The law in the book of Exodus 21.22-25 presents the situation of a pregnant woman who is at risk of being hurt by men who are dueling each other ~yvin"a] WcN'y-ykiw. From the perspective of the law that guides the Ancient Israel’s cultural, ethical and religious practices, we will present this article in order to realize the reality of the pregnant woman. The methodology is to analyze semantically the literary style of the pregnant hrh in the Hebrew bible. After reading (...) the law in the Ancient Israel we will get to see the current reality of the situation of pregnant woman in the socio-theological perspective. We note that the laws are more related to protect the fetus - abortion - than the mother, resulting in possible moral relativization that aborts justice acts in relation to the pregnant woman. (shrink)

Este artigo visa analisar a narrativa (auto)biográfica de estudantes de Pedagogia em uma universidade pública da região do Vale do São Francisco, localizada no território de Petrolina-PE em contexto de pandemia da COVID-19. Para refletir sobre a formação a partir da escrita de si, pautamo-nos, teórica e metodologicamente, em Heidegger, Josso, Freire, Ribeiro, Passeggi, Sousa e Lima. Neste artigo, comtempla-se respostas referentes à como os estudantes se sentiram no processo de formação docente em meio a pandemia e o que (...) esperavam do futuro. A turma do curso de Pedagogia era composta por 19 estudantes, deste total, 17 participaram da atividade da escrita da carta a si. Como estratégia de análise, utilizou-se o método do círculo hermenêutico “heideggeriano”. Assim, as informações foram organizadas em três temas de sentido, sendo: saúde mental na pandemia; ensino remoto versus ensino presencial; e planejamento de carreira. Percebeu-se, por meio das cartas, a preocupação quanto ao ensino remoto, assim como os planos de futuro, com intenção contribuir socialmente para uma educação humana e facilitadora de aprendizagens. Notou-se, ainda, que os estudantes refletiram sobre o bem-estar na profissão, buscando o sentido de suas ações, além de demarcarem o suporte financeiro, emocional, familiar e formativo. (shrink)

The scientific community has debated the importance of “return” activities after ethnobiological studies. This issue has provoked debate because it touches on the ethics of research and the relationships with the people involved in these studies. This case study aimed to investigate community perception of an ethnobotany research project that was carried out in the semi-arid region of northeastern Brazil. Furthermore, we reported how the residents of this rural community felt about participating in the activities of “return” that arose from (...) the projects. Our findings demonstrate that “return” activities should be planned from the design phase of the research until its closure as a lifelong process that allows the communities involved to gradually take ownership of the information and actions that are being generated. Similarly, we argue that such activities must be negotiated with the people of the community so that they have decision-making power and autonomy to decide what is most relevant to their lives. (shrink)

Com um enfoque multidisciplinar, esta obra reúne, em doze capítulos, pesquisas e discussões teóricas de profissionais, desenvolvidas durante o curso Minter/Dinter em Psicologia, oferecido pela Universidade Federal do Espírito Santo (UFES) em convênio com a Universidade Federal do Vale do São Francisco (UNIVASF), no período entre 2008 e 2012. As pesquisas aconteceram, na sua maioria, nas cidades de Juazeiro (BA) e Petrolina (PE), com estudos também nas regiões de Recife (PE) e Cuité (PB). A Psicologia perpassa todos os capítulos, mostrando (...) a possibilidade de sua inserção em diversas áreas, razão da sua organização em quatro blocos temáticos. Os três primeiros capítulos abrangem um estudo das expressões da representação visual dos aprendizes, na exploração de conceitos sobre as estruturas aditivas e multiplicativas; uma revisão da literatura sobre reprovação nos cursos de engenharia e uma discussão sobre a moral e a ética, ressaltando suas implicações na educação. Os quatro capítulos posteriores contemplam os estudos: atitudes/crenças sobre maternidade e infertilidade feminina; negligência intrafamiliar infanto-juvenil; prática de psicólogas em oncologia pediátrica e as representações sociais dos adolescentes sobre drogas. Na sequência, temos dois estudos que retratam as representações sociais sobre educação em saúde por docentes universitários e as relações estabelecidas entre enfermeiros e usuários nas atividades de educação em saúde. Por fim, os últimos capítulos apresentam estudos na região do Vale do São Francisco, que são: a relação entre o dinamismo da economia e o desempenho econômico dos municípios de Petrolina (PE) e Juazeiro (BA); atribuições de causalidades do sucesso e do insucesso dos empreendedores na gestão de pequenos negócios e identidade social da comunidade japonesa. Convidamos você, leitor, para um encontro com os estudos apresentados. (shrink)

