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141.
The purpose of this study was to evaluate the effectiveness of plagiarism detection software and penalty for plagiarizing
in detecting and deterring plagiarism among medical students. The study was a continuation of previously published research
in which second-year medicals students from 2001/2002 and 2002/2003 school years were required to write an essay based on
one of the four scientific articles offered by the instructor. Students from 2004/2005 (N = 92) included in present study
were given the same task. Topics of two of the four articles were considered less complex, and two were more complex. One
less and one more complex articles were available only as hardcopies, whereas the other two were available in electronic format.
The students from 2001/2002 (N = 111) were only told to write an original essay, whereas the students from 2002/2003 (N = 87)
were additionally warned against plagiarism, explained what plagiarism was, and how to avoid it. The students from 2004/2005
were warned that their essays would be examined by plagiarism detection software and that those who had plagiarized would
be penalized. Students from 2004/2005 plagiarized significantly less of their essays than students from the previous two groups
(2% vs. 17% vs. 21%, respectively, P < 0.001). Over time, students more frequently choose articles with more complex subjects (P < 0.001) and articles in electronic format (P < 0.001) as a source for their essays, but it did not influence the rate of plagiarism. Use of plagiarism detection software
in evaluation of essays and consequent penalties had effectively deterred students from plagiarizing. 相似文献
142.
Although Responsible Conduct of Research (RCR) training is common in the sciences, the effectiveness of RCR training is open to question. Three key factors appear to be particularly important in ensuring the effectiveness of ethics education programs: (1) educational efforts should be tied to day-to-day practices in the field, (2) educational efforts should provide strategies for working through the ethical problems people are likely to encounter in day-to-day practice, and (3) educational efforts should be embedded in a broader program of on-going career development efforts. This article discusses a complex qualitative approach to RCR training development, based on a sensemaking model, which strives to address the afore-mentioned training concerns. Ethnographic observations and prior RCR training served the purpose of collecting information specific to a multi-disciplinary and multi-university research center with the goal of identifying metacognitive reasoning strategies that would facilitate ethical decision-making. The extensive qualitative analyses resulted in the identification of nine metacognitive reasoning strategies on which future RCR training will be developed. The implications of the findings for RCR training in the sciences are discussed. 相似文献
143.
Elaine Landry 《Synthese》2007,158(1):1-17
Recent semantic approaches to scientific structuralism, aiming to make precise the concept of shared structure between models,
formally frame a model as a type of set-structure. This framework is then used to provide a semantic account of (a) the structure
of a scientific theory, (b) the applicability of a mathematical theory to a physical theory, and (c) the structural realist’s
appeal to the structural continuity between successive physical theories. In this paper, I challenge the idea that, to be
so used, the concept of a model and so the concept of shared structure between models must be formally framed within a single
unified framework, set-theoretic or other. I first investigate the Bourbaki-inspired assumption that structures are types
of set-structured systems and next consider the extent to which this problematic assumption underpins both Suppes’ and recent
semantic views of the structure of a scientific theory. I then use this investigation to show that, when it comes to using
the concept of shared structure, there is no need to agree with French that “without a formal framework for explicating this
concept of ‘structure-similarity’ it remains vague, just as Giere’s concept of similarity between models does ...” (French,
2000, Synthese, 125, pp. 103–120, p. 114). Neither concept is vague; either can be made precise by appealing to the concept of a morphism, but it is the context (and not any set-theoretic type) that determines the appropriate kind of morphism. I make use of French’s
(1999, From physics to philosophy (pp. 187–207). Cambridge: Cambridge University Press) own example from the development of quantum theory to show that, for
both Weyl and Wigner’s programmes, it was the context of considering the ‘relevant symmetries’ that determined that the appropriate
kind of morphism was the one that preserved the shared Lie-group structure of both the theoretical and phenomenological models.
I wish to thank Katherine Brading, Anjan Chakravartty, Steven French, Martin Thomson-Jones, Antigone Nounou, Stathis Psillos,
Dean Rickles, Mauricio Suarez and two anonymous referees for valuable comments and criticisms, and Gregory Janzen for editorial
suggestions. Research for this paper was funded by a generous SSHRC grant for which I am grateful 相似文献
144.
"科技的人性化"辨义 总被引:1,自引:0,他引:1
科技的人性化近两年来成了学术界讨论的重要问题,但有关“科技的人性化”的含义却较模糊和混乱。对“科技的人性化”进行了概念上的疏理,“科技的人性化”有三层含义:复归科技固有的人性、限定科技的非人性属性的范围、赋予科技以人性关怀。理清“科技的人性化”,将有助于为科技异化的消除寻求到具体途径,有利于科技的健康发展。 相似文献
145.
