Local heroes

2003 ◽  
Vol 10 (1) ◽  
pp. 39-42
Author(s):  
Henrika Kuklick

Among historians and sociologists of science, it is a commonplace that scientists' accusations of plagiarism defy straightforward explanations. To appreciate that these accusations need not indicate simply that given individuals have claimed others' ideas as their own, it is important to remember that scientists' habits of communication create specialized research communities in which professional practices are – and are intended to be – relatively standardized. A defining property of science is, after all, that it requires practitioners to reach consensus about solutions to their common research problems, in pursuit of which disciplinary colleagues are expected to exchange regular reports of their theories, information, materials and techniques. Certainly, patterns of behaviour do not fully realize the scientific ideal; there is no end of evidence that scientists’ communications may be less than fully frank, that their judgements are affected by diverse personal considerations, and that their research is shaped by peculiarities of places and things. But to find disparities between the real and the ideal does not mean that the ideal does not inform occupational practices. And because scientists belong to exchange networks, their standardized practices are virtually guaranteed to lead to so-called ‘simultaneous discoveries’. Sometimes, when two or more scientists reach a given conclusion at the same (or nearly the same) time, their agreement occasions mutual congratulations, since it confirms the appropriateness of scientists' shared interpretations. (When in 1858, for example, prominent British scientists celebrated Charles Darwin's and Alfred Russel Wallace's independent formulations of the concept of natural selection, they rendered the concept less controversial than it might have been had it been advanced by one man alone.) At other times, however, a scientific event that might be regarded as a simultaneous discovery under some circumstances instead becomes an occasion for expression of discord among interested scientific parties, prompting a ‘priority dispute’ or (worse) an accusation of plagiarism.


2020 ◽  
Vol 20 (1) ◽  
Author(s):  
Conor Gilligan ◽  
Teresa Loda ◽  
Florian Junne ◽  
Stephan Zipfel ◽  
Brian Kelly ◽  
...  

Abstract Background The development of professional identity is a fundamental element of medical education. There is evidence that in Germany, students’ perceptions of the ideal and real doctor differ, and that of themselves as physicians falls between these constructs. We sought to compare students’ perceptions of themselves, the ideal doctor, and the ‘real’ doctor and investigate differences from first to final year in the relationships between these constructs, as well as differences between Australian and German cohorts. Method Students in the first and final years of their medical program at one Australian and one German university were invited to complete the Osgood and Hofstatter polarity profile, involving the description of their mental image of the ideal and real doctor, and the doctor they hope to become, with adjectives provided. Results One hundred sixty-seven students completed the survey in Australia (121 year 1, 46 year 5) and 188 in Germany (164 year 1, 24 year 6). The perception of the ideal doctor was consistent across all respondents, but that of the real doctor and self-image differed between country and year. Differences existed between country cohorts in perceptions of ‘confidence’, ‘strength’, ‘capability’ and ‘security’. Conclusions The pattern previously reported among German students was maintained, but a different pattern emerged among Australian students. Differences between countries could reflect cultural differences or variations in the overt and hidden curricula of medical schools. Some of the constructs within the profiles are amenable to educational interventions to improve students’ confidence and sense of capability.



Stats ◽  
2021 ◽  
Vol 4 (1) ◽  
pp. 205-215
Author(s):  
David Trafimow ◽  
Tonghui Wang ◽  
Cong Wang

In a recent article, Trafimow suggested the usefulness of imagining an ideal universe where the only difference between original and replication experiments is the operation of randomness. This contrasts with replication in the real universe where systematicity, as well as randomness, creates differences between original and replication experiments. Although Trafimow showed (a) that the probability of replication in the ideal universe places an upper bound on the probability of replication in the real universe, and (b) how to calculate the probability of replication in the ideal universe, the conception is afflicted with an important practical problem. Too many participants are needed to render the approach palatable to most researchers. The present aim is to address this problem. Embracing skewness is an important part of the solution.





2013 ◽  
Vol 20 (4) ◽  
pp. 586-606 ◽  
Author(s):  
Rachel Gabel-Shemueli ◽  
Ben Capell
Keyword(s):  
The Real ◽  


Leonardo ◽  
2008 ◽  
Vol 41 (4) ◽  
pp. 418-419 ◽  
Author(s):  
Caitlin Jones ◽  
Lizzie Muller

This paper describes a new approach to documenting media art which seeks to place in dialogue the artist's intentions and the audience's experience. It explicitly highlights the productive tension between the ideal, conceptual existence of the work, and its actual manifestation through different iterations and exhibitions in the real world. The paper describes how the approach was developed collaboratively during the production of a documentary collection for the artwork Giver of Names, by David Rokeby. It outlines the key features of the approach including artist's interview, audience interviews and data structure.



1978 ◽  
Vol 78 (6) ◽  
pp. 1034
Author(s):  
Cynthia Chase Schipani
Keyword(s):  
The Real ◽  


1970 ◽  
Vol 54 (4) ◽  
pp. 291
Author(s):  
Strother B. Purdy ◽  
Yvonne Rodax
Keyword(s):  
The Real ◽  


2012 ◽  
Vol 6 (1) ◽  
pp. 389-407 ◽  
Author(s):  
Maxine E. Sprague ◽  
Jim Parsons

In this paper, the authors discuss creativity and the impact it might have on teaching and learning. The authors believe that imaginative play, at all ages, helps all people (children especially) create healthy environments and spaces that expand their learning. The authors contend that teaching for imagination—which asks little more than creating and trusting an ecological space that engenders it—seldom is considered a priority. Given the emphasis on creativity in the real world and the virtual digital world, the authors believe it is important to add to the body of knowledge through continued research in this field.



Author(s):  
A. Félix Vico-Prieto ◽  
Juan M. Rosas ◽  
José E. Callejas-Aguilera ◽  
Angel Cagigas

Theories of beauty perception have tilting between the importance of the golden section, and the importance of cultural and learning factors on perception of beauty. The contradiction between those approaches may be solved by taking in account the real golden proportion rather than the ideal golden proportion. A new framework to conduct new and more comprehensive experimental approaches to the study of beauty is proposed.



1984 ◽  
Vol 35 (3) ◽  
pp. 270-283,386 ◽  
Author(s):  
Mutsundo Atarashi


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