Low levels of public trust in data practices have led to growing calls for changes to data-driven systems, and in the EU, the General Data Protection Regulation provides a legal motivation for such changes. Data management is a vital component of data-driven systems, but what constitutes ‘good’ data management is not straightforward. Academic attention is turning to the question of what ‘good data’ might look like more generally, but public views are absent from these debates. This paper addresses this gap, (...) reporting on a survey of the public on their views of data management approaches, undertaken by the authors and administered in the UK, where departure from the EU makes future data legislation uncertain. The survey found that respondents dislike the current approach in which commercial organizations control their personal data and prefer approaches that give them control over their data, that include oversight from regulatory bodies or that enable them to opt out of data gathering. Variations of data trusts – that is, structures that provide independent stewardship of data – were also preferable to the current approach, but not as widely preferred as control, oversight and opt out options. These features therefore constitute ‘good data management’ for survey respondents. These findings align only in part with principles of good data identified by policy experts and researchers. Our findings nuance understandings of good data as a concept and of good data management as a practice and point to where further research and policy action are needed. (shrink)

Investigation of “out-of-body experiences” has implications for understanding both normal bodily-self integration and its vulnerabilities. Beyond reported associations between OBEs and specific brain regions, however, there have been few investigations of neurochemical systems relevant to OBEs. Ketamine, a drug used recreationally to achieve dissociative experiences, provides a real-world paradigm for investigating neurochemical effects. We investigate the strength of the association of OBEs and ketamine use relative to other common drugs of abuse. Self-report data from an online survey indicate that both (...) lifetime frequency of ketamine use and OBEs during ketamine intoxication were more strongly related to the frequency of OBEs and related phenomena than other drugs. Moreover, the apparent effects of other drugs could largely be explained by associated ketamine use. The present results, consistent with the role of NMDA receptors in OBEs, should encourage future studies of the role of neurochemical systems in OBEs. (shrink)

Virtue ethics, the authors believe, is distinct and superior to other options because it considers, in the first place, which preferences are worth pursuing, rather than just blindly maximizing preferences, and it takes into account intuitions, emotions and experience, instead of acting solely on abstract universal principles. Moreover, virtue ethics is seen as firmly rooted in human biology and psychology, particularly in our freedom, rationality, and sociability. Work, business, and management are presented as vital areas for the development of virtues, (...) not the least with a view to human flourishing. We conclude by introducing the articles included in this special issue. (shrink)

We examine the following consequentialist view of virtue: a trait is a virtue if and only if it has good consequences in some relevant way. We highlight some motivations for this basic account, and offer twelve choice points for filling it out. Next, we explicate Julia Driver’s consequentialist view of virtue in reference to these choice points, and we canvass its merits and demerits. Subsequently, we consider three suggestions that aim to increase the plausibility of her position, and critically analyze (...) them. We conclude that one of those proposed revisions would improve her account. NOTE: I will self-archive the paper after the 24 month embargo period ends. If you want a copy, just email me. (shrink)

Richard Swinburne argues that belief is a necessary but not sufficient condition for faith, and he also argues that, while faith is voluntary, belief is involuntary. This essay is concerned with the tension arising from the involuntary aspect of faith, the Christian doctrine that human beings have an obligation to exercise faith, and the moral claim that people are only responsible for actions where they have the ability to do otherwise. Put more concisely, the problem concerns the coherence of the (...) following claims: (1) one cannot have faith, (2) one has an obligation to have faith, and (3) ought implies can. To solve this dilemma, I offer three solutions that I believe have the philosophical resources to demonstrate the consistency of these claims. Thus, I defend the claim that it is logically possible for a person to be culpable for an involuntary failure to have faith in God. (shrink)

Chemistry educator Alex H. Johnstone is perhaps best known for his insight that chemistry is best explained using macroscopic, submicroscopic, and symbolic perspectives. But in his writings, he stressed a broader thesis, namely that teaching should be guided by scientific research on how the brain learns: cognitive science. Since Johnstone’s retirement, science’s understanding of learning has progressed rapidly. A surprising discovery has been when solving chemistry problems of any complexity, reasoning does not work: students must apply very-well-memorized facts and algorithms. (...) Following Johnstone’s advice, we review recent discoveries of cognitive science research. Instructional strategies are recommended that cognitive studies have shown help students learn chemistry. (shrink)

To deal with reactive sequential decision tasks we present a learning model Clarion which is a hybrid connectionist model consisting of both localist and dis tributed representations based on the two level ap proach proposed in Sun The model learns and utilizes procedural and declarative knowledge tapping into the synergy of the two types of processes It uni es neural reinforcement and symbolic methods to perform on line bottom up learning Experiments in various situations are reported that shed light on (...) the working of the model.. (shrink)

The Stern School is undertaking a program to teach business ethics to Stern professors and others who have an interest in ethics but no previous formal instruction. The two-year series of faculty seminars will produce a cadre of professors who are well equipped to do research, to write scholarly papers, and to teach business ethics at a high level. The documentation of the seminar series will be available for others to use.

