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John Lee [11]John K. Lee [4]John R. E. Lee [3]John W. I. Lee [2]
John R. Lee [2]Johnson Lee [1]John F. Lee [1]John Chi-Kin Lee [1]

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Profile: John Lee (University of Missouri, St. Louis)
Profile: John Lee (Quinnipiac University)
Profile: John Lee (Oxford University)
Profile: John Lee
Profile: John Lee (East Carolina University)
Profile: John Lee (Peking University)
Profile: John Lee (Concordia University)
  1.  3
    Simon Garrod, Nicolas Fay, John Lee, Jon Oberlander & Tracy MacLeod (2007). Foundations of Representation: Where Might Graphical Symbol Systems Come From? Cognitive Science 31 (6):961-987.
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  2. Graham Button, Jeff Coulter, John R. E. Lee & Wes Sharrock (1995). Computers, Minds, and Conduct. Polity Press.
    This book provides a sustained and penetrating critique of a wide range of views in modern cognitive science and philosophy of the mind, from Turing's famous test for intelligence in machines to recent work in computational linguistic theory. While discussing many of the key arguments and topics, the authors also develop a distinctive analytic approach. Drawing on the methods of conceptual analysis first elaborated by Wittgenstein and Ryle, the authors seek to show that these methods still have a great deal (...)
     
