Results for 'Rachel R. McKinnon'

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  1.  97
    What I Learned in the Lunch Room about Assertion and Practical Reasoning.Rachel R. McKinnon - 2012 - Logos and Episteme 3 (4):565-569.
    It is increasingly argued that there is a single unified constitutive norm of both assertion and practical reasoning. The most common suggestion is that knowledge is this norm. If this is correct, then we would expect that a diagnosis of problematic assertions should manifest as problematic reasons for acting. Jennifer Lackey has recently argued that assertions epistemically grounded in isolated second-hand knowledge (ISHK) are unwarranted. I argue that decisions epistemically grounded in premises based on ISHK also seem inappropriate. I finish (...)
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  2. On an Alleged Case of Propaganda: Reply to McKinnon.Sophie R. Allen, Elizabeth Finneron-Burns, Mary Leng, Holly Lawford-Smith, Jane Clare Jones, Rebecca Reilly-Cooper & R. J. Simpson - manuscript
    In her recent paper ‘The Epistemology of Propaganda’ Rachel McKinnon discusses what she refers to as ‘TERF propaganda’. We take issue with three points in her paper. The first is her rejection of the claim that ‘TERF’ is a misogynistic slur. The second is the examples she presents as commitments of so-called ‘TERFs’, in order to establish that radical (and gender critical) feminists rely on a flawed ideology. The third is her claim that standpoint epistemology can be used (...)
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  3.  14
    Direct Medical Cost of Hospitalization for Acute Stroke in Lebanon: A Prospective Incidence-Based Multicenter Cost-of-Illness Study.Rachel R. Abdo, Halim M. Abboud, Pascale G. Salameh, Najo A. Jomaa, Rana G. Rizk & Hassan H. Hosseini - 2018 - Inquiry: The Journal of Health Care Organization, Provision, and Financing 55:004695801879297.
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  4.  2
    Conceptual generalisation in fear conditioning using single and multiple category exemplars as conditional stimuli – electrodermal responses and valence evaluations generalise to the broader category.Rachel R. Patterson, Ottmar V. Lipp & Camilla C. Luck - 2022 - Cognition and Emotion 36 (4):630-642.
    Conceptual generalisation occurs when conditional responses generalise to novel stimuli from the same category. Past research demonstrates that physiological fear responses generalise across categories, however, conceptual generalisation of stimulus valence evaluations during fear conditioning has not been examined. We investigated whether conceptual generalisation, as indexed by electrodermal responses and stimulus evaluations, would occur, and differ after training with single or multiple conditional stimuli (CSs). Stimuli from two of four categories (vegetables, farm animals, clothing, and office supplies) were used as the (...)
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  5.  1
    The influence of instructions on generalised valence – conditional stimulus instructions after evaluative conditioning update the explicit and implicit evaluations of generalisation stimuli.Rachel R. Patterson, Ottmar V. Lipp & Camilla C. Luck - 2023 - Cognition and Emotion 37 (4):666-682.
    Generalisation in evaluative conditioning occurs when the valence acquired by a conditional stimulus (CS), after repeated pairing with an unconditional stimulus (US), spreads to stimuli that are similar to the CS (generalisation stimuli, GS). CS evaluations can be updated via CS instructions that conflict with prior conditioning (negative conditioning + positive instruction). We examined whether CS instructions can update GS evaluations after conditioning. We used alien stimuli where one alien (CSp) from a fictional group was paired with pleasant US images (...)
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  6.  39
    Telling the Patient's Story: using theatre training to improve case presentation skills.Rachel R. Hammer, Johanna D. Rian, Jeremy K. Gregory, J. Michael Bostwick, Candace Barrett Birk, Louise Chalfant, Paul D. Scanlon & Daniel K. Hall-Flavin - 2011 - Medical Humanities 37 (1):18-22.
    A medical student's ability to present a case history is a critical skill that is difficult to teach. Case histories presented without theatrical engagement may fail to catch the attention of their intended recipients. More engaging presentations incorporate ‘stage presence’, eye contact, vocal inflection, interesting detail and succinct, well organised performances. They convey stories effectively without wasting time. To address the didactic challenge for instructing future doctors in how to ‘act’, the Mayo Medical School and The Mayo Clinic Center for (...)
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  7.  4
    Be careful what you say! – Evaluative change based on instructional learning generalizes to other similar stimuli and to the wider category.Camilla C. Luck, Rachel R. Patterson & Ottmar V. Lipp - 2021 - Cognition and Emotion 35 (1):169-184.
