The objective of the present review on the evolution of Green Chemistry, since its emergence until 2016, aimed an integrated vision of its progress along the three phases of its development: emergence, divulgation and consolidation. The methodology involved the analysis of a selection of bibliography on the evolution of GC collected from issues of the ACS symposia series; editorials in specialized GC journals; and commemorative birthday papers/editorials of these journals and of the GC itself. The analysis allowed to identify and (...) discuss the characteristics and conceptions of GC agents about fundamental concepts and procedures, in order to visualize and better understand the state of knowledge and the subject areas that make up the field. The main alterations identified in the evolution of GC were: it acquired a better defined identity, with more participation of academy and increased scope; was progressively framed in sustainability; has been aspiring to a holistic frame and to a change on the nature of the innovation for its implementation, from incremental to transformative. The analysis suggests that for supporting expansion and consolidation of GC the following aspects deserve attention: full validation of chemical greenness by metrics; better characterization of the frontiers of GC research areas/themes; increased integration between academy and industry; and penetration in chemistry curricula. Its basic philosophy being the practice of a chemistry more focused on the environment preservation, GC means a new stage in nature and in the history of Chemistry. (shrink)

Verbal fluency is a basic function of language that refers to the ability to produce fluent speech. Despite being an essentially linguistic function, its measurements are also used to evaluate executive aspects of verbal behavior. Performance in verbal fluency (VF) tasks varies according to age, education, and cognitive development. Neurodevelopmental disorders that affect the functioning of frontal areas tend to cause lower performance in VF tasks. Despite the relative consensus that has been reached in terms of the use of VF (...) tasks for the diagnosis of dyslexia and attention-deficit/hyperactivity disorder, few studies have considered regional variations in Brazil. The present study sought to provide normative data on VF tasks in children by considering gender, age, education, and geopolitical region of origin with auxiliary purposes in neuropsychological diagnosis of disorders that occur with executive changes The study included 298 participants, 7-10 years of age of both genders, who performed three letter fluency tasks and three category fluency tasks. The data were subjected to correlational and variance analyses, with age and gender as factors. No effect of gender on the children’s performance was found. However, significant differences between age groups were observed, with better performance in letter tasks in older children and better performance in letter tasks compared with category tasks. Significant regional differences in performance on the letter VF task were observed. These results reinforce the importance of regional normative data in countries with high regional cultural variations, such as Brazil. (shrink)

This study discusses the relationship between Green Chemistry and Environmental Sustainability as expressed in textbooks and articles on Green Chemistry authored by their promoters. It was found that although the Brundtland concept of Sustainable Development/Sustainability has been mentioned often by green chemists, a full analysis of that relationship was almost never attempted. In particular, green chemists have paid scarce attention to the importance of The Second Law of thermodynamics on Environmental Sustainability and the consequences of the limitations it imposes on (...) Green Chemistry, which are discussed in this paper. (shrink)

ABSTRACTAlthough previous studies have examined killing as an outcome-oriented measure, few have explored non-killing as a socially organized process. Using letters written by soldiers, police offi...

Recently, transcriptome‐wide sequencing data have revealed the pervasiveness of intergenic long noncoding RNA (lncRNA) transcription. Subsets of lncRNAs have been demonstrated to crosstalk with and post‐transcriptionally regulate mRNAs in a microRNA (miRNA)‐dependent manner. Referred to as long noncoding competitive endogenous RNAs (lnceRNAs), these transcripts can contribute to diverse aspects of organismal and cellular biology, likely by providing a hitherto unrecognized layer of gene expression regulation. Here, we discuss the biological relevance of post‐transcriptional regulation by lnceRNAs, provide insights on recent advances (...) in the understanding of lnceRNA regulatory networks, and speculate on molecular factors that facilitate miRNA‐dependent crosstalk between lnceRNAs and other transcripts. (shrink)

This book collects texts from three specialists in ancient philosophy which deal with the question of perceptive and intellective knowledge in antiquity. They try to present, in their different analyzes, the complex interrelationship among perception and thought in ancient authors, like Heraclitus, Parmenides, Democritus, Plato and Aristotle. The purpose of the texts is to expose the visible field - the perceptual knowledge domain - interacts with the invisible - the domain of reason and thought. In other words, that among them (...) there is no a radical separation of these two areas, although they are clearly distinct. (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)