RESUMO O presente ensaio tem como interesse aproximar psicanálise e filosofia, respectivamente a partir de Freud e Ricoeur. Tendo o segundo se dedicado de modo profundo a pensar a obra freudiana, o objetivo é trazer à tona questões sobre a transferência, fenômeno essencial para a clínica psicanalítica, reconhecida por Ricoeur como uma das ideias dominantes em Freud. O intuito é abrir possíveis trajetos para a reflexão, sob mediação da filosofia hermenêutica ricoeuriana, a partir da formulação e da compreensão do conceito (...) de transferência em psicanálise, a fim de pensar como o mesmo poderia contribuir para os estudos filosóficos e políticos sobre memória, enquanto importante categoria para pensar e agir no espaço público. (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.

The scientific community has debated the importance of “return” activities after ethnobiological studies. This issue has provoked debate because it touches on the ethics of research and the relationships with the people involved in these studies. This case study aimed to investigate community perception of an ethnobotany research project that was carried out in the semi-arid region of northeastern Brazil. Furthermore, we reported how the residents of this rural community felt about participating in the activities of “return” that arose from (...) the projects. Our findings demonstrate that “return” activities should be planned from the design phase of the research until its closure as a lifelong process that allows the communities involved to gradually take ownership of the information and actions that are being generated. Similarly, we argue that such activities must be negotiated with the people of the community so that they have decision-making power and autonomy to decide what is most relevant to their lives. (shrink)

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.

El Foro Global de Bioética en Investigación (GFBR por sus siglas en inglés) se reunió el 3 y 4 de noviembre en Buenos Aires, Argentina, con el objetivo de discutir la ética de la investigación con mujeres embarazadas. El GFBR es una plataforma mundial que congrega a actores clave con el objetivo de promover la investigación realizada de manera ética, fortalecer la ética de la investigación en salud, particularmente en países de ingresos bajos y medios, y promover colaboración entre países (...) del norte y del sur.a Los participantes en el GFBR provenientes de Latinoamérica incluyeron a eticistas, investigadores, miembros de comités de ética y representantes de autoridades sanitarias provenientes de Argentina, Brasil, Chile, Colombia, Ecuador, El Salvador, Guatemala, Honduras, Panamá, Perú, Nicaragua y la República Dominicana. Una legítima preocupación por la protección de las mujeres embarazadas y sus embriones o fetos ha llevado a la mayoría de los países de la Región de las Américas a limitar la realización de estudios con mujeres embarazadas exclusivamente a aquellos estudios específicos sobre el embarazo, y a requerir la exclusión sistemática de las mujeres embarazadas o de las mujeres que quedan embarazadas en el curso del estudio. Ciertamente, a lo largo de la historia de la ética de la investigación, se ha creído erróneamente que proteger a una población es sinónimo de excluirla de los estudios. Se sabe ahora que proceder así implica exponer a riesgos mucho mayores a la población que se busca proteger. El embarazo implica cambios fisiológicos sustantivos e impacta profundamente la manera como el cuerpo metaboliza los medicamentos. Sin embargo, por evitar hacer investigación con mujeres embarazadas, no se ha producido la evidencia científica necesaria para tomar decisiones sobre tratamientos e intervenciones preventivas con dosis eficaces y seguras para ellas y sus embriones o fetos. A manera de ilustración, en el 2001 había en los Estados Unidos apenas más de una docena de medicamentos aprobados para uso en el embarazo (1) y en el 2011 la Food and Drug Administration (FDA) aprobó por primera vez en 15 años un medicamento para su uso en el embarazo (2). Como consecuencia de no haber producido la evidencia necesaria, se pone en riesgo la salud de las mujeres embarazadas cada vez que se les da atención médica. Las mujeres embarazadas se enferman y las mujeres enfermas se embarazan, y no se sabe si los medicamentos que se les da son eficaces o siquiera seguros para ellas y sus embriones o fetos. (shrink)