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  8.  13
    Be careful what you say! – Evaluative change based on instructional learning generalizes to other similar stimuli and to the wider category.Camilla C. Luck, Rachel R. Patterson & Ottmar V. Lipp - forthcoming - Tandf: Cognition and Emotion:1-16.
  9.  8
    Urdu Sahityer Itihas.Rachel R. van Meter & Harendracandra Pal - 1965 - Journal of the American Oriental Society 85 (2):286.
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  10.  17
    Asian P. E. N. Anthology.Rachel R. van Meter & F. Sionil Jose - 1969 - Journal of the American Oriental Society 89 (1):215.
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  11.  15
    Dialogue between a Theist and an Idolator, an 1520 Tract Probably by Rammohun Ray.Rachel R. van Meter & Stephen N. Hay - 1966 - Journal of the American Oriental Society 86 (2):224.
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  12.  38
    Book ReviewsJ. M. Bernstein, Adorno: Disenchantment and Ethics.Cambridge: Cambridge University Press, 2001. Pp. 460. $70.00 ; $26.00. [REVIEW]Rachel R. Rosner - 2004 - Ethics 114 (3):605-607.
  13.  59
    Do readers mentally represent characters' emotional states?Morton Ann Gernsbacher, H. Hill Goldsmith & Rachel R. W. Robertson - 1992 - Cognition and Emotion 6 (2):89-111.
  14. Epistemic Injustice.Rachel McKinnon - 2016 - Philosophy Compass 11 (8):437-446.
    There's been a great deal of interest in epistemology regarding what it takes for a hearer to come to know on the basis of a speaker's say-so. That is, there's been much work on the epistemology of testimony. However, what about when hearers don't believe speakers when they should? In other words, what are we to make of when testimony goes wrong? A recent topic of interest in epistemology and feminist philosophy is how we sometimes fail to believe speakers due (...)
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  15.  45
    Infant memory for musical experiences.Jenny R. Saffran, Michelle M. Loman & Rachel R. W. Robertson - 2000 - Cognition 77 (1):B15-B23.
  16. The Epistemology of Propaganda.Rachel McKinnon - 2018 - Philosophy and Phenomenological Research 96 (2):483-489.
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  17. Norms of Assertion: Truth, Lies, and Warrant.Rachel McKinnon - 2015 - Palgrave-Macmillan.
    This book is about the norms of the speech act of assertion. This is a topic of lively contemporary debate primarily carried out in epistemology and philosophy of language. Suppose that you ask me what time an upcoming meeting starts, and I say, “4 p.m.” I’ve just asserted that the meeting starts at 4 p.m. Whenever we make claims like this, we’re asserting. The central question here is whether we need to know what we say, and, relatedly, whether what we (...)
     
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  18. Trans*formative Experiences.Rachel McKinnon - 2015 - Res Philosophica 92 (2):419-440.
    What happens when we consider transformative experiences from the perspective of gender transitions? In this paper I suggest that at least two insights emerge. First, trans* persons’ experiences of gender transitions show some limitations to L.A. Paul’s (forthcoming) decision theoretic account of transformative decisions. This will involve exploring some of the phenomenology of coming to know that one is trans, and in coming to decide to transition. Second, what epistemological effects are there to undergoing a transformative experience? By connecting some (...)
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  19. The Supportive Reasons Norm of Assertion.Rachel McKinnon - 2013 - American Philosophical Quarterly 50 (2):121-135.
    In this paper I present my proposal for the central norm governing the practice of assertion, which I call the Supportive Reasons Norm of Assertion (SRNA). The critical features of this norm are that it's highly sensitive to the context of assertion, such that the requirements for warrantedly asserting a proposition shift with changes in context, and that truth is not a necessary condition for warrantedly asserting. In fact, I argue that there are some cases where a speaker may warrantedly (...)
     
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  20.  18
    Visions of Eye Commensals: The Known and the Unknown About How the Microbiome Affects Eye Disease.Anthony J. St Leger & Rachel R. Caspi - 2018 - Bioessays 40 (11):1800046.
    Until recently, the ocular surface is thought by many to be sterile and devoid of living microbes. It is now becoming clear that this may not be the case. Recent and sophisticated PCR analyses have shown that microbial DNA‐based “signatures” are present within various ethnic, geographic, and contact lens wearing communities. Furthermore, using a mouse model of ocular surface disease, we have shown that the microbe, Corynebacterium mastitidis (C. mast), can stably colonize the ocular mucosa and that a causal relationship (...)
