Anticipation is a crucial perceptual-cognitive skill in fast-ball sports, and the effect of high anxiety on performance has attracted more attention from sports psychologists. Related studies mainly focus on the effect of anxiety on influencing processing efficiency and attentional control during information processing in sport. Attentional Control Theory has been supported by several studies. However, these studies have been criticized by the low ecological validity of task design, such as neglecting the dynamic process of anticipation, and inadequate performance (...) class='Hi'>analysis, such as analyzing response accuracy and time separately. Using temporal occlusion paradigm, we tested ACT in a dynamic anticipation process. Eighteen skilled and eighteen less-skilled table tennis players were required to anticipate the serves of opponents under dynamic task constraints and anxiety conditions. High cognitive state anxiety decreased processing efficiency for both groups whereas performance effectiveness did not differ. In addition, it negatively affected processing efficiency in early anticipation compared with late anticipation tasks, suggesting that high cognitive state anxiety may have a greater impact on top-down attentional control. Our findings provide support for ACT and show that anxiety impairs anticipation efficiency and performance, possibly due to an ineffectively attentional shift from external kinematic cues to internal long-term working memory. Findings also have implications for the adaptation of attentional strategies and anxiolytic training. (shrink)

This study aims to evaluate the changes in shot characteristics of elite women table tennis players through the longitudinal analysis of women's singles finals and semifinals from 2004 to 2021 Olympic Games. A total of 13 games were selected, and the stroke position, stroke type, ball placement, and stroke efficacy of 5,877 shots were analyzed using the notational analysis method. A chi-square test was used to test whether the shot characteristics had changed between game years, and (...) the adjusted residual was calculated to judge these changes. In the four dimensions, namely, stroke position, stroke type, ball placement, and stroke efficacy, the shot characteristics of women table tennis players have changed with the year of the Olympic Games. The backhand stroke position has an upward trend from 55.0 to 58.1%, and the type of flip stroke has a downward trend from 7.6 to 2.1%. The ball placements of forehand and middle long have two fluctuations first rising from 11.2 to 12.7% and 20.3 to 23.7% and then falling from 12.7 to 5.3% and 23.7 to 16.0%. Moreover, backhand long is being increasingly used. In the year of equipment change, the proportion of neutral stroke increases from 40.0 to 61.5%. Once the players have become adapted to the equipment, the proportion of neutral stroke decreases from 61.5 to 48.5%. The development trend of women table tennis players is that the extreme stroke will be further increasingly used. Results suggest that elite women table tennis coaches and players should focus on the technical training in the forehand and backhand positions, strengthen the practice of topspin and block, and pay attention to the backhand long landing area. Women's table tennis coaches and players also need to pay close attention to the possible impact of changes in rules and equipment and carry out targeted training in advance to minimize the impact on the stroke efficacy of players. (shrink)

Purpose: This study aimed to develop a stroke effectiveness test in table tennis based on the temporal game structure to assess the ball speed and ball placement of the players, with a purpose to analyze its reproducibility and validity. Methods: Nineteen male table tennis players participated in this study. The test was performed twice during the first session and once during the second session to assess the intrasession and intersession reproducibility, respectively. Moreover, the test was examined (...) on its ability to discriminate between regional and local performance-level players and on the relationship between the test results and the table tennis performance to assess the discriminant and concurrent validity, respectively. In general, the test consisted of 11 simulated rallies of 2–5 balls with the effort and rest ratio of 0.5, and focused on attack with offensive strokes at defensive balls delivered by a robot randomly between the left and right positions on the table. Results: Ball speed, ball placement, and ball speed-ball placement index showed satisfactory reliability and agreement outcomes. Additionally, the Bland-Altman plots show the systematic error of the analyses closer to 0, and that most values were within the limits of agreements. Concerning validity analyses, regional players had higher scores of ball placement and ball speed-ball placement index as well as made fewer errors than local players. Moreover, ball placement, ball speed-ball placement index, and percentage error presented a strong and significant correlation with table tennis performance. However, ball speed was slightly different between the regional than local players and this variable was not related to table tennis performance. Conclusion: Our findings show evidences that the test is reproducible. Moreover, discriminant and concurrent validity are confirmed for ball placement and ball speed-ball placement index. (shrink)

Controlled elicitation of linguistic and psycholinguistic experimental data facilitate strong inferences about phonological, syntactic, semantic and pragmatic structures and functions, yet neglect the ecological validity of responses. Ecological validity in this paper refers to whether data gathered under controlled conditions are commensurate with routine problem solving and language use in natural settings. All methods produce "white room" effects that compromise data gathering and analysis. Unexamined folk knowledge and experiences also guide the investigator s interpretation of data from (...) field research, laboratories, testing sessions, and target sentences. Story recall data from children in a combined second-third grade classroom and their narrative responses to cartoons without sound are used to illustrate ecological validity issues. The child's spontaneous, imaginative narratives about the story and cartoons resemble adult folk theory, and their semantic content reveal sociocultural knowledge essential for understanding subjects ' reasoning and information processing skills. (shrink)

The main objective of this article is to analyze the cognitive level of the activities in History textbooks in Spain, England, and Portugal in the transition stage from Primary to Secondary Education (11–13 years), according to the country of origin, typology, and the concepts and disciplinary contents included. The design of this research is quantitative, descriptive, and cross-sectional. The non-probabilistic sample consists of 6,561 activities contained in 27 school textbooks from Spain, England, and Portugal. Descriptive and contrast analyses have been (...) carried out using parametric tests. The results indicate that textbooks from Spain and Portugal mainly include activities situated between a basic and intermediate cognitive level while in England, the cognitive level of activities is medium or high. The ANOVA and TukeyBtests show significant differences between the cognitive level required in the activities and the typology of exercises, the concepts, and historical contents worked on. The activities with higher cognitive level correspond to those of creation and essays, the exercises that work on empathy and historical relevance, and that contain activities of social and economic history. In contrast, the activities with the lowest cognitive level are short questions and objective tests, those that work on first-order concepts (data and concrete facts), and those on the History of Art. The conclusion is that there is a need for a balanced presence of first-order content and historical thinking skills, the application in the classroom of a more active student-centered methodology, and the teachers’ conception of history teaching that prioritizes historical skills. (shrink)

