Search results for 'Boaz Huss' (try it on Scholar)

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  1.  9
    Boaz Huss (1998). Sefer Ha-Zohar as a Canonical, Sacred and Holy Text: Changing Perspectives of the Book of Splendor Between the Thirteenth and Eighteenth Centuries. Journal of Jewish Thought and Philosophy 7 (2):257-307.
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  2.  35
    Kristin Andrews & Brian Huss (2014). Anthropomorphism, Anthropectomy, and the Null Hypothesis. Biology and Philosophy 29 (5):711-729.
    We examine the claim that the methodology of psychology leads to a bias in animal cognition research against attributing “anthropomorphic” properties to animals . This charge is examined in light of a debate on the role of folk psychology between primatologists who emphasize similarities between humans and other apes, and those who emphasize differences. We argue that while in practice there is sometimes bias, either in the formulation of the null hypothesis or in the preference of Type-II errors over Type-I (...)
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  3. Brian Huss (2009). Three Challenges (and Three Replies) to the Ethics of Belief. Synthese 168 (2):249 - 271.
    In this paper I look at three challenges to the very possibility of an ethics of belief and then show how they can be met. The first challenge, from Thomas Kelly, says that epistemic rationality is not (merely) a form of instrumental rationality. If this claim is true, then it will be difficult to develop an ethics of belief that does not run afoul of naturalism. The second challenge is the Non-Voluntarism Argument, which holds that because we cannot believe at (...)
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  4.  28
    H. Fenwick Huss & Denise M. Patterson (1993). Ethics in Accounting: Values Education Without Indoctrination. [REVIEW] Journal of Business Ethics 12 (3):235 - 243.
    The integration of ethics into accounting curricula is a critical challenge facing accounting educators. The ethical subject matter to be covered and the role of the professor in ethical debates in the classroom are important unresolved issues. In this paper, we explore teaching basic values as an integral part of ethics education. Concern about indoctrination of students is addressed and the consistency of values education with the goals of ethics education is examined. A role for ethics researchers in (...)
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  5.  55
    Brian Huss (2004). Cultural Differences and the Law of Noncontradiction: Some Criteria for Further Research. Philosophical Psychology 17 (3):375 – 389.
    Recent psychological research on the connection between culture and thought could have dire consequences for the idea that there are objective standards of reasoning and that meaningful cross-cultural discussion is possible. The problems are particularly acute if research shows that the Law of Noncontradiction (LNC) is not a universal of folk epistemology. It is extremely difficult to provide a non-circular justification for the LNC, and yet the LNC seems to act as a basic standard for reasoning in the West. If (...)
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  6.  3
    H. R. Fisher, C. McKevitt & A. Boaz (2011). Why Do Parents Enrol Their Children in Research: A Narrative Synthesis. Journal of Medical Ethics 37 (9):544-551.
    Objective Recent legislation mandating the inclusion of children in clinical trials has resulted in an increase in the number of children participating in research. We reviewed the literature regarding the reasons parents chose to accept or decline an invitation to enrol their children in clinical research. Methods We searched for qualitative studies, written in the English language that considered the experiences of parents who had been invited to enrol their children in research. SCOPUS and Web of Knowledge electronic databases and (...)
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  7.  4
    Eric Juengst & John Huss (2009). From Metagenomics to the Metagenome: Conceptual Change and the Rhetoric of Translational Genomic Research. Genomics, Society and Policy 5:1-19.
    As the international genomic research community moves from the tool-making efforts of the Human Genome Project into biomedical applications of those tools, new metaphors are being suggested as useful to understanding how our genes work – and for understanding who we are as biological organisms. In this essay we focus on the Human Microbiome Project as one such translational initiative. The HMP is a new ‘metagenomic’ research effort to sequence the genomes of human microbiological flora, in order to pursue the (...)
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  8.  6
    Matthew T. Huss, John P. Curnyn, Sharon L. Roberts, Stephen F. Davis, Lonnie Yandell & Peter Giordano (1993). Hard Driven but Not Dishonest: Cheating and the Type A Personality. Bulletin of the Psychonomic Society 31 (5):429-430.