Após a onda de desconstrução do pensamento que marcou a última década da filosofia entre nós, talvez tenha chegado o tempo do refluxo do pensamento, a saber, o tempo de debater a existência de um cânone filosófico brasileiro, justamente quando a legitimidade da ciência e, sobretudo da filosofia, é posta em questão. O ponto pede atenção: desde o século XVI, há ensino de filosofia nestas terras, então, quais seriam as razões para afirmar ou negar a existência de uma filosofia brasileira? (...) Para responder à questão, na primeira parte deste artigo, situamos uma ideia de cânone filosófico à luz da produção acadêmica nacional; na segunda, analisamos a possibilidade de um conceito restrito e um amplo de cânone passando da literatura à filosofia; na terceira, comparamos cinco pares antitéticos de definições filosóficas de autores brasileiros e, finalmente, analisamos como a produção filosófica dentro do Sistema Nacional de Pós-Graduação (SNPG) tem viabilizado ou não o debate acerca da legitimidade da filosofia brasileira. (shrink)

Este estudo objetiva relacionar a felicidade epicurista, particularmente a partir da análise da Carta a Meneceu, de Epicuro (341 a.C.-260 a. C.) ao sofrimento psíquico de pós-graduandos stricto sensu, pertencentes ao atual sistema social capitalista. A pesquisa de campo e de método mistos, utilizou como instrumento para a coleta de dados um survey interseccional, respondido por 76 discentes de um Programa de Pós-Graduação stricto sensu em Educação (PPGE), localizado no estado do Paraná-PR. A análise dos resultados ocorreu a partir do (...) conceito de felicidade expresso por Epicuro de Samos, além de pesquisadores contemporâneos que dissertam sobre o conceito de felicidade na contemporaneidade. Os resultados indicam que há uma ascendência nos casos de sofrimento psíquico dentro do ambiente acadêmico da pós-graduação, o que gera descontentamento, ansiedade e, consequentemente, infelicidade. Observou-se também que o sistema social capitalista, nos distancia da temperança, da ética e da moralidade, não obstante, também da felicidade enquanto conceito epicuriano. (shrink)

One of the difficulties in understanding the meaning of perception in Merleau-Ponty’s work comes from the ambiguous tone of his descriptions. Therefore, to understand it thoroughly one should question the origin of this tone and inquire about the relationship between perception and language and, more particularly, between philosophy and literature. This is what is at stake in his last courses at the Collège de France, where Merleau-Ponty envisages perception as being associated with literature and as having a special kinship to (...) the notion of “poetic vision,” which appears in Rimbaud’s first ‘Letter from the Seer’.L’une des difficultés qui se posent pour comprendre le sens de la perception chez Merleau-Ponty vient du ton ambigu de ses descriptions. C’est ainsi que pour comprendre ce qu’il entend par perception, il faudrait questionner l’origine de ce ton et interroger le rapport que la perception entretient avec le langage, et plus particulièrement celui que la philosophie entretient avec la littérature. Voilà justement l’une des questions abordées dans ses derniers cours au Collège de France, où il comprend la perception comme associée à la littérature et ayant une proximité particulière avec la notion de «vision poétique» qui apparaît dans la première «Lettre du voyant» de Rimbaud. (shrink)

We present in this article a discussion about gestures produced from the childhood entry in the interface with the experience of school time. It is a discussion woven inside the center for studies and research in education in particular, the times group of the faculty of education of the federal university of Juiz de Fora/MG. Throughout history, time has been discussed in various ways and still is, as well as childhood, conceptually constructed as a result of social, political, religious, and (...) cultural influences. In the attempt to "start thinking", we ask ourselves about what theoretical formulations have been based on childhood at the interface with school time in the field of education? We defend the central thesis that childhood, in a western cut, has been presented in productions still as social time. It is a recent movement to consider childhood as an event, experience, as opposed to the idea of childhood as the stage of life. As a result, considering infancy related to the tension between social time and time as intensity of the present, implies the need for pedagogical gestures that think this tension and, thus, consider the children of the current, narrowing their relations with the school, with knowledge and with life. To enlighten the issues sewn from our concerns, we chose authors such as Agamben, Leal, Bakhtin/Volochinov, Kohan, Vieira, Bento and Meneghel, Kramer, Borba, who focused on childhood and education. In order to problematize the time category, we dialogued with St. Augustine, Oliveira, Marques C. and Marques L, Skliar. The reading of our interlocutors and our listening with/to the school could subsidize the thought that we can invent ways not only imagined as possible with the perspective of reflecting time, childhood, experience and school on other bases. The interrogation, not the conviction, enables the sense of knowledge in the materiality of our practices, produced inside/outside the university. These are underprivileged subjects in curriculum matrices and disciplines that address the issue of children, their childhoods and temporalities. (shrink)

