Objective: To report results from a national survey of coordinators and managers of clinical research studies in the US on their perceptions of and experiences with scientific misconduct.Methods: Data were collected using the Scientific Misconduct Questionnaire-Revised. Eligible responses were received from 1645 of 5302 surveys sent to members of the Association of Clinical Research Professionals and to subscribers of Research Practitioner, published by the Center for Clinical Research Practice, between February 2004 and January 2005.Findings: Overall, the perceived frequency of misconduct (...) was low. Differences were noted between workplaces with regard to perceived pressures on investigators and research coordinators, and on the effectiveness of the regulatory environment in reducing misconduct. First-hand experience with an incident of misconduct was reported by 18% of respondents. Those with first-hand knowledge of misconduct were more likely to report working in an academic medical setting, and to report that a typical research coordinator would probably do nothing if aware that a principal investigator or research staff member was involved in an incident of misconduct.Conclusion: These findings expand the knowledge on scientific misconduct by adding new information from the perspective of research coordinators. The findings provide some data supporting the influence of workplace climate on misconduct and also on the perceived effectiveness of institutional policies to reduce scientific misconduct. (shrink)

Após a obrigatoriedade da educação sexual (ES) nas escolas portuguesas em 2009, pretendemos conhecer que perspectiva têm os professores ( N = 307) sobre a ES. Através de um questionário on-line , analisado através de estatística descritiva e de análise factorial e inferencial, avaliámos as atitudes ..

In teaching introductory ethics courses it is a struggle to find ways to ground the theoretical approach in a context accessible to students. Two way to provide this context are to use feature films and service learning. Each approach has advantages and disadvantages. Feature films provide students with a consistentnarrative, the filmmaker’s intentions, and identical experiences. Service learning provides students with an open encounter with uncertain meaning, concrete human problems, and at best similar experiences. The benefits and weaknesses of each (...) approach depend upon the objectives of the course. Films allow for greater clarity in interpretation of ethical theory, while service makes possible an appreciation of the ambiguities of ethical actions. (shrink)

Context: To speak of constructivism -- and in particular of radical constructivism -- in education is to place oneself on a field which, like any other academic field, is the scene of tensions, debates, and indeed battles. While such controversies are, predictably enough, fought out between the partisans of constructivism and those defending other theses, they are also fought out between the constructivists themselves, as a number of group works have brought out (e.g., Steffe & Gale 1995; SRED 2001). In (...) other words, constructivists do not express their views in unison whenever there is a question on the development of knowledge (an individual or collective matter?), the underpinnings of knowledge (be they of a psychological, sociological or other type) or, as humorously noted by Quale (2007), that "sin" which is said to consist in the relativist mode of questioning or critique authorized by constructivism. Purpose: In this paper, we would like to contribute to this discussion and to this plurality of ways of embedding oneself in constructivism, in particular by bringing out (as was so acutely shown by Ernst von Glasersfeld 1987a, 1995, 2007) that while constructivism offers a basis on which to revisit the question of knowledge, its contributions nevertheless extend well beyond this single preoccupation. By reincorporating "the properties of the observer" into his or her discourse as well as the conditions, stakes and issues surrounding the utterance in question, in short, by reincorporating the question of power into the utterance-making, constructivism also provides a basis for revisiting the "Great Divides" -- that is, the (unequal) relationships between the various forms of knowledge as well as the (unequal) modes of evidence and authority that accompany these relations. Method: Through an examination of three topics, that is the "racism" of intelligence, the Semmelweis affair, and the question of endogenous knowledge, we will attempt to explicate various insights afforded by constructivism. Conclusion: So doing, we will show that radical constructivism, in its recognition of the plurality of possible modes of description and explanation, contributes to a form of epistemological democracy. (shrink)

Zwischen 1738 und 1745 erschien in Amsterdam eine von Johann Christoph von Sprögel und Adolph Friedrich Marci übersetzte achtzehnbändige Ausgabe der Lehrbücher der Mathematik und Philosophic von Christian Wolff. 1764 gab Johannes Petsch, einer der bedeutendsten Leibniz-Wolffianer in den Niederlanden, eine holländische Übersetzung der Essais de Théodicée von Leibniz heraus. Wie groß jedoch der Einfluß der beiden deutschen Denker auf die niederländische Philosophie gewesen ist, war bislang unklar. Der Aufsatz versucht zu zeigen, daß der Leibniz-Wolffianismus neben dem Neukantianismus eine wichtige (...) Rolle im philosophischen Denken der Niederländer in der Zeit der Aufklärung spielte. (shrink)

If every concept ist not, in trivial terms, to have a content, then the content of a concept has to be understood as the set of all concepts that it contains , the concept itself and the tautological concept being excepted. Since a negated concept can only include, in terms of content, the negations of the special concepts, the negated individual concepts are consequently without content . The individual concept, whose content is the sufficient condition for establishing a possible individual (...) as extension, is indispensable if Leibniz's theses are to be upheld: equality of extent is also always equality of content. The intensional conceptual estimation can also be extensionally interpreted. Conceptual negations are however indispensable if a Spinozistic monism is to be avoided and a multitude of the most general elementary concepts obtained. (shrink)

Plotkin suggested using a polymorphic dual intuitionistic/linear type theory as a metalanguage for parametric polymorphism and recursion. In recent work the first two authors and R.L. Petersen have defined a notion of parametric LAPL-structure, which are models of image, in which one can reason using parametricity and, for example, solve a large class of domain equations, as suggested by Plotkin.In this paper, we show how an interpretation of a strict version of Bierman, Pitts and Russo’s language image into synthetic domain (...) theory presented by Simpson and Rosolini gives rise to a parametric LAPL-structure. This adds to the evidence that the notion of LAPL-structure is a general notion, suitable for treating many different parametric models, and it provides formal proofs of consequences of parametricity expected to hold for the interpretation. Finally, we show how these results, in combination with Rosolini and Simpson’s computational adequacy result, can be used to prove consequences of parametricity for image. In particular, we show that one can solve domain equations in image up to ground contextual equivalence. (shrink)