  9.  12
    U. Goswami, D. Gerson, L. Astruc, M. Huss & N. Mead (2012). Dyslexia–in Tune but Out of Time. Trends in Cognitive Sciences 15:3-10.
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  10.  6
    Matthew T. Huss, Gary K. Leak & Stephen F. Davis (1993). A Validation Study of the Novaco Anger Inventory. Bulletin of the Psychonomic Society 31 (4):279-281.
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  11.  39
    Kristin Andrews, Anne Russon, Brian Huss, Kristin Andrews, Anne Russon & Brian Huss (2007). Innovation and the Grain Problem. Behavioral and Brain Sciences 30 (4):422-423.
    Ramsey, Bastian, and van Schaik (RBS) have made a valiant effort to identify innovations in nature. As their theoretical perspective on innovation as a product largely conforms to Reader & Laland (2003), their novel contribution is epistemological. They may well have considered as much information as possible on the ecological, individual, and historical factors that suggest innovations in nature. However, their method does not..
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  12.  9
    Stephen F. Davis, Sara L. W. Armstrong & Matthew T. Huss (1993). Shock-Elicited Aggression is Influenced by Lead and/or Alcohol Exposure. Bulletin of the Psychonomic Society 31 (5):451-453.
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  13.  9
    John Huss (2014). Popular Culture and Philosophy: Rules of Engagement. Essays in Philosophy 15 (1):19-32.
    The exploration of popular culture topics by academic philosophers for non-academic audiences has given rise to a distinctive genre of philosophical writing. Edited volumes with titles such as Black Sabbath and Philosophy or Buffy the Vampire Slayer and Philosophy contain chapters by multiple philosophical authors that attempt to bring philosophy to popular audiences. Two dominant models have emerged in the genre. On the pedagogical model, authors use popular culture examples to teach the reader philosophy. The end is to promote philosophical (...)
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  14.  7
    Bernhard Huss (1999). The Dancing Sokrates and the Laughing Xenophon, or the Other Symposium. American Journal of Philology 120 (3):381-409.
  15.  6
    Cristine Boaz & Maria Lúcia Tiellet Nunes (2010). Revisão da Literatura Brasileira Sobre a Problemática Do Desenvolvimento de Crianças Assistidas Por Clínicas-Escola. Aletheia 33:151-165.
    O objetivo do estudo é revisar a literatura brasileira sobre a problemática de desenvolvimento de crianças assistidas em clínicas-escola de 1980 a 2008, para avaliar mudanças nos problemas desenvolvimentais em relação ao sexo da criança. Os artigos são oriundos das bases eletrônicas Bvs, Indexpsi, L..
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  16.  1
    Brian Huss (2009). Three Challenges to the Ethics of Belief. Synthese 168 (2):249-271.
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  17.  13
    Anne Russon, Kristin Andrews & Brian Huss (2007). Innovation and the Grain Problem. Behavioral and Brain Sciences 30 (4):422-423.
    Our concern is with Ramsey et al.'s method for identifying innovation. We show that either it yields false positives or the authors offer insufficient guidance for its application. To avoid these results, the authors need to modify the key or offer better guidelines for delineating input. Either choice requires addressing the processes that generate a behavior.
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  18.  3
    Brian Huss (2005). Useful Argumentation: A Critique of the Epistemological Approach. Informal Logic 25 (3):261-275.
    The main rationale for adopting the epistemological approach to argumentation seems to take the form of a criticism of the consensus theory. This criticism says that some instances of clearly bad argumentation count as acceptable instances of argumentation on the consensus theory. Supposedly, the epistemological approach does not have this problem. I suggest that the kind of normativity argumentation theorists should be concerned with is the normativity associated with giving real-world advice on how to partake in a critical discussion. I (...)
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  19.  7
    Shawneequa L. Callier, John Huss & Eric T. Juengst (2010). GINA and Preemployment Criminal Background Checks. Hastings Center Report 40 (1):15-19.
