For forty years, Harvey Mansfield has been worth reading. Whether plumbing the depths of MachiavelliOs Discourses or explaining what was at stake in Bill ClintonOs impeachment, MansfieldOs work in political philosophy and political science has set the standard. In Educating the Prince, twenty-one of his students, themselves distinguished scholars, try to live up to that standard. Their essays offer penetrating analyses of Machiavellianism, liberalism, and America., all of them informed by MansfieldOs own work. The volume also includes a bibliography of (...) MansfieldOs writings. (shrink)

From his earliest work on personal identity to his last on the value of truthfulness, the ideas and arguments of Bernard Williams - in the metaphysics of personhood, in the history of philosophy, but especially in ethics and moral psychology - have proved sometimes controversial, often influential, and always worth studying. This book provides a comprehensive account of Williams's many significant contributions to contemporary philosophy. Topics include personal identity, various critiques of moral theory, practical reasoning and moral motivation, truth and (...) objectivity, and the relevance of ancient Greece to modern life. It not only positions Williams among these important philosophical topics, but also with regard to the views of other philosophers, including prominent forerunners such as Hume and Nietzsche and contemporary thinkers such as, Nagel, McDowell, MacIntyre and Taylor. The fragmentary nature of Williams's work is addressed and recurring themes and connections within his work are brought to light. (shrink)

“Any writer worth his salt knows that what cannot be spoken is ultimately the thing worth speaking about; yet most often this humbling awareness is unsaid or covered up. There are some who have made it their business, however, to court failure and acknowledge defeat, to explore the impasse of words before silence. William Franke has created an anthology of such explorations, undertaken in poetry and prose, that stretches from Plato to the present. Whether the subject of discourse is (...) All or Nothing does not matter: the struggle of speech to name the unnameable is the same. This ambitious two-volume undertaking demonstrates a preoccupation as old as Western civilization itself: the limits of language and the virtue of being at a loss for words. How long we have been raiding the Inarticulate!” —Peter S. Hawkins, Boston University “Developments in critical theory during the past two decades have led to renewed interest in negative theology. Books like _Languages of the Unsayable_, _Negation and Theology_, _Derrida and Negative Theology _, and _The Otherness of God _ have signaled the resurgence of this ancient tradition. William Franke’s distinctive contribution is to provide the background and texts from which these recent developments have emerged.” —Mark Taylor, Williams College Apophasis has become a major topic in the humanities, particularly in philosophy, religion, and literature. This monumental two-volume anthology gathers together most of the important historical works on apophaticism and illustrates the diverse trajectories of apophatic discourse in ancient, modern, and postmodern times. William Franke provides a major introductory essay on apophaticism at the beginning of each volume, and shorter introductions to each anthology selection. The second volume, _Modern and Contemporary Transformations_, contains texts by Hölderlin, Schelling, Kierkegaard, Dickinson, Rilke, Kafka, Rosenzweig, Wittgenstein, Heidegger, Weil, Schoenberg, Adorno, Beckett, Celan, Levinas, Derrida, Marion, and more. (shrink)

As today's battles rage between those who march under the banner of liberty and those who unfurl the flag of equality, even an engaged partisan might be forgiven for occasionally wondering whether the game is, after all, worth the candle. For one thing, neither party simply rejects the other's principle – properly understood. Egalitarians routinely emphasize that their concern for equality is, also, a concern for true liberty; thus Michael Walzer, writing “In Defense of Equality,” finds it “worth stressing that (...) equality as I have described it does not stand alone, but is closely related to the idea of liberty.” 1 Libertarians tend to be less enthusiastic in their embrace of equality, but almost all endorse some form of equality or other – for example, equality of political rights or equality before the law. It would seem, then, that the differences between egalitarians and libertarians are really over the meaning and scope of equality and liberty, and that putting the issue as one of equality vs. liberty may be misleading. More important, one can wonder whether either the egalitarian or the libertarian combination of the principles of liberty and equality is worthy of support. What society has exalted personal liberty, has taken rights more seriously, than ours? Yet who can easily dismiss Solzhenitsyn's charge that our worship of freedom has resulted in “destructive and irresponsible freedom” being granted “boundless scope,” leaving us defenseless against “the corrosion of evil”? 2 The cause of liberty against tyranny surely continues to command our support; but what conclusion ought we to draw from the facts that liberty in absentia seems so markedly more attractive than liberty in practice, and that the qualities manifested in the struggle for liberty seem so superior to those that come to the fore once liberty is secured? (shrink)