O presente artigo é uma discussão sobre a noção heideggeriana de Überwindung. Seu objetivo é duplo: por um lado, [1] mostrar a perspectiva que tal termo deve ser compreendido; por outro, [2] aprofundar esta perspectiva à luz de comentários ao aforismo I do texto Überwindung der Metaphysik. Para tanto, duas questões são postas: em que perspectiva e que questões estão implícitas quando Heidegger propõe o projeto da Überwindung der Metaphysik?; e por que uma Überwindung contém em si tantos problemas? De (...) modo a discutir e comentar tais questões, o artigo percorre dois caminhos: [1] faz-se uma análise da própria indicação heideggeriana da perspectiva de compreensão da Überwindung der Metaphysik, qual seja, revisitar, a partir de um olhar determinado, a construção da noção de história do ser. Esta, por sua vez, tem sua gênese antes mesmo da própria Kehre. Mais especificadamente, na reinterpretação que o próprio Heidegger faz de seu texto Vom Wesen der Wahrheit. A partir desta reconsideração feita por Heidegger e inserida em seu próprio texto, é possível detectar quatro teses fulcrais que traçam essencialmente a metafísica e que justificam a sua superação. São elas: [a] o fato de o ser, originariamente, se velar e provocar, historialmente, o seu esquecimento; [b] a relação entre a verdade do ser e a história, que se desenvolve como história do ser; [c] a ideia de que pertence ao ser um caráter originário de retração de si mesmo e que essa retração é um destino que pertence à história do pensamento metafísico e se configura na própria essência da metafísica; [d] afirmar que a certeza da manifestação da essência coincide com o seu fim. [2] Adentra-se, mediante uma aproximação pari passu, no aforismo I do texto Überwindung der Metaphysik, com intuito de comentar a problematicidade do termo Überwindung quando usado para repensar a metafísica à luz da perspectiva da história do ser. (shrink)

Levando–se em conta os leitores do século XXI, ao debruçar-se sobre a participação da Igreja católica brasileira na preparação do Concílio Vaticano II, o presente estudo parte de três perguntas: a) o quê interessa saber sobre a participação brasileira? b) É este um tema relevante? c) Alguns brasileiros participação significativamente na fase preparatória? Para responder apropriadamente a essas questões os autores propõem um conceito diferente de “participação” na preparação do Vaticano II por parte do episcopado brasileiro. O artigo não foca (...) apenas a presença deste ou daquele bispo ou perito nas comissões do Concílio, mas propõe a idéia de que o mais importante foi a auto-preparação, que durante certo tempo permaneceu “latente” e posteriormente se organizou através de um Concílio com um episcopado jovem, com uma média de idade em torno de 54 anos e 11 de experiência como bispo. Por isso, conscientes dos problemas pastorais que a realidade do subdesenvolvimento punha à Igreja, e com uma incipiente experiência de participação colegial, desenvolvida na construção do Plano de Emergência, este episcopado não só vivenciou em profundidade o “evento” conciliar, como foi o primeiro a sair dele organizado para colocá-lo em prática. Daqui a relevância desta reconstrução. Palavras-chave: Helder Câmara. Plano de Emergência. Colegialidade. Vaticano II. Igreja Católica no BrasilThis article aims to show the contribution of the Brazilian Catholic Church in the preparation of the Second Vatican Council. To fulfill such purpose the present study focus its research in three basic questions: a) what is important to know about the Brazilian participation? b) Is this a relevant topic? C) Some Brazilians participate significantly in the preparatory phase? To respond appropriately to these issues the authors propose a different concept of "participation" in the preparation of Vatican II by the Brazilian episcopate. The article focuses not only the presence of this or that bishop or the expert commissions of the Council, but proposes the idea that the most important was the self-preparation, which for a time remained "latent" and later was organized by a council with a young bishop, with an average age around 11 and 54 years of experience as a bishop. Therefore, aware of the problems that the pastoral reality of underdevelopment put the Church, and with an incipient experience of participating high school, developed in the construction of the Emergency Plan, the bishops not only experienced in depth the "event" to reconcile, as was the first it held out to put it into practice. Key words: Helder Câmara. Emergency Plan. Collegiality. Vatican II. Catholic Church in Brazil. (shrink)

In social sciences, particularly in economics, ceteris paribus clauses give rise to special methodological problems, which make difficult both to regard its generalizations as genuine laws and to test such laws empirically. Daniel Hausman claims that the problem with ceteris paribus clauses in economics is that their content is not fully specified. This paper aims to discuss and cri-ticize Hausman’s reconstruction of an economic law and his ideas as to how they could be tested. Particularly, it will be argued that (...) (a) Hausman does not explain how empirical evidence could be used to evaluate economic generalizations qualified by vaguely specified ceteris paribus clauses; (b) his explanation of the fundamental economic laws is careful and persuasive, but it makes impossible to test them empirically, both in experimental and ordinary economic settings; (c) although Hausman is not concerned with derived economic laws, according to his viewpoint they could, in principle, be tested; unfortunately, however, the tendency to include subjective factors among the clauses’ explicit components makes them also practically non-testable. Finally (d) it will be argued that the real problem with ceteris pari-bus clauses in economics is to be found in their failure to be well articulated by a social and economic theory. (shrink)

