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James D. Marshall [42]John Marshall [38]John C. Marshall [31]James Marshall [23]
J. D. Marshall [17]J. Marshall [7]Jennifer Marshall [7]J. C. Marshall [6]

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Profile: Jennifer Marshall
Profile: Jerrod Marshall
Profile: Jessica Marshall (University of Cincinnati)
Profile: Jack Marshall (Georgetown University)
Profile: Jason Liu
Profile: Jonte Marshall (University of Otago)
Profile: Jennie Marshall
  1.  3
    J. Marshall (1984). Multiple Perspectives on Modularity. Cognition 17 (3):209-242.
  2. Joretta L. Marshall (forthcoming). Book Review: Equality and the Family: A Fundamental, Practical Theology of Children, Mothers, and Fathers in Modern Societies. [REVIEW] Interpretation 62 (2):217-218.
  3.  4
    John Marshall & Ian Robertson (eds.) (1993). Unilateral Neglect: Clinical And Experimental Studies (Brain Damage, Behaviour and Cognition). Psychology Press.
    This book covers all aspects of the disorder, from an historical survey of research to date, through the nature and anatomical bases of neglect, and on to review contemporary theories on the subject.
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  4. James Marshall (1996). Michel Foucault Personal Autonomy and Education.
     
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  5.  97
    Joretta L. Marshall (forthcoming). Book Review: Pastoral Care of Gays, Lesbians, and Their Families. [REVIEW] Interpretation 55 (1):104-104.
  6. James D. Marshall (forthcoming). Foucault and Neo-Liberalism: Biopower and Busno-Power. Philosophy of Education.
     
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  7.  43
    Jonathan Marshall (1980). Empire or Liberty: The Antifederalists and Foreign Policy, 1787-1788. Journal of Libertarian Studies 4 (3):233-254.
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  8.  2
    John C. Marshall & Freda Newcombe (1981). Lexical Access: A Perspective From Pathology. Cognition 10 (1-3):209-214.
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  9.  11
    Jocelyn Downie & Jennifer Marshall (2007). Pediatric Neuroimaging Ethics. Cambridge Quarterly of Healthcare Ethics 16 (2):147-160.
    Neuroimaging has provided insight into numerous neurological disorders in children, such as epilepsy and cerebral palsy. Many clinicians and investigators believe that neuroimaging holds great promise, especially in the areas of behavioral and cognitive disorders. However, concerns about the risks of various neuroimaging modalities and the potential for misinterpretation of imaging results are mounting. Imaging evaluations also raise questions about stigmatization, allocation of resources, and confidentiality. Children are particularly vulnerable in this milieu and require special attention with regards to safety (...)
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  10.  12
    John Marshall (1998). Descartes's Moral Theory. Cornell University Press.
    In this long awaited volume, John Marshall invites us to reconsider Rene Descartes as an ethicist.
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  11.  47
    Jonathan Birch & James A. R. Marshall (2014). Queller's Separation Condition Explained and Defended. American Naturalist 184 (4):531-540.
    The theories of inclusive fitness and multilevel selection provide alternative perspectives on social evolution. The question of whether these perspectives are of equal generality remains a divisive issue. In an analysis based on the Price equation, Queller argued (by means of a principle he called the separation condition) that the two approaches are subject to the same limitations, arising from their fundamentally quantitative-genetical character. Recently, van Veelen et al. have challenged Queller’s results, using this as the basis for a broader (...)
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  12.  3
    James D. Marshall (2007). Philosophy, Polemics, Education. Studies in Philosophy and Education 26 (2):97-109.
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  13.  4
    Peter W. Halligan, Gereon R. Fink, John C. Marshall & Giuseppe Vallar (2003). Spatial Cognition: Evidence From Visual Neglect. Trends in Cognitive Sciences 7 (3):125-133.
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  14. Michael Peters & James Marshall (1998). Individualism and Community: Education and Social Policy in the Postmodern Condition. British Journal of Educational Studies 46 (1):112-114.
     
