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)

Can politics be studied scientifically, and if so, how? Assuming it is impossible to justify values by human reason alone, social science has come to consider an unreflective relativism the only viable basis, not only for its own operations, but for liberal societies more generally. Although the experience of the sixties has made social scientists more sensitive to the importance of values, it has not led to a fundamental reexamination of value relativism, which remains the basis of contemporary social science. (...) Almost three decades after Leo Strauss's death, Nasser Behnegar offers the first sustained exposition of what Strauss was best known for: his radical critique of contemporary social science, and particularly of political science. Behnegar's impressive book argues that Strauss was not against the scientific study of politics, but he did reject the idea that it could be built upon political science's unexamined assumption of the distinction between facts and values. Max Weber was, for Strauss, the most profound exponent of values relativism in social science, and Behnegar's explication artfully illuminates Strauss's critique of Weber's belief in the ultimate insolubility of all value conflicts. Strauss's polemic against contemporary political science was meant to make clear the contradiction between its claim of value-free premises and its commitment to democratic principles. As Behnegar ultimately shows, values--the ethical component lacking in a contemporary social science--are essential to Strauss's project of constructing a genuinely scientific study of politics. (shrink)

As future citizens, students must make decisions requiring an understanding of the interaction of science and technology and its interface with society. STS education has been strongly identified with meeting this goal, but putting theory into practice has so far been difficult. This article asks, “What are the challenges influencing science teachers to implement STS education in the science classroom?” The author investigated using a mixed method research technique incorporating multiple sources of qualitative and quantitative data (questionnaire, interviews, field notes, (...) and classroom observations). Constraints a fecting teachers' practices in teaching science through STS education were identified and can be categorized into impersonal, interpersonal, and personal constraints. Findings indicated interactions within and between external and internal constraints. Suggestions are made for implementing change in various aspects of science teacher education. (shrink)

In the post-Darwinian approach, the ‘blank slate’ is synonymous with the modern denial of human nature. This article is a call for the restoration of the first layer in the portrait of the blank slate through Quentin Skinner’s contextual-intentionality method to challenge this approach. Rather than denying human nature, John Locke shifted the Platonic inquiry from ‘What is the nature of knowledge?’ to ‘How the mind acquires knowledge?’—offering a modern understanding of human nature to modern Exodus of perceptual prisoners from (...) the Platonic cave. Thus, the blank slate was a response to the doctrine of Plato’s anamnesis (recollection a priori knowledge) to transform ignorance from divine to secular. In this early pentimento, I identify a ‘secular ignorance’ within the blank slate—a distortion painted broadly by post-Darwinian thinkers. Consequently, the ‘blank slate’ as an apparatus for secularizing ignorance can revise the Latin root of the curriculum—Currere, the running of the course—from a traditional hurdle race, where each learner competes to reach predetermined and common ends (a divine vision), into a modern relay race, where each learner passes the torch of ignorance onto the next (a secular vision). (shrink)

Comment penser les processus d’interactions culturelles? L’analyse du monde arabe est réduite trop souvent à l’analyse conjoncturelle de ces relations, elle contient trop souvent en elle-même un chauvinisme de l’universel. En effet, la force de l’idéologie de l’immédiateté, c’est sa capacité à domestiquer notre point de vue. Cela présuppose que la confiance commune de sujet connaissant est si forte que notre lecture de l’immédiat est corrélée par une analyse aussi rapprochée en termes de temps que l’événement lui-même et son commentaire (...) (par exemple les termes antagonistes : « Occident versus Orient », « guerre de civilisations »). Et pourtant bien que notre savoir se réduise en qualité de pensée, nous n’avons aucune difficulté pour dire que nous savons. Mais que savons-nous au juste à propos des relations de l’interculturalité pratique? Comment penser sans narcissisme idéologique ou ethnocentrisme scolastique, les cultures politiques extra-occidentales? Pour cela, il s’agit de se défaire du prisme des aires culturelles et de reposer à nouveau la question de l’expérience de l’universel. (shrink)

