Beyond Invention: Patent as Knowledge Law

The decision of the Supreme Court of the United States in Bilski v. Kappos, concerning the legal standard for determining patentable subject matter under the American Patent Act, is used as a starting point for a brief review of historical, philosophical, and cultural influences on subject matter questions in both patent and copyright law. The article suggests that patent and copyright law jurisprudence was constructed initially by the Court with explicit attention to the relationship between these forms of intellectual property law and the roles of knowledge in society. Over time, explicit attention to that relationship has largely disappeared from the Court’s opinions. The article suggests that renewing consideration of the idea of a law of knowledge would bring some clarity not only to patentable subject matter questions in particular but also to much of intellectual property law in general

Facilitating Access of Aids Drugs While Maintaining Strong Patent Protection

The AIDS pandemic has thrust the subject of patent protection into the spotlight, a spotlight that has attracted the attention of broad audience including interested parties from the political, legal, and medical communities. Can the United States\u27 scheme of strong patent protection for pharmaceutical products withstand the increased attention

Novelty and Collective Attention

The subject of collective attention is central to an information age where millions of people are inundated with daily messages. It is thus of interest to understand how attention to novel items propagates and eventually fades among large populations. We have analyzed the dynamics of collective attention among one million users of an interactive website -- \texttt{digg.com} -- devoted to thousands of novel news stories. The observations can be described by a dynamical model characterized by a single novelty factor. Our measurements indicate that novelty within groups decays with a stretched-exponential law, suggesting the existence of a natural time scale over which attention fades

Equity of Attention: Amortizing Individual Fairness in Rankings

Rankings of people and items are at the heart of selection-making, match-making, and recommender systems, ranging from employment sites to sharing economy platforms. As ranking positions influence the amount of attention the ranked subjects receive, biases in rankings can lead to unfair distribution of opportunities and resources, such as jobs or income. This paper proposes new measures and mechanisms to quantify and mitigate unfairness from a bias inherent to all rankings, namely, the position bias, which leads to disproportionately less attention being paid to low-ranked subjects. Our approach differs from recent fair ranking approaches in two important ways. First, existing works measure unfairness at the level of subject groups while our measures capture unfairness at the level of individual subjects, and as such subsume group unfairness. Second, as no single ranking can achieve individual attention fairness, we propose a novel mechanism that achieves amortized fairness, where attention accumulated across a series of rankings is proportional to accumulated relevance. We formulate the challenge of achieving amortized individual fairness subject to constraints on ranking quality as an online optimization problem and show that it can be solved as an integer linear program. Our experimental evaluation reveals that unfair attention distribution in rankings can be substantial, and demonstrates that our method can improve individual fairness while retaining high ranking quality.Comment: Accepted to SIGIR 201

Moving beyond physical education subject knowledge to develop knowledgeable teachers of the subject

All knowledge is socially constructed, including physical education teachers’ knowledge of their subject. It is acquired from other people either formally and deliberately (e.g. by being taught) or informally and casually (e.g. by interacting with physical education teachers or playing in a sports team). The social aspects of learning appear to be particularly strong in physical education. This has implications for the development of knowledge for teaching, with trainee teachers focusing on the development of subject, and particularly content, knowledge. Focusing on subject knowledge reinforces a traditional view of physical education as it is, not as it might be to meet the needs of young people today. It is argued that attention needs to be given not only to the knowledge, skills and competencies that trainee teachers ought to develop but also to the social aspects of their learning and development and the context in which they learn. Attention also needs to be given to how the ability to think critically can be developed so that trainee teachers can become reflective practitioners able to challenge and, where appropriate, change the teaching of the subject. Only by doing this can the particularly strong socialisation which shapes the values and beliefs of physical education teachers begin to be challenged. However, as the process of developing knowledgeable teachers is ongoing it is also necessary to look beyond teacher training to continuing professional development

Moving beyond physical education subject knowledge to develop knowledgeable teachers of the subject

All knowledge is socially constructed, including physical education teachers’ knowledge of their subject. It is acquired from other people either formally and deliberately (e.g. by being taught) or informally and casually (e.g. by interacting with physical education teachers or playing in a sports team). The social aspects of learning appear to be particularly strong in physical education. This has implications for the development of knowledge for teaching, with trainee teachers focusing on the development of subject, and particularly content, knowledge. Focusing on subject knowledge reinforces a traditional view of physical education as it is, not as it might be to meet the needs of young people today. It is argued that attention needs to be given not only to the knowledge, skills and competencies that trainee teachers ought to develop but also to the social aspects of their learning and development and the context in which they learn. Attention also needs to be given to how the ability to think critically can be developed so that trainee teachers can become reflective practitioners able to challenge and, where appropriate, change the teaching of the subject. Only by doing this can the particularly strong socialisation which shapes the values and beliefs of physical education teachers begin to be challenged. However, as the process of developing knowledgeable teachers is ongoing it is also necessary to look beyond teacher training to continuing professional development