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Cellular exposure to hypoxia results in altered gene expression in a range of physiologic and pathophysiologic states. Discrete cohorts of genes can be either up- or down-regulated in response to hypoxia. While the Hypoxia-Inducible Factor (HIF) is the primary driver of hypoxia-induced adaptive gene expression, less is known about the signalling mechanisms regulating hypoxia-dependent gene repression. Using RNA-seq, we demonstrate that equivalent numbers of genes are induced and repressed in human embryonic kidney (HEK293) cells. We demonstrate that nuclear localization of the Repressor Element 1-Silencing Transcription factor (REST) is induced in hypoxia and that REST is responsible for regulating approximately 20% of the hypoxia-repressed genes. Using chromatin immunoprecipitation assays we demonstrate that REST-dependent gene repression is at least in part mediated by direct binding to the promoters of target genes. Based on these data, we propose that REST is a key mediator of gene repression in hypoxia.

Cubiu, an Amazonian fruit, is widely used as food and popular treatment for pathologies that present an inflammatory pattern, such as skin wound healing. However, there is still no confirmation in the scientific literature about the safety profile, as well as the anti-inflammatory, antioxidant, and healing actions of cubiu. This study is divided into two experimental protocols using Wistar rats. Thus, the first objective (protocol 1) of this study was to evaluate the toxicity of an oral administration of cubiu extract at different doses for 28 days. The macroscopic and microscopic analyses of the liver and kidney were performed, and the following analysis was determined in plasma: glutamic oxaloacetic transaminase, glutamic pyruvic transaminase, gamma-glutamyl transpeptidase, glucose, triglycerides, total cholesterol, urea, creatinine, and uric acid. After, we conducted the second protocol aimed to establish the potential antioxidant and anti-inflammatory capacity of cubiu and its interaction with magnetic field in skin wound healing. On days 3, 7, and 14 of treatment, skin and blood samples were collected and analyzed: the oxidative stress biomarkers (reactive substances to thiobarbituric acid, nonprotein thiols, superoxide dismutase, catalase, and glutathione S-transferase), myeloperoxidase enzymatic activity, and cytokines levels (interleukin 1, interleukin 6, interleukin 10, and tumor necrosis factor-alpha). The cubiu has shown to be safe and nontoxic. Both cubiu and magnetic field promoted decreased levels of proinflammatory and prooxidant biomarkers (interleukin 1, interleukin 6, tumor necrosis factor-alpha, and reactive substances to thiobarbituric acid), as well as increased levels of anti-inflammatory and antioxidant biomarkers (interleukin 10, nonprotein thiols, and superoxide dismutase), with greater potential when treatments are used in association. Thus, cubiu promotes antioxidant and anti-inflammatory action in skin wound healing, while also improving results of the conventional treatment for skin healing (magnetic field) when used in association.

In the kidneys, Systemic Lupus Erythematosus leads to Lupus Nephritis (LN), a form of glomerulonephritis. There is evidence that patients with LN may present activation of specific pathways for podocyte injury. This injury can occur through different mechanisms such as loss of podocyte adhesion to the glomerular basement membrane, cell death or dedifferentiation. Podocyturia with consequent podocytopenia has been described in some nephropathies such as LN, highlighting the importance of studying podocyte injuries in this condition. Evaluating in situ morphological characteristics of podocytes becomes relevant for a better understanding of the processes involved in their pathogenesis. This study investigated podocytes in different classes of LN in renal biopsies performed by the Kidney Research Center at the Federal University of Triângulo Mineiro. Twenty control cases and 29 biopsy cases diagnosed with LN were selected, divided according to the histopathological classes of the disease. Podocyte density was assessed through immunohistochemistry for Wilms tumor 1 protein and the evaluation of foot process effacement was performed by transmission electron microscopy. Podocyte density was lower in the LN and this reduction was observed in all analyzed classes when compared to the control group. More foot process effacement was observed in the LN group, with more effacement in classes I/II and class IV compared to the control group. The class IV group showed more foot process effacement than the class III group and presented higher proteinuria levels compared to the classes I/II group. A strong, positive, and significant correlation was observed between the activity index and foot process effacement in the class IV group. Podocytes play an important role in the development of LN, and possibly, injuries to these cells are more closely related to the inflammatory/diffuse proliferative cellular process developed in class IV LN.

