Sex is a fundamentally important biological variable. Recent years have seen significant progress in the integration of sex in many aspects of basic and clinical research, including analyses of sex differences in brain function. Significant advances in the technology available for studying the endocrine and nervous systems are now coupled with a more sophisticated awareness of the interconnections of these two communication systems of the body. A thorough understanding of the current knowledge, conceptual approaches, methodological capabilities, and challenges is a (...) prerequisite to continued progress in research and therapeutics in this interdisciplinary area. Sex Differences in the Brain provides scientists with the basic tools for investigating sex differences in brain and behavior and insight into areas where important progress in understanding physiologically relevant sex differences has already been made. This book was edited and co-authored by members of the Isis Fund Network on Sex, Gender, Drugs and the Brain, sponsored by the Society for Womens Health Research. The book is arranged in three parts. The first part of the book introduces the study of sex differences in the brain, with an overview of how the brain, stress systems, and pharmacogenetics differ in males and females and how this information is important for the study of behavior and neurobiology of both genders. The second part presents examples of sex differences in neurobiology and behavior from both basic and clinical research perspectives, covering both humans and nonhuman animals. The final part discusses sex differences in the neurobiology of disease and neurological disorders. For interested individuals as well as those who are considering conducting research at the intersections of endocrinology, neuroscience, and other areas of biomedicine, the study of sex differences offers exciting and challenging questions and perspectives. This book is intended as a guide and resource for clinicians, scientists, and students. (shrink)

John Dewey.--William Chandler Bagley.--Herman Harrell Horne.--The Catholic viewpoint.--Educational implications compared.--Conclusion.--Bibliography (p. [129]-135).

Using yet untapped resources from moral and political philosophy, this book seeks to answer the question of whether an all good God who is presumed to be all powerful is logically compatible with the degree and amount of moral and natural evil that exists in our world. It is widely held by theists and atheists alike that it may be logically impossible for an all good, all powerful God to create a world with moral agents like ourselves that does not (...) also have at least some moral evil in it. James P. Sterba focuses on the further question of whether God is logically compatible with the degree and amount of moral and natural evil that exists in our world. The negative answer he provides marks a new stage in the age-old debate about God's existence. (shrink)

James P. Sterba offers something that philosophers have long sought: an argument showing that morality is rationally required. Furthermore he argues that morality requires substantial equality. Even libertarian perspectives, which would seem to require minimal enforcement of morality, are shown to lead to a requirement of equality.

Charles Darwin questions whether conflicts between species palpably captured by the conflict between Ichneumonidae and the caterpillars on which they prey could be compatible with the existence of an all-good, all-powerful God. He also questioned whether the suffering of millions of lower animals throughout our almost endless prehistory could be compatible with an all-good, all-powerful God. In this paper, I show that these two problems of natural evil that Darwin raised in his work can be resolved so as to present (...) no objection to theism once it is recognized what the moral principles are that should govern our relationship to the natural world and analogously should govern God’s relationship to the natural world. (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)

This book conveys the breadth and interconnectedness of questions of justice - a rarity in contemporary moral and political philosophy. James P. Sterba argues that a minimal notion of rationality requires morality, and that a minimal libertarian morality requires the welfare and equal opportunity endorsee by welfare liberals and the equality endorsed by socialists, as well as a full feminist agenda. Feminist, racial, homosexual, and multicultural justice, are also shown to be mutually supporting. The author further shows the compatibility (...) between anthropocentric and biocentric environmental ethics, as between just war and pacifist theories. Finally, he spells out when normal politics, legal protest, civil disobedience, revolutionary action, and criminal disobedience are morally permitted by justice for here and now. This highly original and potentially controversial book is ideal for courses in moral and political philosophy, applied ethics, women's studies, environmental studies, and peace studies. (shrink)

I clarify a widely accepted form of contemporary naturalism and argue that supervenient physicalism should not be considered an option for those who embrace this version of naturalism. Among other things, my thesis implies that if there are insuperable difficulties for strict physicalism, then the move toward supervenience views of the mind/body problem amounts to an abandonment of this version of naturalism and not a minor adjustment of it. More precisely, my argument is this: strict physicalism excludes both substance and (...) property or event dualism. But the supervenience thesis entails some form of property or event dualism. So strict physicalism excludes the supervenience thesis. Moreover, given the nature of a widely accepted contemporary understanding of naturalism, it is best construed along strict physicalist lines and naturalists of this persuasion should not be supervenient physicalists. To make my case, I offer a characterization of a ubiquitous version of contemporary naturalism followed by an analysis of the most plausible version of supervenient physicalism consistent with this form of naturalism. I then try to show why this version of supervenient physicalism should not be an option for a naturalist of a certain persuasion. (shrink)

This is a topically organized anthology which covers a wide range of competing positions. No other anthology offers as many competing positions under each problem and covers fourteen problems in all.

