In lieu of an abstract, here is a brief excerpt of the content:Review Essay:Aquinas, Modern Theology, and the TrinityGuy Mansini O.S.B.As one would expect from his Incarnate Lord, Thomas Joseph White's Trinity is no exercise in historical theology, although of course it calls on history, but aims to give us St. Thomas's theology as an enduring and so contemporary theology that both respects the creedal commitments of the Catholic Church and offers a more satisfying understanding of the Trinity than (...) anything proposed by the great theologians, Catholic and Protestant, of the past hundred years.1 The Trinity, however, gives a more complete and satisfying view of its subject than does The Incarnate Lord.Can St. Thomas really be fruitfully located within the dialectic of nineteenth- and twentieth-century Trinitarian speculation? Yes, and it is one of White's principal contributions to show how St. Thomas's medieval contemporaries, the early Franciscans on the one hand and William of Ockham on the other, remotely but really adumbrate nineteenth- and twentieth-century theological positions, once due attention is paid to the key issues of the analogical naming of God and his knowability. The reader is thus assured that Aquinas's original project was composed with some awareness of temptations and alternatives repeated (though not exactly, of course) in modern thought. It should be added that St. Thomas is by no means treated as the only systematic theological authority for Trinitarian theology, but White recognizes his paradigmatic place in the Catholic theological tradition. [End Page 1415]The most important issue for assessing the enduring value of Thomas's Trinitarian theology, then, whether in the thirteenth century or twentieth century, turns out to be the applicability and centrality of the psychological analogy for an understanding of the immanent intelligibility of the Trinity, an analogy suggested by Scripture, and developed by the Cappadocians, St. Augustine, St. Thomas, and other medieval writers, not to mention John Henry Newman and Matthias J. Scheeben.What is the status of this analogy? Olivier-Thomas Venard laconically describes it as "revealed"—too hot. Michael Maria Waldstein has recently argued vigorously and at length that it is not revealed at all—too cold. White does not discuss this in detail but is satisfied with saying that it is "derived" from Scripture—just right. However one thinks this question is to be resolved, White robustly defends the psychological analogy as a proper analogy and as the only systematic theological instrument ever offered by the theological tradition that succeeds in providing real understanding of the immanent life of the Trinity, one that preserves the transcendence of God and honors the dogmatic tradition of the Church bearing on the nature of God and the Trinity of persons—Nicaea, Lateran IV, and Vatican I, especially. This is how he does it in chapter 22.1. We know the mystery of interior Trinitarian life based on God's manifestation of it to us in the economy of salvation via the missions of Word and Spirit, which disclose to us distinct personal processions.2. Such processions are either immanent or transitive.3. But transitive processions terminate in some substance distinct from whence they emanate.4. God, however, is one in nature (essence, substance) both specifically and numerically.5. Therefore, the processions are immanent to the godhead.6. However, there are only two immanent immaterial activities known to us, that of knowing and that of loving.7. Therefore, we cannot have some understanding of the mystery of interior Trinitarian life except by analogy with these two [End Page 1416] activities. That is to say, we know the mystery of the Trinitarian life according to the "psychological model" or not at all.This argument can be re-phrased with more pointed reference to modern theologies of the Trinity.1. If we wish to understand the mystery of the immanent Trinitarian life of distinct persons, but not by way of immanent activities and processions, then we must appeal to transitive activity to account for the distinction of persons.2. Transitive divine activity can be conceived of (1) as creative, (2) as within creation relative to its history (the continental way), or (3) as taking place between three already constituted divine individuals, relating transitively to one... (shrink)

Mr P. F. Strawson's book Individuals is subtitled An Essay in Descriptive Metaphysics. ‘Descriptive metaphysics’, he writes, ‘is content to describe the actual structure of our thought about the world’, whereas ‘revisionary metaphysics is concerned to produce a better structure’; it is distinguished from logical or conceptual analysis in scope and generality, rather than in fundamental intention. The book is divided into two parts; in Strawson's words, ‘the first part aims at establishing the central position which material bodies and persons (...) occupy among particulars in general. … In the second part of the book the aim is to establish and explain the connexion between the idea of a particular in general and that of an object of reference or logical subject.’. (shrink)

Book reviewed in this article:F.H. Bradley, Collected Works Volumes 1–5.

