Sara Reardon
Nature
Originally published January 26, 2018
Superconducting computing chips modelled after neurons can process information faster and more efficiently than the human brain. That achievement, described in Science Advances on 26 January, is a key benchmark in the development of advanced computing devices designed to mimic biological systems. And it could open the door to more natural machine-learning software, although many hurdles remain before it could be used commercially.
Artificial intelligence software has increasingly begun to imitate the brain. Algorithms such as Google’s automatic image-classification and language-learning programs use networks of artificial neurons to perform complex tasks. But because conventional computer hardware was not designed to run brain-like algorithms, these machine-learning tasks require orders of magnitude more computing power than the human brain does.
“There must be a better way to do this, because nature has figured out a better way to do this,” says Michael Schneider, a physicist at the US National Institute of Standards and Technology (NIST) in Boulder, Colorado, and a co-author of the study.
The article is here.
Tuesday, February 27, 2018
After long battle, mental health will be part of New York's school curriculum
Bethany Bump
Times Union
Originally published January 27, 2018
Here is an excerpt:
The idea of teaching young people about mental health is not a new one.
The mental hygiene movement of the early 1900s introduced society to the concept that mental wellness could be just as important as physical wellness.,
In 1928, a nationwide group of superintendents recommended that mental hygiene be included in the teaching of health education, but it was not.
"When you talk about mental health and mental illness, people are still, because of the stigma, in the closet about it," Liebman said. "People just don't talk about it like they talk about physical illness."
Social media has strengthened the movement to de-stigmatize mental illness, he said. "People are being more candid about their mental health issues and seeking support and using social media as kind of a fulcrum for gaining support, peers and friends in their recovery," Liebman said.
Making the case
Advocates of the law want people to know they are not pushing for students or schoolteachers to become diagnosticians. They say that is best left to professionals.
Adding mental health literacy to the curriculum will provide youth with the knowledge of how to prevent mental disorders, recognize when a disorder is developing, know how and where to seek help and treatment, strategies for dealing with milder issues, and strategies for supporting others who are struggling.
The information is here.
Times Union
Originally published January 27, 2018
Here is an excerpt:
The idea of teaching young people about mental health is not a new one.
The mental hygiene movement of the early 1900s introduced society to the concept that mental wellness could be just as important as physical wellness.,
In 1928, a nationwide group of superintendents recommended that mental hygiene be included in the teaching of health education, but it was not.
"When you talk about mental health and mental illness, people are still, because of the stigma, in the closet about it," Liebman said. "People just don't talk about it like they talk about physical illness."
Social media has strengthened the movement to de-stigmatize mental illness, he said. "People are being more candid about their mental health issues and seeking support and using social media as kind of a fulcrum for gaining support, peers and friends in their recovery," Liebman said.
Making the case
Advocates of the law want people to know they are not pushing for students or schoolteachers to become diagnosticians. They say that is best left to professionals.
Adding mental health literacy to the curriculum will provide youth with the knowledge of how to prevent mental disorders, recognize when a disorder is developing, know how and where to seek help and treatment, strategies for dealing with milder issues, and strategies for supporting others who are struggling.
The information is here.
Monday, February 26, 2018
How Doctors Deal With Racist Patients
Sumathi Reddy
The Wall Street Journal
Originally published January 22, 2018
Her is an excerpt:
Patient discrimination against physicians and other health-care providers is an oft-ignored topic in a high-stress job where care always comes first. Experts say patients request another physician based on race, religion, gender, age and sexual orientation.
No government entity keeps track of such incidents. Neither do most hospitals. But more trainees and physicians are coming forward with stories and more hospitals and academic institutions are trying to address the issue with new guidelines and policies.
The examples span race and religion. A Korean-American doctor’s tweet about white nationalists refusing treatment in the emergency room went viral in August.
A trauma surgeon at a hospital in Charlotte, N.C., published a piece on KevinMD, a website for physicians, last year detailing his own experiences with discrimination given his Middle Eastern heritage.
