Search results for 'Margaret Ann Denike' (try it on Scholar)

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  1. Margaret Ann Denike (2007). Religion, Rights, and Relationships: The Dream of Relational Equality. Hypatia 22 (1):71-91.score: 320.0
    : This essay provides an analysis of the terms by which the question of extending civil marriage to same-sex couples has been posed, advanced, and resisted in Canada and the United States in the past few years. Denike draws on feminist theories of justice to evaluate the strategies and approaches of initiatives to reform the laws governing the state's recognition—and lack thereof—of personal relationships of dependency and care. She also examines the political opposition to such reforms and the challenges (...)
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  2. Margaret Ann Denike (2003). The Devil's Insatiable Sex: A Genealogy of Evil Incarnate. Hypatia 18 (1):10-43.score: 290.0
    : This paper traces the political economy of the Christian concept of "evil" incarnate and its concomitant operations of sexual abjection and the repudiation of femininity, beginning with the early church's inaugural struggles to impose its monotheistic Law against maternal paganism. With attention to how "evil" has been deployed to sanction and sanctify the persecution of scapegoats, and particularly of heretics and witches, I examine the masculinist struggles for jurisdiction and control over women.
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  3. Margaret Denike (2008). The Human Rights of Others: Sovereignty, Legitimacy, and "Just Causes" for the "War on Terror". Hypatia 23 (2):pp. 95-121.score: 150.0
    In this essay, Denike assesses the appropriation of international human rights by humanitarian law and policy of "security states." She maps representations of the perpetrators and victims of "tyranny" and "terror, " and their role in providing a "just cause" for the U.S.–led "war on terror. " By examining narratives of progress and human rights heroism Denike shows how human rights discourses, when used together with the pretense of self-defense and preemptive war, do the opposite of what they (...)
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  4. Margaret Denike (2010). The Racialization of White Man's Polygamy. Hypatia 25 (4):852-874.score: 120.0
    This paper offers a genealogy of anti-polygamy sentiment in North America, elucidating certain racist and nationalist formations that are implicit in the historical valorization and enforcement of heterosexual monogamy. It tracks the white supremacist and heteronormative logic that conditions the widespread disdain toward polygamy, and that renders it fundamentally different from familial configurations that are associated with national identity. Relating political and philosophical doctrines to the archival documentation and insights of contemporary legal and cultural historians of anti-polygamy sentiment, it elucidates (...)
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  5. Margaret Denike (2013). Gaga Feminism: Sex, Gender, and the End of Normal. By J. Jack Halberstam. Boston: Beacon Press, 2012. Hypatia 28 (2):395-398.score: 120.0
  6. Margaret Denike (2010). Homonormative Collusions and the Subject of Rights: Reading Terrorist Assemblages. Feminist Legal Studies 18 (1):85-100.score: 120.0
    This essay provides an analytic review of Jasbir Puar’s book, Terrorist Assemblages (2007), situating her discussion and analysis of “homonationalism” within the context of recent developments in queer theory in the USA, and specifically, critiques of queer liberalism and gay imperialism; racial analyses of hetero- and homo-normative formations; and challenges to identity politics and representational frameworks that dominate LGBT studies. It takes up Puar’s interest in finding new methods and ‘reading’ practices to track certain shifts in LGBT politics and to (...)
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  7. Don Paul Abbott, Jennifer Ahern, Louis Althusser, Anderson Margaret, Jean Anyon, Arthur Applebee, Roger Ascham, Mark H. Ashcraft, M. M. Bakhtin & Jennifer Mae Barizo (2003). Berthoff, Ann E., 197, 275. Intertexts: Reading Pedagogy in College Writing Classrooms 76 (83):231.score: 120.0
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  8. Margaret Denike (2009). Engendering [In]Security and Terror: On the Protection Racket of Security States. In Ann Ferguson & Mechtild Nagel (eds.), Dancing with Iris: The Philosophy of Iris Marion Young. Oup Usa.score: 120.0
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  9. Thomas H. Bestul (1994). Margaret Ann Palliser, OP, Christ, Our Mother of Mercy: Divine Mercy and Compassion in the Theology of the “Shewings” of Julian of Norwich. Berlin and New York: Walter de Gruyter, 1992. Pp. Xiv, 262. DM 168. [REVIEW] Speculum 69 (3):869-871.score: 42.0
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  10. Sean McAleer (2011). Baxley , Anne Margaret . Kant's Theory of Virtue: The Value of Autocracy . New York: Cambridge University Press, 2010. Pp. Xvi+189. $85.00 (Cloth). [REVIEW] Ethics 122 (1):174-178.score: 18.0
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  11. Graeme Smith (2007). Margaret Thatcher's Christian Faith: A Case Study in Political Theology. Journal of Religious Ethics 35 (2):233 - 257.score: 18.0
    Throughout the 1980s Margaret Thatcher dominated British and global politics. At the same time she maintained an active Christian faith, which she understood as shaping and informing her political choices and policies. In this article I argue that we can construct from Thatcher's key speeches, her memoirs, and her book on public policy a cultural "theo-political" identity which guided her political decisions. Thatcher's identity was as an Anglo-Saxon Nonconformist. This consisted of her belief in values such as thrift and (...)