A presente coletânea é resultado de cooperação de pesquisadores brasileiros e portugueses, envolvidos com a docência no ensino superior e a consequente formação continuada dos professores universitários. A frequência no ensino superior é vista como uma conquista social dos ideais democráticos modernos e teria trazido novos públicos aos bancos escolares, o que tornaria esse ensino uma realidade de maneira qualitativa distinta com a qual decisores políticos, gestores, professores e estudantes devem aprender a lidar. Essas preocupações pretenderam motivar e nortear os (...) temas abordados nesta obra. (shrink)

Female sex steroids can affect the motor system, modulating motor cortex excitability as well as performance in dexterity and coordination tasks. However, it has not yet been explored whether FSS affects the cognitive components of motor behavior. Mu is a sensorimotor rhythm observed by electroencephalography in alpha and beta frequency bands in practices such as motor imagery and action observation. This rhythm represents a window for studying the activity of neural circuits involved in motor cognition. Herein we investigated whether the (...) alpha-mu and beta-mu power in the sensorimotor region and the alpha and beta power over frontal, parietal, and occipital regions are modulated differently in the menstrual, follicular, and luteal phases of menstrual cycles in right-handed dominant women. To do so, these women underwent MI and AO in the three menstrual cycle phases. The spectral activity of the cortical regions for the alpha and beta bands were compared between phases of the menstrual cycle and a correlation analysis was also performed in relation to estrogen and progesterone levels. For the hypothesis-based approach, beta-mu event-related desynchronization was significantly stronger in the C3 channel in the follicular phase than in the menstrual and luteal phases. For the data-driven approach, beta ERD during MI was higher in the follicular phase than in the menstrual and luteal phases in the frontal region. These findings suggest the effect of FSS on executive movement control. No effect of menstrual cycle phases was observed in cortical areas investigated during OA, but alpha and beta bands correlated positively with the follicular phase plasma estradiol level. Thus, the attenuation of alpha and beta bands referring to mirror neuron activities appears to be associated with inhibition of cortical activity when estradiol levels are lower, improving cognitive processing of motor action. (shrink)

La parentalité impose au sujet un travail psychique intense qui s’appuie sur des aspects narcissiques, archaïques, sur l’histoire de la filiation et de la transmission psychique. La parentalité est, avant tout, liée à un processus qui comporte des risques psychiques particuliers face aux événements de vie. Identifier ces enjeux dans la relation parent-enfant et comprendre ce qui est sollicité pour le sujet face à des événements nécessite de remodeler les alliances et de trouver un nouvel équilibre psychique. Dans le cadre (...) d’une recherche clinique, les auteures, impliquées dans un dispositif d’écoute psychanalytique de la parentalité, proposent une discussion quant aux repères cliniques des enjeux qui sous-tendent la relation parent-enfant. Ce questionnement est discuté par deux vignettes cliniques, celle de Maria qui, après son accouchement, expérimente des vécus corporels primitifs projetés sur son bébé et celle de Camila, qui commence son analyse après la tentative de suicide de sa fille. Dans l’ensemble de ces vignettes, on observe une réorganisation de la dynamique psychique et une possibilité de symboliser davantage les modes d’alliance de la dyade parent-enfant. (shrink)

Resenha do livro The Ethics of Environmentally Responsible Health Care.