Mr P. F. Strawson's book Individuals is subtitled An Essay in Descriptive Metaphysics. ‘Descriptive metaphysics’, he writes, ‘is content to describe the actual structure of our thought about the world’, whereas ‘revisionary metaphysics is concerned to produce a better structure’; it is distinguished from logical or conceptual analysis in scope and generality, rather than in fundamental intention. The book is divided into two parts; in Strawson's words, ‘the first part aims at establishing the central position which material bodies and persons (...) occupy among particulars in general. … In the second part of the book the aim is to establish and explain the connexion between the idea of a particular in general and that of an object of reference or logical subject.’. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:Configured to Christ: On Spiritual Direction and Clergy Formation by James KeatingChristian Raab O.S.B.Configured to Christ: On Spiritual Direction and Clergy Formation by James Keating (Steubenville, OH: Emmaus Road, 2021), xxix + 312 pp.Deacon James Keating has served the Church by forming her clergy for thirty years. While he has been a seminary professor and a director of deacon formation at the diocesan level, his prolific scholarship as (...) well as his time as director of theological formation for the Institute for Priestly Formation in Creighton, NE, made him a national figure. Configured to Christ is a collection of Keating's most important essays.While this book is a retrospective, it couldn't be more timely. In 2016 (on the Feast of the Immaculate Conception, December 8), the Congregation for Catholic Education issued The Gift of the Priestly Vocation—Ratio Fundamentalis Institutionis Sacerdotalis, a text which provides guidelines for the whole Church concerning priestly formation. In the fall of 2021, the United States Council of Catholic Bishops completed their revision of the sixth edition of the Program of Priestly Formation (PPF), which translates the principles of the Ratio for the American context. With these two documents in place, it now falls upon seminaries to examine their programs in light of the vision provided by the magisterium. The next five to ten years promise to be a time of reform and renewal in seminary formation. Institutions will be looking for fresh and orienting ideas. Keating's book can be recommended as among the best resources for the venture that awaits.One reason Keating's book is so valuable is its focus on the "perichoresis" of the various aspects of formation (107). This emphasis is consonant with the terminological change found in the new PPF from the language of formational "pillars" to the language of formational "dimensions" (see the USCCB's 5th edition of the PPF, §28). The thinking behind this change seems to have been that it was too easy to imagine "pillars" as separate from [End Page 1110] one another. The human, spiritual, intellectual, and pastoral dimensions of formation are in fact interwoven, interdependent, and interpenetrating. While they can be distinguished, they cannot be divided. Growth in one fosters growth in the other. Keating has long understood this, as his various essays show.The book is divided into three parts and eighteen chapters. Part 1 is entitled "The Interior Life of the Cleric." Here, readers are introduced to the integral relationship between the spiritual and intellectual formational dimensions. For example, Keating provides, in chapter 1, a sustained theoretical reflection on the relationship between academic theology and spirituality, and, in chapter 2, he examines John Henry Newman's writings as a concretized test case for the right relationship of prayer, study, and thought. Authors such as Hans Urs von Balthasar and Jean Leclercq have investigated this relationship in classic works, but Keating's presentation is notable for its accessibility, coherence, and concision. The remaining chapters of part 1 address the topics of silence and spiritual direction. Emerging from these analyses are the insights that interiority expands through discovery of Christ within. We participate in Christ as we behold, wonder, think, theologize, and pray. Keating's plea that we introduce ministerial candidates to the romance of silence is most welcome.The second part of the book is entitled "The Formation of the Cleric." It brings together nine essays which explicitly explore the art of formation. The key to this section, and maybe to the whole book, is chapter 7, "Christ is the Sure Foundation: Priestly Human Formation Completed in and by Spiritual Formation." This chapter makes the case not only for the perichoresis of formational dimensions but also for a much stronger emphasis on spiritual formation than is often the case. Of special note is Keating's observation that spiritual formation can truly support human formation. This is an important insight. In his 1992 apostolic exhortation Pastores Dabo Vobis (on the formation of priests), John Paul II had articulated that human formation was "the basis of all priestly formation" (§43).Unfortunately, this line could be (and has been) interpreted problematically to mean human formation... (shrink)

Mr P. F. Strawson's book Individuals is subtitled An Essay in Descriptive Metaphysics. ‘Descriptive metaphysics’, he writes, ‘is content to describe the actual structure of our thought about the world’, whereas ‘revisionary metaphysics is concerned to produce a better structure’; it is distinguished from logical or conceptual analysis in scope and generality, rather than in fundamental intention. The book is divided into two parts; in Strawson's words, ‘the first part aims at establishing the central position which material bodies and persons (...) occupy among particulars in general. … In the second part of the book the aim is to establish and explain the connexion between the idea of a particular in general and that of an object of reference or logical subject.’. (shrink)

