Se recoge una serie de trabajos que, desde el año 1990 hasta la actualidad, ha dedicado el autor a la reflexión sobre los aspectos ontológicos y políticos en la obra de Espinosa, investigación que se enmarca en el contexto del renacimiento de la reflexión sobre Espinosa en nuestro país impulsada de forma entusiasta y eficaz por Atilano Domínguez. La recuperación de la obra de Espinosa, así como de su talante, puede ser muy importante hoy en día, ya (...) que en su época este autor se resistió a aceptar la cultura de crisis impuesta por el Barroco como pantalla ideológica para ocultar el despliegue del Estado absolutista. (shrink)

En su encierro durante la II Guerra Mundial, Althusser, según declaró, solamente tuvo al alcance un libro: los Pensées de Pascal, un clásico que, tras la reflexión religiosa, también planteó problemas epistemológicos, históricos y sociológicos de tal manera que en él se pueden encontrar rasgos “profundamente materialistas”. [1] La influencia de Pascal es expresa, cuando Althusser recoge la parábola de la conversión religiosa para explicar (insuficientemente) el fenómeno de la interpelación ideológica. Pero los textos de Pascal contienen intuiciones que sobrepasan (...) los límites de la teoría althusseriana y que se pueden rastrear a la luz de la teoría psicoanalítica de la ideología tal como ésta es elaborada por los autores de la escuela eslovena. [1] L. Althusser: Filosofía y marxismo. Entrevista por Fernanda Navarro , Madrid, Siglo XXI, 1988, pp. 46-47. (shrink)

The cornerstone of any system of livestock production is the stockpeople responsible for the welfare and productivity of the animals they work with. Nevertheless, it has been suggested that the industrialization of livestock production is breaking down the traditional relationship between stockpeople and their animals. Commercial livestock production creates a situation of structurally induced ambivalence for those working in these contexts. Besides, the scientific literature on stockpeople is limited, dispersed and specially focused on animals. Whereby, a review of current knowledge (...) about the compatibilities, contradictions, and unresolved ethical dilemmas faced by stockpeople in their daily work and their implications on farm animals’ welfare was carried out. The topics reviewed included: Attitudes and personality; Empathy towards animals; Workplace well-being; One-health issues; and Sustainability challenges. Understanding the stockpeople emotional relationship with animals, gender, ethnicity, occupational roles, educational backgrounds, culture, and generational differences can be valuable for technicians, advisors, scientists, consultants, and owners when developing training for sustainability programs. (shrink)

A partir das reflexões do último Merleau-Ponty sobre a ontologia clássica e sua compreensão do ser, particularmente n? O visível e o invisível , podemos descobrir certas questões que aproximam sua filosofia da de Espinosa. Ao repassar algumas delas, esperamos mostrar ao menos a pertinência de uma investigação acerca das relações entre espinosismo e merleau-pontysmo.

Cet ouvrage est dans la continuite de la reflexion de Santiago Espinosa, qui etend ses vues sur la musique a l'art en general, et qui aborde des sujets plus vastes comme la science physique (l'auteur fait observer que les scientifiques contemporains adoptent la perspective critiquee des lors qu'ils cherchent a faire une image de l'univers). A cette perspective, Espinosa oppose la perception auditive, plus prompte a saisir le mouvement et le changement, non susceptible par surcroit d'en faire une (...) image ou meme une chose. Il fait remarquer l'interet de certains philosophes pour l'intuition du silence de l'interpretation, aucune chose ne pouvant etre le signe (ou l'image) d'une autre, n'etant que ce qu'elle est, ou plutot devient. Il revient enfin a la mise en rapport de la perspective imaginative et les affections de l'angoisse, la melancolie et la nausee afin de montrer que ces dernieres relevent parfois de l'illusion que les choses semblent, dans la mesure ou elles sont prises pour des images, se repeter sans cesse. Pour l'ouie, sensible a la singularite de ce qui passe, tout ce qui arrive est en revanche d'une surprenante nouveaute, ce qui, pour l'affirmateur de la realite, peut se reveler etre aussi une source de joie. (shrink)

