Search results for 'Kimon Hadjibiros' (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: 150.0
    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 (...)
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  2. Ian Robinson (1984). Art & Reality: John Anderson on Literature and Aesthetics, Ed. Janet Anderson, Graham Cullum and Kimon Lycos. Philosophical Investigations 7 (1):96-99.score: 9.0
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  3. David L. Toye (1999). J. H. S CHREINER : Hellanikos, Thukydides and the Era of Kimon . Pp. 135. Aarhus: Aarhus University Press, 1998. Cased, £19.95. ISBN: 87-7288-703-. [REVIEW] The Classical Review 49 (01):259-.score: 9.0
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  4. Dorothy Emmet, D. R. Bell, J. O. Urmson, J. L. Evans, S. Coval, Kimon Lycos, William Kneale, D. M. Wright, Jon Wheatley, Margaret A. Boden & W. von Leyden (1962). New Books. [REVIEW] Mind 71 (283):421-440.score: 3.0
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  5. Kimon Lycos (1962). New Books. [REVIEW] Mind 71 (283):428-430.score: 3.0
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  6. Kimon Lycos (1996). Making Things with Words Plato on Mimesis in Republic. Philosophical Inquiry 18 (3-4):1-19.score: 3.0
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  7. Philmore Alleyne & Kimone Phillips (2011). Exploring Academic Dishonesty Among University Students in Barbados: An Extension to the Theory of Planned Behaviour. Journal of Academic Ethics 9 (4):323-338.score: 1.0
    This paper applies Beck and Ajzen’s (Journal of Research in Personality 25:285–301, 1991 ) extended version of the theory of planned behaviour model to the decisions of students to engage in academic dishonesty (cheating and lying). The model proposes that students’ intentions to engage in dysfunctional behaviours may be influenced by attitudes, subjective norms, perceived behavioural control and moral obligation. This study was done using a survey questionnaire of 363 undergraduate students at a West Indian University. Based on the extended (...)
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