Search results for 'Joan F. Brett' (try it on Scholar)

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  1.  21
    Arthur P. Brief, Janet M. Dukerich, Paul R. Brown & Joan F. Brett (1996). What's Wrong with the Treadway Commission Report? Experimental Analyses of the Effects of Personal Values and Codes of Conduct on Fraudulent Financial Reporting. Journal of Business Ethics 15 (2):183 - 198.
    In three studies, factors influencing the incidence of fraudulent financial reporting were assessed. We examined (1) the effects of personal values and (2) codes of corporate conduct, on whether managers misrepresented financial reports. In these studies, executives and controllers were asked to respond to hypothetical situations involving fraudulent financial reporting procedures. The occurrence of fraudulent reporting was found to be high; however, neither personal values, codes of conduct, nor the interaction of the two factors played a significant role in fraudulent (...)
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  2.  13
    Nathan Brett (1973). Book Review:Rules: A Systematic Study Joan Safran Ganz. [REVIEW] Philosophy of Science 40 (3):457-.
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  3. J. M. F. May & A. B. Brett (1957). Museum of Fine Arts, Boston. Catalogue of Greek Coins. Journal of Hellenic Studies 77:354.
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  4.  1
    H. G. G. P., F. Guglielmino, J. A. Stein, R. Ganszyniec, Th Zielinski, G. S. Brett, E. E. Genner, A. G. Roos, H. Rabe, A. B. Drachmann, V. Coulon, H. van Diele, L. Méridier, J. A. Nairn, L. Laloy, L. Roussel, A. Adler, L. Cooper, A. Gudeman, Aristotle, Bruno Lavagnini, F. P. B. Osmaston, C. Dugas & L. Meridier (1928). La Parodia Nella Commedia Greca anticaGregory of Nyssa: Encomium on BasilEos. XXXPsychology Ancient and ModernSelections From the Attic OratorsArrianus. II. Scripta minoraJoannes Sardianus; Commentarium in AphthoniumScholia Vetera in Pindari Carmina. III. Scholia in Nemeonicas Et Isthmionicas: Epimetrum: IndicesAristophane, III: Oiseaux; LysistrataEuripide, II: Hippolyte, Andromache, Hécube. [REVIEW] Journal of Hellenic Studies 48:272.
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  5.  9
    H. F. (1912). Excavation of the Roman Forts at Castleshaw (Near Delph, West Riding). By Samuel Andrew, Esq., and Major William Lees, V.D., J.P. Second Interim Report, Prepared by F. A. Bruton, M.A., with Notes on the Pottery by James Curle, F.S. A. With Forty-Five Plates. (Manchester University Press.). [REVIEW] The Classical Review 26 (03):100-101.
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  6.  7
    S. F. (2003). Stephen Gersch and Maarten J. F. M. Hoenen (Eds) the Platonic Tradition in the Middle Ages: A Doxological Approach. (Berlin/New York): Walter de Gruyter, 2002). Pp. V+466. € 106 (Hbk). ISBN 3 11 016844. [REVIEW] Religious Studies 39 (4):501-501.
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  7.  3
    S. F. (1999). James F. Sennett the Analytic Theist: An Alvin Plantinga Reader. (Grand Rapids and Cambridge: Wm. Eerdmans Publishing Co., 1998). Pp. XVIII+369. £15.99 Pbk. [REVIEW] Religious Studies 35 (3):385-388.
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  8. George Sidney Brett (1965). Brett's History of Psychology. Cambridge, Mass.,M.I.T. Press.
     
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  9. B. F. (1698). A Free but Modest Censure on the Late Controversial Writings and Debates of the Lord Bishop of Vvorcester and Mr. Locke: Mr. Edwards and Mr. Locke: The Honble Charles Boyle, Esq; and Dr. Bently. Together with Brief Remarks on Monsieur le Clerc's Ars Critica. By F.B. M.A. Of Cambridg. [REVIEW] Printed for A. Baldwin in Warwick-Lane.
  10. H. F. & Coming out (1883). 'Coming Out'; or, a Word in Season About the Season, by Lady F.H.
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  11. E. F. E. F. (1946). ENRIQUES, F. - Causalità e determinismo nella Filosofia e nella Storia delle scienze. [REVIEW] Scientia 40 (79):105.
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  12. S. F. & Girls (1903). Girls at Home, by F.S.
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  13. E. M. F. (1881). La reconstruction de la théologie, discours du rév. "Lewis F. Stearns". Revue de Théologie Et de Philosophie 14 (6):521.