O artigo versa sobre “A Ideia de Sociedade - diálogo entre Lima Vaz e Hegel” e objetiva apresentar o pensamento social de Henrique Cláudio de Lima Vaz, sob a ótica da Filosofia do Direito de Hegel. Em uma abordagem lógico-dialética, ele desenvolve três argumentos constitutivos da Ideia de Sociedade: 1) A relação universal política; 2) A relação particular democrática; 3) A relação singular da comunidade ética e finaliza-se com a síntese expressiva dos atos que justificam a relação entre ética e (...) política. (shrink)

Apresenta investigação sobre a relação entre a Representação da Informação e a Dialética, demonstrando que enquanto campos de estudos podem contribuir para um repensar da forma como o conhecimento pode se estabelecer. Traz como questão-chave: Por qual motivo devemos fazer uso dos princípios que regem a Dialética para representar cibercordéis? Para responder a esse problema de pesquisa, tem-se como objetivo geral: Apresentar a Dialética como uma proposta teórico-metodológica capaz de auxiliar no processo de Representação da Informação de cibercordéis. Metodologicamente, a (...) investigação é qualitativa, trazendo como a abordagem o próprio Campo da Dialética e corpus, os Cordéis Digitais (cibercordéis) presentes em grupos de facebook com buscas orientadas pela hashtag cordel (#cordel). Nos resultados identificou-se a presença de 8 (oito) Marcadores Sociais, a saber: Classe Social, Étnico-racial, Gênero, Geração, Nacionalidade, Regionalidade, Religião e Sexualidade. Uma vez categorizados, com a análise dos dados, foi possível melhorar o processo de Representação da Informação através do uso do princípio da contradição, por exemplo, e assim, tornar a prática informacional mais robusta e eficaz. Nas conclusões, foi possível chegar a um posicionamento basilar para podermos compreender a ideia do que é Representação Dialética da Informação, especialmente, se tomado como ponto de apoio e partida, princípios como os da contradição e o da totalidade. (shrink)

Neste texto procuramos traçar os contornos do que estamos considerando como um campo de investigação, ainda que em construção, situado na interface entre duas áreas de conhecimento: a educação e a religião. Tem como objetivo refletir sobre os sentidos da educação, de modo a evidenciar as práticas religiosas como instâncias de educação e formação de subjetividades. Metodologicamente, trata-se de uma reflexão de natureza teórico-bibliográfica inspirada em autores como Brandão (2002), Libâneo, (2010), Albuquerque; Buecke (2019), e outros. Para tanto, apresentamos um (...) mapa das produções intelectuais ancoradas tanto no curso de graduação em Ciências da Religião, quanto no Programa de Pós-Graduação em Educação, ambos situados na Universidade do Estado do *Pará (UEPA), instituição que tem se destacado no fomento a esse universo investigativo. Dentre as considerações, apontamos a educação não escolar como um conjunto de processos formativos, fincados na cultura, que atuam na tradução da realidade concreta, ocupando diferentes espaços, temporalidades e intensões por meio das quais diferentes agentes, humanos ou não, reinventam a educabilidade. (shrink)

Este artigo apresenta a potência do pensamento da filósofa e professora Ada Kroef para o ensino de Filosofia e a Educação. Para tanto, abordaremos os livros Currículo-nômade: sobrevoos de bruxas e travessias de piratas Inspirada pela Filosofia da Diferença (2018) e Escola como polo cultural: contornos mutantes em fronteiras fixas (2017). Nessas obras, a autora questiona teorias e práticas conservadoras do ensino e da educação de forma geral, propondo a criação de novas práticas e posicionamentos teóricos. A estrutura desse artigo (...) se desenvolve em dois tópicos. O primeiro, A Escola na Filosofia, pensa essa instituição a partir das noções de currículo-nômade e currículo-programa. O segundo, A Filosofia na Escola, pondera sobre o fazer dos professores de Filosofia nas diversas funções que podem ocupar na escola e em políticas públicas educacionais e também sobre a prática docente de Ada Kroef como professora no curso de Filosofia da UFC nas disciplinas de estágio supervisionado, onde cria estratégias pedagógicas diferenciadas na experiência do Sábado Filosófico. (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)

Stress has been being pointed as the evil of the current world and can affect as much adults as children. The disorders associated with stress are varied, and people who suffer from it frequently present physical and psychological problems, influencing their behavior and social environment. The care..