Table of contentsI1 Proceedings of the 4th World Conference on Research IntegrityConcurrent Sessions:1. Countries' systems and policies to foster research integrityCS01.1 Second time around: Implementing and embedding a review of responsible conduct of research policy and practice in an Australian research-intensive universitySusan Patricia O'BrienCS01.2 Measures to promote research integrity in a university: the case of an Asian universityDanny Chan, Frederick Leung2. Examples of research integrity education programmes in different countriesCS02.1 Development of a state-run “cyber education program of research ethics” (...) in KoreaEun Jung Ko, Jin Sun Kwak, TaeHwan Gwon, Ji Min Lee, Min-Ho LeeCS02.3 Responsible conduct of research teachers’ training courses in Germany: keeping on drilling through hard boards for more RCR teachersHelga Nolte, Michael Gommel, Gerlinde Sponholz3. The research environment and policies to encourage research integrityCS03.1 Challenges and best practices in research integrity: bridging the gap between policy and practiceYordanka Krastev, Yamini Sandiran, Julia Connell, Nicky SolomonCS03.2 The Slovenian initiative for better research: from national activities to global reflectionsUrsa Opara Krasovec, Renata SribarCS03.3 Organizational climate assessments to support research integrity: background of the Survey of Organizational Research Climate and the experience with its use at Michigan State UniversityBrian C. Martinson, Carol R. Thrush, C.K. Gunsalus4. Expressions of concern and retractionsCS04.1 Proposed guidelines for retraction notices and their disseminationIvan Oransky, Adam MarcusCS04.2 Watching retractions: analysis of process and practice, with data from the Wiley retraction archivesChris Graf, Verity Warne, Edward Wates, Sue JoshuaCS04.3 An exploratory content analysis of Expressions of ConcernMiguel RoigCS04.4 An ethics researcher in the retraction processMichael Mumford5. Funders' role in fostering research integrityCS05.1 The Fonds de Recherche du Québec’s institutional rules on the responsible conduct of research: introspection in the funding agency activitiesMylène Deschênes, Catherine Olivier, Raphaëlle Dupras-LeducCS05.2 U.S. Public Health Service funds in an international setting: research integrity and complianceZoë Hammatt, Raju Tamot, Robin Parker, Cynthia Ricard, Loc Nguyen-Khoa, Sandra TitusCS05.3 Analyzing decision making of funders of public research as a case of information asymmetryKarsten Klint JensenCS05.4 Research integrity management: Empirical investigation of academia versus industrySimon Godecharle, Ben Nemery, Kris Dierickx5A: Education: For whom, how, and what?CS05A.1 Research integrity or responsible conduct of research? What do we aim for?Mickey Gjerris, Maud Marion Laird Eriksen, Jeppe Berggren HoejCS05A.2 Teaching and learning about RCR at the same time: a report on Epigeum’s RCR poll questions and other assessment activitiesNicholas H. SteneckCS05A.4 Minding the gap in research ethics education: strategies to assess and improve research competencies in community health workers/promoteresCamille Nebeker, Michael Kalichman, Elizabeth Mejia Booen, Blanca Azucena Pacheco, Rebeca Espinosa Giacinto, Sheila Castaneda6. Country examples of research reward systems and integrityCS06.1 Improving systems to promote responsible research in the Chinese Academy of SciencesDing Li, Qiong Chen, Guoli Zhu, Zhonghe SunCS06.4 Exploring the perception of research integrity amongst public health researchers in IndiaParthasarathi Ganguly, Barna Ganguly7. Education and guidance on research integrity: country differencesCS07.1 From integrity to unity: how research integrity guidance differs across universities in Europe.Noémie Aubert Bonn, Kris Dierickx, Simon GodecharleCS07.2 Can education and training develop research integrity? The spirit of the UNESCO 1974 recommendation and its updatingDaniele Bourcier, Jacques Bordé, Michèle LeducCS07.3 The education and implementation mechanisms of research ethics in Taiwan's higher education: an experience in Chinese web-based curriculum development for responsible conduct of researchChien Chou, Sophia Jui-An PanCS07.4 Educating principal investigators in Swiss research institutions: present and future perspectivesLouis Xaver Tiefenauer8. Measuring and rewarding research productivityCS08.1 Altimpact: how research integrity underpins research impactDaniel Barr, Paul TaylorCS08.2 Publication incentives: just reward or misdirection of funds?Lyn Margaret HornCS08.3 Why Socrates never charged a fee: factors contributing to challenges for research integrity and publication ethicsDeborah Poff9. Plagiarism and falsification: Behaviour and detectionCS09.1 Personality traits predict attitude towards plagiarism of self and others in biomedicine: plagiarism, yes we can?Martina Mavrinac, Gordana Brumini, Mladen PetrovečkiCS09.2 Investigating the concept of and attitudes toward plagiarism for science teachers in Brazil: any challenges for research integrity and policy?Christiane Coelho Santos, Sonia VasconcelosCS09.3 What have we learnt?: The CrossCheck Service from CrossRefRachael LammeyCS09.4 High p-values as a sign of data fabrication/falsificationChris Hartgerink, Marcel van Assen, Jelte Wicherts10. Codes for research integrity and collaborationsCS10.1 Research integrity in cross-border cooperation: a Nordic exampleHanne Silje HaugeCS10.3 Research integrity, research misconduct, and the National Science Foundation's requirement for the responsible conduct of researchAaron MankaCS10.4 A code of conduct for international scientific cooperation: human rights and research integrity in scientific collaborations with international academic and industry partnersRaffael Iturrizaga11. Countries' efforts to establish mentoring and networksCS11.1 ENRIO : a network facilitating common approaches on research integrity in EuropeNicole FoegerCS11.2 Helping junior investigators develop in a resource-limited country: a mentoring program in PeruA. Roxana Lescano, Claudio Lanata, Gissella Vasquez, Leguia Mariana, Marita Silva, Mathew Kasper, Claudia Montero, Daniel Bausch, Andres G LescanoCS11.3 Netherlands Research Integrity Network: the first six monthsFenneke Blom, Lex BouterCS11.4 A South African framework for research ethics and integrity for researchers, postgraduate students, research managers and administratorsLaetus OK Lategan12. Training and education in research integrity at an early career stageCS12.1 Research integrity in