Explaining is one of the most important everyday practices in science education. In this article, we examine how scientific explanations could serve as cultural tools for members of a group of pre-service physics teachers. Specifically, we aim at their use of explanations about forces of inertia in non-inertial frames of reference. A basic assumption of our study is that explanatory tools shape the ways we think and speak about the world. Drawing on the theory of mediated action, analysis illustrates three (...) major claims on scientific explanations: explaining is an act of actively responding to explanations presented by others ; the actual experience of explaining involves the enactment of power and authority; resistance might be a constitutive part of learning how to explain. These assertions expand the possibilities of dialogue between studies of scientific explanations and the social sciences. Implications for science teaching and research in science education are presented. (shrink)

JUIZ, FORMA E SUBJETIVIDADE: A IDEOLOGIA COMO IMPOSIÇÃO NA APLICAÇÃO DA PENA BASE.

Background The expressions of a “wish to hasten death” or “wish to die” raise ethical concerns and challenges. These expressions are related to ethical principles intertwined within the field of medical ethics, particularly in end-of-life care. Although some reviews were conducted about this topic, none of them provides an in-depth analysis of the meanings behind the “wish to hasten death/die” based specifically on the ethical principles of autonomy, dignity, and vulnerability. The aim of this review is to understand if and (...) how the meanings behind the “wish to hasten death/die” relate to and are interpreted in light of ethical principles in palliative care. Methods We conducted a meta-ethnographic review according to the PRISMA guidelines and aligned with Noblit and Hare’s framework. Searches were performed in three databases, Web of Science, PubMed, CINAHL, with no time restrictions. Original qualitative studies exploring the meanings given by patients, family caregivers and healthcare professionals in any context of palliative and end-of-life care were included. A narrative synthesis was undertaken. PROSPERO registration CRD42023360330. Results Out of 893 retrieved articles, 26 were included in the analysis, accounting for the meanings of a total of 2,398 participants. Several factors and meanings associated with the “wish to hasten death” and/or “wish to die” were identified and are mainly of a psychosocial and spiritual nature. The ethical principles of autonomy and dignity were the ones mostly associated with the “wish to hasten death”. Ethical principles were essentially inferred from the content of included articles, although not explicitly stated as bioethical principles. Conclusions This meta-ethnographic review shows a reduced number of qualitative studies on the “wish to hasten death” and/or “wish to die” explicitly stating ethical principles. This suggests a lack of bioethical reflection and reasoning in the empirical end-of-life literature and a lack of embedded ethics in clinical practice. There is a need for healthcare professionals to address these topics compassionately and ethically, taking into account the unique perspectives of patients and family members. More qualitative studies on the meanings behind a wish to hasten death, their ethical contours, ethical reasoning, and implications for clinical practice are needed. (shrink)

Considerando as crianças como atores sociais (com voz e ação) competentes para a interpretação do contexto em que se inserem, apresenta-se no presente artigo uma reflexão sobre a sua importância, enquanto sujeitos e participantes na investigação partilhada. Através da participação das crianças como investigadoras em dois estudos de opinião, pretende-se discutir as respetivas possibilidades e limites, enquanto metodologia participativa na Educação Básica. A informação proveniente das crianças forneceu pistas de intervenção aplicadas à escola.

Logic does not have purely existential theorems: the only existential sentences that are valid are those with valid universal analogues. Here, we show indeed this is so, when properly interpreted: every existential validity has a simple universal analogue, which is also valid. We also characterize existential and universal validities in terms of tautologies.

Veloso-Pereira-Haeusler_On-what-there-must-be.

