Search results for 'Jorge Paulo Cancela' (try it on Scholar)

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  1. Jorge Paulo Cancela & Kimon Hadjibiros (1977). Le Modele Matriciel Deterministe de Leslie Et Ses Applications En Dynamique Des Populations. Acta Biotheoretica 26 (4).score: 290.0
    The Leslie matrix model (Leslie, 1945) for discrete population growth has been modified and used several times in population dynamics. A review is given of the basic model (n t + 1 = An t) and of its principal modifications. The modifications relating to the influences of internal or external factors to the population are studied with greater detail. The same applies to models where the population is divided in stages rather than in age classes.In the same line, Hadjibiros (1975, (...)
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  2. Villas Boas, Paulo José Fortes, Regina Stella Spagnuolo, Amélia Kamegasawa, Leandro Gobbo Braz, Adriana Polachini do Valle, Eliane Chaves Jorge, Hugo Hyung Bok Yoo, Antônio José Maria Cataneo & Ione Corrêa (forthcoming). Systematic Reviews Showed Insufficient Evidence for Clinical Practice in 2004: What About in 2011? The Next Appeal for the Evidence‐Based Medicine Age. [REVIEW] Journal of Evaluation in Clinical Practice.score: 120.0
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  3. Paulo José Fortes Villas Boas, Regina Stella Spagnuolo, Amélia Kamegasawa, Leandro Gobbo Braz, Adriana Polachini do Valle, Eliane Chaves Jorge, Hugo Hyung Bok Yoo, Antônio José Maria Cataneo, Ione Corrêa, Fernanda Bono Fukushima, Paulo do Nascimento, Norma Sueli Pinheiro Módolo, Marise Silva Teixeira, Edison Iglesias de Oliveira Vidal, Solange Ramires Daher & Regina El Dib (2013). Systematic Reviews Showed Insufficient Evidence for Clinical Practice in 2004: What About in 2011? The Next Appeal for the Evidence‐Based Medicine Age. [REVIEW] Journal of Evaluation in Clinical Practice 19 (4):633-637.score: 120.0
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  4. Stanley Paulo (2003). Epistemology, Research Methodology and Rule 702 of the Federal Rules of Evidence Versus Eva®. Journal of Business Ethics 44 (4):327 - 341.score: 30.0
    This article questions the continued use and application of EVA® (economic value added) because it is epistemologically a non-sequitur, fails to satisfy the requirements of sound research methodology in terms of being a reliable and valid metric, and is unlikely to satisfy the requirements of Rule 702 of the Federal Rules of Evidence. In the light of these insufficiencies, the continued use of EVA® is ethically questionable, and moreover in time is likely to result in class actions.
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  5. Maria Manuel Araújo Jorge (2007). O Cientista e o Filósofo: Aspectos da Relação nos Finais do Século XX. Revista Portuguesa de Filosofia 63 (1/3):49 - 65.score: 30.0
    O presente artigo pretende dar conta de alguns dos aspectos mais salientes da questão relativa à pertinência da Filosofia (especialmente na qualidade de Filosofia da Ciência) para a prática científica dos cientistas. Nesse sentido, a autora recorre sobretudo a exemplos vigentes nos finais do século xx, dando especial relevância a manifestações de "impaciência" por parte de alguns investigadores em relação a algumas críticas epistemológicas e éticas dos filósofos, sobretudo no que se refere à famosa controvérsia da "guerra das ciências" e (...)