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  14. Joachim Poleman & H. F. (1662). Novum Lumen Medicum Wherein the Excellent and Most Necessary Doctrine of the Highly-Gifted Philosopher Helmont Concerning the Great Mystery of the Pholosophers Sulphur. Is Fundamentally Cleared by Joachim Poleman. Out of a Faithful and Good Intent to Those That Are Ignorant and Straying Grom the Truth, as Also Out of Compassion to the Sick. Written by the Authour in the German Tongue, and Now Englished by F.H. A German. [REVIEW] Printed by J.C. For J. Crook at the Sign of the Ship in St. Pauls Church-Yard.
     
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  15. William Goetzmann (1982). A Scientist In American Life: The Essays And Lectures Of Joseph Henry By Joseph Henry; Arthur P. Molella; Nathan Reingold; Marc Rothenberg; Joan F. Steiner; Kathleen Waldenfels. [REVIEW] Isis: A Journal of the History of Science 73:478-479.
     
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  16. Barbara Fawcett (2012). Pt. 2. Theories. Attachment Theory / David Howe ; Feminist Social Work / Joan Orme ; Critical Social Work / Mel Gray and Stephen Webb ; Structural Social Work / Kate M. Murray and Steven F. Hick ; Multiculturalism / Purnima Sundar and Mylan Ly ; Neoliberalism / Sue Penna and Martin O'Brien ; Postmodernism. [REVIEW] In Mel Gray & Stephen A. Webb (eds.), Social Work Theories and Methods. Sage
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  17. Henry Ashworth O. S. B. (1982). Stephen J. P. Van Dijk O.F.M. The Ordinal of the Papal Court From Innocent III to Boniface VIII and Related Documents, Completed by Joan Hazelden Walker. Pp. Lxii + 703. £35. [REVIEW] Religious Studies 18 (1):126.
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  18.  11
    F. Brennan & M. Dash (2008). The Year of Magical Thinking: Joan Didion and the Dialectic of Grief. Medical Humanities 34 (1):35-39.
    Joan Didion is a prominent American writer. In late 2003, while her only child lay critically ill, her husband, John, died suddenly. Theirs was a marriage of great intimacy and love. Grief enveloped her. Eventually she began to write an account of the first 12 months of her bereavement and the vigil for her child: The year of magical thinking. Raw, insightful and challenging, it is a rich, generous and graceful document. Didion draws on the literature of grief, personal (...)
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  19.  21
    Charles F. Smith (2010). The Genial Gene: Deconstructing Darwinian Selfishness. By Joan Roughgarden. Zygon 45 (1):284-285.
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  20.  5
    Joan E. Barclay Lloyd (2005). Peter Cornelius Claussen, Die Kirchen der Stadt Rom im Mittelalter, 1050–1300: A–F. (Corpus Cosmatorum, 2/1; Forschungen zur Kunstgeschichte und christlichen Archäologie, 20.) Stuttgart: Franz Steiner, 2002. Pp. 517; 388 black-and-white figures. €130. [REVIEW] Speculum 80 (4):1248-1249.
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  21.  7
    E. F. Carritt (1952). The Third Earl of Shaftesbury. By R. L. Brett, Lecturer in English in the University of Bristol. (Hutchinson's University Library. Pp. 231. 15s. Net.). [REVIEW] Philosophy 27 (103):366-.
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  22. Joan Simon (1963). A. F. Leach: A Reply. British Journal of Educational Studies 12 (1):41-50.
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  23.  1
    Joan Richards (1996). The Pamphlets of Lewis Carroll. Volume 2: The Mathematical Pamphlets of Charles Lutwidge Dodgson and Related Pieces by Charles Lutwidge Dodgson; Francine F. Abeles. [REVIEW] Isis: A Journal of the History of Science 87:565-565.
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  24. Joan Rand Moschovakis (1981). Review: M. D. Krol, The Topological Models of Intuitionistic Analysis. One Counterexample; M. D. Krol, A Topological Model for Intuitionistic Analysis with Kripke's Scheme; M. D. Krol', B. F. Wells, Distinct Variants of Kripke's Schema in Intuitionistic Analysis. [REVIEW] Journal of Symbolic Logic 46 (3):660-661.
     
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  25. Joan Simon (1955). A. F. Leach on the Reformation: I. British Journal of Educational Studies 3 (2):128-143.
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  26. Joan Stambaugh (1987). The Problem of Time In Nietzsche. Translated by John F. Humphrey. Bucknell University Press.
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  27.  8
    Joan F. Miller (2006). Opportunities and Obstacles for Good Work in Nursing. Nursing Ethics 13 (5):471-487.
    Good work in nursing is work that is scientifically effective as well as morally and socially responsible. The purpose of this study was to examine variables that sustain good work among entering nurses (with one to five years of experience) and experienced professional nurses despite the obstacles they encounter. In addition to role models and mentors, entering and experienced nurses identified team work, cohesiveness and shared values as levers for good work. These nurses used prioritization, team building and contemplative practices (...)