Systematic sampling of communities gives rise to large contingency tables summing up possible changes in the assemblages' structure. Such tables are generally analysed by multivariate statistical methods, which are ill-suited for simultaneously analysing rare and common species (Field et al., 1982). In order to separately process species belonging to either of these categories, we propose a statistical method to select common species in a sequence of ecological surveys. It is based on a precise definition of rarity, and depends on (...) a rarity parameter. In this work, this parameter will be optimised so that the sub-table of common species captures the essential features of the complete table as well as possible. In this way we analysed the spatio-temporal evolution of macrobenthic communities from the Algiers harbour to study the pollution influence during a year. The examination of the communities' structuring was done through Principal Components Analysis (PCA) of the species proportions table. Environmental variables were simultaneously sampled. We show that the data structure can be explained by about 25% of the total number of present species. Two environmental gradients were brought to the fore inside the harbour, the first one representing pollution, and the second one representing hydrological instabilities. (shrink)

Over two decades ago, Davids et al. (1994) and Handford et al. (1997) raised theoretical concerns associated with traditional, reductionist, and mechanistic perspectives of movement coordination and skill acquisition for sport scientists interested in practical applications for training designs. These seminal papers advocated an emerging consciousness grounded in an ecological approach, signaling the need for sports practitioners to appreciate the constraints-led, deeply entangled, and non-linear reciprocity between the organism (performer), task, and environment subsystems. Over two decades later, the areas (...) of skill acquisition, practice and training design, performance analysis and preparation, and talent development in sport science have never been so vibrant in terms of theoretical modeling, knowledge generation and innovation, and technological deployment. Viewed at an ecological level of analysis, the work of sports practitioners has progressively transitioned toward the facilitation of an evolving relationship between an organism (athlete and team) and its environment (sports competition). This commentary sets out to explore how these original ideas from Davids et al. (1994) and Handford et al. (1997) have been advanced through the theoretical lens of ecological dynamics. Concurrently, we provide case study exemplars, from applied practice in high-performance sports organizations, to illustrate how these contemporary perspectives are shaping the work of sports practitioners (sport ecology designers) in practice and in performance preparation. (shrink)

Milan Kundera is one of the most influential writers in contemporary world literature. In his novels, there are many symbolic metaphors related to numbers, dreams, and animals. Combing through the plots of Kundera’s novels, we can discover that among all the numbers, seven and twenty are used most frequently. These two numbers have rich metaphorical meanings. Besides, there are many other digital metaphors in Kundera’s novels, including 6, 4, etc. Apart from number symbols, Kundera has also inserted various kinds of (...) dream symbols in his artistic creation. For Kundera, dreams are not just an individual’s physical and psychological activities, but also a continuation and supplement of real life. It can be concluded that dream narration is a perfect medium for the author to express his philosophical ideology. In addition, dream symbols also serve as an important medium for Kundera to demonstrate narrative skills and present important themes. In Kundera’s novels, animal symbols are integrated with the plots, revealing the personal traits of the relevant characters, and mirroring their spiritual world at the same time. Besides, Kundera also expressed his ecological ethics through the narration of animals’ death. In conclusion, the metaphorical meanings of different symbols in Kundera’s novels play an active role in highlighting the themes, revealing the inner thoughts of the characters, showing the special features of the characters, and expressing the author’s philosophical thoughts. These symbols help Kundera to break the limitations of time and space, which has become an important part of his polyphonic art. What’s more, Kundera has also tried to expand the original metaphorical meanings of these symbols to create some new poetic meanings. (shrink)

Philosophy of Science in Practice (PoSiP) has the “practice of science” as its object of research. Notwithstanding, it does not possess yet any general or specific methodology in order to achieve its goal. Instead of sticking to one protocol, PoSiP takes advantage of a set of approaches from different fields. This thesis takes as a starting point a collaborative and interdisciplinary research between two Ph.D. students from distinct areas: ecology and philosophy. This collaboration showed how a scientist could benefit from (...) philosophy of science (in this case study the philosophical approach of. mechanistic explanation) to construct a model of his explanandum, by means of heuristics approach (heuristics as an instrument but also a methodological approach) and, also allowed philosophy of science take a closer look into the scientific practice to investigate how explanations are constructed and how scientific understanding is achieved (in this thesis, with a dialogue with the contextual theory of scientific understanding). As a result, it is asserted that (i) mechanistic explanation possess limitations but may work as epistemic instruments that mediate between theories, data, scientists, and models; (ii) explanation construction and scientific understanding deeply relies on intuition; (iii) scientific understanding is an instant, a moment, a temporary achievement, and its process may happen in degrees; (iv) philosophy of science, by means of heuristics process, may enhance scientists’ epistemic virtues, improving his academic skills, by means of self-evaluation. This research shows that interdisciplinarity and collaborative work can act, through heuristics, as a toolbox for PoSiP to achieve its goal of understanding how science is made. Despite its success, an analysis of this collaborative practice leads to some fundamental issues. First, philosophy of science in practice is a philosophy of past practice, in that the majority of examples used by mainstream PoSiP come from the final products of science. Second, is it philosophy of [science in practice] or philosophy of science [in practice]? How to practice philosophy of scientific practice and, how to practice interdisciplinarity in the philosophy of scientific practices simultaneously to its scientific activity? This research exposes the epistemic role heuristics and interdisciplinarity possess as methodological toolboxes for philosophy of science in practice. It is defended that other ways of constructing sciences would be through different dynamics such as collaborative networks and interdisciplinarity research contributing to the vision of Trading Zones from Peter Galison, in which bridges between specialized disciplines are created in order to exchange knowledge and information. (shrink)

The aim of this present study is to investigate the influence of three learning contexts on the development of motor creativity of young footballers. In team sport, creativity is a fundamental issue because it allows players to adapt in an environment of high social uncertainty. To carry out this work, we suggest a method for assessing motor creativity into ecological situations based on the analysis of praxical communications. Creativity originates from an interaction between divergence and convergence. In our (...) case, the number of communications and the diversity of updated communications are our divergence indicators. Convergence, understood as the ability to make good decisions, is assessed by two expert judges. Sixty boys’ football players coming from three football clubs participated in this research. The study lasted 2 years. Each year, a team of 10 players from each club participated in the research twice a week for 32 weeks, these groups attended different training sessions: the control group followed a classical learning; the decoding group attended training focused on learning the praxemes of football; the traditional sporting games group followed a training session that was jointly focused on praxemes and the practice of traditional sporting games. The motor creativity of players and groups was assessed both at the beginning and at the end of the year during football matches. Compared to the control group, in the post-test, the group with the highest fluidity is the decoding group and the one with the highest fluidity is the traditional sporting games group. The latter group is also the one with the best convergence. The results showed that traditional games can help develop players’ creative abilities. This research invites us to investigate the complementarity between the different offered training. (shrink)

