Search results for '*Neuropsychological Assessment' (try it on Scholar)

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  1. Office of Technology Assessment (1982). An Assessment of Alternatives for a National Computerized Criminal History System. Acm Sigcas Computers and Society 12 (3):14-25.score: 180.0
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  2. [deleted]Oguz M. (2008). Longitudinal Neuropsychological Assessment in Patients with Impaired Attention: 6 Years Follow-Up Study. Frontiers in Human Neuroscience 2.score: 100.0
  3. [deleted]Bolduc M. (2010). Neuropsychological Assessment of Delusional Disorder (DSM-IV). Frontiers in Human Neuroscience 4.score: 100.0
  4. D. Ashley Cohen, Differences in Awareness of Neuropsychological Deficits Among Three Patient Populations.score: 60.0
  5. Tristan Bekinschtein, Cecilia Tiberti, Jorge Niklison, Mercedes Tamashiro, Melania Ron, Silvina Carpintiero, Mirta Villarreal, Cecilia Forcato, Ramon Leiguarda & Facundo Manes (2005). Assessing Level of Consciousness and Cognitive Changes From Vegetative State to Full Recovery. Neuropsychological Rehabilitation. Vol 15 (3-4):307-322.score: 51.0
  6. Erik J. Kobylarz & Nicholas D. Schiff (2005). Neurophysiological Correlates of Persistent Vegetative and Minimally Conscious States. Neuropsychological Rehabilitation. Vol 15 (3-4):323-332.score: 44.0
  7. Catherine Tallon-Baudry (2004). Attention and Awareness in Synchrony. Trends in Cognitive Sciences 8 (12):523-525.score: 40.0
  8. Brick Johnstone & Bret A. Glass (2008). Support for a Neuropsychological Model of Spirituality in Persons with Traumatic Brain Injury. Zygon 43 (4):861-874.score: 40.0
    Recent research suggests that spiritual experiences are related to increased physiological activity of the frontal and temporal lobes and decreased activity of the right parietal lobe. The current study determined if similar relationships exist between self-reported spirituality and neuropsychological abilities associated with those cerebral structures for persons with traumatic brain injury (TBI). Participants included 26 adults with TBI referred for neuropsychological assessment. Measures included the Core Index of Spirituality (INSPIRIT); neuropsychological indices of cerebral structures: temporal lobes (Wechsler Memory Scale-III), (...)
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  9. Eliane da Silva Moreira Fay, Lucas Neiva-Silva & Carolina Vieira (2007). Avaliação psicológica, neuropsicológica e recursos em neuroimagem: novas perspectivas em saúde mental. Aletheia 26:181-195.score: 40.0
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  10. [deleted]Leon Y. Deouell Mario Bonato (2013). Hemispatial Neglect: Computer-Based Testing Allows More Sensitive Quantification of Attentional Disorders and Recovery and Might Lead to Better Evaluation of Rehabilitation. Frontiers in Human Neuroscience 7.score: 40.0
    Hemispatial Neglect: Computer-Based Testing Allows More Sensitive Quantification of Attentional Disorders and Recovery and Might Lead to Better Evaluation of Rehabilitation.
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  11. Carlo Abbate & Pietro Davide Trimarchi (2013). Clinical Neuropsychologists Need a Standard Preliminary Observational Examination of Cognitive Functions. Frontiers in Psychology 4.score: 40.0
    Clinical neuropsychologists need a standard preliminary observational examination of cognitive functions.
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  12. Nicole Maineri Steibel & Rosa Maria Martins de Almeida (2010). Estudo de Caso - Avaliação Neuropsicológica: Depressão X Demência. Aletheia 31:111-120.score: 40.0
    Essa pesquisa é um estudo de caso em que foram avaliadas as habilidades cognitivas de um idoso com queixa de memória e de sintomas depressivos. Foram aplicados testes cognitivos, escalas para avaliar as funções cognitivas e realizadas análise qualitativa e quantitativa dos resultados com objetivo de..