curricula for medical studentsGustavo Fitas ManaiaCS12.2 Team-based learning for training in the responsible conduct of research supports ethical decision-makingWayne T. McCormack, William L. Allen, Shane Connelly, Joshua Crites, Jeffrey Engler, Victoria Freedman, Cynthia W. Garvan, Paul Haidet, Joel Hockensmith, William McElroy, Erik Sander, Rebecca Volpe, Michael F. VerderameCS12.4 Research integrity and career prospects of junior researchersSnezana Krstic13. Systems and research environments in institutionsCS13.1 Implementing systems in research institutions to improve quality and reduce riskLouise HandyCS13.2 Creating an institutional environment that supports research integrityDebra Schaller-DemersCS13.3 Ethics and Integrity Development Grants: a mechanism to foster cultures of ethics and integrityPaul Taylor, Daniel BarrCS13.4 A culture of integrity at KU LeuvenInge Lerouge, Gerard Cielen, Liliane Schoofs14. Peer review and its role in research integrityCS14.1 Peer review research across disciplines: transdomain action in the European Cooperation in Science and Technology “New Frontiers of Peer Review ”Ana Marusic, Flaminio SquazzoniCS14.2 Using blinding to reduce bias in peer reviewDavid VauxCS14.3 How to intensify the role of reviewers to promote research integrityKhalid Al-Wazzan, Ibrahim AlorainyCS14.4 Credit where credit’s due: professionalizing and rewarding the role of peer reviewerChris Graf, Verity Warne15. Research ethics and oversight for research integrity: Does it work?CS15.1 The psychology of decision-making in research ethics governance structures: a theory of bounded rationalityNolan O'Brien, Suzanne Guerin, Philip DoddCS15.2 Investigator irregularities: iniquity, ignorance or incompetence?Frank Wells, Catherine BlewettCS15.3 Academic plagiarismFredric M. Litto16. Research integrity in EuropeCS16.1 Whose responsibility is it anyway?: A comparative analysis of core concepts and practice at European research-intensive universities to identify and develop good practices in research integrityItziar De Lecuona, Erika Löfstrom, Katrien MaesCS16.2 Research integrity guidance in European research universitiesKris Dierickx, Noémie Bonn, Simon GodecharleCS16.3 Research Integrity: processes and initiatives in Science Europe member organisationsTony Peatfield, Olivier Boehme, Science Europe Working Group on Research IntegrityCS16.4 Promoting research integrity in Italy: the experience of the Research Ethics and Bioethics Advisory Committee of the Consiglio Nazionale delle Ricerche Cinzia Caporale, Daniele Fanelli17. Training programs for research integrity at different levels of experience and seniorityCS17.1 Meaningful ways to incorporate research integrity and the responsible conduct of research into undergraduate, graduate, postdoctoral and faculty training programsJohn Carfora, Eric Strauss, William LynnCS17.2 "Recognize, respond, champion": Developing a one-day interactive workshop to increase confidence in research integrity issuesDieter De Bruyn, Bracke Nele, Katrien De Gelder, Stefanie Van der BurghtCS17.4 “Train the trainer” on cultural challenges imposed by international research integrity conversations: lessons from a projectJosé Roberto Lapa e Silva, Sonia M. R. Vasconcelos18. Research and societal responsibilityCS18.1 Promoting the societal responsibility of research as an integral part of research integrityHelene IngierdCS18.2 Social responsibility as an ethical imperative for scientists: research, education and service to societyMark FrankelCS18.3 The intertwined nature of social responsibility and hope in scienceDaniel Vasgird, Stephanie BirdCS18.4 Common barriers that impede our ability to create a culture of trustworthiness in the research communityMark Yarborough19. Publication ethicsCS19.1 The authors' forum: A proposed tool to improve practices of journal editors and promote a responsible research environmentIbrahim Alorainy, Khalid Al-WazzanCS19.2 Quantifying research integrity and its impact with text analyticsHarold GarnerCS19.3 A closer look at authorship and publication ethics of multi- and interdisciplinary teamsLisa Campo-Engelstein, Zubin Master, Elise Smith, David Resnik, Bryn Williams-JonesCS19.4 Invisibility of duplicate publications in biomedicineMario Malicki, Ana Utrobicic, Ana Marusic20. The causes of bad and wasteful research: What can we do?CS20.1 From countries to individuals: unravelling the causes of bias and misconduct with multilevel meta-meta-analysisDaniele Fanelli, John PA IoannidisCS20.2 Reducing research waste by integrating systems of oversight and regulationGerben ter Riet, Tom Walley, Lex Marius BouterCS20.3 What are the determinants of selective reporting?: The example of palliative care for non-cancer conditionsJenny van der Steen, Lex BouterCS20.4 Perceptions of plagiarism, self-plagiarism and redundancy in research: preliminary results from a national survey of Brazilian PhDsSonia Vasconcelos, Martha Sorenson, Francisco Prosdocimi, Hatisaburo Masuda, Edson Watanabe, José Carlos Pinto, Marisa Palácios, José Lapa e Silva, Jacqueline Leta, Adalberto Vieyra, André Pinto, Mauricio Sant’Ana, Rosemary Shinkai21. Are there country-specific elements of misconduct?CS21.1 The battle with plagiarism in Russian science: latest developmentsBoris YudinCS21.2 Researchers between ethics and misconduct: A French survey on social representations of misconduct and ethical standards within the scientific communityEtienne Vergès, Anne-Sophie Brun-Wauthier, Géraldine VialCS21.3 Experience from different ways of dealing with research misconduct and promoting research integrity in some Nordic countriesTorkild VintherCS21.4 Are there specifics in German research misconduct and the ways to cope with it?Volker Bähr, Charité22. Research integrity teaching programmes and their challengesCS22.1 Faculty mentors and research integrityMichael Kalichman, Dena PlemmonsCS22.2 Training the next generation of scientists to use principles of research quality assurance to improve data integrity and reliabilityRebecca Lynn Davies, Katrina LaubeCS22.3 Fostering research integrity in a culturally-diverse environmentCynthia Scheopner, John GallandCS22.4 Towards a standard retraction formHervé Maisonneuve, Evelyne