Even though the assessment of competitive anxiety responses (intensity, interpretation, and frequency) using the time-to-event paradigm has gained much attention, literature on the account of these same experiences in-event and their corresponding psychological skills adopted under differing conditions is limited. This is a follow up investigation to establish the extent to which associated anxiety responses are stable or dynamic and whether this pattern could be related to reported psychological skills under low or high stressful conditions across gender. Twenty-three (...) high level (N= 13 males and 10 females) Ghanaian Table Tennis players provided data through completion of modified versions of Competitive State Anxiety Inventory-2 (CSAI-2), incorporated with directional and frequency of intrusion scales and the Test of Performance Strategies (TOPS) inventory during breaks within competitive fixtures. MANCOVAs (gender x stress condition) with follow-up analyses revealed no significant interactions and no main effect for gender but significant main effects were realized for all anxiety dimensions and psychological skills for only the second factor. Specifically, the intensity and frequency of cognitive and somatic state anxiety symptoms increased and were interpreted as debilitative under the high stress condition, although self-confidence and other array of psychological skills were highly displayed under the same stressful condition. Findings highlight the dynamic characteristics of in-event associated anxiety responses and ineffectiveness of deployed psychological skills regardless of gender. These perhaps show the exceptionality of affective experiences in an African setting, suggesting a culturally diversified approach to psychological skills application, if desirable effects are to be attained. (shrink)

The general process view of learning, which guided research into learning for the first half of this century, has come under attack in recent years from several quarters. One form of criticism has come from proponents of the so-called biological boundaries approach to learning. These theorists have presented a variety of data showing that supposedly general laws of learning may in fact be limited in their applicability to different species and learning tasks, and they argue that the limitations are drawn (...) by the nature of each species' adaptation to the particular requirements of its natural environment. The biological boundaries approach has served an important critical function in the move away from general process learning theory, but it is limited in its ability to provide an alternative to the general process approach. In particular, the biological boundaries approach lacks generality, it is in some respects subservient to the general process tradition, and its ecological content is in too many cases limited toex post factoadaptive explanations of learning skills. A contrasting, ecological approach to learning, which can provide a true alternative to general process theory, is presented. The ecological approach begins by providing an ecological task description for naturally occurring instances of learning; this step answers the question:Whatdoes this animal learn to do? The next step is an analysis of the means by which learning occurs in the course of development, answering the question:Howdoes the animal learn to do this? On the basis of such analyses, local principles of adaptation are formulated to account for the learning abilities of individual species. More global principles are sought by generalization among these local principles and may form the basis for a general ecological theory of learning. (shrink)

The pursuit of a sustainable future necessitates the integration of critical thinking into environmental education, as it plays a crucial role in equipping individuals with the necessary skills and knowledge to address complex environmental challenges. This article aims to examine the significance of critical thinking in the educational framework for cultivating ecological culture. By exploring the relationship between critical thinking skills and sustainable practices, the study analyzes how critical thinking abilities can contribute to creating a solid foundation (...) for a sustainable future. This article presents the findings of a sociological survey conducted between March and June 2023, focusing on assessing the development of environmental culture competencies among residents of Yekaterinburg City (N = 250). The survey utilized a Google Form as the data collection tool. Statistical analysis was performed using the Vortex program version 10.0. The study findings indicate a significant level of ownership and shared responsibility among residents, suggesting their active engagement as catalysts for positive change in fostering a sustainable and equitable society. The findings of the study revealed that the city’s ecological situation is considered one of the most urgent issues by the citizens of Yekaterinburg. The article proposes a model of ecological culture in academic disciplines and presents a structured approach to raising environmental awareness in conjunction with the integration of critical thinking into academic disciplines. (shrink)

The recent upsurge in “brain-training and perceptual-cognitive-training", proposing to improve isolated processes such as brain function, visual perception and decision-making, has created significant interest in elite sports practitioners, seeking to create an ‘edge’ for athletes. The claims of these related 'performance-enhancing industries' can be considered together as part of a process training approach proposing enhanced cognitive and perceptual skills and brain capacity, to support performance in everyday life activities, including sport. For example, the 'process-training industry' promotes the idea that (...) playing games not only makes you a better player, but also smarter, more alert, and a faster learner. In this position paper we critically evaluate the effectiveness of both types of process-training programmes in generalizing transfer to sport performance. These issues are addressed in three stages. First, we evaluate empirical evidence in support of perceptual-cognitive process training, and its application to enhancing sport performance. Second, we critically review putative modularised mechanisms underpinning this kind of training, addressing limitations and subsequent problems. Specifically, we consider merits of this highly specific form of training, which focuses on training of isolated processes such as cognitive processes (attention, memory, thinking) and visual perception processes, separately from performance behaviors and actions. We conclude that these approaches may, at best, may provide some 'general transfer' of underlying processes to specific sport environments, but lack 'specificity of transfer' to contextualize actual performance behaviors. A major weakness of process training methods is their focus on enhancing performance in body “modules” (e.g., eye, brain, memory, anticipatory sub-systems). What is lacking is evidence on how these isolated components are modified and subsequently interact with other process “modules”, which are considered to underlie sport performance. Finally, we propose how an ecological dynamics approach, aligned with an embodied framework of cognition undermines the rationale that modularised processes can enhance performance in competitive sport. An ecological dynamics perspective proposes that the body is a complex adaptive system, interacting with performance environments in a functionally integrated manner, emphasising that the inter-relation between motor processes, cognitive and perceptual functions and the constraints of a sport task is best understood at the performer-environment scale of analysis. (shrink)

In this paper I take up John Searle's account of ?Background capacities? to render intelligible the presupposed and hidden aspects of the background conditions that enable the performance of skilled movement. The paper begins with a review of Searle's initial account of Background capacities and how this picture can be applied to account for skilled movement in sport. Then an objection to this picture is addressed, claiming that Searle's initial picture might ?overrepresentationalise? background conditions. Moreover, this objection prompts how Searle (...) has modified his initial picture of background conditions in accordance with his more recent ?connection principle?. Searle's recent account of background conditions is then elaborated and discussed in the second half of the paper. The discussion emphasises three distinct levels of analysis in Searle's framework necessary to a full understanding of his background conditions: (i) the neurophysiological level; (ii) the descriptive higher-order practical skill level; and (iii) the logical level of integration. It is argued that Searle's logical framework is found plausible, but that more work is needed to better understand the background conditions of skilled movement in terms of neurophysiological capacities and practical skills from both scientific and philosophical perspectives. (shrink)