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  13. Shelley Marie Gremley, Self-Awareness and Memory Deficits in Sub-Acute Traumatic Brain Injury.score: 40.0
  14. Brian Levine (2000). Self-Regulation and Autonoetic Consciousness. In Endel Tulving (ed.), Memory, Consciousness, and the Brain: The Tallinn Conference. Psychology Press/Taylor & Francis.score: 40.0
     
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  15. Rebecca Martin-Scull & Robert Nilsen (2002). Evaluating Awareness: A Rating Scale and its Uses. International Journal of Cognitive Technology 7 (1):31-37.score: 40.0
     
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  16. Ivana S. Marková & German E. Berrios (2006). Approaches to the Assessment of Awareness: Conceptual Issues. Neuropsychological Rehabilitation 16 (4):439-455.score: 29.0
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  17. Jacob Stegenga (forthcoming). Herding QATs: Quality Assessment Tools for Evidence in Medicine. In Huneman, Silberstein & Lambert (eds.), Herding QATs: Quality Assessment Tools for Evidence in Medicine.score: 27.0
    Medical scientists employ ‘quality assessment tools’ (QATs) to measure the quality of evidence from clinical studies, especially randomized controlled trials (RCTs). These tools are designed to take into account various methodological details of clinical studies, including randomization, blinding, and other features of studies deemed relevant to minimizing bias and error. There are now dozens available. The various QATs on offer differ widely from each other, and second-order empirical studies show that QATs have low inter-rater reliability and low inter-tool reliability. (...)
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  18. Erich Schienke, Seth Baum, Nancy Tuana, Kenneth Davis & Klaus Keller (2011). Intrinsic Ethics Regarding Integrated Assessment Models for Climate Management. Science and Engineering Ethics 17 (3):503-523.score: 24.0
    In this essay we develop and argue for the adoption of a more comprehensive model of research ethics than is included within current conceptions of responsible conduct of research (RCR). We argue that our model, which we label the ethical dimensions of scientific research (EDSR), is a more comprehensive approach to encouraging ethically responsible scientific research compared to the currently typically adopted approach in RCR training. This essay focuses on developing a pedagogical approach that enables scientists to better understand and (...)
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  19. Soemini Kasanmoentalib (1996). Science and Values in Risk Assessment: The Case of Deliberate Release of Genetically Engineered Organisms. [REVIEW] Journal of Agricultural and Environmental Ethics 9 (1):42-60.score: 24.0
    To make more responsible decisions regarding risk and to understand disagreements and controversies in risk assessments, it is important to know how and where values are infused into risk assessment and how they are embedded in the conclusions. In this article an attempt is made to disentangle the relationship of science and values in decision-making concerning the deliberate release of genetically modified organisms (GMOs) into the environment. This exercise in applied philosophy of science is based on Helen Longino's contextual (...)
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  20. David Wright (2011). A Framework for the Ethical Impact Assessment of Information Technology. Ethics and Information Technology 13 (3):199-226.score: 24.0
    This paper proposes a framework for an ethical impact assessment which can be performed in regard to any policy, service, project or programme involving information technology. The framework is structured on the four principles posited by Beauchamp and Childress together with a separate section on privacy and data protection. The framework identifies key social values and ethical issues, provides some brief explanatory contextual information which is then followed by a set of questions aimed at the technology developer or policy-maker (...)
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  21. Franz Huber (2007). The Logic of Theory Assessment. Journal of Philosophical Logic 36 (5):511-538.score: 24.0
    This paper starts by indicating the analysis of Hempel's conditions of adequacy for any relation of confirmation (Hempel, 1945) as presented in Huber (submitted). There I argue contra Carnap (1962, Section 87) that Hempel felt the need for two concepts of confirmation: one aiming at plausible theories and another aiming at informative theories. However, he also realized that these two concepts are conflicting, and he gave up the concept of confirmation aiming at informative theories. The main part of the paper (...)
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  22. Caroline Gauthier (2005). Measuring Corporate Social and Environmental Performance: The Extended Life-Cycle Assessment. [REVIEW] Journal of Business Ethics 59 (1-2):199 - 206.score: 24.0
    This papers attempts to bridge business ethics to corporate social responsibility including the social and environmental dimensions. The objective of the paper is to suggest an improvement of the most commonly used corporate environmental management tool, the Life Cycle Assessment (LCA). The method includes two stages. First, more phases are added to the life-cycle of a product. Second, social criteria that measure the social performance of a product are introduced. An application of this “extended” LCA tool is given.