Penn State College of Medicine adopted language into its patient rights policy in May that says patient requests for providers based on gender, race, ethnicity or sexual orientation won’t be honored. It adds that some requests based on gender will be evaluated on a case-by-case basis.
The article is here.
The Wall Street Journal
Originally published January 22, 2018
Her is an excerpt:
Patient discrimination against physicians and other health-care providers is an oft-ignored topic in a high-stress job where care always comes first. Experts say patients request another physician based on race, religion, gender, age and sexual orientation.
No government entity keeps track of such incidents. Neither do most hospitals. But more trainees and physicians are coming forward with stories and more hospitals and academic institutions are trying to address the issue with new guidelines and policies.
The examples span race and religion. A Korean-American doctor’s tweet about white nationalists refusing treatment in the emergency room went viral in August.
A trauma surgeon at a hospital in Charlotte, N.C., published a piece on KevinMD, a website for physicians, last year detailing his own experiences with discrimination given his Middle Eastern heritage.
Penn State College of Medicine adopted language into its patient rights policy in May that says patient requests for providers based on gender, race, ethnicity or sexual orientation won’t be honored. It adds that some requests based on gender will be evaluated on a case-by-case basis.
The article is here.
Business ethics: am I boring you?
Katherine Bradshaw
The Guardian
Originally published November 8, 2012
Here is an excerpt:
We need to bridge the gap between ethics programmes and daily worklife – and stories can help us do that.
No matter how sophisticated we are as a society, stories continue to be our preferred way of communicating and sharing our experiences of life. From a book at bedtime to the latest cliffhanger of our favourite soap, stories help us connect and communicate our emotions and values with each other.
Business ethics training at its worst can include material which seems distant to staff and how they do their day-to-day job. A set of compliance dictats communicated with slides animated with clip art, or an eLearning programme with easy multiple choice questions conducted in isolation, is unlikely to engage anyone with what really matters.
Ethical values need to be embedded into company culture so that they are reflected in the way that business is actually done. This requires an ethics programme with objectives beyond just imparting knowledge and raising awareness of expected standards – the challenge is to communicate their relevance and importance at all levels and locations in a way that impacts on understanding, decisions and behaviours.
The article is here.
The Guardian
Originally published November 8, 2012
Here is an excerpt:
We need to bridge the gap between ethics programmes and daily worklife – and stories can help us do that.
No matter how sophisticated we are as a society, stories continue to be our preferred way of communicating and sharing our experiences of life. From a book at bedtime to the latest cliffhanger of our favourite soap, stories help us connect and communicate our emotions and values with each other.
Business ethics training at its worst can include material which seems distant to staff and how they do their day-to-day job. A set of compliance dictats communicated with slides animated with clip art, or an eLearning programme with easy multiple choice questions conducted in isolation, is unlikely to engage anyone with what really matters.
Ethical values need to be embedded into company culture so that they are reflected in the way that business is actually done. This requires an ethics programme with objectives beyond just imparting knowledge and raising awareness of expected standards – the challenge is to communicate their relevance and importance at all levels and locations in a way that impacts on understanding, decisions and behaviours.
The article is here.
Sunday, February 25, 2018
The Moral Importance of Reflective Empathy
Ingmar Persson and Julian Savulescu
J. Neuroethics (2017). https://doi.org/10.1007/s12152-017-9350-7
Abstract
This is a reply to Jesse Prinz and Paul Bloom’s skepticism about the moral importance of empathy. It concedes that empathy is spontaneously biased to individuals who are spatio-temporally close, as well as discriminatory in other ways, and incapable of accommodating large numbers of individuals. But it is argued that we could partly correct these shortcomings of empathy by a guidance of reason because empathy for others consists in imagining what they feel, and, importantly, such acts of imagination can be voluntary – and, thus, under the influence of reflection – as well as automatic. Since empathizing with others motivates concern for their welfare, a reflectively justified empathy will lead to a likewise justified altruistic concern. In addition, we argue that such concern supports another central moral attitude, namely a sense of justice or fairness.