Seven important essays on the study of ancient Egyptian religion. Contents: The cosmology of the pyramid texts (James P Allen); Textual criticism in the coffin texts (David P Silverman); State and religion in the New Kingdom (Jan Assmann); The natural philosophy of Akhenaten (James P Allen); Horus or the crocodiles: a juncture of religion and magic in late Dynastic Egypt (Robert K Ritner); Psychology and society in the ancient Egyptian cult of the dead (Alan B Lloyd); Death and (...) initiation in the funerary reliion of ancient Egypt. (shrink)

THIS ESSAY OUTLINES THE RELATIONSHIP BETWEEN RELIGIOUS VIRTUE ethics and positive psychology—a field that has grown exponentially since its inauguration in 1998 by Martin Seligman, then president of the American Psychological Association. This essay shows how positive psychology, through its comprehensive classification of human virtues in Character Strengths and Virtues: A Handbook and Classification, opens the possibility of dialogue between empirical psychology and religious virtue ethics; considers some internal and external challenges to positive psychology's approach; and examines one of positive (...) psychology's virtues, the virtue of humanity, and indicates how a Thomistic religious virtue ethics presents a more compelling account of this virtue. The conclusion provides a brief answer to the question, Is positive psychology friend or foe? (shrink)

To find more information about Rowman and Littlefield titles, please visit www.rowmanlittlefield.com.

This book combines the two most common approaches used to introduce students or general readers to ethics: the historical and the applied. Using these approaches, Sterba examines traditional ethical theories and disagreements, exploring Aristotelian, Kantian, and utilitarian ethics, as well as their contemporary defenders. But rather than focusing on formal aspects of these views, Sterba applies the best practical arguments from each of these perspectives to a variety of moral problems, such as sexual harassment, affirmative action, and international terrorism and (...) the second Iraqi war. (shrink)

Feminism was born in controversy and it continues to flourish in controversy. The distinguished contributors to this volume provide an array of perspectives on issues including: universal values, justice and care, a feminist philosophy of science, and the relationship of biology to social theory.

In this introduction, I summarize the main themes of my book, particularly those that my critics have focused on in their papers that follow. I also argue that I could not have reached the conclusions that I have if I hadn’t employed a peacemaking rather than a warmaking way of doing philosophy. I provide a characterization of a peacemaking way of doing philosophy and show how the conclusions of my book depend on doing philosophy in that way.

Philosophers who hold that religious considerations should play some role in public debate over fundamental issues have criticized Rawls’s ideal of public reason for being too restrictive in generally ruling out such considerations. In response, Rawls has modified his ideal so as to explicitly allow a role for religious considerations in public debate (others, such as Robert Audi, have also offered accounts of public reason along similar lines). Nevertheless, some critics of Rawls’s ideal of public reason, such as Nicholas Wolterstorff, (...) remain unsatisfied. In this paper, I will argue that once Rawls’s ideal of public reason is correctly interpreted, it will be possible to reconcile that ideal with much of the role its critics want religion to have in public debate. (shrink)

"Contrasts the conceptual understanding we inherit from our culture and language community (first truth) with the more sophisticated understanding we gain through personal experience, searching, and philosophical questioning (second truth). Socrates and Jesus are described as persons who are exemplary in application of their second truths.