In this paper an Artificial Neural Network (ANN) model, for predicting the category of a tumor was developed and tested. Taking patients’ tests, a number of information gained that influence the classification of the tumor. Such information as age, sex, histologic-type, degree-of-diffe, status of bone, bone-marrow, lung, pleura, peritoneum, liver, brain, skin, neck, supraclavicular, axillar, mediastinum, and abdominal. They were used as input variables for the ANN model. A model based on the Multilayer Perceptron Topology was established and trained using (...) data set which its title is “primary tumor” and was obtained from the University Medical Centre, Institute of Oncology, Ljubljana, Yugoslavia Test data evaluation shows that the ANN model is able to correctly predict the tumor category with 76.67 % accuracy. (shrink)

This paper attempts an historical analysis of a dream of the physicist George Gamow recorded shortly before his death in 1968. The dream is contextualized through Gamow's extended scientific work and popular scientific efforts, and in light of enduring preoccupations with the notion of a complete science. The analysis extends to an examination of the relationship of the dream to dreaming practices and deliberations apart from Gamow’s, as evident in the relationship and collaboration between the physicist Wolfgang Pauli and C. (...) G. Jung. (shrink)

This article presents a kind of unconventional attempt to show the logical and philosophical defect faced by any attempt of criticizing or even questioning the principle of causality. The main focus in this article is the attempt of David Hume, regarding its broad impact on atheists and materialists, and because it summarized all that has been said or is said about the apparent criticisms of this principle and its implications like the rejection and doubt in the proofs of divine existence. (...) It has been shown in the article that the application of the principle of causality is a basis not only for the knowledge but also for the skepticism and for being aware of the ignorance. So, whoever apparently and verbally claims that he does not believe in this principle could never doubt or say that he doesn't know, and even such a recognition would be impossible without employing the principle. Therefore, the atheistic and agnostic stances are logically invalid. (shrink)

The Road Inns in Bilād al-Shām. By Katia Cytryn-Silverman. BAR S2130. Oxford: Archaeopress, 2010. Pp. vi + 290, illus. £58.

: Mu1ammad Taqiyy al-Dīn al-Maqrīzī is undoubtedly the historian with the most expansive repertoire of the entire fifteenth century Arabic historiography. His al-Mawā’iẓ wa-l-i’tibār bi-dhikr al-khiṭaṭ wa-l-āthār, in particular, is a unique achievement, which manages to present a general historical discourse through the chronicling of buildings and topography. This unprecedented book, this paper argues, may have benefited from the author’s extended association with Ibn Khaldūn, the great interpreter of the notion of ’umrān. Ibn Khaldūn was al-Maqrīzī’s revered teacher for at (...) least thirty years. He seems to have influenced his pupil’s thinking about the city as the domain of civilization in two ways: analytical, that is to look for causes and effects behind events and appearances, and interpretive, that is to see in the urban and architectural history of the city the illustration of the underlying civilizational cycle. In the Khiṭaṭ, al-Maqrīzī seems to have applied his master’s theory to a concrete example – the city of Cairo – and drew from it pronounced moral lessons on the decline he was observing in the Mamlūk sultanate. This is probably why the Khiṭaṭ’s influence has endured for more than five centuries: a tribute to its author’s ardent passion and filial affinity with his city and country, as well as his interpretive framework, which he probably absorbed from Ibn Khaldūn. (shrink)

Throughout this research, imposing the training of an Artificial Neural Network (ANN) to play tic-tac-toe bored game, by training the ANN to play the tic-tac-toe logic using the set of mathematical combination of the sequences that could be played by the system and using both the Gradient Descent Algorithm explicitly and the Elimination theory rules implicitly. And so on the system should be able to produce imunate amalgamations to solve every state within the game course to make better of results (...) of winnings or getting draw. (shrink)

The two potential public spaces of political expression in the city, the mosque and the plaza, were denied their civic function for anywhere between thirty and fifty years of despotic rule across the Arab world depending on the country. Abrupt and violent revolts sometimes managed to stage their protests in one or the other for a short moment, but the reprisal of the regime was usually swift and ruthless.

