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  1. John Wilson (forthcoming). Berlin: Mouton de Gruyter, 1990. Semiotica.
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  2. John Wilson (forthcoming). First Steps in Education, Morality and Religion. Philosophy of Education.
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  3. John A. Wilson (forthcoming). The Foundations and Stages of Chinese Economic History. Zeitschrift für Sozialforschung.
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  4. John R. Wilson (forthcoming). Source Data Verification in Clinical Trials Involving the Temporarily Incapacitated Subject: Is There a Missing Link in the Notion of Proxy Consent? Irb.
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  5. John R. Wilson (forthcoming). Unsocial Actors in'Agamemnon'. Hermes.
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  6. John G. Wilson (2014). Sartre and Cyber-Dissidence: The Groupe En Fusion and the Putative We-Subject. Sartre Studies International 20 (1):17-35.
    Recently, social-media tools have been widely credited with igniting pervasive social upheavals in the Middle East, some of which brought down governments. This article explores the putative structure of such gatherings and considers new developments in what such collectives might be from a Sartrean perspective, in particular as mediated by the arrival of social media. A Sartrean perspective on the still indefinite composition of media collectives is offered under Sartre's concept of the groupe en fusion , yet still open to (...)
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  7. John Wilson (2013). Sham Contracting in Employment: Save Your Client, and Yourself. Ethos: Official Publication of the Law Society of the Australian Capital Territory 229:18.
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  8. John Wilson (2013). Time to Bring Back the Stocks?: The Hollow Victory of Tabloid Justice. Ethos: Official Publication of the Law Society of the Australian Capital Territory 227:14.
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  9. John Wilson (2013). Thank You, I Seek Leave to Appear: Seeking Permission for a Hearing with the Fair Work Commission. Ethos: Official Publication of the Law Society of the Australian Capital Territory 228:12.
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  10. Tina Pietsch, John Wilson & Matthew McDonald (2010). Ontological Insecurity: A Guiding Framework for Borderline Personality Disorder. Journal of Phenomenological Psychology 41 (1):85-105.
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  11. John S. Wilson (2009). First-Order Characterization of the Radical of a Finite Group. Journal of Symbolic Logic 74 (4):1429 - 1435.
    It is shown that there is a formula σ(g) in the first-order language of group theory with the following property: for every finite group G, the largest soluble normal subgroup of G consists precisely of the elements g of G such that σ(g) holds.
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  12. ProcheṢ Ṣerban, John Ru Wilson, Jana C. Vamosi & David M. Richardson (2008). Plant Diversity in the Human Diet: Weak Phylogenetic Signal Indicates Breadth. Bioscience 58 (2):151-159.
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  13. John Howard Wilson (2008). Quantitative Judgments and Individual Salvation in Evelyn Waugh's Sword of Honour. Renascence 60 (4):325-339.
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  14. John Wilson (2003). The Concept of Education Revisited. Journal of Philosophy of Education 37 (1):101–108.
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  15. John R. Wilson (2003). Support of Opportunities for Shopfloor Involvement Through Information and Communication Technologies. AI and Society 17 (2):114-133.
    More companies are understanding the benefits of designing work to enhance, rather than minimise, the contributions of their employees within human-centred systems. To do this, they require their supportive subsystems (such as training, job, and team design, performance measurement and information) to provide people with the ability, motivation and opportunity to become increasingly involved. Opportunity for involvement will require different communication interfaces, providing data and background information both personally and at the work site or process. In the past few years, (...)
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  16. John-Paul Wilson (2003). The Eastern Mediterranean V. Karageorghis, N. C. Stampolidis (Edd.): Eastern Mediterranean: Cyprus—Dodecanese—Crete, 16th–6th Century B.C. Proceedings of the International Symposium Held at Rethymnon, Crete in May 1997 . Pp. 313, Ills. Athens: University of Crete and the A. G. Leventis Foundation, 1998. Paper. Isbn: 960-85468-7-. [REVIEW] The Classical Review 53 (01):213-.
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  17. John Wilson (2002). Is Education a Good Thing? British Journal of Educational Studies 50 (3):327 - 338.
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  18. John Wilson (2001). Shame, Guilt and Moral Education. Journal of Moral Education 30 (1):71-81.