From the Conclusion
All in all, the picture that emerges is this. We have beliefs about how other individuals feel and how we can help them to feel better. There is both a set of properties such that: (1) if we believe individuals have any of these properties, this facilitates spontaneous empathy with these individuals, i.e. disposes us to imagine spontaneously how they feel, and (2) a set of properties such that if we believe that individuals have any of them, this hinders spontaneous empathy with them. In the former case, we will be spontaneously concerned about the well-being of these individuals; in the latter case, it will take voluntary reflection to empathize and be concerned about the individuals in question. We are also in possession of a sense of justice or fairness which not only animates us to benefit those whom justice requires to be benefited, but also to harm those whom justice requires be harmed.
The article can be accessed here.
J. Neuroethics (2017). https://doi.org/10.1007/s12152-017-9350-7
Abstract
This is a reply to Jesse Prinz and Paul Bloom’s skepticism about the moral importance of empathy. It concedes that empathy is spontaneously biased to individuals who are spatio-temporally close, as well as discriminatory in other ways, and incapable of accommodating large numbers of individuals. But it is argued that we could partly correct these shortcomings of empathy by a guidance of reason because empathy for others consists in imagining what they feel, and, importantly, such acts of imagination can be voluntary – and, thus, under the influence of reflection – as well as automatic. Since empathizing with others motivates concern for their welfare, a reflectively justified empathy will lead to a likewise justified altruistic concern. In addition, we argue that such concern supports another central moral attitude, namely a sense of justice or fairness.
From the Conclusion
All in all, the picture that emerges is this. We have beliefs about how other individuals feel and how we can help them to feel better. There is both a set of properties such that: (1) if we believe individuals have any of these properties, this facilitates spontaneous empathy with these individuals, i.e. disposes us to imagine spontaneously how they feel, and (2) a set of properties such that if we believe that individuals have any of them, this hinders spontaneous empathy with them. In the former case, we will be spontaneously concerned about the well-being of these individuals; in the latter case, it will take voluntary reflection to empathize and be concerned about the individuals in question. We are also in possession of a sense of justice or fairness which not only animates us to benefit those whom justice requires to be benefited, but also to harm those whom justice requires be harmed.
The article can be accessed here.
Saturday, February 24, 2018
Evolution and Human Behavior: A Field Guide for Teaching Evolution in the Social Sciences
Cristine Legare John Opfer Justin Busch Andrew Shtulman
Published January 21, 2018
Abstract
The theory of evolution by natural selection has begun to revolutionize our understanding of perception, cognition, language, social behavior, and cultural practices. Despite the centrality of evolutionary theory to the social sciences, many students, teachers,and even scientists struggle to understand how natural selection works. Our goal is to provide a field guide for social scientists on teaching evolution, based on research in cognitive psychology, developmental psychology, and education. We synthesize what is known about the psychological obstacles to understanding evolution, methods for assessing evolution understanding, and pedagogical strategies for improving evolution understanding. We review what is known about teaching evolution about nonhuman species and then explore implications of these findings for the teaching of evolution about humans. By leveraging our knowledge of how to teach evolution in general, we hope to motivate and equip social scientists to begin teaching evolution in the context of their own field.
The field guide is here.
Published January 21, 2018
Abstract
The theory of evolution by natural selection has begun to revolutionize our understanding of perception, cognition, language, social behavior, and cultural practices. Despite the centrality of evolutionary theory to the social sciences, many students, teachers,and even scientists struggle to understand how natural selection works. Our goal is to provide a field guide for social scientists on teaching evolution, based on research in cognitive psychology, developmental psychology, and education. We synthesize what is known about the psychological obstacles to understanding evolution, methods for assessing evolution understanding, and pedagogical strategies for improving evolution understanding. We review what is known about teaching evolution about nonhuman species and then explore implications of these findings for the teaching of evolution about humans. By leveraging our knowledge of how to teach evolution in general, we hope to motivate and equip social scientists to begin teaching evolution in the context of their own field.
