Search results for 'Kay A. Read' (try it on Scholar)

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  1. C. W. Lejuez, Jennifer P. Read, Christopher W. Kahler, Jerry B. Richards, Susan E. Ramsey, Gregory L. Stuart, David R. Strong & Richard A. Brown (2002). Evaluation of a Behavioral Measure of Risk Taking: The Balloon Analogue Risk Task. Journal of Experimental Psychology: Applied 8 (2):75-84.
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  2. Gretl A. McHugh, Karen A. Luker, Malcolm Campbell, Peter R. Kay & Alan J. Silman (2008). Pain, Physical Functioning and Quality of Life of Individuals Awaiting Total Joint Replacement: A Longitudinal Study. Journal of Evaluation in Clinical Practice 14 (1):19-26.
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  3.  1
    Gretl A. McHugh, Malcolm Campbell, Alan J. Silman, Peter R. Kay & Karen A. Luker (2008). Patients Waiting for a Hip or Knee Joint Replacement: Is There Any Prioritization for Surgery? Journal of Evaluation in Clinical Practice 14 (3):361-367.
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  4.  8
    Ja Scott Kelso & B. A. Kay (1987). Information and Control: A Macroscopic Analysis of Perception-Action Coupling. In H. Heuer & H. F. Sanders (eds.), Perspectives on Perception and Action. Lawrence Erlbaum Associates Inc. 3-32.
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  5.  18
    Jason Read (2009). A Genealogy of Homo-Economicus: Neoliberalism and the Production of Subjectivity. Foucault Studies 6:25-36.
    This article examines Michel Foucault’s critical investigation of neoliberalism in the course published as Naissance de la biopolitique: Cours au Collège de France, 1978-1979. Foucault’s lectures are interrogated along two axes. First, examining the way in which neoliberalism can be viewed as a particular production of subjectivity, as a way in which individuals are constituted as subjects of “human capital.” Secondly, Foucault’s analyses is augmented and critically examined in light of other critical work on neoliberalism by Wendy Brown, David Harvey, (...)
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  6.  55
    Phil Hutchinson & Rupert Read (2008). Toward a Perspicuous Presentation of "Perspicuous Presentation". Philosophical Investigations 31 (2):141–160.
    Gordon Baker in his last decade published a series of papers (now collected in Baker 2004), which are revolutionary in their proposals for understanding of later Wittgenstein. Taking our lead from the first of those papers, on "perspicuous presentations," we offer new criticisms of 'elucidatory' readers of later Wittgenstein, such as Peter Hacker: we argue that their readings fail to connect with the radically therapeutic intent of the 'perspicuous presentation' concept, as an achievement-term, rather than a kind of 'objective' mapping (...)
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  7.  64
    Phil Hutchinson & Rupert Read (2006). An Elucidatory Interpretation of Wittgenstein's Tractatus: A Critique of Daniel D. Hutto's and Marie McGinn's Reading of Tractatus 6.54. International Journal of Philosophical Studies 14 (1):1 – 29.
    Much has been written on the relative merits of different readings of Wittgenstein's Tractatus Logico-Philosophicus. The recent renewal of the debate has almost exclusively been concerned with variants of the ineffabilist (metaphysical) reading of TL-P - notable such readings have been advanced by Elizabeth Anscombe, P. M. S. Hacker and H. O. Mounce - and the recently advanced variants of therapeutic (resolute) readings - notable advocates of which are James Conant, Cora Diamond, Juliet Floyd and Michael Kremer. During this debate, (...)
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  8. Rupert Read (2012). A Wittgensteinian Way with Paradoxes. Lexington Books.
    A Wittgensteinian way with paradoxes tackles some of the classic philosophical paradoxes that have puzzled philosophers over the centuries and explores how they can be dissolved using the ‘therapeutic’ method of Wittgenstein, according to the ‘resolute’ reading of the latter’s work. The book shows how, by contrast, we should give more serious consideration to real, ‘lived paradoxes’, some of which can be harmful psychically, morally or politically, but others of which can be beneficial.
     
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  9.  56
    Rupert Read (2002). Is ‘What is Time?’ A Good Question to Ask? Philosophy 77 (2):193-210.
    Dummett in his recent paper in Philosophy replies in the negative to the question, “Is time a continuum of instants?” But Dummett seems to think that this negative reply entails giving an alternative theoretical account; he nowhere canvasses the possibility that there is something amiss with the question. In other words, Dummett thinks that he still has to reply to the question, “What (then) is time?” I offer no answer whatsover to such ‘questions’. Rather, I ask what it could possibly (...)
