Introduction:Episodic memory is a cognitive process that allows the recall of experiences, learning, and the pursuit of future goals. During the aging process, episodic memory declines negatively, impacting social and psychological aspects in the elderly. Such intervention strategies as cognitive training are non-pharmacological ways of reducing these losses.ObjectiveWe systematically reviewed studies of the cognitive training of episodic memory in healthy elderly individuals and elderly individuals with clinical conditions.MethodWe systematically searched the PubMed, PsycNET, Web of Science, and SciELO databases using the (...) descriptors “Episodic Memory” AND “Training” AND “Elderly” OR “Aging” OR “Dementia” in English and translated into Portuguese.ResultsOf the 572 articles that were identified by the search, 23 were included in the final analysis. The main variables that comprised the intervention protocols were investigated, as well as the outcome variables, efficacy, and risk of bias. The main results indicated effectiveness with regard to different forms of the cognitive training of episodic memory.ConclusionEpisodic memory training among the elderly can mitigate the negative effects of cognitive decline in dementia and healthy subjects promoting impacts at social, psychological, and economic levels. Although it is a widely studied topic, further empirical studies on the utility of episodic memory training in healthy elderly individuals and elderly individuals with clinical conditions are still needed. (shrink)

Resenha da obra Aparecida: significados e perspectivas, organizada pelo Professor Doutor Wagner Lopez Sanchez. Referência: SANCHEZ, Wagner Lopes. Aparecida: significados e perspectivas. Aparecida: Editora Santuário, 2018. 214 p.

RESENHA: MENEZES, Sezinando Luiz. Antônio Vieira : o império do outro mundo e o império deste mundo. Maringá: Eduem, 2015, 131p.

We defend J. Kim's principle of explanatory exclusion from a recent criticism advanced by A Marras. We show that the principle follows from a less controversial principle of causal exclusion together with the assumption that claims of explanation are factual. We resolve the tension produced by Marras' argument by drawing a distinction between causal and explanatory relevance. In cross-level explanations (mental-to-physical and physical-to-mental) the explanans property is not causally but explanatorily relevant to the explanandum. This calls for an account of (...) how explanatorily relevant properties are grounded in causally relevant properties which in turn ultimately depend on causally efficacious properties. A. (shrink)

Pobreza e educação: diálogos entre o passado e o presente, entre conformações e resistências docentes Resumo: Desde o século XIX, a pobreza tem sido objeto de governo em todos os âmbitos do Estado Brasileiro. No entanto, desde lá, a seu modo, a área educacional tem assumido fortemente essa tarefa para si, quer seja na política educacional ou na experiência docente. De fato, essa é uma questão importante, mas paradoxal. Por um lado, governam-se os pobres visando a sua liberdade; por outro, (...) para subjugá-los. A partir de aportes teórico-metodológicos de Michel Foucault, mas também de recortes analíticos de pesquisadores do campo da sociologia da educação e da história da educação brasileira, este artigo procura estabelecer diálogo com alguns aspectos atuais da experiência docente brasileira, tentando responder se, na prática, ela é capaz de analisar esse paradoxo e de agir frente a ele. Como conclusão, o artigo sugere que a analítica de tal questão depende, enormemente, da perspicácia da política educacional e dos professores para diagnosticarem o presente e o passado da educação, para, quem sabe, experimentar novas formas de educação com as populações pobres. Palavras-chave: Pobreza; Educação; Experiência docente. Poverty and education: dialogues between past and present, between conformations and resistance of teachers Abstract: Since the 19th century, poverty has been an object of government in all spheres of the Brazilian State. However, since then, the educational area has strongly assumed this task for itself in its own way, both in educational policy and in teaching experience. Indeed, this is an important but paradoxical issue. The poor are ruled with their freedom in mind on the one hand, and on the other, with their subjugation as an objective. Based on Michel Foucault's theoretical-methodological contributions, but also on analytical pieces by researchers in the field of sociology of education and the history of Brazilian education, this paper seeks to establish a dialogue with current aspects of the Brazilian teaching experience, trying to answer whether it is capable of analyzing this paradox and acting upon it in practice. In conclusion, the paper suggests that the analysis of such a matter greatly depends on the perspicacity of educational policy and teachers to diagnose the present and past of education in order to possibly experiment new forms of education with poor populations. Keywords: Poverty; Education; Teaching experience. Pauvreté et éducation: dialogues entre le passé et le présent, entre conformations et résistances des enseignants Résumé: Depuis le 19ème siècle, la question de la pauvreté a été l’objet du gouvernement dans tous les domaines de l’État brésilien. Cependant, depuis lors, à sa manière, le domaine de l'éducation a fortement assumé cette tâche, que ce soit en matière de politique éducative ou d'expérience d’enseignement. En fait, c'est une question importante, mais paradoxale. D'une part, les pauvres sont gouvernés pour leur liberté; mais aussi d'autre part, pour les soumettre. À partir des contributions théoriques et méthodologiques de Michel Foucault, mais également d'extraits analytiques de chercheurs dans le domaine de la sociologie de l'éducation et de l'histoire de l'éducation brésilienne, cet article cherche à établir un dialogue avec certains aspects actuels de l'expérience d'enseignement au Brésil, en essayant de répondre si, dans la pratique, elle est capable d'analyser ce paradoxe et d'agir face à ce dernier. En conclusion, l'article suggère que l'analyse d'une telle question depend, énormément, de la perspicacité de la politique éducative et des professeurs à diagnostiquer le présent et le passé de l'éducation, pour, on ne sait jamais, essayer de nouvelles formes d'éducation avec les populations pauvres. Mots-clés: Pauvreté; Éducation; Expérience d'enseignement. Data de registro: 14/05/2020 Data de aceite: 02/10/2020. (shrink)