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  20.  1
    R. M. Errington & W. Huss (1979). Untersuchungen zur Aussenpolitik Ptolemaios' IV. Journal of Hellenic Studies 99:196.
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  21.  1
    H. Fenwick Huss & Burt A. Leete (1988). The Broadened Scope of Rule 1Ob-5: Analysis and Implications for Participants in the Securities Markets. Business and Society 27 (1):1-6.
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  22. P. Boaz (2013). Philosophical Perspectives of K. Satchidananda Murty. D.K. Printworld.
     
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  23. Pusulury Boaz (2002). The Task of Philosophy. In P. George Victor (ed.), Social Relevance of Philosophy: Essays on Applied Philosophy. D.K. Printworld 3--9.
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  24. Brian Huss, Being Careful With Paralogisms: Pedagogical Concerns About Informal Fallacies.
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  25.  6
    Michael Cooperson (2006). Boaz Shoshan, Poetics of Islamic Historiography: Deconstructing Abarī's “History.” (Islamic History and Civilization: Studies and Texts, 53.) Leiden and Boston: Brill, 2004. Pp. Xxxiv, 272. $134. [REVIEW] Speculum 81 (4):1255-1257.
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  26.  17
    Richard Lindley Armstrong (2011). Boaz Hagin (2010) Death in Classical Hollywood Cinema. Film-Philosophy 15 (2):126-128.
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  27.  4
    Mary Whitby (2000). W. M. Calder III, B. Huss (Edd.), C. Buckler (Trans.): 'The Wilamowitz in Me': 100 Letters Between Ulrich von Wilamowitz-Moellendorff and Paul Friedländer (1904–31) . (Department of Special Collections, Charles E. Young Research Library, UCLA, Occasional Papers 9.) Pp. Xxv + 227. Los Angeles: University of California Press. Cased, $40. ISSN: 1041-1143. [REVIEW] The Classical Review 50 (02):675-.
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  28.  10
    Christopher Tuplin (2003). XENOPHON'S SYMPOSIUM B. Huss: Xenophons Symposion. Ein Kommentar . (Beiträge Zur Altertumskunde 125.) Pp. 493. Stuttgart and Leipzig: B. G. Teubner, 1999. ISBN: 3-519-07674-. [REVIEW] The Classical Review 53 (01):58-.
  29.  6
    S. M. Sherwin-White (1978). The Foreign Policy of Ptolemy IV Philopator Werner Huss: Untersuchungen zur Aussenpolitik Ptolemaios' IV. (Münchener Beiträge zur Papyrusforschung und antiken Rechtsgeschichte, 69.) Pp. 304. Munich: C. H. Beck, 1976. Paper. [REVIEW] The Classical Review 28 (02):308-310.
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  30.  2
    Carl F. Petry (1996). Boaz Shoshan, Popular Culture in Medieval Cairo.(Cambridge Studies in Islamic Civilization.) Cambridge, Eng.: Cambridge University Press, 1993. Pp. Xv, 148; 2 Maps. [REVIEW] Speculum 71 (4):1021-1022.
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  31.  3
    Dorothy J. Thompson (2003). Hellenistic Egypt W. Huss: Ägypten in Hellenistischer Zeit 332–30 Bc . Pp. 885, Maps. Munich: C. H. Beck, 2001. Cased, Dm 168. Isbn: 3-406-47154-. [REVIEW] The Classical Review 53 (02):407-.
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  32.  1
    C. J. Ducasse (1931). Book Review:Beauty. Helen Huss Parkhurst. [REVIEW] Ethics 41 (3):394-.
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  33. Jadwiga Błahut-Prusik (2009). Między rzeczywistością a utopią (rec. D. Boaz, \"Libertarianizm\"). Humanistyka I Przyrodoznawstwo 15.
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  34. Elan Barenholtz, Elias H. Cohen, Jacob Feldman & Manish Singh (2003). Helen Tager-Flusberg, Daniela Plesa-Skwerer, Susan Faja and Robert M. Joseph (Boston University School of Medicine) People with Williams Syndrome Process Faces Holistically, 11–24 Boaz Keysar, Shuhong Lin (the University of Chicago) and Dale J. Barr (the University of California). [REVIEW] Cognition 89:297-298.
