII, ante la teología, el derecho y la medicina. La reflexión de Fichte cuando (...) la nación alemana luchaba por su existencia luego de su derrota por los ejércitos napoleónicos a inicios del s. XIX, da un impulso decisivo a los valores del idealismo alemán. Un siglo después, ante la misma nación alemana, nuevamente derrotada en la primera guerra mundial y sin hallar respuestas a su aflicción en las ciencias exactas ni en su cultura determinada por la técnica, Husserl ve en “el ideal de Humanidad de Fichte” la respuesta a aquello que puede darle su ultima satisfacción: la producción teleológica de un mundo humano, en el que pueda realizarse un orden mundial moral, único fin, fundamento y valor absoluto de la humanidad. Hoy nos hallamos en otro momento de peligro: no sólo el del positivismo naturalista desplazando desde el s. XIX a la formación humanística. El mayor de los peligros es ahora la alianza de ese naturalismo con el mundo globalizado del presente, bajo el imperio de la estan-darización burocrática y corporativa al servicio de la producción desenfrenada de dinero.The role of philosophy and the human sciences in forging an “ideal of humanity” concerns not only the tensions that they traditionally have had with worldly powers. It mostly deals with their primal role as guides of an ideal of humanity and spiritual values in times of crisis. Kant defended the central role of the “Faculty of Philosophy”’s rational ideals by the end of the 18th century, as opposed to Theology, Jurisprudence and Medicine. Fichte’s reflection when the German nation was fighting for its survival after its defeat by the Napoleonic armies at the beginning of the 19th century, gives a decisive impulse to the values brandished by German Idealism. A century later, facing the same German nation newly defeated at World War I, and without any answers to its affliction either in exact sciences nor in its culture determined by technology, Husserl finds in “Fichte’s Ideal of Humanity“ the answer to that which can give it its lasting satisfaction: the teleological production of a human world, in which a world moral order may arise, as humanity’s sole goal, foundation, and absolute value. Today we find ourselves in another moment of danger: not only that of a naturalistic positivism displacing a humanistic education. The greatest of all dangers is currently the alliance of this naturalism with the Golden calf installed in the globalized world of today, under the empire of the bureaucratic and corporative standardization at the service of the frenzied production of money. (shrink)

Frecuentemente se ha señalado a la fenomenología de Husserl como una "filosofía de la fundación última y radical auto-responsabilidad." Aquí, sin embargo, examinaremos qué sentido puede tener hablar de "fundación última" y "auto-responsabilidad radical" en filosofía. La "idea de la filosofía" que propone Husserl como una "ciencia universal y rigurosa" de "fundación última" ha sido malinterpretada por sus críticos contemporáneos, que no han prestado atención a su aclaración que esta idea "ha de ser realizada sólo mediante valideces relativas y temporales (...) en un proceso histórico infinito", ni tampoco al hecho que él ya ha replanteado la noción moderna de razón. Que la filosofía ha de proveer una fundación última a toda efectuación de la razón, así como su propia justificación sólo significa que es últimamente responsable de todo sentido y validez en general, así como de sí misma. Empero, el ego consciente activo, con sus efectuaciones racionales –cognitivas, volitivas y emotivas– como el "fundamento absoluto de todas mis validaciones", es precedido por un estrato más profundo, pre-consciente, irracional y pasivo de tendencias emotivas y desiderativas, impulsos e instintos hacia la conciencia y la racionalidad. Así, todo "evidenciar" y Geltungsfundierung se ve finalmente absorbido en una Genesisfundierung. En última instancia, ninguna "evidencia" racional puede ser "adecuada", sino que es esencialmente abierta e inadecuada. La tan criticada "conciencia absoluta" de Husserl está en efecto enraizada en un "absoluto más definitivo y verdadero", a saber, la identidad y diferencia del presente viviente estático-fluyente que pertenece a un ser finito, temporal, perspectivista, encarnado e intersubjetivo. La defensa de la razón y del "discurso fundacional" es para Husserl una cuestión de la "supervivencia de la humanidad" y su preservación de la barbarie. Pero no es una "adquisición permanente" sino la responsabilidad de una "tarea infinita". Así, la filosofía es una "ciencia todo-abarcadora fundada en un fundamento absoluto [...] aunque por cierto bajo la forma de un programa sin fin".Husserl’s phenomenology has been frequently referred to as a “philosophy of ultimate foundation and radical self-responsibility.” Yet here we will examine philosophy’s notion of “ultimate foundation” as “radical self-responsibility.” The “idea of philosophy” that Husserl proposes as a “universal and rigorous science” of “ultimate foundation” has been grossly misinterpreted by his contemporary critics, who have not paid heed to his clarifica-tion that this idea is “to be realized only by way of relative and temporary validities and in an infinite historical process,” nor to the fact that he has already recasted the traditional Modern notion of reason. That philosophy is called upon to provide an ultimate foundation to every accomplishment of reason, as well as its own justification, means that it is ultimately responsible for every sense and validity in general, and for itself. However, the active conscious ego, with its rational –cognitive, volitional and emotional– accomplishments, as the “absolute foundation of all my validations,” is preceded by a deeper, pre-conscious, irrational, and passive stratum of emotional and desiderative tendencies, impulses, instincts and strivings towards consciousness and rationality. Thus every “evidencing” and Geltungsfundierung is finally absorbed within Genesisfundierung. Ultimately no rational “evidence” can ever be “adequate,” but is essentially openended, and inadequate. Husserl’s much criticized “absolute consciousness” is in fact an “absolute” rooted in a “more definite and true absolute,” namely, the identity and difference of the static-fluent living present belonging to a finite, temporal, perspectivist, incarnate and intersubjective being. The defense of reason and of “foundational discourse” is for Husserl a question of “humanity’s survival” and its preservation from barbarity. Yet it is not a “permanent acquisition” but the responsibility of an “infinite task.” Thus philosophy is an “all-embracing science grounded on an absolute foundation [...] though of course in the form of an endless program.". (shrink)