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  15.  18
    J. H. Marshall (1938). A Scheme of Practical Eugenics. The Eugenics Review 30 (2):154.
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  16.  41
    Jim Marshall (2008). Philosophy as Literature. Educational Philosophy and Theory 40 (3):383–393.
    How best to introduce philosophical ideas? Is the best and only way by studying the history of philosophy and its rational arguments and discussions? But can literature, usually hived off from philosophy, be used instead and can this be as effective as rational argument? This paper explores these questions. First it considers a text which introduces philosophy through the analysis of literature, in particular James Joyce's 'Araby', arguing that the traditional analytic approach employed by the text, by concentrating on epistemology, (...)
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  17.  6
    Michael Peters & James Marshall (1993). Beyond the Philosophy of the Subject: Liberalism, Education and the Critique of Individualism. Educational Philosophy and Theory 25 (1):19–39.
  18. M. A. Peters, J. D. Marshall & P. Smeyers (2001). Nietzsche's Legacy for Education Past and Present Values.
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  19. Jon C. Marshall, Sarah D. Caldwell & Jeanne Foster (2011). Moral Education the CHARACTERplus Way®. Journal of Moral Education 40 (1):51-72.
    Traditional approaches to character education have been viewed by many educators as an attempt to establish self control within students to habituate them to prescribed behaviour and as nothing more than a ?bits?and?pieces? approach to moral education. While this is accurate for many character education programmes, integrated multi?dimensional character education embraces both moral education and character formation. Students learn to identify and process social conventions within the core values of the school and community and have opportunities to learn practical reasoning (...)
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  20.  9
    G. Cossu, F. Rossini & J. C. Marshall (1993). When Reading is Acquired but Phonemic Awareness is Not: A Study of Literacy in Down's Syndrome. Cognition 46 (2):129-138.
  21.  6
    B. Godard, J. Marshall, C. Laberge & B. M. Knoppers (2004). Strategies for Consulting with the Community: The Cases of Four Large-Scale Genetic Databases. Science and Engineering Ethics 10 (3):457-477.
    Large-scale genetic databases are being developed in several countries around the world. However, these databases depend on public participation and acquiescence. In the past, information campaigns have been waged and little attention has been paid to dialogue. Nowadays, it is important to include the public in the development of scientific research and to encourage a free, open and useful dialogue among those involved. This paper is a review of community consultation strategies as part of four proposed large-scale genetic databases in (...)
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  22. James D. Marshall (1996). The Autonomous Chooser And?Reforms? In Education. Studies in Philosophy and Education 15 (1-2):89-96.
  23.  94
    Robert Keith Shaw, Michael A. Peters & James D. Marshall (1986). The Development and Trials of a Decision-Making Model. Evaluation Review, 10 (1):5-27.
    We describe an evaluation undertaken on contract for the New Zealand State Services Commission of a major project (the Administrative Decision-Making Skills Project) designed to produce a model of administrative decision making and an associated teaching/learning packagefor use by government officers. It describes the evaluation of a philosophical model of decision making and the associated teaching/learning package in the setting of the New Zealand Public Service, where a deliberate attempt has been initiated to improve the quality of decision making, especially (...)
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  24.  38
    James D. Marshall (2001). A Critical Theory of the Self: Wittgenstein, Nietzsche, Foucault. Studies in Philosophy and Education 20 (1):75-91.
    Critical thinking, considered as a version of informallogic, must consider emotions and personal attitudesin assessing assertions and conclusions in anyanalysis of discourse. It must therefore presupposesome notion of the self. Critical theory may be seenas providing a substantive and non-neutral positionfor the exercise of critical thinking. It thereforemust presuppose some notion of the self. This paperargues for a Foucauldean position on the self toextend critical theory and provide a particularposition on the self for critical thinking. Thisposition on the self is (...)
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  25.  11
    John Marshall (1930). Logic and Language. The Monist 40 (3):453-461.
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  26.  24
    James D. Marshall (1999). Performativity: Lyotard and Foucault Through Searle and Austin. Studies in Philosophy and Education 18 (5):309-317.
    Lyotard talks of performativity or the subsumption of education to the efficient functioning of the social system. Education is no longer to be concerned with the pursuit of ideals such as that of personal autonomy or emancipation, but with the means, techniques or skills that contribute to the efficient operation of the state in the world market and contribute to maintaining the internal cohesion and legitimation of the state. But this requires individuals of a certain kind -- not Kantian autonomous (...)
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  27.  60
    Peter W. Halligan & John C. Marshall (1998). Neglect of Awareness. Consciousness and Cognition 7 (3):356-380.
    We describe some of the signs and symptoms of left visuo-spatial neglect. This common, severe and often long-lasting impairment is the most striking consequence of right hemisphere brain damage. Patients seem to (over-)attend to the right with subsequent inability to respond to stimuli in contralesional space. We draw particular attention to how patients themselves experience neglect. Furthermore, we show that the neglect patient's loss of awareness of left space is crucial to an understanding of the condition. Even after left space (...)
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  28.  9
    James D. Marshall (1985). Wittgenstein on Rules: Implications for Authority and Discipline in Education. Journal of Philosophy of Education 19 (1):3–11.
  29.  12
    James Marshall (ed.) (2004). Poststructuralism, Philosophy, Pedagogy. Kluwer Academic Publishers.
    This book provides an historical and a conceptual background to post-structuralism, and in part to post-modernism, for readers entering the discussions on post-structuralism. It does not attempt to be at the cutting edge of these debates nor to be advancing research in these areas. It does however look at the educational implications of the ideas discussed. The intention behind this collection was to provide a sound introduction to the key positions of a number of French poststructuralist thinkers who are being (...)
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  30.  4
    Jill Marshall (2006). Feminist Jurisprudence: Keeping the Subject Alive. Feminist Legal Studies 14 (1):27-51.
    One of the main purposes of feminist jurisprudence is to create or find better ways of being and living for women through the analysis, critique, and use of law. Rich work has emerged, and continues to emerge, from feminist theorists exploring conceptions of the self, personhood, identity and subjectivity that could be used to form a basic unit in law and politics. In this article, it is argued that a strong sense of human subjectivity needs to be retained to enable (...)
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  31. Jennifer M. Gurd & John C. Marshall (1993). Know My Own Mind? I Should Be so Lucky! Behavioral and Brain Sciences 16 (1):47.
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  32.  5
    James Marshall (1995). Michel Foucault: Governmentality and Liberal Education. Studies in Philosophy and Education 14 (1):23-34.
  33.  8
    James D. Marshall (1997). Michel Foucault: Problematising the Individual and Constituting 'The' Self. Educational Philosophy and Theory 29 (1):32-49.
    (1997). Michel Foucault: Problematising the individual and constituting ‘the’ self. Educational Philosophy and Theory: Vol. 29, No. 1, pp. 32-49. doi: 10.1111/j.1469-5812.1997.tb00526.x.
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  34.  84
    Jonathan Marshall (1979). William Graham Sumner: Critic of Progressive Liberalism. Journal of Libertarian Studies 3 (3):261-277.
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  35.  9
    John Marshall (2005). An Introduction to Mill's Utilitarian Ethics. Review of Metaphysics 58 (3):691-692.
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  36.  29
    James D. Marshall (1984). Punishment and Moral Education. Journal of Moral Education 13 (2):83-89.
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  37.  49
    John C. Marshall (1986). Close Enough for Ai? Journal of Semantics 5 (2):169-173.
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  38. John C. Marshall, Peter W. Halligan, Gereon R. Fink, Derick T. Wade & Richard S. J. Frackowiak (1997). The Functional Anatomy of a Hysterical Paralysis. Cognition 64 (1):B1 - B8.
  39.  27
    James D. Marshall (2002). Michel Foucault: Liberation, Freedom, Education. Educational Philosophy and Theory 34 (4):413–418.
  40. J. D. Marshall (2006). The Meaning of the Concept of Education: Searching for the Lost Arc. Journal of Thought 41 (3):33.
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  41.  24
    John C. Marshall, Gereon R. Fink, Peter W. Halligan & Giuseppe Vallar (2002). Spatial Awareness: A Function of the Posterior Parietal Lobe? Cortex 38 (2):253-257.
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  42.  7
    Douglas S. Blank, Lisa A. Meeden & James B. Marshall (1992). Exploring the Symbolic/Subsymbolic Continuum: A Case Study of RAAM. In J. Dinsmore (ed.), The Symbolic and Connectionist Paradigms: Closing the Gap. Lawrence Erlbaum 113--148.
  43. John U. Marshall (1985). Geography as a Scientific Enterprise. In R. J. Johnston (ed.), The Future of Geography. Methuen 113--128.
     