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  10.  31
    Rupert Read (2011). A Strengthened Ethical Version of Moore's Paradox? Lived Paradoxes of Self-Loathing in Psychosis and Neurosis. Philosophical Psychology 25 (1):133 - 141.
    Wittgenstein once remarked: ?nobody can truthfully say of himself that he is filth. Because if I do say it, though it can be true in a sense, this is not a truth by which I myself can be penetrated: otherwise I should either have to go mad or change myself.? This has an immediate corollary, previously unnoted: that it may be true that someone is simply filth?a rotten person through and through?and also true that they don?t believe that they are (...)
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  11.  8
    R. Read (2005). Book Review: How and How Not to Write on a “Legendary” Philosopher. [REVIEW] Philosophy of the Social Sciences 35 (3):369-387.
    The author argues that Fuller’s book, with the single exception of its correct reinterpretation of Kuhn as no apostle of postmodernism—such that his “fans” and “foes” alike are boxing with (or cheering on) only a shadow Kuhn—is worse than worthless. For, in a disreputable and outright propagandistic fashion, it consists in a series of serious distortions of and outright falsehoods about Kuhn and recent philosophy of science, distortions and falsehoods which may well mislead the unwary reader. Nickles’ s collection by (...)
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  12.  26
    Rupert Read (2001). What Does "Signify" Signify?: A Response to Gillett. Philosophical Psychology 14 (4):499 – 514.
    Gillett argues that there are unexpected confluences between the tradition of Frege and Wittgenstein and that of Freud and Lacan. I counter that that the substance of the exegeses of Frege and Wittgenstein in Gillett's paper are flawed, and that these mistakes in turn tellingly point to unclarities in the Lacanian picture of language, unclarities left unresolved by Gillett. Lacan on language is simply a kind of enlarged/distorted mirror image of the Anglo-American psychosemanticists: where they emphasize information and representation, he (...)
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  13.  9
    Michael Astroh, Ivor Grattan-Guinness & Stephen Read (2001). A Survey of the Life of Hugh MacColl (1837-1909). History and Philosophy of Logic 22 (2):81-98.
    The Scottish logician Hugh MacColl is well known for his innovative contributions to modal and nonclassical logics. However, until now little biographical information has been available about his academic and cultural background, his personal and professional situation, and his position in the scientific community of the Victorian era. The present article reports on a number of recent findings.
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  14.  5
    Luciano Kay (2012). Opportunities and Challenges in the Use of Innovation Prizes as a Government Policy Instrument. Minerva 50 (2):191-196.
    Inducement prizes have been long used to stimulate individuals and groups to accomplish diverse goals. Lately, governments have become more and more interested in these prizes and sought to include this kind of incentives within the set of policy tools available to promote science, technology, and innovation. To date, however, there has been little empirically-based scientific knowledge on how to design, manage, and evaluate innovation prizes. This note discusses aspects of the prize phenomenon and the opportunities and challenges related with (...)
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  15. William K. Kay (2002). Political Perspectives on Church Schools and Religious Education: A Discussion of the Period From Thatcher to Blair. Educational Studies 28 (1):61-75.
    Making use of material written by British prime ministers, a case is presented for understanding church schools and religious education in a way distinct from that normally utilised in academic discourse. Politicians in democratic countries depend on attracting votes to assume power. They therefore integrate church schools and religious education within existing political positions. Conservative politicans see church schools as being an example of parental choice and religious education as being an aid to moral education. Labour politicians see church schools (...)
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  16.  4
    Judith W. Kay (1994). Politics Without Human Nature? Reconstructing a Common Humanity. Hypatia 9 (1):21 - 52.
    Political action requires a concept of humanity grounded in an explicit notion of human nature. Feminists apprehensive about poststructuralism's implications for a feminist politics need methods and discourses that allow feminist politics to proceed toward a vision of human well-being. Recent work by Chris Weedon and Erica Sherover-Marcuse highlights the need for hypotheses that can guide efforts to dismantle oppressed habits of being and help women evaluate and develop political strategies for universal solidarity.
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  17. Gerald Adler, Michael Fordham & Sir Herbert Read (eds.) (2013). The Zofingia Lectures: Supplementary Volume A. Routledge.
    The Zofingia Club was a discussion group to which C.G. Jung belonged as a medical student: in 1897 he became Chairman, and gave five lectures. These have survived and are published here in a supplementary volume to the _Collected Works._ The lectures are of great interest to anyone concerned with Jung's early ideas, as a young medical student from a strongly Swiss Protestant background. The Lectures are: The Border Zones of Exact Science ; Some Thoughts on Psychology ; An Inaugural (...)
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  18. John Haldane & Stephen L. Read (eds.) (2003). The Philosophy of Thomas Reid: A Collection of Essays. Wiley-Blackwell.