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  3.  34
    Tim Carrigan, Bob Connell & John Lee (1985). Toward a New Sociology of Masculinity. Theory and Society 14 (5):551-604.
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  4.  26
    Corin Gurr, John Lee & Keith Stenning (1998). Theories of Diagrammatic Reasoning: Distinguishing Component Problems. [REVIEW] Minds and Machines 8 (4):533-557.
    Theories of diagrams and diagrammatic reasoning typically seek to account for either the formal semantics of diagrams, or for the advantages which diagrammatic representations hold for the reasoner over other forms of representation. Regrettably, almost no theory exists which accounts for both of these issues together, nor how they affect one another. We do not attempt to provide such an account here. We do, however, seek to lay out larger context than is generally used for examining the processes of using (...)
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  5.  7
    John Lee & Paul Croll (1995). Streaming and Subject Specialism at Key Stage 2: A Survey in Two Local Authorities. Educational Studies 21 (2):155-165.
    Following recent debates about the most appropriate form of school and curriculum organisation at Key Stage 2, a survey was conducted of the practice and views of 246 headteachers in two local education authorities with regard to streaming and subject specialism. The results show that there is very little streaming by ability and, except for music, very little subject specialist teaching. Practice with regard to curriculum integration was more varied although hardly any schools operated an entirely integrated curriculum. Only a (...)
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  6.  46
    Graham Button, Jeff Coutler & John R. E. Lee (2000). Re-Entering the Chinese Room. Minds and Machines 10 (1):149-152.
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  7.  6
    Sherrill Seliman & John R. Lee (forthcoming). Hormone Heresy Oestrogen's Deadly Truth. Nexus.
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  8. Graham Button, Jeff Coulter, John Lee & Wes Sharrock (1995). Computers, Minds and Conduct. Polity.
    This book provides a sustained and penetrating critique of a wide range of views in modern cognitive science and philosophy of the mind, from Turing's famous test for intelligence in machines to recent work in computational linguistic theory. While discussing many of the key arguments and topics, the authors also develop a distinctive analytic approach. Drawing on the methods of conceptual analysis first elaborated by Wittgenstein and Ryle, the authors seek to show that these methods still have a great deal (...)
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  9.  40
    Graham Button, Jeff Coulter, John R. E. Lee & Wes Sharrock (2000). Re-Entering the Chinese Room. Minds and Machines 10 (1):149-152.
  10.  35
    Alison Pease, Alan Smaill, Simon Colton & John Lee (2009). Bridging the Gap Between Argumentation Theory and the Philosophy of Mathematics. Foundations of Science 14 (1-2):111-135.
    We argue that there are mutually beneficial connections to be made between ideas in argumentation theory and the philosophy of mathematics, and that these connections can be suggested via the process of producing computational models of theories in these domains. We discuss Lakatos’s work (Proofs and Refutations, 1976) in which he championed the informal nature of mathematics, and our computational representation of his theory. In particular, we outline our representation of Cauchy’s proof of Euler’s conjecture, in which we use work (...)
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  11.  20
    John Lee & John Fitz (1997). HMI and Ofsted: Evolution or Revolution in School Inspection. British Journal of Educational Studies 45 (1):39 - 52.
    HMI and Ofsted modes of school inpection are described and compared. The links between these modes are stressed. The information gathering capacity of Ofsted enables it to formulate specific and authoritative advice on good curriculum and pedagogic practice and thus to influence the direction of education policy and steer the system generally.
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  12. John Lee & Johh Fitz (1997). HMI and OFSTED : Evolution or Revolution in School Inspection. British Journal of Educational Studies 45 (1):39-52.
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  13.  15
    Betty B. Chaar & Johnson Lee (2012). Role of Socioeconomic Status on Consumers' Attitudes Towards DTCA of Prescription Medicines in Australia. Journal of Business Ethics 105 (4):447-460.
    The Pharmaceutical Benefits Scheme, operating in Australia under the National Health Act 1953, provides citizens equal access to subsidised pharmaceuticals. With ever-increasing costs of medicines and global financial pressure on all commodities, the sustainability of the PBS is of crucial importance on many social and political fronts. Direct-to-consumer advertising (DTCA) of prescription medicines is fast expanding, as pharmaceutical companies recognise and reinforce marketing potentials not only in healthcare professionals but also in consumers. DTCA is currently prohibited in Australia, but pharmaceutical (...)
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  14.  15
    John W. I. Lee (2009). Ancient Warfare (P.) Sabin, (H.) Van Wees, (M.) Whitby (Edd.) The Cambridge History of Greek and Roman Warfare. Volume I: Greece, the Hellenistic World and the Rise of Rome. Pp. Xxx + 663, Ills, Maps. Cambridge and New York: Cambridge University Press, 2007. Cased, £120. ISBN: 978-0-521-782739. (P.) Sabin, (H.) Van Wees, (M.) Whitby (Edd.) The Cambridge History of Greek and Roman Warfare. Volume II: Rome From the Late Republic to the Late Empire. Pp. Xxii + 608, Ills, Maps. Cambridge and New York: Cambridge University Press, 2007. Cased, £120 (Two-Volume Set, £220, US$440). ISBN: 978-0-521-782746 (978-0-521-857796 Set). [REVIEW] The Classical Review 59 (01):185-.
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  15.  4
    Chad Fairey, John K. Lee & Clifford Bennett (2000). Technology and Social Studies: A Conceptual Model for Integration. Journal of Social Studies Research 24 (2):3-9.
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  16.  4
    John F. Lee (1976). Clearing House Interbank Payments System. Acm Sigcas Computers and Society 7 (4):6-9.
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  17.  4
    John K. Lee & Jeffrey Probert (2012). Civilization III and Whole-Class Play in High School Social Studies. Journal of Social Studies Research 34 (1):1-28.
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  18.  2
    John A. L. Lee, The Complutensian Polyglot, the Text of Sirach, and a Lost Greek Word.
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  19.  2
    John K. Lee & Philip E. Molebash (2014). Becoming Digital: Using Personal Digital Histories to Engage Teachers in Contemporary Understandings of Teaching Social Studies. Journal of Social Studies Research 38 (3):159-172.
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  20.  2
    Hong-Biao Yin, John Chi-Kin Lee, Yu-le Jin & Zhong-hua Zhang (2012). The Effect of Trust on Teacher Empowerment: The Mediation of Teacher Efficacy. Educational Studies 39 (1):13-28.
    This study explores the impact of teachers? perception of trust in colleagues on their sense of empowerment in Mainland China, with a particular focus on the mediating role of teacher efficacy. The results of a survey of 1646 teachers indicate that although teachers scored positively on trust in colleagues, efficacy and empowerment, they had relatively lower scores on general teaching efficacy (GTE) and participation in decision-making. Trust in colleagues was a significant predictor of teacher empowerment. In addition, personal teaching efficacy (...)
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  21. John Lee (2005). A Model of Lakatos's Philosophy of Mathematics Alison Pease, Simon Colton, Alan Smaill, And. In L. Magnani & R. Dossena (eds.), Computing, Philosophy and Cognition. 4--57.
     
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  22. John Lee (2001). Book Review. [REVIEW] Philosophia Christi 3 (2):614-617.
     
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  23. John W. I. Lee (2015). M. Waters Ancient Persia. A Concise History of the Achaemenid Empire, 550–330bce. Pp. Xx + 252, Ills, Maps. New York: Cambridge University Press, 2014. Paper, £19.99, US$28.99 . ISBN: 978-0-521-25369-7. [REVIEW] The Classical Review 65 (2):613-614.
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  24. John K. Lee & Philip E. Molebash (2004). Outcomes of Various Scaffolding Strategies on Student Teachers' Digital Historical Inquiries. Journal of Social Studies Research 28 (2).
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  25. Kathy Swan, John Lee & S. G. Grant (forthcoming). A Study of State Social Studies Coordinators׳ Views of the Common Core. Journal of Social Studies Research.
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  26. V. B. Wigglesworth, P. S. Clarke, H. George Classen, A. R. Goodwin, A. R. Ilersic, John R. Lee, O. S. R. Reddi & F. Rubimarco (1960). A Journal of Demography. The Eugenics Review 52:107.
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