Search results for 'M. C. Murphy' (try it on Scholar)

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  1. Assen Ignatow, Kurt Marko, M. C. Chapman & John W. Murphy (1983). Reviews. [REVIEW] Studies in East European Thought 26 (1):227-229.score: 900.0
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  2. M. C. Murphy (2012). No More Fresh Starts. [REVIEW] Analysis 72 (3):563-573.score: 870.0
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  3. Kurt Marko, K. M. Jensen, M. C. Chapman, Michael M. Boll, Mitchell Aboulafia, Charles E. Ziegler, Trudy Conway, Thomas A. Shipka, Fred Lawrence, James G. Colbert, John W. Murphy, Robert B. Louden & Maureen Henry (1983). Reviews. [REVIEW] Studies in East European Thought 25 (2):267-271.score: 870.0
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  4. Thomas Nemeth, James Colbert, Maurice A. Finocchiaro, Michael M. Boll, R. C. Elwood, John W. Murphy & Alex Kozulin (1984). Reviews. [REVIEW] Studies in East European Thought 28 (3):235-263.score: 870.0
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  5. Kristi Reich Bade, John Murphy & M. C. Sullivan (1998). Lessons From the Field--Health Care Experiences and Preferences in a Latino Community. Bioethics Forum 15 (4):33-42.score: 870.0
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  6. M. C. Murphy (1996). Natural Law and the Moral Absolute Against Lying. American Journal of Jurisprudence 41 (1):81-101.score: 870.0
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  7. Eleonore Stump, Charles B. Schmitt, James J. Murphy, M. Mugnai, Robin Smith, C. W. Kilmister, N. C. A. da Costa, von G. Schenk, Robert Bunn, D. W. Barron & A. Grieder (1982). Bokk Review. History and Philosophy of Logic 3 (2):213-240.score: 810.0
    MEDIEVAL LOGICS LAMBERT MARIE DE RIJK (ed.), Die mittelalterlichen Traktate De mod0 opponendiet respondendi, Einleitung und Ausgabe der einschlagigen Texte. (Beitrage zur Geschichte der Philosophie und Theologie des Mittelalters, Neue Folge Band 17.) Miinster: Aschendorff, 1980. 379 pp. No price stated. THE SEVENTEENTH CENTURY MARTA FATTORI, Lessico del Novum Organum di Francesco Bacone. Rome: Edizioni dell'Ateneo 1980. Two volumes, il + 543, 520 pp. Lire 65.000. VIVIAN SALMON, The study of language in 17th century England. (Amsterdam Studies in the Theory (...)
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  8. Keith M. Murphy & C. Jason Throop (eds.) (2010). Toward an Anthropology of the Will. Stanford University Press.score: 810.0
    The contributors to this book draw upon their unique insights and research experience to address fundamental questions, including: What forms does the will take ...
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  9. Timothy E. O'Connor, R. M. Davison, John Riser, Robert C. Williams, N. G. O. Pereira, John W. Murphy & Irving H. Anellis (1993). Reviews. [REVIEW] Studies in East European Thought 45 (3):59-67.score: 810.0
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  10. F. L. Wells, C. M. Kelley & G. Murphy (1921). Comparative Simple Reactions to Light and Sound. Journal of Experimental Psychology 4 (1):57.score: 810.0
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  11. Eric C. Jones, Albert J. Faas, Arthur D. Murphy, Graham A. Tobin, Linda M. Whiteford & Christopher McCarty (2013). Cross-Cultural and Site-Based Influences on Demographic, Well-Being, and Social Network Predictors of Risk Perception in Hazard and Disaster Settings in Ecuador and Mexico. Human Nature 24 (1):5-32.score: 810.0
    Although virtually all comparative research about risk perception focuses on which hazards are of concern to people in different culture groups, much can be gained by focusing on predictors of levels of risk perception in various countries and places. In this case, we examine standard and novel predictors of risk perception in seven sites among communities affected by a flood in Mexico (one site) and volcanic eruptions in Mexico (one site) and Ecuador (five sites). We conducted more than 450 interviews (...)