Background and purpose: The functional understanding and examination of competitive anxiety responses as temporal events that unfold as time-to-competition moves closer has emerged as a topical research area within the domains of sport psychology. However, little is known from an inclusive and interaction oriented perspective. Using the multidimensional anxiety theory as a framework, the present study examined the temporal patterning of competitive anxiety, focusing on the dimensions of intensity, direction, and frequency of intrusions in athletes across gender and skill level. (...) Methods: Elite and semi-elite Table Tennis athletes from the Ghanaian league (N= 90) completed a modified version of Competitive State Anxiety Inventory-2 (CSAI-2) with the inclusion of the directional and frequency of intrusion scales at three temporal phases (7 days, two days and 1 hour) prior to a competitive fixture. Results: MANOVA repeated measures with follow-up analyses revealed significant interactions for between-subjects factors on all anxiety dimensions (intensity, direction and frequency). Notably, elite (international) female athletes were less cognitively anxious, showed more facilitative interpretation towards somatic anxiety symptoms and experienced less frequency of somatic anxiety symptoms than their male counterparts. However, both elite groups displayed appreciable level of self-confidence. For time-to-event effects, both cognitive and somatic anxiety intensity fluctuated whereas self-confidence showed a steady rise as competition neared. Somatic anxiety debilitative interpretation slightly improved 1 hour before competition whereas cognitive anxiety frequencies also increased progressively during the entire preparatory phase. Conclusions: Findings suggest a more dynamic image of elite athletes’ pre-competitive anxiety responses than suggested by former studies, potentially influenced by cultural differences. The use of psychological skills interventions that require effective structure, content, and timing in a composite manner is suggested. (shrink)

We sought to gain more insight into the effects of attention focus and time constraints on skill learning and performance in novices and experts by means of two complementary experiments using a table tennis paradigm. Experiment 1 showed that skill-focus conditions and slowed ball frequency disrupted the accuracy of experts, but dual-task conditions and speeded ball frequency did not. For novices, only speeded ball frequency disrupted accuracy. In Experiment 2, we extended these findings by instructing novices either explicitly (...) or by analogy . Explicitly instructed novices were less accurate in skill-focused and dual-task conditions than in single-task conditions. Following analogy instruction novices were less accurate in the skill-focused condition, but maintained accuracy under dual-task conditions. Participants in both conditions retained accuracy when ball frequency was slowed, but lost accuracy when ball frequency was speeded, suggesting that not attention, but motor dexterity, was inadequate under high temporal constraints. (shrink)

The current status of Beilock and Carr's "execution focus" theory of choking under pressure in performance of a sensorimotor skill is reviewed and assessed, mainly from the perspective of cognitive psychology, and put into the context of a wider range of issues, attempting to take philosophical analysis into account. These issues include other kinds of skills, pre-performance practice, post-performance evaluation and repair, and integrating new and creative achievements into repertoires of heavily practiced routines. The focus is on variation (...) in the demand for reflection versus automaticity across the full gamut of learning and experience, not just game-time performance. Though automaticity remains important and there are many circumstances in which being "in the zone" is good whereas “execution focus” can do harm, it appears that reflective action deserves just as much a place at the performance table as does unreflective action. (shrink)

The phenomenology of atmospheres is recently gaining attention in debates on situated affectivity. Atmospheres are defined as holistic affective qualities of situations that integrate disparate affective forces into an identifiable and unitary gestalt. They point to a blurred, pathic, relational, and pre-individual form of experience which has been described in terms of ecological affordances. Despite its relevance in diverse areas of research such as architecture, phenomenological psychiatry and aesthetics, a thorough analysis of the phenomena of affective atmospheres from (...) an enactive-ecological perspective is missing in the literature. This article aims at clarifying how and to what extent affective atmospheres can be accommodated into ecological-enactive understandings of the environment in terms of affordances. To do so, I review four perspectives on ecological affordances – the gibsonian account, the relational account, affective affordances, and the Skill Intentionality Framework (SIF) – and contrast them with the ontological and epistemológical principles that ground the phenomenology of atmospheres. I argue that only the field perspective developed in SIF is compatible with the phenomenology of atmospheres. From this perspective, affective atmospheres can be understood as phenomenological counterparts of context sensitivity, that is, as the holistic and pathic background feelings that make certain affordances more salient than others. As a conclusion, the analysis in this article shows the potential of the phenomenology of atmospheres to enrich the ecological-enactive cognition framework. It also highlights the opportunity to construct a situated understanding of affectivity that is informed by phenomenological perspectives. (shrink)

Imagine a 5-stone weakling whose brain has been loaded with all the knowledge of a champion tennis player. He goes to serve in his first match – Wham! – His arm falls off. The 5-stone weakling just doesn’t have the bone structure or muscular development to serve that hard. There are, clearly, different types of knowledge/ability/skill, only some of which are a matter of what can be transferred simply by passing signals down a wire from one brain (or computer) (...) to another. Sometimes it is the body (the hardware) which knows. (shrink)

Given the discovery of a distributed language and motor functional network, surprisingly few studies have explored whether language processing is related to motor skill training. To address this issue, the present study used functional magnetic resonance imaging to compare whole-brain activation between nonexperts and experts in table tennis, an open skill sport in which players make rapid decisions in response to an ever-changing environment. Whole-brain activation was assessed in 30 expert table tennis players with more than (...) 7 years’ experience and 35 age-matched nonexpert college students while they performed both a size and a semantic judgment task of words presented on a monitor. Compared with nonexperts, expert table tennis players showed greater activation in the left middle occipital gyrus and right precuneus while judging the size of the words versus during baseline fixation. They also showed greater activation in the left lingual gyrus during the semantic judgment task versus during baseline fixation. Our findings indicate that the visual regions engaged in language processing are associated with open motor skill training. (shrink)

This chapter explores the practice of Body Weather (BW), a postmodern dance methodology, addressing how BW performers experience and enact agency in this context of practice. Adopting a cognitive ecological, ethnographic, and phenomenological approach, this work focuses on the creation of AURA NOX ANIMA (2016) – a short dance film directed by Sydney-based visual artist Lux Eterna and filmed on the sandy dunes in Anna Bay, New South Wales, Australia – to underscore the role played by the physical and (...) cultural environment in shaping BW performers’ sense of agency. Through the analysis of salient features of BW methodology, that include the practice of bisoku, slow movement, and the cultivation of an attention to the changing ‘weather’ of the performance ecology, this chapter suggests an ecological notion of agency as a key concept in the study of embodied cognition in performance. The chapter emphasises the relevance of addressing the environment-culture-context situatedness in the study of performance practices. (shrink)