One of the key factors in the swimming teaching-learning process seems to be the variation of water’s depth.However, there are almost no studies about this topic and the existing ones usually follow a basic approach and with no control of the educational program used. It was our purpose to determine the effect of deep versus shallow water differences on developing pre-schoolers’ aquatic skills after 6 months of practice. Twenty-one Portuguese school-aged children of both genders (4.70 ± 0.51 yrs.), inexperienced in aquatic programs, participated in this study. The children were divided into two groups performing a similar aquatic program but in a different water depth: shallow water (n=10) and deep water (n=11). Each participant was evaluated twice for their aquatic readiness using an observation check list of 17 aquatic motor skills: during the first session (T0) and after six months of practice (two sessions per week with a total of 48 sessions) (T1). The aquatic proficiency on each skill was compared between the groups and a stepwise discriminant analysis was conducted to predict the conditions with higher or lower aquatic competence. Results suggested that swimming practice contributed positively to improvements on several basic aquatic skills, in both groups. The results showed that shallow water group managed to acquire a higher degree of aquatic competence particularly in five basic aquatic skills (p< .05): breath control combined with face immersion and eye opening; horizontal buoyancy; body position at ventral gliding; body position at dorsal gliding; leg kick with breath control at ventral body position, without any flutter device. The discriminant function revealed a significant association between both groups and four included factors (aquatic skills) (p< .001), accounting for 88% between group variability. The body position at ventral gliding was the main relevant predictor (r=0.535). Shallow water swimming lessons generated greater aquatic competence in preschool children after a period of 6 months of practice.

Background/Aim. The use of herbal products as a supplement to minimize the effects of chemotherapy for cancer treatment requires further attention with respect to the activity and toxicity of chemotherapy. Uncaria tomentosa extract, which contains oxindole alkaloids, is one of these herbal products. The objective of this study was to evaluate whether Uncaria tomentosa extract modulates apoptosis induced by chemotherapy exposure. Materials and Methods. Colorectal adenocarcinoma cells (HT29 cells) were grown in the presence of oxaliplatin and/or Uncaria tomentosa extract. Results. The hydroalcoholic extract of Uncaria tomentosa enhanced chemotherapy-induced apoptosis, with an increase in the percentage of Annexin positive cells, an increase in caspase activities, and an increase of DNA fragments in culture of the neoplastic cells. Moreover, antioxidant activity may be related to apoptosis. Conclusion. Uncaria tomentosa extract has a role for cancer patients as a complementary therapy. Further studies evaluating these beneficial effects with other chemotherapy drugs are recommended.

Since a male-related higher cardiovascular morbidity and mortality in patients with Chagas' heart disease has been reported, we aimed to investigate gender differences in myocardial damage assessed by cardiovascular magnetic resonance (CMR). Retrospectively, 62 seropositive Chagas' heart disease patients referred to CMR (1.5 T) and with low probability of having significant coronary artery disease were included in this analysis. Amongst both sexes, there was a strong negative correlation between LV ejection fraction and myocardial fibrosis (male r = 0.64, female r = 0.73, both P < 0.001), with males showing significantly greater myocardial fibrosis (P = 0.002) and lower LV ejection fraction (P < 0.001) than females. After adjustment for potential confounders, gender remained associated with myocardial dysfunction, and 53% of the effect was mediated by myocardial fibrosis (P for mediation = 0.004). Also, the transmural pattern was more prevalent among male patients (23.7 vs. 9.9%, P < 0.001) as well as the myocardial heterogeneity or gray zone (2.2 vs. 1.3 g, P = 0.003). We observed gender-related differences in myocardial damage assessed by CMR in patients with Chagas' heart disease. As myocardial fibrosis and myocardial dysfunction are associated to cardiovascular outcomes, our findings might help to understand the poorer prognosis observed in males in Chagas' disease.