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  28.  56
    Joan F. Goodman & Emily Klim Uzun (2013). The Quest for Compliance in Schools: Unforeseen Consequences. Ethics and Education 8 (1):3 - 17.
    This study investigates the reaction of high school students in an alternative urban secondary school to highly controlling, authoritarian practices. Premised on the published theories, we imagined that students would object to the regime and consider it unduly repressive. Student reactions were elicited through questionnaires and interviews. To our considerable surprise, most respondents approved of the authoritarian regime and disapproved of granting students more self-expression. Most have come to believe that they do not deserve freedom from pervasive rules, for they (...)
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  29.  2
    Joan F. Goodman (2006). Students' Choices and Moral Growth. Ethics and Education 1 (2):103-115.
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  30.  29
    Joan F. Goodman (2010). Respect-Due and Respect-Earned: Negotiating Student-Teacher Relationships. Ethics and Education 4 (1):3-17.
    Respect is a cardinal virtue in schools and foundational to our common ethical beliefs, yet its meaning is muddled. For philosophers Kant, Mill, and Rawls, whose influential theories span three centuries, respect includes appreciation of universal human dignity, equality, and autonomy. In their view children, possessors of human dignity, but without perspective and reasoning ability, are entitled only to the most minimal respect. While undeserving of mutual respect they are nonetheless expected to show unilateral respect. Dewey and Piaget, scions of (...)
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  31.  10
    Joan F. Hallisey (1997). Denise Levertov Sings "the Unheard Music of That Vanished Lyre". Renascence 50 (1-2):83-95.
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  32.  6
    David A. Grant & Joan F. Curran (1952). Relative Difficulty of Number, Form, and Color Concepts of a Weigl-Type Problem Using Unsystematic Number Cards. Journal of Experimental Psychology 43 (6):408.
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  33.  3
    Joan F. Hallisey (1998). Denise Levertov Sings. Renascence 50 (1/2):83-95.
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  34.  6
    Joan F. Goodman & Emily Klim Uzun (2013). The Quest for Compliance in Schools: Unforeseen Consequences. Ethics and Education 8 (1):3-17.
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  35.  6
    Joan F. Goodman & Nimet Suheyla Eren (2013). Student Agency: Success, Failure, and Lessons Learned. Ethics and Education 8 (2):123-139.
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  36.  14
    Erika Kitzmiller & Joan F. Goodman (2010). Suppression of the Aggressive Impulse: Conceptual Difficulties in Anti-Violence Programs. Ethics and Education 5 (2):117-134.
    School anti-violence programs are united in their radical condemnation of aggression, generally equated with violence. The programs advocate its elimination by priming children's emotional and cognitive controls. What goes unrecognized is the embeddedness of aggression in human beings, as well as its positive psychological and moral functions. In attempting to eradicate aggression, schools increase the risk of student disaffection while stifling the goods associated with it: status, power, dominance, agency, mastery, pride, social-affiliation, social-approval, loyalty, self-respect, and self-confidence. It is argued (...)
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  37.  3
    Joan F. Mateu Bellés (2009). La valoración científica del paisaje: Luis Pardo y los Lagos de España. In Eduardo Martínez de Pisón & Nicolás Ortega (eds.), Los Valores Del Paisaje. Fundación Duques de Soria 137--166.
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  38.  12
    Joan F. Goodman (2008). Responding to Children's Needs: Amplifying the Caring Ethic. Journal of Philosophy of Education 42 (2):233-248.
    According to care theory the good parent confronting a helpless child has an unmediated impulse to relieve his distress; that impulse grows into a prescriptive ethic of relatedness, often contrasted to the more individualistic ethic of justice. If, however, a child's nature is understood as assertive and competent as well as fragile and dependent; if, in addition, he acquires needs through socialisation and is the beneficiary of inferred needs determined by others, then an ethic of need-gratification is insufficient. Caring theory, (...)
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  39.  9
    Joan F. Goodman (2007). School Discipline, Buy-in and Belief. Ethics and Education 2 (1):3-23.
    It is generally acknowledged that school discipline is failing. Through a comparison of two very different disciplinary situations, I inquire into possible causes of failure and conditions of success. The argument is made that if discipline is to succeed, students must believe in and identify with the goals it is designed to support. Questions are raised as to just how embracing (pervasive throughout school life), lofty (transcending the classroom), and moralized (emphasizing social over personal) such goals should be. Without specifying (...)
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  40.  4
    Joan F. Goodman (2006). The Cheating Culture. Business Ethics Quarterly 16 (2):305-305.
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  41.  1
    Hiroki Mishina, Joan F. Hilton & John I. Takayama (2013). Trends and Variations in Infant Mortality Among 47 Prefectures in Japan. Journal of Evaluation in Clinical Practice 19 (5):849-854.