Dominant theoretical models of autism and resultant research enquiries have long centered upon an assumed autism-specific empathy deficit. Associated empirical research has largely relied upon cognitive tests that lack ecological validity and associate empathic skill with heuristic-based judgments from limited snapshots of social information. This artificial separation of thought and feeling fails to replicate the complexity of real-world empathy, and places socially tentative individuals at a relative disadvantage. The present study aimed to qualitatively explore how serious literary fiction, through (...) its ability to simulate real-world empathic response, could therefore enable more ecologically valid insights into the comparative empathic experiences of autistic and non-autistic individuals. Eight autistic and seven non-autistic participants read Of Mice and Men for six days while completing a semi-structured reflective diary. On finishing the book, participants were asked to engage in three creative writing tasks that encouraged reflective thinking across the novel. Thematic and literary analysis of the diary reflections and writing tasks revealed three main themes Distance from the Novel; Mobility of Response; Re-Creating Literature. Findings demonstrated the usefulness of serious literature as a research tool for comparing the empathic experiences of autistic and non-autistic individuals. Specifically, autistic individuals often showed enhanced socio-empathic understandings of the literature with no empathy deficits when compared to non-autistic participants. (shrink)

The future of labour appears as one of the crucial themes of the sociological and economic reflections. Sociologists and economists proclaim a shrinking scope of labour and, consequently, a certain elitism of jobs. In their opinion, professional work will be a privilege for those who are more skilled and better educated, and those who are able to face the challenges of the rapid technological progress. This will be causing an unknown future of the reality of both common unemployment and enforced (...) idleness, and, consequently, a deep social transformation. Questions related to human labour from the very beginning are an important field of involvement for the ecumenical movement. Theologians and churchmen of different Christian confessions, while striving for unity, put the stress on the common reflection and activity in order to counteract poverty and unemployment. An example is a biblical economics developed in the ecumenical movement, an attempt to apply both some specific biblical economic ideas and biblical general model of economic relations to the contemporary economic systems, to make them more just and more ecological. This article presents the most important elements of the biblical economics and considers their relevance for the sphere of human labour in the perspective of the oncoming crisis. Research methods encompass analysis of the presentations developed within the World Council of Churches as well as some sociological diagnosis concerning professional and wage work. (shrink)

Greening the Past argues that 'western civilization' is rapidly approaching a crisis unique in world history, and that a new world-view now emerging is best encapsulated by a Green, anarchist-ecological analysis. The approach outlined in this book embraces general systems theory and recent discoveries in physics as well as key philosophical issues such as the nature of time, objectivity and causality, and an eco-psychological view of human nature. It includes new interpretations of the place of myth and language (...) in historical writing and urges a re-evaluation of the dialectical method. (shrink)

Within the ecological and enactive approaches in cognitive science, a tension exists in how the process of skill learning is understood. Skill learning can be understood in a narrow sense, as a process of bodily change over time, or in an extended sense, as a change in the structure of the animal–environment system. We propose to resolve this tension by rejecting the first understanding in favor of the second. We thus defend an extended approach to skill learning. An extended (...) understanding of skill learning views bodily changes as being embedded in a larger process of interaction between the organism and specific structures in the environment. Such an extended approach is committed to the claims that (1) the appropriate unit of analysis for understanding skill learning is not the body but the activity and (2) learning consists in the establishment and adaptive organization of enabling constraints on that activity. We focus on two example cases: maintaining upright posture and walking. In both cases, environmental structures play a constitutive role in the activity throughout learning, but the specific environmental structures that are involved in the activity change over time. At an early stage, the child makes use of an environmental “support”—for example, holding onto furniture to maintain upright posture. Later, once further constraints have been established, the child is able to let go of the furniture and remain upright. We argue that adopting an extended understanding of skill learning offers a promising strategy for unifying ecological and enactive approaches and can also potentially ground a radically embodied approach to higher cognition. (shrink)

Cognition has traditionally been understood in terms of internal mental representations, and computational operations carried out on internal mental representations. Radical approaches propose to reconceive cognition in terms of agent-environment dynamics. An outstanding challenge for such a philosophical project is how to scale-up from perception and action to cases of what is typically called ‘higher-order’ cognition such as linguistic thought, the case we focus on in this paper. Perception and action are naturally described in terms of agent-environment dynamics, but can (...) a person’s thoughts about absent, abstract or counterfactual states of affairs also be accounted for in such terms? We argue such a question will seem pressing so long as one fails to appreciate how richly resourceful the human ecological niche is in terms of the affordances it provides. The explanatory work that is supposedly done by mental representations in a philosophical analysis of cognition, can instead be done by looking outside of the head to the environment structured by sociomaterial practices, and the affordances it makes available. Once one recognizes how much of the human ecological niche has become structured by activities of talking and writing, this should take away at least some of the motivation for understanding linguistic thinking in terms of content-bearing internal representations. We’ll argue that people can think about absent, abstract or counterfactual because of their skills for engaging with what we will call “enlanguaged affordances”. We make use of the phenomenological analysis of speech in Merleau-Ponty to show how the multiple affordances an individual is ready to engage with in a particular situation will typically include enlanguaged affordances. (shrink)

Willingness to collaborate across disciplinary boundaries is necessary but not sufficient for project success. This is a case study of a transdisciplinary project whose success was constrained by contextual factors that ultimately favoured technical and scientific forms of knowledge over the cultural intelligence that might ensure technical solutions were socially feasible. In response to Alaskan Water and Sewer Challenge, an international team with expertise in engineering, consultative design and public health formed in 2013 to collaborate on a two-year project to (...) design remote area water and sanitation systems in consultation with two native Alaskan communities. Team members were later interviewed about their experiences. Project processes are discussed using a ‘Knowledge Ecology’ framework, which applies principles of ecosystems analysis to knowledge ecologies, identifying the knowledge equivalents of ‘biotic’ and ‘abiotic’ factors and looking at their various interactions. In a positivist ‘knowledge integration’ perspective, different knowledges are like Lego blocks that combine with other ‘data sets’ to create a unified structure. The knowledge ecology framework highlights how interactions between different knowledges and knowledge practitioners are shaped by contextual factors: the conditions of knowledge production, the research policy and funding climate, the distribution of research resources, and differential access to enabling infrastructures. This case study highlights the importance of efforts to negotiate between different knowledge frameworks, including by strategic use of language and precepts that help translate social research into technical design outcomes that are grounded in social reality. (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)