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  23. Barbara Crossouard & John Pryor (2012). How Theory Matters: Formative Assessment Theory and Practices and Their Different Relations to Education. [REVIEW] Studies in Philosophy and Education 31 (3):251-263.score: 24.0
    The positioning of theory in relation to educational practice has provoked much recent debate, with some arguing that educational theory constrains thinking in education, while others dismiss ‘theory’ out of hand as belonging to the world of the ‘academic’, abstracted from the ‘realities’ of the classroom. This paper views theory as necessarily implicated in all practices, but argues that depending on the theories embraced, and the understanding of theory itself, education can be understood in very different ways. Resisting the separation (...)
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  24. E. Ann Clark & Hugh Lehman (2001). Assessment of GM Crops in Commercial Agriculture. Journal of Agricultural and Environmental Ethics 14 (1):3-28.score: 24.0
    The caliber of recent discourse regarding geneticallymodified organisms (GMOs) has suffered from a lack of consensuson terminology, from the scarcity of evidence upon which toassess risk to health and to the environment, and from valuedifferences between proponents and opponents of GMOs. Towardsaddressing these issues, we present the thesis that GM should bedefined as the forcible insertion of DNA into a host genome,irrespective of the source of the DNA, and exclusive ofconventional or mutation breeding.Some defenders of the commercial use of GMOs (...)
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  25. Maddalena Taras (2005). Assessment: Summative and Formative: Some Theoretical Reflections. British Journal of Educational Studies 53 (4):466 - 478.score: 24.0
    This paper wishes to clarify the definitions of the central terms relating to assessment. It argues that all assessment begins with summative assessment (which is a judgement) and that formative assessment is in fact summative assessment plus feedback which is used by the learner.
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  26. Kevin Possin (2013). A Serious Flaw in the Collegiate Learning Assessment [CLA] Test. Informal Logic 33 (3):390-405.score: 24.0
    The Collegiate Learning Assessment Test has become popular and highly recommended, praised for its reliability and validity. I argue that while the CLA may be a commendable test for measuring critical-thinking, problem-solving, and logical-reasoning skills, those who are scoring students’ answers to the test’s questions are rendering the CLA invalid.
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  27. Nick Peim & Kevin J. Flint (2009). Testing Times: Questions Concerning Assessment for School Improvement. Educational Philosophy and Theory 41 (3):342-361.score: 24.0
    Contemporary education now appears to be dominated by the continual drive for improvement measured against the assessment of what students have learned. It is our contention that a foundational relation with assessment organises contemporary education. Here we draw on a 'way of thinking' that is deconstructive in its intent. Such thinking makes clear the vicious circularity of the argument for improvement, wherein assessment valorised in discourses of improvement provides not only a rationalisation for improvement via assessment, (...)
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  28. Zahra Meghani (2009). The Us' Food and Drug Administration, Normativity of Risk Assessment, Gmos, and American Democracy. Journal of Agricultural and Environmental Ethics 22 (2):125-139.score: 24.0
    The process of risk assessment of biotechnologies, such as genetically modified organisms (GMOs), has normative dimensions. However, the US’ Food and Drug Administration (FDA) seems committed to the idea that such evaluations are objective. This essay makes the case that the agency’s regulatory approach should be changed such that the public is involved in deciding any ethical or social questions that might arise during risk assessment of GMOs. It is argued that, in the US, neither aggregative nor deliberative (...)
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  29. Gordon Stobart (2001). The Validity of National Curriculum Assessment. British Journal of Educational Studies 49 (1):26 - 39.score: 24.0
    This paper reviews the validity of National Curriculum assessment in England. It works with the concept of 'consequential validity' (Messick, 1989) which incorporates both conventional 'reliability' issues and the use to which any assessment is put. The review uses the eight stage 'threats to validity' model developed by Crooks, Kane and Cohen (1996). The complexity of National Curriculum assessment makes evaluation difficult. These assessments are used for a variety of purposes so that the 'consequential' aspects are compounded. (...)
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  30. [deleted]Eva Van Den Bussche, Astrid Vermeiren, Kobe Desender, Wim Gevers, Gethin Hughes, Tom Verguts & Bert Reynvoet (2013). Disentangling Conscious and Unconscious Processing: A Subjective Trial-Based Assessment Approach. Frontiers in Human Neuroscience 7.score: 24.0
    The most common method for assessing similarities and differences between conscious and unconscious processing is to compare the effects of unconscious (perceptually weak) stimuli, with conscious (perceptually strong) stimuli. Awareness of these stimuli is then assessed by objective performance on prime identification tasks. While this approach has proven extremely fruitful in furthering our understanding of unconscious cognition, it also suffers from some critical problems. We present an alternative methodology for comparing conscious and unconscious cognition. We used a priming version of (...)
