Similarity and the trustworthiness of distributive judgements

When people must either save a greater number of people from a smaller harm or a smaller number from a greater harm, do their choices reflect a reasonable moral outlook? We pursue this question with the help of an experiment. In our experiment, two-fifths of subjects employ a similarity heuristic. When alternatives appear dissimilar in terms of the number saved but similar in terms of the magnitude of harm prevented, this heuristic mandates saving the greater number. In our experiment, this leads to choices that are inconsistent with all standard theories of justice. We argue that this demonstrates the untrustworthiness of distributive judgments in cases that elicit similarity-based choice

Review: Do the Different Sensory Areas within the Cat Anterior Ectosylvian Sulcal Cortex Collectively Represent a Network Multisensory Hub?

Current theory supports that the numerous functional areas of the cerebral cortex are organized and function as a network. Using connectional databases and computational approaches, the cerebral network has been demonstrated to exhibit a hierarchical structure composed of areas, clusters and, ultimately, hubs. Hubs are highly connected, higher-order regions that also facilitate communication between different sensory modalities. One region computationally identified network hub is the visual area of the Anterior Ectosylvian Sulcal cortex (AESc) of the cat. The Anterior Ectosylvian Visual area (AEV) is but one component of the AESc that also includes the auditory (Field of the Anterior Ectosylvian Sulcus - FAES) and somatosensory (Fourth somatosensory representation - SIV). To better understand the nature of cortical network hubs, the present report reviews the biological features of the AESc. Within the AESc, each area has extensive external cortical connections as well as among one another. Each of these core representations is separated by a transition zone characterized by bimodal neurons that share sensory properties of both adjoining core areas. Finally, core and transition zones are underlain by a continuous sheet of layer 5 neurons that project to common output structures. Altogether, these shared properties suggest that the collective AESc region represents a multiple sensory/multisensory cortical network hub. Ultimately, such an interconnected, composite structure adds complexity and biological detail to the understanding of cortical network hubs and their function in cortical processing

Quantitative Modeling in Cell Biology: What Is It Good for?

Recently, there has been a surge in the number of pioneering studies combining experiments with quantitative modeling to explain both relatively simple modules of molecular machinery of the cell and to achieve system-level understanding of cellular networks. Here we discuss the utility and methods of modeling and review several current models of cell signaling, cytoskeletal self-organization, nuclear transport, and the cell cycle. We discuss successes of and barriers to modeling in cell biology and its future directions, and we argue, using the field of bacterial chemotaxis as an example, that the closer the complete systematic understanding of cell behavior is, the more important modeling becomes and the more experiment and theory merge

Four errors students make with inverse-square law vectors

In this paper, we discuss four errors introductory physics students make when attempting to add two inverse-square law vectors. We observe multiple instances in which students 1) add vectors as if they were scalars, 2) project the $r$ (or $r^2$) in the denominator, instead of the entire vector, when attempting to find the vector's components, 3) incorrectly apply the Pythagorean theorem when attempting to calculate the magnitude of the resultant vector, and 4) incorrectly relate the signs of the components of an electric field (or force) to the signs of the electric charges. While these are not the only errors students make, they are the most frequently occurring based on our analysis of 678 exams taken by students in either introductory mechanics or electricity and magnetism (E&M). We then show how these errors can be encoded into a new type of activity or assessment question which we call a ``student error task." Introductory physics instructors can use the student error task in this paper as a way to engage or assess their students' understandings of how to add two inverse-square law vectors.Comment: 22 pages, 7 figures, submitted to the European Journal of Physic

Archaeological Investigations at Bourne Park, Bishopsbourne, 2011-2014

Report on the geophysical survey