“Any writer worth his salt knows that what cannot be spoken is ultimately the thing worth speaking about; yet most often this humbling awareness is unsaid or covered up. There are some who have made it their business, however, to court failure and acknowledge defeat, to explore the impasse of words before silence. William Franke has created an anthology of such explorations, undertaken in poetry and prose, that stretches from Plato to the present. Whether the subject of discourse is (...) All or Nothing does not matter: the struggle of speech to name the unnameable is the same. This ambitious two-volume undertaking demonstrates a preoccupation as old as Western civilization itself: the limits of language and the virtue of being at a loss for words. How long we have been raiding the Inarticulate!” —Peter S. Hawkins, Boston University “Developments in critical theory during the past two decades have led to renewed interest in negative theology. Books like _Languages of the Unsayable_, _Negation and Theology_, _Derrida and Negative Theology _, and _The Otherness of God _ have signaled the resurgence of this ancient tradition. William Franke’s distinctive contribution is to provide the background and texts from which these recent developments have emerged.” —Mark Taylor, Williams College Apophasis has become a major topic in the humanities, particularly in philosophy, religion, and literature. This monumental two-volume anthology gathers together most of the important historical works on apophaticism and illustrates the diverse trajectories of apophatic discourse in ancient, modern, and postmodern times. William Franke provides a major introductory essay on apophaticism at the beginning of each volume, and shorter introductions to each anthology selection. The first volume, _Classic Formulations_, offers excerpts from Plato, Plotinus, Damascius, the Bible, Gregory of Nyssa, Augustine, Pseudo-Dionysius, Maimonides, Rumi, Thomas Aquinas, Marguerite Porete, Dante, Teresa of Ávila, John of the Cross, and more. (shrink)

Studies of how scientists select research problems suggest the process involves weighing a number of factors, including funding availability, likelihood of success versus failure, and perceived publishability of likely results, among others. In some fields, a strong personal interest in conducting science to bring about particular social and environmental outcomes plays an important role. Conservation biologists are frequently motivated by a desire that their research will contribute to improved conservation outcomes, which introduces a pair of challenging questions for managers of (...) science and scholars of policies governing science: 1) How do scientists integrate that goal into their processes of research priority evaluation, and 2) How can managers and funders of science utilize that knowledge in designing and administering funding programs? I use Q method to uncover four distinct schools of thought amongst researchers and knowledge-users about the merits of possible research priorities for coral reefs; one of the axes along which these schools of thought differ is in their interpretation of how science can and should interact with policy. The results reveal that perceived severity of reef stressors plays a role for some participants. Disciplinary training does not appear to be a major influence on research priority evaluation, but individual participants indicated professional expediency does prevent some researchers from pursuing or advocating that others pursue topics outside of that disciplinary specialty. Influences on and processes in research prioritization uncovered in this study have the potential to lead to counter-productive disciplinary path dependencies. From these results and building on outside literature, I conclude that better coordination and communication about research priorities across disciplines and with broader stakeholders – including knowledge users – could improve the research enterprise’s ability to contribute to meaningful societal and conservation goals. These findings are relevant to researchers and research administrators across disciplines that seek to conduct or fund science that is useful in addressing specific goals. (shrink)