"œConstituci�n de saberes en ciencias humanas"La autora propone un an�lisis del proceso que da origen al conocimiento en las ciencias humanas, a trav�s de la exposici�n del papel definitorio que juega la noci�n de naturaleza humana en las transformaciones del saber sobre los hombres. Lo anterior, como una necesidad te�rica para comprender el proceso de constituci�n de los discursos que tienen por objetivo analizar y explicar la reaidad modelada por los hombres."œConstitution of knowledge in human sciences"The author proposes an analysis (...) of the process that creates the knowledge in human sciences by showing the specific role that the concept of human nature plays in the transformation of knowledge about man. This as a theoretical need to understand the building of discuorses which seek to analyze and explain reality created by men. (shrink)

La paradójica Revolución francesa sigue siendo objeto de estudio y fascinación en nuestra época, y mucho más ahora, en estos tiempos de aguas revueltas en la política, de populismos a diestra y siniestra, de confusiones ideológicas e ignorancias y olvidos de la más elemental cultura democrática, así como de los entramados históricos que nos han costado nuestras libertades. Por eso, se agradece que el profesor Francisco Javier Espinosa Antón haya traducido y editado con mimo una excelente antología de textos (...) de uno de los personajes más emblemáticos -aunque menos conocido- de aquel proceso revolucionario, Anacharsis Cloots, defensor de una República universal y comprometido con la Revolución, pero que acabaría siendo guillotinado en 1794, engullido por el terror de Robespierre. ¿Cuáles fueron los avatares en su vida que lo llevaron al ardor revolucionario? En realidad, se llamaba Joannes Baptista Cloots, barón de Gnadenthal, nacido en 1755 en el castillo del mismo nombre y propiedad de su familia, de estirpe holandesa y católica, dedicada a las fianzas e instalada en Prusia. Eligió el nombre de Anacharsis, por ser el de un filósofo escita que conoció la república ateniense y defendió el ideal de la unificación de Grecia, Escitia y Oriente, allá por el siglo VI a.c. Ese mismo impulso republicano y universalista será el motor de todos los discursos de Cloots. Culto, cosmopolita, estuvo presente en París inmediatamente después de la toma de la Bastilla, y en la capital francesa vivió intensamente aquellos turbulentos años. El hecho concreto que marcó su entrada en la escena política fue el siguiente: el 19 de junio de 1790 accedió a la Asamblea nacional encabezando un grupo de 36 extranjeros, y sus palabras fueron: "Venimos de Europa, venimos de Asia, venimos de América. Somos la Humanidad". El discurso de Cloots causó una viva impresión y fue bautizado como "el orador del género humano". En 1792 obtuvo la nacionalidad francesa, al igual que Paine, Bentham o Washington. A continuación fue elegido diputado de la Convención y se publicó su obra más destacada, La República universal. Sus discursos enardecidos, de lenguaje 568 Pilar Benito Olalla Araucaria. Revista Iberoamericana de Filosofía, Política, Humanidades y Relaciones Internacionales, año 22, nº 43. Primer semestre de 2020. Pp. 567-570. ISSN 1575-6823 e-ISSN 2340-2199 https://dx.doi.org/10.12795/araucaria.2020.i43.28 directo y pegados a la más viva actualidad, tenían un amplio eco en sus conciudadanos. Pero las disensiones e intrigas dentro del grupo jacobino al cual pertenecía se convirtieron en una trampa mortal. Y la sombra alargada del paranoico Robespierre tendió sus redes para acusarlo de "ser barón, alemán y rico, traidor y conspirador contra la República", como muy bien nos cuenta el profesor Espinosa Antón. Un juicio injusto condujo derecho al patíbulo a este jacobino prusiano, galófilo y ateo. (shrink)

De ce qui existe -- De ce qui n'existe pas -- De l'interprétation.