Introduction: There are several variables involved in the swimming teaching-learning process, most of them related to the particular characteristics of the water environment. One of the key factors seems to be the variation of water’s depth. To our knowledge, any rigorous studies have already investigated with a controlled program how deep and shallow water may influence the development of preschooler’s aquatic skills. Methods: Twenty-one Portuguese school-aged children (4.70 +/- 0.51yr), inexperienced in aquatic programs, participated in this study. The children were divided into two groups performing a similar aquatic program but on a different water depth: shallow water (n=10) and deep water (n=11). Each participant was evaluated twice for their aquatic readiness using an observation check list of 17 aquatic motor skills: during the first session and after six months of practice. The aquatic proficiency on each skill was compared between the groups and a stepwise discriminant analysis was conducted to predict the conditions with higher or lower aquatic competence. Results: Results suggested that swimming practice improved several basic aquatic skills in both groups. Though, the results showed that shallow water group managed to acquire a higher degree of aquatic competence particularly in five basic aquatic skills (p<0.05): breath control – face immersion and eye opening; horizontal buoyancy; body position at ventral gliding; body position at dorsal gliding; leg kick with breath control at ventral body position, without any flutter device. The discriminant function revealed a significant association between both groups and four included factors (aquatic skills) (p<0.001). The body position at ventral gliding was the main relevant predictor (r=0.535). Conclusion: Shallow water swimming lessons seemed to allow greater aquatic competence in preschool children after a period of 6 months of practice.

Table of contents I1 Proceedings of the 4 th World Conference on Research Integrity Concurrent Sessions: 1. Countries' systems and policies to foster research integrity CS01.1 Second time around: Implementing and embedding a review of responsible conduct of research policy and practice in an Australian research-intensive university Susan Patricia O'Brien CS01.2 Measures to promote research integrity in a university: the case of an Asian university Danny Chan, Frederick Leung 2. Examples of research integrity education programmes in different countries CS02.1 Development of a state-run “cyber education program of research ethics” in Korea Eun Jung Ko, Jin Sun Kwak, TaeHwan Gwon, Ji Min Lee, Min-Ho Lee CS02.3 Responsible conduct of research teachers’ training courses in Germany: keeping on drilling through hard boards for more RCR teachers Helga Nolte, Michael Gommel, Gerlinde Sponholz 3. The research environment and policies to encourage research integrity CS03.1 Challenges and best practices in research integrity: bridging the gap between policy and practice Yordanka Krastev, Yamini Sandiran, Julia Connell, Nicky Solomon CS03.2 The Slovenian initiative for better research: from national activities to global reflections Ursa Opara Krasovec, Renata Sribar CS03.3 Organizational climate assessments to support research integrity: background of the Survey of Organizational Research Climate (SOuRCe) and the experience with its use at Michigan State University Brian C. Martinson, Carol R. Thrush, C.K. Gunsalus 4. Expressions of concern and retractions CS04.1 Proposed guidelines for retraction notices and their dissemination Ivan Oransky, Adam Marcus CS04.2 Watching retractions: analysis of process and practice, with data from the Wiley retraction archives Chris Graf, Verity Warne, Edward Wates, Sue Joshua CS04.3 An exploratory content analysis of Expressions of Concern Miguel Roig CS04.4 An ethics researcher in the retraction process Michael Mumford 5. Funders' role in fostering research integrity CS05.1 The Fonds de Recherche du Québec’s institutional rules on the responsible conduct of research: introspection in the funding agency activities Mylène Deschênes, Catherine Olivier, Raphaëlle Dupras-Leduc CS05.2 U.S. Public Health Service funds in an international setting: research integrity and compliance Zoë Hammatt, Raju Tamot, Robin Parker, Cynthia Ricard, Loc Nguyen-Khoa, Sandra Titus CS05.3 Analyzing decision making