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  31. Franklin G. Miller & Luana Colloca (2011). The Placebo Phenomenon and Medical Ethics: Rethinking the Relationship Between Informed Consent and Risk–Benefit Assessment. Theoretical Medicine and Bioethics 32 (4):229-243.score: 24.0
    It has been presumed within bioethics that the benefits and risks of treatments can be assessed independently of information disclosure to patients as part of the informed consent process. Research on placebo and nocebo effects indicates that this is not true for symptomatic treatments. The benefits and risks that patients experience from symptomatic treatments can be shaped powerfully by information about these treatments provided by clinicians. In this paper we discuss the implications of placebo and nocebo research for risk–benefit (...) and informed consent. (shrink)
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  32. Peter A. D. Beets (2012). Strengthening Morality and Ethics in Educational Assessment Through Ubuntu in South Africa. Educational Philosophy and Theory 44 (s2):68-83.score: 24.0
    While assessment is regarded as integral to enhancing the quality of teaching and learning, it is also a practice fraught with moral and ethical issues. An analysis is made of current assessment practices of teachers in South Africa which seem to straddle the domains of accountability and professional codes of conduct. In the process the position of the teacher as mediator between policies and diverse learner needs is explored in the light of moral and ethical considerations. Based on (...)
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  33. Bjørn Hofmann (2005). On Value-Judgements and Ethics in Health Technology Assessment. Poiesis and Praxis 3 (4):277-295.score: 24.0
    The widespread application of technology in health care has imposed a broad range of challenges. The field of health technology assessment (HTA) is developed in order to face some of these challenges. However, this strategy has not been as successful as one could hope. One of the reasons for this is that social and ethical considerations have not been integrated in the HTA process. Nowadays however, such considerations have been included in many HTAs. Still, the conclusions and recommendations of (...)
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  34. Lorraine Y. Landry (1999). Multi-Disciplinary Competence Assessment: A Case Study in Consensus and Culture. Theoretical Medicine and Bioethics 20 (5):423-437.score: 24.0
    The case of May Redwing, an American Indian woman assessed for competence is examined in detail. The case highlights the interconnections between the cultures of medicine and law and notes the importance of criteria of competence assessment, but also underscores the necessity of attention to the patient'scultural background in a multi-disciplinary competence assessment team process. Three interrelated areas of inquiry are explored: (1) Can we expect a morally and politically justifiable assessment of competence from a multi-disciplinary approach? (...)
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  35. Barbara Skorupinski & Konrad Ott (2002). Technology Assessment and Ethics. Poiesis and Praxis 1 (2):95-122.score: 24.0
    Technology assessment (TA) is – for several reasons – not detachable from ethical questions. The development of institutions and concepts for TA, especially in the USA and Western Europe, has been marked by an increasing tendency to focus evaluative and normative questions. In the following paper, we point out, in as far as the common notions of TA are implicitly normative, why reflection upon conceptual options of TA inevitably leads to ethical questions, and that the key question of participation (...)
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  36. Nathan Carlin, Cathy Rozmus, Jeffrey Spike, Irmgard Willcockson, William Seifert, Cynthia Chappell, Pei-Hsuan Hsieh, Thomas Cole, Catherine Flaitz, Joan Engebretson, Rebecca Lunstroth, Charles Amos & Bryant Boutwell (2011). The Health Professional Ethics Rubric: Practical Assessment in Ethics Education for Health Professional Schools. [REVIEW] Journal of Academic Ethics 9 (4):277-290.score: 24.0
    A barrier to the development and refinement of ethics education in and across health professional schools is that there is not an agreed upon instrument or method for assessment in ethics education. The most widely used ethics education assessment instrument is the Defining Issues Test (DIT) I & II. This instrument is not specific to the health professions. But it has been modified for use in, and influenced the development of other instruments in, the health professions. The DIT (...)
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  37. André Nijhof, Stephan Cludts, Olaf Fisscher & Albertus Laan (2003). Measuring the Implementation of Codes of Conduct. An Assessment Method Based on a Process Approach of the Responsible Organisation. Journal of Business Ethics 45 (1-2):65 - 78.score: 24.0
    More and more organisations formulate a code of conduct in order to stimulate responsible behaviour among their members. Much time and energy is usually spent fixing the content of the code but many organisations get stuck in the challenge of implementing and maintaining the code. The code then turns into nothing else than the notorious "paper in the drawer", without achieving its aims. The challenge of implementation is to utilize the dynamics which have emerged from the formulation of the code. (...)