Background: Nurse-patient communication is a unique clinical skill in the healthcare professions that promotes good quality care and patient outcomes. This communication can be disrupted by many barriers that impact the therapeutic relationship and deliver of care. Purpose: The study aims to identify the barriers affecting nurse-patient communication at primary health centers in Almadina Munawara City, Saudi Arabia. Methods: A cross-sectional study was performed among 212 nurses and 214 patients utilizing a self-reporting questionnaire. A version of the same file was (...) then uploaded into NVivo, and data that were coded under all communication barriers including language discordance among patients and healthcare providers (e. g., subtheme: patient prefers a mother tongue speaking doctor), cultural-religious difference and environmental cues between the involved parties to determine their importance in this context as well (see Table 2). Results: The results showed that language, cultural and environmental differences had an extensive influence on how nurses communicated with patients. Key barriers included nurse shortages, limited communication time and low income. Our results suggest that these barriers differ in their effect with language barrier and habitat disturbance being the most important ones. Conclusions: This study concludes that nurse-patient communication is a complex multi-sectional process, constrained by numerous barriers. Strategic intervention aimed at addressing these barriers can strengthen nurse-patient interaction and accelerate patient care. Communication remains a cornerstone in all the best practices of delivering healthcare effectively and keeping patients happy. (shrink)

A new continuous version of the inverse flexible Weibull model is proposed and studied. Some of its properties such as quantile function, moments and generating functions, incomplete moments, mean deviation, Lorenz and Bonferroni curves, the mean residual life function, the mean inactivity time, and the strong mean inactivity time are derived. The failure rate of the new model can be “increasing-constant,” “bathtub-constant,” “bathtub,” “constant,” “J-HRF,” “upside down bathtub,” “increasing,” “upside down-increasing-constant,” and “upside down.” Different copulas are used for deriving many (...) bivariate and multivariate type extensions. Different non-Bayesian well-known estimation methods under uncensored scheme are considered and discussed such as the maximum likelihood estimation, Anderson Darling estimation, ordinary least square estimation, Cramér-von-Mises estimation, weighted least square estimation, and right tail Anderson Darling estimation methods. Simulation studies are performed for comparing these estimation methods. Finally, two real datasets are analyzed to illustrate the importance of the new model. (shrink)

La discapacidad ha sido concebida a lo largo del tiempo de diferentes modos, lo cual fue ocasión para que algunos autores construyeran modelos para explicar ciertas praxis en torno al tema. Este artículo traza un recorrido desde el primer modelo hasta la actualidad. A su vez propone un nuevo, el Modelo de Comunicación y Reconocimiento Legítimo de la Discapacidad (MCRLD), el cual se caracteriza por un cambio de paradigma: pasar de la inclusión al reconocimiento. Para fundamentar esto, se presentan sus (...) tres categorías: reconocimiento, distancia y vulnerabilidad. También se expondrán las diferentes teorías y conceptos que lo sustentan. El propósito del MCRLD es profundizar en la idea del empoderamiento de las personas con discapacidad como parte de la diversidad de la sociedad, acortando brechas históricamente construidas y aún vigentes. (shrink)

O objetivo do texto é apresentar a interpretação de Heidegger sobre o eterno retorno de Nietzsche, procurando problematizar as deduções encontradas por essa leitura.

Resumo: Não obstante as reconhecidas virtudes da edição crítica - Kritische Gesamtausgabe -, há o entendimento de que as duas primeiras seções dessa edição, que abrangem os escritos de juventude e filológicos, possuem lacunas. Uma dessas lacunas, contida na seção I, decorre da problemática decisão de não incorporar, em sua totalidade, os registros de aulas realizados por Nietzsche no período universitário, os Kollegnachschriften, valiosos tanto para estudos genéticos e de contextualização, como também para estudos de fontes. Muito embora o surgimento (...) da Digitale Faksimile Gesamtausgabe tenha dado início a um reparo dessa falha ao publicar todos os cadernos universitários de Nietzsche em formato fac-símile, os problemas de acesso a esses documentos não foram ainda completamente superados.: Notwithstanding the renowned virtues of the critical edition - Kritische Gesamtausgabe - it is known that the first two sections of this edition, comprising the youth and philological writings, have gaps. One of these gaps, contained in section I, comes from the troublesome decision of not incorporating, in its entirety, the class notes made by Nietzsche in the University period, the Kollegnachschriften, valuable both for genetic and contextualization studies, as well as for the study of sources. Even though the emergence of the Digitale Faksimile Gesamtausgabe has started to address this flaw by publishing all of Nietzsche's University notebooks in facsimile format, the problems of accessing these documents have not yet been completely overcome. (shrink)