Decullier23. Commercial research and integrityCS23.1 The will to commercialize: matters of concern in the cultural economy of return-on-investment researchBrian NobleCS23.2 Quality in drug discovery data reporting: a mission impossible?Anja Gilis, David J. Gallacher, Tom Lavrijssen, Malwitz David, Malini Dasgupta, Hans MolsCS23.3 Instituting a research integrity policy in the context of semi-private-sector funding: an example in the field of occupational health and safetyPaul-Emile Boileau24. The interface of publication ethics and institutional policiesCS24.1 The open access ethical paradox in an open government effortTony SavardCS24.2 How journals and institutions can work together to promote responsible conductEric MahCS24.3 Improving cooperation between journals and research institutions in research integrity casesElizabeth Wager, Sabine Kleinert25. Reproducibility of research and retractionsCS25.1 Promoting transparency in publications to reduce irreproducibilityVeronique Kiermer, Andrew Hufton, Melanie ClyneCS25.2 Retraction notices issued for publications by Latin American authors: what lessons can we learn?Sonia Vasconcelos, Renan Moritz Almeida, Aldo Fontes-Pereira, Fernanda Catelani, Karina RochaCS25.3 A preliminary report of the findings from the Reproducibility Project: Cancer biologyElizabeth Iorns, William Gunn26. Research integrity and specific country initiativesCS26.1 Promoting research integrity at CNRS, FranceMichèle Leduc, Lucienne LetellierCS26.2 In pursuit of compliance: is the tail wagging the dog?Cornelia MalherbeCS26.3 Newly established research integrity policies and practices: oversight systems of Japanese research universitiesTakehito Kamata27. Responsible conduct of research and country guidelinesCS27.1 Incentives or guidelines? Promoting responsible research communication through economic incentives or ethical guidelines?Vidar EnebakkCS27.3 Responsible conduct of research: a view from CanadaLynn PenrodCS27.4 The Danish Code of Conduct for Research Integrity: a national initiative to promote research integrity in DenmarkThomas Nørgaard, Charlotte Elverdam28. Behaviour, trust and honestyCS28.1 The reasons behind non-ethical behaviour in academiaYves FassinCS28.2 The psychological profile of the dishonest scholarCynthia FekkenCS28.3 Considering the implications of Dan Ariely’s keynote speech at the 3rd World Conference on Research Integrity in MontréalJamal Adam, Melissa S. AndersonCS28.4 Two large surveys on psychologists’ views on peer review and replicationJelte WichertsBrett Buttliere29. Reporting and publication bias and how to overcome itCS29.1 Data sharing: Experience at two open-access general medical journalsTrish GrovesCS29.2 Overcoming publication bias and selective reporting: completing the published recordDaniel ShanahanCS29.3 The EQUATOR Network: promoting responsible reporting of health research studiesIveta Simera, Shona Kirtley, Eleana Villanueva, Caroline Struthers, Angela MacCarthy, Douglas Altman30. The research environment and its implications for integrityCS30.1 Ranking of scientists: the Russian experienceElena GrebenshchikovaCS30.4 From cradle to grave: research integrity, research misconduct and cultural shiftsBronwyn Greene, Ted RohrPARTNER SYMPOSIAPartner Symposium AOrganized by EQUATOR Network, Enhancing the Quality and Transparency of Health ResearchP1 Can we trust the medical research literature?: Poor reporting and its consequencesIveta SimeraP2 What can BioMed Central do to improve published research?Daniel Shanahan, Stephanie HarrimanP3 What can a "traditional" journal do to improve published research?Trish GrovesP4 Promoting good reporting practice for reliable and usable research papers: EQUATOR Network, reporting guidelines and other initiativesCaroline StruthersPartner Symposium COrganized by ENRIO, the European Network of Research Integrity OfficersP5 Transparency and independence in research integrity investigations in EuropeKrista Varantola, Helga Nolte, Ursa Opara, Torkild Vinther, Elizabeth Wager, Thomas NørgaardPartner Symposium DOrganized by IEEE, the Institute of Electrical and Electronics EngineersRe-educating our author community: IEEE's approach to bibliometric manipulation, plagiarism, and other inappropriate practicesP6 Dealing with plagiarism in the connected world: An Institute of Electrical and Electronics Engineers perspectiveJon RokneP7 Should evaluation of raises, promotion, and research proposals be tied to bibliometric indictors? What the Institute of Electrical and Electronics Engineers is doing to answer this questionGianluca SettiP8 Recommended practices to ensure conference content qualityGordon MacPhersonPartner Symposium EOrganized by the Committee on Freedom and Responsibility in the Conduct of Science of ICSU, the International Council for ScienceResearch assessment and quality in science: perspectives from international science and policy organisationsP9 Challenges for science and the problems of assessing researchEllen HazelkornP10 Research assessment and science policy developmentCarthage SmithP11 Research integrity in South Africa: the value of procedures and processes to global positioningRobert H. McLaughlinP12 Rewards, careers and integrity: perspectives of young scientists from around the worldTatiana Duque MartinsPartner Symposium FOrganized by the Online Resource Center for Ethics Education in Engineering and Science / Center for Engineering, Ethics, and Society of the National Academy of EngineeringP13 Research misconduct: conceptions and policy solutionsTetsuya Tanimoto, Nicholas Steneck, Daniele Fanelli, Ragnvald Kalleberg, Tajammul HusseinPartner Symposium HOrganized by ORI, the Office of Research Integrity; Universitas 21; and the Asia Pacific Research Integrity NetworkP14 International integrity networks: working together to ensure research integrityPing Sun, Ovid Tzeng, Krista Varantola, Susan ZimmermanPartner Symposium IOrganized by COPE, the Committee on Publication EthicsPublication without borders: Ethical challenges in a globalized worldP15 Authorship: credit and responsibility, including issues in large and interdisciplinary studiesRosemary ShinkaiPartner Symposium JOrganized by CITI, the Cooperative Institutional Training InitiativeExperiences