The computable Lipschitz reducibility was introduced by Downey, Hirschfeldt and LaForte under the name of strong weak truth-table reducibility [6]). This reducibility measures both the relative randomness and the relative computational power of real numbers. This paper proves that the computable Lipschitz degrees of computably enumerable sets are not dense. An immediate corollary is that the Solovay degrees of strongly c.e. reals are not dense. There are similarities to Barmpalias and Lewis’ proof that the identity bounded Turing degrees of c.e. (...) sets are not dense [2]), however the problem for the computable Lipschitz degrees is more complex. (shrink)

Coral reefs have been challenged by the current rate and severity of environmental change that might outpace their ability to adapt and survive. Current research focuses on understanding how microbial communities and epigenetic changes separately affect phenotypes and gene expression of corals. Here, we provide the hypothesis that coral‐associated microorganisms may directly or indirectly affect the coral's phenotypic response through the modulation of its epigenome. Homologs of ankyrin‐repeat protein A and internalin B, which indirectly cause histone modifications in humans, as (...) well as Rv1988 histone methyltransferase, and the DNA methyltransferases Rv2966c, Mhy1, Mhy2, and Mhy3 found in coral‐associated bacteria indicate that there are potential host epigenome‐modifying proteins in the coral microbiome. With the ideas presented here, we suggest that microbiome manipulation may be a means to alter a coral's epigenome, which could aid the current efforts to protect coral reefs. Also see the video abstract here: https://youtu.be/CW9GbChjKM4. (shrink)

This paper investigates indifferent sets for comeager classes in Cantor space focusing of the class of all 1-generic sets and the class of all weakly 1-generic sets. Jockusch and Posner showed that there exist 1-generic sets that have indifferent sets [10]. Figueira, Miller and Nies have studied indifferent sets for randomness and other notions [7]. We show that any comeager class in Cantor space contains a comeager class with a universal indifferent set. A forcing construction is used to show that (...) any 1-generic set, or weakly 1-generic set, has an indifferent set. Such an indifferent set can by computed by any set in GL2 which bounds the (weakly) 1-generic. We show by approximation arguments that some, but not all, ∆0 1-generic sets can compute an indifferent set 2 for themselves. We show that all ∆0 weakly 1-generic sets can compute 2 an indifferent set for themselves. Additional results on indifferent sets, including one of Miller, and two of Fitzgerald, are presented. (shrink)

There are two fundamental computably enumerable sets associated with any Kolmogorov complexity measure. These are the set of non-random strings and the overgraph. This paper investigates the computational power of these sets. It follows work done by Kummer, Muchnik and Positselsky, and Allender and co-authors. Muchnik and Positselsky asked whether there exists an optimal monotone machine whose overgraph is not tt-complete. This paper answers this question in the negative by proving that the overgraph of any optimal monotone machine, or any (...) optimal process machine, is tt-complete. The monotone results are shown for both descriptional complexity Km and KM, the complexity measure derived from algorithmic probability. A distinction is drawn between two definitions of process machines that exist in the literature. For one class of process machines, designated strict process machines, it is shown that there is a universal machine whose set of non-random strings is not tt-complete. (shrink)

This essay explores the importance of Donner le temps II within the context of Derrida’s writings on Heidegger and the gift. In the first section of the essay, I situate the publication of the latter half of Derrida’s 1978–79 seminar against his writings on the gift generally, beginning in 1968 and ending in 2000. In the second section, I explain how the second volume of Donner le temps relates to the first. In the final three sections of the paper, I (...) focus on three prominent topics of the seminar, so as to show how they impact our previous understanding of major aspects of Derrida’s thought: first, the Heideggerian thinking of the es gibt, as it relates to the gift’s unconditionality. Second, the problematic of the Kunstwerk, as it informs Derrida’s thinking of récit. Third, the problem of Dichtung, as it is linked to the poématique. (shrink)

ABSTRACT Recruitment into the scientific community is one oft-stated goal of science education—in the post-Sputnik United States, for example—but this obscures the fact that science textbooks are often read by people who will never be scientists. It cannot be presupposed that science textbooks for younger audiences, students in primary and secondary schools, function in this way. For this reason, precollegiate-level science textbooks are sometimes discussed as a subset of literature popularizing science. The high school science classroom and the textbook are (...) forums for exposing the public to science. The role of governments and educational institutions in regulating the consumption of these texts not only determines which books are used; it influences how they are written, read, and deemed authoritative. Therefore such science textbooks should not be seen as (at best) the disjunction of texts-for-training and books-for-popularization. A changing sense of what “textbooks” are compels a different understanding of their use in the history of science. (shrink)

