Search results for 'Ivonne Victoria Pallares Vega' (try it on Scholar)

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  1. Luis Estrada González & Ivonne Victoria Pallares Vega (2011). La diferencia entre lógicas y el cambio de significado de las conectivas: un enfoque categorista. Theoria: Revista de Teoría, Historia y Fundamentos de la Ciencia 26 (71):133-154.score: 2010.0
    En este artículo tratamos de hacer plausible la hipótesis de que las conectivas de diferentes lógicas no necesariamente difieren en significado. Utilizando el tratamiento categorista de las conectivas, argumentaremos contra la tesis quineana de que la diferencia de lógicas implica diferencia de significado entre sus conectivas, y ubicamos el cambio de tema en la diferencia de objetos más bien que en una tal diferencia de significado. Finalmente, intentamos mostrar que ese tratamiento categorista es una forma de minimalismo semántico, de acuerdo (...)
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  2. Ivonne V. Pallares Vega (2003). Claire Ortiz Hill and Guillermo E. Rosado Haddock: Husserl or Frege? Meaning, Objectivity, and Mathematics. [REVIEW] Husserl Studies 19 (2):179-191.score: 855.0
  3. Luis Estrada González & Ivonne Victoria Pallares Vega (2011). La diferencia entre lógicas y el cambio de significado de las conectivas (Differences between Logics and Meaning-Variance). Theoria 26 (2):133-154.score: 198.0
    RESUMEN: En este artículo tratamos de hacer plausible la hipótesis de que las conectivas de diferentes lógicas no necesariamente difieren en significado. Utilizando el tratamiento categorista de las conectivas, argumentaremos contra la tesis quineana de que la diferencia de lógicas implica diferencia de significado entre sus conectivas, y ubicamos el cambio de tema en la diferencia de objetos más que en una tal diferencia de significado. Finalmente, intentamos mostrar que ese tratamiento categorista es una forma de minimalismo semántico, de acuerdo (...)
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  4. Facundo Vega (2006). Horadar la excepción: Intersticios del derecho: Giorgio Agamben: Stato di eccezione, Estado de excepción, Adriana Hidalgo editora, Buenos Aires, 2004. Por Facundo Vega. Astrolabio: Revista Internacional de Filosofía 3:96-101.score: 180.0
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  5. Ivonne V. Pallares Vega (2003). Claire Ortiz Hill and Guillermo E. Rosado Haddock: Husserl or Frege? Meaning, Objectivity, and Mathematics. [REVIEW] Husserl Studies 19 (2):179-191.score: 85.5
  6. Ivonne Pallares Vega (2011). Reflexiones sobre la paradoja de Orayen. Dianoia 56 (67):211-219.score: 85.5
    Este trabajo esboza una forma de justificar el principio estructurador central de una teoría veritista de la evaluación epistémica, en respuesta a críticas planteadas por Eleonora Cresto a mi defensa del veritismo frente a una serie de objeciones en el sentido de que no es capaz de explicar la naturaleza y el valor del entendimiento. La primera sección presenta el esbozo de justificación del núcleo de una teoría veritista; la segunda responde a críticas más específicas de Cresto. This paper sketches (...)
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  7. Gina Vega & Debra R. Comer (2005). Sticks and Stones May Break Your Bones, but Words Can Break Your Spirit: Bullying in the Workplace. [REVIEW] Journal of Business Ethics 58 (1-3):101 - 109.score: 30.0
    Workplace bullying has a well-established body of research internationally, but the United States has lagged behind the rest of the world in the identification and investigation of this phenomenon. This paper presents a managerial perspective on bullying in organizations. The lack of attention to the concept of workplace dignity in American organizational structures has supported and even encouraged both casual and more severe forms of harassment that our workplace laws do not currently cover. The demoralization victims suffer can create toxic (...)
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  8. Paula Olmos & Luis Vega (2011). The Use of the Script Concept in Argumentation Theory. Argumentation 25 (4):415-426.score: 30.0
    In recent times, there have been different attempts to make an interesting use of the concept of script (as inherited from the fields of psychology and cognitive sciences) within argumentation theory. Although, in many cases, what we find under this label are computerized routines mainly used in e-learning collaborative proceses involving argumentation, either as an educational means or an educational goal, there are also other studies in which the concept of script plays a more theoretical role as the kind of (...)