O programa Se Liga na Educação foi uma iniciativa da Secretaria de Estado da Educação de Minas Gerais, para atendimento dos estudantes da rede estadual durante a pandemia. Após o término do isolamento social, o programa continuou sendo exibido em televisão aberta e através da internet. Este trabalho apresenta relatos de experiência docente nos conteúdos Ensino Religioso e Sociologia, enfatizando os desafios e potenciais de trabalhar questões relacionadas à religião e religiosidade em condições de ampla exibição. Concluímos que a exposição (...) de nosso trabalho docente é um importante meio para conscientização e divulgação dos objetivos da BNCC para o trabalho com temas relacionados à religião e à religiosidade. (shrink)

As práticas de ensino passam pela acolhida das novas gerações em instituições educacionais, principalmente por escolas e universidades. Como ocorre a compreensão dessa acolhida? E nas escolas franciscanas? A compreensão das práticas de acolhida se conecta com a noção de encontro franciscano? Para traçarmos as bases dessa compreensão, neste artigo, apresentamos as práticas de acolhida em São Francisco de Assis e Madre Madalena Daemen. Discutiremos binômios conceituais acerca do ouvir e escutar e da simpatia e empatia, como práticas associadas à (...) acolhida. Após isso, apresentaremos o fundamento do encontro na tradição franciscana pensada em termos de relação como constituinte da pessoa. (shrink)

Portugal ranks fourth among countries with the highest rate of overweight population, considering that 67.6% of the Portuguese population over the age of 15 is overweight or obese. To our knowledge, limited studies have investigated students’ attitudes toward physical education in Portugal. Such research is necessary because it can provide valuable insights for policy and application in the curriculum development for physical education, which may eventually increase participation in physical and sports activities. This study analyzed students’ attitudes toward physical education (...) (PE) according to sociodemographic variables, including grade level, socioeconomic status, and gender, and their participation in extracurricular sports activities and respective PE grades. The sample comprised 476 high school students (from the 7th, 8th, and 9th-grade levels) from five public schools located in Portugal. The Students’ Attitudes toward Physical Education Questionnaire was adapted and validated for use with Portuguese students as a two-factor model. Findings show that students generally have a moderately positive attitude toward PE. However, students’ positive attitudes tend to decrease throughout high school, which is particularly significant in the 9th grade. Furthermore, students’ attitudes are influenced by gender, extracurricular sports practice, and grades. These findings may help stakeholders reflect on how to frame PE in a more meaningful way to create a solid foundation for maintaining an active lifestyle throughout life. Implications for further research and practice are discussed. (shrink)

Drawing upon the concepts of civic epistemologies and sociotechnical imaginaries, this article delves into the history of nuclear energy in Portugal, analyzing the ways in which the nuclear endeavor was differently enacted by various sociopolitical collectives – the Fascist State, post-revolutionary governments and the public. Following the 1974 revolution - known as the Carnation Revolution - this paper analyzes how the nuclear project was fiercely contested by a vibrant anti-nuclear movement assembled against the construction of the Ferrel Nuclear Plant, the (...) first sociotechnical controversy in Portugal, paving the way for the emergence of a combative civic epistemology. Supported by semi-structured interviews with scientists, activists and local residents of Ferrel and the analysis of historical material, this article presents the failed Portuguese nuclear endeavor as an emblematic case study to explore the co-production of science and society, in particular the role of revolutionary processes in the unfolding of sociotechnical controversies. (shrink)

ResumoO direito brasileiro foi articulado em torno das categorias clássicas do liberalismo europeu. Para além do debate da compatibilidade entre liberalismo e escravidão, esse artigo pretende demonstrar como a necessidade de preservar uma escravidão semilegal constituiu institucionalidades que fizeram com que o direito brasileiro operasse problematicamente sob o registro da tradição liberal, mesmo em relação aos seus cidadãos livres. Isso não foi um “erro” do direito, uma falha, mas foi antes uma ação inteligível dos arquitetos das formas e modos de (...) funcionamento da juridicidade nacional. Nesse sentido, esse artigo pretende apontar para a necessidade de construção de uma teoria brasileira do direito que dê conta de compreender as particularidades de um sistema jurídico profundamente afetado pelo escravismo do século XIX.Palavras-chave: História do Direito. Teoria do Direito Brasileiro. Direito da Escravidão. AbstractBrazilian Law was crafted around the classical categories of European liberalism. Beyond the debate regarding the compatibility between liberalism and slavery, this paper intends to show how the need to preserve a semi-legal slavery system created illegalities that highlighted the contradictions between Brazilian Law and the liberal tradition. The resulting tensions also created consequences for free citizens, which are the focus of this paper. It demonstrates that these consequences were not mere legal defeasibility, but rather an intelligible action shaping the national legal system. The article advocates for the necessity to build a Brazilian theory of Law that takes these aspects into consideration, accounting for the systematic impact of 19th-century slavery on the idea of legality in Brazil.Keywords: Legal History. Brazilian Theory of Law. Slavery Law. (shrink)