on research integrity educational programs in Colombia, Costa Rica and PeruP16 Experiences in PeruRoxana LescanoP17 Experiences in Costa RicaElizabeth HeitmanP18 Experiences in ColumbiaMaria Andrea Rocio del Pilar Contreras NietoPoster Session B: Education, training, promotion and policyPT.01 The missing role of journal editors in promoting responsible researchIbrahim Alorainy, Khalid Al-WazzanPT.02 Honorary authorship in Taiwan: why and who should be in charge?Chien Chou, Sophia Jui-An PanPT.03 Authorship and citation manipulation in academic researchEric Fong, Al WilhitePT.04 Open peer review of research submission at medical journals: experience at BMJ Open and The BMJTrish GrovesPT.05 Exercising authorship: claiming rewards, practicing integrityDésirée Motta-RothPT.07 Medical scientists' views on publication culture: a focus group studyJoeri Tijdink, Yvo SmuldersPoster Session B: Education, training, promotion and policyPT.09 Ethical challenges in post-graduate supervisionLaetus OK LateganPT.10 The effects of viable ethics instruction on international studentsMichael Mumford, Logan Steele, Logan Watts, James Johnson, Shane Connelly, Lee WilliamsPT.11 Does language reflect the quality of research?Gerben ter Riet, Sufia Amini, Lotty Hooft, Halil KilicogluPT.12 Integrity complaints as a strategic tool in policy decision conflictsJanneke van Seters, Herman Eijsackers, Fons Voragen, Akke van der Zijpp and Frans BromPoster Session C: Ethics and integrity intersectionsPT.14 Regulations of informed consent: university-supported research processes and pitfalls in implementationBadaruddin Abbasi, Naif Nasser AlmasoudPT.15 A review of equipoise as a requirement in clinical trialsAdri LabuschagnePT.16 The Research Ethics Library: online resource for research ethics educationJohanne Severinsen, Espen EnghPT.17 Research integrity: the view from King Abdulaziz City for Science and TechnologyDaham Ismail AlaniPT. 18 Meeting global challenges in high-impact publications and research integrity: the case of the Malaysian Palm Oil BoardHJ. Kamaruzaman JusoffPT.19 University faculty perceptions of research practices and misconductAnita Gordon, Helen C. HartonPoster Session D: International perspectivesPT.21 The Commission for Scientific Integrity as a response to research fraudDieter De Bruyn, Stefanie Van der BurghtPT. 22 Are notions of the responsible conduct of research associated with compliance with requirements for research on humans in different disciplinary traditions in Brazil?Karina de Albuquerque Rocha, Sonia Maria Ramos de VasconcelosPT.23 Creating an environment that promotes research integrity: an institutional model of Malawi Liverpool Welcome TrustLimbanazo MatandikaPT.24 How do science policies in Brazil influence user-engaged ecological research?Aline Carolina de Oliveira Machado Prata, Mark William NeffPoster Session E: Perspectives on misconductPT.26 What “causes” scientific misconduct?: Testing major hypotheses by comparing corrected and retracted papersDaniele Fanelli, Rodrigo Costas, Vincent LarivièrePT.27 Perception of academic plagiarism among dentistry studentsDouglas Leonardo Gomes Filho, Diego Oliveira GuedesPT. 28 a few bad apples?: Prevalence, patterns and attitudes towards scientific misconduct among doctoral students at a German university hospitalVolker Bähr, Niklas Keller, Markus Feufel, Nikolas OffenhauserPT. 29 Analysis of retraction notices published by BioMed CentralMaria K. Kowalczuk, Elizabeth C. MoylanPT.31 "He did it" doesn't work: data security, incidents and partnersKatie SpeanburgPoster Session F: Views from the disciplinesPT.32 Robust procedures: a key to generating quality results in drug discoveryMalini Dasgupta, Mariusz Lubomirski, Tom Lavrijssen, David Malwitz, David Gallacher, Anja GillisPT.33 Health promotion: criteria for the design and the integrity of a research projectMaria Betânia de Freitas Marques, Laressa Lima Amâncio, Raphaela Dias Fernandes, Oliveira Patrocínio, and Cláudia Maria Correia Borges RechPT.34 Integrity of academic work from the perspective of students graduating in pharmacy: a brief research studyMaria Betânia de Freitas Marques, Cláudia Maria Correia Borges Rech, Adriana Nascimento SousaPT.35 Research integrity promotion in the Epidemiology and Health Services, the journal of the Brazilian Unified Health SystemLeila Posenato GarciaPT.36 When are clinical trials registered? An analysis of prospective versus retrospective registration of clinical trials published in the BioMed Central series, UKStephanie Harriman, Jigisha PatelPT.37 Maximizing welfare while promoting innovation in drug developmentFarida LadaOther posters that will be displayed but not presented orally:PT.38 Geoethics and the debate on research integrity in geosciencesGiuseppe Di Capua, Silvia PeppoloniPT.39 Introducing the Professionalism and Integrity in Research Program James M. DuBois, John Chibnall, Jillon Van der WallPT.40 Validation of the professional decision-making in research measureJames M. DuBois, John Chibnall, Jillon Van der Wall, Raymond TaitPT.41 General guidelines for research ethicsJacob HolenPT. 42 A national forum for research ethicsAdele Flakke Johannessen, Torunn EllefsenPT.43 Evaluation of integrity in coursework: an approach from the perspective of the higher education professorClaudia Rech, Adriana Sousa, Maria Betânia de Freitas MarquesPT.44 Principles of geoethics and research integrity applied to the European Multidisciplinary Seafloor and Water Column Observatory, a large-scale European environmental research infrastructureSilvia Peppoloni, Giuseppe Di Capua, Laura BeranzoliF1 Focus track on improving research systems: the role of fundersPaulo S.L. Beirão, Susan ZimmermanF2 Focus track on improving research systems: the role of countriesSabine Kleinert, Ana MarusicF3 Focus track on improving research systems: the role of institutionsMelissa S. Anderson, Lex Bouter. (shrink)

This book is a collection of secondary essays on America's most important philosophic thinkers—statesmen, judges, writers, educators, and activists—from the colonial period to the present. Each essay is a comprehensive introduction to the thought of a noted American on the fundamental meaning of the American regime.