of funders of public research as a case of information asymmetry Karsten Klint Jensen CS05.4 Research integrity management: Empirical investigation of academia versus industry Simon Godecharle, Ben Nemery, Kris Dierickx 5A: Education: For whom, how, and what? CS05A.1 Research integrity or responsible conduct of research? What do we aim for? Mickey Gjerris, Maud Marion Laird Eriksen, Jeppe Berggren Hoej CS05A.2 Teaching and learning about RCR at the same time: a report on Epigeum’s RCR poll questions and other assessment activities Nicholas H. Steneck CS05A.4 Minding the gap in research ethics education: strategies to assess and improve research competencies in community health workers/promoteres Camille Nebeker, Michael Kalichman, Elizabeth Mejia Booen, Blanca Azucena Pacheco, Rebeca Espinosa Giacinto, Sheila Castaneda 6. Country examples of research reward systems and integrity CS06.1 Improving systems to promote responsible research in the Chinese Academy of Sciences Ding Li, Qiong Chen, Guoli Zhu, Zhonghe Sun CS06.4 Exploring the perception of research integrity amongst public health researchers in India Parthasarathi Ganguly, Barna Ganguly 7. Education and guidance on research integrity: country differences CS07.1 From integrity to unity: how research integrity guidance differs across universities in Europe. Noémie Aubert Bonn, Kris Dierickx, Simon Godecharle CS07.2 Can education and training develop research integrity? The spirit of the UNESCO 1974 recommendation and its updating Daniele Bourcier, Jacques Bordé, Michèle Leduc CS07.3 The education and implementation mechanisms of research ethics in Taiwan's higher education: an experience in Chinese web-based curriculum development for responsible conduct of research Chien Chou, Sophia Jui-An Pan CS07.4 Educating principal investigators in Swiss research institutions: present and future perspectives Louis Xaver Tiefenauer 8. Measuring and rewarding research productivity CS08.1 Altimpact: how research integrity underpins research impact Daniel Barr, Paul Taylor CS08.2 Publication incentives: just reward or misdirection of funds? Lyn Margaret Horn CS08.3 Why Socrates never charged a fee: factors contributing to challenges for research integrity and publication ethics Deborah Poff 9. Plagiarism and falsification: Behaviour and detection CS09.1 Personality traits predict attitude towards plagiarism of self and others in biomedicine: plagiarism, yes we can? Martina Mavrinac, Gordana Brumini, Mladen Petrovečki CS09.2 Investigating the concept of and attitudes toward plagiarism for science teachers in Brazil: any challenges for research integrity and policy? Christiane Coelho Santos, Sonia Vasconcelos CS09.3 What have we learnt?: The CrossCheck Service from CrossRef Rachael Lammey CS09.4 High p-values as a sign of data fabrication/falsification Chris Hartgerink, Marcel van Assen, Jelte Wicherts 10. Codes for research integrity and collaborations CS10.1 Research integrity in cross-border cooperation: a Nordic example Hanne Silje Hauge CS10.3 Research integrity, research misconduct, and the National Science Foundation's requirement for the responsible conduct of research Aaron Manka CS10.4 A code of conduct for international scientific cooperation: human rights and research integrity in scientific collaborations with international academic and industry partners Raffael Iturrizaga 11. Countries' efforts to establish mentoring and networks CS11.1 ENRIO (European Network of Research Integrity Offices): a network facilitating common approaches on research integrity in Europe Nicole Foeger CS11.2 Helping junior investigators develop in a resource-limited country: a mentoring program in Peru A. Roxana Lescano, Claudio Lanata, Gissella Vasquez, Leguia Mariana, Marita Silva, Mathew Kasper, Claudia Montero, Daniel Bausch, Andres G Lescano CS11.3 Netherlands Research Integrity Network: the first six months Fenneke Blom, Lex Bouter CS11.4 A South African framework for research ethics and integrity for researchers, postgraduate students, research managers and administrators Laetus OK Lategan 12. Training and education in research integrity at an early career stage CS12.1 Research integrity in curricula for medical students Gustavo Fitas Manaia CS12.2 Team-based learning for training in the responsible conduct of research supports ethical decision-making Wayne T. McCormack, William