Journal of Political Philosophy, Volume 30, Issue 3, Page 324-346, September 2022.

Modern physics encompasses theoretical and experimental research divided in subfields with specific features. For instance, high energy physics (HEP) attracts significant funding and has distinct organizational structures, i.e., large laboratories and cross-institutional collaborations. Expensive equipment and large experiments create a specific work atmosphere and human relations. While the gender misbalance is characteristic for STEM, early-career researchers are inherently dependent on their supervisors. This raises the question of how satisfied researchers with working in physics are and how different subgroups – female (...) and early-career researchers – perceive their work environment. We empirically investigated job satisfaction and satisfaction with the academic system among physicists (N=123) working in large laboratories, universities, and independent institutes. The scale for measuring the satisfaction with the academic system in physics yielded three factors: experience of research autonomy, opportunities to use one's knowledge, and appreciation of the research by the general public. The results show that physicists are less satisfied with the academic system than with their work environment. Moreover, female scientists and junior researchers experience their jobs more negatively. The results emphasize the need for improving work and research conditions for underprivileged groups in physics. Interestingly, no significant effect was found between different types of academic institutions and general job satisfaction. Finally, physicists felt that their work has not been well understood by the public. (shrink)

The topics of equity, diversity, inclusion, decolonization, and Indigenization have been neglected in academic and research integrity. In this article, I offer examples of how these issues are being addressed and argue that academic integrity networks and organizations ought to develop intentional strategies for equity, diversity and inclusion, and decolonization in terms of leadership, scholarship, and professional opportunities. I point out that existing systems perpetuate the conditions that allow for overrepresentation of reporting among particular student groups including international (...) students, students of colour, and those for whom English is an additional language. I conclude with concrete recommendations for action. (shrink)

Academic freedom in China is unquestionably under threat from various quarters. Yet the assumption that only the logics of authoritarian Communist Party power shape the terrain in which scholars operate provides us with a limited perspective on these threats. The Chinese academy has become deeply entangled with transnational forces, and is increasingly driven by similar business logics to those in play in universities around the world. We argue that these forces too contribute to the context for the exercise of (...) academic freedom and its restriction. As is the case elsewhere, discourses around developing the national ‘knowledge economy’ and related logics of securitisation around knowledge production create conditions in which some forms of academic research are prioritised over others. Echoing the ‘culture wars’ plaguing the academy in many other countries, the research agendas most under threat in China are ones that connect to transnational movements and struggles, especially those focussed on labour and class, gender and feminism, race and ethnicity and human rights. In this article, we outline what we see as the key forces shaping the landscape for academic freedom in China, with a concentration on areas of research and teaching in the social sciences and humanities that are most at risk in the current conjuncture. (shrink)

In this article, the main factors of academic cheating and plagiarism in four countries are analyzed. Three groups of factors are investigated, namely individual, motivational, and contextual. A mixed method approach has been used, with material including student surveys, interviews with university teachers and administrators, and analysis of university documents. The survey results show that the role of individual social-demographic factors are not significant for predicting misconduct. Students are prone to neutralize their own blame in misconduct, and refer to (...) the external conditions by the proposition that it is difficult to avoid cheating and plagiarism during university studies. Students are also more likely to cheat and plagiarize in the conditions of weak teachers’ control and deterrents. Such results demonstrate the importance of an integrity policy at the national, institutional and classroom levels, and that the social and cultural environment can be important factors in cheating. Integrity systems and the level, which they have been implemented, have a significant impact on student misconduct and attitudes toward cheating. (shrink)

BackgroundTranscranial magnetic stimulation (TMS) is an FDA approved treatment for major depression, migraine, obsessive compulsive disorder, and smoking addiction. TMS has gained popular media support, but media coverage and commercial reporting of TMS services may be contributing to the landscape of ethical issues.MethodsWe explore the differences between the academic and print media literature portrayals of TMS to evaluate their ethical impact for the public. We performed a comprehensive literature review using PubMed and NexisUni databases to evaluate the literature available (...) on TMS from 2014 to 2019. Our sample consisted of 1632 academic articles and 468 print media articles for a total of 2100 articles. We then coded each article for seven specific top-level codes: (1) type of source, (2) year of publication, (3) purpose of TMS application, (4) age of subjects, (5) population, (6) overall tone, and (7) specification of TMS parameters. We also made some additional notes of the TMS parameters where specified and the breakdown of mental health applications.ResultsOur results indicated several discrepancies between the academic and the print media reporting about TMS technology, particularly with regards to tone and specificity. Namely, the academic sample was largely neutral and specific about the parameters under which TMS was being applied, while the print media sample was heavily optimistic and presented the application of TMS with far less specificity. There was some convergence between the two samples, such as the focus of both on therapy as the predominant TMS application.ConclusionsWe call upon the academic community to increase scrutiny of TMS services in order to ensure that people’s knowledge of health technologies is not unduly influenced by sensational claims and a general lack of adequate information. (shrink)