In discussing the origins of the antievolution movement in American high schools within the framework of science and religion, much is overlooked about the influence of educational trends in shaping this phenomenon. This was especially true in the years before the 1925 Scopes trial, the beginnings of the school antievolution movement. There was no sudden realization in the 1920's – sixty years after the "Origin of Species" was published – that Darwinism conflicted with the Bible, but until evolution was being (...) taught in the high schools, there was no impetus to outlaw it. The creation of "civic biology" curricula in the late 1910's and early 20's, spearheaded by a close-knit community of textbook authors, brought evolution into the high school classroom as part of a complete reshaping of "biology" as a school subject. It also incorporated progressive ideologies about the purposes of compulsory public education in shaping society, and civic biology was fundamentally focused on the applications of the life sciences to human life. Antievolution legislation was part of a broader response to the ideologies of the new biology field, and was a reaction not only to the content of the new subject, but to the increasingly centralized control and regulation of education. Viewing the early school antievolution movement through the science-religion conflict is an artifact of the Scopes trial's re-creation of its origins. What largely caused support for the school antievolution movement in the South and particularly Tennessee were concerns over public education, which biology came to epitomize. (shrink)

The problem of translation confronts every English, or French-language reader of Geschlecht III, from its title page on, by way of Derrida’s decision not to translate the German noun Geschlecht. In this paper, I explore the stakes of Derrida’s refusal to translate, by situating it within the context of the 1984–5 seminar, ‘Philosophical Nationality and Nationalism’, from which the text of Geschlecht III was taken. I show that the question of translation is already at the heart of that seminar, which (...) concerns the place of the idiom in philosophy, and why approaching the difficulty posed by the untranslatability of a term like Geschlecht might be the very objective of Derrida’s reading of Heidegger on Trakl. (shrink)

The COVID-19 pandemic has brought to light significant failures and fragilities in our food, health, and market systems. Concomitantly, it has emphasized the urgent need for a critical re-evaluation of many of the policies and practices that have created the conditions in which viral pathogens can spread. However, there are many factors that are complicating this process; among others, the uncertain, rapidly evolving, and often poorly reported science surrounding the virus’ origins has contributed to a politically charged and often rancorous (...) public debate, which is concerning insofar as the proliferation of divisive discourse may hinder efforts to address complex and collective concerns in a mutually cooperative manner. In developing ethical and effective responses to the disproportionate risks associated with certain food production and consumption practices, we argue that the focus should be on mitigating such risks wherever they arise, instead of seeking to ascribe blame to specific countries or cultures. To this end, this article is an effort to inject some nuance into contemporary conversations about COVID-19 and its broader implications, particularly when it comes to trade in wildlife, public health, and food systems reform. If COVID-19 is to represent a turning point towards building a more equitable, sustainable, and resilient world for both humans and nonhuman animals alike, the kind of fractioning that is currently being exacerbated by the use of loaded terms such as “wet market” must be eschewed in favour of a greater recognition of our fundamental interconnectedness. (shrink)

A classic, though basically neglected question about motivation arises when we attempt to account for blame’s nature—namely, does the recognition central to blame need help from an independent desire in order to motivate the blame-characteristic dispositions that arise in the blamer? Those who have attended to the question think the answer is yes. Hence, they adopt what I call a Humean Construal of blame on which blame is (a) a judgment that an individual S is blameworthy and (b) an independent (...) desire about S not doing as they did or being as they are. This paper rejects arguments for the Humean Construal, illustrates deep failings of that view, and uses these considerations to support anti-Humean accounts of blame in particular and moral motivation more broadly. (shrink)

The increasing incidence of ‘trafficking’ has added an incontestably disturbing dimension to the contestable nature of a ‘non-trafficked’ UK sex industry. Men who buy sex remain under-researched, though some studies have indicated ambivalence within men's attitudes. This study combines a critical discursive psychology in support of dialogical self theory. Secondary data, from prominent UK media resources, were analysed using Edley's method of combining ‘interpretative repertoires’, ‘ideological dilemmas’ and ‘subject positions’. Contrasting discursive practices indicative of wider ideological conflict were found. Discursive (...) concepts were ‘mapped’ onto Hermans and Hermans-Konopka's ‘I-positions’ to explore how these potentially dilemmatic positions might be understood in terms of identity production. The function of ‘uncertainty’, particularly salient with the increasing complexity of globalisation, was considered a factor in how men's identities might be limited by the current discursive space. A ‘dialogical’ model of self is introduced as a framework for understanding how men who buy sex might take up new, inclusive, positions. A corollary is reflected upon; that researchers, activists and buyers alike, who remain ideologically inflexible, may be sustaining the conditions for coercion through their contribution to the discursive conflict. The synthesis of discursive and dialogical analytical tools is recommended for investigating the production of selves in contested spaces. (shrink)