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  9. Debra R. Comer & Gina Vega (2005). An Experiential Exercise That Introduces the Concept of the Personal Ethical Threshold to Develop Moral Courage. Journal of Business Ethics Education 2 (2):171-197.score: 30.0
    This paper presents an experiential exercise introducing the concept of the personal ethical threshold (PET) to help explain why moral behavior does not always follow moral intention. An individual’s PET represents the individual’s vulnerability to situational factors, i.e., how little or much it takes for members of organizations to cross their proverbial line to act in a way they deem unethical. The PET reflects the interplay among the situation, the particular ethical issue, and the individual. Exploring the PET can help (...)
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  10. Patrick Primeaux & Gina Vega (2002). Operationalizing Maslow: Religion and Flow as Business Partners. [REVIEW] Journal of Business Ethics 38 (1-2):97 - 108.score: 30.0
    Maslow and Csikszentmihalyi interpret human experience through a broad application of stakeholder theory to provide an expanded framework for ethical business. The aggressive search for mutuality of interest can reconcile conflicting stakeholder needs. Maslow's religious peak experiences work in tandem with Csikszentmihalyi's psychological optimal experiences (flow) to support the proposition that transcendence is an achievable goal, both for individuals and for corporations.
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  11. Gina Vega & Mary Ann McHugh (2003). “What Button Do I Press?” The Consequences of Conducting a Service Learning Project with Senior Citizens. Journal of Academic Ethics 1 (1):91-117.score: 30.0
    In an effort to build interest in the two-year old service learning center and to fulfill its mission to integrate academic life with service in thoughtful and relevant ways, a competition was held to award developmental grants to faculty to create innovative courses incorporating service learning. The winning proposal from the business school used a business ethics course as the vehicle for formally introducing service into the business curriculum. This paper will tell the story of the intended and unintended consequences (...)
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  12. Debra R. Comer & Gina Vega (2008). Using the PET Assessment Instrument to Help Students Identify Factors That Could Impede Moral Behavior. Journal of Business Ethics 77 (2):129 - 145.score: 30.0
    We present an instrument developed to explain to students the concept of the personal ethical threshold (PET). The PET represents an individual’s susceptibility to situational pressure in his or her organization that makes moral behavior more personally difficult. Further, the PET varies according to the moral intensity of the issue at hand, such that individuals are less vulnerable to situational pressure for issues of high moral intensity, i.e., those with greater consequences for others. A higher PET reflects an individual’s greater (...)
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  13. Judith W. Spain & Gina Vega (2005). Sony Online Entertainment: Everquest®or Evercrack? [REVIEW] Journal of Business Ethics 58 (1-3):3 - 6.score: 30.0
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  14. Gina Vega (1997). Caveat Emptor: Ethical Chauvinism in the Global Economy. [REVIEW] Journal of Business Ethics 16 (12-13):1353-1362.score: 30.0
    The tendency of American business schools to teach a "universal" set of ethical standards and managerial perspectives can have a serious impact on the business practices of new graduates as well as on the success of companies desiring to do business globally. We need to become more sensitive to other cultural/ethical approaches and to sensitize our business students to them early in their academic process in order to encourage the use of common-norming to attain mutual economic benefit. We can understand (...)
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  15. Gina Vega (2003). The American Dream—Then and Now. Business Ethics Quarterly 13 (1):99-106.score: 30.0
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  16. Miguel Sánchez Vega, Xaymara Rosado & Erick Raphael Jiménez (2012). The Mechanical Conception of the Animal in Gómez Pereira. Graduate Faculty Philosophy Journal 33 (2):319-369.score: 30.0
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  17. L. E. E. Victoria & Geoffrey Beattie (forthcoming). The Rhetorical Organization of Verbal and Nonverbal Behavior in Emotion Talk. Semiotica.score: 30.0
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  18. Paula Olmos & Luis Vega (2003). La recepción de Gödel en España. Endoxa 17:379-715.score: 30.0
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  19. Jesús Vega (2001). ¿Por Que es Necesario Distinguir entre "Ciencia" y "Tecnica"? (Why do we need to distinguish between "Science " and "Technology "?). Theoria 16 (1):167-184.score: 30.0
    RESUMEN: Este artículo argumenta a favor de la necesidad de mantener una distinción nítida entre ciencia y técnica en contra de ciertas tendencias interpretativas y socio-institucionales dominantes en algunos círculos de filósofos y sociólogos. Se presentan dos argumentos: el primero insiste en la conveniencia analitíca de describir direrencìadamente las actividades científicas y tecnológicas a partir de las nociones de "acto epistémico" y "acto material"; el segundo descubre en las reglas constitutivas de la aceptabilidad de resultados científicos y técnicos respectivamente un (...)