    The concepts marked by "shame" and "guilt" are analysed briefly, and their merits and demerits as types of moral motivation reviewed. Both concepts appear as inexpellable from human life, although different cultures may weigh them differently and give them different contents. Each has certain advantages and disadvantages, but both may be paralysing rather than morally constructive. Various alternative motivations are considered, including fear and desire; and the conclusion is reached that the moral educator's prime task is to introduce children to (...)
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  19. John R. Wilson & Claire M. Whittington (2001). Implementation of Self-Managed Teams in Manufacturing: More of a Marathon Than a Sprint. [REVIEW] AI and Society 15 (1-2):58-81.
    During the past decade teamwork in manufacturing, as in other sectors, has become the organisational form of choice. In contrast to earlier manifestations such as autonomous workgroups some 30 years earlier, this appears to have been largely for business and production reasons rather than being directly aimed at improving the quality of work life. Taken from part of a larger study of teamworking in several different manufacturing companies this paper draws upon a retrospective analysis of cases of self-managed team implementation (...)
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  20. John Wilson (2000). A Response. Journal of Moral Education 29 (3):371-375.
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  21. John-Paul Wilson (2000). B. B. Price (Ed.): Ancient Economic Thought: Volume 1 . Pp. X + 271. London and New York: Routledge, 1997. Cased, £47.50. ISBN: 0-415-14930-. [REVIEW] The Classical Review 50 (02):654-.
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  22. John-Paul Wilson (2000). D. W. Tandy: Warriors Into Traders. The Power of the Market in Early Greece . Pp. Xv + 296, 17 Figs, 10 Tables, 4 Maps. Berkeley, Los Angeles, and London: University of California Press, 1997. Cased, £35/$45. ISBN: 0-520-20269-. [REVIEW] The Classical Review 50 (02):642-.
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  23. John-Paul Wilson (2000). L. De Libero: Die archaische Tyrannis . Pp. 479, 1 map. Stuttgart: Franz Steiner, 1996. DM 188. ISBN: 3-515-06920-. The Classical Review 50 (02):640-.
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  24. Alan Doig & John Wilson (1998). The Effectiveness of Codes of Conduct. Business Ethics 7 (3):140–149.
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  25. John Wilson (1998). Seriousness and the Foundations of Education. Educational Theory 48 (2):143-153.
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  26. John Wilson (1998). Two Aspects of Morality. Journal of Moral Education 27 (1):35-46.
    Abstract Two aspects or aims of morality are distinguished: (1) the need to avoid trouble and ensure appropriate behaviour, and (2) forms of life which involve sharing, and hence require certain basic dispositions as well as behaviour?patterns. It is argued that (1) may, in principle, be achieved by various external agencies, not only by internalised guilt, shame and a sense of duty. ?Will?power?, and the whole notion of moral struggle, may in one sense be otiose or replaceable. Besides (1) efficient (...)
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  27. John Paul Wilson (1997). The Nature of Greek Overseas Settlements in the Archaic Period: Emporion or Apoikia? In Lynette G. Mitchell & P. J. Rhodes (eds.), The Development of the Polis in Archaic Greece. Routledge.
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  28. John-Paul Wilson (1997). Emporion or Apoikia? In Lynette G. Mitchell & P. J. Rhodes (eds.), The Development of the Polis in Archaic Greece. Routledge. 199.
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  29. John Wilson (1996). Alertness and Determination: A Note on Moral Phenomenology. Journal of Moral Education 25 (2):215-223.
    Abstract The ability and willingness to bring one's attention and determination to bear on moral situations are of central importance in moral education. Various ways in which a person may succeed or fail in doing this are considered, in the light of Aristotle's ?practical syllogism?, and a rough classification is suggested. It is advocated (a) that a fuller classification be attempted, and (b) that teachers and parents share with young people their understanding of typical practical syllogisms.
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  30. John Wilson (1996). First Steps in Moral Education. Journal of Moral Education 25 (1):85-91.
    Abstract Moral education has to be taken as ?education in morality?: that is, in a particular form of thought and life which has its own procedures of reason. We have to establish what these are, what equipment the morally educated person logically requires and, from that, how to assess such equipment and how to generate practical methods that enhance it. The main features of this are not difficult to understand: what stands in our way is certain kinds of psychological resistance (...)