Andrews et al. attempt to clarify the standards for determining whether traits are adaptations. The authors argue that tests of adaptationist hypotheses best proceed by assessing the consistency of the traits with the proposed standards. Critical tests of such standards must assess inconsistency – hypotheses must be falsifiable. To fully understand trait evolution, we must consider both adaptive and nonadaptive hypotheses.

I present an analysis of the dialectic relationship uniting concepts of responsibility and loyalty, on the background of the political question of the right to move (immigration, in a very broad sense of leaving one's native community). I present a thorough analysis of the meanings of the categories of responsibility and loyalty, concentrating on the aspects that reveal their mutual antagonism. It is specially claimed that no responsibility is purely individual (however neither is it collective) and in this respect the (...) concept of responsibility is confronted with the concept of guilt. In conclusion, it's claimed that the universal right of settling in a democratic country is a practical solution of the contradiction between the requirements of loyalty and responsibility on the one hand and freedom and justice on the other. (shrink)

The conformity of mathematics and physics has so far been taken for granted. Philosophical explanations of that fundamental fact have never been satisfactory, mathematical explanations never had been attempted. In the following a fundamental theorem for the conformity of mathematics and physics will be demonstrated.Mathematics can be defined as the science of Number, physics as the science of Matter. The elementary constituents of mathematics are the prime numbers, those of matter the particles, particularly protons and electrons. The only essential property (...) of these elements as such is their existence, given within a given complex or space. Their fundamental relation is their distribution within their respective spaces. The theorem of the distribution of primes in the arithmetical series of numbers is the fundamental theorem of mathematics. The fundamental theorem of physics would be a theorem of the distribution of particles in geometrical space. If it were shown that both theorems were equal, the essential conformity of mathematics and physics would be mathematically demonstrated. (shrink)

During meiosis, homologous chromosomes must pair in order to permit recombination and correct chromosome segregation to occur. Two recent papers1,2 show that meiotic pairing is also important for correct gene expression during meiosis. They describe data for the filamentous fungus Neurospora crassa that show that a lack of pairing generated by ectopic integration of genes can result in silencing of genes expressed during meiosis. This can result in aberrant meioses whose defects are specific to the function of the unpaired gene. (...) Furthermore, mutations affecting the silencing mechanism have been selected in a gene encoding a putative RNA‐dependent RNA polymerase. This finding indicates the involvement of a meiotic specific post‐transcriptional gene silencing mechanism (PTGS) similar to that observed in vegetative cells in N. crassa and other organisms. Finally, this gene product is essential for normal meiosis, suggesting that RNA‐dependent processes are fundamental to the sexual cycle. BioEssays 25:99–103, 2003. © 2003 Wiley Periodicals, Inc. (shrink)

In this article, I argue that norms and customs, despite frequently being described as being causes of behavior in the social sciences and ordinary conversation, cannot really cause behavior. Terms like "norms" and the like seem to refer to philosophically disreputable disjunctive properties. More problematically, even if they do not, or even if there can be disjunctive properties after all, I argue that norms and customs still cannot cause behavior. The social sciences would be better off without referring to properties (...) like norms and customs as if they could be causal. (shrink)