This study aimed to understand the expressions of fear in the journeys of health professionals who worked in the confrontation of coronavirus disease 2019 (COVID‐19), in the city of Manaus, in the Brazilian Western Amazon. This is an exploratory qualitative study that adopts interpretive description as a method to generate informed knowledge responsive to the needs of the practice. We included 56 participants, comprising 23 health managers and 33 health workers (middle and higher level) of different professional categories. The results (...) revealed three circles of experience: (1) knowledge and professional experience in dealing with the disease (unknown–known–experienced); (2) the growing proximity to death and loss (predicted–witnessed–suffered); and (3) the involvement and proximity to whatever affects the individual, their emotions, and personal transformations in the face of the threat (the collective, the neighbor, and oneself). Our results suggest that health professionals who worked during the COVID‐19 pandemic in Manaus experienced insecurity, dread, and fear, illustrating the complexity of developing their activities in the front line of care and management during the different phases of the pandemic. A contribution of the study is precisely that of capturing this complexity, which suggests the impossibility of analyzing fear only in its simple manifestation, or in each circle of experience. (shrink)

Entre los diversos temas que permean la Educación en Ciencias (EC), se enfatizan los modos de enseñanza y aprendizaje con foco en los aspectos conceptuales y cognitivos. Este ensayo tiene como objetivo presentar una Filosofía de la Educación en Ciencias (FEC) basada en la Hermenéutica Filosófica (HF) de Hans-Georg Gadamer con el fin de promover un camino ontológico para la EC que pueda sortear el énfasis mencionado. La FEC está constituida por la intersección de tres campos académicos: Filosofía, Filosofía de (...) la Educación y Filosofía de la Ciencia. En Filosofía, el movimiento de comprender entender de manera ontológica explorado por Gadamer permite ver la Hermenéutica más allá de un carácter metodológico. En la Filosofía de la Educación, la HF se extiende a la apropiación del conocimiento, agregando una formación personal en la que hay exposición a la duda, valoración del diálogo, escucha del otro y búsqueda de la comprensión del mundo, pero también de uno mismo. En la Filosofía de la Ciencia, la perspectiva gadameriana permite una visión del trabajo científico en una racionalidad que se entrelaza con aspectos históricos, filosóficos y culturales a través de una aproximación entre la Hermenéutica y las Ciencias Naturales. Señalamos que una EC en la articulación entre estos campos con sesgo gadameriano promueve cambios en la dinámica escolar, en la disposición del alumno y del docente, en la forma de entenderse a sí mismo, al mundo y al lenguaje científico. (shrink)

This book is dedicated to clarify ambiguous concepts from the world of creativity and innovation. One of the initial triggers for the development of the book was the perceived ambiguity of the binomials Design vs. Design Thinking and Innovation vs. Invention. Frequently, designers and innovation consultants are questioned by their clients about the relationships between these kind of concepts. Has the second emerged through the first, or vice-verse? Is one part of the other? Where are the similarities and which are (...) the differences? This conceptual incomprehension makes itself noticeable between many ambiguous concepts in the world of innovation and creativity. What is the difference between Radical and Disruptive Innovation? Or is Social Innovation the same as Social Intervention? And regarding Creativity, are Creativity and Creative Thinking the same? In this book the reader will find answers to these kinds of questions and doubts. 28 authors from 10 different countries and cultural backgrounds are questioning current definitions and perceptions, by comparing different sources and ideas, or simply by giving their personal opinions. Some of the authors have an academic background, others a practical one, being either entrepreneurs, working with innovation in companies, or being innovation/design consultants. (shrink)