David Bohm and the challenge of a fragmented society.

This article examined the personal profiles of the Heads of Government of countries in South/North America and how they communicated with their audiences on institutional measures to contain COVID-19. Analyses were carried out on data collected from Twitter from November-2019 to November-2020. This study includes: i)quantitative analysis, measuring categories and emphases in the communication of tweets, retweets, likes, and comments on matters relevant to the pandemic; ii)qualitative analysis that allowed evaluating speeches to identify political interference and the effectiveness of communication (...) at critical moments of the pandemic. It was possible to infer that each president has his singularities and understanding about Social Media’s use as a more direct communication tool with his audience. It was also found that successful communication is not directly proportional to the volume of messages on Twitter, but to socio-political aspects and institutional leadership that can make a difference in Social Media in combating COVID-19. (shrink)

Ao longo da história, as mulheres foram colocadas à margem dos direitos sociais. Apesar disto, foram responsáveis por inúmeras contribuições nos saberes de modo geral. Como afirma Costa e Silva (2000, p. 8): “Não obstante o impacto visível de algumas modificações concretas, a maioria das pessoas, incluindo aí homens e mulheres, mesmo entre setores mais instruídos, continuam a pensar de acordo com esquemas patriarcais antigos”. A partir desta reflexão surge um questionamento: Por que, no ensino médio, se estudam pouquíssimas mulheres (...) filósofas e cientistas? O presente projeto objetiva fomentar a discussão acerca das contribuições de mulheres no âmbito da Filosofia e Ciência, construindo e fortalecendo a autonomia, a emancipação e o empoderamento feminino das alunas do ensino médio. O projeto foi executado na EEEP Guilherme Teles Gouveia em 2022. Estudantes e o professor de filosofia pesquisaram sobre mulheres que contribuíram para a humanidade. A partir das discussões e pesquisas foram elaborados questionários e um evento denominado “Simpósio: mulheres na Ciência e na Filosofia”, que levou alunos e alunas ao conhecimento sobre filósofas e cientistas de todas as épocas. Os resultados foram constatados através dos relatos do público e das participantes, no qual foram avaliados os impactos da ação para a comunidade escolar. (shrink)

The aim of this paper is to show that Clauberg’s Logic reformulates Aristotle’s principle of bivalence according to the concept of truth advanced by Descartes. While the Logic of Port-Royal later tried to adapt the concepts of modern Cartesian philosophy to Aristotle’s analytical logic, Clauberg’s Logic had already opened up the history of modern Cartesian logic by trying the inverse pathway, i.e., by intending to reformulate the principles of old logic according to the newly born Cartesian concepts. In Clauberg’s logic, (...) the ontological argument is the foundation for the truthfulness of ideas and propositions. (shrink)

Como as paixões apareciam na dialética de Platão? Como apareciam na escrita retórica? Como apareciam na lógica dos estoicos? Nas Tusculanas, Cícero examina formas diversas de discurso sobre as paixões e as virtudes em busca de fundamentos para a filosofia moral. Este exame, que se assemelha a uma história dos discursos antigos, também põe em confronto as grandes escolas materialistas da Antiguidade: a medicina hipocrática, o estoicismo, o cirenaísmo e o epicurismo. O estudo das Tusculanas de Cícero nos permite uma (...) apreensão dos diferentes modos de discurso sobre as paixões que foram elaborados e utilizados durante a Antiguidade. (shrink)