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  35. J. G. Brennan (1959). Helen Huss Parkhurst. Proceedings and Addresses of the American Philosophical Association 33:119 -.
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  36. Simon Strickland (1998). Human Adaptability: Past, Present, and Future. Edited by S. J. Ulijaszek & R. A. Huss-Ashmore. Pp. 325. (Oxford University Press, Oxford, 1997.) £65.00. [REVIEW] Journal of Biosocial Science 30 (4):561-566.
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  37.  7
    Boaz Cohen (1959/1969). Law and Tradition in Judaism. New York, Ktav Pub. House.
    Boaz Cohen. sincere and great D'nan 'TD^n who do not approve of the policies or politics of their wilful and dominating leaders, but they are cowed into an undignified silence and submission, and are rendered impotent for salutary action.
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  38. Isaac Record & Boaz Miller (forthcoming). Taking iPhone Seriously: Epistemic Technologies and the Extended Mind. In Duncan Pritchard, Jesper Kallestrup‎, Orestis Palermos & J. Adam Carter‎ (eds.), Extended Epistemology. Oxford University Press
    David Chalmers thinks his iPhone exemplifies the extended mind thesis by meeting the criteria ‎that he and Andy Clark established in their well-known 1998 paper. Andy Clark agrees. We take ‎this proposal seriously, evaluating the case of the GPS-enabled smartphone as a potential mind ‎extender. We argue that the “trust and glue” criteria enumerated by Clark and Chalmers are ‎incompatible with both the epistemic responsibilities that accompany everyday activities and the ‎practices of trust that enable users to discharge them. Prospects (...)
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  39.  44
    Boaz Miller & Isaac Record (forthcoming). Responsible Epistemic Technologies: A Social-Epistemological Analysis of Autocompleted Web Search. New Media and Society.
    Information providing and gathering increasingly involve technologies like search ‎engines, which actively shape their <span class='Hi'>epistemic</span> surroundings. Yet, a satisfying account ‎of the <span class='Hi'>epistemic</span> responsibilities associated with them does not exist. We analyze ‎automatically generated search suggestions from the perspective of social ‎epistemology to illustrate how <span class='Hi'>epistemic</span> responsibilities associated with a ‎technology can be derived and assigned. Drawing on our previously developed ‎theoretical framework that connects responsible <span class='Hi'>epistemic</span> behavior to ‎practicability, we address two questions: first, given the (...)
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  40. Boaz Miller & Isaac Record (2013). Justified Belief in a Digital Age: On the Epistemic Implications of Secret Internet Technologies. Episteme 10 (02):117 - 134.
    People increasingly form beliefs based on information gained from automatically filtered Internet ‎sources such as search engines. However, the workings of such sources are often opaque, preventing ‎subjects from knowing whether the information provided is biased or incomplete. Users’ reliance on ‎Internet technologies whose modes of operation are concealed from them raises serious concerns about ‎the justificatory status of the beliefs they end up forming. Yet it is unclear how to address these concerns ‎within standard theories of knowledge and justification. (...)
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  41. Boaz Miller (2013). When is Consensus Knowledge Based? Distinguishing Shared Knowledge From Mere Agreement. Synthese 190 (7):1293-1316.
    Scientific consensus is widely deferred to in public debates as a social indicator of the existence of knowledge. However, it is far from clear that such deference to consensus is always justified. The existence of agreement in a community of researchers is a contingent fact, and researchers may reach a consensus for all kinds of reasons, such as fighting a common foe or sharing a common bias. Scientific consensus, by itself, does not necessarily indicate the existence of shared knowledge among (...)
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  42.  11
    Boaz Keysar, Shuhong Lin & Dale J. Barr (2003). Limits on Theory of Mind Use in Adults. Cognition 89 (1):25-41.
