Research over the past three decades on the gender gap in STEM has consistently found an underrepresentation of females pursuing STEM degrees and careers. This is, at its foundation, an educational ethics issue. Schools at all levels, ranging all the way from middle school to graduate school, have a responsibility to prepare more females for careers in STEM. Experts have proposed a variety of fixes to encourage female students to study STEM, including increased funding, some of which have helped, and (...) yet the gap remains. This paper examines one such effort to address this education and ethics issue - voluntary programs outside of normal school hours that provide young female students’ opportunities for active participation and engagement in STEM. Are these enrichment programs actually increasing subsequent female participation rates? The authors use a correlational study in an attempt to determine whether there is a positive correlation between participation in a voluntary before school STEM program, and their subsequent enrollment in STEM courses in high school, and/or in college and career. The authors surveyed intermediate school students, and the results showed that although voluntary before-school programs may not increase female interest in STEM, they do help to maintain long-term interest by those who have already demonstrated an inclination toward STEM. This is a pilot study with a limited number of subjects from one geographical area. Future research should be conducted that focuses on a larger nationwide sample to determine if school enrichment programs indeed act as career influencers for female students. (shrink)

ACKNOWLEDGEMENTS I would like to thank the following: Professor DW Harding for suggesting inquiry into Binet's work and for allowing use of his own ideas in ...

In all probability, future generations will outnumber us by thousands or millions to one. In the aggregate, their interests therefore matter enormously, and anything we can do to steer the future of civilization onto a better trajectory is of tremendous moral importance. This is the guiding thought that defines the philosophy of longtermism. Political science tells us that the practices of most governments are at stark odds with longtermism. But the problems of political short-termism are neither necessary nor inevitable. In (...) principle, the state could serve as a powerful tool for positively shaping the long-term future. In this chapter, we make some suggestions about how to align government incentives with the interests of future generations. First, in Section II, we explain the root causes of political short-termism. Then, in Section III, we propose and defend four institutional reforms that we think would be promising ways to increase the time horizons of governments: 1) government research institutions and archivists; 2) posterity impact assessments; 3) futures assemblies; and 4) legislative houses for future generations. Section IV concludes with five additional reforms that are promising but require further research: to fully resolve the problem of political short-termism we must develop a comprehensive research program on effective longtermist political institutions. (shrink)

Accounts of video game play developed from an ethnomethodological and conversation analytic perspective remain relatively scarce. This study collects together an emerging, if scattered, body of research which focuses on the material, practical “work” of video game players. The study offers an example-driven explication of an EMCA perspective on video game play phenomena. The materials are arranged as a “tactical zoom.” We start very much “outside” the game, beginning with a wide view of how massive-multiplayer online games are played within (...) dedicated gaming spaces; here, we find multiple players, machines, and many different sorts of activities going on. Still remaining somewhat distanced from the play of the game itself, we then take a closer look at the players themselves by examining a notionally simpler setting involving pairs taking part in a football game at a games console. As we draw closer to the technical details of play, we narrow our focus further still to examine a player and spectator situated “at the screen” but jointly analyzing play as the player competes in an online first-person shooter. Finally, we go “inside” the game entirely and look at the conduct of avatars on-screen via screen recordings of a massively multiplayer online game. Having worked through specific examples, we provide an elaboration of a selection of core topics of ethnomethodology and conversation analysis that is used to situate some of the unstated orientations in the presentation of data fragments. In this way, recurrent issues raised in the fragments are shown as coherent, interconnected phenomena. In closing, we suggest caution regarding the way game play phenomena have been analyzed in this study, while remarking on challenges present for the development of further EMCA-oriented research on video game play. (shrink)