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  21. Stereotype Threat and Attributional Ambiguity for Trans Women.Rachel McKinnon - 2014 - Hypatia 29 (1):857-872.
    In this paper I discuss the interrelated topics of stereotype threat and attributional ambiguity as they relate to gender and gender identity. The former has become an emerging topic in feminist philosophy and has spawned a tremendous amount of research in social psychology and elsewhere. But the discussion, at least in how it connects to gender, is incomplete: the focus is only on cisgender women and their experiences. By considering trans women's experiences of stereotype threat and attributional ambiguity, we gain (...)
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  22.  14
    Four Needles in a Haystack: A Systematic Review Assessing Quality of Health Care in Specialty Practice by Practice Type.Shellie D. Ellis, Saleema A. Karim, Rachel R. Vukas, Daniel Marx & Jalal Uddin - 2018 - Inquiry: The Journal of Health Care Organization, Provision, and Financing 55:004695801878704.
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  23.  95
    Getting Luck Properly Under Control.Rachel McKinnon - 2013 - Metaphilosophy 44 (4):496-511.
    This article proposes a new account of luck and how luck impacts attributions of credit for agents' actions. It proposes an analogy with the expected value of a series of wagers and argues that luck is the difference between actual outcomes and expected value. The upshot of the argument is that when considering the interplay of intention, chance, outcomes, skill, and actions, we ought to be more parsimonious in our attributions of credit when exercising a skill and obtaining successful outcomes, (...)
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  24.  54
    How to be an optimist about aesthetic testimony.Rachel McKinnon - 2017 - Episteme 14 (2):177-196.
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  25. How do you know that 'how do you know?' Challenges a speaker's knowledge?Rachel Mckinnon - 2012 - Pacific Philosophical Quarterly 93 (1):65-83.
    It is often argued that the general propriety of challenging an assertion with ‘How do you know?’ counts as evidence for the Knowledge Norm of Assertion (KNA). Part of the argument is that this challenge seems to directly challenge whether a speaker knows what she asserts. In this article I argue for a re-interpretation of the data, the upshot of which is that we need not interpret ‘How do you know?’ as directly challenging a speaker's knowledge; instead, it's better understood (...)
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  26.  55
    You Make Your Own Luck.Rachel McKinnon - 2014 - Metaphilosophy 45 (4-5):558-577.
    This essay takes up two questions. First, what does it mean to say that someone creates her own luck? At least colloquially speaking, luck is conceived as something out of an agent's control. So how could an agent increase or decrease the likelihood that she'll be lucky? Building on some recent work on the metaphysics of luck, the essay argues that there is a sense in which agents can create their own luck because people with more skill tend to have (...)
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  27. Irksome assertions.Rachel McKinnon & John Turri - 2013 - Philosophical Studies 166 (1):123-128.
    The Knowledge Account of Assertion (KAA) says that knowledge is the norm of assertion: you may assert a proposition only if you know that it’s true. The primary support for KAA is an explanatory inference from a broad range of linguistic data. The more data that KAA well explains, the stronger the case for it, and the more difficult it is for the competition to keep pace. In this paper we critically assess a purported new linguistic datum, which, it has (...)
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  28. Lotteries, Knowledge, and Irrelevant Alternatives.Rachel Mckinnon - 2013 - Dialogue 52 (3):523-549.
    The lottery paradox plays an important role in arguments for various norms of assertion. Why is it that, prior to information on the results of a draw, assertions such as, “My ticket lost,” seem inappropriate? This paper is composed of two projects. First, I articulate a number of problems arising from Timothy Williamson’s analysis of the lottery paradox. Second, I propose a relevant alternatives theory, which I call the Non-Destabilizing Alternatives Theory , that better explains the pathology of asserting lottery (...)
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  29.  94
    Survey Article: On the Nature of the Political Concept of Privilege.Rachel McKinnon & Adam Sennet - 2017 - Journal of Political Philosophy 25 (4):487-507.
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  30. Gaslighting as epistemic violence: "allies," mobbing, and complex posttraumatic stress disorder, including a case study of harassment of transgender women in sport.Rachel McKinnon - 2019 - In Benjamin R. Sherman & Stacey Goguen (eds.), Overcoming Epistemic Injustice: Social and Psychological Perspectives. Rowman & Littlefield International.
  31. Sure the Emperor Has No Clothes, but You Shouldn’t Say That.Rachel McKinnon & Paul Simard Smith - 2013 - Philosophia 41 (3):825-829.