In lieu of an abstract, here is a brief excerpt of the content:Kenneth Burke on Dialectical-Rhetorical TranscendenceJames P. ZappenKenneth Burke's concept of rhetoric is complex and elusive, increasingly so as it becomes intertwined and infused with dialectic in the long third part of A Rhetoric of Motives and in some essays published shortly thereafter (1951; 1955; 1969b [1950], 183–333).1 The connection between Burke's rhetoric and dialectic is well established (Brummett 1995; Crusius 1986; 1999, 120–21; Wess 1996, 136–216; Wolin 2001, 143–204), (...) and his concept of rhetoric as identification is widely recognized for its broadening of the traditional view of rhetoric as persuasion to include identification as a means of inducing cooperation and building communities (Crusius 1999, 120–21; Hauser 1986, 120–37; Henderson 1988, 33–34). Timothy W. Crusius establishes the fundamental relationship between A Grammar of Motives and A Rhetoric of Motives as dialectical and rhetorical counterparts and explains both the strengths and the limitations of identification as a means of inducing cooperation (1986). According to Crusius, dialectic explores the substance of a person or thing—all that "supports or 'substands'" it—from multiple and shifting perspectives, viewing human action dramatistically as act, scene, agent, agency, and purpose (24–28). Rhetoric complements dialectic and its multiple dramatistic perspectives by promoting "identification" and "cooperation," building "a community, a sense of oneness amid diversity of conflicting interests and values" (28–30). As Crusius and others observe, [End Page 279] however, identification as a means of inducing cooperation is inherently limited since any identification necessarily also entails a division: "Every 'us' requires a 'them'" (29; Biesecker 1997, 47–49; Wolin 2001, 177–78). Thus, for example, while Christianity provides a powerful instance of identification, it also provides an equally powerful illustration of its division from other peoples—"Satan and his counter-kingdom," "the Turk infidel," and "the pagan hordes of Asia" (28–29). For Burke, these divisions were largely political (George and Selzer 2007, 16–57, 110–32; Lentricchia 1983, 21–38). For us, they are differences of gender, culture, and economic and social class (Condit 1992), compounded by political, economic, and religious differences on a global scale. By this account, the first two parts of the Rhetoric offer at best a partial solution to the problem. The third part challenges and mystifies and in itself seems to offer little more than a utopian vision without purpose or outcome (Crusius 1999, 120–21; Wess 1996, 211–16; Wolin 2001, 201–3).2 Situated within the broader context of Burke's work, however, the third part seems rather to offer a bold and creative solution to the problem by merging dialectic and rhetoric with dialogue and poetic myth in a dialectical-rhetorical transcendence—a concept that merits a place alongside identification as a major contribution to rhetorical theory (1969b, 197–208, 221–33).3Burke's concept of dialectical-rhetorical transcendence developed over the course of more than twenty years, from the mid 1930s to the mid 1950s and beyond. Its sources are partly Hegelian and Marxist but increasingly Platonic,4 as Burke comes to perceive the Hegelian and Marxist concepts of history as part of the problem of competing ideologies and his version of Platonic transcendence as the solution—a solution that leads, on the one hand, toward "pure persuasion" and "ultimate identification" and, on the other, toward the pragmatics of a new rhetoric and a revolutionary program of lifelong education (1951; 1955; 1969b, 267–94, 328–33; Biesecker 1997, 43–47; Lee 2004; Wess 1996, 203–5, 211–16; Wolin 2001, 201–3). In the midst of the political divisiveness of the 1930s, Burke glimpsed in Hegel and even Marx the possibility of bridging conflicting ideologies via transcendence, but he turned to Plato in the Grammar and again in the Rhetoric to explain the processes by which opposing ideas and ideologies might merge in transcendent visions or myths that encompass what he perceived to be partial and partisan points of view. In the Grammar, his solution is dialectical—a merger of opposing ideas at higher levels of generalization through a process of linguistic abstraction and transformation that respects a diversity of individual interests, even as it seeks to transcend them in larger [End... (shrink)

