Search results for 'Marianna Vallana' (try it on Scholar)

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  1. Maurizio Tirassa & Marianna Vallana, Representation and Computation.score: 240.0
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  2. Papastephanou Marianna (2000). Ulysses'reason, Nobody's Fault. Reason, Subjectivity and the Critique of Enlightenment. Philosophy and Social Criticism 26 (6).score: 30.0
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  3. Shoshana Felman (2002). II. : A Response to Marianna Torgovnick. Critical Inquiry 28 (3):785-789.score: 9.0
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  4. J. J. Katz (2000). Marianna Papastephanou Realistic Rationalism. The European Legacy 5 (1):128-129.score: 9.0
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  5. Marianna Papastephanou (2011). Material Specters: International Conflicts, Disaster Management, and Educational Projects. Educational Theory 61 (1):97-115.score: 6.0
    In this essay, Marianna Papastephanou discusses three books—Michalinos Zembylas's The Politics of Trauma in Education; Sigal Ben-Porath's Citizenship Under Fire: Democratic Education in Times of Conflict; and Kenneth Saltman's Capitalizing on Disaster: Taking and Breaking Public Schools—from the perspective of the material causality of conflict and of the significance this might have for conflict resolution and the role that education may play in it. Setting out from the Derridean standpoint of spectrality, Papastephanou explores divergences and convergences of Zembylas's critical (...)
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  6. Marianna Antonutti Marfori (2010). Informal Proofs and Mathematical Rigour. Studia Logica 96 (2):261-272.score: 3.0
    The aim of this paper is to provide epistemic reasons for investigating the notions of informal rigour and informal provability. I argue that the standard view of mathematical proof and rigour yields an implausible account of mathematical knowledge, and falls short of explaining the success of mathematical practice. I conclude that careful consideration of mathematical practice urges us to pursue a theory of informal provability.
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  7. Christopher Norris & Marianna Papastephanou (2002). Deconstruction, Anti–Realism and Philosophy of Science—an Interview with Christopher Norris. Journal of Philosophy of Education 36 (2):265–289.score: 3.0
    In this interview, Christopher Norris discusses a wide range of issues having to do with postmodernism, deconstruction and other controversial topics of debate within present-day philosophy and critical theory. More specifically he challenges the view of deconstruction as just another offshoot of the broader postmodernist trend in cultural studies and the social sciences. Norris puts the case for deconstruction as continuing the 'unfinished project of modernity' and—in particular—for Derrida's work as sustaining the values of enlightened critical reason in various spheres (...)
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  8. Marianna Papastephanou (2005). Globalisation, Globalism and Cosmopolitanism as an Educational Ideal. Educational Philosophy and Theory 37 (4):533–551.score: 3.0
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  9. Marianna Papastephanou (2010). Aristotle, the Action Researcher. Journal of Philosophy of Education 44 (4):589-595.score: 3.0
  10. Emiliano Ippoliti, Carlo Cellucci & Emily Grosholz (eds.) (2011). Logic and Knowlegde. Cambridge Scholar Publishing.score: 3.0
    Logic and Knowledge -/- Editor: Carlo Cellucci, Emily Grosholz and Emiliano Ippoliti Date Of Publication: Aug 2011 Isbn13: 978-1-4438-3008-9 Isbn: 1-4438-3008-9 -/- The problematic relation between logic and knowledge has given rise to some of the most important works in the history of philosophy, from Books VI–VII of Plato’s Republic and Aristotle’s Prior and Posterior Analytics, to Kant’s Critique of Pure Reason and Mill’s A System of Logic, Ratiocinative and Inductive. It provides the title of an important collection of papers (...)
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  11. Marianna Papastephanou (2004). The Implicit Assumptions of Dividing a Cake: Political or Comprehensive? [REVIEW] Human Studies 27 (3):307-334.score: 3.0
    Rawls''s recent modification of his theory of justice claims that political liberalism is free-standing and falls under the category of the political. It works entirely within that domain and does not rely on anything outside it In this article I pursue the metatheoretical goal of obtaining insight into the anthropological assumptions that have remained so far unacknowledged by Rawls and critics alike. My argument is that political liberalism has a dependence on comprehensive liberalism and its conception of a self-serving subjectivity (...)