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  38. John Threlfall (2005). The Formative Use of Assessment Information in Planning: The Notion of Contingent Planning. British Journal of Educational Studies 53 (1):54 - 65.score: 24.0
    This article is concerned with the relationship between assessment information and teacher planning. In the UK, although planning used to be central to characterisations of formative assessment, the most recent government proclamations under the 'Assessment for Learning' banner offer no clear role for teachers making decisions about what to do based on assessment information. In this article, the reasons behind the shift will be examined. 'Contingent planning' will be proposed as a mechanism for using assessment (...)
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  39. Michiel van Oudheusden (2011). Questioning 'Participation': A Critical Appraisal of its Conceptualization in a Flemish Participatory Technology Assessment. Science and Engineering Ethics 17 (4):673-690.score: 24.0
    This article draws attention to struggles inherent in discourse about the meaning of participation in a Flemish participatory technology assessment (pTA) on nanotechnologies. It explores how, at the project’s outset, key actors (e.g., nanotechnologists and pTA researchers) frame elements of the process like ‘the public’ and draw on interpretive repertoires to fit their perspective. The examples call into question normative commitments to cooperation, consensus building, and common action that conventionally guide pTA approaches. It is argued that pTA itself must (...)
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  40. Brian J. Richards (2008). Formative Assessment in Teacher Education: The Development of a Diagnostic Language Test for Trainee Teachers of German. British Journal of Educational Studies 56 (2):184 - 204.score: 24.0
    This article describes the development and validation of a diagnostic test of German and its integration in a programme of formative assessment during a one-year initial teacher-training course. The test focuses on linguistic aspects that cause difficulty for trainee teachers of German as a foreign language and assesses implicit and explicit grammatical knowledge as well as students' confidence in this knowledge. Administration of the test to 57 German speakers in four groups (first-year undergraduates, fourth-year undergraduates, postgraduate trainees, and native (...)
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  41. Rob P. B. Reuzel, Gert-Jan van Der Wilt, Henk A. M. J. ten Have & Pieter F. de Vries Robbé (1999). Reducing Normative Bias in Health Technology Assessment: Interactive Evaluation and Casuistry. Medicine, Health Care and Philosophy 2 (3):255-263.score: 24.0
    Health technology assessment (HTA) is often biased in the sense that it neglects relevant perspectives on the technology in question. To incorporate different perspectives in HTA, we should pursue agreement about what are relevant, plausible, and feasible research questions; interactive technology assessment (iTA) might be suitable for this goal. In this way a kind of procedural ethics is established. Currently, ethics too often is focussed on the application of general principles, which leaves a lot of confusion as to (...)
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  42. Cynthia Chappell & Nathan Carlin (2011). Public Health Ethics Education in a Competency-Based Curriculum: A Method of Programmatic Assessment. [REVIEW] Journal of Academic Ethics 9 (1):33-42.score: 24.0
    Public health ethics began to emerge in the 1990s as a development within bioethics. Public health ethics education has been implemented in schools of public health in recent years, and specific professionalism and ethics competencies were included in the Master of Public Health (MPH) competency set developed nationally and adapted by individual schools of public health around the country. The University of Texas School of Public Health approved the present set of MPH competencies in 2005. After 4 years of experience, (...)
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  43. Stephen Intille Genevieve Fridlund Dunton, Yue Liao, Keito Kawabata (2012). Momentary Assessment of Adults' Physical Activity and Sedentary Behavior: Feasibility and Validity. Frontiers in Psychology 3.score: 24.0
    Introduction: Mobile phones are ubiquitous and easy to use, and thus have the capacity to collect real-time data from large numbers of people. Research tested the feasibility and validity of an Ecological Momentary Assessment (EMA) self-report protocol using electronic surveys on mobile phones to assess adults’ physical activity and sedentary behaviors. Methods: Adults (N = 110) (73% female, 30% Hispanic, 62% overweight/obese) completed a four-day signal-contingent EMA protocol (Sat. - Tues.) with eight surveys randomly spaced throughout each day. EMA (...)
