Характерні риси сучасної української соціології : моніторингові проекти (зародження, становлення, утвердження)

Однією із характеристик сучасної української соціології є її перехід на нові форми науково-дослідної роботи — моніторингові обстеження стану українського суспільства або ж його окремих структур. Перехід цей засвідчує, по-перше, відхід від колишніх радянських практик наукового дослідження до світових стандартів, прагнення до самоідентифікації та самоствердження як повноправного партнера в системі світової соціології; по-друге, завершення процесу інституціоналізації української соціології та початки її якісного зростання; і по-третє, професіоналізм українських соціологів, котрі адекватно реагують на суспільні виклики, вчасно відчуваючи «зміни епох».One of the characteristic features of contemporary Ukrainian sociology is the move to the new forms of research activities, that is monitoring the Ukrainian society and of its certain social spheres. This move is the appearance of, the first, the refuse by Ukrainian sociology from the former Soviet practice of sociological research in the favor of the world standards, the search for its self-identification and self-affirmation as the full-fledged partner in the system of the world sociology, the second, the complication of the institutionalization of Ukrainian sociology and of the beginning of its renovation, particularly in its theoretical-methodological aspects, and the third, the appearance of a raising professionalism of Ukrainian sociologists, who are adequately respond to social challenges, feeling the «change of the epochs» on time

Opolnomočenje nadzornikov za odgovorno raziskovalno ravnanje pri nadzoru prek spletnega tečaja: pilotna študija

Supervision and mentoring are highly relevant aspects of research integrity. Codes of Conduct, such as the ALLEA code of conduct, stipulate the relevance of training researchers how to conduct research well and about the role supervision plays in preventing unacceptable research practices. The Dutch Code of Conduct, for example, explicitly states that universities are responsible for facilitating training about research integrity. We developed a course for supervisors to address their responsibility and role in training early career researchers in research integrity. This contribution describes what evidence base was used to design this course and how the course is experienced by supervisors who participated in its piloting in early 2022. A total of 147 subscribed to the course in the testing phase, and seventeen participants obtained a certificate. The main lessons from the experiences with this course and the literature are 1) to tailor supervisor courses to the small amounts of time that supervisors can schedule to take these courses and to adjust the content and assignments to their needs, 2) to make online courses very attractive, but that need to be combined with 3) a face-to-face meeting to motivate them to finish the course in time and it might help to enable shared reflection by sharing personal experiences. (DIPF/Orig.

Impact of sharing Alzheimer's disease biomarkers with individuals without dementia:A systematic review and meta-analysis of empirical data

Introduction: We conducted a systematic literature review and meta-analysis of empirical evidence on expected and experienced implications of sharing Alzheimer's disease (AD) biomarker results with individuals without dementia. Methods: PubMed, Embase, APA PsycInfo, and Web of Science Core Collection were searched according to Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines. Results from included studies were synthesized, and quantitative data on psychosocial impact were meta-analyzed using a random-effects model. Results: We included 35 publications. Most personal stakeholders expressed interest in biomarker assessment. Learning negative biomarker results led to relief and sometimes frustration, while positive biomarkers induced anxiety but also clarity. Meta-analysis of five studies including 2012 participants (elevated amyloid = 1324 [66%], asymptomatic = 1855 [92%]) showed short-term psychological impact was not significant (random-effect estimate = 0.10, standard error = 0.23, P = 0.65). Most professional stakeholders valued biomarker testing, although attitudes and practices varied considerably. Discussion: Interest in AD biomarker testing was high and sharing their results did not cause psychological harm. Highlights: Most personal stakeholders expressed interest in Alzheimer's disease biomarker assessment. Personal motivations included gaining insight, improving lifestyle, or preparing for the future. There was no short-term psychological impact of sharing biomarker status, implying it can be safe. Most professional stakeholders valued biomarker testing, believing the benefits outweigh the risk. Harmonized guidelines on biomarker testing and sharing results are required.</p

Commentary: The Struggle Against AIDS and the Pharmaceuticals Industry – Are There Limits to the Moral Obligation to Do Good?