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  6. P. Mulki Jay, F. Jaramillo Jorge & B. Locander William (2008). Effect of Ethical Climate on Turnover Intention: Linking Attitudinal- and Stress Theory. Journal of Business Ethics 78 (4).score: 30.0
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  7. Mª Celeste Cancela (2000). Congreso Internacional La Filosofía Analitica en el Cambio de Milenio, Santiago de Compostela, 1-4 de diciembre de 1999. Theoria 15 (3):591-593.score: 30.0
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  8. Steven C. Daiber & Yamilys Brito Jorge (eds.) (2010). Poder. Red Trillum Press.score: 30.0
     
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  9. Yamilys Brito Jorge (2010). Patria = Homeland. In Steven C. Daiber & Yamilys Brito Jorge (eds.), Poder. Red Trillum Press.score: 30.0
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  10. Carmen Romano Rodríguez, Fernández Pérez & A. Jorge (eds.) (2011). Filosófia y Educación: Perspectivas y Propuestas. Facultad de Filosofía y Letras.score: 20.0
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  11. Charles W. Mills (2003). ``Heart'' Attack: A Critique of Jorge Garcia's Volitional Conception of Racism. [REVIEW] Journal of Ethics 7 (1):29-62.score: 18.0
    Since its original 1996 publication,Jorge Garcia''s ``The Heart of Racism'''' has beenwidely reprinted, a testimony to its importanceas a distinctive and original analysis ofracism. Garcia shifts the standard framework ofdiscussion from the socio-political to theethical, and analyzes racism as essentially avice. He represents his account asnon-revisionist (capturing everyday usage),non-doxastic (not relying on belief),volitional (requiring ill-will), and moralized(racism is always wrong). In this paper, Icritique Garcia''s analysis, arguing that hedoes in fact revise everyday usage, that hisaccount does tacitly rely on (...)
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  12. Tyson Edward Lewis (2010). Paulo Freire's Last Laugh: Rethinking Critical Pedagogy's Funny Bone Through Jacques Rancière. Educational Philosophy and Theory 42 (5):635-648.score: 18.0
    In several enigmatic passages, Paulo Freire describes the pedagogy of the oppressed as a 'pedagogy of laughter'. The inclusion of laughter alongside problem-posing dialogue might strike some as ambiguous, considering that the global exploitation of the poor is no laughing matter. And yet, laughter seems to be an important aspect of the pedagogy of the oppressed. In this paper, I examine the role of laughter in Freire's critical pedagogy through a series of questions: Are all forms of laughter equally (...)
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  13. Charles Bingham (2002). On Paulo Freire's Debt to Psychoanalysis: Authority on the Side of Freedom. Studies in Philosophy and Education 21 (6):447-464.score: 18.0
    Paulo Freire's major work, Pedagogy of the Oppressed, owes adebt to psychoanalysis. In particular, as this paper argues,Freire's account of teacher authority needs to be understoodthrough psychoanalytic sensibilities. Paulo Freire maintains thatteacher authority can be ``on the side of freedom.'' This is ahighly charged claim given that liberalist traditions generallycast authority as the enemy of freedom. Breaking with liberalunderstandings of authority, Freire's ``authority on the sideof freedom'' is a matter of maintaining the delicate psychicbalance that leads neither to (...)
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  14. Juan Cofré Lagos & Carlos Isler Soto (2013). La axiología jurídica según Jorge Millas. Revista de Filosofía 69:51-65.score: 18.0
    In this paper, we try to expose the fundamental ideas at the basis of Jorge Millas’ axiology. First, we will expose synoptically the core of the legal philosophy that the Chilean thinker develops on his works on the subject, including his conception about philosophy in general (§1), and about legal science in particular (§2). Secondly, we will expose the epistemological suppositions of his legal philosophy (§3), and his consequent conception of law’s essence (§4), the legal rule (§5) and its (...)
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  15. Edgard Leite (2009). Qual era o judaísmo de Paulo? Horizonte 7 (13):85-97.score: 18.0
    O objetivo desse texto é levantar algumas questões sobre as raízes do judaísmo de Paulo, ou dos referenciais judaicos que sustentam a sua visão de mundo - no decorrer de suas jornadas após a visão da estrada de Damasco. Há elementos para afirmar que além do seu farisaísmo assumido, Paulo recolheu concepções teóricas de outros movimentos judaicos do período. Tendo lido ou conhecido elementos das principais tendências do pensamento apocalíptico. Utilizou esses conceitos no sentido de atuar não só (...)