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  44. G. C. Mograbi (2011). Neural Basis of Decision-Making and Assessment: Issues on Testability and Philosophical Relevance. Mens Sana Monographs 9 (1):251.score: 24.0
    Decision-making is an intricate subject in neuroscience. It is often argued that laboratorial research is not capable of dealing with the necessary complexity to study the issue. Whereas philosophers in general neglect the physiological features that constitute the main aspects of thought and behaviour, I advocate that cutting-edge neuroscientific experiments can offer us a framework to explain human behaviour in its relationship with will, self-control, inhibition, emotion and reasoning. It is my contention that self-control mechanisms can modulate more basic stimuli. (...)
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  45. Barbara Skorupinski (2002). Putting Precaution to Debate – About the Precautionary Principle and Participatory Technology Assessment. Journal of Agricultural and Environmental Ethics 15 (1):87-102.score: 24.0
    Technology assessment (TA) as aninstitution was introduced nearly thirty yearsago as an instrument to render possible themaking of responsible decisions concerning newtechnological options. Another recentdevelopment however has been the introductionof participatory technology assessment (pTA),mainly connected to the growing insight thatthe evaluation of technological options withrespect to their risks and benefits, is not –only – a scientific question. This paper willfocus on the questions, to what degree theideas of technology assessment and thePrecautionary Principle are connected and how.Without naming (...)
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  46. Denis Collins, James Weber & Rebecca Zambrano (2013). Teaching Business Ethics Online: Perspectives on Course Design, Delivery, Student Engagement, and Assessment. [REVIEW] Journal of Business Ethics:1-17.score: 24.0
    The number of online courses in business schools is growing dramatically, but little has been published about teaching business ethics courses online. This article addresses key pedagogical design, delivery, student engagement, and assessment issues that should be considered when creating a high-quality, asynchronous online business ethics course for either undergraduate or graduate business student populations. Best practices are discussed within an integrative case study approach based on the experiences of a director of online faculty development and two accomplished online (...)
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  47. Thomas S. Huddle (2007). The Limits of Objective Assessment of Medical Practice. Theoretical Medicine and Bioethics 28 (6):487-496.score: 24.0
    Medical work is increasingly being subjected to objective assessment as those who pay for it seek to grasp the quality of that work and how best to improve it. While objective measures have a role in the assessment of health care, I argue that this role is currently overestimated and that no human practice such as medicine can be fully comprehended by objective assessment. I suggest that the character of practices, in which formalizations are combined with judgment, (...)
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  48. Honoré Mitonga Kabwebwe, Choshi Darius Kasanda, Kazuvire Veii & Roderick Zimba (2013). Medical and Pharmacy Students' Perceptions of the Grading and Assessment Practices. Frontiers in Psychology 4.score: 24.0
    Many students at the University of Namibia have frequently complained about ineffective assessment practices used at the institution. On many occasions, these complaints have not been substantiated with evidence of any kind. The purpose of this study was to obtain some empirical evidence that would ascertain undergraduate students’ perceptions of the University of Namibia’s grading and assessment practices. Using a structured scaled questionnaire, data were obtained from a representative sample of the University’s undergraduate students studying for Medical and (...)
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  49. Steve Sizmur & Marian Sainsbury (1997). Criterion Referencing and the Meaning of National Curriculum Assessment. British Journal of Educational Studies 45 (2):123 - 140.score: 24.0
    Criterion-referenced assessment has made promises that it is unable to keep. The idea that a criterion-referenced test may afford a clear and direct interpretation in terms of exactly which tasks an examinee can perform is unattainable for the kinds of learning promoted in complex curricula, such as the National Curriculum in England and Wales. However, examining more carefully the origin of these claims suggests that they reflect a particularly narrow view of criterion referencing, founded on some dubious assumptions. A (...)
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  50. Ulrich Ebner-Priemer Thomas Bossmann, Martina Kanning, Susanne Koudela-Hamila, Stefan Hey (2013). The Association Between Short Periods of Everyday Life Activities and Affective States: A Replication Study Using Ambulatory Assessment. Frontiers in Psychology 4.score: 24.0
    Regularly conducted exercise programs effectively influence affective states. Studies suggest that this is also true for short bouts of physical activity of ten minutes or less. Accordingly, everyday life activities of short duration might be used to regulate affective states. However, this association has rarely been studied in reference to unstructured activities in ongoing real-life situations. The current study examined the influence of various everyday life activities on three dimensions of mood (valence, calmness, energetic arousal) in a predominantly inactive sample. (...)
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