The purpose of this article is to investigate the meaning of politics as a practical science in Spinoza’s Political Treatise. First, we shall indicate how Spinoza recasts classical division between theoretical sciences, practical sciences and poietical sciences. The focus is on modern dissolution of abstract oppositions between theory and practice. Then we come to the question of poiesis to check how the arts of production are reconsidered by Spinoza from the new concept that stands in the unity between theory and (...) practices. Finally, we hope to contribute for further investigations about Spinoza’s politics as a “practical science”. (shrink)

Este artigo é parte de um estudo mais amplo que tem como eixo a formação das noções comuns e a definição da razão na Ética de Espinosa. Neste artigo, examino a questão a partir da leitura de Gilles Deleuze em Espinoza e o problema daxpressão.

The purpose of this article is to show how Cicero construct his argument in defense of the tribunatum plebis when thinking about the participatory justice and the constitution of the City in De Legibus . We shall see the argument in a broader context whose scope was to defend the autonomy of the Senate face of the threats of dictatorship that was hanging over the Roman Republic.

Analisaremos o comentário produzido por Leo Strauss a partir dos textos de Maquiavel no livro Thoughts on Machiavelli. Com base na crítica do método de leitura e escrita dos textos filosóficos de Strauss, podemos perceber que a operação interpretativa de Strauss consiste na construção de uma nova figuração do velho maquiavelismo que assaltou a obra de Maquiavel desde que passou a ser censurada pelos padres. A enunciação da tese de que o ensinamento de Maquiavel é diabólico consiste apenas no traço (...) mais superficial e evidente da interpretação teológica de Strauss, pois sob a sua nova figuração do “maquiavelismo” podemos ver ao fundo o seu projeto de destruição da filosofia moderna para insinuar uma certa e determinada filosofia contemporânea como se fosse o reestabelecimento da filosofia política clássica. (shrink)

Este texto examina, com brevidade, o sentido definição de democracia no capítulo 16 do Tratado Teológico-Político. Num primeiro momento, faço uma pequena história dos estudos, no século passado, acerca da forma do discurso político do TTP. Em seguida, passo à interrogação do sentido da definição de democracia e da lógica geométrica que estrutura o discurso político de Espinosa. Com fundamento no décimo sexto capítulo, podemos dizer que a essência da democracia é anterior tanto ontológica como históricamente às essências dos outros (...) regimes e que esta anterioridade, no caso do exame da história hebraica, também é cronológica. Isso pode significar que, desde o Tratado TeológicoPolítico, toda a política de Espinosa está fundamentada na definição da essência da democracia. (shrink)

A autoria da obra analisada pertence ao professor, ensaísta e filósofo francêsOllivierPourriol, cujas temáticas dos seus projetos circundam a relação entre filosofia e cinema. Antes desta obra, Pourriol já havia publicado “Cinefilô: as mais belas questões da filosofia no cinema” e “On-off comédie”.

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 article discusses the importance of metaemotions (emotions about emotions), showing their undeniable existence and how they are a critical and essential part of emotion life. The article begins by placing reflexivity of emotions within the general reflexivity of human beings. Then, the article presents the literature on metaemotion, showing some of the problems that surround them, which ultimately will lead to ask if the concept of metaemotion is really necessary. The second part of the article argues for the usefulness (...) of the concept, pointing out its role in establishing distinctions among emotional states as well as further clarifying the nature of emotion, and concludes on pointing out some of the directions for future research on metaemotions. (shrink)

The chapter shows how the recognition of reflexivity of emotions is crucial for understanding the role of emotions in reasoning because it highlights the regulatory role of emotion in emotional experience. The chapter begins by showing that to attain a conception of rationality that incorporates feelings, emotions, and sentiments as parts of the reasoning processes requires capturing the emotional landscape in all its complexity, and that integrating the role of meta-emotions is a contribution in that direction. Then introducing the notion (...) of meta-emotions and showing how emotional reflexivity modifies the nature of our emotional world, it is shown how emotions also have a regulatory mechanism that can either be maladaptive or at the center of emotional health. In addition, because meta-emotions provide a test for the more general assumptions of theories of emotions, the chapter ends by showing how adopting a Situated Approach to Emotions is well-suited for explaining the refinement and complexity of emotion regulation. The final reflection of the chapter explains why adopting such theoretical frame of work makes it possible to use the term situation in a technical manner, which then reveals that emotions sometimes are described as causes while other times as reasons in connection to their regulative mechanisms. (shrink)