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  12. Reidar Maliks (2013). Kant's Theory of Virtue: The Value of Autocracy. By Anne Margaret Baxley. (Cambridge UP, 2010. Pp. Xvi + 189. Price £61.00 Hb.). [REVIEW] Philosophical Quarterly 63 (252):616-618.score: 18.0
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  13. María G. Navarro (2011). Review of 'The Great Ocean of Knowledge. The Influence of Travel Literature on the Work of John Locke' by Ann Talbot. [REVIEW] Seventeenth-Century News 69 (3&4):162-164.score: 18.0
    The resercher Ann Talbot presents in this book one of the more complex and in-depth studies ever written about the influence of travel literature on the work of the British philospher John Locke (1632-1704). At the end of the 18th century the study of travel literature was an alternative to academic studies. The philosopher John Locke recommended with enthousiasm these books as a way to comprehend human understanding. Several members of the Royal Society like John Harris (1966-1719) affirmed that the (...)
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  14. Kerry Manders (2012). Stay the Night: Meera Margaret Singh at the Gladstone Hotel. Mediatropes 3 (2):109-132.score: 18.0
    This essay examines Meera Margaret Singh’s exhibition Nightingale in the time and place of the liminal space we call “hotel.” In intertexual dialogue with Wayne Koestenbaum’s Hotel Theory, the author not only reviews Singh’s intimate photographs of her mother, she reads the images with and against the architecture in which they are exhibited. The Gladstone as exhibition space redoubles Singh’s emphasis on the tense connectivity of apparent binaries: youth and age, public and private, artist and model, object and spectator, (...)
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  15. Thomas Sturm (2001). Margaret S. Archer, Being Human: The Problem of Agency. [REVIEW] Metapsychology 5 (46).score: 15.0
    A review which, among other criticisms of Archer's book, discusses some philosophical problems concerning talk of the "self" in the human sciences.
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  16. Margaret Ann Griesse (2007). The Geographic, Political, and Economic Context for Corporate Social Responsibility in Brazil. Journal of Business Ethics 73 (1):21 - 37.score: 14.0
    This paper provides an overview of corporate social responsibility in Brazil, a country of vast regional and economic differences. Despite abundant natural resources and centers of advanced technology, large numbers of Brazilians live in poverty. Historical factors, which to some extent explain Brazil’s social and economic inequalities – a long period of colonialism, followed by populist reform, repressive military measures, foreign debt, unfair trade agreements, and problems of corruption – have persisted into the current period of democratic reform, marked by (...)
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  17. Margaret Ann Griesse (2007). Caterpillar's Interactions with Piracicaba, Brazil: A Community-Based Analysis of CSR. [REVIEW] Journal of Business Ethics 73 (1):39 - 51.score: 14.0
    This study examines how Caterpillar Brasil Limitada, located in the city of Piracicaba, Brazil, expanded its concept of social responsibility over a 30-year period. It first provides a contextual overview of Piracicaba within the agro-industrialized interior region of São Paulo State. It then traces the history of the firm from its initial installation in the city. While Caterpillar maintained a distant relationship with the Piracicaba community for many years, it later realized the importance of becoming involved in city development. The (...)
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  18. Margaret Ann Griesse (2007). Developing Social Responsibility: Biotechnology and the Case of DuPont in Brazil. [REVIEW] Journal of Business Ethics 73 (1):103 - 118.score: 14.0
    The development of genetically modified organisms (GMOs) has caused worldwide debate and has required us to reevaluate theories of social responsibility. This article, first, briefly discusses the progressive stages of social responsibility that scholars have outlined as they examine the history of businesses. Next an overview of the development of the DuPont corporation in the United States is presented, tracing DuPont’s transformation from an explosives and chemicals company into a life-science corporation and demonstrating how outside factors influenced this change. The (...)