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  12. Marianna Papastephanou (2011). Walls and Laws: Proximity, Distance and the Doubleness of the Border. Educational Philosophy and Theory 43 (3):209-224.score: 3.0
    In this article, I explore the way in which proximity and distance have been made relevant to cosmopolitanism and I discuss the significance contemporary theory attributes to border crossing. By employing colonial border crossing and its rationalization as an example, and by drawing from Alain Badiou's critique of political philosophy, I expose some of the problems of facile and faddish approaches to planetary movement. I argue that the real borders to be crossed by true cosmopolitans are internal and, regrettably, traversible, (...)
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  13. Marianna Papastephanou (2009). Method, Philosophy of Education and the Sphere of the Practico-Inert. Journal of Philosophy of Education 43 (3):451-469.score: 3.0
    This essay discusses a conception of the relation of philosophy to education that has come to be widely held in both general philosophy and philosophy of education. This view is approached here through the employment of Jean-Paul Sartre's notion of the 'practico-inert' as the realm of consolidated social objects, part of which is the institution of education. It is shown that a rigid demarcation of the practico-inert, on the one hand, and praxis, on the other, lies at the heart of (...)
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  14. Marianna Papastephanou (2002). Arrows Not yet Fired: Cultivating Cosmopolitanism Through Education. Journal of Philosophy of Education 36 (1):69–86.score: 3.0
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  15. Marianna Papastephanou & Charoula Angeli (2007). Critical Thinking Beyond Skill. Educational Philosophy and Theory 39 (6):604–621.score: 3.0
    The aim of this article is to investigate possibilities for conceptions of critical thinking beyond the established educational framework that emphasizes skills. Distancing ourselves from the older rationalist framework, we explain that what we think wrong with the skills perspective is, amongst other things, its absolutization of performativity and outcomes. In reviewing the relevant discourse, we accept that it is possible for the skills paradigm to be change?friendly and context?sensitive but we argue that it is oblivious to other, non?purposive kinds (...)
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  16. Marianna Papadopoulou & Roy Birch (2009). 'Being in the World': The Event of Learning. Educational Philosophy and Theory 41 (3):270-286.score: 3.0
    This paper employs an eclectic mix of paradigms in order to discuss constituting characteristics of young children's learning experiences. Drawing upon a phenomenological perspective it examines learning as a form of 'Being' and as the result of learners' engagement with the world in their own, unique, intentional manners. The learners' intentions towards their world are expressed in everyday activity and participation. A social constructivist perspective is thus employed to present learning as situated in meaningful socio-cultural contexts of the everyday, lived (...)
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  17. Marianna Papastephanou (2012). Exploring Habermas's Critical Engagement with Chomsky. Human Studies 35 (1):51-76.score: 3.0
    This article explores Jürgen Habermas’s critical employment of Noam Chomsky’s insights and the philosophical assumptions that motivate or justify Habermas’s early enrichment of his universal pragmatics with material drawn from generative linguistics. The investigation of the influence Chomsky’s theory has exerted on Habermas aims to clarify what Habermas means by universalism, reason embedded in language and the universal core of communicative competence—away from various misinterpretations of Habermas’s rationalist commitments and from reductive, conventionalist readings of his notion of consensus. Much against (...)
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  18. Marianna Papastephanou (2003). Forgiving and Requesting Forgiveness. Journal of Philosophy of Education 37 (3):503–524.score: 3.0
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  19. Marianna Antonutti Marfori (2012). Naturalising Mathematics: A Critical Look at the Quine-Maddy Debate. Naturalising Mathematics 4 (32):323-342.score: 3.0
    This paper considers Madd'�s strategy for naturalising mathematics in the context of Quine�s scientific naturalism. The aim of this proposal is to account for the acceptability of mathematics on scientific grounds without committing to revisionism about mathematical practice entailed by the Quine-Putnam indispensability argument. It has been argued that Maddy�s mathematical naturalism makes inconsistent assumptions on the role of mathematics in scientific explanations to the effect that it cannot distinguish mathematics from pseudo-science. I shall clarify Maddy's arguments and show that (...)
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  20. Marianna Papastephanou (2010). The Conflict of the Faculties: Educational Research, Inclusion, Philosophy and Boundary Discourses. Ethics and Education 5 (2):99-116.score: 3.0
    The aim of this article is to examine ways in which localized research runs the risk of becoming a boundary discourse in a negative sense. The exaggerated emphasis on immanent critique, contextualization and incommensurability may lead discourse and disciplines to an isolationist self-understanding that leaves unchallenged or even entrenches existing discursive hegemonies. Or, it may side with the kind of facile and hasty fusion of discourses and disciplines that ignores epistemic demands and concerns for validity and semantic accuracy. That is, (...)