In this article we aim to provide insights about the challenges stakeholders in Portugal and across the globe may face throughout the Coronavirus Disease 2019 pandemic to reorganize coach training programs and suggest strategies to help coaches learn. Such reflection may help stakeholders across socio-cultural contexts consider the consequences of the changes made to coach training programs, the rationale for these decisions and the need to acknowledge existent challenges such as lower course completion rates, pressures to deliver the curriculum and (...) dilemmatic decisions about course format. Furthermore, we also suggest pathways for stakeholders to develop strategies that consider contextual variables and contribute to meaningful learning. Based on the Portuguese context, several issues are discussed. (shrink)

ENTREVISTA COM PROFISSIONAIS DA FILOSOFIA QUE ATUAM EM PROJETOS – BLOCO ICom: Lucas Dilacerda, Paulo Jorge Leandro, Paulo W. Lima, Raquel R. RochaPor: Antônio Alex Pereira de Sousa, Paulo Willame Araújo de Lima.

Neste artigo partimos da hipótese de que a afinidade que atrai evangélicos e conservadorismo está muito mais ligada às condições discursivas que engendram os sujeitos e suas subjetividades, do que as características intrínsecas à teologia cristã ou, especificamente, evangélica pentecostal. Com isso não queremos dizer que conformações teológicas específicas não ensejaram discursos religiosos regressivos, que a maioria de nós classificaria como conservador. Assim, chamamos a atenção, tanto para o caráter relacional, posicional das identidades evangélicas, que engendram o discurso conservador, quanto (...) para a base material deste discurso, ligando, portanto, sujeitos e formas de sujeição e subjetivação. Interessam-nos, as formas políticas em que se precipitarão os antagonismos articulados a partir dos grupos de identidade evangélica, bem como os deslocamentos na base material destes sujeitos, que possibilitam o engendramento de subjetividades atomizadas e refratárias a solidariedades coletivas exógenas a sua comunidade. Defenderemos que, embora evangélicos tenham ganhado relevo no espaço público por pautas reativas à ampliação de direitos de minorias, tais ações não se devem unicamente a aspectos intrínsecos à teologia pentecostal, ou ao seu caráter alienante ou irracional, mas, principalmente a forma como se posicionam no jogo político nacional, ou melhor, como se publicizaram, bem como a forma como o discurso de fundo conservador é acionado como estratégia de sobrevivência nas grandes cidades. (shrink)

ENTREVISTA COM PROFESSORAS(ES) DE FILOSOFIA DO ENSINO MÉDIO DO CEARÁ – BLOCO IICom: Dayane Evellin de Sousa Costa, Emilson Silva LopesPor: Antônio Alex Pereira de Sousa, Paulo Willame Araújo de Lima.

ENTREVISTA COM PROFESSORAS (ES) DE FILOSOFIA DO ENSINO SUPERIOR DO CEARÁ – BLOCO ICom: Ada Beatriz Gallicchio Kroef, Vicente Thiago Freire Brazil, Roberta Liana Damasceno Costa, Elizabeth Bezerra FurtadoPor: Antônio Alex Pereira de Sousa, Paulo Willame Araújo de Lima.

ENTREVISTA COM PROFESSORAS(ES) DE FILOSOFIA DO ENSINO FUNDAMENTAL DO CEARÁCom: Jocilaine Moreira Batista do Vale, Mario Jonny de Castro Cunha, Syssa AdleyRodrigues Monteiro, Fabiana Martins TôrresPor: Antônio Alex Pereira de Sousa, Paulo Willame Araújo de Lim.