Being a player with an F. A. Premier football academy is very prestigious for young players, but it can also be very stressful too. Coping with stress is particularly important given that one of the undesirable consequences linked to chronic stress is athlete burnout, which may also negatively impact psychological well-being. Understanding the most effective ways to cope with stress, therefore, is important for optimizing academy athlete education. Consequently, the aim of the present study was to examine whether coping predicted (...) changes in athlete burnout, and whether athlete burnout predicted changes in well-being across 14 weeks of the competitive season. A sample of 26, under-18 and under-23, male F.A. Premier academy athletes completed weekly assessments of coping, athlete burnout, and psychological well-being on 14 separate occasions. The results of within-person analyses revealed that task-oriented coping predicted decreases in athlete burnout, which in turn predicted decreased well-being. Teaching high-level academy athletes task-oriented coping strategies may be useful in reducing athlete burnout, which may additionally protect athletes' well-being. (shrink)

All football teams that compete within the F. A. Premier League possess an academy, whose objective is to produce more and better home-grown players that are capable of playing professionally. These young players spend a large amount of time with their coach, but little is known about player’s perception of the coach-athlete relationship within F.A. Premier League Academies. The objectives of this study were to examine whether perceptions of the coach-athlete relationship changed over six months and if the coach-athlete relationship (...) predicted self-reported goal achievement among F. A. Premier League academy players. This study included cross-sectional (n = 104) and longitudinal (n = 52) assessments, in which academy soccer players completed a measure of the coach-athlete relationship and goal achievement across either one or two time periods. The cross-sectional data were subjected to bivariate correlations, whereas the longitudinal data were analyzed using multiple regressions. Perceptions of the coach-athlete relationship remained stable over time. The coach-athlete relationship predicted the achievement of mastery goals six months later. Enhancing the quality of the coach-athlete relationship among elite adolescent athletes appears to be a suitable way of maximizing mastery achievement goals, particularly among developmental athletes who participate in team sports. (shrink)

Recent efforts in soft robotics and Artificial Life are attempting to construct homeostatically functioning machines with ‘feeling’ analogues. Such robots are designed to be ‘vulnerable’ and, thus, depart from traditional approaches to machine design and construction. In this paper, I explore a representative proposal by Antonio Damasio and Kingson Man, and ask how we can understand the deconstruction of ‘life’ in Derrida, Stiegler, Malabou and Wills to relate to such efforts. I argue that the adoption of biological and phenomenological principles (...) in machine design calls for attention to the precise extent that it may not result in robots that adhere either to biological or to mechanical models. It is with this admission, of the essentially unknowable character of what may result from these efforts, that deconstruction can assist roboticists and synthetic biologists today. (shrink)

My dissertation develops a novel response to global skepticism about responsibility—the view that no one is fit to be held responsible for anything. Though P.F. Strawson offered a highly influential account of holding and being responsible, his argument is widely considered to fail as a response to global skepticism. The primary worry is that he only describes our practice of holding responsible but does not justify it. I propose an unorthodox Strawson-style account of holding and being responsible and employ that (...) account to offer an argument against global skepticism which not only describes but also justifies our practice of holding individuals responsible. A key innovation of my account is that it rejects the Humean idea that evaluative beliefs cannot motivate absent aid from independent desire. Rejecting that idea allows us to preserve the beauty of Strawson’s original reactive attitudes account, which cites specific emotions as the only attitudes involved in holding responsible. I go on to develop the moral psychology at work which allows me to support the idea that holding responsible involves more than emotional responses to an individual’s behavior. This also grounds support for the idea that the community of morally responsible agents is likely wider than traditionally thought. Furthermore, I immunize my account and argument to well-entrenched concerns for Strawson-style views. Often I achieve this immunity by adopting views that are thought to be incompatible with a Strawson-style argument. These views are typically embraced by skeptics or other anti-Strawsonian theorists. For instance, contrary to tradition, I show that a Strawson-style argument can be founded on the idea that experiencing individuals as natural, mechanistic beings is compatible with the attitudes involved in holding an individual responsible. I go on to show that the theses I argue for together with others allow us to accurately describe and justify our practice of holding individuals responsible. Adviser: Mark van Roojen. (shrink)

Some claim that criminalisation is morally permissible only when the conduct criminalised is morally wrong. This claim can be disambiguated into at least three principles which differ according to whether, and how, wrongness is dependent on details of the law: the strong constraint, the moderate constraint, and the weak constraint. In this paper I argue that the weak wrongness constraint is preferable to the strong and moderate constraints. That is, we should prefer the view that conduct criminalised must be morally (...) wrong, but qualifying wrongness can depend on criminalising the conduct first. Further, I will show that my arguments in support of the weak wrongness constraint have wider implications. Favouring the weak wrongness constraint implies that condemning wrongs cannot be the only legitimate reason in favour of criminalisation. Those who think condemnation can justify criminalisation should be pluralists. (shrink)