The author demonstrates that W. E. Hocking’s political philosophy deserves far more consideration than it has so far received not only for its being a study in political philosophy, something there is too little of in the American tradition, but also because of the importance of the problems which are the focus of the study, the problems of liberty and community. Thigpen organizes material from a wide range of sources in Hocking’s extensive bibliography into an orderly presentation that moves from (...) relevant matter in Hocking’s theory of man and of knowledge, through practical applications of this matter to such issues as the basis and purpose of a state, and problems of rights and freedom, to the questions of international relations and world peace. (shrink)

Die Suche nach historischen Quellen für die Leibniz’sche Philosophie scheint zunächst unerschöpflich. Durch alle in diesem Band versammelten Arbeiten wird der Einfluss der Philosophie des Aristoteles auf das Leibniz’sche Denken näher umrissen. Ein wesentliches Ziel ist es hierbei, einen Beitrag zur Analyse dieser philosophischen Beziehung zu leisten und zu zeigen, dass auch Aristoteles’ Philosophie nach Ansicht unserer Autoren entscheidend zum Verständnis des Leibniz’schen Denkens beiträgt. Die Texte befassen sich mit wesentlichen Themen der Leibniz’schen Logik und Metaphysik, z. B. mit den (...) Grundbegriffen „Monade“ (und deren „Körperhaftigkeit“), „Entelechie“, „Nous“, mit dem Problem der Individuation (Individuum, Atomismus, Einheit), mit den substanziellen Formen, mit der Wissenschaft im Allgemeinen und der Technik, mit der Transformation der Logik, mit den Prinzipien (nämlich denjenigen des zureichenden Grundes, der Individuation und der Notwendigkeit), mit Zukunft und Kontingenz sowie Vergänglichkeit, mit der Theorie der syllogistischen Folgerung, usw. Diese Themen werden stets in der Gegenüberstellung von Leibniz und Aristoteles behandelt – sie zeigen daher, wie Leibniz aristotelische Thesen übernahm, veränderte oder kritisierte. The search for the historical sources of Leibniz’s philosphy initially seems to be unending. All the essays in this volume outline more clearly the influence of Aristotle’s philosophy on Leibniz’s thought. In this context a fundamental aim is to contribute to the analysis of this philosophical relationship and to demonstrate that Aristotle’s philosophy, in the opinion of our authors, plays a decisive role in the understanding of Leibniz’s thought. The texts address fundamental themes of Leibniz’s logic and metaphysics, e.g. the basic concepts of ‘monads’ (and their ‘corporality’), ‘entelechy’ and ‘nous; the problem of individuation (individual, atomism, unity); substantial forms; knowledge in general, and technology; the transformation of logic; principles (namely those of sufficient grounds, of individuation and of necesssity); future and contingency and transientness; the theory of syllogistic deduction, etc. These themes are regularly considered in the comparison between Leibniz and Aristotle – they demonstrate how Leibniz took over, treated or criticised Aristotelian theses. (shrink)

This book assesses how Vatican II opened up the Catholic Church to encounter, dialogue, and engagement with other world religions. Opening with a contribution from the President of the Pontifical Council for Interreligious Dialogue, Cardinal Jean-Louis Tauran, it next explores the impact, relevance, and promise of the Declaration Nostra Aetate before turning to consider how Vatican II in general has influenced interfaith dialogue and the intellectual and comparative study of world religions in the postconciliar decades, as well as the contribution (...) of particular past and present thinkers to the formation of current interreligious and comparative theological methods. Additionally, chapters consider interreligious dialogue vis-à-vis theological anthropology in conciliar documents; openness to the spiritual practices of other faith traditions as a way of encouraging positive interreligious encounter; the role of lay and new ecclesial movements in interreligious dialogue; and the development of Monastic Interreligious Dialogue. Finally, it includes a range of perspectives on the fruits and future of Vatican’s II’s opening to particular faiths such as Judaism, Islam, Hinduism, and Buddhism. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:_Russell_ journal (home office): E:CPBRRUSSJOURTYPE2502\REVIEWS.252 : 2006-02-27 11:52  Reviews FREEDOM ISN’T ACADEMIC W B Educational Studies / U. of British Columbia Vancouver, , Canada   .@. Conrad Russell. An Intelligent Person’s Guide to Liberalism. London: Duckworth, . Pp. . £. (hb). Academic Freedom. London and New York: Routledge, . Pp. xi, . £. (pb). ho is the intelligent person of the first title? Is it the brainy (...) reader who Wknows about liberalism, and merely wants to update her knowledge? Is it the clever author who offers a guide out of the goodness of his heart? Or more likely, is it the sharp publisher, who knows a good selling point when he or she sees one? One guesses it is the publisher. But as to the present volume, few will complain of the title’s ambiguity, for it entices readers into an compact, well written, and timely argument on political matters of the first importance. Conrad Russell was the author of Academic Freedom, a well regarded and similarly compressed discussion of academic freedom. Academic Freedom preceded the Guide to Liberalism by six years. It was as though Russell had first to taste and see the awful effects of neo-conservatism in his beloved University of  Conrad Russell has a world reputation as an historian of the English Civil War, of the whole seventeenth century, and of the social history of politics before . His several books and hundreds of articles and reviews show that he had an apparently effortless mastery of most world history since the Reformation. I have been unable to deal with Conrad’s historical output in this review, but have discussed it in a forthcoming biographical essay about Conrad Russell in the Bertrand Russell Society Quarterly, “Conrad Russell as Political Intellectual”, forthcoming in . _Russell_ journal (home office): E:CPBRRUSSJOURTYPE2502\REVIEWS.252 : 2006-02-27 11:52 Reviews  London and then, six years later—after due reflection upon the whole horrid mess—to provide a compelling political remedy to the evil apparatus of Mrs. Thatcher and Mr. Major. Academic Freedom, a sister volume to the Guide, dealt with the intellectual and administrative liberty that university teachers must have if their work is to be academically viable and socially valuable. Already in , Academic Freedom offered a sharp attack on the Thatcherite use of league tables and performance indicators, and on high civil servants, vice-chancellors, and government ministers who rely on the numbers. In effect, accountants and managers and long lists of numbers had overtaken much that universities did. Academic