ENTREVISTA COM PROFISSIONAIS DA FILOSOFIA QUE ATUAM EM PROJETOS – BLOCO IICom: Andrea Dantas, Emerson Praciano, Freddy Costa, Maria Celeste de SousaPor: Antônio Alex Pereira de Sousa, Paulo Willame Araújo de Lima.

This article aims to problematize, through the theoretical contributions of the post-colonial studies, the catholic church’s colonization project towards the Amapaense Amazon’s popular catholicism - such as the Myth of Cobra Grande - constituted as a project evolved around eurocentric and judeo-christian assumptions to the detriment of afro-amerindian cultural, identity and religious expressions, of catholic communities in the urban and rural areas of the brazilian Amazon. The amazonian population develops strategies of resistance and re-existence in order to maintain their religious (...) traditions around festa dos santos, pilgrimages, festivities, rosaries, quermesses, and other activities as forms of origins establishment or origins return for the foundation of a narrative identity.. (shrink)

ENTREVISTA COM PROFESSORAS (ES) DE FILOSOFIA DO ENSINO SUPERIOR DO CEARÁ – BLOCO IICom: Cristiane Maria Marinho, Francisco José da Silva, Camila do Espírito Santo Prado de OliveiraPor: Antônio Alex Pereira de Sousa, Paulo Willame Araújo de Lima.

ENTREVISTA COM PROFESSORAS(ES) DE FILOSOFIA DO ENSINO MÉDIO DO CEARÁ – BLOCO ICom: Debora Klippel Fofano, Francisca Evanice Mourão Lima, John Karley de Sousa AquinoPor: Antônio Alex Pereira de Sousa, Paulo Willame Araújo de Lima.

The current challenging organizational context demands that organizations adapt quickly and continuously in order to survive and maintain their competitive advantage. Considering this need, one of the responses given by companies has been the valorization of work teams and their capacity for innovation, as well as fostering positive skills and emergent states in employees, such as emotional carrying capacity and affective commitment, respectively. The aim of this research is thus to study the relationship between emotional carrying capacity and group innovation, (...) considering affective commitment as the mediating variable. To test these relationships, an empirical cross-sectional study was conducted including 138 Portuguese work teams belonging to different sectors of activity, composed of 625 members and their respective leaders. The results were analyzed through structural equation modeling and showed positive relationships between emotional carrying capacity and affective commitment, as well as between affective commitment and group innovation. In addition, the mediating role of affective commitment in the relationship between emotional carrying capacity and group innovation was also supported. Therefore, the results suggest that a work context in which members openly express their emotions contributes to reinforcing their affective attachment to the group, making them feel more involved and available to test and implement new ideas and procedures. The findings reinforce the benefits of promoting the expression of emotions and the development of healthy bonds between team members. (shrink)

Physiological responses in futsal have not been studied together with temporal information about the players’ stay on the court. The aim of this study was to compare heart rate and blood lactate concentration responses between 1-H and 2-H considering the time of permanency of the players on the court at each substitution in a futsal match. HR was recorded during entire match and [La−] was analyzed after each substitution of seven players. %HRmean and [La−] mean did not differ between 1-H (...) and 2-H. Time in intensity zones of 50–100 %HRmax differed only in 60–70 %HRmax. HR coefficient of variation throughout the match was low and among the four outfield players on the court. Substitutions, time of permanence on the court, ratio between time in- and out-ratio on the court also were similar between 1-H and 2-H. Balancing the number of substitutions, and the In:Outcourt ratio of players in both halves of the match, playing lower time at 1-H, ~8 min for each participation in the match, made it possible to maintain intensity of the match in 2-H similar to the 1H. These results are a good guidance to coaches and for application in future studies. (shrink)

Livro-texto de introdução à lógica, com (mais do que) pitadas de filosofia da lógica, produzido como uma versão revista e ampliada do livro Forallx: Calgary. Trata-se da versão de 13 de outubro de 2022. Comentários, críticas, correções e sugestões são muito bem-vindos.