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  12. M. Murphy, K. Hey, J. Brown, B. Willis, J. D. Ellis, D. Barlow, A. Chandra, E. H. Stephen, C. Nilses & G. Lindmark (1997). Infertility Treatment and Multiple Birth Rates in Britain 1938-94. Journal of Biosocial Science 29 (2):235-43.score: 810.0
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  13. F. L. Wells, C. M. Kelley & G. Murphy (1921). On Attention and Simple Reaction. Journal of Experimental Psychology 4 (5):391.score: 810.0
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  14. Leslie Green, Kent Greenawalt, Nancy J. Hirschmann, George Klosko, Mark C. Murphy, John Rawls, Joseph Raz, Rolf Sartorius, A. John Simmons, M. B. E. Smith, Philip Soper, Jeremy Waldron, Richard A. Wasserstrom & Robert Paul Wolff (1998). The Duty to Obey the Law: Selected Philosophical Readings. Rowman & Littlefield Publishers.score: 810.0
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  15. C. R. H., Walter Nestle, Eliza Gregory Wilkins, Werner Peek, O. Schroeder, Aristophanes, G. Cammelli, Demetrius Cydones, J. Souilhe, C. O. Zuretti, J. L. Heiberg, A. Turyn, G. W. P. Hoey, Gregory of Nyssa, Mary A. Burns, John Chrysostom, Margaret G. Murphy, A. E. Taylor, Plato, M. T. Herrick, Aristotle, M. Cary, E. H. Warmington, A. Rivaud, Richard Aldington, Lewis Richard Farnell, F. Melian Stawell & Euripides (1931). Die Struktur des Eingangs in der Attischen TragodieThe Delphic Maxims in LiteratureDer Isishymnus von Andros Und Verwandte TexteAristophanes: CanticaDemetrius Cydones: CorrespondancePlaton: Oeuvres Completes. Tome XIII, 2e Partie: Dialogues Suspects. 3e Partie: Dialogues apocryphesAnonymi de Arte Metallica Seu de Metallorum Conversione in Aurum Et argentumAnonymi Logica Et QuadriviumDe Aelii Aristidis Codice VarsoviensiThe Use of the Optative Mood in the Works of Gregory of Nyssa. [REVIEW] Journal of Hellenic Studies 51:133.score: 810.0
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  16. J. F. Helzner, S. A. Peterson, R. A. Miller, A. Pau, D. J. Wilkinson, B. M. Fapohunda, N. Rutenberg, B. T. Mazurek, B. Barnett & C. A. Murphy (1999). [Involving Men in Family Planning]. Journal of Biosocial Science 31 (1):161-80.score: 810.0
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  17. C. Macdonald, M. Coughlin, C. Harrison, A. Lynch, P. Murphy & M. Rowell (forthcoming). Draft Discussion Paper: Working Conditions for Bioethics in Canada. Canadian Bioethics Society, Calgary.score: 810.0
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  18. M. S. Mast, J. A. Hall, N. A. Murphy & C. R. Colvin (2003). Judging Assertiveness in Female and Male Targets. Facta Universitatis 2:731-743.score: 810.0
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  19. M. M. Mazzocco, M. M. Murphy, E. C. Brown, L. Rinne & K. H. Herold (2012). Persistent Consequences of Atypical Early Number Concepts. Frontiers in Psychology 4:486-486.score: 810.0
    How does symbolic number knowledge performance help identify young children at risk for poor mathematics achievement outcomes? In research and practice, classification of mathematics learning disability (MLD, or dyscalculia) is typically based on composite scores from broad measures of mathematics achievement. These scores do predict later math achievement levels, but do not specify the nature of math difficulties likely to emerge among students at greatest risk for long-term mathematics failure. Here we report that gaps in 2nd and 3rd graders’ number (...)