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  16. Claudia Rozas (2007). The Possibility of Justice: The Work of Paulo Freire and Difference. Studies in Philosophy and Education 26 (6):561-570.score: 15.0
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  17. Jaime Nubiola (1999). Jorge Luis Borges and William James. Streams of William James 1 (3):7.score: 12.0
    The year of the centennial of the Argentinean writer Jorge Luis Borges is probably the right time to exhume one of the links that this universal writer had with William James. In 1945, Emece, a publisher from Buenos Aires, printed a Spanish translation of William James’s book Pragmatism, with a foreword by Jorge Luis Borges.
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  18. Peter Mayo (2004). Liberating Praxis: Paulo Freire's Legacy for Radical Education and Politics. Praeger Publishers.score: 12.0
    Paulo Freire : the educator, his oeuvre, and changing contexts -- Holistic interpretations of Freire's work : a critical review -- Critical literacy, praxis, and emancipatory politics -- "Remaining on the same side of the river" : neo-liberalism, party movements, and the struggle for greater coherence -- Reinventing Freire in a Southern context : the Mediterranean -- Engaging with practice : a Freirean reflection on different pedagogical sites.
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  19. Tyson Edward Lewis (2009). Education in the Realm of the Senses: Understanding Paulo Freire's Aesthetic Unconscious Through Jacques Rancière. Journal of Philosophy of Education 43 (2):285-299.score: 12.0
    In this article I re-examine the role that aesthetics play in Paulo Freire's pedagogy of the oppressed. As opposed to the vast majority of scholarship in this area, I suggest that aesthetics play a more centralised role in pedagogy above and beyond arts-based curricula. To help clarify Freire's position, I will argue that underlying the linguistic resolution of the student/teacher dialectic in the problem-posing classroom is an accompanying shift in the very aesthetics of recognition. In order to demonstrate the (...)
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  20. Peter Roberts (2000). Education, Literacy, and Humanization: Exploring the Work of Paulo Freire. Bergin & Garvey.score: 12.0
    Provides a critical introduction to the work of Paulo Freire, paying particular attention to later texts.
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  21. Maarten Simons & Jan Masschelein (eds.) (2011). Rancière, Public Education and the Taming of Democracy. Wiley-Blackwell.score: 12.0
    Machine generated contents note: Notes on Contributors.1. Introduction: Hatred of Democracy... and of the Public Role of Education? (Maarten Simons and Jan Masschelein).2. The Public Role of Teaching: To Keep the Door Closed (Goele Cornelissen).3. Learner, Student, Speaker: Why It Matters How We Call Those We Teach (Gert Biesta).4. Ignorance and Translation, 'Artifacts' for Practices of Equality (Marc Derycke).5. Democratic Education: An (im)possibility That Yet Remains to Come (Daniel Friedrich, Bryn Jaastad and Thomas S. Popkewitz)6. Governmental, Political and Pedagogic Subjectivation: (...)
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  22. Sarah Galloway (2012). Reconsidering Emancipatory Education: Staging a Conversation Between Paulo Freire and Jacques Rancière. Educational Theory 62 (2):163-184.score: 12.0
    In this essay Sarah Galloway considers emancipation as a purpose for education through examining the theories of Paulo Freire and Jacques Rancière. Both theorists are concerned with the prospect of distinguishing between education that might socialize people into what is taken to be an inherently oppressive society and education with emancipation as its purpose. Galloway reconstructs the theories in parallel, examining the assumptions made, the processes of oppression described, and the movements to emancipation depicted. In so doing, she argues (...)