Este livro traz uma importante contribuição à compreensão do universo político e social das teorias desenvolvidas do educador Paulo Freire. Nele, o trabalho do educador é analisado como tributário da ideologia nacional desenvolvimentista desdobrada no ISEB dos anos 50 até a publicação da obra de Álvaro Vieira Pinto nos anos 60.

Although a number of microfinance initiatives have improved financial inclusion in various regions of developing countries, the transferability of their foundations from one context to another is still a challenge. This study proposes an innovative process-based model targeting the initial stages of the transfer process that links three interconnected categories: local contextual conditions, transferring practices, and initial developmental consequences. The results were produced through a longitudinal study of the implementation of three community development banks on the periphery of Sao (...) class='Hi'>Paulo based on a highly successful Brazilian model known as Banco Palmas. In addition to the process-based model, our findings contribute to the microfinance and bottom of the pyramid literatures, showing a cross-fertilization that has been insufficiently explored. (shrink)

In his interesting, original and well organized paper "O Ceticismo Pirrônico e os Problemas Filosóficos" Oswaldo Porchat Pereira reinterprets ancient Pyrrhonism and claims a new domain for the philosophical activity, namely the "phenomenic" one. The present text examines this doctrine in order to unravel not only the similarities between the Porchatian approach and contemporary pragmatism, but also some of the main difficulties connected with that reinterpretarion of Pyrrhonism.

An important center in which genetic research started and was carried out in Brazil during the 20thcentury was situated at the Faculty of Philosophy, Sciences and Linguistics of the University of São Paulo, led by André Dreyfus (1897–1952). Beginning in 1943, the Ukrainian geneticist Theodosius Dobzhansky (1900–1975) visited Dreyfus’s group four times. This paper evaluates the impact of Dobzhansky’s visits on the studies of genetics and evolution developed by the members of Dreyfus’s group during the 1940s and the 1950s. (...) The study leads to the conclusion that Dobzhansky’s visits had an impact, not only in quantitative terms (the number of individual and joint publications), but also in qualitative terms. However, we also detect a decrease in the number of individual and joint publications related to the subject of the project during certain periods. The adoption of new experimental organisms by some members of the group; the involvement with subjects not related to the initial project, such as botany; Dobzhansky’s and his wife’s health problems during the third visit; and scientific disagreements between Dobzhansky and Brazilian researchers may have contributed to the decrease in publications. (shrink)

Este texto tem por objetivo refletir estas questões a partir da noção de INFÂNCIA, trabalharemos esta noção tendo como ponto de partida a idéia do in-fans, ou seja, aquele que não fala, o que não possui a palavra, o que não tem a razão. Procurarei indicar o caminho de uma discussão que nos permita ver as relações de poder que se efetivam nas trocas dialógicas dentro do espaço escolar. Neste sentido, partirei de uma situação real, concreta, de um evento ocorrido (...) em uma sala de aula de 1a. série do ensino fundamental de uma Escola Pública em Piracicaba, interior de São Paulo. (shrink)

Na obra o autor consegue reforçar a ideia de que o desenvolvimento do pensamento de Lukács ocorre a partir dos acontecimentos históricos-sociais em que vive e é por isso que no início, quando jovem, seus escritos são caracterizados como idealistas e, mais tarde, com seu amadurecimento intelectual, se tornam mais materialistas. Inclusive foi esse mesmo processo histórico-social que acarretou em penalizações a sua dialética. José Paulo Netto escreve o texto de Apresentação do livro e diz o seguinte: “à concepção (...) de dialética e de totalidade de Lukács sempre faltaram [...] suportes históricos (sócio-materiais) para que a categoria de mediação fosse plenamente saturada de concreção, o que vulnerabilizou [...] a própria categoria de totalidade concreta” (p. 21). (shrink)