Résumé Cet article soutient que la causalité au sens humien (mettant en relief la succession) qui fut la principale cible des critiques du Réalisme Critique de Bhaskar, demeure très présente dans le concept même de “mécanisme”. En effet, le concept de mécanisme implique une abstraction newtonienne du temps ignorée par le Réalisme Critique. Il s’agit cependant d’un problème plus large d’abstraction mécaniste, que cet article analyse simultanément sous l’angle du Réalisme Critique et de la discipline ayant pour objet l’étude des (...) mécanismes, la cybernétique. Comment des descriptions de mécanismes causals peuvent-elles se réconcilier avec leurs propres abstractions? En réponse nous proposons une dissolution du problème du temps au travers de l’expérience vécue. Par ailleurs, nous traitons également des questions liées à la pédagogie de l’enseignement des abstractions, à la mise au point de nouveaux contextes d’interaction et au rôle des technologies dans la mise en place des contextes ludiques. Enfin, nous dégageons des implications plus profondes pour la recherche réaliste, et soulignons la nécessité de traiter conjointement les problèmes d’abstraction et les problèmes pédagogiques et technologiques. (shrink)

Here is a rich ethnographic description of Amish education in 21st Century America that describes how literacy, community, and accountability are key values in the Amish educational system.

"A deeply thoughtful articulation of an enduring and appealing ideal. It is an ideal with a resonance beyond the world of Catholic higher education for all in the academy who still respond to the beckoning vision of the ultimate unity of all human knowing and who view it, indeed, as a necessary inspiration if we are to succeed in according to our intellectual activities the sort of seriousness and moral significance they properly deserve." —Francis Oakley, President Emeritus, Williams College "There (...) is a real need, indeed an absolute necessity, for a Catholic university that is true to its religious values. By so being, it makes other, non-Catholic institutions that much better." —E. Gordon Gee, Chancellor, Vanderbilt University "Dean Roche has done a rare thing. He has articulated a sharp and clear Catholic theology of Christian higher education. What has been implicit in the practice of great Catholic universities has now been made explicit in this fine essay." —Robert Benne, author of _Quality with Soul: How Six Premier Colleges and Universities Keep Faith with Their Religious Traditions_ "Catholic identity will mean nothing in the world of higher education if it lacks a genuine _intellectual_ dimension. Mark Roche understands that fundamental fact, tackles the problem directly, and deals with it cogently." —Philip Gleason, author of _Contending with Modernity: Catholic Higher Education in the Twentieth Century_. (shrink)

This book treats six beloved films of Hitchcock: The 39 Steps, Saboteur, and North by Northwest, plus Dial M for Murder, Rear Window, and To Catch a Thief. Padilla reviews their production histories with an eye to classical influences, and then analyzes their links with Greek art, poetry, and philosophy.

The first evaluation and critique of Hegel's theory of tragedy and comedy, this book also develops an original theory of both genres.

This book explores the themes and symbols of classical myth and literature reflected in Alfred Hitchcock’s films. Mark W. Padilla examines the classical resonances of four movies, one from each of the filmmaker’s first decades.

Introduction to the volume commemorating 75 years since the death of Henri Bergson.

The series Studien zur deutschen Literatur (Studies in German Literature) presents outstanding analyses of German-speaking literature from the early modern period to the present day. It particularly embraces comparative, cultural and historical-epistemological questions and serves as a tradition-steeped forum for innovative literary research. All submitted manuscripts undergo a double peer-review process. Please contact the editor Marcus Böhm (marcus.boehm [at] degruyter.com) for further information regarding manuscript submission and subsidies.

Written by the great medieval Jewish philosopher Maimonides, The Guide of the Perplexed attempts to explain the perplexities of biblical language--and apparent inconsistencies in the text--in the light of philosophy and scientific reason. Composed as a letter to a student, The Guide aims to harmonize Aristotelian principles with the Hebrew Bible and argues that God must be understood as both unified and incorporeal. Engaging both contemporary and ancient scholars, Maimonides fluidly moves from cosmology to the problem of evil to the (...) end goal of human happiness. His intellectual breadth and openness makes The Guide a lasting model of creative synthesis in biblical studies and philosophical theology. (shrink)