L. Allen, Shane Connelly, Joshua Crites, Jeffrey Engler, Victoria Freedman, Cynthia W. Garvan, Paul Haidet, Joel Hockensmith, William McElroy, Erik Sander, Rebecca Volpe, Michael F. Verderame CS12.4 Research integrity and career prospects of junior researchers Snezana Krstic 13. Systems and research environments in institutions CS13.1 Implementing systems in research institutions to improve quality and reduce risk Louise Handy CS13.2 Creating an institutional environment that supports research integrity Debra Schaller-Demers CS13.3 Ethics and Integrity Development Grants: a mechanism to foster cultures of ethics and integrity Paul Taylor, Daniel Barr CS13.4 A culture of integrity at KU Leuven Inge Lerouge, Gerard Cielen, Liliane Schoofs 14. Peer review and its role in research integrity CS14.1 Peer review research across disciplines: transdomain action in the European Cooperation in Science and Technology (COST) “New Frontiers of Peer Review (PEERE)” Ana Marusic, Flaminio Squazzoni CS14.2 Using blinding to reduce bias in peer review David Vaux CS14.3 How to intensify the role of reviewers to promote research integrity Khalid Al-Wazzan, Ibrahim Alorainy CS14.4 Credit where credit’s due: professionalizing and rewarding the role of peer reviewer Chris Graf, Verity Warne 15. Research ethics and oversight for research integrity: Does it work? CS15.1 The psychology of decision-making in research ethics governance structures: a theory of bounded rationality Nolan O'Brien, Suzanne Guerin, Philip Dodd CS15.2 Investigator irregularities: iniquity, ignorance or incompetence? Frank Wells, Catherine Blewett CS15.3 Academic plagiarism Fredric M. Litto 16. Research integrity in Europe CS16.1 Whose responsibility is it anyway?: A comparative analysis of core concepts and practice at European research-intensive universities to identify and develop good practices in research integrity Itziar De Lecuona, Erika Löfstrom, Katrien Maes CS16.2 Research integrity guidance in European research universities Kris Dierickx, Noémie Bonn, Simon Godecharle CS16.3 Research Integrity: processes and initiatives in Science Europe member organisations Tony Peatfield, Olivier Boehme, Science Europe Working Group on Research Integrity CS16.4 Promoting research integrity in Italy: the experience of the Research Ethics and Bioethics Advisory Committee of the Consiglio Nazionale delle Ricerche (CNR) Cinzia Caporale, Daniele Fanelli 17. Training programs for research integrity at different levels of experience and seniority CS17.1 Meaningful ways to incorporate research integrity and the responsible conduct of research into undergraduate, graduate, postdoctoral and faculty training programs John Carfora, Eric Strauss, William Lynn CS17.2 \"Recognize, respond, champion\": Developing a one-day interactive workshop to increase confidence in research integrity issues Dieter De Bruyn, Bracke Nele, Katrien De Gelder, Stefanie Van der Burght CS17.4 “Train the trainer” on cultural challenges imposed by international research integrity conversations: lessons from a project José Roberto Lapa e Silva, Sonia M. R. Vasconcelos 18. Research and soci

Table of contents I1 Proceedings of the 4th World Conference on Research Integrity Concurrent Sessions: 1. Countries' systems and policies to foster research integrity CS01.1 Second time around: Implementing and embedding a review of responsible conduct of research policy and practice in an Australian research-intensive university Susan Patricia O'Brien CS01.2 Measures to promote research integrity in a university: the case of an Asian university Danny Chan, Frederick Leung 2. Examples of research integrity education programmes in different countries CS02.1 Development of a state-run “cyber education program of research ethics” in Korea Eun Jung Ko, Jin Sun Kwak, TaeHwan Gwon, Ji Min Lee, Min-Ho Lee CS02.3 Responsible conduct of research teachers’ training courses in Germany: keeping on drilling through hard boards for more RCR teachers Helga Nolte, Michael Gommel, Gerlinde Sponholz 3. The research environment and policies to encourage research integrity CS03.1 Challenges and best practices in research integrity: bridging the gap between policy and practice Yordanka Krastev, Yamini Sandiran, Julia Connell, Nicky Solomon CS03.2 The Slovenian initiative for better research: from national activities to global