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  20. M. Murphy (1996). Gowans, C.-Innocence Lost. Philosophical Books 37:61-62.score: 810.0
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  21. Keith M. Murphy & C. Jason Throop (2010). Willing Contours : Locating Volition in Anthropological Theory. In Keith M. Murphy & C. Jason Throop (eds.), Toward an Anthropology of the Will. Stanford University Press.score: 810.0
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  22. Terrell M. Peace, Donald S. Blumenfeld-Jones, Anne Chodakowski, Julia Cote, Cheryl J. Craig, Joyce M. Dutcher, Kieran Egan, Ginny Esch, Sharon Friesen, Brenda Gladstone, David Jardine, Kathryn L. Jenkins, Gillian C. Judson, Dixie K. Keyes, Beverly J. Klug, Chris Lasher-Zwerling, Teresa Leavitt, Shaun Murphy, Jacqueline Sack, Kym Stewart, Madalina Tanase, Kip Téllez, Sandra Wasko-Flood & Patricia T. Whitfield (2011). Cultivating Curious and Creative Minds: The Role of Teachers and Teacher Educators, Part Ii. R&L Education.score: 810.0
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  23. Terrell M. Peace, Donald S. Blumenfeld-Jones, Anne Chodakowski, Julia Cote, Cheryl J. Craig, Joyce M. Dutcher, Kieran Egan, Ginny Esch, Sharon Friesen, Brenda Gladstone, David Jardine, Kathryn L. Jenkins, Gillian C. Judson, Dixie K. Keyes, Beverly J. Klug, Chris Lasher-Zwerling, Teresa Leavitt, Shaun Murphy, Jacqueline Sack, Kym Stewart, Madalina Tanase, Kip Téllez, Sandra Wasko-Flood & Patricia T. Whitfield (2011). Cultivating Curious and Creative Minds: The Role of Teachers and Teacher Educators, Part Ii. R&L Education.score: 810.0
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  24. F. L. Wells, C. M. Kelley & G. Murphy (1921). Effects Simulating Fatigue in Simple Reactions. Journal of Experimental Psychology 4 (2):137.score: 810.0
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  25. Edward F. Murphy, Mark D. Woodhull, Bert Post, Carolyn Murphy-Post, William Teeple & Kent Anderson (2006). 9/11 Impact on Teenage Values. Journal of Business Ethics 69 (4):399 - 421.score: 450.0
    Did the September 11, 2001 terrorist attacks on the U.S. cause the values of teenagers in the U.S. to change? Did their previously important self-esteem and self-actualization values become less important and their survival and safety values become more important? Changes in the values of teenagers are important for practitioners, managers, marketers, and researchers to understand because high school students are our current and future employees, managers, and customers, and research has shown that values impact work and consumer-related attitudes and (...)
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  26. Jeffrey P. Ebert (2011). Toward an Anthropology of the Will. Keith M. Murphy and C. Jason Throop, Eds. Stanford: Stanford University Press. 2010. Vi+227 Pp. [REVIEW] Ethos 39 (1):1-4.score: 405.0
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  27. A. M. Viens (2010). Mark C. Murphy, Natural Law in Jurisprudence and Politics Reviewed By. Philosophy in Review 27 (3):206-208.score: 219.0
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  28. A. M. Viens (2007). Mark C. Murphy, Natural Law in Jurisprudence and Politics. Philosophy in Review 27 (3):206.score: 219.0
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  29. Roderick M. Chisholm, H. G. Alexander, Lewis Hahn, Paul C. Hayner & Charles W. Hendel (1958). Graduate Education in Philosophy. Proceedings and Addresses of the American Philosophical Association 32:145 - 156.score: 117.0
    The following statement is a report of the Committee on Philosophy in Education of the American Philosophical Association and was approved by the Association's Board of Officers in September, 1959. The Committee was composed of the following: C. W. Hendel, Chairman, H. G. Alexander, R. M. Chisholm, Max Fisch, Lucius Garvin, Douglas Morgan, A. E. Murphy, Charner Perry, and R. G. Turnbull. Primary responsibility for the preparation of this report belonged to a subcommittee composed of Roderick M. Chisholm, Chairman, (...)
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  30. R. G. Turnbull & C. W. Hendel (1958). Criteria for the Constituting of a Department of Philosophy. Proceedings and Addresses of the American Philosophical Association 32:85 - 90.score: 90.0
    The following statement is a report of the Committee on Philosophy in Education of the American Philosophical Association and was approved by the Association's Board of Officers in December, 1958. The Committee was composed of the following: C. W. Hendel, Chairman, H. G. Alexander, R. M. Chisholm, Max Fisch, Lucius Garvin, Douglas Morgan, A. E. Murphy, Charner Perry and R. G. Turnbull. Primary responsibility for the preparation of this report belonged to a subcommittee composed of R. G. Turnbull, Chairman, (...)
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  31. Lisa D. Bendixen & Florian C. Feucht (eds.) (2010). Personal Epistemology in the Classroom: Theory, Research, and Implications for Practice. Cambridge University Press.score: 90.0
    Machine generated contents note: Part I. Introduction: 1. Personal epistemology in the classroom: a welcome and guide for the reader Florian C. Feucht and Lisa D. Bendixen; Part II. Frameworks and Conceptual Issues: 2. Manifestations of an epistemological belief system in pre-k to 12 classrooms Marlene Schommer-Aikins, Mary Bird, and Linda Bakken; 3. Epistemic climates in elementary classrooms Florian C. Feucht; 4. The integrative model of personal epistemology development: theoretical underpinnings and implications for education Deanna C. Rule and Lisa D. (...)