The current status of Beilock and Carr's "execution focus" theory of choking under pressure in performance of a sensorimotor skill is reviewed and assessed, mainly from the perspective of cognitive psychology, and put into the context of a wider range of issues, attempting to take philosophical analysis into account. These issues include other kinds of skills, pre-performance practice, post-performance evaluation and repair, and integrating new and creative achievements into repertoires of heavily practiced routines. The focus is on variation (...) in the demand for reflection versus automaticity across the full gamut of learning and experience, not just game-time performance. Though automaticity remains important and there are many circumstances in which being "in the zone" is good whereas “execution focus” can do harm, it appears that reflective action deserves just as much a place at the performance table as does unreflective action. (shrink)

Objective performance measures are vastly used in sport psychology despite their inherent limitations (e.g., unaccounted baseline differences). Founded on the nature of group goals in team sports, we aimed at developing the Perceived Performance in Team Sports Questionnaire (PPTSQ) to capture the team members’ perception of their team’s performance. Accordingly, three dimensions were hypothesized:effort investment, skills execution, andperceived outcome. To measure these dimensions, items were generated to address the players’ perception of their team performance as a whole. Four samples (...) of athletes were used to test the psychometric properties of the PPTSQ: professional (n= 231), collegiate (n= 222), professional—retest (n= 89), and mixed professional–collegiate (n= 139). Exploratory and confirmatory factor analyses were used to estimate construct and content validities. These procedures revealed a better data fit to a two-dimensional model that consists of effort investment and perceived outcome. The reliability analyses for the PPTSQ provide satisfactory evidence that the questionnaire is a reliable measure of perceived performance in team sport. Adequate internal consistency emerged for both dimensions (0.75 < ω < 0.89). Furthermore, a high correlation was obtained for temporal stability. Concurrent validity was addressed by correlating the PPTSQ scores with the Group Environment Questionnaire and the Team Assessment Diagnostic Instrument. Correlational analysis between the PPTSQ and an objective measure of performance was used to test its predictive validity. The correlations strongly support the concurrent and predictive validities of the PPTSQ. We conclude that our perceived performance questionnaire can address various objective measures shortcomings (e.g., considering base-rate biases) resulting in a more meaningful team performance metric. Implication of the PPTSQ for sport psychology research and applied work enhancement are discussed in detail. (shrink)

Today, the skills-based approach is increasingly in demand by companies due, in large part, to the fact that it favors the management of human resources by focusing on individual capabilities; which, finally, improves the job profile of a company. As a result, choosing the right candidates has become increasingly selective. Universities, therefore, need to teach skills to improve the incorporation of graduates into the workplace making it as successful as possible. For this reason, it is of special relevance (...) to know if college students consider that the acquisition of skills is key for their incorporation into the workplace. The main objective of this study was to analyze and compare the importance assigned to the acquisition of basic skills in the university education of 694 students studying four different bachelor degrees: pedagogy, early childhood education, primary education, and psychology. For this purpose, a Likert-type questionnaire on basic skills was distributed with four possible options and the following five dimensions that grouped basic skills: organizational and planning capacity; access to information sources; analysis and synthesis of texts, situations, and people; teamwork; and problem solving. The results show that as a whole all students across different bachelor degrees gave a high score to the acquisition of basic skills, with early childhood education students giving it greater importance compared to the students from other disciplines and, more specifically, differences were observed in some dimensions depending on the bachelor degree that they have started. (shrink)

The paper intends to objectively review the ecological understanding of Upaniṣhadic ṛṣis. Since ecology is a modern notion, it is required to precisely place it within the Upaniṣhadic thought. For that purpose, a possible ontological structure of Upaniṣhadic philosophy is sorted in which the discussion of ecology becomes meaningful. Upaniṣhadic ṛṣis conceived ecology as a part of their metaphysics, that is, one which is assisted by the devatas. There is a dependent coexistence between Devatas, Humans and the world. This (...) feature of Upaniṣhadic philosophy should not be treated as a declaration for environmental conservation. It is rather seen as a theory of consumption and calibration from both sides. Although ecology is integrated into the Upaniṣhadic metaphysics, it is not one of the subject matters of Upaniṣhads. An understanding of ecology traceable from Upaniṣhads is supplementary to Upaniṣhadic theory of Devatas. Thus, the author concludes that the Upaniṣhadic ecology is metaphysical rather than natural. (shrink)

Tycho Brahe was not just an observer; he was a skilled theoretical astronomer, as his lunar and solar models show. Still, even if he is recognized for proposing the Geoheliocentric system, little do we know of the technical details of his planetary models, probably because he died before publishing the last two volumes of his Astronomiae Instaurandae Progymnasmata, which he planned to devote to the planets. As it happens, however, there are some extant drafts of his calculations in Dreyer’s edition (...) of Tycho’s Opera Omnia under the name Calculi ad Corrigenda Elementa orbitae Saturni, which, to the best of my knowledge, have not yet been analyzed before. In these manuscripts, Tycho starts with calculations based on the Prutenic Tables and makes a series of adjustments to the mean longitude, the longitude of the apogee, and the eccentricity to fit a series of observations of oppositions. In doing that, Tycho describes and applies a new method for obtaining accurate values for the parameters of the superior planets, he develops a divided eccentricity model of Saturn, similar to the one we know Longomontanus and Kepler applied to Mars, and finally he realizes that the true position of the Sun somehow affects the motion of Saturn around the zodiac and develops a method to correct the position of Saturn as a function of solar equation of anomaly. So, a close analysis of the calculations reveals details of the Tychonic planetary models unknown until now. The present study analyzes these drafts. (shrink)

Communication is central to leadership and determines how organizations function and how employees are motivated. Therefore, this research paper aims at comparing English language ability, and management skills, and other elements of leadership. This paper undertakes a qualitative approach wherein the authors review literature and numerous case studies from diverse industries to explore the role of English language proficiency in facilitating leaders to articulate a vision, mobilise people and get things done. At the same time, the paper considers how (...) different managerial approaches, including transformational and transactional leadership, depend on communication to be executed. High English language proficiency improves the message clarity and interpersonal communication, but it is the ability to find and implement effective management approaches that promotes creativity, teamwork, and effectiveness when working in a global environment. The present study demonstrates the co-dependency of language skills and strategic management for the accomplishment of organizational goals and aims. (shrink)

The ability to design engineering drawings using Auto CAD (Automatic Computer Aided Design) is a major issue needed in work for contractors and planning consultants. This study aims to determine the level of students' ability in making engineering drawing designs using AutoCAD Students who take engineering drawing courses are adjusted to the competency of certificate IV in Engineering Drafting according to the AQF (Australian Qualification Framework) standard, the competency unit taken is Operating a computer-aided design system (CAD) and producing basic (...) drawing elements. Evaluation is used with tests designed based on three levels: advanced beginner, capable, and proficient. Furthermore, the test results are reviewed according to the level of ability Foundation skill, and employability skill The results of this study show the ability of students in drawing with Auto CAD, for advanced beginners and capable, their abilities are high, while the ability at the proficient level is still low. this is used as feedback for improving learning and developing further research. (shrink)