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  31. John Wilson (1996). Revising the Comprehensive Ideal. British Journal of Educational Studies 44 (4):426 - 437.
    What may be called 'the comprehensive ideal' is still powerful both in theory and practice. To put this ideal into a respectable shape requires attention to some basic logical/conceptual points, and awareness of the underlying feelings which inspire it. It is then possible to face questions about how to retain equality whilst catering for individual differences, how to establish a potent and fraternal community in schools and elsewhere, and how to give individuals a sense of worth whilst fully acknowledging criteria (...)
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  32. John Wilson (1996). The (Un)Examined Life. Cogito 10 (1):60-63.
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  33. Samuel M. Natale, John B. Wilson & Brian Rothschild (1995). Cross-Cultural Ethics: An Educator's Profile. Journal of Value Inquiry 29 (3):399-404.
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  34. John Wilson (1995). Love Between Equals: A Philosophical Study of Love and Sexual Relationships. St. Martin's Press.
    Everyone loves something or somebody, and most people are concerned with loving another person like themselves, all equal. This book is based on the belief that getting clear about the concept and meaning of love between equals is essential for success in our practical lives. For how can we love properly unless we have a fairly clear idea of what love is? The book is written in ordinary language and for the ordinary person, without jargon or philosophical technicalities. It aims (...)
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  35. John Wilson (1995). Sense and Sexual Harassment: A Reply to Piers Benn. Cogito 9 (1):89-91.
  36. John Wilson (1995). Sense and Sexual Harassment. Cogito 9 (1):89-91.
  37. John Wilson (1993). Sexual Differences: The Contingent & The Necessary. Journal of Applied Philosophy 10 (2):237-242.
  38. John Wilson (1993). Equality Revisited. Journal of Philosophy of Education 27 (1):113–115.
  39. John Wilson (1993). Reflection and Practice: Teacher Education and the Teaching Profession. Althouse Press.
     
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  40. John Wilson (1993). The Study of Communication: Possibly? Semiotica 93 (1-2):123-138.
     
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  41. John Wilson (1992). The Primacy of Authority. Journal of Moral Education 21 (2):115-124.
    Abstract The concept of authority is primary and inescapable, and anterior to the opposition of particular values (such as law and order? versus freedom'). No human interaction is possible without authority. Problems about the legitimacy and scope of authority are discussed: particularly the legitimacy of compelling school attendance. Attention is drawn to the particular importance of authority in moral and political education.
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  42. John Wilson (1992). Value Judgements and Educational Research. British Journal of Educational Studies 40 (4):350 - 360.
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  43. John Wilson (1991). Does Equality (of Opportunity) Make Sense in Education? Journal of Philosophy of Education 25 (1):27–32.
  44. Mark S. Stensvold & John T. Wilson (1990). The Interaction of Verbal Ability with Concept Mapping in Learning From a Chemistry Laboratory Activity. Science Education 74 (4):473-480.
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  45. John Wilson (1990). Is Liberalism Strong Enough for a Moral Consensus? Journal of Moral Education 19 (1):24-32.
    Abstract Current demands for ?moral consensus? raise the question of whether liberalism can offer such consensus. It is argued that, though liberalism is often taken to be too weak and unappealing to do this, nevertheless a proper understanding of its logic and psychological requirements permits a more optimistic view. In particular, we have to understand and reinforce the various types of human interaction which form the psychic basis of liberalism and enable the individual to avoid both authoritarianism and paranoia.
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  46. John T. Wilson & Irene Chalmers‐Neubauer (1990). A Comparison of Teacher Roles in Three Exemplary Hands‐on Elementary Science Programs. Science Education 74 (1):69-85.
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  47. Samuel M. Natale, John B. Wilson & Sebastian A. Sora (1989). The Constructive Use of Hate and Fear? A Response to Arthur Lipper. International Journal of Value-Based Management 2 (2):69-72.
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  48. John Wilson (1989). Can One Promise to Love Another? Philosophy 64 (250):557 - 563.
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  49. John Wilson (1989). Competition. Journal of Moral Education 18 (1):26-31.
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  50. John Wilson (1989). Philosophical Issues in Moral Education and Development. Journal of Philosophy of Education 23 (1):129–133.
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