In this paper, we explore the experiences of EU migrants working in UK restaurants in the aftermath of the Brexit vote. We do so through a care ethics lens, which we bring together with the integrative approach to organisational silence to consider the ethical consequences of the organisational policies of political silence adopted by the restaurant chains in our qualitative empirical study. We develop the concept of political organisational silence and probe its ethical dimensions, showing how at the organisational level (...) it falls short of constituting a practice of caring for migrant workers in politically divisive and hostile times. We argue that organisational policies of political silence emphasise the exploitative nature of the business of (im)migration, which prioritises concern for profits over care for the needs of others. Organisations refuse caring responsibility for migrant workers, leaving care to the migrants themselves and their co-workers and managers. Whilst peer-care practices partially fill this politically silent care-vacuum, this leaves individuals to negotiate difficult tensions without institutional support at a time of increased uncertainty, complexity, hostility, violence, and vulnerability. Drawing lessons from our study and its aftermath, we call for a care manifesto to inform the business of (im)migration, which would need to include caring political responsibility towards migrant workers exercised through caring political organisational voice as well as silence. (shrink)

Consequentialism is thought to be in significant conflict with animal rights theory because it does not regard activities such as confinement, killing, and exploitation as in principle morally wrong. Proponents of the “Logic of the Larder” argue that consequentialism results in an implausibly pro-exploitation stance, permitting us to eat farmed animals with positive well- being to ensure future such animals exist. Proponents of the “Logic of the Logger” argue that consequentialism results in an implausibly anti-conservationist stance, permitting us to exterminate (...) wild animals with negative well-being to ensure future such animals do not exist. We argue that this conflict is overstated. Once we have properly accounted for indirect effects, such as the role that our policies play in shaping moral attitudes and behavior and the importance of accepting policies that are robust against deviation, we can see that consequentialism may converge with animal rights theory significantly, even if not entirely. (shrink)

Benjamin S. Bloom and a large committee of educators did extensive research to develop a taxonomy of global educational goals and of ways to measure their achievement in the classroom. The result was a taxonomy of three domains: Cognitive, Affective, and Motor Skills. This paper examines the cognitive and affective domains and applies them to teaching business ethics. Each of the six levels of the cognitive domain is explained. A six-step case method model is used to illustrate how the six (...) cognitive levels might be used and tested in the classroom. The five levels of the affective domain are also described. They are illustrated behaviorally in terms of a student's increasing interest, motivation and commitment to business ethics. (shrink)

We show that true colors as defined by Chevreul (1839) produce unsuspected simultaneous brightness induction effects on their immediate grey backgrounds when these are placed on a darker (black) general background surrounding two spatially separated configurations. Assimilation and apparent contrast may occur in one and the same stimulus display. We examined the possible link between these effects and the perceived depth of the color patterns which induce them as a function of their luminance contrast. Patterns of square-shaped inducers of a (...) single color (red, green, blue, yellow, or grey) were placed on background fields of a lighter and a darker grey, presented on a darker screen. Inducers were always darker on one side of the display and brighter on the other in a given trial. The intensity of the grey backgrounds varied between trials only. This permitted generating four inducer luminance contrasts, presented in random order, for each color. Background fields were either spatially separated or consisted of a single grey field on the black screen. Experiments were run under three environmental conditions: dark-adaptation, daylight, and rod-saturation after exposure to bright light. In a first task, we measured probabilities of contrast, assimilation, and no effect in a three-alternative forced-choice procedure (background appears brighter on the ‘left’, on the ‘right’ or the ‘same’). Visual adaptation and inducer contrast had no significant influence on the induction effects produced by colored inducers. Achromatic inducers produced significantly stronger contrast effects after dark-adaptation, and significantly stronger assimilation in daylight conditions. Grouping two backgrounds into a single one was found to significantly decrease probabilities of apparent contrast. Under the same conditions, we measured probabilities of the inducers to be perceived as nearer to the observer inducers. These, as predicted by Chevreul’s law of contrast, were determined by the luminance contrast of the inducers only, with significantly higher probabilities of brighter inducers to be seen as nearer, and a marked asymmetry between effects produced by inducers of opposite sign. Implications of these findings for theories which attempt to link simultaneous induction effects to the relative depth of object surfaces in the visual field are discussed. (shrink)