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  20. Restrepo Victoria, Alvaro Hernán, Leonel Rincón Cancino & Amir Antonio Martins de Oliveira (forthcoming). Análisis numérico de la combustión en un quemador atmosférico tipo corona de aplicación doméstica. Scientia.score: 30.0
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  21. Restrepo Victoria, Alvaro Hernán, C. Izquierdo & Rafael López (forthcoming). Estimación de factores que inciden sobre la contaminación ambiental generada por fuentes móviles en Pereira. Scientia.score: 30.0
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  22. Restrepo Victoria, Alvaro Hernán, Álvaro León Fernández & Víctor Darío Grajales (forthcoming). Estudio y Análisis de Estrategias de Ahorro de Energía Usando El Software EES (Engineering Equation Solver) Para la Empresa Frigorífico de Pereira SA. Scientia.score: 30.0
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  23. Horner Victoria, E. Bonnie Kristin & B. M. Frans (2005). Identifying the Motivations of Chimpanzees: Culture and Collaboration. Behavioral and Brain Sciences 28 (5).score: 30.0
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  24. John Murphy & William Vega (1990). Provocation on the Politics of Government-Funded Research. Part. Social Epistemology 4 (1):125 – 126.score: 30.0
  25. Walter Redmond, Víctor Manuel Hernández Márquez, Jesús Adrián Escudero, Carlos B. Gutiérrez, J. Miguel Esteban, Teresa Santiago, José Fernández Vega, Esteban A. García, RESEÑAS BIBLIOGRÁFICAS Guillermo Hurtado & José María Rosales (1999). La Inferencia Cuantificada En la Lógica Mexicana Del Siglo XVI. Dianoia: Anuario de Filosofía 45:1-34.score: 30.0
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  26. Jesús Vega (2010). Aristotle's Concept of Law: Beyond Positivism and Natural Law. Journal of Ancient Philosophy 4 (2).score: 30.0
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  27. Cristina Vega (2008). Attention et soin. Subjectivité, lien et travail. Multitudes 1 (1):51-63.score: 30.0
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  28. Guillermo Andrés Vega (2012). Aufklärung y parrhesía en Michel Foucault. Logos 22:75-86.score: 30.0
    In the late seventies and early eighties, two subjects became recurrent in the interventions made by Foucault on interviews, conferences and his lessons at Collège de France: a particular approach to the text Was ist Aufklärung?, written by Kant, and the conscious study of the forms adopted by the Greek Parrhesia. Even though both subjects are anchored to different historical foundations, there is a noticeable the effort made by Foucault with aims at determining —into the theoretical and practical place of (...)
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  29. María Margarita Chiang Vega, Carlos Mauricio Salazar Botello & Y. Antonio Núñez Partido (2007). Clima organizacional y satisfacción laboral en un establecimiento de salud estatal: Hospital tipo 1. Theoria 16 (2):61-76.score: 30.0
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  30. Luis Vega (1995). Demostraciones Clásicas. Theoria 10 (3):79-101.score: 30.0
    Let’s agree in calling “classical demonstration” a deduction that enables us to know the rational necessity that something is the case and cannot be otherwise. I propose to take seriously actual instances of this notion, e.g. some mathematical proofs, and explore certain discoursive and epistemic implications of their existence. Then I will look at questions about characterizing, rigorizing and acknowledging this kind of conclusive proof. Finally, some remarks on the meaning of Provability Logic in this context will be made.
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  31. Luis Vega (2008). Deliberación y discurso civil: nuevas perspectivas en el campo de la argumentación. Laguna 22:35-52.score: 30.0
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  32. Pedro Vega, Mário Freitas, Pedro Álvarez & Reinaldo Fleuri (2009). Educación Ambiental e Intercultural para la sostenibilidad: fundamentos y praxis. Utopía y Praxis Latinoamericana 14 (44):25-38.score: 30.0
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  33. Luis Vega (1995). En torno a la idea tradicional de demostración: cuestiones y consideraciones (auto) críticas. Laguna 3:9-32.score: 30.0
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  34. Ana Belén López Vega (2003). Estética y artificio en la sociedad ilustrada. Contrastes: Revista Internacional de Filosofía 8:169-176.score: 30.0
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  35. Judith Vega (forthcoming). Film als publieke sfeer. Krisis.score: 30.0
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  36. Judith Vega (1989). Feminist Republicanism. Etta Palm-Aelders on Justice, Virtue and Men. History of European Ideas 10 (3):333-351.score: 30.0
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  37. Arthur Vega, J. Paul Costiloe & Oscar A. Parsons (1968). Flicker Threshold Shifts as a Function of Frequency of Interposed Stimulation: The Local Adaptation Phenomenon. Journal of Experimental Psychology 77 (4):609.score: 30.0
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  38. Luis Vega (1989). Historia de la Lógica. Theoria 4 (2):517-525.score: 30.0
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  39. Cristina Vega (2003). Interroger le féminisme. Multitudes 2 (2):49-60.score: 30.0
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  40. Luis Vega (1986). La Historia de la Lógica Como Una Historia Por Hacer. Theoria 1 (3):719-748.score: 30.0
    The main aims of this paper are two: first, to show that the current situation of History of Logic is far from being satisfactory, and second, to put forward a programme for its improvement. To this end it is as well, I think, to take into account a new conceptual and historiographical approach to growth of Iogic as a discipline, some basic notions in this regard -e.g., the notion of being a contribution to develop ment of Iogic-, and some others (...)