This international ensemble of scholars discuss Thomas Nail’s The Figure of the Migrant. These scholars represent various disciplines within the academy and divergent methodologies. One thing we share in common, though, is the opinion that the migrant needs to occupy a more significant place within our political theory and policy. Nail’s book is one of kinopolitics, that is, a politics of movement. It provides a kind of theory of social motion. According to Nail, the book offers a remedy to problems (...) in how the migrant is typically theorized, namely that the migrant is understood as a derivative figure in contrast to the stable denizen and the migrant is discussed through the lens of the state. His remedial maneuver mobilizes the potential to understand the figure of the migrant by placing the migrant in the primary position, by offering a political philosophy of the migrant. (shrink)

The following interview of Mark William Westmoreland with Anthony Paul Smith–well-known scholar and translator of François Laruelle –considers both implications and extensions of Laruelle's non-philosophy for contemporary thought. Smith has helped bring about a surge of interest in Laruelle due to his many translations of his texts as well as being the author or co-editor of several books on Laruelle. Discussed are in particular the difficulties and joys of translating and the usefulness of Laruelle's thought for Smith's own (...) work, especially in environmental and animal studies. Also considered are some themes of non-philosophy, the adaptability of Laruelle's thought for various disciplines, as well as new paths for Laruelle studies –new, unforeseen landscapes and uses of non-philosophy –that explore social phenomena such as race, racism, sexism, victim a.o. (shrink)

Examines Bergson's work from the perspectives of critical philosophy of race and decolonial theory, placing it in conversation with theorists from Africa, the African Diaspora, and Latin America.

Why does the air-target and its associated practices matter? This special section is about the politics, practices and ethics surrounding the target and efforts to subvert or circumvent them. Since Eyal Weizman’s groundbreaking essay on the ‘politics of verticality’ in 2002, there have been numerous attempts to critically open up the aerial gaze, but rarely have they come together for sustained analysis and critique, to explore the implications of the air-target’s techniques, processes, visual cultures and aesthetics for politics and life (...) itself. This special section brings together leading international experts in order to open out a fuller and more complete analysis of the kinds of tensions of verticality that lie at the heart of today’s warfare, security and politics. This introduction outlines three dominant problematics of the air-target, which the articles in the section will go on to explore in more detail. (shrink)

The effect of task difficulty on inter-task transfer is a classic issue in motor learning. We examined the relation between self-efficacy and transfer of learning after practicing different versions of a stick balancing task. Practicing the same task or an easier version led to significant pre- to post-test transfer of learning, whereas practicing a more difficult version did not. Self-efficacy increased modestly from pre- to post-test with easy practice, but decreased significantly with difficult practice. In addition, self-efficacy immediately prior to (...) the post-test was significantly lower after difficult practice than easy or intermediate practice. Self-efficacy immediately prior to the post-test, performance at the end of practice, and pre-test performance explained 75% of the variance in post-test performance. The mediating role of self-efficacy on transfer of learning offers an alternative explanation for recent findings on the superiority of easy-to-difficult transfer and may help clarify inconsistencies in earlier research. (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)

In recent years evolutionary theorists have been engaged in a protracted and bitter disagreement concerning how natural selection affects units such as genes, individuals, kin groups, and groups. Central to this debate has been whether selective pressures affecting group success can trump the selective pressures that confer advantage at the individual level. In short, there has been a debate about the utility of group selection, with noted theorist Steven Pinker calling the concept useless for the social sciences. We surveyed 175 (...) evolutionary anthropologists to ascertain where they stood in the debate. We found that most were receptive to group selection, especially in the case of cultural group selection. The survey also revealed that liberals and conservatives, and males and females, all displayed significant differences of opinion concerning which selective forces were important in humanity’s prehistory. We conclude by interpreting these findings in the context of recent research in political psychology. (shrink)