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  21. Marianna Papastephanou (2006). Aesthetics, Education, the Critical Autonomous Self, and the Culture Industry. Journal of Aesthetic Education 40 (3):75-91.score: 3.0
  22. Marianna Papastephanou (2005). Onto-Theology and the Incrimination of Ontology in Levinas and Derrida. Philosophy and Social Criticism 31 (4):461-485.score: 3.0
    My aim in this article is to analyse the incrimination of ontology and ontological manifestations in reason, articulated speech and social order and argue that such an incrimination, which is characteristic of traditional philosophy, can be explained as a phenomenon of onto-theology. Then I demonstrate that the ideas of Levinas - and to some degree the Derridean response to them - suffer from residues of onto-theology to the extent that they preserve and promote the assumption that ontology is essentially violent. (...)
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  23. Marianna Papastephanou (2005). Rawls' Theory of Justice and Citizenship Education. Journal of Philosophy of Education 39 (3):499–518.score: 3.0
  24. Huiming Ren (forthcoming). Is the Splash Red? Philosophia:1-7.score: 3.0
    Ball (2009) claims that without phenomenal concepts, the knowledge argument fails. In this article, I argue that Ball doesn’t succeed in proving his claim. The reason is that the Marianna case is not a case where the acquisition of the concept required for entertaining a phenomenal belief content Q alone is sufficient for Marianna, given enough physical information about her environment, to infer Q.
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  25. Marianna Papastephanou (2006). Education, Risk and Ethics. Ethics and Education 1 (1):47-63.score: 3.0
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  26. Marianna Papastephanou (1997). Communicative Action and Philosophical Foundations: Comments on the Apel-Habermas Debate. Philosophy and Social Criticism 23 (4):41-69.score: 3.0
    Anglo-American and continental philosophy are often con sidered sharply divergent, even hostile, movements of thought. However, there have been several attempts to cross the divide between them, leading some theorists to very interesting and promising new projects. Apel has been one of the first German philosophers whose serious preoccupation with continental themes has not impeded his thorough and responsible investigation of analytic and post-analytic issues. Thus, Apel promotes a linguistic analysis that aspires to unveil the hidden, implicit, but non circumventible (...)
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  27. Marianna Papastephanou (2012). Crossing the Divide Within Continental Philosophy: Reconstruction, Deconstruction, Dialogue and Education. [REVIEW] Studies in Philosophy and Education 31 (2):153-170.score: 3.0
    In this article I explore some points of convergence between Habermas and Derrida that revolve around the intersection of ethical and epistemological issues in dialogue. After some preliminary remarks on how dialogue and language are viewed by Habermas and Derrida as standpoints for departing from the philosophy of consciousness and from logocentric metaphysics, I cite the main points of a classroom dialogue in order to illustrate the way in which the ideas of Habermas and Derrida are sometimes received as well (...)
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  28. Marianna Papastephanou (2000). The Idea of Emancipation From a Cosmopolitan Point of View. Continental Philosophy Review 33 (4):395-416.score: 3.0
    R. Rorty uncouples cosmopolitanism from emancipation and rejects the latter on both phylogenetic and ontogenetic grounds. Thus: 1. There is no human nature to be emancipated, and 2. The notion of a rational, transcendental and conditioning subject (presupposed by traditional theories of emancipation) is obsolete. He preserves the idea of cosmopolitanism, which, in an effort to avoid foundationalisrn, he associates only with the development and progress of liberal societies. His cosmopolitanism relies on the distinction between persuasion and force and his (...)
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  29. Marianna Papastephanou (2000). Ulysses' Reason, Nobody's Fault: Reason, Subjectivity and the Critique of Enlightenment. Philosophy and Social Criticism 26 (6):47-59.score: 3.0
    Drawing on notions of alienation, reification and rationalization in their book Dialectic of Enlightenment, Adorno and Horkheimer explored the phenomenon of reason as such concerning the subject and the species, and diagnosed the pathologies of occidental societies. Reason provides the means for a vulnerable being to subordinate nature and serve its desire for self-preservation. However, this reason is instrumental since it objectifies the world and reifies other beings in order to render them manipulable. It is a subjective reason because it (...)