The field guide is here.
Friday, February 23, 2018
Apple vs. Ivanka Trump: Competing ethics collide in China
Erika Kinetz
Associated Press
Originally published January 25, 2018
Here is an excerpt:
Ivanka Trump's company, meanwhile, has called supply chain integrity a "top priority," but maintains that suppliers are the responsibility of its licensees — companies it contracts with to manufacture tons of Ivanka Trump handbags, shoes and clothes. The brand doesn't publish the identities of its manufacturers. In fact, its supply chains have only grown more opaque since the First Daughter took on her White House role, the Associated Press showed last year.
"That mode of thinking is the dominant mode of thinking," said Seth Gurgel, who has worked on Chinese legal and labor rights issues for more than a decade. "They'd be a textbook company that would want to hide behind licensee protections."
Big brands with dedicated suppliers tend to be more invested in workplace conditions than smaller brands like Ivanka Trump's. But the political and ethical calculus surrounding Ivanka Trump's name — and her namesake brand, which she still owns but no longer closely manages — shifted radically when she became an adviser to her father in the White House.
"If Ivanka could be pressured or convinced to become a global leader or speak out about abuses in the apparel industry, she could be a huge ally for labor NGOs and worker groups around the world," Gurgel said.
The article is here.
Associated Press
Originally published January 25, 2018
Here is an excerpt:
Ivanka Trump's company, meanwhile, has called supply chain integrity a "top priority," but maintains that suppliers are the responsibility of its licensees — companies it contracts with to manufacture tons of Ivanka Trump handbags, shoes and clothes. The brand doesn't publish the identities of its manufacturers. In fact, its supply chains have only grown more opaque since the First Daughter took on her White House role, the Associated Press showed last year.
"That mode of thinking is the dominant mode of thinking," said Seth Gurgel, who has worked on Chinese legal and labor rights issues for more than a decade. "They'd be a textbook company that would want to hide behind licensee protections."
Big brands with dedicated suppliers tend to be more invested in workplace conditions than smaller brands like Ivanka Trump's. But the political and ethical calculus surrounding Ivanka Trump's name — and her namesake brand, which she still owns but no longer closely manages — shifted radically when she became an adviser to her father in the White House.
"If Ivanka could be pressured or convinced to become a global leader or speak out about abuses in the apparel industry, she could be a huge ally for labor NGOs and worker groups around the world," Gurgel said.
The article is here.
Forgiveness Therapy for the Promotion of Mental Well-Being
Sadaf Akhtar, Jane Barlow
Trauma, Violence & Abuse 2016 March 23
Abstract
Interpersonal hurts and violence against the individual have a high prevalence and are associated with a range of long-term problems in terms of psychological functioning. There is a growing body of research highlighting the role of forgiveness therapy in improving different aspects of psychological health in populations who have experienced diverse types of hurt, violence, or trauma. This article reports the findings of a systematic review and meta-analysis of the efficacy of process-based forgiveness interventions among samples of adolescents and adults who had experienced a range of sources of hurt or violence against them. Randomized controlled trials were retrieved using electronic databases and an examination of reference sections of previous reviews; each study was assessed for risk of bias. Standardized mean differences (SMDs) and confidence intervals (CIs) were used to assess treatment effects. The results suggest that forgiveness interventions are effective in reducing depression (SMD = −0.37, 95% CI [−0.68, −0.07]), anger and hostility (SMD = −0.49, 95% CI [−0.77, −0.22]), and stress and distress (SMD = −0.66, 95% CI [−0.91, −0.41]) and in promoting positive affect (SMD = −0.29, 95% CI [−0.52, −0.06]). There was also evidence of improvements in state (SMD = −0.55, 95% CI [−0.88, −0.21) and trait (SMD = −0.43, 95% CI [−0.67, −0.20]) forgiveness. The findings provide moderately strong evidence to suggest that forgiving a variety of real-life interpersonal offenses can be effective in promoting different dimensions of mental well-being. Further research is, however, needed.
