How to blow the Whistle and still have a career afterwards

Filing charges of scientific misconduct can be a risky and dangerous endeavor. This article presents rules of conduct to follow when considering whether to report perceived misconduct, and a set of step-by-step procedures for responsible whistleblowing that describe how to do so once the decision to report misconduct has been made. This advice is framed within the university setting, and may not apply fully in industrial settings. Ms. Gunsalus, an attorney, has been responsible for a wide range of compliance issues and academic policy matters at her university including responding to allegations of scientific misconduct. She served on the United States Commission on Research Integrity and spent six years on the AAAS Committee on Scientific Freedom and Responsibility, four of them as chair. An earlier version of this paper was presented at the symposium entitled “Damned If You Do, Damned If You Don’t: What the Scientific Community Can Do About Whistleblowing” held during the Annual Meeting of the AAAS, Seattle, Washington, 15 February, 1997.     

Relationship between vomiting and taste aversion learning in the ferret: studies with ionizing radiation, lithium chloride, and amphetamine.

The relationship between emesis and taste aversion learning was studied in ferrets (Mustela putorius furo) following exposure to ionizing radiation (50-200 cGy) or injection of lithium chloride (1.5-3.0 mEq/kg, ip). When 10% sucrose or 0.1% saccharin was used as the conditioned stimulus, neither unconditioned stimulus produced a taste aversion, even when vomiting was produced by the stimulus (Experiments 1 and 2). When a canned cat food was used as the conditioned stimulus, lithium chloride, but not ionizing radiation, produced a taste aversion (Experiment 3). Lithium chloride was effective in producing a conditioned taste aversion when administration of the toxin was delayed by up to 90 min following the ingestion of the canned cat food, indicating that the ferrets are capable of showing long-delay learning (Experiment 4). Experiment 5 examined the capacity of amphetamine, which is a qualitatively different stimulus than lithium chloride or ionizing radiation, to produce taste aversion learning in rats and cats as well as in ferrets. Injection of amphetamine (3 mg/kg, ip) produced a taste aversion in rats and cats but not in ferrets which required a higher dose (> 5 mg/kg). The results of these experiments are interpreted as indicating that, at least for the ferret, there is no necessary relationship between toxin-induced illness and the acquisition of a CTA and that gastrointestinal distress is not a sufficient condition for CTA learning.     

Nonverbal indicators of Affect and Deception in an Interview Setting1

A study was conducted to identify codes of nonverbal behavior which could be used by interviewers in a standard field interview to systematically assess deception and emotional states of respondents. Ten male and 10 female subjects were interviewed on topics that had been pretested to arouse in them pleasant involvement, passivity, and unpleasant involvement. Subjects were also instructed to lie to the interviewer on issues of importance to them. Eye contact was measured by observation through a one-way mirror. Smiles, gestures, self-manipulations and postural shifts were scored from videotapes of the interview. The most distinctive patterns of nonverbal cues occurred with unpleasant-involvement and deception questions. The former state was characterized by increases in smiling, self-manipulations, and postural shifts. Deception responses were marked by decreases in smiling and increases in self-manipulations and postural shifts. Results also suggested that eye contact functioned as an intensifier of affect.     

An automated swim alley for small animals: II. Training and procedures

Experiments were conducted to establish training procedures and testing conditions that produce uniform and reliable swimming performance of rats in an automated swim alley. Data are given on the effect of water temperature and of platform rest interval on swimming speeds. In this system, rats will swim intermittently for as long as 24 h for a distance of more than 7 km.     

A meta-analysis of the relationship between moral disengagement and bullying roles in youth

Over the last several years, researchers have become increasingly interested in the influence of moral factors on bullying behaviors. This is the first meta-analytic review to exclusively examine the relationship between moral disengagement (MD) and the key bullying roles of bully, victim, defender, and bystander. Forty-seven independent samples examining a total of 43,809 children/adolescents (aged 7–19) were included in this meta-analysis. Results indicated a positive relationship between MD and bullying (r = 0.31; 95% CI [0.27, 0.34]), MD and victimization (r = 0.08; 95% CI [0.05, 0.12]), and a negative relationship between MD and defending (r = −0.11; 95% CI [−0.17, −0.04]). No significant relationship was found for MD and bystanding behavior. Moderators of bullying type (traditional vs. cyberbullying), reporting type (self vs. peer report), age, and gender were included in the analyses. The results are discussed in the context of relevant literature with particular emphasis on the importance of distinguishing between guilty and unconcerned bystanders, and the significant overlap between bullying and victimization in the cyber context.     

Lessons Learned from the Parents Matter! Program

We present a discussion of some of the lessons the investigators learned during the development and implementation phases of the Parents Matter! Program (PMP). Lessons were learned that are relevant to various groups involved in large scale, multi-site, community-based intervention studies: investigators, community leaders, community members, project staff, and participants. Specific lessons learned include: (1) forge collaboration early: (2) maintain communication; (3) clearly delineate policies and procedures; and (4) develop proactive strategies. We also include a list of important questions to consider when contemplating similar projects.     

Learning and Living Systemic: Exploring the Personal Effects of Family Therapy Training

Despite growing recognition that systemic family therapists need to be adept at personal reflection and managing the therapeutic relationship, little research has explored the effects of training beyond the development of skills. This article provides a report on a qualitative study focussed on the personal effects of family therapy training, with particular reference to the aspects of training that foster personal reflection and growth. Twenty three trainees from three training institutions were interviewed, utilizing the practices of grounded theory. Trainees reported a deepening relational awareness, which applied to both personal and professional domains and included shifts in perspectives on relationships with loved ones. Five aspects of training were identified as responsible: (1) personally challenging experiences with clients; (2) supervisors who live the paradigm; (3) the demystification of theory; (4) a safe supervisory space; and (5) the development of trusting peer relationships. Interns also described, in turn, how their personal development affected their clinical work, particularly in the development of compassion and empathy. This study serves to highlight training practices that support reflective practice in systemic family therapy.     

Considering her circumstances: how ethnicity and cultural relativist arguments affect sexual harassment judgments by undergraduate and community mock jurors

Most research on sexual harassment has involved undergraduate students and European Americans, whose perspectives may not be representative of the broader population. This study investigated whether judgments of a sexual harassment trial vary by plaintiff ethnicity (European American or Latin American), type of sample (undergraduates or community members) and mock juror ethnicity (European American or Latin American). We also tested the effects of a cultural relativist argument about Latin American cultural values influencing the plaintiff. Results indicated that community and Latin American mock jurors rendered more pro-plaintiff verdicts, particularly when the case did not include a cultural relativist argument. Although the cultural relativist argument did not affect undergraduates' judgments, it caused a backlash among community members, leading to more pro-defendant verdicts. Judgments across type of sample and mock juror ethnicity were partially mediated by self-referencing and hostile sexism; affiliation with Latin American culture also predicted judgments of the Latina American plaintiff.