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  23. Jorge J. E. Gracia (2008). Surviving Race, Ethnicity, and Nationality by Jorge J. E. Gracia; the Foundations of a Philosophy of Race, Ethnicity, and Nationality. International Philosophical Quarterly 48 (2):247-255.score: 12.0
  24. Jorge Luis Borges (1977). ". . . Merely a Man of Letters": An Interview with Jorge Luis Borges. Philosophy and Literature 1 (3):337-341.score: 12.0
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  25. Pedro Paulo A. Funari (2013). OVÍDIO (2011) Amores e Arte de Amar. Tradução de Carlos Ascendo André, prefácio e apêndice de Peter Green. São Paulo, Penguin/Cia das Letras, 560 p. [REVIEW] Archai: Revista de Estudos Sobre as Origens Do Pensamento Ocidental 11 (11):159-160.score: 12.0
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  26. Kelvin Stewart Beckett (2012). Paulo Freire and the Concept of Education. Educational Philosophy and Theory 45 (1):49-62.score: 12.0
    In this article, I argue that Paulo Freire?s liberatory conception of education is interesting, challenging, even transforming because central to it are important aspects of education which other philosophers marginalise. I also argue that Freire?s critics are right when they claim that he paid insufficient attention to another important aspect of education. Finally, I argue for a conception of education which takes account of the strengths and at the same time overcomes the limitations of Freire?s liberatory conception.
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  27. Adam Glover (2013). Painting Borges: Philosophy Interpreting Art Interpreting Literature by Jorge J. E. Gracia (Review). The Pluralist 8 (2):106-113.score: 12.0
    Montaigne said it in the sixteenth century, and Plato's Ion said it long before: we are but interpreters of interpretations. Jorge J. E. Gracia's Painting Borges: Philosophy Interpreting Art Interpreting Literature rests upon the assumption that this somewhat plaintive verdict on the inescapability of interpretation is in fact an occasion for celebration. For various reasons—some of which I will discuss below—Painting Borges is a welcome addition to the field of interpretation theory and will be of interest not only to (...)
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  28. Fernanda Lemos (2011). Pentecostalismo nos trens de São Paulo (Pentecostalism in São Paulo´s trains) - DOI: 10.5752/P.2175-5841.2011v9n22p466. Horizonte 9 (22):466-492.score: 12.0
    Este artigo é uma tentativa de analisar sociologicamente o processo de institucionalização pelo qual vem passando a ‘Cruzada Evangelística Interdenominacional nos Trens das Boas Novas’ (CEI), na prática diária dos cultos pentecostais realizados nos vagões de trem da Companhia Paulista de Trens Metropolitanos do Estado de São Paulo (CPTM). Nossa hipótese é que o culto no trem vem passando por um processo de burocratização das funções religiosas diárias, o que pode ser observado desde sua origem, em seu desenvolvimento, na (...)
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  29. Cláudia Sousa Pereira (2003). Writing, Reading, Storytelling - The Love Story of Sinhá, Malhado, Carybé and Jorge Amado. Diogenes 50 (2):33-40.score: 12.0
    The author discusses the significance of Jorge Amado's brief but crucial incursion into the world of children's literature: his O Gato Malhado e a Andorinha Sinhá (about a tabby cat and a young lady swallow). This adventure from the pen of the Brazilian author resonates not only in the area of textual genesis in this literary field, or that of illustration, but also in the area of childhood culture, a world which may perhaps be marginal and is only just (...)
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  30. Paulo Jorge Freitas da Silva E. Costa, Natália Fernandes & Maria Beatriz Oliveira Pereira (forthcoming). Crianças investigadoras? Cenários de participação ativa na educação básica // Children as researchers? Scenarios of children's participation in Middle School. Conjectura: Filosofia E Educação.score: 12.0
    Considerando as crianças como atores sociais (com voz e ação) competentes para a interpretação do contexto em que se inserem, apresenta-se no presente artigo uma reflexão sobre a sua importância, enquanto sujeitos e participantes na investigação partilhada. Através da participação das crianças como investigadoras em dois estudos de opinião, pretende-se discutir as respetivas possibilidades e limites, enquanto metodologia participativa na Educação Básica. A informação proveniente das crianças forneceu pistas de intervenção aplicadas à escola.
