Research as Profession and Practice: Frameworks for Guiding the Responsible Conduct of Research

Programs in the responsible conduct of research (RCR) vary between institutions, demonstrated by disparate structures and goals. These variations may be attributed to the absence of grounding frameworks within which to examine research and RCR education programs. This article examines research as a practice and a profession, using these frames to draw out defining features of research and the moral obligations entailed. Situating research within virtue ethics can clarify how researchers might cultivate the virtues necessary for meeting its obligations and aims. By elucidating these features, these perspectives can serve to guide the development of RCR education programs.     

Spiralling up and spiralling down: implications of a long‐term study of temperament and conduct disorder for social work with children

A model of social work grounded in the integration of the social sciences is presented. In social work with children this is exemplified by the importance of difficult childhood temperament and the goodness of fit between parenting practices in the evolution of conduct disorders. A professional model in which the social worker is an equal status member of a cooperative team of professionals engaged in treatment and research is stressed. The basis for this model of social work is that of the person‐in‐environment in which loopbacks from the child’s environment reinforce or diminish the evolution of conduct disorder in the process of spiralling down or spiralling up. This process is illustrated by two extensive case histories. In one the spiralling down process has been checked through intensive social work inputs. Nevertheless, in a longitudinal study it is shown that without such interventions difficult temperament observed at age 3 has significant links to conduct disorders, and movement into care or institutional life at age 17. Severe conduct disorders which lead to permanent school exclusion are likely to be expensive.     

抗日战争时期党的作风建设及其对党的发展的影响

党的作风就是党风。抗日战争时期,国共合作的环境以及党内所存在的不正之风使党的作风建设面临新的考验。以毛泽东为代表的中国共产党人撰写了大量的关于党风建设的文章,形成了我党所特有的党风建设理论,开展了纠正党内不正之风的整风运动、防腐反腐的廉政建设,提出了加强党风建设的原则,开展了大生产运动、拥政爱民与拥军优属运动以及实行了精兵简政政策。党的作风建设使党在政治上变得成熟起来,对党的组织发展也有很大的影响,党在自身建设上得到进一步发展。     

成本的行为解说与行为治理研究

现行成本理论由于忽视或回避了对成本行为特性的研究 ,导致了成本管理实践“既被动又缺乏实效”。本文尝试从成本概念体系的演进过程着手 ,对隐含在这些成本概念中的成本行为特性思想进行了发掘和回顾。在此基础上 ,建立一个包含技术、制度和文化三个层面的成本行为治理框架。     

Team-Based Learning Instruction for Responsible Conduct of Research Positively Impacts Ethical Decision-Making

Common practices for responsible conduct of research (RCR) instruction have recently been shown to have no positive impact on and possibly to undermine ethical decision-making (EDM). We show that a team-based learning (TBL) RCR curriculum results in some gains in decision ethicality, the use of more helpful metacognitive reasoning strategies in decision-making, and elimination of most negative effects of other forms of RCR instruction on social–behavioral responses. TBL supports the reasoning strategies and social mechanisms that underlie EDM and ethics instruction, and may provide a more effective method for RCR instruction than lectures and small group discussion.     

加强师生思想政治工作 为“迎评促建”提供思想保证

加强师德师风建设工作,抓紧学生日常行为规范教育,将思想政治工作不断深入,是保证"迎评促建"工作顺利进行的基础。     

Cross-Field Comparison of Ethics Education: Golden Rules and Particulars

Research misconduct negatively impacts the scientific community and society in general. Providing training in the responsible conduct of research (RCR) to researchers is one viable approach to minimizing research misconduct. Although recent evidence suggests ethics training can indeed be effective, little empirical work has examined the similarities and differences across fields. In the present study, we analyzed 62 empirical studies in engineering, biomedical science, social science, and mixed fields. The findings suggest certain instructional principles, or “golden rules,” apply generally to all fields. These golden rules include maintaining a field-specific or field-general approach and emphasizing processes in training. The findings also suggest that content areas contributing to instructional effectiveness vary as a function of field. Generally, it appears that all fields may benefit from taking a multi-pronged approach to ethics education wherein the salient field issues are covered. Implications for RCR education are discussed.     

Emphasizing the experiences of researchers after RCR instructions: Introduction to Responsible Conduct of Research (RCR) in Malaysia

The purpose of this study is to highlight the experiences of individuals who participate in the Responsible Conduct of Research (RCR) training program held at various universities in Malaysia. In response to a mailing request sent to 40 individuals who had undertaken a RCR training program, 15 participants agreed to be interviewed. The results of the study showed that the three main reasons for participating in the training were as follows: anticipation for knowledge gained; personal experience with research misconduct; and establishing a new network of researchers. In terms of the positive effects gained from undertaking the training, the participants highlighted an increased awareness of the issues and problems related to research misconduct; the need to promote integrity in research conduct; a change in the way they conduct their research; and a change in the way they confront and address misconduct. The findings of this study should be valuable for policy makers and those involved in the management of research programs and ethics, as it demonstrated the importance of RCR training in equipping researchers with the necessary knowledge to conduct research responsibly, and to avoid research misconduct.     

Implementation of a responsible conduct of research education program at Duke University School of Medicine

Academic medical centers rarely require all of their research faculty and staff to participate in educational programs on the responsible conduct of research (RCR). There is also little published evidence of RCR programs addressing high-profile, internal cases of misconduct as a way of promoting deliberation and learning. In the wake of major research misconduct, Duke University School of Medicine (DUSoM) expanded its RCR education activities to include all DUSoM faculty and staff engaged in research. The program included formal deliberation of the Translational Omics misconduct case, which occurred at Duke. Over 5,000 DUSoM faculty and staff participated in the first phase of this new program, with a 100% completion rate. The article reports on the program’s development, challenges and successes, and future directions. This experience at Duke University illustrates that, although challenging and resource intensive, engagement with RCR activities can be integrated into programs for all research faculty and staff. Formal, participatory deliberation of recent cases of internal misconduct can add a novel dimension of reflection and openness to RCR educational activities.     

教学、研究与翻译集于一身的世界史学者

屈连璧先生是一位儒雅的学者,堪称学术楷模;屈连璧先生身正学高,是青年教师的良师益友;屈连璧先生亮节高风,堪为道德模范。