Recent research in the educational context has focused not only on academic achievement but also on subjective well-being (SWB) as both play a major role in students’ lives. Whereas the determinants of academic achievement have been extensively investigated, little research has been conducted on school-related determinants of SWB in comparison with other students’ characteristics. In the present cross-sectional study, we set out to investigate whether perceived school climate predicts school grades and SWB above and beyond other variables that (...) are important for SWB and academic achievement. A sample of 767 8th and 9th grade students (n = 361 female adolescents; age: M = 14.07 years, SD = 0.92) completed measures of SWB, perceived school climate, test anxiety, self-efficacy, and interest. Grade point average (GPA) indicated students’ academic achievement. Data were analyzed with latent structural equation models in which GPA and SWB were regressed on the school climate variables and students’ characteristics. Results indicated that a positive school climate as well as self-efficacy and the worry component of test anxiety predicted SWB and/or GPA after all other variables were controlled for. Directions for future research and the importance of school climate variables on adolescents’ SWB and academic achievement are discussed. (shrink)

This volume brings historians of science and social historians together to consider the role of "little tools"--such as tables, reports, questionnaires, dossiers, index cards--in establishing academic and bureaucratic claims to authority and objectivity. From at least the eighteenth century onward, our science and society have been planned, surveyed, examined, and judged according to particular techniques of collecting and storing knowledge. Recently, the seemingly self-evident nature of these mundane epistemic and administrative tools, as well as the prose in which they (...) are cast, has demanded historical examination. The essays gathered here, arranged in chronological order by subject from the late seventeenth to the late twentieth century, involve close readings of primary texts and analyses of academic and bureaucratic practices as parts of material culture. The first few essays, on the early modern period, largely point to the existence of a "juridico-theological" framework for establishing authority. Later essays demonstrate the eclipse of the role of authority per se in the modern period and the emergence of the notion of "objectivity." Most of the essays here concern the German cultural space as among the best exemplars of the academic and bureaucratic practices described above. The introduction to the volume, however, is framed at a general level the closing essays also extend the analyses beyond Germany to broader considerations on authority and objectivity in historical practice. The volume will interest scholars of European history and German studies as well as historians of science. Peter Becker is Professor of Central European History, European University Institute. William Clark is Lecturer in History and Philosophy of Science, Cambridge University. (shrink)

The aim of developing academic resilience and motivational intensity, as two constructs of positive psychology, is to increase learners' capability to compete with each other even in adverse conditions. Different types of academic resilience are conceptualized and germane literature about the relationship between academic resilience and academic achievement is provided. Literature showed that some socio-affective factors, socio-economic factors, and affective factors can influence learners' academic achievement and policy makers' decision in providing an appropriate context for (...) learning. In the end, the pedagogical implications are expounded to foster the language learning quality and to develop a language educational system. Suggestions for further research are provided to develop the existent literature on the relationship between academic, motivational intensity, and learners' academic achievement. (shrink)

This study uses a quasi-experimental design to assess how the incorporation of an embedded writing centre tutor in the experimental class affects student achievement in comparison with the control...

A.Yu.Krymsky is a world-renowned scholar, a well-known Orientalist who has dedicated his life to the study of Middle Eastern and Middle Eastern issues. Even the layman knows that it is impossible to study the languages, literature, history or ethnography of the peoples of the region without a deep insight into the science that is called Islamology or Islamology. The lives of people in this region, whether private or public, are closely related to religion - Islam. People familiar with the Judeo-Christian (...) tradition often fail to understand the specific impact of the system of Islam as a universal regulator of the entire existence of a Muslim. It is quite clear that at the Lazarev Institute of Oriental Languages ​​in Moscow, he studied the position of the Muslim religion while studying the history of the medieval East, and even in Arabic lessons, students engaged in the analysis of cornic texts. (shrink)

This research examined the experiences of authors of academic journal articles in the educational sector of all eight universities in Finland. The ethical principles of peer review and best and worst review processes were in focus. Data were gathered by electronic questionnaire, which was completed by 121 respondents who represented well the heterogeneity of the staff in the educational sector. Out of nine ethical principles honesty, constructiveness, and impartiality were appreciated but promptness, balance, and diplomacy were criticized. According to (...) two open questions, a third of authors praised and blamed reviewers as experts and non-experts. The accuracy of feedback was more often present in the best rather than in the worst experienced review processes. Journals’ editors and their decision-making called forth more negative than positive accounts. The results were discussed in the context of ethical codes for reviewers and researchers’ findings regarding the ethical responsibilities to promote good science with thorough, appropriate, and honest feedback and feedforward. (shrink)

