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				current-module = "Conflicts of Interest"
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									<tab-heading><p>Learning outcomes</p></tab-heading>
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											<li>Recognise the importance of disclosing conflicts of interest</li>
											<li>Define and give examples of conflicts of interest</li>
											<li>Describe when and how conflicts of interest should be reported</li>
											<li>Explain how conflicts of interest are handled in the UK</li>
											<li>Explain the expectations that institutions have in relation to conflicts of interest</li>
											<li>Give examples of the consequences of not reporting conflicts of interest.</li>
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									<tab-heading><p>Using the module</p></tab-heading>
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										<p>Welcome to <em>Research Integrity</em>! This course focuses on the core responsibilities required throughout the research lifecycle.</p>
										<p>If this is the first time you have accessed the <em>Research Integrity</em> course, or if you need a brief reminder, here is some information on how the screens are organised, and some of the tools and features that are used throughout:</p>
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											<h3>Content</h3>
											<ul>
												<li>The centre of each screen contains the core content for each course; this is presented either as text, interactive activities, graphics, videos or animations</li>
												<li>Text highlighted in a box preceded by an arrow contains instructions on how to navigate the activities that follow</li>
												<li>Terms <glossary content="Terms highlighted like this are clickable glossary terms, and can be clicked on to access pop-up boxes containing definitions of key terms.">highlighted like this</glossary> are clickable glossary terms, and can be clicked on to access pop-up boxes containing definitions of key terms</li>
												<li>Note that your responses to the notemaking and text entry activities (where you type responses in the space provided) can be printed and used as part of your ongoing work.</li>
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											<h3>Poll questions</h3>
											<p>The poll questions, used periodically throughout this course, are designed to help you:</p>
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												<li>Think about your own situation and attitudes</li>
												<li>Compare your situation and attitudes with those of others taking this course.</li>
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											<p>If you have any concerns about your situation or find that you have an outlying perspective, you should talk with a mentor or trusted colleague to get advice.</p>
											<h3>Application screen</h3>
											<p>The application screen allows you to apply the learning from the module to a specific scenario.</p>
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												<h3>Pods and icons</h3>
												<p>Throughout this module, you will see clickable "pods" that contain further information and learning opportunities. The pods in this course contain useful links to further resources and sources of guidance, as well as additional information expanding on the material in the main part of the screen.</p>
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												<p>"Key points" icons (as above) are used to indicate crucial learning points that are worth remembering.</p>
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											<h3>Quiz</h3>
											<p>At the very end of each module, you have the opportunity to test your learning further with a multiple-choice quiz. This consists of ten questions and can be taken more than once (a new set of questions will appear).</p>
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										<p>The <em>Research Integrity</em> course is designed to gradually build up your understanding and skills. We recommend that you complete the modules in the order given, but they have been designed so you can access each of them independently according to your own requirements and those of your institution.</p>
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									<tab-heading><p>Expert panel</p></tab-heading>
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										<h3>Authors</h3>
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											<img src="../images/activity_images/global/author_photos/NickSteneck.jpg" class="img-responsive author_pic" />
											<h4>Professor Nick Steneck, PhD <br> &ndash; Lead Advisor and Author</h4>
											<p>Nick Steneck is Professor Emeritus of History at the University of Michigan, and is also a research integrity consultant and the co-founder of the World Conferences on Research Integrity. He has published books and articles on the history of research misconduct policy, the responsible conduct of research, RCR training and research on research integrity.</p>
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											<img src="../images/activity_images/global/author_photos/SimonKolstoe.jpg" class="img-responsive author_pic" />
											<h4>Dr Simon Kolstoe <br> &ndash; Adapting Author</h4>
											<p>Simon Kolstoe is Senior Lecturer in Research Ethics at the University of Portsmouth, UK, and chairs research ethics committees for the NHS, Public Health England and Ministry of Defence. He researches, teaches and writes on the roles that ethics, integrity and governance play in producing reliable and trustworthy research.</p>
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										<h3>Author of additional material</h3>
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											<ul>
												<li>Dr Thomas L. Van Valey, Professor Emeritus of Sociology, Western Michigan University</li>
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										<h3>Reviewers</h3>
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											<ul>
												<li>Rachel Beaton, Research Integrity and Governance Manager, University of Stirling</li>
												<li>Matthew Billington, Research Integrity and Governance Officer, University of Liverpool</li>
												<li>Stephen Chinn, PhD Researcher, University of Stirling</li>
												<li>Heather Davies, PhD Researcher, University of Liverpool</li>
												<li>Caroline Morais, PhD Researcher, University of Liverpool </li>
												<li>Niall O'Loughlin, Head of Research Policy, Durham University</li>
												<li>Danielle Smith, Research Governance and Policy Manager, University of Hull</li>
												<li>Antony Walsh, Research Governance Officer, University of Sussex</li>
											</ul>
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										<hr>
										<h3>Accessibility advisor</h3>
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											<img src="../images/activity_images/global/author_photos/WilmaA.jpg" alt="Wilma Alexander" class="img-responsive author_pic"/>
											<h4>Wilma Alexander</h4>
											<p>Wilma Alexander is a Fellow of the Higher Education Academy with Master's degrees in Human-Computer Interaction, Linguistics and Information Science. She has over 15 years of experience as a manager with the online learning team at the University of Edinburgh, where she specialised in usable and accessible digital practice, tutored on the groundbreaking Master's degree in Digital Education and developed online staff training on accessible e-learning and online tutoring skills. Since retiring from the University at the end of 2015, Wilma has provided consultancy services on all aspects of online learning, with a special focus on accessibility and usability issues.</p>
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