Freedom ended with a straightforward prescription: university teachers and (on occasion) responsible administrators should make the hard academic decisions to which they are called—not civil servants, not numbercrunchers, not politicians. This view did not mean elected politicians were released from the burden of honest choice and decision, particularly in regions of governance and public life for which they had direct responsibility and care. But Russell’s point remained: it would be madness if statistical tables replaced responsible and able human beings, or if those human beings accepted that they must become automatic “decision machines”. Conrad Russell died on  October , but must have had a form of prescience. For in , more than thirty academic units and fields were eliminated in United Kingdom universities on grounds of efficiency, ranking in league tables, and performance indication. Each time the administrator concerned threw up her hands, claiming she had no choice, as the league table or the last Research Assessment Exercise “made me do it”. Up the line, politicians have gone further, even rejoicing in the New Management of British higher education and the pleasant prospect of even greater “efficiencies” in the next decade. Conrad Russell well understood that freedom is not just academic. An Intelligent Person’s Guide to Liberalism relies, then, on recent political history to provide its main narrative thrust. By the mid-point of the book, one has the impression that current events have shaped his liberalism, and that his understanding of the history of liberalism is “presentist”. But Conrad Russell starts by saying that he doesn’t pretend to be writing history (or philosophy) in his Guide. To call Conrad Russell “presentist” is to underplay... (shrink)

Electrical resistivity and ac-calorimetric measurements reveal a complex magnetic phase diagram for single crystals of the ferromagnetic Kondo-lattice compound CeAgSb2 at high pressures up to 80 kbar. The ferromagnetic order at TC = 9.6 K at ambient pressure is completely suppressed at a critical pressure PC = 35 kbar. Another magnetic transition, possibly antiferromagnetic, found above 27 kbar, attains a maximum value TN 6 K at 44 kbar and then appears to be completely suppressed by 50 kbar. Thermodynamic and transport (...) measurements in the ferromagnetic state indicate an energy gap Δ 30 K in the spin-wave excitation spectrum at ambient pressure which decreases to Δ 10 K at P = 30 kbar. No superconductivity is observed at ambient pressure above T 0.1 K, under applied pressure in the ferromagnetic state (P = 28.5 kbar), nor in the antiferromagnetic state (P = 33 − 46 kbar) above 0.3 K. © 2003 The American Physical Society. (shrink)

This book provides a unique, cogent, engaging account of environmental determinism that has long been much needed in the classroom and beyond." -- Andrew Sluyter, Associate Professor, Louisiana State University, USA This book pulls together major critiques of contemporary attempts to explain nature-society relations in an environmentally deterministic way. After defining key terms, it reviews the history of environmental determinism's rise and fall within geography in the early twentieth century. It discusses the key reasons for the doctrine's rejection and presents (...) alternative, non-deterministic frameworks developed within geography for analyzing the roles played by the environment in human affairs. The authors examine the rise in recent decades of neo-deterministic approaches to such issues as the demarcation of regions, the causes of civilizational collapse in prehistory, today's globally uneven patterns of human well-being, and the consequences of human-induced climate change. In each case, the authors draw on the insights and approaches of geography, the academic discipline most conversant with the interactions of society and environment, to challenge the widespread acceptance that such approaches have won. The book will appeal to those working on human-environmental research, international development and global policy initiatives. William B. Meyer is Associate Professor of Geography at Colgate University, USA. He is the author of several previous books, including Human Impact on the Earth, Americans and Their Weather: A History, and The Progressive Environmental Prometheans. His research interests include urban geography, environmental history, and the history of environmental thought. Dylan M.T. Guss works in the technology investment sector. (shrink)

This article aims to provide an insight into the ecumenical work of a Hungarian Benedictine monk, Gellért Békés. First, I offer a short overview of Békés's life, who was forced into exile by the socialist regime and who spent almost half a century as Professor at the University of Saint Anselm in Rome. Next, I review Békés's publications and the main thrust of his thinking in the field of ecumenical theology. The central part of my article is devoted to (...) the presentation of his Italian monograph (Eucaristia e chiesa, 1985), which can be considered to be his most important work and in which he gives a comprehensive account of his ecumenical theology of the Eucharist, especially in the light of the Lima Document of 1982. His major contribution lies in the fact that he took into account the interrelation between the various ecumenical documents and he integrated the newly retrieved dimensions of the Eucharist. He also commented on the idea of Real Presence developed by the Lima Document in the light of Catholic doctrine. Last but not least, this article wants to contribute to the reception of Békés's thought, which has hardly begun even in his own country. (shrink)

© 2016 Regents of the University of California.The Review summarizes much of particle physics and cosmology. Using data from previous editions, plus 3,062 new measurements from 721 papers, we list, evaluate, and average measured properties of gauge bosons and the recently discovered Higgs boson, leptons, quarks, mesons, and baryons. We summarize searches for hypothetical particles such as supersymmetric particles, heavy bosons, axions, dark photons, etc. All the particle properties and search limits are listed in Summary Tables. We also give (...) numerous tables, figures, formulae, and reviews of topics such as Higgs Boson Physics, Supersymmetry, Grand Unified Theories, Neutrino Mixing, Dark Energy, Dark Matter, Cosmology, Particle Detectors, Colliders, Probability and Statistics. Among the 117 reviews are many that are new or heavily revised, including those on Pentaquarks and Inflation. The complete Review is published online in a journal and on the website of the Particle Data Group. The printed PDG Book contains the Summary Tables and all review articles but no longer includes the detailed tables from the Particle Listings. A Booklet with the Summary Tables and abbreviated versions of some of the review articles is also available. (shrink)