Human life history is unique among primates, most notably the extraordinary length of infant dependency and the formation of long-term pair-bonds. Men and women are motivated to remain pair-bonded to maintain the distribution of male-provisioned resources to a woman and her offspring, or to protect offspring from infanticide. Men and women can employ several strategies to retain their mate and prevent their partner from defecting from the relationship, including individual mate retention (behaviors performed alone) and coalitional mate retention (behaviors performed (...) by a close ally). The current research investigates whether men and women with children perform more frequent mate retention behaviors than men and women without children. Participants (n = 1003) currently in a heterosexual romantic relationship completed a survey, reporting whether they had genetic children with their current romantic partner and how frequently they performed various mate retention behaviors. The results indicate that men (n = 262) and women (n = 234) who share genetic children with their current partner performed more frequent individual mate retention behaviors and requested more frequent coalitional mate retention behaviors than men (n = 280) and women (n = 227) who do not share genetic children with their current partner. The results are interpreted as they relate to hypotheses concerning the evolution of pair-bonding in humans, and mate retention behaviors more generally. Limitations of the current research are discussed, and profitable avenues for future research in this domain are suggested. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Math Anxiety:Making Room to BreatheValerie Allen (bio) and Todd Stambaugh (bio)"Don't do that to me, Professor," the student said, and everybody laughed, for by this late in the semester, the atmosphere was relaxed. The instructor in question had just reached the point in a worked problem when they could move from reasoning about specific numbers to stating a general principle: x≤y≤z, meaning that y—the value we sought—was always (...) going to be greater than or equal to one value (x) and less than or equal to the other (z). The student who had spoken had earned everyone's affection over the weeks, open about their difficulties with math, ready to risk being wrong, and to ask obvious questions that others may have been reluctant to owning. They had hung in there, despite presenting a classic case of math anxiety, a syndrome long recognized in the scholarship of teaching and learning.Among math anxiety's many symptoms, breathing disruption ranks high: hyperventilation (rapid breathing) and hypoventilation (barely or not breathing). When the energy-conserving parasympathetic nervous system is overtaken by the energy-expending sympathetic nervous system, the long exhalations that decelerate the heart rate are replaced by short, panting puffs from the upper lungs. The timed test provides the perfect environment for math anxiety to flourish. Stress diverts cognitive resources needed for procedural execution, so working memory consequently shrinks.Self-rated metrics for math anxiety have been in place for decades (Richardson and Suinn). Relatively trivial interventions can yield nontrivial results: deep breathing exercises and positive affirmations have a beneficial impact, as does writing about one's nerves immediately prior to an exam (Brunyé et al.). More systemic changes require a reorientation in teaching whereby conceptual mistakes are positively rewarded as opportunities for learning; students compose questions instead of answers; students solve problems together rather than perform solo (Boaler).Return now to that opening scenario to watch it become stereotype incarnate: the student was mature, Black, and female; the teacher, younger, white, and male; her comment was triggered by his shift from a specific [End Page 217] set of numbers into symbolic notation. There is robust evidence to demonstrate that certain demographics are consistently underrepresented in the U.S. math community: women and "African-Americans, Hispanics, American Indians, Alaska Natives, and Pacific Islanders," according to the Mathematical Association of America (MAA) ("Resources for Minority"). Routinely feeling that they do not belong, such groups are particularly vulnerable to math anxiety.Several remedies for such disparity suggest themselves: appointing more women and people of color in the profession; one-on-one tutorial assistance; research projects about the students' personal environment; privileging pre-test, low-stakes work over timed tests; assigning group rather than individual work. When all is said and done, however, such strategies "have little to do with mathematics content" (Martin 304). Mathematicians still need to be able to conceptualize, describe, and manipulate abstract objects, and there seems to be a suspicion that, at heart, abstraction is gendered masculine and colored white.It is possible that the rhetorical immediacy and context-dependence of Black English has misguidedly reinforced such a perception. For poet June Jordan, Black English "devolves from a culture that abhors all abstraction" (Jordan 367). Psychiatrist Alvin Poussaint asks, "Is there a way to say metamorphosis in Ebonics?" (O'Malley). Yet, despite Black English's avoidance of nominalization and similar verbosities that afflict academic prose, abstract logical reasoning flourishes in vernacular idiom, as linguist William Labov demonstrated half a century ago. Our aim is not to explain the asymptote in Black English but rather to consider a feature characteristic of those very minority cultures historically underrepresented in math—storytelling—and to ask how it may be foregrounded in mathematics, where it is decisively sidelined. Storytelling has been claimed by every culture and ethnic group at some point as the repository of wisdom, practical skills, religious beliefs, and shared identity and values; but when it gets corralled into the category of "fiction," and when it gets opposed to "fact," a narrowed concept of truth dispatches storytelling to kindergarten and recreational math. Word problems may supply scenarios but offer none of a plot's satisfactions... (shrink)

While critics have relied upon bibliographical data and his translation of Thucydides to establish the early Thomas Hobbes as a humanist, this essay argues that substantive evidence to support this conclusion can be found in the comparatively neglected discourses of the Horae Subsecivae. Reading Hobbe's contribution to the Horae alongside his translation of Thucydides reveals a consistent concern with the political potential of both verbal and visual images and with the dangers rhetorical manipulation could pose to individual and sovereign authority. (...) Together these texts demonstrate an early Hobbes already deeply invested in the political debates and crises of his era. (shrink)