  43. Boaz Miller (2016). What is Hacking’s Argument for Entity Realism? Synthese 193 (3):991-1006.
    According to Ian Hacking’s Entity Realism, unobservable entities that scientists carefully manipulate to study other phenomena are real. Although Hacking presents his case in an intuitive, attractive, and persuasive way, his argument remains elusive. I present five possible readings of Hacking’s argument: a no-miracle argument, an indispensability argument, a transcendental argument, a Vichian argument, and a non-argument. I elucidate Hacking’s argument according to each reading, and review their strengths, their weaknesses, and their compatibility with each other.
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  44. Boaz Miller (2015). Why Knowledge is the Property of a Community and Possibly None of its Members. Philosophical Quarterly 65 (260):417-441.
    Mainstream analytic epistemology regards knowledge as the property of individuals, rather ‎than groups. Drawing on insights from the reality of knowledge production and dissemination ‎in the sciences, I argue, from within the analytic framework, that this view is wrong. I defend ‎the thesis of ‘knowledge-level justification communalism’, which states that at least some ‎knowledge, typically knowledge obtained from expert testimony, is the property of a ‎community and possibly none of its individual members, in that (...)
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  45.  25
    Steven Dellaportas (2006). Making a Difference with a Discrete Course on Accounting Ethics. Journal of Business Ethics 65 (4):391-404.
    Calls for the expansion of ethics education in the business and accounting curricula have resulted in a variety of interventions including additional material on ethical cases, the code of conduct, and the development of new courses devoted to ethical development [Lampe, J.: 1996]. The issue of whether ethics should be taught has been addressed by many authors [see for example: Hanson, K. O.: 1987; Huss, H. F. and D. M. Patterson: 1993; Jones, T. M.: 1988–1989; Kerr, D. S. and (...)
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  46. Boaz Miller (2014). Science, Values, and Pragmatic Encroachment on Knowledge. European Journal for Philosophy of Science 4 (2):253-270.
    Philosophers have recently argued, against a prevailing orthodoxy, that standards of knowledge partly depend on a subject’s interests; the more is at stake for the subject, the less she is in a position to know. This view, which is dubbed “Pragmatic Encroachment” has historical and conceptual connections to arguments in philosophy of science against the received model of science as value free. I bring the two debates together. I argue that Pragmatic Encroachment and the model of value-laden science reinforce each (...)
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  47.  9
    William S. Horton & Boaz Keysar (1996). When Do Speakers Take Into Account Common Ground? Cognition 59 (1):91-117.
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  48.  16
    Hadas Shintel & Boaz Keysar (2009). Less Is More: A Minimalist Account of Joint Action in Communication. Topics in Cognitive Science 1 (2):260-273.
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  49.  14
    Boaz Miller (2016). Scientific Consensus and Expert Testimony in Courts: Lessons From the Bendectin Litigation. Foundations of Science 21 (1):15-33.
    A consensus in a scientific community is often used as a resource for making informed public-policy decisions and deciding between rival expert testimonies in legal trials. This paper contains a social-epistemic analysis of the high-profile Bendectin drug controversy, which was decided in the courtroom inter alia by deference to a scientific consensus about the safety of Bendectin. Drawing on my previously developed account of knowledge-based consensus, I argue that the consensus in this case was not knowledge based, hence courts’ deference (...)
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  50.  41
    Boaz Miller (2015). “Trust Me—I’M a Public Intellectual”: Margaret Atwood’s and David Suzuki’s Social Epistemologies of Climate Science. In Michael Keren & Richard Hawkins‎ (eds.), Speaking Power to Truth: Digital Discourse and the Public Intellectual. Athabasca University Press‎ 113-128.
    Margaret Atwood and David Suzuki are two of the most prominent Canadian public ‎intellectuals ‎involved in the global warming debate. They both argue that anthropogenic global ‎warming is ‎occurring, warn against its grave consequences, and urge governments and the ‎public to take ‎immediate, decisive, extensive, and profound measures to prevent it. They differ, ‎however, in the ‎reasons and evidence they provide in support of their position. While Suzuki ‎stresses the scientific ‎evidence in favour of the global warming theory and (...)
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