La musique, disait Strawinsky, est inexpressive par essence. Elle n'exprime ni les idees ni les emotions humaines; elle n'exprime qu'elle-meme. Le sens et la beaute de la musique sont essentiellement musicaux: ils se trouvent dans les arrangements des sons dans le temps; toute autre "signification" de la musique est extra-musicale, et par la non-musicale. Aussi ce sens et cette beaute sont-ils inherents a l'objet musical, c'est-a-dire a un objet qui n'existe qu'au present, dans la mobilite, l'instantane, l'ephemere. En cela la (...) musique se rapproche de la vie et constitue ainsi un objet merveilleux permettant a l'homme de se reconcilier avec le temps, d'ou ce pouvoir infaillible qu'elle a, lorsqu'on lui prete l'oreille, de susciter la joie. De l'inexpressivite de la musique a l'inexpressivite du reel, et vice versa; de la joie musicale a la joie de vivre, et inversement. (shrink)

Le grand maitre des apparences, Baltasar Gracián, dit que ce qui ne se voit pas est comme s'il n'était pas. Il n'a sans doute pas livré là, peut-être par prudence, le fond de sa pensée : ce qui ne se perçoit pas n'existe pas. Telle est la thèse en tout cas du présent traité.

O objetivo do artigo é discutir o pensamento político de Espinosa confrontando-o, por um lado, com o que poderíamos chamar a “ideologia dominante" da época, o pensamento cristão, aqui examinado a partir da correspondência com o dinamarquês N. Stensen, e, por outro lado, com o quadro teórico em que a questão política está então a ser recolocada, o pensamento de Hobbes. Além da conhecida explicitação do que o distingue em relação a Hobbes ( Carta L, a J. Jelles), é (...) na Correspondência que Espinosa expõe a articulação entre a política e os grandes temas de sua metafísica, como são a doutrina da causa imanente e o binômio liberdade/necessidade. Lugar privilegiado de auscultação da opinião dominante e, por isso, exercício em si mesmo exemplarmente político, as cartas são também o espaço textual em que a metafísica se expõe às suas consequências políticas e a teoria se confronta com a prática, oferecendo uma visão de Espinosa que, se está longe do "positivista" hobbesiano, não está menos longe do visionário afastado da realidade que o circunda e o condiciona. (shrink)

Neste texto, procuro encontrar as origens de um dos mais importantes conceitos de Gilles Deleuze, o conceito de Imagem-tempo. Este conceito remete-nos para os primeiros textos de Deleuze dedicados à filosofia de Espinosa e ao problema do autómato espiritual e relaciona-se directamente com o problema da passividade/actividade do espectador. Ou seja, o conceito crucial na sua filosofia do cinema, a Imagem-tempo, esconde uma importante reflexão sobre a Imagem cinematográfica como arte de massas, os (im)poderes do pensamento e o modo (...) fascista de se pensar. This text seeks to find the origins of one of the most important of Gilles Deleuze's concepts, the concept of Time-image. This concept leads us to his first texts regarding Spinoza's philosophy and the problem of the spiritual automaton, and concerns directly with the problem of passivity/activity of the film goer. That is to say that the crucial concept of his film philosophy, Time-image, hides a fundamental consideration on the cinematic image as a mass art, the (un)powers of thinking and the fascist way of thought. (shrink)

Espinosa -- Historia de la filosofía -- Polémica filosófico -- Literatura y filosofía -- Música y filosofía -- Ópera.

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)

