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Profile: Jerrod Marshall
Profile: Jessica Marshall (University of Cincinnati)
Profile: Jack Marshall (Georgetown University)
Profile: Jason Marshall
Profile: Jonte Marshall (University of Otago)
  1. Olivier L. Georgeon & James B. Marshall (forthcoming). Demonstrating Sensemaking Emergence in Artificial Agents: A Method and an Example. 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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  2. James Marshall (forthcoming). Education in the Mode of Information: Some Philosophical Issues. Philosophy of Education.
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  3. James D. Marshall (forthcoming). Foucault and Neo-Liberalism: Biopower and Busno-Power. Philosophy of Education.
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  4. John E. Marshall (forthcoming). Financial Burdens and the Obligation of Sustaining Life. Scarce Medical Resources and Justice.
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  5. 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.
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  6. Joretta L. Marshall (forthcoming). Book Review: Pastoral Care of Gays, Lesbians, and Their Families. [REVIEW] Interpretation 55 (1):104-104.
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  7. Lea A. Hald, Julie-Ann Marshall, Dirk P. Janssen & Alan Garnham (2011). Switching Modalities in a Sentence Verification Task: ERP Evidence for Embodied Language Processing. Frontiers in Psychology 2.
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  8. J. A. F. Marshall (2011). Andrzej Wierciński. Hermeneutics Between Philosophy and Theology: The Imperative to Think the Incommensurable. Analecta Hermeneutica 3.
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  9. 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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  10. Jill Marshall (2010). Janice Richardson: The Classic Social Contractarians: Critical Perspectives From Contemporary Feminist Philosophy and Law. [REVIEW] Feminist Legal Studies 18 (1):109-112.
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  11. 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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  12. Nigel R. Franks, Anna Dornhaus, James Ar Marshall & Francois-Xavier Dechaume Moncharmont (2009). Chapter Nineteen K». In Juergen Gadau & Jennifer Fewell (eds.), Organization of Insect Societies: From Genome to Sociocomplexity. Harvard.
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  13. Diana L. Huestis & Jeremy L. Marshall (2009). From Gene Expression to Phenotype in Insects: Non-Microarray Approaches for Transcriptome Analysis. Bioscience 59 (5):373-384.
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  14. Conrad C. Lautenbacher Jr, Oksana Hlodan, Adrienne Froelich Sponberg, Diana L. Huestis, Jeremy L. Marshall, John H. Porter, Eric Nagy, Timothy K. Kratz, Paul Hanson & Scott L. Collins (2009). 12. Special Book Article. Bioscience 59 (5).
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  15. James D. Marshall (2009). An Educational Journey. Educational Philosophy and Theory 41 (7):774-776.
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  16. James D. Marshall (2009). Gavin Kitching's the Trouble with Theory: The Educational Costs of Postmodernism. Educational Philosophy and Theory 41 (3):244-248.
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  17. James D. Marshall (2009). Revisiting the Task/Achievement Analysis of Teaching in Neo-Liberal Times. Educational Philosophy and Theory 41 (1):79-90.
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  18. James D. Marshall (2008). 'Developing' the Self in the Knowledge Economy. Studies in Philosophy and Education 27 (2-3):149-159.
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  19. James D. Marshall (2008). Wittgenstein, Freud, Dreaming and Education: Psychoanalytic Explanation as 'Une Façon de Parler'. Educational Philosophy and Theory 40 (5):606-620.
    Freud saw the dream as occupying a very important position in his theoretical model. If there were to be problems with his theoretical account of the dream then this would impinge upon proposed therapy and, of course, education as the right balance between the instincts and the institution of culture. Wittgenstein, whilst stating that Freud was interesting and important, raised several issues in relation to psychology/psychoanalysis, and to Freud in particular. Why would Wittgenstein have seen Freud as having some important (...)
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  20. 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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  21. 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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  22. John Marshall (2008). Review: Guyer, Kant's Groundwork for the Metaphysic of Morals. Philosophical Books 49 (4):376-378.
  23. Jocelyn Downie & Jennifer Marshall (2007). Pediatric Neuroimaging Ethics. Cambridge Quarterly of Healthcare Ethics 16 (02):147-160.
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  24. Jocelyn Downie, Matthais Schmidt, Nuala Kenny, Ryan D’Arcy, Michael Hadskis & Jennifer Marshall (2007). Paediatric MRI Research Ethics: The Priority Issues. [REVIEW] Journal of Bioethical Inquiry 4 (2):85-91.
    In this paper, we first briefly describe neuroimaging technology, our reasons for studying magnetic resonance imaging (MRI) technology, and then provide a discussion of what we have identified as priority issues for paediatric MRI research. We examine the issues of respectful involvement of children in the consent process as well as privacy and confidentiality for this group of MRI research participants. In addition, we explore the implications of unexpected findings for paediatric MRI research participants. Finally, we explore the ethical issues (...)