This schedule, provided as a companion to my “Teaching Firefly” article, was used for a sophomore level philosophy course that was populated mostly by non-majors. The original idea for the course was to develop a popular culture philosophy course that would attract students from all over campus, which was meant to both introduce them to multiple philosophical ideas and theories and hopefully convince some of them to major or minor in philosophy. The course was quite successful at drawing Whedon fans (...) from across the university (after a certain amount of advertising through posters and social media). Students were very engaged with both discussions of episodes and the readings. (shrink)

BIOGRAFIAS NÃO AUTORIZADAS: UMA DISCUSSÃO INÓCUA NO BRASIL?

Resenha do novo livro de Israel Finkelstein, publicado em inglês em 2013. Israel Finkelstein apresenta nova visão acerca do reino do Norte Israel, apontando a compilação e redação final das narrativas bíblicas pelos judaítas, depois da queda do reino do Norte Israel. É uma bela obra que resume o desenvolvimento das pesquisas arqueológicas do autor.

A RELEVÂNCIA DO PRÉVIO ESGOTAMENTO DAS INSTÂNCIAS DESPORTIVAS E AS SANÇÕES AO SEU DESCUMPRIMENTO.

Logical omniscience states that the knowledge set of ordinary rational agents is closed for its logical consequences. Although epistemic logicians in general judge this principle unrealistic, there is no consensus on how it should be restrained. The challenge is conceptual: we must find adequate criteria for separating obvious logical consequences from non-obvious ones. Non-classical game-theoretic semantics has been employed in this discussion with relative success. On the one hand, with urn semantics [15], an expressive fragment of classical game semantics that (...) weakens the dependence relations between quantifiers occurring in a formula, we can formalize, for a broad array of examples, epistemic scenarios in which an individual ignores the validity of some first-order sentence. On the other hand, urn semantics offers a disproportionate restriction of logical omniscience. Therefore, an improvement of this system is needed to obtain a better solution of the problem. In this paper, I argue that our linguistic competence in using quantifiers requires a sort of basic hypothetical logical knowledge that can be formulated as follows: when inquiring after the truth-value of ∀xφ, an individual might be unaware of all substitutional instances this sentence accepts, but at least she must know that, if an element a is given, then ∀xφ holds only if φ is true. This thesis accepts game-theoretic formalization in terms of a refinement of urn semantics. I maintain that the system so obtained affords an improved solution of the logical omniscience problem. To do this, I characterize first-order theoremhood in US+. As a consequence of this result, we will see that the ideal reasoner depicted by US+ only knows the validity of first-order formulas whose Herbrand witnesses can be trivially found, a fact that provides strong evidence that our refinement of urn semantics captures a relevant sense of logical obviousness. (shrink)

Presenting a fascinating analysis of the idea of what can't be said, this book ascertains whether the notion of there being a truth, or a state of affairs, or knowledge that can't be expressed linguistically is a coherent notion. The author distinguishes different senses in which it might be said that something can't be said. The first part looks at the question of whether ineffability is a coherent idea. Part two evaluates two families of arguments regarding whether ineffable states of (...) affairs actually exist: the argument from mysticism and the argument from epistemic boundedness. Part three looks more closely at the relation between mystic and non-mystic stances. In the fourth and final part the author distinguishes five qualitatively different types of ineffability. _Ineffability and Philosophy_ is a significant contribution to this area of research and will be essential reading for philosophers and those researching and studying the philosophy of language. (shrink)

In this challenging study, André Gallois proposes and defends a thesis about the character of our knowledge of our own intentional states. Taking up issues at the centre of attention in contemporary analytic philosophy of mind and epistemology, he examines accounts of self-knowledge by such philosophers as Donald Davidson, Tyler Burge and Crispin Wright, and advances his own view that, without relying on observation, we are able justifiably to attribute to ourselves propositional attitudes, such as belief, that we consciously (...) hold. His study will be of wide interest to philosophers concerned with questions about self-knowledge. (shrink)

Experiences of absence are common in everyday life, but have received little philosophical attention until recently, when two positions regarding the nature of such experiences surfaced in the literature. According to the Perceptual View, experiences of absence are perceptual in nature. This is denied by the Surprise-Based View, according to which experiences of absence belong together with cases of surprise. In this paper, I show that there is a kind of experience of absence—which I call frustrating absences—that has been overlooked (...) by the Perceptual View and by the Surprise Based-View and that cannot be adequately explained by them. I offer an alternative account to deal with frustrating absences, one according to which experiencing frustrating absences is a matter of subjects having desires for something to be present frustrated by the world. Finally, I argue that there may well be different kinds of experiences of absence. (shrink)

ATIVIDADE CURRICULAR EM COMUNIDADE E SOCIEDADE E OS POVOS TRADICIONAIS: EXPERIÊNCIA DE CAMPO DO CURSO DE DIREITO DA UNIVERSIDADE FEDERAL DA BAHIA.

