Search results for 'Guy Callan' (try it on Scholar)

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  1. Guy Callan (2010). James Williams (2008) Gilles Deleuze's Logic of Sense: A Critical Introduction and Guide, Edinburgh: Edinburgh University Press, 219pp. [REVIEW] Deleuze Studies 4 (1):134-138.score: 240.0
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  2. Guy Callan (2011). Simon O'Sullivan and Stephen Zepke (2008) Deleuze, Guattari and the Production of the New, London and New York: Continuum.Dalie Giroux, Renéé Lemieux and Pierre-Luc Chéénier (2009) Contr'hommage Pour Gilles Deleuze. Nouvelles Lectures, Nouvelles Éécritures, Quéébec: Presses de l'Universitéé de Laval. [REVIEW] Deleuze Studies 5 (1):140-149.score: 240.0
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  3. Romero Baró, José Ma & Alain Guy (eds.) (2005). Homenaje a Alain Guy. Publicacions I Edicions de la Universitat de Barcelona.score: 210.0
    El filósofo francés Alain Guy (La Rochelle, 1918 - Narbonne, 1998) dedicó por entero su vida al estudio de la filosofía española e hispanoamericana, dándola a conocer no sólo en el extranjero sino también en nuestro país.
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  4. Eamonn Callan (2004). Creating Citizens: Political Education and Liberal Democracy. OUP Oxford.score: 60.0
    Oxford Political Theory presents the best new work in contemporary political theory. It is intended to be broad in scope, including original contributions to political philosophy, and also work in applied political theory. The series contains works of outstanding quality with no restriction as to approach or subject matter. The series editors are Will Kymlicka, David Miller, and Alan Ryan. -/- Any liberal democratic state must honour religious and cultural pluralism in its educational policies. To fail to honour them would (...)
     
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  5. Robert J. Deltete & Reed A. Guy (1996). Emerging From Imaginary Time. Synthese 108 (2):185 - 203.score: 30.0
    Recent models in quantum cosmology make use of the concept of imaginary time. These models all conjecture a join between regions of imaginary time and regions of real time. We examine the model of James Hartle and Stephen Hawking to argue that the various no-boundary attempts to interpret the transition from imaginary to real time in a logically consistent and physically significant way all fail. We believe this conclusion also applies to quantum tunneling models, such as that proposed by Alexander (...)
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  6. Robert Deltete & Reed Guy (1991). Einstein and EPR. Philosophy of Science 58 (3):377-397.score: 30.0
    Recent studies have shown that Einstein did not write the EPR paper and that he was disappointed with the outcome. He thought, rightly, that his own argument for the incompleteness of quantum theory was badly presented in the paper. We reconstruct the argument of EPR, indicate the reasons Einstein was dissatisfied with it, and discuss Einstein's own argument. We show that many commentators have been misled by the obscurity of EPR into proposing interpretations of its argument that do not accurately (...)
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  7. Eamonn Callan (2010). The Better Angels of Our Nature: Patriotism and Dirty Hands. Journal of Political Philosophy 18 (3):249-270.score: 30.0
  8. Mary E. Guy (1990). Ethical Decision Making in Everyday Work Situations. Quorum Books.score: 30.0
    This book takes a new approach to ethics by focusing on the kinds of dilemmas that confront people almost daily on the job.
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  9. Eamonn Callan (2005). The Ethics of Assimilation. Ethics 115 (3):471-500.score: 30.0
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  10. Eammonn Callan (2002). Democratic Patriotism and Multicultural Education. Studies in Philosophy and Education 21 (6):465-477.score: 30.0
    Debate about multicultural education in the USAhas been marked by anxieties about thestability of a nation that is both increasinglyculturally diverse and increasingly resistantto coercive assimilative practices. Apolitically and morally persuasivemulticulturalism must seek to dispel ratherthan evade these anxieties. One educationalvenue in which they must be addressed ishistory teaching. The possibility ofcultivating democratic patriotism in theteaching of a genuinely multicultural Americanhistory is discussed.