The current times call for reforms in educational processes. The Covid-19 pandemic had an unforeseen impact on the educational system in all countries. This need for change requires new pedagogies and new methods for teaching and learning. Understanding the need for change is essential for the formulation of adaptive proposals, as well as for the generation of training activities to complement the teaching curriculum. New educational practices lead to a vision of educational quality, with new approaches that allow the continuous (...) integration of knowledge and permanent interaction with the student. This paper presents an analysis of the new teaching methodologies in times of confinement due to the pandemic caused by Covid-19. Keywords: Teaching methodologies, educational system, learning process. References [1]É. Tremblay-Wragg, C. Raby, L. Ménard y I. Plante, «El uso de estrategias didácticas diversificadas por cuatro profesores universitarios: ¿qué contribución a la motivación de aprendizaje de sus alumnos?,» Docencia en educación superior, vol. 26, nº 21, 2021. [2]L. Czerniewicz, R. Mogliacci, S. Walji, A. Cliff, B. Swinnerton y N. Morris, «Enseñanza y aprendizaje académico en el nexo: desagregación, mercantilización y digitalización en la educación superior,» Teaching in Higher Education, vol. 26, nº 2021, p. 16, 2021. [3]S. Dogan y A. Adam, «Aumentar el efecto del desarrollo profesional en la instrucción efectiva a través de comunidades profesionales,» Docentes y docencia: teoría y práctica, vol. 26, nº 3-4, pp. 326-349, 2020. [4]I. M. Torres Salas, «La enseñanza tradicional de las ciencias versus las nuevas tendencias educativas,» Educare, vol. 14, nº 1, pp. 131-142, 2010. [5]B. Fabio, J. Antonio Palomino y J. González Henríquez, «Evaluación y contraste de los métodos de enseñanza tradicional y lúdico,» Revista de Educación física y deportes, vol. 13, nº 94, pp. 29-36, 2008. [6]Y. Benítez y C. Mora, «Enseñanza tradicional vs aprendizaje activo,» Revista Cubana de Física, vol. 27, nº 2A, pp. 175-179, 2010. [7]P. Morales Bueno y V. Landa Fitzgerald, «Aprendizaje basado en problemas,» Theoria, vol. 13, nº 1, pp. 145-157, 2004. [8]R. Gil-Galván, I. Martín-Espinosa y F. Gil-Galván, «University student perceptions of competences acquired through problem-based learning,» Educación XXI, vol. 24, nº 1, pp. 271-295, 2020. [9]E. Ortiz Cermeño, «El aprendizaje basado en problemas,» Perfiles Educativos, vol. 41, nº 164, pp. 208-213, 2019. [10]E. Araos-Baeriswyl, C. Moll-Manzur, Á. Paredes y J. Landeros, «Aprendizaje invertido: un enfoque pedagógico en tiempos de pandemia,» Rev. Atención Primaria, vol. 53, nº 1, p. 117, 2021. [11]V. León-Carrascosa, M. Belando-Montoro y S. Sánchez-Serrano, «Design and validation of a questionnaire to evaluate the service-learning methodology,» Rev.Estudios sobre educación, vol. 39, nº 1, pp. 247-266, 2020. [12]J. Collado-Ruano, M. Ojeda, M. Malo y D. Amino, «Educación, arte e interculturalidad: El cine documental como lenguaje comunicativo y tecnología innovadora para el aprendizaje de la metodología I + D + I,» Rev. Texto livre, vol. 13, nº 3, pp. 376-393, 2020. [13]P. M. Bueno y V. Landa Fitzgerald, «Aprendizaje basado en problemas,» Theoria, vol. 13, nº 1, pp. 145-157, 2004. [14]J. A. Martí, M. Heydrich, M. Rojas y A. Hernández, «Aprendizaje basado en proyectos: Una experiencia de innovación docente,» Universidad EAFIT, vol. 46, nº 158, pp. 11-21, 2010. [15]L. Rojas y N. M. Jaimes, «Canvas LMS y el trabajo colaborativo como metodología de aprendizaje en entornos virtuales,» de Congreso Ibérico de Sistemas y Tecnologías de la Información, CISTI, Bogotá, Colombia, 2020. [16]B. Bordel y P. Mareca, «Results and Trends in educational MOOCs in the engineering area with MIRIADAX platform. A case study,» de 15th Iberian Conference on Information Systems and Technologies, CISTI 2020; Seville; Sevilla, España, 2020. [17]K. Vermeir y G. Kelchtermans, «Innovative practice as interpretative negotiation.A case-study on the kamishibai in Kindergarten.,» Teachers and Teaching: Theory and Practice, vol. 26, nº 3-4, pp. 248-263, 2020. [18]B. Tucker, «The Flipped Classroom: Online instruction at home frees class time for learning,» Education Next, vol. 1, nº 1, pp. 82-84, 2012. [19]M. V. Ledo, N. R. Michelena, N. N. Cao, I. d. R. M. Suárez y M. N. Vialart Vidal, « Aula invertida, nueva estrategia didáctica,» Educación Médica Superior, vol. 30, nº 3, pp. 678-688, 2016. [20]Metodologías activas por medio de las TIC, [Online]. Available: https://www.campuseducacion.com/blog/recursos/articulos-campuseducacion metodologias-activas-por-medio-de-las-tic/?cn-reloaded=1. [Last access: February 14, 2021]. (shrink)