La siempre fascínate escritura rulfiana continúa dialogando con el mundo. El así conocido “escritor de las letras mexicanas”, nos sigue ofreciendo un mar de posibilidades de acercamiento a otras áreas humanísticas entre las cuáles incluimos a la filosofía. Coincidentes en la época y en la geografía mexicana, Juan Rulfo y María Zambrano se encontraron en 1939. Exponentes ejemplares y creadores de nuevos caminos en la escritura literaria y filosófica, los exponemos como paralelos a través de dos piezas claves de sus (...) obras: Pedro Páramo y Los sueños y el tiempo. La antropología zambraniana viene propuesta como uno de estos senderos creativos y creadores de la búsqueda del propio ser y del sentido mismo del existir. Dicho pronunciamiento antropológico lo exponemos como perspectiva de lectura del viaje no sólo de Juan preciado, ansioso buscador de su padre, sino de todos los lectores de Rulfo que hemos tejido con sus letras —extractoras de sueños y productoras de anhelos— la frágil cuerda que sostiene la aventura del descubrir nuestro lugar en el oscuro pozo del mundo. Realismo mágico y Razón poética en armonía propositiva que revela el origen de ambos proveniente de la misma semilla del ser. Rulfo y Zambrano nos enseñan que hay encuentros más profundos y reales que aquellos sólo históricos. (shrink)

Philosophers unknowingly subscribe to two competing conceptions of philosophy. On the inclusive conception, teaching philosophy provides a valuable social good that should be distributed as much as possible. On the traditionalist conception, certain materials and techniques constitute the way philosophy should be taught, which must be conserved. Unfortunately, the traditionalist conception clings to methods that have repeatedly produced an elitist, hierarchal version of philosophy that inhibits diverse engagement. Given the value of philosophy, philosophers have a duty to distribute philosophy to (...) a greater number of people, which requires embracing the inclusive conception. Acting towards this duty can be done by working beyond the classroom, spreading philosophy through service, and improving our teaching both to reach a more diverse audience and to follow pedagogical research, such as with experiential learning techniques. Philosophers should also ensure that the duty’s burden falls more on privileged philosophers who can take on the necessary sacrifices. (shrink)

While virtually everyone recognizes the moral permissibility of whistleblowing under certain circumstances, most theorists offer relatively conservative accounts of when it is allowed, and are reluctant to offer a full recommendation of the practice as an important tool towards addressing ethical failures in the workplace. We think that accounts such as these tend to overestimate the importance of professional or personal obligations, and underestimate the moral obligation to shine light on severe professional malfeasance. Of course, a whistleblower, even an anonymous (...) one, often faces serious threats of retaliation and harm to their professional livelihoods and well-being. To address these challenges we argue in favor of a practice that we will call Preemptive Anonymous Whistleblowing (PAW). Such whistleblowing is preemptive in that a whistleblower provides information about malfeasance to a party in a position to do something about it without first raising the worry to one’s immediate superiors. At first blush, such preemption may seem unsettling, and PAW admittedly raises a number of worrisome issues. We defend PAW, however, as part of a larger argument that whistleblowing is morally required more often than is commonly thought. The availability of PAW as an option provides a method for allaying the concern that whistleblowing can be overly burdensome due to the risks of job and career. Insofar as that concern can be allayed, it is feasible for there to be substantial moral requirements to engage in whistleblowing in cases where severe harms can be prevented. With high enough stakes, there is a moral requirement for whistleblowing. (shrink)