reflections Ursa Opara Krasovec, Renata Sribar CS03.3 Organizational climate assessments to support research integrity: background of the Survey of Organizational Research Climate (SOuRCe) and the experience with its use at Michigan State University Brian C. Martinson, Carol R. Thrush, C.K. Gunsalus 4. Expressions of concern and retractions CS04.1 Proposed guidelines for retraction notices and their dissemination Ivan Oransky, Adam Marcus CS04.2 Watching retractions: analysis of process and practice, with data from the Wiley retraction archives Chris Graf, Verity Warne, Edward Wates, Sue Joshua CS04.3 An exploratory content analysis of Expressions of Concern Miguel Roig CS04.4 An ethics researcher in the retraction process Michael Mumford 5. Funders' role in fostering research integrity CS05.1 The Fonds de Recherche du Québec’s institutional rules on the responsible conduct of research: introspection in the funding agency activities Mylène Deschênes, Catherine Olivier, Raphaëlle Dupras-Leduc CS05.2 U.S. Public Health Service funds in an international setting: research integrity and compliance Zoë Hammatt, Raju Tamot, Robin Parker, Cynthia Ricard, Loc Nguyen-Khoa, Sandra Titus CS05.3 Analyzing decision making of funders of public research as a case of information asymmetry Karsten Klint Jensen CS05.4 Research integrity management: Empirical investigation of academia versus industry Simon Godecharle, Ben Nemery, Kris Dierickx 5A: Education: For whom, how, and what? CS05A.1 Research integrity or responsible conduct of research? What do we aim for? Mickey Gjerris, Maud Marion Laird Eriksen, Jeppe Berggren Hoej CS05A.2 Teaching and learning about RCR at the same time: a report on Epigeum’s RCR poll questions and other assessment activities Nicholas H. Steneck CS05A.4 Minding the gap in research ethics education: strategies to assess and improve research competencies in community health workers/promoteres Camille Nebeker, Michael Kalichman, Elizabeth Mejia Booen, Blanca Azucena Pacheco, Rebeca Espinosa Giacinto, Sheila Castaneda 6. Country examples of research reward systems and integrity CS06.1 Improving systems to promote responsible research in the Chinese Academy of Sciences Ding Li, Qiong Chen, Guoli Zhu, Zhonghe Sun CS06.4 Exploring the perception of research integrity amongst public health researchers in India Parthasarathi Ganguly, Barna Ganguly 7. Education and guidance on research integrity: country differences CS07.1 From integrity to unity: how research integrity guidance differs across universities in Europe. Noémie Aubert Bonn, Kris Dierickx, Simon Godecharle CS07.2 Can education and training develop research integrity? The spirit of the UNESCO 1974 recommendation and its updating Daniele Bourcier, Jacques Bordé, Michèle Leduc CS07.3 The education and implementation mechanisms of research ethics in Taiwan's higher education: an experience in Chinese web-based curriculum development for responsible conduct of research Chien Chou, Sophia Jui-An Pan CS07.4 Educating principal investigators in Swiss research institutions: present and future perspectives Louis Xaver Tiefenauer 8. Measuring and rewarding research productivity CS08.1 Altimpact: how research integrity underpins research impact Daniel Barr, Paul Taylor CS08.2 Publication incentives: just reward or misdirection of funds? Lyn Margaret Horn CS08.3 Why Socrates never charged a fee: factors contributing to challenges for research integrity and publication ethics Deborah Poff 9. Plagiarism and falsification: Behaviour and detection CS09.1 Personality traits predict attitude towards plagiarism of self and others in biomedicine: plagiarism, yes we can? Martina Mavrinac, Gordana Brumini, Mladen Petrovečki CS09.2 Investigating the concept of and attitudes toward plagiarism for science teachers in Brazil: any challenges for research integrity and policy? Christiane Coelho Santos, Sonia Vasconcelos CS09.3 What have we learnt?: The CrossCheck Service from CrossRef Rachael Lammey CS09.4 High p-values as a sign of data fabrication/falsification Chris Hartgerink, Marcel van Assen, Jelte Wicherts 10. Codes for research integrity and collaborations CS10.1 Research integrity in cross-border cooperation: a Nordic example Hanne Silje Hauge CS10.3 Research integrity, research misconduct, and the National Science Foundation's requirement for the responsible conduct