Introduction: Publications arguing against the null hypothesis significance testing (NHST) procedure and in favor of good statistical practices have increased. The most frequently mentioned alternatives to NHST are effect size statistics (ES), confidence intervals (CIs), and meta-analyses. A recent survey conducted in Spain found that academic psychologists have poor knowledge about effect size statistics, confidence intervals, and graphic displays for meta-analyses, which might lead to a misinterpretation of the results. In addition, it also found that, although the use of (...) ES is becoming generalized, the same thing is not true for CIs. Finally, academics with greater knowledge about ES statistics presented a profile closer to good statistical practice and research design. Our main purpose was to analyze the extension of these results to a different geographical area through a replication study. Method: For this purpose, we elaborated an on-line survey that included the same items as the original research, and we asked academic psychologists to indicate their level of knowledge about ES, their CIs, and meta-analyses, and how they use them. The sample consisted of 159 Italian academic psychologists (54.09% women, mean age of 47.65 years). The mean number of years in the position of professor was 12.90 (SD = 10.21). Results: As in the original research, the results showed that, although the use of effect size estimates is becoming generalized, an under-reporting of CIs for ES persists. The most frequent ES statistics mentioned were Cohen’s d and R2/η2, which can have outliers or show non-normality or violate statistical assumptions. In addition, academics showed poor knowledge about meta-analytic displays (e.g., forest plot and funnel plot) and quality checklists for studies. Finally, academics with higher-level knowledge about ES statistics seem to have a profile closer to good statistical practices. Conclusions: Changing statistical practice is not easy. This change requires statistical training programs for academics, both graduate and undergraduate. (shrink)

BAIARDI JM, BRUSH BL and LAPIDES S. Nursing Inquiry 2010; 17: 289–296 Common issues, different approaches: strategies for community–academic partnership developmentCommunities around the United States face many challenging health problems whose complexity makes them increasingly unresponsive to traditional single‐solution approaches. Multiple approaches have considered ways to understand these health issues and devise interventions that work. One such approach is community‐based participatory research. This article describes the development of a new collaborative partnership between a school of nursing and an urban (...) social service agency using community‐based participatory research as a framework. We describe the partnership’s evolution and process of data collection and analysis and evaluate the outcomes of both. We argue that community‐based participatory research involves partnerships at its core whose members, both as individuals and part of the collaboration, must be committed and nimble in the face of shifting and challenging health and social problems, recognize common issues and concerns across the boundaries of community and academia, and respect each other’s different approaches and expertise. (shrink)

(2004). The Philosophical Athlete By Heather L. Reid. Published 2002 by Carolina Academic Press, Durham, NC. Journal of the Philosophy of Sport: Vol. 31, No. 1, pp. 97-99.

:Academic Medical Centers offer patient care and perform research. Increasingly, AMCs advertise to the public in order to garner income that can support these dual missions. In what follows, we raise concerns about the ways that advertising blurs important distinctions between them. Such blurring is detrimental to AMC efforts to fulfill critically important ethical responsibilities pertaining both to science communication and clinical research, because marketing campaigns can employ hype that weakens research integrity and contributes to therapeutic misconception and misestimation, (...) undermining the informed consent process that is essential to the ethical conduct of research. We offer ethical analysis of common advertising practices that justify these concerns. We also suggest the need for a deliberative body convened by the Association of American Medical Colleges and others to develop a set of voluntary guidelines that AMCs can use to avoid in the future, the problems found in many current AMC advertising practices. (shrink)

The current work builds a definition of irritability from both academic definitions and lay perspectives. In Study 1, a quantitative content analysis of academic definitions resulted in eight main content categories (i.e., behaviour, emotion or affect, cognition, physiological, qualifiers, irritant, stability or endurance, and other). In Study 2, a community sample of 39 adults participated in qualitative interviews. A deductive thematic analysis resulted in two main themes. The first main theme dealt with how participants positioned irritability in relation (...) to other negative states. The second dealt with how participants constructed irritability as both a loss of control and as an experience that should be controlled. The discussion integrates the findings of both studies and provides a concise, but comprehensive definition. (shrink)

Due to the fact that English as a foreign language students’ academic self-concept is of high importance for their academic motivation, academic achievement, and L2 success, many investigations have been done to uncover the personal and interpersonal factors that may contribute to students’ academic self-concept. Yet, the emotional and psychological factors have rarely been studied. In addition, no empirical and review study has been carried out to probe into the impact of positive mood and future outlook (...) on EFL students’ academic self-concept. Accordingly, the current review study seeks to illustrate the effects of positive mood and future outlook on EFL students’ academic self-concept. Building upon the principles of positive psychology, the favorable effects of positive mood and future outlook on EFL students’ academic self-concept were thoroughly explained. The educational implications and suggestions for future research are also highlighted. (shrink)