Lorenz proposed in his (1935) articulation of a theory of behavioral instincts that the objective of ethology is to distinguish behaviors that are “innate” from behaviors that are “learned” (or “acquired”). Lorenz’s motive was to open the investigation of certain “adaptive” behaviors to evolutionary theorizing. Accordingly, since innate behaviors are “genetic”, they are open to such investigation. By Lorenz’s light an innate/acquired or learned dichotomy rested on a familiar Darwinian distinction between genes and environments. Ever since Lorenz, ascriptions of innateness (...) have become widespread in the cognitive, behavioral, and biological sciences. The trend continues despite decades of strong arguments that show, in particular, the dichotomy that Lorenz invoked in his theory of behavioral instincts is literally false: no biological trait is the product of genes alone. Some critics suggest that the failure of Lorenz’s account shows that innateness is not well-defined in biology and the practice of ascribing innateness to various biological traits should be dropped from respectable science. Elsewhere (Ariew 1996) I argued that despite the arguments of critics, there really is a biological phenomenon underlying the concept of innateness. On my view, innateness is best understood in terms of C.H. Waddington’s concept of “canalization”, i.e. the degree to which a trait is innate is the degree to which its developmental outcome is canalized. The degree to which a developmental outcome is canalized is the degree to which the developmental process is bound to produce a particular endstate despite environmental fluctuations both in the development’s initial state and during the course of development. The canalization account differs in many ways to the traditional ways that ethologists such as Konrad Lorenz originally understood the concept of innateness. Most importantly, on the canalization account the distinction between innate and acquired is not a dichotomy, as Konrad Lorenz had it, but rather a matter of degree difference that lies along a spectrum with highly canalized development outcomes on the one end and highly environmentally sensitive development outcomes on the other end. Nevertheless, I justified the canalization account on the basis of a set of desiderata or criteria that I suggested falls-out of what seemed uncontroversial about Lorenz’s account of innateness (briefly): innateness is a property of a developing individual, innateness denotes environmental stability, and innate-ascriptions are useful in certain natural selection explanations (more below). From that same set of desiderata I argued (in my 1996) that neither the concept of heritability nor of norms of reactions—two concepts from population genetics—suffice to ground innateness. In this essay, I wish to provide further support of the canalization account in two ways. First, I wish to better motivate the desiderata by revisiting a debate between Konrad Lorenz and Daniel Lehrman over the meaning and explanatory usefulness of innate ascriptions in ethology. Second, I wish to compare my canalization account of innateness with accounts proposed by contemporary philosophers, one by Stephen Stich (1975), another by Elliott Sober (forthcoming), and a third by William Wimsatt (1986). (shrink)

The purpose of this paper is an attempt to delimitate what the dialectical syllogism looks like in Aristotle’s Topics. Aristotle never gave an example of a dialectical syllogism, but we have some clues spread over books I and VIII of the Topics which make it possible to understand at least what within a dialectical debate is a dialectical syllogism. The interpretation advanced here distinguishes the logical order of the dialectical argumentation from the order of the debate. This distinction enables us (...) to have a better understand of what is and how the dialectical syllogism is identified in the debate. In addition, we can solve some interpretative difficulties other interpretations could not solve, and have a more solid grasp of how endoxa are used in a dialectical debate. (shrink)

The question whether compulsory schooling is justifiable or not has been treated at considerable length by critics, defenders, and positions in-between. What these treatments—about paternalism and autonomy and institutionalization and more—have not directly analyzed is a question that precedes the issue of overall justification: the preliminary question of time. Does it matter when compulsion takes place? Furthermore, does the timing of compulsion matter to the question of overall justification? I will argue that it does matter, but for reasons not directly (...) related to the question of overall justification. (shrink)

Deep beneath the Jack the Ripper story, Alan Moore and Eddie Campbell use From Hell to argue for a philosophical thesis: Although physical violence and structural violence are quite different, they are also interconnected as each causes the other to worsen. William Gull claims that through the Ripper murders, he has “delivered” the twentieth century, as seen in his premonition of the mundane office place. In other words, Gull believes that the Ripper murders somehow played a foundational role in creating (...) twentieth-century life. This premonition suggests that horrific murders like those of the Ripper make structural violence, such as that found in the contemporary office place through wrongs such as sexual harassment, recede into the background of society where it becomes invisible and taken for granted. As Gull sees his violence as particularly connected to his misogynist worldview, From Hell makes the clearest case for the connection between physical violence and structural violence through the problem of patriarchy. (shrink)

Is there room for philosophy in educational research? Is there phenomenology before and beyond its uses and abuses in the applied and social sciences? How are phenomenology and philosophy of education related? What are the methods for phenomenology within the field of philosophy of education? These talks to educational scholars and researchers responds to these questions and appeals for place of philosophy within educational research and the tradition of phenomenology within philosophy of education. Across a genealogy of thought and frequent (...) autobiographical confessions, this book of lectures works from the simple insight that philosophy and education are not so different. (shrink)