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  42.  1
    Joan F. Adkins (1987). The Dove Descending Poetics of Tradition in Eliot and Stravinsky. Renascence 39 (4):470-483.
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  43.  3
    Joan F. Goodman (1998). Moral Descriptors and the Assessment of Children. Journal of Moral Education 27 (4):475-487.
    Abstract In the world outside schools, the public clamours for more character education; inside schools, psychologists, responsible for evaluating children, neither assess the moral domain nor use moral terminology to describe children. There are powerful reasons to resist the reintroduction of moral language into psychological assessments: such inclusion could promote invidious labelling, burden children with shame and guilt and open the diagnostic system to increased subjectivity, capriciousness and stigmatization??the substitution of ?illness? for what is mere social and cultural difference. Despite (...)
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  44.  1
    Joan F. Goodman (2001). Niceness and the Limits of Rules. Journal of Moral Education 30 (4):349-360.
    Teachers (and parents), responsible for the acculturation of young children, have an investment in "niceness". While the moral worthiness of this norm is obvious, niceness when enshrined as a set of rules is questionable. Because we want children to be honest, strong-minded and bold, to resist peer pressure and speak out against wrongdoing, protection against hurt must sometimes give way to other priorities. Through the presentation of two early childhood scenarios - a small child asks questions of strangers that insult (...)
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  45.  2
    Joan F. Goodman (2008). The Interpretation of Children's Needs at Home and in School. Ethics and Education 3 (1):27-40.
    Statements of need are used promiscuously by caretakers and children. The term may refer to mere wants (desire), to wants that have become socialized into secondary needs, to needs inferred by adults based on interpretations of future adaptive requirements, as well as to fundamental needs required for a child's well-being. It is important to distinguish the various uses of the term, first, because need carries an imperative-it would be unethical to frustrate a child's basic needs. Second, when confounding meanings, there (...)
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  46.  30
    Anthony Skelton (2016). E. F. Carritt (1876-1964). In Hugh LaFollette (ed.), The International Encyclopedia of Ethics. Wiley-Blackwell
    E. F. Carritt (1876-1964) was educated at and taught in Oxford University. He made substantial contributions both to aesthetics and to moral philosophy. The focus of this entry is his work in moral philosophy. His most notable works in this field are The Theory of Morals (1928) and Ethical and Political Thinking (1947). Carritt developed views in metaethics and in normative ethics. In meta-ethics he defends a cognitivist, non-naturalist moral realism and was among the first to respond to A. J. (...)
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  47. Charles H. Pence (2011). “Describing Our Whole Experience”: The Statistical Philosophies of W. F. R. Weldon and Karl Pearson. Studies in History and Philosophy of Biological and Biomedical Sciences 42 (4):475-485.
    There are two motivations commonly ascribed to historical actors for taking up statistics: to reduce complicated data to a mean value (e.g., Quetelet), and to take account of diversity (e.g., Galton). Different motivations will, it is assumed, lead to different methodological decisions in the practice of the statistical sciences. Karl Pearson and W. F. R. Weldon are generally seen as following directly in Galton’s footsteps. I argue for two related theses in light of this standard interpretation, based on a reading (...)
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  48.  4
    Joe Campbell (forthcoming). P. F. Strawson’s Free Will Naturalism. Brill.
    _ Source: _Page Count 27 This is an explication and defense of P. F. Strawson’s naturalist theory of free will and moral responsibility. I respond to a set of criticisms of the view by free will skeptics, compatibilists, and libertarians who adopt the _core assumption_: Strawson thinks that our reactive attitudes provide the basis for a rational justification of our blaming and praising practices. My primary aim is to explain and defend Strawson’s naturalism in light of criticisms based on the (...)
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  49.  10
    S. D. Katore, S. P. Hatkar & R. J. Baxi (2016). Unified Description of Bianchi Type-I Universe in $$F\,$$ F Gravity. Foundations of Physics 46 (4):409-427.
    The present study explores the Bianchi type I universe in the frame work of f theory of gravity by considering strange quark matter attached to string cloud and domain walls in the presence and absence of magnetism. Field equations are solved by choosing a constant curvature method. It is found that obtained cosmological models are relevant to the early era of evolution of the universe. The strange quark matter may be a source of string cloud and domain walls.
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  50.  2
    Joe Campbell (forthcoming). P. F. Strawson’s Free Will Naturalism. New Content is Available for International Journal for the Study of Skepticism.
    _ Source: _Page Count 27 This is an explication and defense of P. F. Strawson’s naturalist theory of free will and moral responsibility. I respond to a set of criticisms of the view by free will skeptics, compatibilists, and libertarians who adopt the _core assumption_: Strawson thinks that our reactive attitudes provide the basis for a rational justification of our blaming and praising practices. My primary aim is to explain and defend Strawson’s naturalism in light of criticisms based on the (...)
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