La superación husserliana de las nociones representacionalistas e inmanentistas modernas de conciencia y conocimiento está atada al desarrollo temprano de su concepto sui generis de intencionalidad. Este desarrollo es fruto, a su vez, tanto de investigaciones lógicas como psicológicas, estas últimas dando paso a distintas formas de intuición: las formas fundadas –eidética y categorial– y las fundantes sensibles, todas las cuales presuponen el tipo básico y fundante –la percepción misma. Si bien el concepto de intencionalidad husserliano está determinado por el (...) descubrimiento de la “idealidad” en investigaciones lógico-semánticas, no menos relevante es el papel de las investigaciones psicológicas de Husserl y el desarrollo temprano de su noción no representacionalista de percepción. Este texto intentará echar luces sobre ciertos rasgos de la temprana fenomenología de la percepción de Husserl y su superación del representacionalismo. (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)

This book identifies the turning points in Habermas's work and his transition from one stage to another in the development of his theoretical oeuvre. Habermas began his academic career as part of the Frankfurt School, but the two key points at which his career changes trajectory are moving from historical materialism to normative idealism and playing with some of the ideas of liberalism. Normative idealism is an ahistorical theory that insists on the independence of the normative from material reality, severing (...) the connection between base and superstructure that Marx wrote about. The break with the basic concepts of Marxism enabled Habermas to build his own discursive (critical) theory, which, especially since the end of the 1980s, takes the ideas of liberalism seriously. This book makes a systematic, multidimensional and detailed analysis of Habermas's theoretical oeuvre in two dimensions, chronological (in the order in which Habermas worked on certain topics) and thematic (enclosing certain thematic units). (shrink)

The purpose of this study was to determine the development of moral judgement in first-year and senior baccalaureate nursing students. These students were enrolled in three separate nursing programmes, each of which differed significantly in ethical content. The sample totalled 180 students enrolled in three New England programmes. Programme A included an ethics course taught by a professor of ethics. Programme B integrated ethical issues into all nursing theory courses. Programme C did not include ethical content in theory courses. The (...) design was of a developmental cross-sectional study. The dependent variable was the development of moral judgement, as measured by Rest’s Defining Issues Test. The independent variable was the amount of ethics taught in the nursing programmes and the level of academic education. The senior nursing students from programme A scored significantly higher than the other senior groups on the Defining Issues Test. The conclusion is that an ethics course with group participation and a decision-making element significantly facilitated nursing students’ development of moral judgement. (shrink)

This article uses diary data from the most recent Australian Bureau of Statistics Time Use Survey to compare by gender total child care time calculated in the measurements of main activity, main or secondary activity, and total time spent in the company of children. It also offers an innovative gender comparison of relative time spent in the activities that constitute child care, child care as double activity, and time with children in sole charge. These measures give a fuller picture of (...) total time commitment to children and how men and women spend that time than has been available in previous time use analyses. The results indicate that compared to fathering, mothering involves not only more overall time commitment but more multitasking, more physical labor, a more rigid timetable, more time alone with children, and more overall responsibility for managing care. These gender differences in the quantity and nature of care apply even when women work full-time. (shrink)

Presents the latest research on how reasoning with analogies, metaphors, metonymies, and images can facilitate mathematical understanding. For math education, educational psychology, and cognitive science scholars.