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  32. Michael J. Almeida (2004). Supervenience and Property-Identical Divine-Command Theory. Religious Studies 40 (3):323-333.score: 87.0
    Property-identical divine-command theory (PDCT) is the view that being obligatory is identical to being commanded by God in just the way that being water is identical to being H2O. If these identity statements are true, then they express necessary a posteriori truths. PDCT has been defended in Robert M. Adams (1987) and William Alston (1990). More recently Mark C. Murphy (2002) has argued that property-identical divine-command theory is inconsistent with two well-known and well-received theses: the free-command thesis and the (...)
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  33. Douglas N. Morgan & Charner Perry (1958). The Teaching of Philosophy in American High Schools. Proceedings and Addresses of the American Philosophical Association 32:91 - 137.score: 81.0
    The following statement is a report of the Committee on Philosophy in Education of the American Philosophical Association and was approved by the Association's Board of Officers in December, 1958. The Committee was composed of the following: C. W. Hendel, Chairman, H. G. Alexander, R. M. Chisholm, Max Fisch, Lucius Garvin, Douglas Morgan, A. E. Murphy, Charner Perry and R. G. Turnbull. Primary responsibility for the preparation of this report belonged to a subcommittee composed of Douglas N. (...)
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  34. Charner Perry & Douglas Morgan (1958). Philosophy in the Education of Teachers. Proceedings and Addresses of the American Philosophical Association 32:139 - 144.score: 81.0
    The following is a joint report of the Committee on Philosophy in Education of the American Philosophical Association and of the Committee on Cooperation with the American Philosophical Association of the Philosophy of Education Society. The report has been approved by the Executive Committee of the Philosophy of Education Society and by the Board of Officers of the American Philosophical Association (September, 1959). The Committee of the American Philosophical Association was composed of the following: C. W. Hendel, Chairman, H. G. (...)
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  35. S. B. Daughters, C. W. Lejuez, H. R. Lesieur, D. R. Strong & M. J. Zvolensky (2003). Ackerman, SJ and MJ Hilsenroth, A Review of Therapist Characteristics and Techniques Positively Impacting the Therapeutic Alliance 23 (2003) 1 Azrin, NH, See Murphy, LD 23 (2003) 127 Azrin, NH, See DeCato Murphy, L. 23 (2003) 129. [REVIEW] Critical Review 23:787.score: 81.0
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  36. John Dewey (ed.) (1940/1968). The Philosopher of the Common Man. New York, Greenwood Press.score: 81.0
    Foreword, by S. Ratner.--Freedom and education, by H. M. Kallen.--Dewey's theory of the nature and function of philosophy, by A. E. Murphy.--Dewey's reconstruction of logical theory, by E. Nagel.--Method in aesthetics, by A. C. Barnes.--The religion of shared experience, by J. H. Randall, Jr.--A Deweyesque mosaic, by W. Hamilton.--Pragmatism as a philosophy of law, by E. W. Patterson.--The political philosophy of instrumentalism, by S. Hu.--Creative democracy, the task before us, by J. Dewey.
     
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  37. Gerardo Bruni (ed.) (1932). The De differentia retoricae, ethicae et politicae. Cincinnati [Etc.]Benziger Brothers.score: 81.0
    Edward Aloysius Pace, philosopher and educator, by J. H. Ryan.-Neo-scholastic philosophy in American Catholic culture, by C. A. Hart.- The significance of Suarez for a revival of scholasticism, by J. F. McCormick.- The new physics and scholasticism, by F. A. Walsh.- The new humanism and standards, by L. R. Ward.- The purpose of the state, by E. F. Murphy.- The concept of beauty in St. Thomas Aquinas, by G. B. Phelan.- The knowableness of God: its relation to the theory (...)
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  38. M. J. Massie, L. Spiegel, M. S. Lederberg & J. C. Holland (forthcoming). Psychiatric Complications in Cancer Patients. Holleb Ai, Fink Dj, Murphy Gp, American Cancer Society, Editors. American Cancer Society Textbook of Clinical Oncology. Atlanta: American Cancer Society.score: 45.0
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  39. Edward F. Murphy Jr, Mark D. Woodhull, Bert Post, Carolyn Murphy-Post, William Teeple & Kent Andy Anderson (2006). 9/11 Impact on Teenage Values. Journal of Business Ethics 69 (4):399-421.score: 45.0
    Did the September 11, 2001 terrorist attacks on the U.S. cause the values of teenagers in the U.S. to change? Did their previously important self-esteem and self-actualization values become less important and their survival and safety values become more important? Changes in the values of teenagers are important for practitioners, managers, marketers, and researchers to understand because high school students are our current and future employees, managers, and customers, and research has shown that values impact work and consumer-related attitudes and (...)
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