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  11. Eamonn Callan (2000). Liberal Legitimacy, Justice, and Civic Education. Ethics 111 (1):141-155.score: 30.0
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  12. Alfred Guy (1991). The Role of Aristotle's Praxis Today. Journal of Value Inquiry 25 (3):287-289.score: 30.0
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  13. Robert J. Deltete & Reed A. Guy (1997). Hartle-Hawking Cosmology and Unconditional Probabilities. Analysis 57 (4):304–315.score: 30.0
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  14. Eamonn Callan (1994). Autonomy and Alienation. Journal of Philosophy of Education 28 (1):35–53.score: 30.0
  15. Eamonn Callan (1997). The Great Sphere: Education Against Servility. Journal of Philosophy of Education 31 (2):221–232.score: 30.0
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  16. Randall Curren, Eamonn Callan, Walter Feinberg & Harry Brighouse (2001). Book Symposium: Harry Brighouse, School Choice and Social Justice. Studies in Philosophy and Education 20 (5):387-421.score: 30.0
  17. Reed Guy & Robert Deltete (1990). Fine, Einstein, and Ensembles. Foundations of Physics 20 (8):943-965.score: 30.0
    Einstein insisted that the only acceptable interpretation of the quantum theory was an ensemble interpretation, that this way of understanding the quantum formalism eliminated all the problems associated with interpreting the theory as a complete description of individual systems. But he never developed his ensemble interpretation in any detail or explained how it was supposed to resolve the difficulties with the individual interpretation. We offer a reconstruction of Einstein's position that is consonant with his other beliefs and examine the “prism” (...)
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  18. Eamonn Callan (1998). Patricia White, Civic Virtues and Public Schooling: Educating Citizens for a Democratic Society. Studies in Philosophy and Education 17 (2/3):211-215.score: 30.0
  19. R. Kent Guy (2000). Of Body and Brush: Grand Sacrifice as Text/Performance in Eighteenth-Century China (Review). Philosophy East and West 50 (4):623-625.score: 30.0
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  20. Eamonn Callan (1993). Patience and Courage. Philosophy 68 (266):523 - 539.score: 30.0
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  21. Eamonn Callan (1999). A Note on Patriotism and Utopianism: Response to Schrag. Studies in Philosophy and Education 18 (3):197-201.score: 30.0
  22. Eamonn Callan (1988). The Moral Status of Pity. Canadian Journal of Philosophy 18 (1):1 - 12.score: 30.0
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  23. Eamonn Callan (1994). Impartiality and Virtue. Journal of Value Inquiry 28 (3):401-414.score: 30.0
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  24. Eamonn Callan (2006). Love, Idolatry, and Patriotism. Social Theory and Practice 32 (4):525-546.score: 30.0
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  25. Eamonn Callan (1985). McLaughlin on Parental Rights. Journal of Philosophy of Education 19 (1):111–118.score: 30.0
  26. H. L. I. Bornett, J. H. Guy & P. J. Cain (2003). Impact of Animal Welfare on Costs and Viability of Pig Production in the UK. Journal of Agricultural and Environmental Ethics 16 (2):163-186.score: 30.0
    The European Union welfare standardsfor intensively kept pigs have steadilyincreased over the past few years and areproposed to continue in the future. It isimportant that the cost implications of thesechanges in welfare standards are assessed. Theaim of this study was to determine theprofitability of rearing pigs in a range ofhousing systems with different standards forpig welfare. Models were constructed tocalculate the cost of pig rearing (6–95 kg) in afully-slatted system (fulfilling minimum EUspace requirements, Directive 91630/EEC); apartly-slatted system; a high-welfare,straw-based system (...)
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  27. Eamonn Callan (1982). Dewey's Conception of Education As Growth. Educational Theory 32 (1):19-27.score: 30.0
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  28. Eamonn Callan (1983). Freedom and Schooling. Journal of Philosophy of Education 17 (1):45–56.score: 30.0
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  29. Eamonn Callan (1989). Godless Moral Education and Liberal Tolerance. Journal of Philosophy of Education 23 (2):267–281.score: 30.0
  30. Neal M. Ashkanasy, Sarah Falkus & Victor J. Callan (2000). Predictors of Ethical Code Use and Ethical Tolerance in the Public Sector. Journal of Business Ethics 25 (3):237 - 253.score: 30.0
    This paper reports the results of a survey of ethical attitudes, values, and propensities in public sector employees in Australia. It was expected that demographic variables, personal values, and contextual variables at the individual level, and group- and organisational-level values would predict use of formal codes of ethics and ethical tolerance (tolerance of unethical behaviour). Useable data were received from 500 respondents selected at random across public sector organisations in a single Australian state. Results supported the study hypotheses, but indicated (...)
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  31. Eamonn Callan (1981). Education for Democracy: Dewey's Illiberal Philosophy of Education. Educational Theory 31 (2):167-175.score: 30.0
  32. S. C. Guy & L. Cahill (1999). The Role of Overt Rehearsal in Enhanced Conscious Memory for Emotional Events. Consciousness and Cognition 8 (1):114-122.score: 30.0
    This study tested the hypothesis that overt rehearsal is sufficient to explain enhanced memory associated with emotion by experimentally manipulating rehearsal of emotional material. Participants viewed two sets of film clips, one set of emotional films and one set of relatively neutral films. One set of films was viewed in each of two sessions, with approximately 1 week between the sessions. Participants were given a free recall test of all of films viewed approximately 1 week after the second session. Rehearsal (...)