No mês de Novembro de 2017, em ocasião do Dia Mundial da Filosofia da UNESCO, a Cátedra UNESCO Archai, do Programa de Pós-Graduação em Metafísica da Universidade de Brasilia, organizou um hangout Unesco sobre o tema Filosofia, gênero e feminismo, do qual participaram diversxs colegas brasileirxs, especialistas do tema, acima assinadxs. A gravação integral do hangout está disponível aqui: https://youtu.be/LH5LwTegGG4. Segue abaixo uma transcrição, revista e adaptada pelxs autorxs.

Aborda o conceito filosófico de rizoma na teorização de Gilles Deleuze e Félix Guattari para desfazer mal entendidos na literatura recente de Ciência da Informação. Explana a dinâmica de criação conceitual na Filosofia e na Ciência, entendendo-as como movimentos entre o virtual e o atual. Em seguida aborda o deslizamento de planos entre Filosofia, Arte e Ciência para ser possível compreender a absorção do conceito filosófico de rizoma pela Ciência da Informação. Apresenta a organização e fluxo da informação pensados inicialmente (...) com a noção de árvore caminhando mais recentemente para a noção de rizoma ou rede. Por fim aproxima as teorizações da filosofia da diferença e da análise de discurso da escola francesa para iluminar ainda mais os mal entendidos sobre a transposição conceitual na Ciência da Informação. (shrink)

Weakness of will violates practical rationality; but may also be viewed as an epistemic failing. Conflicts between strategic and epistemic rationality suggest that we need a superordinate standard to arbitrate between them. Contends that such a standard is to be found at the axiological level, apprehended by emotions. Axiological rationality is sui generis, reducible to neither the strategic nor the epistemic. But, emotions are themselves capable of raising paradoxes and antinomies, particularly when the principles they embody involve temporality. They constitute (...) an ultimate court of appeal, yet their biological origin allows little hope that these antinomies can be resolved. (shrink)

En este artículo nos proponemos analizar las relaciones entre exilio, lengua y territorio en una lectura de poemas seleccionados de los libros Vicio de Miami (1997) y Confesiones del estrangulador de Flagler Street (1998), de Néstor Díaz de Villegas (Cienfuegos, Cuba, 1956). El eje propuesto pretende comprender, por un lado, algunos aspectos de su poética, como aparece en sus primeros libros publicados; por otro, ponerla en perspectiva respecto a la condición del exilio cubano en los Estados Unidos en la época (...) de la crisis de Mariel (1980), especialmente desde sus repercusiones en el campo de la cultura. (shrink)

Neste livro, psicanalistas procuram mostrar possíveis efeitos da história colonial do Brasil. Foram também convidados a dialogar com a psicanálise intelectuais de outras áreas como a sociologia, a antropologia, a literatura, as artes, a filosofia e a história do Brasil.

O presente trabalho pretende resgatar o debate entre Richard Rorty e Nancy Fraser, ocorrido no início da década de 1990, especificamente a partir do texto Feminismo e Pragmatismo apresentado na Tanner Lectures on Human Value. Nesta conferência o filósofo discorreu sobre a possibilidade de conciliação entre o seu pragmatismo e o feminismo. Rorty aborda o feminismo enquanto autocriação da mulher através da “redescrição” mediante a manifestação poética, onde o filósofo encara as feministas como criadoras do novo. Em seguida, exporemos a (...) crítica de Fraser, que trabalha sobre a proposta apresentada pelo pragmatista e que oferece suas próprias ideias dentro de uma concepção do feminismo como movimento democrático de massa. Ao final, uma breve avaliação das implicações das críticas e sugestões apresentadas por Rorty ao feminismo e também da resposta de Fraser. (shrink)