Review: Bernstein, Richard J. The Pragmatic Turn. Cambridge: Polity Press, 2012.

Changes in the past two decades of goals for science education in schools have induced new orientations in science education worldwide. One of the emerging complementary approaches was the science-technology-society (STS) movement. STS has been called the current megatrend in science education. Others have called it a paradigm shift for the field of science education. The success of science education reform depends on teachers' ability to integrate the philosophy and practices of current programs of science education reform with their existing (...) philosophy. Thus, when considering the STS approach to science education, teacher beliefs about STS implementation require attention. Without this attention, negative beliefs concerning STS implementation and inquiry learning could defeat the reform movements emphasizing STS. This article argues the role of STS in science education and the importance of considering science teachers' beliefs about STS in implementing significant reforms in science education. (shrink)

Philosophers from anselm and scotus to hartshorne and malcolm have argued that the true claim that God is a necessary being implies that theism is a-Priori demonstrable. Philosophers such as hick, Penelhum, And geach have denied this, Contending 1) that god's necessity is factual, Indicating his eternal independence, Rather than logical, Indicating his existence in all possible worlds, And 2) that from the former nothing follows a-Priori about the truth or falsity of theism. I argue that factual and logical necessity (...) are conceptually inseparable, That God can be demonstrated to exist in all possible worlds. I take statements about the modalities of existence of things to be equivalent to statements about the modalities of instantiation of concepts, And argue that the concept God is necessarily instantiated, I.E., That God necessarily exists. The argument is compared and contrasted to a similar argument of hartshorne's. (shrink)

In a detailed and spirited critique, Professor James M. Humber has found my defence of the ontological argument unconvincing. Humber's case rests upon his claim that my ‘error’ is due to my ‘having accepted an incorrect definition of “physically necessary being” … ’. Now I do indeed claim that God must be conceived as a factuall necessary being, i.e. as eternally independent. I take the notion of God's aseity or eternal independence to be relatively straightforward and uncontroversial; it is accepted (...) as an essential component of the concept God by many philosophers who also insist that there is no acceptable form of demonstrative theism. Thus, it is widely held that ‘God is a factually necessary being’ does not imply ‘God is a logically necessary being’; that God is eternally independent does not imply that he exists in all possible worlds. But it is precisely this view that I have argued is incorrect. While I concur that there is an intelligible concept of God as factually necessary, I deny that the existence of such a being is logically contingent, a mere matter of empirical fact. Indeed, a rigorous inspection of the concept of an eternally independent being reveals that whether that concept is instantiated, i.e. whether there exists a being exemplifying that concept, is knowable a priori . My claim is in fact stronger than this. I argue that the existence of an eternal, independent, omniscient and omnipotent being is demonstrable by conceptual analysis. It is Humber's contention that my alleged demonstration of God's existence crumbles upon the discovery of the unacceptability of my definition of ‘factually necessary being’. Let us see. (shrink)

Resenha do livro de Paolo Stellino e Olivier Tinland, Nietzsche et le relativisme. Bruxelles: Éditions Ousia, 2019. 298 p.

Business Ethics, the Environment &Responsibility, EarlyView.

