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1.
Rhoades LJ 《Science and engineering ethics》2002,8(3):459-468
This paper reports data and scholarly opinion that support the perception of systemic flaws in the management of scientific
professions and the research enterprise; explores the responsibility that professional status places on the scientific professions,
and elaborates the concept of the responsible conduct of research (RCR). Data are presented on research misconduct, availability
of research guidelines, and perceived research quality.
An earlier version of this paper was presented at an International Conference on “Conflict of Interest and its Significance
in Science and Medicine” held in Warsaw, Poland, 5–6 April, 2002.
The opinions expressed herein are those of the author and do not necessarily represent the views of the Office of Research
Integrity, the U.S. Department of Health and Human Services, or any other federal agency. 相似文献
2.
《Quarterly journal of experimental psychology (2006)》2013,66(7):1415-1427
The free-choice paradigm is a widely used paradigm in psychology. It has been used to show that after a choice between two similarly pleasant stimuli, the pleasantness of the chosen one tends to increase, whereas the pleasantness of the rejected one tends to decrease—a spreading of alternatives. However, the methodological validity of the free-choice paradigm to study choice-induced preference change has recently been seriously questioned [Chen, K. M., & Risen, J. L. (2010). How choice affects and reflects preferences: Revisiting the free-choice paradigm. Journal of Personality and Social Psychology, 99, 573–594. doi:10.1037/a0020217]. According to this criticism, the classically reported spreading of alternatives between the first and second rating sessions cannot be unambiguously interpreted to reflect a true change in preferences and can be observed even for completely static preferences. Here, we used two measurement sequences, a classical Rating 1–choice–Rating 2 sequence and a control Rating 1–Rating 2–choice sequence, to disentangle the spreading of alternatives driven by the effect of choice from the artefactual effect highlighted by Chen and Risen. In two studies using different stimulus material (faces and odours), we find that choice has a robust modulatory impact on preferences for rejected odours, but not for chosen odours and not for faces. 相似文献
3.
K. Helmut Reich 《Zygon》2003,38(3):633-641
The prophets Nathan (2 Samuel 12:1–15) and John the Baptist (Mark 6:16–28) had comparable tasks before them: to convince their respective kings about the wrongs of taking somebody else's wife and marrying her. Nathan succeeded, while John failed and furthermore lost his life. What made the difference? One possible explanation is that Nathan proceeded in two steps: (1) Tell an interesting, nonthreatening story that nevertheless makes the point at issue; (2) transfer that message to the case at hand. In contrast, John used a direct approach, which raised apprehension, even fear (on the part of Herodias, the woman involved), and led to failure. That lesson has wider applications, as illustrated here for teaching the biblical Genesis narration. The other ingredient in this teaching is relational and contextual reasoning (RCR), the use of which is also indicated for other issues besides teaching Genesis. 相似文献
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Pimple KD 《Science and engineering ethics》2002,8(2):191-205
The purpose of this paper is to provide a simple yet comprehensive organizing scheme for the responsible conduct of research
(RCR). The heuristic offered here should prove helpful in research ethics education, where the many and heterogeneous elements
of RCR can be bewildering, as well as research into research integrity and efforts to form RCR policy and regulations. The
six domains are scientific integrity, collegiality, protection of human subjects, animal welfare, institutional integrity,
and social responsibility. 相似文献
6.
Caroline Whitebeck Ph.D. 《Science and engineering ethics》2001,7(4):541-558
This article reports on a method of group mentoring to strengthen responsible research conduct. A key feature of this approach
is joint exploration of the issues by trainees and their faculty research supervisors. These interactions not only help participants
learn about current ethical norms for research practice, but also draw on the accumulated experience of faculty and staff
about practical problems of research conduct, and help to make faculty more articulate about responsible research conduct
and so better able to guide their trainees. By working with departments or laboratories as a whole the method facilitates
the formulation of specific norms appropriate to particular research situations and to strengthen the group’s ability to support
appropriate behavior and deal with new issues as they arise. It also gives students more ways to ask questions about research
practice and to benefit from the experience of all members of their department or group as well as their own research supervisors.
The method is well tested and has been well received by a wide variety of departments and research groups. It provides the
means for a constructive and enjoyable response to the Public Health Service’s (PHS) new Policy on Instruction in the Responsible
Conduct of Research (RCR) that requires education in the responsible conduct of research for all those funded by PHS funds,
including faculty and staff as well as trainees.
An earlier version of this paper was presented at a National Science Foundation sponsored conference on Mentoring and Research
Values: Students as Vital Human Resources, Chicago, IL, USA, March 1995. 相似文献
7.
Varadaraja V. Raman 《Zygon》2003,38(2):451-458
This essay is a commentary on Helmut Reich's recently published book on relational and contextual reasoning (RCR). Reich's ideas are relevant in contexts of conflict, and they enable us to consider the notion of objectivity differently. He makes us see the constraints in individual perspectives. His book also can enable people to formulate problems of human concern in a wider and richer framework, which may lead to solutions not obtainable on the basis of binary logic. 相似文献
8.
K. Helmut Reich 《Zygon》2003,38(2):459-466
Some aspects of my writing the monograph Developing the Horizons of the Mind (2002) are highlighted, the central characteristics of relational and contextual reasoning (RCR) are explained, and the contributions to this symposium by John Albright, Varadaraja V. Raman, and John Teske are discussed. 相似文献
9.
Michael Kalichman Ph.D. 《Science and engineering ethics》2002,8(2):215-218
Ethical dilemmas are the result of conflicts between potential benefits or harms for two or more competing interests. Therefore,
ethical decision-making implies a responsibility to identify those interests, harms, and benefits. For this purpose, researchers
have responsibilities to the research, the subjects of research, other researchers, the institution, society, the environment,
and self. 相似文献
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