The definition, assessment, predictive validity, demographic correlates, and promotion of critical thinking at the college level are addressed in this article. Although the definitions of critical thinking vary substantially, a common theme is the linkage of conclusions to relevant evidence. Assessment measures range from quasi-standardized instruments to informal class assessment and include both generic and subject-specific formats. Although critical thinking potentially serves both as a predictor of college success and as a criterion of suceess, its greater utility may be as (...) a predictor. nonetheless, the college experience in general and critical thinking courses in particular offer some promise for promoting critical thinking. However, efforts to infuse critical thinking activities into subject-specific courses have produced marginal improvement in critical thinking. (shrink)

Globalization generates new structures of human interdependence and vulnerability while also posing challenges for models of democracy rooted in territorially bounded states. The diverse phenomena of globalization have stimulated two relatively new branches of political theory: theoretical accounts of the possibilities of democracy beyond the state; and comparative political theory, which aims at bringing non-Western political thought into conversation with the Western traditions that remain dominant in the political theory academy. This article links these two theoretical responses to globalization by (...) showing how comparative political theory can contribute to the emergence of new global “publics” around the common fates that globalization forges across borders. Building on the pragmatist foundations of deliberative democratic theory, it makes a democratic case for comparative political theory as an architecture of translation that helps deliberative publics grow across boundaries of culture. (shrink)

We report on our experiences in a participatory design project to develop ICTs in a hospital ward working with deliberate self-harm patients. This project involves the creation and constant re-creation of socio-technical ensembles that satisfy the various, changing and often contradictory and conflicting needs in this context. Such systems are shaped in locally meaningful ways but nevertheless reach beyond their immediate context to gain wider importance and to be integrated with the larger environment.

(2011). Mindfulness: diverse perspectives on its meaning, origins, and multiple applications at the intersection of science and dharma. Contemporary Buddhism: Vol. 12, Mindfulness: diverse perspectives on its meaning, origins, and multiple applications at the intersection of science and dharma, pp. 1-18. doi: 10.1080/14639947.2011.564811.

Virtue epistemology is new in one sense but old in another. The new tradition starts with figures such as Code, Greco, Montmarquet, and Zagzebski. The old tradition has its pedigree in Plato, Aristotle, Aquinas, and their modern interpreters such as Anscombe and MacIntyre. Virtue epistemology recognizes that knowledge is something we value and that propositional knowledge requires intellectual virtues, that is to say, virtues as applied to the intellect. Although much pioneering work in the new tradition has been done on (...) propositional knowledge, comparatively little in it has been done on know-how. This is surprising, because one might naturally think of know-how as something to be refined into a skill, and virtues may be thought of as skills. In the modern epistemological tradition that does not take its direction from virtue ethics, propositional knowledge, as opposed to know-how, has received by far the bulk of the discussion, although since Ryle first argued that knowhow is not always propositional knowledge, there has been a fairly recent resurgence of interest in know-how.We value intellectual virtues because they are skills that promote our flourishing, both as individuals and as members of a community. The intellectual virtues are truth- seeking virtues and stem from a love of the truth. Since love is itself a virtue - indeed it was what Tyndale called the greatest Christian virtue before the King James translation renamed it as charity—it may be seen as the virtue that motivates all other intellectual virtues. A commitment to the truth is presupposed by any intellectual virtue. For example, logic is important to a community, and in particular to the intellectual community, not only because there are rules governing the activity of logic but also because there are those within the community who are trustworthy in following the activity and because there are publically accepted standards of accountability in the way the activity of logic is practiced. Here is how we will proceed. In section 2 we sketch a metaphysics of natural purposes that supports the claim that there are objective goods that beings need qua the kinds of being they are in order to flourish. In section 3 we argue that flourishing includes the acquisition of virtues. We give a general account of virtue, roughly as a stable disposition to act upon a habit elevated to a skill of putting one’s know-how into practice that springs from one’s motivation to pursue what one perceives as good. In section 4 we give a general sketch of intellectual virtues as truth-seeking virtues that stem from a love of the truth that are the skills to flourish intellectually. In section 5 we discuss connaturality, namely those specific metaphysical accidents readily acquired by beings due to their first nature. We make an original distinction between ontological connaturality, namely the connaturality that belongs to animals qua beings of a certain kind, and habitual connaturality, namely our first natures suffused with virtues—or vices, although we will concentrate only on virtues. Habitual connaturality is acquired through the practice of virtue and involves perceptiveness awakened by the possession of the virtue in question. The knowledge arising from this form of connaturality may be a form of know-how. In section 6 we give an account of connatural apprehension and connatural propositional knowledge. In section 7 we discuss connatural know-how and argue that it makes certain virtues possible. At this point we will have shown that intellectual and moral virtues are informed by know-how. In sections 8 and 9 we give analyses of know-how and skill in terms of counterfactual success. We show how skill is a refined form of know-how and how both know-how and skill are informed by moral and intellectual virtues. We conclude in section 10 that know-how informs intellectual and moral virtues in the sense that virtue is to be elucidated in terms of skill, which is in turn to be elucidated in terms of know-how. Moreover, virtues inform know-how in the sense that know-how is to be elucidated in terms of intellectual and moral virtues. No circularity arises because different virtues and different forms of know-how are involved. (shrink)