Applying the resolution–scale relativity principle to develop a mechanics of non-differentiable dynamical paths, we find that, in one dimension, stationary motion corresponds to an Itô process driven by the solutions of a Riccati equation. We verify that the corresponding Fokker–Planck equation is solved for a probability density corresponding to the squared modulus of the solution of the Schrödinger equation for the same problem. Inspired by the treatment of the one-dimensional case, we identify a generalization to time dependent problems in any (...) number of dimensions. The Itô process is then driven by a function which is identified as establishing the link between non-differentiable dynamics and standard quantum mechanics. This is the basis for the scale relativistic interpretation of standard quantum mechanics and, in the case of applications to chaotic systems, it leads us to identify quantum-like states as characterizing the entire system rather than the motion of its individual constituents. (shrink)

The liver is the human body’s mandatory organ, but detecting liver disease at an early stage is very difficult due to the hiddenness of symptoms. Liver diseases may cause loss of energy or weakness when some irregularities in the working of the liver get visible. Cancer is one of the most common diseases of the liver and also the most fatal of all. Uncontrolled growth of harmful cells is developed inside the liver. If diagnosed late, it may cause death. Treatment (...) of liver diseases at an early stage is, therefore, an important issue as is designing a model to diagnose early disease. Firstly, an appropriate feature should be identified which plays a more significant part in the detection of liver cancer at an early stage. Therefore, it is essential to extract some essential features from thousands of unwanted features. So, these features will be mined using data mining and soft computing techniques. These techniques give optimized results that will be helpful in disease diagnosis at an early stage. In these techniques, we use feature selection methods to reduce the dataset’s feature, which include Filter, Wrapper, and Embedded methods. Different Regression algorithms are then applied to these methods individually to evaluate the result. Regression algorithms include Linear Regression, Ridge Regression, LASSO Regression, Support Vector Regression, Decision Tree Regression, Multilayer Perceptron Regression, and Random Forest Regression. Based on the accuracy and error rates generated by these Regression algorithms, we have evaluated our results. The result shows that Random Forest Regression with the Wrapper Method from all the deployed Regression techniques is the best and gives the highest R2-Score of 0.8923 and lowest MSE of 0.0618. (shrink)

Lorsque la vie apparaît comme une oeuvre d'art au plein sens du terme, elle est alors portée par ce geste d'invention de soi, geste de résistance qui déplace les lignes de force, qui vise la récupération du monde à travers une subjectivité révolutionnaire. Une des caractéristiques fondamentales de l'homme est l'altérité et l'étrangeté. Exposé à l'inconnu, il est amené à déployer son existence au-delà d'une origine ou d'un foyer. Il est acculé à puiser en lui des ressources insoupçonnées pour faire (...) face aux turbulences de l'être. Cela confère une liberté de mouvement que donnent à voir des trajectoires d'hommes exceptionnels dotés d'un courage et d'une puissance de pensée pour tracer de nouveaux chemins. Cela ne va pas sans crise de l'intériorité, sans destruction des frontières de la subjectivité faisant de l'homme un étranger sans repos et sans assise. Mais c'est dans l'échappée à la tyrannie du même que la mutation survient avec une conscience ouverte aux réalités les plus étrangères. A ce niveau se situe la lutte perpétuelle dont parle Nietzsche qui vise une transformation radicale de l'individualité. Le regard de l'étranger se situe dans cette ligne de fuite qui bouleverse les modalités du voir, propulsant l'âme vers des horizons stupéfiants à travers une puissance de la pensée où le sujet est désormais porté par l'infini de l'être. (shrink)

This essay explores the current and historical meaning of forgiveness in Arab and Islamic cultural and religious contexts. It also hopes to encourage further empirical research on this understudied topic in both religious and peacebuilding studies. In addition to the perceived meaning of forgiveness in an Arab Islamic context, this essay examines the links between forgiveness and reconciliation. Relying on religious sources including the Qur'an and Hadith, as well as certain events in Islamic history, the essay identifies various ways to (...) conceptualize and explain the meaning of forgiveness. This theoretical and conceptual segment is followed by a section which explores current perceptions of forgiveness among Arab Muslim teachers in five different communities. The empirical data for this analysis is based on a larger comparative regional study that has been completed through surveys and structured interviews with educators from Lebanon, Jordan, Egypt, and Palestinians from the West Bank and Israel. Our study concluded that the teachers' perceptions of forgiveness were mainly derived from religious sources and identities and that Islamic religious discourse provided a solid foundation for framing the meaning of forgiveness. (shrink)