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  19. Margaret Ann Hardin (1983). Applying Linguistic Models to the Decorative Arts: A Preliminary Consideration of the Limits of Analogy. Semiotica 46 (2-4).score: 14.0
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  20. Jean L. Bresnahan, Margaret Ann Smith & Martin M. Shapiro (1976). Blocking in Children From Two Socioeconomic Levels. Bulletin of the Psychonomic Society 8 (2):72-75.score: 14.0
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  21. Lidija Dimkovska, Ljubica Arsovska, Margaret Ann Reid, Ilija Casule & Thomas W. Shapcott (2005). Six Poems. Common Knowledge 11 (2):319-325.score: 14.0
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  22. Mary E. Haas & Margaret Ann Laughlin (2000). Teaching About the Impeachment of William Jefferson Clinton: A Sampling of US Middle and High School Teachers. Journal of Social Studies Research 24 (2):31-38.score: 14.0
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  23. Ann-Louise Shapiro (1997). How Real is the Reality in Documentary Film?Jill Godmilow, in Conversation with Ann-Louise Shapiro. History and Theory 36 (4):80–101.score: 12.0
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  24. Karen Detlefsen (2009). Margaret Cavendish on the Relation Between God and World. Philosophy Compass 4 (3):421-438.score: 12.0
    It has often been noted that Margaret Cavendish discusses God in her writings on natural philosophy far more than one might think she ought to given her explicit claim that a study of God belongs to theology which is to be kept strictly separate from studies in natural philosophy. In this article, I examine one way in which God enters substantially into her natural philosophy, namely the role he plays in her particular version of teleology. I conclude that, while (...)
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  25. Karen Detlefsen (2007). Reason and Freedom: Margaret Cavendish on the Order and Disorder of Nature. Archiv für Geschichte der Philosophie 89 (2):157-191.score: 12.0
    According to Margaret Cavendish the entire natural world is essentially rational such that everything thinks in some way or another. In this paper, I examine why Cavendish would believe that the natural world is ubiquitously rational, arguing against the usual account, which holds that she does so in order to account for the orderly production of very complex phenomena (e.g. living beings) given the limits of the mechanical philosophy. Rather, I argue, she attributes ubiquitous rationality to the natural world (...)
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  26. Ann Margaret Sharp, Ronald F. Reed & Matthew Lipman (eds.) (1992). Studies in Philosophy for Children: Harry Stottlemeier's Discovery. Temple University Press.score: 12.0
    In this first part, Matthew Lipman offers the reader a glimpse at the thought processes that resulted in Philosophy for Children and, in so doing, ...
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  27. Anne Margaret Baxley (2010). Kant's Theory of Virtue: The Value of Autocracy. Cambridge University Press.score: 12.0
    Anne Margaret Baxley offers a systematic interpretation of Kant's theory of virtue, whose most distinctive features have not been properly understood. She explores the rich moral psychology in Kant's later and less widely read works on ethics, and argues that the key to understanding his account of virtue is the concept of autocracy, a form of moral self-government in which reason rules over sensibility. Although certain aspects of Kant's theory bear comparison to more familiar Aristotelian claims about virtue, Baxley (...)
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  28. Maughn Gregory (2011). Philosophy for Children and its Critics: A Mendham Dialogue. Journal of Philosophy of Education 45 (2):199-219.score: 12.0
    As conceived by founders Matthew Lipman and Ann Margaret Sharp, Philosophy for Children is a humanistic practice with roots in the Hellenistic tradition of philosophy as a way of life given to the search for meaning, in American pragmatism with its emphasis on qualitative experience, collaborative inquiry and democratic society, and in American and Soviet social learning theory. The programme has attracted overlapping and conflicting criticism from religious and social conservatives who don't want children to question traditional values, from (...)
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  29. Deborah Boyle (2013). Margaret Cavendish on Gender, Nature, and Freedom. Hypatia 28 (3):516-532.score: 12.0
    Some scholars have argued that Margaret Cavendish was ambivalent about women's roles and capabilities, for she seems sometimes to hold that women are naturally inferior to men, but sometimes that this inferiority is due to inferior education. I argue that attention to Cavendish's natural philosophy can illuminate her views on gender. In section II I consider the implications of Cavendish's natural philosophy for her views on male and female nature, arguing that Cavendish thought that such natures were not fixed. (...)
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  30. Ann Margaret Sharp (1987). What is a 'Community of Inquiry'? Journal of Moral Education 16 (1):37-45.score: 12.0
    Abstract When we speak about the aim of doing philosophy on the elementary school level with children as transforming classrooms into ?communities of inquiry?, we make certain assumptions about nature and personhood and the relationship between the two. We also make certain assumptions about dialogue, truth and knowledge. Further, we make assumptions regarding the ability of children to form such communities that will engender care for one another as persons with rights, a tolerance for each other's views, feelings, imaginings, creations (...)