    Thomas Reid was one of the greatest philosophers of the eighteenth century and a contemporary of Kant's. This volume is part of a new wave of international interest in Reid from a new generation of scholars. The volume opens with an introduction to Reid's life and work, including biographical material previously little known. A classic essay by Reid himself - 'Of Power' - is then reproduced, in which he sets out his distinctive account of causality and agency. This is followed (...)
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  19. Ruth Makoff & Rupert Read (2016). Beyond Just Justice – Creating Space for a Future‐Care Ethic. Philosophical Investigations 39 (3).
    Distributive justice relies on metaphors about spatial distribution. Modelling cross-temporal relations on cross-spatial relations in this way obscures how earlier groups become the later ones. Procedural justice metaphors rely on metaphors of contract and thereby on impartial reasoning. Their dominance is already problematic in the case of contemporary relations, but is even more so in the case of relations across time, where the conditions for later parties are controlled and created by earlier ones. Future generations should not be thought of (...)
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  20. Mona Gupta & L. Rex Kay (2002). Phenomenological Methods in Psychiatry: A Necessary First Step. Philosophy, Psychiatry, and Psychology 9 (1):93-96.
  21.  33
    Stephen Read (1988). Relevant Logic: A Philosophical Examination of Inference. B. Blackwell.
  22.  31
    Rupert Read (2006). A No-Theory?: Against Hutto on Wittgenstein. Philosophical Investigations 29 (1):73–81.
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  23.  17
    Rupert Read & Rob Deans (2003). "Nothing is Shown": A 'Resolute' Response to Mounce, Emiliani, Koethe and Vilhauer. Philosophical Investigations 26 (3):239–268.
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  24. John Haldane & Stephen Read (2003). The Philosophy of Thomas Reid: A Collection of Essays. Blackwell.
     
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  25.  47
    Sarah Kay (2003). Zizek: A Critical Introduction. Distributed in the Usa by Blackwell Pub..
    Introduction: Thinking, writing, and reading about the real -- Dialectic and the real : Lacan, Hegel, and the alchemy of après-coup -- 'Reality' and the real : culture as anamorphosis -- The real of sexual difference : imagining, thinking, being -- Ethics and the real : the ungodly virtues of psychoanalysis -- Politics, or, the art of the impossible.
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  26.  23
    Wes Sharrock & Rupert Read (2003). Does Thomas Kuhn Have a 'Model of Science'? Social Epistemology 17 (2-3):293-296.
  27.  12
    Rupert Read (2001). On Wanting to Say, “All We Need Is a Paradigm.”. The Harvard Review of Philosophy 9 (1):88-105.
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  28.  28
    Stephen Read (1980). `Exists' is a Predicate. Mind 89 (355):412-417.
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  29.  18
    Rupert Read (1995). The Real Philosophical Discovery': A Reply to Jolley 's 'Philosophical Investigations 133: Wittgenstein and the End of Philosophy? Philosophical Investigations 18 (4):362-369.
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  30.  6
    Rupert Read (2013). Craig Taylor, Moralism: A Study of a Vice (Durham: Acumen, 2012). Xi + 187, Price £11.99. [REVIEW] Philosophical Investigations 36 (2):179-184.
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  31.  16
    Carveth Read (1908). A Posthumous Chapter by J. S. Mill. Mind 17 (65):74-78.
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  32.  13
    Rupert J. Read (2003). On Delusions of Sense: A Response to Coetzee and Sass. Philosophy, Psychiatry, and Psychology 10 (2):135-141.
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  33.  8
    Stephen Read (1983). Burgess on Relevance: A Fallacy Indeed. Notre Dame Journal of Formal Logic 24 (4):473-481.
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  34.  11
    S. Alexander, James Ward, Carveth Read & G. F. Stout (1907). The Nature of Mental Activity. A Symposium. Proceedings of the Aristotelian Society 8:215 - 257.
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  35.  11
    Herbert Read (1926). Art and the Unconscious:Art and the Unconscious: A Psychological Approach to a Problem in Philosophy. John M. Thorburn. Ethics 36 (3):305-.
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  36.  1
    Carveth Read (1907). Book Review:A Short History of Free Thought. John M. Robertson. [REVIEW] Ethics 17 (4):513-.
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  37.  5
    William Kay (1972). The Self‐Concept as a Moral Control. Journal of Moral Education 2 (1):63-67.
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  38.  2
    William K. Kay (2003). Empirical Theology: A Natural Development? Heythrop Journal 44 (2):167–181.
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  39.  5
    Jason Read (2009). Review of Cesare Casarino, Antonio Negri, In Praise of the Common: A Conversation on Philosophy and Politics. [REVIEW] Notre Dame Philosophical Reviews 2009 (10).