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  25. James Marshall (2007). On Being Agnostic: A Response to Bernadette Baker. Foucault Studies 4:120-126.
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  26. James D. Marshall (2007). Lacking Lack: A Reply to Joldersma. Studies in Philosophy and Education 26 (1):67-75.
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  27. James D. Marshall (2007). Philosophy, Polemics, Education. Studies in Philosophy and Education 26 (2):97-109.
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  28. 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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  29. James D. Marshall (2006). A Critique of Anxious Identity. Educational Philosophy and Theory 38 (5):693–705.
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  30. James D. Marshall (2006). Simone de Beauvoir: The Philosophy of Lived Experience. Educational Theory 56 (2):177-189.
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  31. Jennifer Marshall (2006). Life Extension Research: An Analysis of Contemporary Biological Theories and Ethical Issues. [REVIEW] Medicine, Health Care and Philosophy 9 (1):87-96.
    Many opinions and ideas about aging exist. Biological theories have taken hold of the popular and scientific imagination as potential answers to a “cure” for aging. However, it is not clear what exactly is being cured or whether aging could be classified as a disease. Some scientists are convinced that aging will be biologically alterable and that the human lifespan will be vastly extendable. Other investigators believe that aging is an elusive target that may only be “statistically” manipulatable through a (...)
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  32. 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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  33. John Marshall (2005). An Introduction to Mill's Utilitarian Ethics. Review of Metaphysics 58 (3):691-692.
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  34. 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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  35. 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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  36. James D. Marshall (2004). French Philosophy and Education: World War II-19681. In. In James Marshall (ed.), Poststructuralism, Philosophy, Pedagogy. Kluwer Academic Publishers. 1--25.
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  37. James D. Marshall (2004). Two Forms of Philosophical Argument or Critique. Educational Philosophy and Theory 36 (4):459–469.
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  38. Jennifer Marshall, The Development of Contemporary Medical Genetics Research Models and the Need for Scientific Responsibility.
    Current medical genetics research is dominated by a single theory that supports the Human Genome Project rationale. This thesis investigates this and several alternative hypotheses and the ethical context related to their development. Firstly, the hypotheses are discussed in detail followed by a subsection in which research evidence based on each hypothesis is cited. Secondly, these medical genetics hypotheses are situated within the contemporary medical paradigm. To conclude, the thesis examines in depth the ethical and practical implications of medical genetics (...)
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  39. 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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  40. Jennifer M. Gurd, Gereon R. Fink & John C. Marshall (2002). Tacit Symmetry Detection and Explicit Symmetry Processing. Behavioral and Brain Sciences 25 (3):409-409.
    Wynn's claims are, in principle, entirely reasonable; although, as always, the devil is in the details. With respect to Wynn's discussion of the cultural evolution of artifactual symmetry, we provide a few more arguments for the utility of mirror symmetry and extend the enquiry into the tacit and explicit processing of natural and artifactual symmetry.
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  41. James D. Marshall (2002). Michel Foucault: Liberation, Freedom, Education. Educational Philosophy and Theory 34 (4):413–418.
  42. John Marshall (2002). Garber, Daniel. Descartes Embodied: Reading Cartesian Philosophy Through Cartesian Science. Review of Metaphysics 56 (1):171-172.
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  43. John Marshall (2002). Review of Richard Davies, Descartes: Belief, Scepticism and Virtue. [REVIEW] Notre Dame Philosophical Reviews 2002 (1).
  44. 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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  45. John C. Marshall, Jennifer M. Gurd & Gereon R. Fink (2002). Catatonia, Motor Neglect, and Hysterical Paralysis: Some Similarities and Differences. Behavioral and Brain Sciences 25 (5):587-588.
    We outline some ways in which motor neglect (the underutilization of a limb despite adequate strength) and hysterical paralysis (failure to move a limb despite no relevant structural damage or disease) may throw light on the pathophysiology of catatonia. We also comment on the manifold inadequacies of distinguishing too firmly between symptoms of “neurologic origin” and of “psychiatric origin.”.
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  46. Michael Peters & James Marshall (2002). Editorial. Educational Philosophy and Theory 34 (1):3–3.
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  47. Michael Peters & James Marshall (2002). Reading Wittgenstein: The Rehersal of Prejudice A Response to Dr. McCarty. Studies in Philosophy and Education 21 (3):263-271.
  48. J. D. Marshall (2001). Professionalism and Ethics in Teaching (David Carr). Educational Philosophy and Theory 33 (1):118-122.
     
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  49. James Marshall (2001). Foucault for Students of Education. Journal of Philosophy of Education 35 (4).
  50. James Adrian Marshall (2001). The Wrong Moment to Exit. In Laura Duhan Kaplan (ed.), Philosophy and Everyday Life. Seven Bridges Press.
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