How can dispute records shed light on the study of dispute settlement processes and their social and political underpinnings? This volume addresses this question by investigating the interplay between record-making, disputing process, and the social and political contexts of conflicts. The authors make use of exceptionally rich charter materials from the Iberian Peninsula, Italy, and Scandinavia, including different types of texts directly and indirectly related to conflicts, in order to contribute to a comparative survey of early medieval dispute records and (...) to a better understanding of the interplay between judicial and other less formal modes of conflict resolution. Contributors are Isabel Alfonso, José M. Andrade, François Bougard, Warren C. Brown, Wendy Davies, Julio Escalona, Kim Esmark, Adam J. Kosto, Juan José Larrea, André Evangelista Marques, Josep M. Salrach, Igor Santos Salazar, and Francesca Tinti. (shrink)

Si la praxéologie mérite aujourd’hui notre attention, c’est parce qu’elle permet de remonter aux origines des « théories de l’action », des sociologies de l’action ou des philosophies de l’action qui ont marqué le xxe siècle. Que veut dire, au fond, étudier l’action, en proposer ensuite une théorie, à visée soit descriptive soit normative? Dans ce qui suit, on va étudier la question en compagnie de Tadeusz Kotarbiński (1886-1981), philosophe analytique, et de Harold Garfinkel (1917-2011), sociologue hétérodoxe. Ce texte défend (...) l’idée selon laquelle parmi les conséquences les plus marquantes du travail de Garfinkel se trouve la démystification de la « théorie de l’action », et que certaines intuitions similaires sont déjà très présentes chez Kotarbiński (dont les travaux sur l’action constituent, selon Garfinkel, un « échec extrêmement important »). La praxéologie chez les deux auteurs n’est pas une discipline, mais une façon de voir la pratique étudiée comme un tout, à l’instar des recherches menées par les théoriciens de la Gestalt. La dimension athéorique de l’étude de l’action humaine proposée ici permet d’espérer qu’un jour, les phénomènes qui nous entourent vont pouvoir être étudiés pour ce qu’ils sont, et non pas pour ce qu’une théorie élégante permet d’en dire. (shrink)

Le nom de Dominique Kahang'a Rukonkish a marqué plus d'un intellectuel à Kalonda, Kinshasa et au-delà, par l'arc-en-ciel thématique qu'il avait peint dans ses réflexions, spécialement autour de deux thèmes : la philosophie et la tradition sapientielle africaine. Ces thèmes sont au coeur des différents textes qui composent ce livre dont le point commun est que, comme peut-être aucune autre science, la philosophie vit de la réflexion des penseurs sur ce qui donne à penser et de la discussion avec d'autres (...) penseurs. C'est ici que se situe l'étude de sa propre tradition, comme l'a montré Dominique Kahang'a Rukonkish. Ceci est particulièrement nécessaire dans des situations de crise comme celle que traverse l'Afrique contemporaine. Ce qui importe dans ce cas est de questionner le passé à partir du contexte actuel en vue de ses potentialités à venir, tout en l'ouvrant à la possibilité d'une rencontre avec les autres traditions. Les auteurs des contributions réunies dans ce livre remercient Dominique Kahang'a Rukonkish pour ce qu'ils sont devenus grâce à lui. C'est pour eux un devoir de mémoire auquel ils se plient. (shrink)

"Grande fut au XIXe siècle la confusion des termes et l'incertitude des objectifs dans les théories morales concurrentes. En réaction, naquit une discipline nouvelle, la métaéthique, requérant qu'on commençât par soumettre la réflexion morale à des contraintes épistémologiquement plus rigoureuses. Ainsi émergèrent des travaux portant sur la signification des énoncés moraux et sur leurs conditions de vérité, sur les éléments constitutifs de l'éthique, sur la tension entre ce qu'on peut connaître et décrire et ce qu'on peut plutôt sentir et exprimer (...) dans la sphère morale. Le présent volume réunit des textes qui ont marqué leur époque et qui sont devenus des références essentielles dans le paysage métaéthique contemporain. La première partie du volume présente l'effort qui fut fait de saisir dans un cadre réaliste les notions fondamentales de l'éthique, la deuxième oppose à cette entreprise qui se veut scientifique la critique parfois sceptique, la troisième met en cause certains présupposés actifs dans les deux partis, et propose de nouvelles lectures du réalisme moral."--Page 4 de la couverture. (shrink)