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  31. Jane Duran (2010). Margaret Fuller and Transcendental Feminism. The Pluralist 5 (1):65-72.score: 12.0
    Margaret Fuller's name today often appears when the Transcendentalists in general are mentioned-we may hear of her in the course of writing on Emerson, or Bronson Alcott-but not nearly enough work about Margaret herself, her thought, and her remarkable childhood has been done in recent times.1 Interestingly enough, her name surfaces in connection with some theorizing done about same-sex relationships, but the great import of Fuller's editing of "The Dial," a periodical of the time, her authoring of Woman (...)
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  32. Ann Margaret Sharp (1984). Philosophical Teaching as Moral Education. Journal of Moral Education 13 (1):3-8.score: 12.0
    Abstract Moral education at its most effective is philosophical education conducted at the elementary school level within the context of classroom communities of inquiry. Such an education assumes that children are thinking persons and given the right environment and the right teacher, they can learn to do philosophy with integrity and can discuss ethical issues in a thoughtful, objective and reasonable manner. Participation in such a community of inquiry over many years can afford children opportunities to inculcate procedures of inquiry (...)
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  33. Margaret J. Osler & Richard A. Watson (2003). Reply by Margaret J. Osler and Richard A. Watson. Journal of the History of Philosophy 41 (3):407-407.score: 12.0
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  34. Tina Chanter (2006). Abjection and the Constitutive Nature of Difference: Class Mourning in Margaret's Museum and Legitimating Myths of Innocence in Casablanca. Hypatia 21 (3):86 - 106.score: 12.0
    This essay examines the connections between ignorance and abjection. Chanter relates Julia Kristeva's notion of abjection to the mechanisms of division found in feminist theory, race theory, film theory, and cultural theory. The neglect of the co-constitutive relationships among such categories as gender, race, and class produces abjection. If those categories are treated as separate parts of a person's identity that merely interlock or intermesh, they are rendered invisible and unknowable even in the very discourses about them. Race thus becomes (...)
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  35. Margaret Cormack (2010). Margaret Clunies Ross, Ed., Poetry on Christian Subjects, 1: The Twelfth and Thirteenth Centuries; 2: The Fourteenth Century. (Skaldic Poetry of the Scandinavian Middle Ages, 7.) Turnhout: Brepols, 2007. 1: Pp. Lxix, 1–468; 1 Black-and-White Figure. 2: Pp. Iv, 469–1040. €120. [REVIEW] Speculum 85 (2):377-379.score: 12.0
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  36. Darryl Macer (2010). Margaret Sleeboom-Faulkner, Ed. 2008. Human Genetic Biobanks in Asia: Politics of Trust and Scientific Advancement. [REVIEW] Journal of Bioethical Inquiry 7 (2):259-260.score: 12.0
    Margaret Sleeboom-Faulkner, ed. 2008. Human genetic biobanks in Asia: Politics of trust and scientific advancement Content Type Journal Article DOI 10.1007/s11673-010-9234-6 Authors Darryl Macer, UNESCO Bangkok Regional Adviser in Social and Human Sciences for Asia and the Pacific, Regional Unit for Social and Human Sciences in Asia and the Pacific (RUSHSAP) 920 Sukhumvit Road, Prakanong Bangkok 10110 Thailand Journal Journal of Bioethical Inquiry Online ISSN 1872-4353 Print ISSN 1176-7529 Journal Volume Volume 7 Journal Issue Volume 7, Number 2.
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  37. Mary Ann Baily & Thomas H. Murray (2009). Mary Ann Baily and Thomas H. Murray Reply. Hastings Center Report 39 (1):7-7.score: 12.0
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  38. Lorraine Code (2002). Narratives of Responsibility and Agency: Reading Margaret Walker's. Hypatia 17 (1).score: 12.0
    : Naturalized moral epistemology eschews practices of assuming to know a priori the nature of situations and experiences that require moral deliberation. Thus it promises to close a gap between formal ethical theories and circumstances where people need guidelines for action. Yet according experience so central a place in inquiry risks "naturalizing" it, treating it as incontestable, separating its moral and political dimensions. This essay discusses these issues with reference to Margaret Walker's Moral understandings.