_A unique philosophical look at the hit television series _Downton Abbey_ _ Who can resist the lure of _Downton Abbey_ and the triumphs and travails of the Crawley family and its servants? We admire Bates's sense of honor, envy Carson's steadfastness, and thrill to Violet's caustic wit. _Downton Abbey and Philosophy_ draws on some of history's most profound philosophical minds to delve deeply into the dilemmas that confront our favorite characters. Was Matthew right to push Mary away after his injury (...) in the war? Would Lord Grantham have been justified in blocking Lady Sybil's marriage to Tom Branson? And is Thomas really such a bad person? Offers fresh and intriguing insights into your favorite _Downton Abbey_ characters, plot lines, and ideas Addresses many of your most pressing questions about _Downton Abbey's_ story and characters, such as: Should Daisy have lied to William about her feelings toward him—especially to the point of marrying him? Should Mr. Bates have been upfront with Anna from the beginning about his past? Views _Downton Abbey_ through the lens of some of the most influential philosophical thinkers, from Saint Augustine and David Hume to Immanuel Kant and John Stuart Mill Ventures upstairs _and_ downstairs to examine key themes involving ethics, virtue, morality, class, feminism, the human condition, and more Philosophical speculation awaits on every page of this essential _Downton Abbey_ companion. So take a seat in your personal library, have the butler pour a cup of tea, and start reading! (shrink)

This article reviews the papers published in this Special Issue of Cognition and Emotion on Specificity in Autobiographical Memory. Together, the studies address some critical issues relating to the etiology of and mechanisms underlying the phenomenon of overgeneral memory. In terms of etiology, there is now substantial evidence of links between overgeneral memory and current or past depression, and between overgeneral memory and trauma history, and suicidal ideation and behaviour, independent of depression. In terms of mechanisms, three factors are emerging (...) as the critical mechanisms underlying the phenomenon: Capture and rumination (CaR), functional avoidance (FA), and executive control dysfunction (X). Each of these has separately been found to produce overgenerality in memory; together they are almost certain to do so. (shrink)

We investigate the role of personal values in an investment decision in a controlled experimental setting. Participants were asked to choose an investment in a bond issued by a tobacco company or a bond issued by a non-tobacco company that offered an equal or sometimes lower yield. We then surveyed the participants regarding their feelings toward tobacco use to determine whether these values influenced their investment decision. Using factor analysis, we identified investment- and tobacco-related dimensions on which participants’ responses tended (...) to load. Two of these factors, relating to the societal impact of investment decisions and the health effects of tobacco, were highly significant in determining whether participants selected a tobacco or non-tobacco related investment. More importantly, we found that when the rate of return on a tobacco-related investment exceeds the rate of return on an investment not involving tobacco by 1%, the intensity of participant concerns about the societal effects of their investment decisions was especially important in determining investment choices. This finding indicates that traditional wealth-maximization approaches, which do not consider the personal values of the investor, omit an important factor that affects investment decisions. (shrink)