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  30. Marianna Papastephanou (2011). Eurocentrism Beyond the 'Universalism Vs. Particularism' Dilemma: Habermas and Derrida's Joint Plea for a New Europe. History of the Human Sciences 24 (5):142-166.score: 3.0
    Is it Eurocentric on the part of western philosophers (Habermas, Derrida) or of researchers in human sciences to set out from a specific locality (Europe) to formulate ethico-political ideals with universal aspirations? In this article, I critique the ‘universalism vs. particularism’ framework within which the charge of Eurocentrism is deployed and I redefine the notion of Eurocentrism outside the drastic choice between universalism and particularism and in light of an ‘ec-centric’ reflection on the entanglement of the ‘We’ and the ‘others’. (...)
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  31. Marianna Papastephanou (2003). Education, Subjectivity and Community: Towards a Democratic Pedagogical Ideal of Symmetrical Reciprocity. Educational Philosophy and Theory 35 (4):395–406.score: 3.0
  32. Marianna Papastephanou (2011). The 'Cosmopolitan' Self Does Her Homework. Journal of Philosophy of Education 45 (4):597-612.score: 3.0
    Cosmopolitan concern for the whole world is often treated as oppositional to particular collectivities, to corresponding sensibilities and to the obligations that follow from them. Tensions revolve around demands made upon the self (depending on the emphasis on the local or the global) and infuse educational discourse accordingly. Culturalism approaches the self as a culturally or multiculturally shaped identity, monopolises the terrain of cosmopolitan debate and narrows the scope of cosmopolitan education only to encouraging hybridity of selfhood and to cultivating (...)
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  33. Marisa Faggini, Concetto Paolo Vinci, Antonio Abatemarco, Rossella Aiello, F. T. Arecchi, Lucio Biggiero, Giovanna Bimonte, Sergio Bruno, Carl Chiarella, Maria Pia Di Gregorio, Giacomo Di Tollo, Simone Giansante, Jaime Gil Aluja, A. I͡U Khrennikov, Marianna Lyra, Riccardo Meucci, Guglielmo Monaco, Giancarlo Nota, Serena Sordi, Pietro Terna, Kumaraswamy Velupillai & Alessandro Vercelli (eds.) (2010). Decision Theory and Choices: A Complexity Approach. Springer Verlag Italia.score: 3.0
    The New Economic Windows Series, derived from Massimo Salzano's ideas and work, incorporates material from textbooks, monographs and conference proceedings that deals with both the theoretical and applied aspects of various sub-disciplines ...
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  34. Marianna Papastephanou (2002). Kant's Cosmopolitanism and Human History. History of the Human Sciences 15 (1):17-37.score: 3.0
    In this article I discuss Kant's idea of cosmopolitanism both in its prescriptive dimension (its normative content and regulative aspirations) and also its descriptive basis (its crucial philosophical-anthropological assumptions constituting its theoretical justification). My aim is to show that the prescriptive dimension cannot be treated separately from the descriptive one for some difficulties that the latter confronts pervade the former and misinform it. I then proceed to an examination of those difficulties which I locate mainly in Kant's onto-theological commitment to (...)
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  35. Klas Roth & Marianna Papastephanou (2013). Introduction: The World and the Teacher—Prospects and Challenges for Teacher Education in the Age of Globalization From a Cosmopolitan Perspective. Ethics and Global Politics 5 (4).score: 3.0
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  36. Denise Baden, Edgar Meyer & Marianna Tonne (2011). Which Types of Strategic Corporate Philanthropy Lead to Higher Moral Capital? Proceedings of the International Association for Business and Society 22:163-175.score: 3.0
    The purpose of this research paper is to identify which types of corporate philanthropy (CP): cause-related marketing (CRM) or sponsorship, create higher moralcapital under two conditions: proactive or reactive (following a scandal). Results showed that CP created higher moral capital for a proactive company than for a reactive company. Both CRM and sponsorship were perceived as more sincere in the proactive company than the reactive company. However, CRM was seen as self-serving in the reactive company, but not the proactive company. (...)
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  37. Martin H. Fischer, Marianna Riello, Bruno L. Giordano & Elena Rusconi (2013). Singing Numbers… in Cognitive Space — A Dual‐Task Study of the Link Between Pitch, Space, and Numbers. Topics in Cognitive Science 5 (2):354-366.score: 3.0
    We assessed the automaticity of spatial-numerical and spatial-musical associations by testing their intentionality and load sensitivity in a dual-task paradigm. In separate sessions, 16 healthy adults performed magnitude and pitch comparisons on sung numbers with variable pitch. Stimuli and response alternatives were identical, but the relevant stimulus attribute (pitch or number) differed between tasks. Concomitant tasks required retention of either color or location information. Results show that spatial associations of both magnitude and pitch are load sensitive and that the spatial (...)