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  31. Renata P. de Freitas, Jorge P. Viana, Mario R. F. Benevides, Sheila R. M. Veloso & Paulo A. S. Veloso (2003). Squares in Fork Arrow Logic. Journal of Philosophical Logic 32 (4):343-355.score: 12.0
    In this paper we show that the class of fork squares has a complete orthodox axiomatization in fork arrow logic (FAL). This result may be seen as an orthodox counterpart of Venema's non-orthodox axiomatization for the class of squares in arrow logic. FAL is the modal logic of fork algebras (FAs) just as arrow logic is the modal logic of relation algebras (RAs). FAs extend RAs by a binary fork operator and are axiomatized by adding three equations to RAs equational (...)
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  32. Marã­lia Côrtes de Ferraz (2009). Hume e a Epistemologia, de João Paulo Monteiro. Princípios 16 (25):283-294.score: 12.0
    Resenha do livro de MONTEIRO, Joáo Paulo. Hume e a Epistemologia ; revisáo de Frederico Diehl [1ª. ed. brasileira]. – Sáo Paulo: Editora UNESP; Discurso Editorial, 2009. (232 p).
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  33. Lucas Soares Portela (2014). CAMAROTTI, Gerson. Segredos do Conclave: os bastidores da eleição do papa Francisco e a operação do Vaticano para estancar a hemorragia de fiéis na América Latina. 1ª ed. São Paulo: Geração Editorial, 2013. [REVIEW] Horizonte 12 (33):264-269.score: 12.0
    RESENHA: CAMAROTTI, Gerson. Segredos do Conclave: os bastidores da eleição do papa Francisco e a operação do Vaticano para estancar a hemorragia de fiéis na América Latina. 1ª ed. São Paulo: Geração Editorial, 2013.
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  34. Edin Sued Abumanssur (2014). Fé e crime na “quebrada”: pentecostais e PCC na construção da sociabilidade nas periferias de São Paulo (Faith and crime in the "quebrada": Pentecostalism and PCC in the construction of sociability in the outskirts of São Paulo). Horizonte 12 (33):99-120.score: 12.0
    Fé e crime na “quebrada”: pentecostais e PCC na construção da sociabilidade nas periferias de São Paulo (Faith and crime in the "quebrada": Pentecostalism and PCC in the construction of sociability in the outskirts of São Paulo). DOI: 10.5752/P.2175-5841.2014v12n33p99 Tratamos, neste texto, da convivência em um mesmo ambiente urbano de fenômenos aparentemente díspares como é o caso do pentecostalismo de um lado e, de outro, o crime organizado e a violência como seu modus operandi , ambos representando expressões (...)
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  35. Virginia Fernández Aguinaco & Jorge del Romero (2008). Jorge Del Romero, Coordinador Del Centro Sandoval. Crítica 58 (953):68-72.score: 12.0
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  36. Luis Martínez Andrade (2014). ANDREO, Igor Luis. Teologia da libertação e cultura política maia chiapaneca: O Congresso Indígena de 1974 e as raízes do Exército Zapatista de Libertação Nacional. São Paulo: Alameda, 2013, 313p. ISBN: 978 85 7216 618-8. [REVIEW] Horizonte 12 (33):257-263.score: 12.0
    ANDREO, Igor Luis. Teologia da libertação e cultura política maia chiapaneca: O Congresso Indígena de 1974 e as raízes do Exército Zapatista de Libertação Nacional. São Paulo: Alameda, 2013, 313p. ISBN: 978 85 7216 618-8.
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  37. Paulo Eduardo Arantes (forthcoming). Hegel: a ordem do tempo. São Paulo: Hucitec. Polis.score: 12.0
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  38. Rodrigo Araújo (2014). SANTOS, J. T. (2012) Platão: a construção do conhecimento, Paulus, S. Paulo. Archai: Revista de Estudos Sobre as Origens Do Pensamento Ocidental 12:195-196.score: 12.0
    SANTOS, J. T. (2012) Platão: a construção do conhecimento, Paulus, S. Paulo.