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  40.  4
    Carveth Read (1879). The Number of Terms in a Syllogism. Mind 4 (13):116-119.
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  41.  1
    Gerald Read (1956). A Comparative Education Study Project. Educational Theory 6 (2):123-128.
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  42.  7
    E. P. Bos & Stephen Read (eds.) (2001). Concepts: The Treatises of Thomas of Cleves and Paul of Gelria : An Edition of the Texts With a Systematic Introduction. Peeters Pub & Booksellers.
    These are two of only three medieval treatises known to the editors explicitly devoted to discussion of concepts. That is not to deny that other works treat extensively of concepts among other matters.
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  43. Rupert Read (2009). Extreme Aversive Emotions: A Wittgensteinian Approach to Dread. In Ylva Gustafsson, Camilla Kronqvist & Michael McEachrane (eds.), Emotions and Understanding: Wittgensteinian Perspectives. Palgrave Macmillan 221.
  44. Rupert Read (2002). Marx and Wittgenstein on Vampires and Parasites: A Critique of Capital and Metaphysics. In G. N. Kitching & Nigel Pleasants (eds.), Marx and Wittgenstein: Knowledge, Morality and Politics. Routledge 35--254.
  45.  21
    Christine Swanton (2007). Can Hume Be Read as a Virtue Ethicist? Hume Studies 33 (1):91-113.
    It is not unusual now for Hume to be read as part of a virtue ethical tradition. However there are a number of obstacles in the way of such a reading: subjectivist, irrationalist, hedonistic, and consequentialist interpretations of Hume. In this paper I support a virtue ethical reading by arguing against all these interpretations. In the course of these arguments I show how Hume should be understood as part of a virtue ethical tradition which is sentimentalist in a response-dependent (...)
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  46.  36
    Raphael Woolf (2004). A Shaggy Soul Story: How Not to Read the Wax Tablet Model in Plato's Theaetetus. Philosophy and Phenomenological Research 69 (3):573–604.
    This paper sets out to re-examine the famous Wax Tablet model in Plato's Theaetetus, in particular the section of it which appeals to the quality of individual souls' wax as an explanation of why some are more liable to make mistakes than others (194c-195a). This section has often been regarded as an ornamental flourish or a humorous appendage to the model's main explanatory business. Yet in their own appropriations both Aristotle and Locke treat the notion of variable wax quality as (...)
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  47.  4
    Marie T. Farrell (2013). How to Read a Graveyard: Journeys in the Company of the Dead [Book Review]. Australasian Catholic Record, The 90 (4):503.
    Farrell, Marie T Review(s) of: How to read a graveyard: Journeys in the company of the dead, by Peter Stanford (London: Bloomsbury, 2013), pp.263, $32.95.
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  48.  9
    Daniel D. Hutto (2006). Misreadings, Clarifications and Reminders: A Reply to Hutchinson and Read. International Journal of Philosophical Studies 14 (4):561 – 567.
    This is a reply to Hutchinson, P. and Read, R. “An Elucidatory Interpretation of Wittgenstein’s Tractatus: Critique of Daniel D. Hutto’s and Marie McGinn’s Reading of Tractatus 6.54″. International Journal of Philosophical Studies 14(1) 2006: 1-29. A further reply from Hutchinson, P.”Unsinnig: A Reply to Hutto” is also forthcoming.
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  49.  3
    Carole J. Torgerson, Sarah E. King & Amanda J. Sowden (2002). Do Volunteers in Schools Help Children Learn to Read? A Systematic Review of Randomised Controlled Trials. Educational Studies 28 (4):433-444.
    The aim of unpaid volunteer classroom assistants is to give extra support to children learning to read. The impact of using volunteers to improve children's acquisition of reading skills is unknown. To assess whether volunteers are effective in improving children's reading, we undertook a systematic review of all relevant randomised controlled trials (RCTs). An exhaustive search of all the main electronic databases was carried out (i.e. BEI, PsycInfo, ASSIA, PAIS, SSCI, ERIC, SPECTR, SIGLE). We identified eight experimental studies, of (...)
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  50. B. Part (2008). In 2009, the Pew Center Produced a Report Entitled,“Public Praises Science; Scientists Fault Public, Media: Scientific Achievements Less Prominent Than a Decade Ago,” That Compares Public Perceptions of Scientific Culture (Science and Scientists) to Scientists Evaluations of Their Own Professional Culture in the United States. Part A. Read and Comment on the Overview of the Report (Http://People-Press. Org/Report/528/) By. [REVIEW] Science and Engineering Ethics 14:279-290.
     
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