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  41. Beatriz Vega (2007). Ocio y calidad de vida de las personas con discapacidad intelectual. Critica 57 (946):55-57.score: 30.0
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  42. Felipe González Vega (2011). Poesía de la Imagen y Representación Del Tiempo. Unos Poemas Inéditos de Nebrija En Un Folleto de Calendas Romanas Poetry of Self-Image and the Representation of Time. Some Unknown Poems by Antonio de Nebrija. Minerva 24:31-57.score: 30.0
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  43. Luis Felipe Vega (2005). Reflexiones sobre gubernamentalidad y biopolítica a través de la educación en Colombia. Logos 9:41-58.score: 30.0
    The text attempts to look upon globalization in the education as a problem, referring to the governmental strategy that guaranties the control and the social development beginning from a modernization project that is not determined. Therefore, when taking into account as a frame of reference the centuries XIX and XX, it is shown the ‘education role’ as a control mechanism in permanent relation with the public politics and it is questioned its apparent liberal character.
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  44. Gina Vega (2005). Workers of the World—Relax! Business Ethics Quarterly 15 (2):349-352.score: 30.0
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  45. Restrepo Victoria, Alvaro Hernán, Carranza Sánchez, Yamid Alberto & Juan Esteban Tibaquirá (forthcoming). Diseño y aplicación de una metodología para determinar ciclos de conducción vehicular en la ciudad de Pereira. Scientia.score: 30.0
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  46. Fernando Broncano & Jesús Vega (2011). Engaged Epistemic Agents. Critica 43 (128):55 - 79.score: 30.0
    Our aim in this paper is to throw some light on the kind of normativity characteristic of human knowledge. We describe the epistemic normative domain as that field of human agency defined by knowledge understood as an achievement. The normativity of knowledge rests on the contribution of the epistemic agent to the fulfillment of certain tasks. Such contribution is epistemically significant when the agent becomes engaged in the obtaining of success. Finally, we identify some features associated with full epistemic agency (...)
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  47. Dayann Martínez, Paula Vega & Jennifer Díaz (forthcoming). Cuidados de enfermería en un usuario con alteración de la comunicación verbal. Horizonte.score: 30.0
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  48. Joan-Carles Mèlich, Ignasi Moreta & Amador Vega (eds.) (2011). Empalabrar El Mundo: El Pensamiento Antropológico de Lluís Duch. Fragmenta Editorial.score: 30.0
    A lo largo de más de tres décadas, la obra de Lluís Duch (Barcelona, 1936) se ha ido consolidando en el ámbito de los estudios de historia de la cultura europea con una voz verdaderamente singular. Sus estudios sobre el mito son ya un referente ineludible en nuestro país y en Latinoamérica. Empalabrar el mundo, título de este volumen, es una de las expresiones más conseguidas de Lluís Duch, ya que en ella se da cita el alcance de su compromiso (...)
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  49. Alex H. Restrepo, Carlos Botero Vega, Esteban Correa Bedoya, Félix Echeverría, Juan G. Castaño, Nixon Aristizabal & Oscar Quintero (2007). Sistemas de información geográfica aplicados a estudios de corrosión atmosférica. Scientia 13.score: 30.0
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  50. E. Santana & M. Vega (2010). Metaphors Are Embodied, and so Are Their Literal Counterparts. Frontiers in Psychology 2:90-90.score: 30.0
    This study investigates whether understanding up/down metaphors as well as semantically homologous literal sentences activates embodied representations online. Participants read orientational literal sentences (e.g. she climbed up the hill), metaphors (e.g. she climbed up in the company), and abstract sentences with similar meaning to the metaphors (e.g. she succeeded in the company). In Experiments 1 and 2, participants were asked to perform a speeded upward or downward hand motion while they were reading the sentence verb. The hand motion either matched (...)
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