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  33. Eamonn Callan (1988). Faith, Worship and Reason in Religious Upbringing. Journal of Philosophy of Education 22 (2):183–193.score: 30.0
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  34. Victor J. Callan (1992). Predicting Ethical Values and Training Needs in Ethics. Journal of Business Ethics 11 (10):761 - 769.score: 30.0
    Two hundred and twenty-six state employees completed a structured questionnaire that investigated their ethical values and training needs. Top management were more likely to have attitudes against cronyism and giving advantage to others. Individuals higher in the organizational hierarchy, and female employees were more likely to believe that discriminatory practices were an ethical concern. In addition, employees with a larger number of clients outside of the organization were more supportive of the need to maintain strict confidentiality in business dealings. Employees'' (...)
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  35. Samuel M. Natale, Roger J. Callan, Joseph Ford & Sebastian A. Sora (1992). Social Control, Efficiency Control & Ethical Control in Different Political Institutions. International Journal of Applied Philosophy 7 (2):25-31.score: 30.0
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  36. Politzer Guy & Bonnefon Jean-Francois (2006). Two Varieties of Conditionals and Two Kinds of Defeaters Help Reveal Two Fundamental Types of Reasoning. Mind and Language 21 (4):484-503.score: 30.0
    Two notions from philosophical logic and linguistics are brought together and applied to the psychological study of defeasible conditional reasoning. The distinction between disabling conditions and alternative causes is shown to be a special case of Pollock’s (1987) distinction between ‘rebutting’ and ‘undercutting’ defeaters. ‘Inferential’ conditionals are shown to come in two varieties, one that is sensitive to rebutters, the other to undercutters. It is thus predicted and demonstrated in two experiments that the type of inferential conditional used as the (...)
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  37. William Guy (1977). Philosophy of Education as Meta-Theory. Educational Philosophy and Theory 9 (2):43-55.score: 30.0
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  38. Eamonn Callan (1992). Finding a Common Voice. Educational Theory 42 (4):429-441.score: 30.0
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  39. Eamonn Callan (1991). Pluralism and Civic Education. Studies in Philosophy and Education 11 (1):65-87.score: 30.0
  40. John A. Guy (1977). Thomas More as Successor to Wolsey. Thought 52 (3):275-292.score: 30.0
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  41. Francisco Romero & Alain Guy (1958). Philosophie et histoire Des idées en ibéro-amérique. Les Etudes Philosophiques 13 (3):275 - 279.score: 30.0
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  42. Adang Budiman, Amanda Roan & Victor J. Callan (2013). Rationalizing Ideologies, Social Identities and Corruption Among Civil Servants in Indonesia During the Suharto Era. Journal of Business Ethics 116 (1):139-149.score: 30.0
    This study investigated how the social identities assumed by individuals as part of their professional roles influence the nature and use of a range of rationalizations for their corruption or the corrupt acts of others. Thirty senior Indonesian public servants were interviewed about the causes and factors that perpetuated corruption during the Suharto era, and how they rationalized corrupt behavior within the role of being a civil servant. Findings revealed that corruption was routine and embedded in the daily activities and (...)
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  43. Ernest Guy (1945). The French Colonies, Past and Future. Thought 20 (1):137-138.score: 30.0
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  44. Lyle E. Bourne Jr, Donald E. Guy & Nancy Wadsworth (1967). Verbal-Reinforcement Combinations and the Relative Frequency of Informative Feedback in a Card-Sorting Task. Journal of Experimental Psychology 73 (2):220.score: 30.0
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  45. Eamonn Callan (1985). A Rejoinder to Essiet. Educational Theory 35 (2):199-200.score: 30.0
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  46. Eamonn Callan (1983). Interests and the Curriculum. British Journal of Educational Studies 31 (1):41 - 51.score: 30.0
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  47. Donald E. Guy, Frederick M. Van Fleet & Lyle E. Bourne Jr (1966). Effects of Adding a Stimulus Dimension Prior to a Nonreversal Shift. Journal of Experimental Psychology 72 (2):161.score: 30.0
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  48. Bernard Guy (2012). Penser ensemble le temps et l'espace. Philosophia Scientiae 15 (3):91-113.score: 30.0
    Nous proposons de penser ensemble les concepts d'espace et de temps : ils concernent les mêmes degrés de liberté des éléments du monde et fonctionnent toujours en tandem. Leurs fondements doivent être discutés, non dans une pensée de la substance (chacun est défini par une série de caractères qui lui sont propres), mais dans une pensée de la relation (chacun se définit en opposition à l'autre). Nous opposons des relations spatiales à des relations temporelles, ou encore des relations d'immobilité à (...)
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  49. Leland Miles, Robert A. Schaff, Roger J. Callan & Samuel M. Natale (1985). Ethical Concerns for the Modern University. Thought 60 (2):221-233.score: 30.0
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