In Merleau-Ponty’s reflections on classical ontology and his understanding of being one can discern some issues which approximate his philosophy to that of Spinoza’s. By showing that, I hope to establish at least the convenience of an investigation about the relationship between the ideas of the two philosophers.A partir das reflexões do último Merleau-Ponty sobre a ontologia clássica e sua compreensão do ser, particularmente n’O visível e o invisível, podemos descobrir certas questões que aproximam sua filosofia da de Espinosa. (...) Ao repassar algumas delas, esperamos mostrar ao menos a pertinência de uma investigação acerca das relações entre espinosismo e merleau-pontysmo. (shrink)

Suarez precursor de Descartes? A doutrina suazeriana sobre a causa final revista Resumo: Stephan Schmid busca mostrar que Francisco Suárez é um precursor da crítica que Descartes fez à causalidade final na explicação da natureza. Suárez teria reduzido a noção de causa à causa eficiente, teria eliminado a presença da causa final nas ações dos agentes naturais, isto é, daqueles entes que não possuem intelecto, e teria eliminado a presença da causa final nas ações divinas. Deste modo, ele seria um (...) precursor do pensamento mecanicista de Descartes e, sob certo aspecto, também de Espinosa. Contra esta interpretação, procuro mostrar que Suárez não reduz a noção de causa à causa eficiente, não elimina a presença da causa final nem nos agentes naturais, nem na ação divina e que, portanto, ele não pode ser considerado, neste assunto, um precursor de Descartes nem de Espinosa. Palavras-Chave: Metafísica. Causa eficiente. Causa final.: Stephan Schmid try to show that Francisco Suárez is a forerunner of the criticism made by Descartes of end causes in the explanation of nature. The hypothesis is that Suárez had reduced the notion of cause to efficient cause, had eliminated the presence of end causes in the actions of the natural agents, i. e., of the beings that have not an intellect, and had eliminated the presence of end causes in the actions of God. In this way he would be a forerunner of the mechanistic thought of Descartes and, from a certain aspect, of Spinoza. Against this interpretation I try to show that Suárez do not reduce the notion of cause to efficient cause and that he eliminates the presence of end cause neither in the natural agents nor in the actions of God. Therefore, he should be considered in this issue a forerunner neither of Descartes nor of Spinoza. Keywords: Metaphysics. Efficient cause. End cause. Résumé: Stephan Schmid essaie de montrer que Francisco Suárez est um précurseur de la critique faite par Descartes à la cause finale dans l’explication de la nature. Suárez aurait réduit la notion de cause à la cause efficiente, elimine la présence de la cause finale dans les actions des agentes naturels, c'est-à-dire, de ceux qui ne possèdent pas d'intellect, et aurait elimine la présence de la cause finale dans les actions divines. Il serait ainsi um précurseur de la pensée mécaniste de Descartes et, dans une certaine mesure, de Spinoza. Contre cette interprétation, j'essaie de montrer que Suárez ne réduit pas la notion de cause à la cause efficiente, n'élimine pas la présence de la cause finale ni dans les agentes naturels ni dans l'action divine et qu'il ne peut donc être considéré comme um précurseur de Descartes ni d'Espinosa. Mots clés: Metaphysique. Cause finale. Cause eficiente. Data de registro: 13/05/2019 Data de aceite: /10/2019. (shrink)

I have two main objectives. The first is to get a better understanding of what is at issue between friends and foes of higher-order quantification, and of what it would mean to extend a Boolos-style treatment of second-order quantification to third- and higherorder quantification. The second objective is to argue that in the presence of absolutely general quantification, proper semantic theorizing is essentially unstable: it is impossible to provide a suitably general semantics for a given language in a language of (...) the same logical type. I claim that this leads to a trilemma: one must choose between giving up absolutely general quantification, settling for the view that adequate semantic theorizing about certain languages is essentially beyond our reach, and countenancing an open-ended hierarchy of languages of ever ascending logical type. I conclude by suggesting that the hierarchy may be the least unattractive of the options on the table. (shrink)

Commentary on the Sāṅkhyakārikā of Īśvarakr̥ṣṇa, compendium of the Sāṅkhya school in Hindu philosophy.

Study of Dīdhitiprakāśikā of Gadhādharabhaṭṭācārya, 17th/18th cent., commentary on Pramāṇyavāda, portion of Tattvacintāmaṇi of Gaṅgeśa, dealing with the concept of authenticity of proofs).