Este ensaio celebra as cinco décadas da publicação do livro A ordem do discurso de Michel Foucault, realizando uma reflexão acerca de sua repercussão entre as ciências sociais e sobre seus usos, principalmente, no campo da linguagem na parte relacionada à análise do discurso de linha francesa. Portanto, trata-se de uma retrospectiva crítica cuja análise começa com a entrevista que Foucault concedeu algumas semanas antes de proferir esta aula aos brasileiros Sergio Paulo Rouanet e José Guilherme Merquior. Em seguida, (...) o presente trabalho faz uma breve história da entrada de Foucault ao Collège de France e, por fim, lida com a microfísica do discurso que se encontra nesta aula, sobretudo, da rarefação do sujeito, além dos seus usos nas ciências humanas e sociais mais o campo da linguagem em torno da pragmática e das análises de discurso. (shrink)

O que temos em nossas mãos: uma obra acadêmica a mais, uma outra produção intelectual da Professora Maria Rita? Vários motivos nos conduziram a ter diante dos olhos o presente livro desta admirável profissional, educadora competente e mulher cristã que revela não conseguir pensar sua própria existência senão sendo-com tantas-outras-e-outros... É assim que a percebemos, quando no correr destas páginas vislumbramos bem mais do que um texto escrito. É que, ao apresentar com cuidado e rigor científico o fruto de sua (...) pesquisa, Maria Rita entra em diálogo não apenas com os iniciados ou bem experimentados na proposta educacional do Sempre Presente Paulo Freire. Como naqueles bate-papos em que se pode ir e vir com plena liberdade de um assunto para outro, por qualquer ponto que comecemos a leitura somos cativados a uma participação ativa no que estiver sendo dito. Mas, não nos aconteça ter tal "conversa" de forma inadvertida! Aos poucos, diante da clareza com que esta educadora assume suas opções, recebemos o desafio de também nós nos posicionarmos, de abraçarmos o risco da coerência e do que implica escolher um dos lados de nossa cindida sociedade. (shrink)

O presente texto se debruçou sobre as questões relacionadas ao ensino e avaliação da aprendizagem em filosofia após sua presença obrigatória nos currículos de ensino médio do país. Documentos como as Orientações Curriculares Nacionais e o Currículo de Filosofia do Estado de São Paulo indicam uma abordagem de seu ensino pautado por competências e habilidades.

Aspectos biográficos -- Aspectos epistemológicos e conceituais -- Diálogos com outros autores -- Aplicação da pedagogia freireana.

O artigo critica a posição filosófica neopirrônica defendida por Oswaldo Porchat Pereira (Porchat 5). Argumentamos que uma de suas noções básicas, a de fenômeno, carece de uma definição apropriada. Além disso, mostramos que o neopirronismo abre as portas para o irracionalismo e que a ciência moderna traz problemas para essa postura.

Em resposta a críticas dirigidas contra a postura neopirrônica defendida pelo autor em artigo anterior (Porchat 3), mostra-se que elas provêm de uma incompreensão básica da noção de fenômeno no ceticismo grego.

This study resumes the discussion undertaken by Ulpiano Bezerra de Menezes, historian, archaeologist and museologist at the University of São Paulo, the first to “decolonize the history of Art in the Americas”. At the same time, this resumption is in charge of paying homage to this researcher who found the mistakes and gaps left by European scholars who were at the service of Eurocentric colonialism and its Eurocentric culture. However, the central objective of this text is to contribute to (...) this process of decolonization, expanding the discussion that began in the 1980s. To this end, here, the chapter that opens the work História geral da arte no Brasil, edited by Walter Zanini, whose title is Art in the pre-colonial period, and which completes decades. (shrink)