The article is here.
Trauma, Violence & Abuse 2016 March 23
Abstract
Interpersonal hurts and violence against the individual have a high prevalence and are associated with a range of long-term problems in terms of psychological functioning. There is a growing body of research highlighting the role of forgiveness therapy in improving different aspects of psychological health in populations who have experienced diverse types of hurt, violence, or trauma. This article reports the findings of a systematic review and meta-analysis of the efficacy of process-based forgiveness interventions among samples of adolescents and adults who had experienced a range of sources of hurt or violence against them. Randomized controlled trials were retrieved using electronic databases and an examination of reference sections of previous reviews; each study was assessed for risk of bias. Standardized mean differences (SMDs) and confidence intervals (CIs) were used to assess treatment effects. The results suggest that forgiveness interventions are effective in reducing depression (SMD = −0.37, 95% CI [−0.68, −0.07]), anger and hostility (SMD = −0.49, 95% CI [−0.77, −0.22]), and stress and distress (SMD = −0.66, 95% CI [−0.91, −0.41]) and in promoting positive affect (SMD = −0.29, 95% CI [−0.52, −0.06]). There was also evidence of improvements in state (SMD = −0.55, 95% CI [−0.88, −0.21) and trait (SMD = −0.43, 95% CI [−0.67, −0.20]) forgiveness. The findings provide moderately strong evidence to suggest that forgiving a variety of real-life interpersonal offenses can be effective in promoting different dimensions of mental well-being. Further research is, however, needed.
The article is here.
Thursday, February 22, 2018
James Comey isn’t qualified for his new gig teaching ethics, experts explain
Olivia Goldhill
Quartz
Originally published January 27, 2018
Here is an excerpt:
“My entire professional life has been dedicated to ethics education. I’m disheartened by the fact that educational institutions hire people to teach ethics who really don’t have a background in ethics,” says Aine Donovan, director of the ethics institute at Dartmouth University.
Certainly, Comey’s own behavior as FBI director would make the basis of a strong case study, says Donovan. But Comey’s experience navigating a moral quandary is not sufficient qualification. “I’d rather have moral exemplars teaching an ethical leadership class than somebody who has even a whiff of controversy associated with them,” Donovan says. In addition, Donovan adds, it seems Comey did not make the right moral choice at every stage. For example, Comey leaked documents about his conversations with Trump. “I’m highly skeptical that that would ever pass ethical muster,” adds Donovan.
A “puzzling” choice
“There is much to be learned about [ethics from] studying Mr. Comey’s own conduct, but most of it is not positive,” Howard Prince II, who holds the Loyd Hackler Endowed Chair in Ethical Leadership at University of Texas-Austin, writes in an email. Overall, Comey is “a puzzling choice” to teach ethical leadership, he adds.
The article is here.
Quartz
Originally published January 27, 2018
Here is an excerpt:
“My entire professional life has been dedicated to ethics education. I’m disheartened by the fact that educational institutions hire people to teach ethics who really don’t have a background in ethics,” says Aine Donovan, director of the ethics institute at Dartmouth University.
Certainly, Comey’s own behavior as FBI director would make the basis of a strong case study, says Donovan. But Comey’s experience navigating a moral quandary is not sufficient qualification. “I’d rather have moral exemplars teaching an ethical leadership class than somebody who has even a whiff of controversy associated with them,” Donovan says. In addition, Donovan adds, it seems Comey did not make the right moral choice at every stage. For example, Comey leaked documents about his conversations with Trump. “I’m highly skeptical that that would ever pass ethical muster,” adds Donovan.
A “puzzling” choice
“There is much to be learned about [ethics from] studying Mr. Comey’s own conduct, but most of it is not positive,” Howard Prince II, who holds the Loyd Hackler Endowed Chair in Ethical Leadership at University of Texas-Austin, writes in an email. Overall, Comey is “a puzzling choice” to teach ethical leadership, he adds.
The article is here.
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