We investigate how the perceived uncertainty of a conditional affects a person's choice of conclusion. We use a novel procedure to introduce uncertainty by manipulating the conditional probability of the consequent given the antecedent. In Experiment 1, we show first that subjects reduce their choice of valid conclusions when a conditional is followed by an additional premise that makes the major premise uncertain. In this we replicate Byrne. These subjects choose, instead, a qualified conclusion expressing uncertainty. If subjects are given (...) a third statement that qualifies the likelihood of the additional premise, then the uncertainty of the conclusions they choose is systematically related to the suggested uncertainty. Experiment 2 confirms these observations in problems that omit the additional premise and qualify the first premise directly. Experiment 3 shows that the qualifying statement also affects the perceived probability of the consequent given the antecedent of the conditional. Experiment 4 investigates the effect of suggested uncertainty on the fallacies and shows that increases in uncertainty reduce the number of certain conclusions that are chosen while affirming the consequent but have no effect on denying the antecedent. We discuss our results in terms of rule theories and mental models and conclude that the latter give the most natural account of our results. (shrink)

Allison, Lyn; Cannold, Leslie It is great to see such a good turnout for this important occasion and I congratulate the Humanist Society again on this award. It really makes a difference to people's lives: when they get the award, when they know about it, when there is publicity for the person concerned. It is an all-round good thing to do and I congratulate you for it.

Like Alice following the white rabbit into a topsy-turvy world where the laws of logic don't apply, subversive thinking unearths the mysteries behind the mundane. Tracking the White Rabbit is a fascinating, original work that invites us to use depth psychology to challenge our deepest assumptions about world politics, theology, social norms, everyday speech, and usual ideas of sex and emotion. Raised in an environment of McCarthyism and rock-and-roll, Jungian analyst Lyn Cowan shows readers-through provocative essays on memory and homosexuality, (...) music and the art of cursing-that we can flip our ingrained attitudes on their heads and achieve a better understanding of our cultural landscape. America has been plagued by a flattening of its psychic life, Cowan argues, exhibited in the escalating need for external stimulation and the distrust of intense emotion. With humor and insight, she confronts the "isms" that entrap our imaginations (capitalism, fundamentalism, feminism, sexism, antisemitism, communism) in order to unearth a more soul-serving culture. Encouraging us to mine the creativity of spontaneous imagination, this psychology brings dramatic new ideas and themes into focus, breaking down barriers and yielding fresh perspectives on some of the more pressing individual dilemmas of our time: abortion, gender, language, homosexuality, and victimization. (shrink)

This paper draws on data from the most recent Australian Bureau of Statistics (ABS) Time Use Survey (TUS) (over 4,000 randomly selected households) to tease out the dimensions of the ‘second shift’. Predictions that as women entered the paid workforce men would contribute more to household labour have largely failed to eventuate. This underpins the view that women are working a second shift because they are shouldering a dual burden of paid and unpaid work. However, time use research seems to (...) show that when both paid and unpaid work is counted, male and female workloads are in total very similar. This has led to suggestions that a literal second shift is a myth; that it exists in the sense that women do more domestic work than men, but not in the sense that they work longer hours in total. Using a more accurate and telling measure of workload than previous research (paid and unpaid labour including multitasked activities), this paper explores the second shift and how it relates to family configuration, ethnicity and indicators of class and socioeconomic standing. It finds a clear disparity between the total workloads of mothers and fathers, much of which consists of simultaneous (secondary) activity, and some demographic differences in female (but not male) total workloads. It concludes that the view that the second shift is a myth is only sustainable by averaging social groups very broadly and by excluding multitasking from the measurement of total work activity. (shrink)

Rodney Syme, retired medical doctor, urologist and advocate for medically assisted dying for 20 years, has helped scores of people die peacefully - people whose suffering has become unbearable to them. He takes on governments, the law and the medical profession. Most recently he won his challenge of an order by the Medical Board of Australia to prohibit him from doing anything that has the primary purpose of ending a person's life. The case in question was a 71-year-old man dying (...) of tongue and lung cancer whose life, the man said, was as miserable as hell. The Medical Board argued that the assistance in dying was a departure from accepted standards and presented a significant risk to that person. (shrink)

You can use the power that roams your nocturnal mind to improve your daily life. Learn what dream work is and how it has been practiced from ancient times to the present, for healing, for self-development, and as a means of contacting the creative inner self. Dream-work techniques, like remembering and recording, incubation, gestalt, guided visualization, working with symbols, and a host of others, will help you reach your goals. Understand what each dream symbol means to you, in essence piecing (...) together an unconscious story of your experiences. (shrink)

Cost-benefit analysis is commonly understood to be intimately connected with utilitarianism and incompatible with other moral theories, particularly those that focus on deontological concepts such as rights. We reject this claim and argue that cost-benefit analysis can take moral rights as well as other non-utilitarian moral considerations into account in a systematic manner. We discuss three ways of doing this, and claim that two of them (output filters and input filters) can account for a wide range of rights-based moral theories, (...) including the absolute notions of moral rights proposed by Hayek, Mayo, Nozick, and Shue. We also discuss whether the use of output filters and input filters can be generalized to cover other non-utilitarian theories, such as Kantian duty ethics and virtue ethics. (shrink)

CITATION: Horn, L. M. 2015. Promoting responsible research conduct in a developing world academic context. South African Journal of Bioethics and Law, 6:21-24, doi:10.7196/SAJBL.256.