Philip Kitcher 《Nanoethics》2007,1(3):177-184
I argue that the title question needs to be taken seriously because there are important questions about how the scientific
agenda should be set. Natural answers to the question – declarations of the proper autonomy of science or expressions of faith
in market forces – are found inadequate. Instead, I propose a form of democracy with respect to scientific research that will
avoid the obvious dangers of a tyranny of ignorance. I conclude with some modest proposals about how the ideal of a democratic
science might be implemented and with a response to common objections.
相似文献
Philip KitcherEmail: |
146.
Richard M. McFall 《Applied and Preventive Psychology》2000,9(1):5-21
In an earlier article (McFall, 1991), I urged clinical psychologists to work toward the goal of integrating science and practice and proposed the adoption of a principle and two corollaries aimed at achieving this goal. In general, I argued that all aspects of clinical psychology must be guided by the highest scientific and ethical standards, that clinical practice be limited to empirically supported procedures, and that clinical training be devoted to producing clinical scientists. In the present article, I elaborate and defend these points by offering reflections on a number of submitted questions provoked by the earlier article. I address four major issues: the philosophical foundations for a scientific epistemology, the implications of this epistemology for clinical practice, the implications for clinical training, and the likely impact of adopting this epistemology on the field of clinical psychology. 相似文献
147.
Per Anderson 《Theology & Science》2013,11(2):171-173
The Battle of Dover is now concluded; and Charles Darwin's theory of evolution has won the legal day. The Theory of Evolution in the Darwainian and neo-Darwinian form is a very fertile theory; it generates hypotheses and research programs that lead to new knowledge. Even as a secular pursuit of knowledge, Christians appreciate science. What the Christian community cannot tolerate is second-rate science; and it especially eschews pseudo-science. We ask for a general commitment; support the best science in our schools and laboratories as an expression of our Christian faith. In light of the public controversy regarding alternatives to teaching Darwinian science in our public schools, we offer six recommendations. 相似文献
148.
Andreas Losch 《Theology & Science》2013,11(1):85-106
Critical realism has been used in connection with different epistemological positions. The article reviews its different uses in German, American, and British philosophy and examines its relation to Barbour's introduction of the term in the science and theology debate. The result is that there is a close connection to scientific realism, but not to philosophical critical realism in a narrower sense. Critical realism is a type of realism defining the term in Kant's sense as related to the question of the existence of the tempospatial world. It distinguishes itself as a middle way between naïve realism and other extremes. 相似文献
149.
Wesley J Wildman 《Theology & Science》2013,11(1):71-83
It is now a communis opinio that Newton's metaphysics was highly theologically inspired. I will refer to this intertwinement by using the word “onto-theology,” i.e. a metaphysical system that is mainly derived from some fundamental theological assumptions. I will present the constituents of Newton's onto-theology. One important, but often neglected stratum of Newton's metaphysics is the “secularization of God.” Newton, then, was not only a reformer in science, he also was a defender of a more rationalized, i.e. secularized, conception of God. As we will see, God and all other existing entities exist on the same ontological level. Newtonian metaphysics can thus be seen as the expression of how religious attitudes adapted themselves to or secularized themselves in a world of growing complexity wherein the scientific outlook became more and more central. This analysis has implications for the secularization-debate. It will be argued that the secularization-process not only involved differentiating tendencies between the profane and the secular (as is widely accepted by the differentiation-thesis), but that unifying tendencies (exemplified by Newton's unified onto-theology) were equally important. 相似文献
150.
John R. Paddock Sophia Terranova Rosie Kwok David V. Halpern 《The Journal of genetic psychology》2013,174(4):453-468
In two experiments, the authors explored factors that might influence a person's tendency to make source-monitoring errors about autobiographical memories. In the first experiment, undergraduates retrieved a memory from childhood (a) that was known about but not remembered, (b) that was remembered, or (c) for which they were unsure of their memory's source. After writing down the memory, experimental groups listened to a guided visualization tape and answered questions about the event—interventions designed to help them focus on details of their memory. Controls also retrieved and wrote down a memory; however, instead of visualizing the memory, they were instructed to conduct a visual search task. Results indicated that guided visualization led participants to rate known memories closer to remembered events. A second experiment examined individual difference variables that might be related to this know-to-remember shift. Results indicated that extraversion, external locus of control, a memory that conveyed fear, and overall affective content predicted this rating. The applicability of these findings to the psychotherapy process is discussed. 相似文献