    In the norms of assertion literature there has been continued focus on a wide range of odd-sounding assertions that have been collected under the umbrella of Moore’s Paradox. Our aim in these brief remarks is not to attempt to settle the question of what makes an utterance Moorean decisively, but rather to present some new data bearing on it, and to argue that this new data is best explained by a new account of Moorean absurdity.
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  32.  4
    Propaganda, Lies, and Bullshit in BioShock's Rapture.Rachel McKinnon - 2015 - In Luke Cuddy (ed.), BioShock and Philosophy. Hoboken, NJ: Wiley. pp. 107–113.
    From nearly the author's first experience entering the underwater city of Rapture in BioShock, she is treated to a taste of Andrew Ryan's propaganda. Andrew Ryan regularly says that citizens of Rapture need to avoid all contact with the surface world because it's filled with parasites who seek to destroy Rapture. Even though what Ryan says about the outside world is true, he's lying because he believes it to be false. According to Harry Frankfurt, bullshit is when the speaker doesn't (...)
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  33. Lotteries, Knowledge, and Practical Reasoning.Rachel McKinnon - 2011 - Logos and Episteme 2 (2):225-231.
    This paper addresses an argument offered by John Hawthorne gainst the propriety of an agent’s using propositions she does not know as premises in practical reasoning. I will argue that there are a number of potential structural confounds in Hawthorne’s use of his main example, a case of practical reasoning about a lottery. By drawing these confounds out more explicitly, we can get a better sense of how to make appropriate use of such examples in theorizing about norms, knowledge, and (...)
     
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  34. Reasonable Assertions: On Norms of Assertion and Why You Don't Need to Know What You're Talking About.Rachel McKinnon - unknown
    There’s a widespread conviction in the norms of assertion literature that an agent’s asserting something false merits criticism. As Williamson puts it, asserting something false is likened to cheating at the game of assertion. Most writers on the topic have consequently proposed factive norms of assertion – ones on which truth is a necessary condition for the proper performance of an assertion. However, I argue that this view is mistaken. I suggest that we can illuminate the error by introducing a (...)
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  35.  3
    Experiential Canalization Model of Executive Function Development: Implications for the Origins and Limits of Intentionality in Children.Clancy Blair & Rachel McKinnon - 2013 - In Michael Schmitz, Gottfried Seebaß & Peter M. Gollwitzer (eds.), Acting Intentionally and its Limits: Individuals, Groups, Institutions: Interdisciplinary Approaches. DeGruyter. pp. 245-262.
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  36.  82
    This paper took too long to write: A puzzle about overcoming weakness of will.Rachel McKinnon & Mathieu Doucet - 2015 - Philosophical Psychology 28 (1):49-69.
    The most discussed puzzle about weakness of will (WoW) is how it is possible: how can a person freely and intentionally perform actions that she judges she ought not perform, or that she has resolved not to perform? In this paper, we are concerned with a much less discussed puzzle about WoW?how is overcoming it possible? We explain some of the ways in which previously weak-willed agents manage to overcome their weakness. Some of these are relatively straightforward?as agents learn of (...)
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  37. Luck and norms.Rachel Mckinnon - 2019 - In Ian M. Church & Robert J. Hartman (eds.), The Routledge Handbook of the Philosophy and Psychology of Luck. Routledge.
     
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  38.  1
    You Make Your Own Luck.Rachel Mckinnon - 2015 - In Duncan Pritchard & Lee John Whittington (eds.), The Philosophy of Luck. Hoboken, NJ, USA: Wiley. pp. 107–126.
    This essay takes up two questions. First, what does it mean to say that someone creates her own luck? At least colloquially speaking, luck is conceived as something out of an agent's control. So how could an agent increase or decrease the likelihood that she'll be lucky? Building on some recent work on the metaphysics of luck, the essay argues that there is a sense in which agents can create their own luck because people with more skill tend to have (...)
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  39.  44
    Transformative Experience. [REVIEW]Rachel McKinnon - 2016 - The Philosophers' Magazine 73:108-109.
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  40.  9
    A user-centered approach to developing an AI system analyzing U.S. federal court data.Rachel F. Adler, Andrew Paley, Andong L. Li Zhao, Harper Pack, Sergio Servantez, Adam R. Pah, Kristian Hammond & Scales Okn Consortium - 2023 - Artificial Intelligence and Law 31 (3):547-570.