Este relato de experiência discute um eixo de um projeto de ensino, pesquisa e extensão multi e interdisciplinar sobre educação e humanização da morte. Trata-se de ações da Psicologia destinadas à saúde mental dos trabalhadores do serviço funerário da cidade de São Paulo. A intervenção dividiu-se em duas etapas: visitas aos cemitérios, para aproximação daqueles pesquisadores à realidade e às demandas desses servidores; e oficinas com técnicas de dinâmica de grupo. Estas aconteceram por cinco meses, contaram com 130 participantes (...) — motoristas, sepultadores, “veloristas”, supervisores e gestores de recursos humanos — e tiveram como facilitadoras as integrantes da graduação e da pós-graduação em Psicologia. A análise das oficinas evidenciou, da parte dos servidores, sensibilização para suas necessidades em favor da saúde mental, percepção do valor de cuidado e humanização em suas relações profissionais e pessoais. Ademais, ações como essa realçaram a relevância de frequente acolhimento psicólogico a trabalhadores de serviços funerários. (shrink)

Este trabalho apresenta uma tradução, do grego, do capítulo primeiro da carta de Paulo, aos romanos, a partir do texto crítico de Westcott e Hort, de 1885, com uma significativa divergência, em relação às versões, em inglês, King James e NIV1, em português, ACRF2, ARIB3, Católica, NVI4 e Bíblia de Estudo de Genebra, e, em alemão, Luther. As razões dessa tradução estão comentadas em diversos temas, agrupados em quatro partes: Romanos 1:1-7, Romanos 1:8-14, Romanos 1:15-23 e Romanos 1:24-32. Esse (...) comentário é baseado numa breve contribuição do pensamento grego, do contexto de Habacuque, e numa interpretação tematicamente mais coesa que a apresentada pelo comentário de William Hendriksen. Esses temas, por sua vez, envolvem desde questões tradicionais, já bem conhecidas, como o serviço apostólico de Paulo, o nascimento de Jesus, bem como seu senhorio e filiação divina “em poder”, após a ressurreição, assim como a ideia do justo que vive pela fé, a justiça, a ira e a glória de Deus, assim como “novos” temas envolvendo a etnia cristã, o “batismo” final de Jesus, o conhecimento comum, a capacidade eterna, a atividade divina e a concessão de Deus, entre outros. (shrink)

Este artigo procura analisar a introdução da justiça restaurativa no contexto educacional, na cidade de Campinas-SP. Desenvolvida sob o enfoque qualitativo, foi realizada com base em entrevistas analisadas a partir do referencial metodológico da história oral de vida. As estatísticas no Estado de São Paulo apontam um crescimento dos registros de violência nas unidades escolares. O objetivo de investigar a justiça restaurativa deve-se ao fato de que esta proposta tem sido executada tendo em vista o arrefecimento da violência e (...) das situações de conflito nas escolas. Nossa expectativa é compreender o que mobiliza o professor a introduzir a justiça restaurativa em sua prática pedagógica. (shrink)

Introduction: The importance attached to ethical practice and related informed consent varies among health professionals and is further influenced by working environments, level of knowledge, experience and societal values and beliefs. The objective of this study is to evaluate the ethical conduct of professors, undergraduates and graduate students through questionnaires answered by patients. Methods: One hundred twenty patients at the dental clinics of three different dental schools in São Paulo State were interviewed based on objective and discursive questions about (...) signed informed consent, participation in scientific research, photographs during treatment, requested saliva samples, tooth donation requests, and information about tooth destination after removal. A frequency distribution was used for a statistical analysis of the data. Results: In all, 65.8% of the patients had given signed informed consent for treatment and 12.5% had not done so; 10.8% did not know if they had participated in scientific research; 54.2% were photographed during dental procedures and 47.1% of them had signed an authorization form; 6.6% were requested to provide a saliva sample and 66.6% of them had signed an authorization form to that effect; 16.1% had a tooth donation requested and 64.4% of them had signed an authorization form to that effect; and 61.3% did not know the destination of the tooth after removal, when donation was not requested. Conclusions: The majority of the patients had signed an informed consent form for treatment, photographs, saliva samples and tooth donation. This demonstrated ethical conduct towards patients on the part of professors, undergraduates and graduate students. doi: 10.5294/pebi.2017.21.1.2. (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)