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  38. Marianna Gensabella Furnari (2002). The Scientist Demanding Wisdom: The "Bridge to the Future" by Van Rensselaer Potter. Perspectives in Biology and Medicine 45 (1):31-42.score: 3.0
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  39. Marianna Papastephanou (2013). Cosmopolitanism Discarded: Martha Nussbaum's Patriotic Education and the Inward–Outward Distinction. Ethics and Education 8 (2):166-178.score: 3.0
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  40. Marianna Papastephanou (2008). Dystopian Reality, Utopian Thought and Educational Practice. Studies in Philosophy and Education 27 (2-3):89-102.score: 3.0
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  41. Marianna Papastephanou (2006). Philosophical Research and Educational Action Research. Journal of Philosophy of Education 40 (2):187–203.score: 3.0
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  42. Greg Andonian, Natasa Bakic-Miric, Giorgio Baruchello, John Bokina, Silvia Bruti, Edmund J. Campion, Mihai Caprioara, Victor Castellani, Anthony H. Chambers, Camelia Mihaela Cmeciu, Doina Cmeciu, Stanley Corngold, Douglas J. Cremer, Jens De Vleminck, Liviu Drugus, Eberhard Eichenhofer, Dario Fernandez-Morera, Richard Findler, Irene Guenther, Jeff Horn, Richard H. King, Norma Landau, Walter S. H. Lim, Thomas Loebel, David W. Lovell, Michele Maggiore, Georgeta Marghescu, Aaron Massecar, Markus Meckl, Tim Murphy, Wan-Hsiang Pan, Marianna Papastephanou, Priscilla Ringrose, Marina Ritzarev, Christian Roy, Karl W. Schweizer, Carlo Scognamiglio, Stanley Shostak, Lora Sigler, Lavinia Stan, Matthew Sterenberg, Jonathan Stoekl, Dan Stone, Linda Toocaram, Barnard Turner, Gabrielle Weinberger & Phillip H. Wiebe (2008). Null. The European Legacy 13 (4):499-543.score: 3.0
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  43. Marianna Papastephanou (2013). Philosophy, Kairosophy and the Lesson of Time. Educational Philosophy and Theory 46 (7):1-17.score: 3.0
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  44. Marianna Papastephanou (2001). Reformulating Reason for Philosophy of Education. Educational Theory 51 (3):293-312.score: 3.0
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  45. Marianna Raulo (2000). Moral Education and Development. Journal of Social Philosophy 31 (4):507–518.score: 3.0
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  46. Marianna Antonutti Marfori (2010). Informal Proofs and Mathematical Rigour. Studia Logica 96 (2):261-272.score: 3.0
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  47. Marianna Bergamaschi Ganapini (2008). Emozioni, giudizi e valori. Aisthesis. Pratiche, Linguaggi E Saperi Dell’Estetico 1 (1).score: 3.0
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  48. Richard Coker, Marianna Thomas, Karen Lock & Robyn Martin (2007). Detention and the Evolving Threat of Tuberculosis: Evidence, Ethics, and Law. Journal of Law, Medicine and Ethics 35 (4):609-615.score: 3.0
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  49. Rutaichanok Jingjit & Marianna Fotaki (2010). Confucian Ethics and the Limited Impact of the New Public Management Reform in Thailand. Journal of Business Ethics 97 (S1):61-73.score: 3.0
    The diffusion of New Public Management reforms across the globe is based on the assumption of the universal applicability of managerialism, driven by instrumental rationality, individualism, independence and competition. The aim of this article is to challenge this conception and to fill a significant gap in the existing research by analysing potential problems arising from the implementation of the NPM philosophy in non-Western public organisations. In-depth interviews and a large-scale survey were conducted across six public organisations in Thailand based on (...)
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  50. Elena Rusconi Marianna Riello (2011). Unimanual SNARC Effect: Hand Matters. Frontiers in Psychology 2.score: 3.0
    A structural representation of the hand embedding information about the identity and relative position of fingers is necessary to counting routines. It may also support associations between numbers and allocentric spatial codes that predictably interact with other known numerical spatial representations, such as the mental number line. In this study, 48 Western participants whose typical counting routine proceeded from thumb-to-little on both hands performed magnitude and parity binary judgments. Response keys were pressed either with the right index and middle fingers (...)
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