Imaginative immersion refers to a phenomenon in which one loses oneself in make-believe. Susanna Schellenberg says that the best explanation of imaginative immersion involves a radical revision to cognitive architecture. Instead of there being an attitude of belief and a distinct attitude of imagination, there should only be one attitude that represents a continuum between belief and imagination. -/- We argue otherwise. Although imaginative immersion is a crucial data point for theorizing about the imagination, positing a continuum between belief and (...) imagination is neither necessary nor sufficient for explaining the phenomenon. In addition, arguing against Schellenberg’s account reveals important but underappreciated lessons for theorizing about the imagination and for interpreting boxological representations of the mind. (shrink)

Emotional clarity and attention to emotions represent the extent to which people understand and attend to their own emotions, respectively, and are broad facets of emotional awareness, alexithymia, and emotional intelligence. To examine the extent to which these two constructs are associated, we conducted a meta-analysis of studies including well-validated self-report measures of trait clarity and attention to emotion. Clarity and attention were moderately, positively associated. Assessment instrument, but not sample gender or age, moderated the association between clarity and attention. (...) Analyses of between-study heterogeneity and publication bias suggested that results were valid and generalizable. We discuss potential causes of the association between clarity and attention, and elaborate on the implications of our results for emotion regulation, well-being, and psychopathology. (shrink)

Commentators such as Terence Irwin (1999) and Christopher Shields (2006) claim that the Ring of Gyges argument in Republic II cannot demonstrate that justice is chosen only for its consequences. This is because valuing justice for its own sake is compatible with judging its value to be overridable. Through examination of the rational commitments involved in valuing normative ideals such as justice, we aim to show that this analysis is mistaken. If Glaucon is right that everyone would endorse Gyges’ behavior, (...) it follows that nobody values justice intrinsically. Hence, the Gyges story constitutes a more serious challenge than critics maintain. (shrink)

Stimuli that resemble humans, but are not perfectly human-like, are disliked compared to distinctly human and nonhuman stimuli. Accounts of this “Uncanny Valley” effect often focus on how changes in human resemblance can evoke different emotional responses. We present an alternate account based on the novel hypothesis that the Uncanny Valley is not directly related to ‘human-likeness’ per se, but instead reflects a more general form of stimulus devaluation that occurs when inhibition is triggered to resolve conflict between competing stimulus-related (...) representations. We consider existing support for this inhibitory-devaluation hypothesis and further assess its feasibility through tests of two corresponding predictions that arise from the link between conflict-resolving inhibition and aversive response: 1) that the pronounced disliking of Uncanny-type stimuli will occur for any image that strongly activates multiple competing stimulus representations, even in the absence of any human-likeness, and 2) that the negative peak of an ‘Uncanny Valley’ should occur at the point of greatest stimulus-related conflict and not (in the presence of human-likeness) always closer to the ‘human’ end of a perceptual continuum. We measured affective responses to a set of line drawings representing nonhuman animal-animal morphs, in which each continuum midpoint was a bistable image (Exp. 1), as well as to sets of human-robot and human-animal computer-generated morphs (Exp. 2). Affective trends depicting classic Uncanny Valley functions occurred for all continua, including the nonhuman stimuli. Images at continua midpoints elicited significantly more negative affect than images at endpoints, even when the continua included a human endpoint. This illustrates the feasibility of the inhibitory-devaluation hypothesis and the need for further research into the possibility that the strong dislike of Uncanny-type stimuli reflects the negative affective consequences of cognitive inhibition. (shrink)

The laws which predict how the perceptual quality of figure-ground can be extracted from the most elementary visual signals were discovered by the Gestaltists, and form an essential part of their movement (see especially Metzger, 1930, and Wertheimer, 1923 translated and re-edited by Lothar Spillmann, 2009 and 2012, respectively). Distinguishing figure from ground is a prerequisite for perception of both form and space (the relative positions, trajectories, and distances of objects in the visual field. The human brain has an astonishing (...) capacity for selecting and combining a few critical visual signals to accurately represent both form and space. (shrink)