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  44.  4
    J. Marshall (2000). Electronic Writing and the Wrapping of Language. Journal of Philosophy of Education 34 (1):135–149.
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  45.  24
    Jill Marshall (2008). Women's Right to Autonomy and Identity in European Human Rights Law: Manifesting One's Religion. Res Publica 14 (3):177-192.
    Freedom of religious expression is to many a fundamental element of their identity. Yet the jurisprudence of the European Court of Human Rights on the Islamic headscarf issue does not refer to autonomy and identity rights of the individual women claimants. The case law focuses on Article 9 of the European Convention on Human Rights, which provides a legal human right to freedom of religious expression. The way that provision is interpreted is critically contrasted here with the right to personal (...)
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  46.  15
    Olivier L. Georgeon & James B. Marshall (2013). Demonstrating Sensemaking Emergence in Artificial Agents: A Method and an Example. International Journal of Machine Consciousness 5 (2):131-144.
    We propose an experimental method to study the possible emergence of sensemaking in artificial agents. This method involves analyzing the agent's behavior in a test bed environment that presents regularities in the possibilities of interaction afforded to the agent, while the agent has no presuppositions about the underlying functioning of the environment that explains such regularities. We propose a particular environment that permits such an experiment, called the Small Loop Problem. We argue that the agent's behavior demonstrates sensemaking if the (...)
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  47.  8
    James D. Marshall (1990). Asking Philosophical Questions About Education: Foucault on Punishment. Educational Philosophy and Theory 22 (2):81–92.
  48.  1
    James Marshall & Michael Peters (1991). Educational "Reforms" and New Right Thinking: An Example From New Zealand. Educational Philosophy and Theory 23 (2):46–57.
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  49.  2
    Nigel R. Franks, Anna Dornhaus, James Ar Marshall & F. X. Dechaume-Moncharmount (2009). The Dawn of a Golden Age in Mathematical Insect Sociobiology. In Juergen Gadau & Jennifer Fewell (eds.), Organization of Insect Societies: From Genome to Sociocomplexity. Harvard
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  50.  8
    James D. Marshall (2009). An Educational Journey. Educational Philosophy and Theory 41 (7):774-776.
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