Research Integrity: the view from the Research Office

When we talk about research integrity, what we’re talking about are the principles, ideas and behaviours that make up good research practice. It’s about defining what excellence in the conduct of research looks like and creating frameworks to help researchers do the very best research they can. In Edinburgh Research Office, the work we do in the Research Integrity space is mainly focused on engagement with colleagues in the Schools and Colleges, as well as in central University functions, Edinburgh Innovations and the Institute for Academic Development. Our remit includes ensuring that the University complies with the requirements of the Concordat to Support Research Integrity, reviewing and updating policies and working with colleagues to ensure that we have the right training in place for our research community. We also act as a bridge between the University community and key external stakeholders including the funders, the UK Research Integrity Office and the Russell Group.The past four years have seen a series of important developments in this area. The publication of the House of Commons Science and Technology Committee’s report on Research Integrity in summer 2018 raised the profile of research integrity as a topic and led to the establishment of the new UK Committee on Research Integrity. More recently, the UK Government’s Trusted Research campaign was emblematic of an increased spotlight on international partnerships. From his vantage point as Research Integrity Manager in Edinburgh Research Office, Alan Campbell will outline the impact that these and other developments have had on the research integrity landscape. He’ll also discuss the steps that the University is taking to adapt to a rapidly changing environment

Gene-knockdown in the honey bee mite Varroa destructor by a non-invasive approach : studies on a glutathione S-transferase

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Form without formalism

The systematisation of deductive inference can yield an account of the structure of sentences (propositions, thoughts) involved in such inference. In mainstream contemporary analytic philosophy, the idea of "logical form" is linked, explicitly or implicitly, with the idea of such a systematisation. But this is not the only thing one might mean by "logical form". An enquiry into the structures of thoughts can be motivated by considerations besides inferential behaviour. In this dissertation I sketch an alternative conception according to which the uncovering of the logical structure of discourse proceeds from no single principle but rather piecemeal, from region of discourse to region of discourse. On this conception, the availability of a syntactic characterisation of the valid inference patterns in which a judgment participates is not a necessary condition for the attribution to it of a certain logical form.I argue that Frege's revolutionary application of function-argument analysis to logic plays a central rôle in his equation of the categories in terms of which to ascribe structure to thoughts with the syntactic categories needed for the systematisation of inference. Though the application is plausible in the case of mathematics, I argue that function-argument analysis is ill suited to the analysis of predicative structure generally. As an illustration of this claim, following Michael Thompson's lead, I discuss "natural-historical judgments," a type of generic judgment about living things. I walk through a series of formal-semantic proposals for generic sentences, arguing that each founders on its imposition of function-argument analysis on natural-historical judgments. The logical form of natural-historical judgments is not to be understood on the functional model; the categories deployed in their grasp are not explained by their use in codifying inference patterns.I associate the view that the uncovering of logical form is a piecemeal, unprincipled affair with the later work of Wittgenstein. I bring out how Wittgenstein's engagement in the Tractatus with Frege's and Russell's conceptions of logic paves the way for his later development of the notion of grammar in the Investigations, in order to show how the conception of form I advocate has a genuine claim to logicality

Attention Deficit-Hyperactivity Disorder and Undifferentiated-Attention Deficit Disorder: Differences in Cognitive and Affective Characteristics and Responses to Stimulant Medication

The cognitive and affective characteristics and responses to stimulant medication of children who were diagnosed as having attention deficit-hyperactivity disorder (AD-HD) or undifferentiated-attention deficit disorder (UADD) were investigated using a pretest-posttest experimental design. Nineteen AD-HD and 17 UADD children were compared using unpaired t-tests, prior to initiation of stimulant medication, on measures of intellectual functioning, impulsivity, problem behavior, and self-reported depression and self-esteem. Children from both the AD-HD (n = 12) and UADD (n = 12) groups were then compared before and after a 3-month trial of stimulant medication on measures of impulsivity, problem behavior, and self-reported depression and self-esteem using repeated measures analyses of variance. No significant differences were found between groups in cognitive ability, impulsivity, depression, self-esteem, anxiety, peer relationships, or social withdrawal. AD-HD children were found to exhibit more hyperactive, aggressive, and delinquent problem behavior. Significant improvement was found in both groups in self-reported depression and self-esteem following a trial of stimulant medication. A trial of stimulant medication was found to reduce hyperactive problem behavior in AD-HD children. Stimulant medication had a beneficial effect on peer relationships and aggressive problem behavior in UADD children but did not produce similar positive effects in AD-HD children. These results are discussed as in relationship to the issue of whether AD-HD and UADD are separate syndromes and to the previous literature regarding attention deficit disorder with hyperactivity (ADD/H) and attention deficit disorder without hyperactivity (ADD/WO). Ramifications regarding appropriate treatment are also discussed

The Negro in Syracuse: His Education, Employment, Income and Housing

One of the high functions of social science scholarship is to provide factual and soundly analytical basis for intelligent social action. As Syracuse and Onondaga County continue to work at the resolution of racial conflicts over the months and years ahead, men of good will shall need as accurate and as unemotional a portrait as possible of the basic dimensions of the race problem in this area. With this in mind, a number of scholars, mostly from the Maxwell Graduate School of Citizenship and Public Affairs at Syracuse University, but including representatives from the College of Business and the College of Law, came together in late 1963 to volunteer time and energy in the preparation of an objective report of the Negro situation in the Syracuse area. - Prefac

A Follow-Up Study of the Edith Bowen Gifted Program

Former participants of an elementary-level gifted program were followed into junior high to determine the impact of the gifted program on their academic achievement and extracurricular participation. Parent and student perceptions of the gifted program were also determined. Academic achievement was measured by the variables grades in specific academic subjects, grade point averages, and achievement test scores. Extracurricular participation patterns were determined by response to a questionnaire on extracurricular activities. Intellectually- gifted former participants were compared on academic achievement and extracurricular participation to a comparable group of students who did not participate in any gifted program. No significant differences were found between the two groups. It was found that former participants of the gifted program were participating in their areas of giftedness as well as other areas of extracurricular activity. A substantial percentage of former participants were found to be excelling in their participation in extracurricular activities. It was also found that the gifted program was perceived positively by students and parents. It was concluded that the gifted program did not have an impact, positive or negative. on the subsequent academic performance of its former participants in junior high. It was also concluded that the gifted program did not have an impact, positive or negative, on the subsequent extracurricular participation of its former participants in junior high

Monetary system, taxation, and publicans in the time of Christ

The Jews used bars and rings of gold and silver as money prior to using coins. Syrian, Roman, and Jewish coins were used during the time of Christ. The Roman Government imposed a tremendous tax burden upon its subjects. The people of Israel also had to pay a tax to the temple. Publicans, or tax collectors, were well known for their corruption. Thus, the Jews had utter contempt for publicans. Christ paid his share of taxes and taught that it was right to do so even under the corrupt system of the Romans