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  39. Stanley Aronowitz (1993). Paulo Freire's Radical Democratic Humanism. In Peter McLaren & Peter Leonard (eds.), Paulo Freire: A Critical Encounter. Routledge. 8--24.score: 12.0
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  40. Marcelo Barros (2013). COMBLIN, José. O Espírito Santo e a tradição de Jesus. São Paulo: Nhanduti, 2012. Horizonte 11 (32):1666-1669.score: 12.0
    RESENHA: COMBLIN, José. O Espírito Santo e a tradição de Jesus . São Paulo: Nhanduti, 2012.
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  41. María Soledad Boero & Alicia Vaggione (2010). Acerca de la mirada. Apuntes sobre El desierto y su semilla, de Jorge Barón Biza y Efectos colaterales, de Gabriela Liffschitz. Astrolabio: Revista Internacional de Filosofía 3.score: 12.0
    Acerca de la mirada. Apuntes sobre El desierto y su semilla, de Jorge Barón Biza y Efectos colaterales, de Gabriela Liffschitz.
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  42. Rodrigo Coppe Caldeira (2013). Recensão da obra BERGOGLIO, Jorge; SKORKA, Abraham. Sobre el cielo y la tierra. Buenos Aires: Sudamerica, 2013, 174 pgs. [REVIEW] Horizonte 11 (31):1159-1161.score: 12.0
    BERGOGLIO, Jorge; SKORKA, Abraham. Sobre el cielo y la tierra . Buenos Aires: Sundamerica, 2013, 174p.
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  43. Mirela Castro Santos Camargos, Carla Jorge Machado & Roberto Do Nascimento Rodrigues (2007). Disability Life Expectancy for the Elderly, City of São Paulo, Brazil, 2000: Gender and Educational Differences. Journal of Biosocial Science 39 (3):455-463.score: 12.0
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  44. Paulo Tiago Cardoso Campos (2011). MASETTO, Marcos Tarcísio. Competência pedagógica do professor universitário. São Paulo: Summus, 20031. Conjectura: Filosofia E Educação 16 (3).score: 12.0
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  45. Sayantani DasGupta, Alice Fornari, Kamini Geer, Louisa Hahn, Vanita Kumar, Hyun Joon Lee, Susan Rubin & Marji Gold (2006). Medical Education for Social Justice: Paulo Freire Revisited. [REVIEW] Journal of Medical Humanities 27 (4):245-251.score: 12.0
    Although social justice is an integral component of medical professionalism, there is little discussion in medical education about how to teach it to future physicians. Using adult learning theory and the work of Brazilian educator Paulo Freire, medical educators can teach a socially-conscious professionalism through educational content and teaching strategies. Such teaching can model non-hierarchical relationships to learners, which can translate to their clinical interactions with patients. Freirian teaching can additionally foster professionalism in both teachers and learners by ensuring (...)
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  46. Jeffrey Davis (2006). Struggling Through the Web of Impunity—The Jorge Carpio Nicolle Case. Human Rights Review 8 (1):53-66.score: 12.0
    Through the lens of Guatemala’s Jorge Carpio Nicolle case I analyze the mechanisms that preserve impunity in Latin American nations struggling to emerge from violent conflict and embrace, the rule of law. I reveal how the infective influence of parallel powers, the ineffectiveness of the judicial process, and obstructive legal doctrine destroy domestic efforts to prosecute those responsible for human rights violations. The Carpio case exposes the role of international courts in providing justice when domestic courts fail to do (...)
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  47. Jorge Aurelio Díaz (2011). Díaz, Jorge Aurelio (Ed.). Corres. Ideas y Valores 60 (147).score: 12.0
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  48. Jorge Aurelio Díaz (2008). Reseña de "Introducción a América Latina a través de Jorge Guillermo Federico Hegel" de Mayobre, E. Ideas y Valores 57 (137):190-192.score: 12.0
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  49. M. A. B. De Andrade (1966). Contribuição Ao Conhecimento da Ecologia Das Plantas Das Dunas Do Litoral Do Estado de São Paulo. Boletim da Faculdade de Filosofia, Ciências E Letras, Universidade de São Paulo. Botânica 22:7.score: 12.0
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