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  39. Margaret Battin (2009). Margaret Battin Replies. Hastings Center Report 39 (2):8-8.score: 12.0
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  40. Ann Cavoukian (2010). Privacy by Design: The Definitive Workshop. A Foreword by Ann Cavoukian, Ph.D. [REVIEW] Identity in the Information Society 3 (2):247-251.score: 12.0
    In November, 2009, a prominent group of privacy professionals, business leaders, information technology specialists, and academics gathered in Madrid to discuss how the next set of threats to privacy could best be addressed.The event, Privacy by Design: The Definitive Workshop, was co-hosted by my office and that of the Israeli Law, Information and Technology Authority. It marked the latest step in a journey that I began in the 1990’s, when I first focused on enlisting the support of technologies that could (...)
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  41. Erinn Gilson (2013). Review Essay: Ann Murphy, Violence and the Philosophical Imaginary. Journal of French and Francophone Philosophy 21 (1):173-182.score: 12.0
    Review essay of Ann V. Murphy, Violence and the Philosophical Imaginary.
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  42. Lorraine Code (2002). Narratives of Responsibility and Agency: Reading Margaret Walker's Moral Understandings. Hypatia 17 (1):156 - 173.score: 12.0
    Naturalized moral epistemology eschews practices of assuming to know a priori the nature of situations and experiences that require moral deliberation. Thus it promises to close a gap between formal ethical theories and circumstances where people need guidelines for action. Yet according experience so central a place in inquiry risks "naturalizing" it, treating it as incontestable, separating its moral and political dimensions. This essay discusses these issues with reference to Margaret Walker's Moral understandings.
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  43. Margaret Cormack (2010). Margaret Clunies Ross, Ed., Poetry on Christian Subjects, 1: The Twelfth and Thirteenth Centuries; 2: The Fourteenth Century.(Skaldic Poetry of The. [REVIEW] Speculum 85:377-379.score: 12.0
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  44. Zelia Gregoriou (2013). Pedagogy and Passages: The Performativity of Margaret Cavendish's Utopian Fiction. Journal of Philosophy of Education 47 (3):457-474.score: 12.0
    This article explores the pedagogical significance of non-static and hybrid utopian readings and writings by focusing on Margaret Cavendish's educationally-philosophically neglected female utopia The Description of a New World, Called the Blazing World. It questions the exaggerated, inflated and exclusivist emphasis on the pedagogical benefits of homologous spatial signifiers of entry into utopia and return to home and draws examples of utopian passages across genres, texts, minds and worlds from the writing of Cavendish. Such passages can be read as (...)
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  45. Ann Margaret Sharp (2004). And the Children Shall Lead Them. International Journal of Applied Philosophy 18 (2):177-187.score: 12.0
    Philosophy for Children engages students in philosophical deliberation characterized by dialogue, inquiry, reasoning and self-reflection. Philosophy for Children assumes a pluralistic conception of philosophy which, when practiced in a community of inquiry with children, is a necessary tool for the liberation from oppression. It is on this basis that an analogous relationship with feminist philosophy is established. Students of Philosophy for Children commit themselves, either consciously or unconsciously, to such principles as egalitarianism, respect for persons, fallibilism, pluralism, open-mindedness, tolerance, and (...)
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  46. Ann Margaret Sharp (1988). Critical Thinking and Communities of Inquiry. Inquiry 1 (3):6-6.score: 12.0
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  47. Patricia Ann Easton (1999). Man Machine and Other Writings Julien Offray De La Mettrie Ann Thomson, Translator and Editor New York: Cambridge University Press, 1996, Xxx + 179 Pp., $54.95, $18.95 Paper. [REVIEW] Dialogue 38 (03):627-.score: 12.0
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  48. Ann Margaret Sharp (1986). Is There an Essence of Education? Journal of Moral Education 15 (3):189-196.score: 12.0
  49. Ann Margaret Sharp (1996). Self-Transformation in the Community of Inquiry. Inquiry 16 (1):36-47.score: 12.0
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  50. Bruno J. Strasser (2010). Collecting, Comparing, and Computing Sequences: The Making of Margaret O. Dayhoff's "Atlas of Protein Sequence and Structure", 1954–1965. [REVIEW] Journal of the History of Biology 43 (4):623 - 660.score: 12.0
    Collecting, comparing, and computing molecular sequences are among the most prevalent practices in contemporary biological research. They represent a specific way of producing knowledge. This paper explores the historical development of these practices, focusing on the work of Margaret O. Dayhoff, Richard V. Eck, and Robert S. Ledley, who produced the first computer-based collection of protein sequences, published in book format in 1965 as the Atlas of Protein Sequence and Structure. While these practices are generally associated with the rise (...)
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