    We implemented a user-centered approach to the design of an artificial intelligence (AI) system that provides users with access to information about the workings of the United States federal court system regardless of their technical background. Presently, most of the records associated with the federal judiciary are provided through a federal system that does not support exploration aimed at discovering systematic patterns about court activities. In addition, many users lack the data analytical skills necessary to conduct their own analyses and (...)
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  41.  22
    Network Alterations in Comorbid Chronic Pain and Opioid Addiction: An Exploratory Approach.Rachel F. Smallwood, Larry R. Price, Jenna L. Campbell, Amy S. Garrett, Sebastian W. Atalla, Todd B. Monroe, Semra A. Aytur, Jennifer S. Potter & Donald A. Robin - 2019 - Frontiers in Human Neuroscience 13:448994.
    The comorbidity of chronic pain and opioid addiction is a serious problem that has been growing with the practice of prescribing opioids for chronic pain. Neuroimaging research has shown that chronic pain and opioid dependence both affect brain structure and function, but this is the first study to evaluate the neurophysiological alterations in patients with comorbid chronic pain and addiction. Eighteen participants with chronic low back pain and opioid addiction were compared with eighteen age- and sex-matched healthy individuals in a (...)
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  42.  12
    Imagining Others’ Minds: The Positive Relation Between Children’s Role Play and Anthropomorphism.Rachel L. Severson & Shailee R. Woodard - 2018 - Frontiers in Psychology 9.
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  43.  8
    Examining Mental Health Knowledge, Stigma, and Service Use Intentions Among Public Safety Personnel.Rachel L. Krakauer, Andrea M. Stelnicki & R. Nicholas Carleton - 2020 - Frontiers in Psychology 11.
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  44.  33
    Validating cultural transmission in cetaceans.Rachel L. Day, Jeremy R. Kendal & Kevin N. Laland - 2001 - Behavioral and Brain Sciences 24 (2):330-331.
    The evidence of high cognitive abilities in cetaceans does not stand up to close scrutiny under the standards established by laboratory researchers. This is likely to lead to a sterile debate between laboratory and field researchers unless fresh ways of taking the debate forward are found. A few suggestions as to how to do this are proposed.
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  45. Against COVID‐19 vaccination of healthy children.Steven R. Kraaijeveld, Rachel Gur-Arie & Euzebiusz Jamrozik - 2022 - Bioethics 36 (6):687-698.
  46.  41
    Justification and the Truth-Connection, by Clayton Littlejohn. [REVIEW]Rachel McKinnon - 2014 - Mind 123 (491):931-937.
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  47.  23
    Qualitative study of participants' perceptions and preferences regarding research dissemination.Rachel S. Purvis, Traci H. Abraham, Christopher R. Long, M. Kathryn Stewart, T. Scott Warmack & Pearl Anna McElfish - 2017 - AJOB Empirical Bioethics 8 (2):69-74.
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  48.  44
    Why teach ethics in science and engineering?Rachelle D. Hollander, Deborah G. Johnson, Jonathan R. Beckwith & Betsy Fader - 1995 - Science and Engineering Ethics 1 (1):83-87.
    The following views were presented at the Annual Meeting of the American Association for the Advancement of Science Seminar “Teaching Ethics in Science and Engineering”, 10–11 February 1993 organized by Stephanie J. Bird , Penny J. Gilmer and Terrell W. Bynum . Opragen Publications thanks the AAAS, seminar organizers and authors for permission to publish extracts from the conference. The opinions expressed are those of the authors and do not reflect the opinions of AAAS or its Board of Directors.
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  49. A Scalar Approach to Vaccination Ethics.Steven R. Kraaijeveld, Rachel Gur-Arie & Jamrozik Euzebiusz - 2024 - The Journal of Ethics 28 (1):145-169.
    Should people get vaccinated for the sake of others? What could ground—and limit—the normative claim that people ought to do so? In this paper, we propose a reasons-based consequentialist account of vaccination for the benefit of others. We outline eight harm-based and probabilistic factors that, we argue, give people moral reasons to get vaccinated. Instead of understanding other-directed vaccination in terms of binary moral duties (i.e., where people either have or do not have a moral duty to get vaccinated), we (...)
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  50.  19
    How to choose your research organism.Michael R. Dietrich, Rachel A. Ankeny, Nathan Crowe, Sara Green & Sabina Leonelli - 2020 - Studies in History and Philosophy of Science Part C: Studies in History and Philosophy of Biological and Biomedical Sciences 80:101227.
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