For the past half a century, Latin American scholars have been pointing toward the emergence of new social actors as agents of social and political democratization. The first wave of actors was characterized by the emergence of novel agents—mainly, new popular movements—of social transformation. At first, the second wave, epitomized by nongovernmental organizations, was celebrated as the upsurge of a new civil society, but later on, it was the target of harsh criticism. The literature often portrays this development in Latin (...) American civil society as a displacement trend of actors of the first wave by the second wave—“NGOization”—and even denounces new civil society as rootless, depoliticized, and functional to retrenchment. Thus, supposedly, NGOization encumbers social change. The authors argue that NGOization diagnosis is a flawed depiction of change within civil society. Rather than NGOization related to the depoliticization and neoliberalization of civil society, in Mexico City and São Paulo, there has been modernization of organizational ecologies, changes in the functional status of civil society, and interestingly, specialization aimed at shaping public agenda. The authors argue that such specialization, instead of encumbering social change, brings about different repertoires of strategies and skills purposively developed for influencing policy and politics. Their argument relies on comparative systematic evidence. Through network analysis, they examine the organizational ecology of civil society in Mexico City and São Paulo. (shrink)

The purpose of this study is to examine how trends in the use of images in modern life science journals have changed since the spread of computer-based visual and imaging technology. To this end, a new classification system was constructed to analyze how the graphics of a scientific journal have changed over the years. The focus was on one international peer-reviewed journal in life sciences, Cell, which was founded in 1974, whereby 1725 figures and 160 tables from the research articles (...) in Cell were sampled. The unit of classification was defined as a graphic and the figures and tables were divided into 5952 graphics. These graphics were further classified into hierarchical categories, and the data in each category were aggregated every five years. The following categories were observed: data graphics, explanation graphics, and hybrid graphics. Data graphics increased by more than sixfold between 1974 and 2014, and some types of data graphics including mechanical reproduction images and bar charts displayed notable changes. The representation of explanatory graphics changed from hand-painted illustrations to diagrams of Bezier-curves. It is suggested that in addition to the development of experimental technologies such as fluorescent microscopy and big data analysis, continuously evolving application software for image creation and researchers’ motivation to convince reviewers and editors have influenced these changes. (shrink)

The zone of latent solutions hypothesis provides an alternative approach to explaining cultural patterns in primates and many other animals. According to the ZLS hypothesis, non-human great ape cultures consist largely or solely of latent solutions. The current competing hypothesis for ape culture argues instead that at least some of their behavioural or artefact forms are copied through specific social learning mechanisms and that their forms may depend on copying. In contrast, the ape ZLS hypothesis does not require these forms (...) to be copied. Instead, it suggests that several social learning mechanisms help determine the frequency of these behaviours and artefacts within connected individuals. The ZLS hypothesis thus suggests that increases and stabilisations of a particular behaviour’s or artefact’s frequency can derive from socially-mediated form reinnovations. Therefore, and while genes and ecology play important roles as well, according to the ape ZLS hypothesis, apes typically acquire the forms of their behaviours and artefacts individually, but are usually socially induced to do so. The ZLS approach is often criticized—perhaps also because it challenges the current null hypothesis, which instead assumes a requirement of form-copying social learning mechanisms to explain many ape behavioural forms. However, as the ZLS hypothesis is a new approach, with less accumulated literature compared to the current null hypothesis, some confusion is to be expected. Here, we clarify the ZLS approach—also in relation to other competing hypotheses—and address misconceptions and objections. We believe that these clarifications will provide researchers with a coherent theoretical approach and an experimental methodology to examine the necessity of form-copying variants of social learning in apes, humans and other species. (shrink)

This article analyses the Swedish TV series Hållbart näringsliv (HN) to study hegemonic discursive formations over the meaning of the climate crisis. Combining new materialist approaches in discourse studies with a political ecology understanding of the socio-ecological entanglement, we propose the concept of technocratic solutionism to understand how the neo-liberal green economy secures instrumentalist discourses on nature in the Swedish context. The discourse-theoretical analysis of nine HN episodes identifies four nodal points which articulate the technocratic solutionist discourse: capital’s (...) leading role, Nordic exceptionalism, substitutionalism and long-termism. We argue that the climate crisis can be understood as a materiality that dislocates capitalist assemblages, which then, in response, deploy a techno-solutionism discourse to protect the core principles of economic growth and profitability while marginalizing potential radical alternatives. (shrink)

This study reports an ecologic analysis of the relationship between mean birth weight (MBW) and nutritional, medical and social variables, using 1982 data for 47 prefectures in Japan.

In this paper, we analyze the astronomical tables for 1340 by Immanuel ben Jacob Bonfils who flourished 1340–1365, based on four Hebrew manuscripts. We discuss the relation of these tables principally with those of al-Battānī, Abraham Bar Ḥiyya, and Levi ben Gerson, as well as with Bonfils’s better known tables, called Six Wings. An unusual feature of this set of tables is that there are two kinds of mean motion tables, one arranged for Julian years from 1340 to 1380, months, (...) days, hours, and minutes of an hour, and the other arranged in the Hebrew calendar for the times of conjunctions and oppositions of the Sun and the Moon only, with subtables for 19-year cycles, single years in a 19-year cycle, and months. The latter arrangement is found in Bonfils’s Six Wings for solar and lunar motions only, whereas in his Tables for 1340, this arrangement applies to all planets. Notably absent are tables for the trigonometric functions, etc., that are generally found in such sets of astronomical tables. (shrink)

Essential Logic offers: BL Readability. A dialogue-like yet challenging style makes this introductory logic textbook engaging and interesting. BL Essentials. Deductive and inductive reasoning, formal and informal logic are placed within a philosophical perspective. BL Rigor. A careful sequence of learning steps communicates the essential skills of reasoning and directs students to write, support, and argue by connecting criticism to key concepts. BL Relevance. Explanations and examples take students' lives into consideration and are designed for students with diverse backgrounds (...) and a wide range of experiences. BL A Theme. Traditional concepts are integrated with a discussion of modern technological issues and the world view of modern science. A unique chapter on Logic and Hope addresses questions students often ask and suggests a global perspective. BL Controversy. Students are encouraged to defend and critique positions--including those presented by the author. A unique final chapter on Fuzzy Logic is framed as a debate between Western and Eastern philosophy. BL Exercises. Students gain confidence in recognizing arguments, structuring them into premises and conclusions, identifying and critiquing informal fallacies, while learning to create, follow, and appreciate symbolic reasoning trails. BL Coverage. Chapters cover Argument Recognition and Language Analysis, Inductive Reasoning, Structuring Informal Fallacies, Symbolic Translation, Truth Tables, Formal Proofs of Validity, Quantification, and the basics of Fuzzy Set Theory and Propositional Logic. (shrink)