This study used the Social Cognitive Theory and Broaden-and-Build Theory to propose and validate a chain mediation model. In total, 417 Chinese college students were studied to explore the effects of parent–child relationships on their academic performance. In addition, we investigated the chain-mediating roles of gratitude and psychological capital. The results showed that the parent–child relationship significantly and positively affected the academic performance of college students; gratitude partially mediated the parent–child relationship and the academic performance of college (...) students; psychological capital partially mediated the parent-child relationship and the academic performance of college students; and gratitude and psychological capital exerted a chain-mediating effect between parent–child relationships and the academic performance of college students. Based on the results of the study, we conclude that the parent–child relationship not only directly affects the academic performance of college students but also indirectly affects it through the chain mediation of gratitude and psychological capital. Moreover, we proposed reasonable suggestions on how colleges and universities can guide students to deal with parent-child relationships, strengthen gratitude education, and improve psychological capital. (shrink)

Universities have observed a rising problem of academic dishonesty (Chapman, Davis, Toy, & Wright, 2004; McCabe, Butterfield, & Treviño, 2012), an act of fraud where a student uses unallowed materi...

Based on Embodied Cognition Theory, Inhibitory Decline Theory, and Risk Protective Factors Model, this study verified that body mass index affects secondary school students’ academic performance through the mechanism of inhibitory control. In addition, it was verified that the strength of this mechanism depends on the teacher, parent, and peer support received by secondary school students. By using height and weight measurements, the classic stroop task, and the social support scale, 264 secondary school students in Shanxi Province, China, were (...) surveyed and their academic performance was collected. The results showed that students with high BMI had poorer academic performance, and inhibitory control partially mediated the effect between BMI and academic performance, with the inhibitory control mediated effect accounting for 36.68% of the total effect. Support from teachers, parents, and peers can ameliorate the negative effects of BMI on academic performance, with teacher support and parental support also ameliorating the negative effects of BMI on inhibitory control. Thus, high BMI impairs inhibitory control and thus has a negative impact on academic performance, which can be buffered by social support. (shrink)

Philosophy & Social Criticism, Volume 48, Issue 4, Page 642-651, May 2022. Academic freedom in China is unquestionably under threat from various quarters. Yet the assumption that only the logics of authoritarian Communist Party power shape the terrain in which scholars operate provides us with a limited perspective on these threats. The Chinese academy has become deeply entangled with transnational forces, and is increasingly driven by similar business logics to those in play in universities around the world. We argue (...) that these forces too contribute to the context for the exercise of academic freedom and its restriction. As is the case elsewhere, discourses around developing the national ‘knowledge economy’ and related logics of securitisation around knowledge production create conditions in which some forms of academic research are prioritised over others. Echoing the ‘culture wars’ plaguing the academy in many other countries, the research agendas most under threat in China are ones that connect to transnational movements and struggles, especially those focussed on labour and class, gender and feminism, race and ethnicity and human rights. In this article, we outline what we see as the key forces shaping the landscape for academic freedom in China, with a concentration on areas of research and teaching in the social sciences and humanities that are most at risk in the current conjuncture. (shrink)

Intersemiotic projection is one of the most common configurations in the knowledge construction process of academic comics. Although previous studies address some general features of intersemiotic projection, further research on interdependency relations of intersemiotic projection is needed in order to map out the whole system. This study, based on the social-semiotic approach to multimodal studies, proposes a systemic framework of image-text paratactic and hypotactic projection in academic comics. This framework identifies three sub-categories of paratactic projection and hypotactic projection, (...) respectively: Emergent, Adjoined, Sequential, Compound, Subsumed, and Fused. The use of these projection configurations contributes to the realization of the communicative purposes of academic comics to evidence, exemplify, emphasize, explain, elaborate, and visualize the discussed knowledge. This research attempts not only to contribute to the theoretical development of multimodality from the social-semiotic perspective by refining and enlarging the multimodal hypotactic projection framework but also to provide an effective and applicable tool for comics analysis. (shrink)

he Troy controversy (2001–2005) illustrates the substantial impact of mass media on academic discourse among specialists. Triggered by a disputed exhibition, the controversy breaks out in the mass media and quickly escalates. In leading newspapers, Germany’s most renowned archeologists discuss findings and their interpretation in Troy research fiercely. The public Troy controversy is best characterized as an inter-specialist debate since lay people virtually have no say. The chapter provides an overview of the course that the public and the subsequent (...) academic controversy take over time. This is followed by a detailed account of the public debate’s argumentative structure. The analysis shows that the public debate exerts a catalytic influence on academic discussion - not simply as a result of the mass media’s pervasiveness and their amplification potential but by virtue of the discursive configuration of the mass media controversy. (shrink)