Science education researchers have long advocated the central role of the nature of science for our understanding of scientific literacy. NOS is often interpreted narrowly to refer to a host of epistemological issues associated with the process of science and the limitations of scientific knowledge. Despite its importance, practitioners and researchers alike acknowledge that students have difficulty learning NOS and that this in part reflects how difficult it is to teach. One particularly promising method for teaching NOS involves an explicit (...) and reflective approach using the history of science. The purpose of this study was to determine the influence of a historically based genetics unit on undergraduates’ understanding of NOS. The three-class unit developed for this study introduces students to Mendelian genetics using the story of Gregor Mendel’s work. NOS learning objectives were emphasized through discussion questions and investigations. The unit was administered to undergraduates in an introductory biology course for pre-service elementary teachers. The influence of the unit was determined by students’ responses to the SUSSI instrument, which was administered pre- and post-intervention. In addition, semi-structured interviews were conducted that focused on changes in students’ responses from pre- to post-test. Data collected indicated that students showed improved NOS understanding related to observations, inferences, and the influence of culture on science. (shrink)

We argue that artificial networks are explainable and offer a novel theory of interpretability. Two sets of conceptual questions are prominent in theoretical engagements with artificial neural networks, especially in the context of medical artificial intelligence: Are networks explainable, and if so, what does it mean to explain the output of a network? And what does it mean for a network to be interpretable? We argue that accounts of “explanation” tailored specifically to neural networks have ineffectively reinvented the wheel. In (...) response to, we show how four familiar accounts of explanation apply to neural networks as they would to any scientific phenomenon. We diagnose the confusion about explaining neural networks within the machine learning literature as an equivocation on “explainability,” “understandability” and “interpretability.” To remedy this, we distinguish between these notions, and answer by offering a theory and typology of interpretation in machine learning. Interpretation is something one does to an explanation with the aim of producing another, more understandable, explanation. As with explanation, there are various concepts and methods involved in interpretation: Total or Partial, Global or Local, and Approximative or Isomorphic. Our account of “interpretability” is consistent with uses in the machine learning literature, in keeping with the philosophy of explanation and understanding, and pays special attention to medical artificial intelligence systems. (shrink)

This article examines gender discrimination in earnings and promotions in a sample of 451 computer professionals employed by 14 organizations in a western Canadian city. The data suggest that women computer professionals do less well than their male counterparts in terms of income and job status; the differences are largely attributable to differences in work experience. Strength apparently does not lie in numbers, however. Organizations that hire relatively more women computer professionals seem to choose those who are less well educated (...) and less experienced than their male employees; they reward them correspondingly less well. The authors argue that the different proportions of women are the result of predictable strategies of recruitment aimed at limiting women's access to positions of authority. (shrink)

Tensions in Two Dogmas of Empiricism are not resolved in Quine's later writings. The role of simplicity remains mysterious. Naturalized epistemology is wrongly presented as the only alternative to phenomenalism, and no attempt is made to answer the objection that judgements of the rationality of human activities have no place within a naturalistic philosophy. The attempt to develop an empiricism without experience leads to an implausible behaviorism and to an unsuccessful naturalistic account of observation sentences.

In this paper we attempt to reply to the thoughtful comments made on our book, Responsible Brains, by a stellar group of scholars. Our reply focuses on two topics discussed in the commenting papers: first, the issue of responsibility for negligent behavior; and second, the broad claim that facts about brain function are normatively inert. In response to worries that our theory lacks normative implications, we will concentrate on an area where our theory has clear relevance to law and legal (...) policy: juvenile responsibility. (shrink)

The paper addresses the question of what standard of conduct is supplied by human rights morality. Since the protection of dignity-interests operates on a continuum, we require a sense, if human rights are to be practically meaningful, of where on that continuum we can say that human rights have been sufficiently seen to by prevailing institutions. I argue that human rights require relevant institutions to secure a social context where it is not rationally permissible for subjects to despair. This is (...) a matter of providing security against risks to basic interests adequate to objectively warrant an agential stance. Aside from providing a principled threshold of protection, the proffered understanding supports a distinction between human rights and justice, helps illuminate the substance of certain human rights concerned with securing the conditions for rational judgment, and enables an account of the trumping or preemptive force of human rights. (shrink)