In this paper I present two reasons why generalized skill-selection--a policy whereby skill, education, and economic independence are indefinitely prioritized in immigration decisions--is pro tanto unjust. First, such policies feed into existing biases, exacerbating status harms for low-SES citizens. The claim that we prefer the skilled to the unskilled, the educated to the uneducated, and the financially secure to the insecure is also heard by citizens. And there is considerable overlap between this message and the stereotypes and biases that set (...) their social status. Skill-selection can reinforce these biases, offering state support for the claim that they are less desirable as members of the society. -/- Second, the need for skilled immigrants ordinarily depends upon and reinforces failures of fair equality of opportunity (FEO). According to the dependency thesis, the need for skilled migrants stems from a failure to ensure domestic FEO. Many low-SES residents would desire to work, for example, as doctors or nurses. However, unequal education, as well as poverty and debt, have made such opportunities largely inaccessible. According to the reinforcement thesis, skill-selection disincentivizes the pursuit of FEO. A state that can meet domestic labor needs through less costly immigration policies will be disinclined to pursue programs designed to equalize opportunities for low-SES residents. -/- Generalized skill-selection in high-income countries like the US is, therefore, pro tanto unjust. However, this is not an argument for excluding the skilled. Skilled immigrants can be admitted through other policies—open borders, family-reunification, or a lottery—without the state signaling that the skilled are more desirable or perpetuating failures of FEO. And states can, responding to local emergencies, temporarily select for particular professions without contributing to these injustices. These concerns only arise when skill is generally and indefinitely prioritized. (shrink)

As there are changes in today's needs of the information society, the development of information technologies, the information behavior of scientists, the habits of information processing and its management in modern scientific libraries form their unique, atypical and constantly changing functions. This forces scientific libraries to take on new roles while ensuring the stability of their traditional roles. The vision for the future of the academic library is to become an academic partner from the service provider [1]. Preparation of employees (...) for doing the right job is becoming more and more important and challenging. The combination of individual self-expression, knowledge and skills undoubtedly contributes to the successful implementation of changes, therefore it is important to focus on and distinguish significant employee competencies to ensure organizational goals.In recent decades academic libraries conditioned by the changes happening in information society have fundamentally changed their activities: reorganize structures, carry out reorganization in collections, improve information search systems, organize open access to scientific resources, redistribute budget priorities, expand collaboration with academic community, organize the training and participate in the training process, focus on employee learning, implementation and adaptation of new technologies, conduct scientific research, constantly improve services.The role of today's scientific libraries is not limited to the diversity of book collections and the ways in which they are stored, they play an active role in building technology and knowledge infrastructures. It is now more evident that the functions of libraries' dissemination of information, accessibility, storage and social functions are crucial. "In the age of technology, the availability of information streams and the efficiency of their processing are becoming critical criteria for determining the quality and attractiveness of libraries" [2]. The abundance and variety of exploring scientific research sources are equally important for their availability and presentation. Therefore, the transformation of library staff from a curator of publications to a high-tech specialist or IT consultant in modern scientific libraries is an inevitable phenomenon.Having done the systematic analysis of scientific literature [3-7], the article presents the refined competencies of library employees as a result of changes in library activities and necessary for their successful implementation (see Table). Taking into account that organizational intelligence is one of the main guarantees of the quality of activities, which ensures the possibility to implement organizational changes, such competencies as personal knowledge, skills (abilities) and personal qualities (internal readiness) are necessary for implementing library changes. It can be noted that the greatest success of change implementation is determined by the skills (abilities) and personal qualities of the employees. This demonstrates that the library staff should be flexible, operational, tolerant, able to successfully develop their skills, and effectively apply other personal qualities to prepare for changes in the organization.Table 1. Necessary staff competencies to implement library changesKnowledgeProfessional; Knowledge of technologyManagement of information resourcesOrganized management of information resourcesPractical application of advanced technologiesBudget managementManagement of information and communicationInterest in scientific communication trendsAbilities (skills)Academic perceptivity; Development of activity projectsAnalyzing digital systems; Planning changeAbility to recognize and characterize information environment featuresIntegration into educational and scientific research processesPlanning and coordination of activities· Conducting trainings for student information educationAbility to acquire information and manage its contentCommunicationGuidance on political and legal issuesIntegration of library information into study processesManagement and coordination of electronic resourcesAbility to work in a teamCreating the most acceptable and comfortable conditions for the users working with informationAbility to negotiate; Development of operating methodsIntegration of new planned activitiesUnderstanding and applying digital systemsInformation search engine developmentDeveloping a library training programManagement of organization’s knowledgePersonal qualitiesPerssistence; FlexibilityCreativity; PromptnessCuriosity DiscretionSocial networkingAnalytical and logical thinkingTolerance to changeOptimism; Realization of consumer claimsLeadership; EnthusiasmSelf-confidence; Confidentiality Librarians are skillful creators of information and knowledge, users and organizers who can make an effective contribution to science and learning when operating effectively. This can be seen in the library employees’ distinguished functional, managerial, organizational, negotiation (communication, cooperation), education, coordination (planning, integration), understanding and analysis of digital systems, development of projects and methodologies, and data analysis and evaluation abilities. The knowledge of the library staff was detailed based on the main knowledge groups, i.e. professional, theoretical, technological, management, scientific communication, digital systems. It is almost certain that in recent decades changes in libraries have created new concepts of librarians' erudition.Knowledge such as technological, digital systems and, to some extent, scientific communication were certainly not on the list of key competencies of the traditional library staff. This proves the fundamental transformation of library staff competence in an inclusive digital environment.In conclusion, it could be stated that changes of activities in academic libraries initiate changes in staff competences - in the context of changes, there is a need for the staff to develop new or existing competences that are attributed to skill and knowledge, and personal qualities groups. It is these competences that need to be strengthened, since only a combination of them will lead to successful implementation of change. (shrink)

ABSTRACTIn this article, we explore how ecological restoration reference models are produced and what work they do within an ecological restoration project. By tracing the genesis of two restoratio...