TOK@ISPrague

For most of the past century, drugs approved and released to market have been tested only on male patients, leading to improper dosing and unacceptable side effects for women. The important physiological differences between men and women have only recently been taken into consideration in medical research. Emergency doctor Alyson McGregor studies these differences, and in this fascinating talk she discusses the history behind how the male model became our framework for medical research and how understanding differences between men and women can lead to more effective treatments for both sexes

The golden ratio's aesthetic bona fides are an urban legend, a myth, a design unicorn. Many designers don't use it, and if they do, they vastly discount its importance. There's also no science to really back it up.

"Strictly speaking, it's impossible for anything in the real-world to fall into the golden ratio, because it's an irrational number," says Keith Devlin, a professor of mathematics at Stanford University.

You Don't Really Prefer The Golden Ratio In the real world, people don't necessarily prefer the golden ratio.

By the late ‘90s, trolley problems had fallen out of fashion. Many philosophers questioned the value of the conclusions reached by analyzing a situation so bizarre and specific.

It wasn’t clear trolleys could ever find a life out of the pages of academic journals until one philosophy graduate student, Joshua Greene, revived them with the modern techniques of neuroscience.

The ethicist Peter Singer cites Greene's research to support some of his positions about why we ought to make greater sacrifices for problems that may seem distant, like world poverty or a disease raging halfway around the globe.

Drug companies have a problem: they are finding it ever harder to get painkillers through clinical trials. But this isn't necessarily because the drugs are getting worse. An extensive analysis of trial data1 has found that responses to sham treatments have become stronger over time, making it harder to prove a drug’s advantage over placebo. The change in reponse to placebo treatments for pain, discovered by researchers in Canada, holds true only for US clinical trials. "We were absolutely floored when we found out," says Jeffrey Mogil, who directs the pain-genetics lab at McGill University in Montreal and led the analysis. Simply being in a US trial and receiving sham treatment now seems to relieve pain almost as effectively as many promising new drugs. Mogil thinks that as US trials get longer, larger and more expensive, they may be enhancing participants’ expectations of their effectiveness.

Very few economists foresaw the great recession of 2008–2009. Why not? Economists have long assumed that human beings are “rational,” but behavioral findings about human fallibility have put a lot of pressure on that assumption. People tend to be overconfident; they display unrealistic optimism; they often deal poorly with risks; they neglect the long term (“present bias”); and they dislike losses a lot more than they like equivalent gains (“loss aversion”). And until recent years, most economists have not had much to say about the problem of inequality, which seems to be getting worse.

By emphasizing human fallibility, the group of scholars known as behavioral economists has raised a lot of doubts about this view. Their catalog of errors on the part of consumers and investors can be taken to identify a series of “behavioral market failures,” each of them calling for some kind of government response (such as information campaigns to promote healthy eating or graphic warnings to discourage smoking). But George Akerlof and Robert Shiller want to go far beyond behavioral economics, at least in its current form. They offer a much more general, and quite damning, account of why free markets and competition cause serious problems.

India, which has a literacy level well below the global average, has intensified its efforts in the field of education. In 2012 the country passed the Right to Education act which guarantees free and compulsory education for all children until the age of 14.However, some of the "facts" that have been found in textbooks around the country have given rise to speculation over what exactly passes for "education" in India.Glaring mistakes, downright lies and embellishments in textbooks are often featured in local media. A trend that is all the more worrying, given that India's education system promotes rote learning at the cost of analytical thinking.

Eduardo Porter makes a persuasive economic argument for Europe to be more welcoming to immigrants fleeing Africa and the Middle East instead of erecting barriers and fences to those escaping. But there is also the moral argument.

The documents they have compiled and the interviews they have conducted with retired employees and officials show that, as early as 1977, Exxon (now ExxonMobil, one of the world’s largest oil companies) knew that its main product would heat up the planet disastrously. This did not prevent the company from then spending decades helping to organize the campaigns of disinformation and denial that have slowed—perhaps fatally—the planet’s response to global warming.

Last October we introduced a new feature in which, each Monday morning this school year, we posted a New York Times photograph without a caption, then invited students to answer three deceptively simple questions about it: What’s going on in this picture? What do you see that makes you say that? What more can you find? As student answers poured in to the blog each week — this shows someone learning a back-flip; I think he’s in the military because of his camouflage shirt; The background makes it look like a movie set — our collaborators for the feature, Visual Thinking Strategies, acted as live moderators, linking thoughts and posting further questions intended to help them go deeper and see more. Most weeks that created a lively debate in our comments section, as students of all ages, backgrounds and places pushed each other to find detail and defend interpretations.

“Just as with the physical world, where hurricanes, tornadoes, and other ‘acts of God’ just happen, the same is true of the social world,” he wrote. “Some people just do things. They assassinate world leaders, act on poorly thought out ideologies, and leave clues at the scene of the crime. Too strong a belief in the rationality of people in general, or of the world, will lead us to seek purposive explanations where none exists.”

He says conspiracy theorists rely on what he calls “errant data,” or random minutiae within a terror attack or major event that can—and maybe should—go unexplained in reality. Those pushing conspiracies, however, seize on that unexplained info and attempt to explain it in full.It is an effort to connect every dot on the map—every blade of grass on the Grassy Knoll—even if some dots have nothing to with the larger event at all

Crisis class theory is a weirdly hopeful, terribly reductionist coping mechanism, a way to explain a world that can be unjust and needlessly cruel—but wouldn’t be if the “bad guys” controlling it all were vanquished.“There is surely some psychological comfort in believing that a horrific event like a mass murder of schoolchildren never really happened at all—that it was all fake,” he writes.

Despite the astonishing breadth of his interests, Frank’s core obsession in teaching turned on the relation between science and the humanities. More particularly, his concern was with the relation between the causal explanations offered by science and the kinds of humanistic description we find, say, in the novels of Dickens or Dostoevsky, or in the sociological writings of Erving Goffman and David Riesman. His quest was to try and clarify the occasions when a scientific explanation was appropriate and when it was not, and we need instead a humanistic remark. His conviction was that our confusions about science and the humanities had wide-ranging and malign societal consequences.

Shakespeare has not lost his place in this new world, just as, despite the grim jeremiads of the cultural pessimists, he has not lost his place in colleges and universities. On the contrary, his works (and even his image) turn up everywhere, and students continue to flock to courses that teach him, even when those courses are not required. But as I have discovered in my teaching, it is a different Shakespeare from the one with whom I first fell in love. Many of my students may have less verbal acuity than in years past, but they often possess highly developed visual, musical and performative skills. They intuitively grasp, in a way I came to understand only slowly, the pervasiveness of songs in Shakespeare’s plays, the strange ways that his scenes flow one into another or the cunning alternation of close-ups and long views. When I ask them to write a 10-page paper analyzing a particular web of metaphors, exploring a complex theme or amassing evidence to support an argument, the results are often wooden; when I ask them to analyze a film clip, perform a scene or make a video, I stand a better chance of receiving something extraordinary. A student with a beautiful voice performed Brahms’s Ophelia songs, with a piano accompaniment by another gifted musician. Students with a knack for creative writing have composed monologues in the voice of the villainous Iago, short stories depicting an awkward reunion of Shylock and his daughter, Jessica, or even additional scenes in Shakespearean verse.