How did physicians come to dominate the medical profession? Lyn Bennett challenges the seemingly self-evident belief that scientific competence accounts for physicians' dominance. Instead, she argues that the whole enterprise of learned medicine was, in large measure, facilitated by an intensely classical education that included extensive training in rhetoric, and that this rhetorical training is ultimately responsible for the achievement of professional dominance. Bennett examines previously unexplored connections among writers and genres as well as competing livelihoods and classes. Engaging the (...) histories of rhetoric, medicine, literature, and culture throughout, she goes on to focus specifically on the work of women who professed as well as practiced medicine. Pointing to some of the ways women's writing shapes realities of body, mind, and spirit as it negotiates social, cultural, and professional ideologies of gender, this book offers an important corrective to some long-held beliefs about women's role in early modern discourse. (shrink)

At no time in the past century have there been fiercer battles over our public schools than there are now. Parents and educational reformers are challenging not only the mission, content, and structure of mass compulsory schooling but also its underlying premise—that the values promoted through public education are neutral and therefore acceptable to any reasonable person. In this important book, Rosemary Salomone sets aside the ideological and inflammatory rhetoric that surrounds today’s debates over educational values and family choice. (...) She offers instead a fair-minded examination of education for democratic citizenship in a society that values freedom of conscience and religious pluralism. And she proposes a balanced course of action that redefines but does not sever the relationship between education and the state. Salomone demonstrates how contemporary conflicts are the product of past educational and social movements. She lays bare some of the myths that support the current government monopoly over education and reveals how it privileges those of economic means. Through a detailed case study of recent controversy in a suburban New York school district, the author explores the legal and policy issues that arise when widely disparate world views stand in the way of political compromise on educational materials, techniques, and programs. Salomone builds a case for educational governance that places the developmental needs of the child at the center of family autonomy. She advances a plan that respects diverse values and visions of schooling while preserving the core commitments that bind our nation. (shrink)

Four experiments investigated uncertainty about a premise in a deductive argument as a function of the expertise of the speaker and of the conversational context. The procedure mimicked everyday reasoning in that participants were not told that the premises were to be treated as certain. The results showed that the perceived likelihood of a conclusion was greater when the major or the minor premise was uttered by an expert rather than a novice (Experiment 1). The results also showed that uncertainty (...) about the conclusion was higher when the major premise was uttered by a novice and an alternative premise by an expert, compared to when the major premise was uttered by an expert and the alternative by a novice (Experiment 2). Similarly, the believability of a conclusion was considerably lower when the minor premise was uttered by a novice and denied by an expert, as opposed to when an expert uttered the minor premise and a novice denied it (Experiment 3). Experiment 4 showed that the nature of the uncertainty induced by a denial of the minor premise depended on whether or not the context was a conversation. These results pose difficult problems for current theories of reasoning, as current theories are based on the results of experiments in which the premises are treated as certain. Our discussion of the results emphasises the importance of pragmatics in reasoning, namely, the role of general knowledge about the world in assessing the probability of a premise uttered by an expert or a novice and the role of interpretations of the premise based on pragmatic inferences in revising these initial probabilities. (shrink)

Speakers often answer a question with what appears to be merely a phrase, a fragment of a sentence, rather than with a full sentence. Merchant (2004) offers an analysis of fragment answers in which the new information/answer is fronted to a clause-peripheral position and the remainder of the sentence is not pronounced. Two written acceptability judgment experiments are reported that tested predictions of this analysis. The first, in English, tested the prediction that clausal fragment answers should only be fully acceptable (...) when the clausal answer is introduced by an overt complementizer (What did May deny? That Josh left.). This is because clauses may front only when an overt complementizer is present (That Josh left, May denied, but not *Josh left, May denied). The second study was conducted in German, a language that does not permit prepositions to be stranded, left behind, when a noun phrase is moved in overt syntactic structures such as questions or topicalizations. Consequently, when the object of a preposition is questioned, only a prepositional phrase fragment answer, not a noun phrase fragment answer, is predicted to be fully acceptable. Both predictions were confirmed. The results support the claim that syntactic structure is present in unpronounced constituents, and tells against theories of syntax that eschew such structures. (shrink)