Anyone presupposing that pharmaceutical companies have a moral obligation to help curb the AIDS crisis challenges us to think about the outer limits of this obligation and about the substance what can reasonably be obliged. The idea that the outer frontier of the moral obligation to render assistance is reached only when one encounters a threat to the actors’ fundamental interests runs contrary to our healthy common sense. The borderline with the reasonable seems to be much closer. A need to define the boundaries of reasonable moral obligations and to justify the grounds for putting them there lies at the core of the demandingness objection in philosophy. I show that the Roche case is well suited for launching a discussion on the reasonableness of the moral obligation to render assistance. In doing so I present several arguments and how they could be applied to this case. I did not define what would be a tangible and reasonable obligation for Roche. This cannot be done in isolation for Roche or any other company. It must be done in conjunction with the moral community and in the light of normative theories. What I have tried to show in this article is that extreme positions are untenable. The moral obligation to render assistance in curbing AIDS may not elicit an all or nothing answer. The reasonable may perhaps be negotiable

A Quality Checklist for Responsible Conduct of Research (RCR) Education: A proposal to complement the Predictive Modeling Tool

This article presents a Quality Checklist for Responsible Conduct of Research (RCR) education. The Checklist is a tool for teachers and educational developers in RCR education containing the results of eleven reviews on the impact of RCR education. It makes these data accessible in a layered way, such that users can quickly find the information that they are interested in. The tool can complement the Predictive Modeling Tool, which allows users to fill out information about a course and provides recommendations on how the course’s efficacy can be improved. We present our approach to developing the Quality Checklist prototype tool, the tool itself and how it can be used. We compare it to the PMT and discuss the added value of the Quality Checklist prototype tool, as well as its limitations. Finally, we indicate some of the ways in which the prototype tool could be further improved

Empowering Supervisors Towards Responsible Research Conduct in Supervision via an Online Course: A Pilot Study

Supervision and mentoring are highly relevant aspects of research integrity. Codes of Conduct, such as the ALLEA code of conduct, stipulate the relevance of training researchers how to conduct research well and about the role supervision plays in preventing unacceptable research practices. The Dutch Code of Conduct, for example, explicitly states that universities are responsible for facilitating training about research integrity. We developed a course for supervisors to address their responsibility and role in training early career researchers in research integrity. This contribution describes what evidence base was used to design this course and how the course is experienced by supervisors who participated in its piloting in early 2022. A total of 147 subscribed to the course in the testing phase, and seventeen participants obtained a certificate. The main lessons from the experiences with this course and the literature are 1) to tailor supervisor courses to the small amounts of time that supervisors can schedule to take these courses and to adjust the content and assignments to their needs, 2) to make online courses very attractive, but that need to be combined with 3) a face-to-face meeting to motivate them to finish the course in time and it might help to enable shared reflection by sharing personal experiences

Moral authorship: A conceptual analysis

In this presentation, we offer a conceptual analysis on the notion of Moral Authorship and explore in what ways the notion is promising in the field of Teaching and Education. We compare Moral Authorship with other notions, namely ‘normative professionalism’, ‘the good professional’, ‘reflective professionalism', ‘professional autonomy’, ‘professional responsibility’ and ‘moral craftmanship’. The comparison shows that each concept has a particular focus and use in practice. The notion of Moral Authorship seems promising in at least two ways: the association with authorship leads to a renewed attitude towards professional agency, and it can combine (the most) promising aspects of other concepts. Paper presented at the AME 2017 Conferenc

Effective Strategies for Research Integrity Training—a Meta-analysis

This article reviews educational efforts to promote a responsible conduct of research (RCR) that were reported in scientific publications between 1990 and early 2020. Unlike previous reviews that were exploratory in nature, this review aimed to test eleven hypotheses on effective training strategies. The achievement of different learning outcomes was analyzed independently using moderator analysis and meta-regression, whereby 75 effect sizes from 30 studies were considered. The analysis shows that the achievement of different learning outcomes ought to be investigated separately. The attainment of knowledge strongly benefited from individualized learning, as well as from the discussion and practical application of ethical standards. Contrarily, not covering ethical standards tended to be a feature of successful courses, when looking at other learning outcomes. Overall, experiential learning approaches where learners were emotionally involved in thinking about how to deal with problems were most effective. Primarily intellectual deliberation about ethical problems, often considered the “gold standard” of ethics education, was significantly less effective. Several findings from previous reviews, e.g., the preferability of mono-disciplinary groups, could not be replicated with multivariate analysis. Several avenues for future research efforts are suggested to advance knowledge on the effectiveness of research integrity training