In conversation, individuals work together to achieve communicative goals, complementing and aligning language and body with each other. An important emerging question is whether interlocutors entrain with one another equally across linguistic levels (e.g., lexical, syntactic, and semantic) and modalities (i.e., speech and gesture), or whether there are complementary patterns of behaviors, with some levels or modalities diverging and others converging in coordinated fashions. This study assesses how kinematic and linguistic entrainment interact with one another across levels of measurement, and (...) according to communicative context. We analyzed data from two matched corpora of dyadic interaction between—respectively—Danish and Norwegian native speakers engaged in affiliative conversations and task‐oriented conversations. We assessed linguistic entrainment at the lexical, syntactic, and semantic level, and kinetic alignment of the head and hands using video‐based motion tracking and dynamic time warping. We tested whether—across the two languages—linguistic alignment correlates with kinetic alignment, and whether these kinetic‐linguistic associations are modulated either by the type of conversation or by the language spoken. We found that kinetic entrainment was positively associated with low‐level linguistic (i.e., lexical) entrainment, while negatively associated with high‐level linguistic (i.e., semantic) entrainment, in a cross‐linguistically robust way. Our findings suggest that conversation makes use of a dynamic coordination of similarity and complementarity both between individuals as well as between different communicative modalities, and provides evidence for a multimodal, interpersonal synergy account of interaction. (shrink)

Contemporary philosophers offer three kinds of justification for morality. Some, following plato, claim that morality is justified by self-interest. Others, following hume as he is frequently interpreted, claim that morality is justified in terms of other-regarding interests, wants or intentions that people happen to have. And still others, following kant, claim that morality is justified in terms of the requirements of practical reason. In "the moral point of view" published in 1958 and in a series of articles continuing to the (...) present, kurt baier has defended this third sort of justification for morality. In this paper, after years of respectful opposition, i join forces with baier and argue that only a justification of this third sort can be fully adequate and then only when it is developed in a certain way. I begin by showing what is wrong or defective in the other justifications. Then i consider attempts by baier and others to elaborate the third sort of justification. Drawing upon their work, i present a justification based on the requirements of practical reason that succeeds in demonstrating that the rational egoist acts contrary to reason. (shrink)

This volume provides an introduction to word and paradigm models of morphology and the general perspectives on linguistic morphology that they embody. The recent revitalization of these models is placed in the larger context of the intellectual lineage that extends from classical grammars to current information-theoretic and discriminative learning paradigms. The synthesis of this tradition outlined in the volume highlights leading ideas about the organization of morphological systems that are shared by word and paradigm approaches, along with strategies that have (...) been developed to formalize these ideas, and ways in which the ideas have been validated by experimental methodologies. An extended comparison of contemporary word and paradigm variants isolates the central assumptions about morphological units and relations that distinguish implicational from realizational models and clarifies the relation of these models to morpheme-based accounts. Designed to be accessible to a wide readership, this book will serve both as an introduction to morphology and morphological theory from the word and paradigm perspective for non-specialists, and for morphologists, as a detailed account of the history of the ideas that underlie these models. (shrink)

All physical theories, from classical Newtonian mechanics to relativistic quantum field theory, entail propositions concerning the geometric structure of spacetime. To give an example, the general theory of relativity entails that spacetime is curved, smooth, and four-dimensional. In this dissertation, I take the structural commitments of our theories seriously and ask: how is such structure instantiated in the physical world? Mathematically, a property like 'being curved' is perfectly well-defined insofar as we know what it means for a mathematical space to (...) be curved. But what could it mean to say that the physical world is curved? Call this the problem of physical geometry. The problem of physical geometry is a plea for foundations--a request for fundamental truth conditions for physical-geometric propositions. My chief claim is that only a substantival theory of spacetime--a theory according to which spacetime is an entity in its own right, existing over and above the material content of the world--can supply the necessary truth conditions. (shrink)

Meditation I -- Meditation II -- Meditation III -- Meditation IV.

Philosophy evolves as the philosophical imagination of thinkers seek answers to emerging data and circumstances that inherited perspectives did not provide. This short history of philosophy shows how materialism, immaterialism, rationalism, empiricism, phenomenalism, historicism, existentialism, pragmatism, hermeneutics, the linguistic turn, and feminism developed to sharpen and enlarge the modern mind.

What will it take for business to improve lives? Many think we need a theoretically sound meta-narrative to articulate the proper place for business in our lives. Important as that is, this meta-narrative will only come to life when everyone articulates his and her personal narrative, shares it with others, and ultimately fine-tunes it into a personal theory-in-use, one that guides everyday decision-making. Hoping that the Humanistic Management Association willsoon find room on its webpage for those of us in business (...) and business education to share our values and beliefs with each other, I thought I would start usoff by sharing mine here. (shrink)

In this timely collection of thoughtful and provocative essays, a diverse group of prominent philosophers and political scientists discuss critical issues such as the nature and definition of terrorism.