of research Aaron Manka CS10.4 A code of conduct for international scientific cooperation: human rights and research integrity in scientific collaborations with international academic and industry partners Raffael Iturrizaga 11. Countries' efforts to establish mentoring and networks CS11.1 ENRIO (European Network of Research Integrity Offices): a network facilitating common approaches on research integrity in Europe Nicole Foeger CS11.2 Helping junior investigators develop in a resource-limited country: a mentoring program in Peru A. Roxana Lescano, Claudio Lanata, Gissella Vasquez, Leguia Mariana, Marita Silva, Mathew Kasper, Claudia Montero, Daniel Bausch, Andres G Lescano CS11.3 Netherlands Research Integrity Network: the first six months Fenneke Blom, Lex Bouter CS11.4 A South African framework for research ethics and integrity for researchers, postgraduate students, research managers and administrators Laetus OK Lategan 12. Training and education in research integrity at an early career stage CS12.1 Research integrity in curricula for medical students Gustavo Fitas Manaia CS12.2 Team-based learning for training in the responsible conduct of research supports ethical decision-making Wayne T. McCormack, William L. Allen, Shane Connelly, Joshua Crites, Jeffrey Engler, Victoria Freedman, Cynthia W. Garvan, Paul Haidet, Joel Hockensmith, William McElroy, Erik Sander, Rebecca Volpe, Michael F. Verderame CS12.4 Research integrity and career prospects of junior researchers Snezana Krstic 13. Systems and research environments in institutions CS13.1 Implementing systems in research institutions to improve quality and reduce risk Louise Handy CS13.2 Creating an institutional environment that supports research integrity Debra Schaller-Demers CS13.3 Ethics and Integrity Development Grants: a mechanism to foster cultures of ethics and integrity Paul Taylor, Daniel Barr CS13.4 A culture of integrity at KU Leuven Inge Lerouge, Gerard Cielen, Liliane Schoofs 14. Peer review and its role in research integrity CS14.1 Peer review research across disciplines: transdomain action in the European Cooperation in Science and Technology (COST) “New Frontiers of Peer Review (PEERE)” Ana Marusic, Flaminio Squazzoni CS14.2 Using blinding to reduce bias in peer review David Vaux CS14.3 How to intensify the role of reviewers to promote research integrity Khalid Al-Wazzan, Ibrahim Alorainy CS14.4 Credit where credit’s due: professionalizing and rewarding the role of peer reviewer Chris Graf, Verity Warne 15. Research ethics and oversight for research integrity: Does it work? CS15.1 The psychology of decision-making in research ethics governance structures: a theory of bounded rationality Nolan O'Brien, Suzanne Guerin, Philip Dodd CS15.2 Investigator irregularities: iniquity, ignorance or incompetence? Frank Wells, Catherine Blewett CS15.3 Academic plagiarism Fredric M. Litto 16. Research integrity in Europe CS16.1 Whose responsibility is it anyway?: A comparative analysis of core concepts and practice at European research-intensive universities to identify and develop good practices in research integrity Itziar De Lecuona, Erika Löfstrom, Katrien Maes CS16.2 Research integrity guidance in European research universities Kris Dierickx, Noémie Bonn, Simon Godecharle CS16.3 Research Integrity: processes and initiatives in Science Europe member organisations Tony Peatfield, Olivier Boehme, Science Europe Working Group on Research Integrity CS16.4 Promoting research integrity in Italy: the experience of the Research Ethics and Bioethics Advisory Committee of the Consiglio Nazionale delle Ricerche (CNR) Cinzia Caporale, Daniele Fanelli 17. Training programs for research integrity at different levels of experience and seniority CS17.1 Meaningful ways to incorporate research integrity and the responsible conduct of research into undergraduate, graduate, postdoctoral and faculty training programs John Carfora, Eric Strauss, William Lynn CS17.2 \"Recognize, respond, champion\": Developing a one-day interactive workshop to increase confidence in research integrity issues Dieter De Bruyn, Bracke Nele, Katrien De Gelder, Stefanie Van der Burght CS17.4 “Train the trainer” on cultural challenges imposed by international research integrity conversations: lessons from a project José Roberto Lapa e Silva, Sonia M. R. Vasconcelos 18. Research and socie