Drawing on a landscape analysis of existing data-sharing initiatives, in-depth interviews with expert stakeholders, and public deliberations with community advisory panels across the U.S., we describe features of the evolving medical information commons. We identify participant-centricity and trustworthiness as the most important features of an MIC and discuss the implications for those seeking to create a sustainable, useful, and widely available collection of linked resources for research and other purposes.

LEGO reminds that race—both in the world of LEGO minifigures and in the real world—is socially constructed and depends on context, customs, convention, and attitudes. When the modern version of the LEGO minifigure was introduced in 1978 its bright yellow color was a conscious choice, meant to be racially and ethnically neutral. Further, all the yellow‐skinned minifigures had the exact same printing on their faces—the "smiley"—obscuring any differences between minifigures. Any LEGO builds that contain flesh‐toned minifigures (e.g. Kobe Bryant)represent characters (...) that are white, Asian, black, native American, or any of a host of other racial identities, while LEGO builds that contain yellow minifigures represent characters that have no race. The introduction of flesh‐toned figures does not merely introduce race into the worlds of LEGO licensed sets, but the appearance of flesh‐colored minifigures also forces to re‐construe the older non‐licensed minifigures produced in the supposedly racially neutral yellow. (shrink)

I have argued that there is a philosophical problem posed by a need to determine the reference of expressions which seem to refer to kinds of stuff or matter and to make identity claims about it (e.g., ‘the gold’, ‘the same clay’). Ordinary sortal expressions such as ‘lump’, and ‘piece’ have been shown to be inadequate to the task of providing reference for the expressions in question. What is necessary is an expression which does not have an ordinary sortal use (...) and which meets certain other conditions which I have enumerated. There does not seem to be an expression in ordinary language which fits these conditions. The technical term, ‘quantity’, as defined by Helen Cartwright, meet the conditions. ‘Parcel’, suggested V. C. Chappell, fails to meet the conditions. Another technical term, ‘m-elements’, coined by Laycock, comes close to meeting the conditions, but has a number of difficulties. Mose of these difficulties stem from the fact that counting (rather than measuring, as with quantities) is behind the application of ‘m-elements’, and stuff is as a matter of fact measured, rather than counted, in most situations. I have also considered a possible difficulty with ‘quantity’ (that in most cases in which someone talks of ‘same stuff’ strictly speaking we don't have the same quantity of stuff) and shown it not to be a genuine difficulty. (shrink)

In line with the British Psychological Society's recent recommendations for teaching the history of psychology, this comprehensive undergraduate textbook emphasizes the philosophical, cultural and social elements that influenced psychology's development. The authors demonstrate that psychology is both a human (e.g. psychoanalytic or phenomenological) and natural (e.g. cognitive) science, exploring broad social-historical and philosophical themes such as the role of diverse cultures and women in psychology and the complex relationship between objectivity and subjectivity in the development of psychological knowledge. The result (...) is a fresh and balanced perspective on what has traditionally been viewed as the collected achievements of a few 'great men'. With a variety of learning features, including case studies, study questions, thought experiments and a glossary, this new textbook encourages students to critically engage with chapter material and analyze themes and topics within a social, historical and philosophical framework. (shrink)

Making data broadly accessible is essential to creating a medical information commons. Transparency about data-sharing practices can cultivate trust among prospective and existing MIC participants. We present an analysis of 34 initiatives sharing DNA-derived data based on public information. We describe data-sharing practices captured, including practices related to consent, privacy and security, data access, oversight, and participant engagement. Our results reveal that data-sharing initiatives have some distance to go in achieving transparency.

Advances in technologies and biomedical informatics have expanded capacity to generate and share biomedical data. With a lens on genomic data, we present a typology characterizing the data-sharing landscape in biomedical research to advance understanding of the key stakeholders and existing data-sharing practices. The typology highlights the diversity of data-sharing efforts and facilitators and reveals how novel data-sharing efforts are challenging existing norms regarding the role of individuals whom the data describe.

Psychologist Richard Nisbett argues that fundamental aspects of critical thinking and logic are culturally conditioned. Nisbett’s claims, if correct, have substantial implications for the teaching of logic and critical thinking. In this paper I examine Nisbett’s arguments and conclude that he overstates the degree to which his empirical work justifies his theories about cultural difference. I will argue that we have good reason to be cautious about revising our pedagogy on the basis of assumptions about cultural difference, and that Nisbett’s (...) work does not provide convincing enough evidence to justify setting that caution aside. (shrink)

While ante rem structuralism offers a promising account of mathematical truth and mathematical ontology, several of the most prominent formulations of the view seem to be subject to significant difficulties involving the identity conditions of the objects they posit. In this paper I argue that those difficulties can be overcome by adopting encoding structuralism, a version of realism about mathematical objects developed by Bernard Linsky, Uri Nodelman and Edward Zalta.

ABSTRACT This article focuses on Part III of Tarrant's paper, ‘Utilitarianism, education and the philosophy of moral insignificance’. His argument that Mill's distinction between higher and lower pleasures appeals to non-utilitarian values is rejected on the grounds that he misconstrues Mill's concept of‘content’ and fails to give an adequate critique of Mills attempt to distinguish between the quantity and quality of pleasures. An improved criticism is offered, and it is argued that utilitarianism fails through the dependence of happiness itself upon (...) non-utilitarian values. It is concluded that utilitarianism would devalue the role of liberal arts subjects in sensitising pupils to the problematic nature of human happiness. (shrink)

This article focuses on Part III of Tarrant’s paper, ‘Utilitarianism, education and the philosophy of moral insignificance’. His argument that Mill’s distinction between higher and lower pleasures appeals to non-utilitarian values is rejected on the grounds that he misconstrues Mill’s concept of‘content’ and fails to give an adequate critique of Mills attempt to distinguish between the quantity and quality of pleasures. An improved criticism is offered, and it is argued that utilitarianism fails through the dependence of happiness itself upon non-utilitarian (...) values. It is concluded that utilitarianism would devalue the role of liberal arts subjects in sensitising pupils to the problematic nature of human happiness. (shrink)

Hirschfeld and Wheeler proved in 1975 that ∑1 ultrapowers (= “simple models”) are rigid; i.e., they admit no non-trivial automorphisms. We later noted, essentially mimicking their technique, that the same is true of Δ1 ultrapowers (= “Nerode semirings”), a class of models of Π2 Arithmetic that overlaps, but is mutually non-inclusive with, the class of Σ1 ultrapowers. Hirschfeld and Wheeler left as open the question whether some Σ1 ultrapowers might admit proper isomorphic self-injections. We do not answer that question; but (...) we do answer the corresponding question, in the negative, for the Δ1 case. (shrink)

I. Wesen und entwicklung des humanitätsgedankens.--II. Der socialismus.--III. Der individualismus.--IV. Der utilitarianismus.--V. Der pessimismus.--VI. Der evolutionismus.--VII. Der positivismus.--VIII. Nietzsches uebermensch.--IX. Die hauptgrundsätze einer modernen humanitätsethik.