I want to imagine an alternate universe with you—if only for a moment. One in which there were no clones. A universe free of cloning. One that simply did not have to worry itself with the moral, ethical, religious, legal, scientific, medical, economic, or philosophical questions surrounding what it is to clone; who or what ought or ought not to be cloned; what is and is not clonable; or with clonality in general. A clone-less or clone-free world, then, though not (...) necessarily one without tropical storms, or cyclones. A-clonal, un-clonable, in-clonate. What would this universe look like? Would such a universe appear in the same light as it does today? Would this be anything less than another universe, that is, a... (shrink)

EveryK-trivial set is computable from an incomplete Martin-Löf random set, i.e., a Martin-Löf random set that does not compute the halting problem.

In cognitive science, there is a tacit norm that phenomena such as cultural variation or synaesthesia are worthy examples of cognitive diversity that contribute to a better understanding of cognition, but that other forms of cognitive diversity (e.g., autism, attention deficit hyperactivity disorder/ADHD, and dyslexia) are primarily interesting only as examples of deficit, dysfunction, or impairment. This status quo is dehumanizing and holds back much-needed research. In contrast, the neurodiversity paradigm argues that such experiences are not necessarily deficits but rather (...) are natural reflections of biodiversity. Here, we propose that neurodiversity is an important topic for future research in cognitive science. We discuss why cognitive science has thus far failed to engage with neurodiversity, why this gap presents both ethical and scientific challenges for the field, and, crucially, why cognitive science will produce better theories of human cognition if the field engages with neurodiversity in the same way that it values other forms of cognitive diversity. Doing so will not only empower marginalized researchers but will also present an opportunity for cognitive science to benefit from the unique contributions of neurodivergent researchers and communities. (shrink)

Valerie Tiberius’s Moral Psychology: An Introduction is a gem. Clearly and crisply drawing on empirical and non-empirical work in philosophy and psychology, Tiberius illuminates the many ways in which the issues central to moral psychology arise in and bear on normative ethics, meta-ethics, and the study of agency and responsibility. Tiberius articulates deep debates, complex concepts and rationales, intricate empirical data points, and obscure assumptions with an enviable ease. Further, though the book is pitched in a manner that is accessible (...) to novices, it offers experts an opportunity to see their discipline through a very informed and distinctive lens. In particular, Tiberius imparts a rich and robust picture of value theory that can overlay the expert’s own and thereby enrich the concerns and problems that make up its subject matter. I hope that through this review I can add to the book’s excellence in two ways.First, one of the most helpful things to appear in the book are its g .. (shrink)

Ishtiyaque Haji develops and supports the view that alternative possibilities are a requirement on many morally-relevant facets of our lives. I argue that the main argument he offers for his view fails due primarily to two things. First, Haji employs a Jackson-type case to support a claim that such cases fail to support. Second, Haji offers no reason to think that we must understand the 'can' in certain of his important principles as alethic. These troubles vex the insightful support Haji (...) offers for his many, wide-ranging conclusions. (shrink)

Mindreading often requires access to beliefs, so the mindreading system should be able to self-attribute beliefs, even without self-interpretation. This proposal is consistent with Carruthers' claim that mindreading and metacognition depend on the same cognitive system and the same information as one another; and it may be more consistent with this claim than is Carruthers' account of metacognition.

There has been an exponential growth in research examining the neurological basis of human cognition and learning. Little is known, however, about the extent to which sports coaches are aware of these advances. Consequently, the aim of the present study was to examine the prevalence of pseudoscientific ideas among British and Irish sports coaches. In total, 545 coaches from the United Kingdom and Ireland completed a measure that included questions about how evidence-based theories of the brain might enhance coaching and (...) learning, how they were exposed to these different theories, and their awareness of neuromyths. Results revealed that the coaches believed that an enhanced understanding of the brain helped with their planning and delivery of sports sessions. Goal-setting was the most frequently used strategy. Interestingly, 41.6% of the coaches agreed with statements that promoted neuromyths. The most prevalent neuromyth was “individuals learn better when they receive information in their preferred learning style (e.g., auditory, visual, or kinesthetic)”, which 62% of coaches believed. It is apparent that a relatively large percentage of coaches base aspects of their coaching practice on neuromyths and other pseudoscientific ideas. Strategies for addressing this situation are briefly discussed and include changing the content of coach education programs. (shrink)