Search results for 'Marilyn L. Warburton' (try it on Scholar)

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  1.  1
    A. -L. L. (1958). L'analyse du langage a Royaumont. Revue Philosophique de la France Et de l'Etranger 148:257 - 259.
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  2.  5
    C. L. (1957). Nietzsche, Ou l'Histoire d'Un Égocentrisme Athée. Review of Metaphysics 11 (1):165-165.
  3.  9
    Jack J. Heller (2006). A Response to Lawrence Ferrara's Chapter Four in R. Phelps, R. Sadoff, E. Warburton, and L. Ferrara, A Guide to Research in Music Education, 5th Edition (Lanham, Maryland: Scarecrow Press, Inc., 2005). [REVIEW] Philosophy of Music Education Review 14 (1):89-92.
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  4. Jack Heller (2006). In Dialogue: A Response to Lawrence Ferrara's Chapter Four in R. Phelps, R. Sadoff, E. Warburton, and L. Ferrara,a Guide to Research in Music Education,5th Edition. [REVIEW] Philosophy of Music Education Review 14 (1):89-92.
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  5. Julia Kindt (2015). A HANDBOOK OF RELIGIONS. L. Bredholt Christensen, O. Hammer, D.A. Warburton The Handbook of Religions in Ancient Europe. Pp. Xiv + 456, Ills, Maps. Durham: Acumen Publishing, 2013. Cased, £90. ISBN: 978-1-84465-709-4. [REVIEW] The Classical Review 65 (1):167-168.
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  6. Alfred Louch (1991). Walter E. Broman, Allan H. Pasco, Michael L. Hall, John F. Desmond, Steven Rendall, Robert Tobin, Marilyn R. Schuster, Tom Conley, Peter Losin, William E. Cain, Will Morrisey, Richard A. Watson, Christopher Wise, Stephen Davies, C. S. Schreiner, James E. Dittes, Michael Fischer, Eva M. Knodt, Karsten Harries, Robert C. Solomon, Stephen Nathanson, Robert D. Cottrell, Zack Bowen, Mary Bittner Wiseman, Edward E. Foster, Kathleen Marie Higgins, Richard Freadman, Patrick Henry. [REVIEW] Philosophy and Literature 15 (2):323.
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  7.  2
    Marilyn Nissim-Sabat (2001). C.L.R. James and the Invitability of Socialism. Clr James Journal 8 (2):73-98.
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  8.  11
    Marilyn Holly (2006). Book Review: Being Human. Ethics, Environment, and Our Place in the World by Anna L. Peterson. University of California Press, Berkeley/Los Angeles/London, 2001. 289 Pp. ISBN 0-520-22655-. [REVIEW] Journal of Agricultural and Environmental Ethics 19 (2):205-211.
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  9.  3
    Marilyn Holly (2006). Book Review: By Anna L. Peterson. University of California Press, Berkeley/Los Angeles/London, 2001. 289 Pp. ISBN 0-520-22655-0. [REVIEW] Journal of Agricultural and Environmental Ethics 19 (2):205-211.
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  10.  1
    Marilyn J. Boxer (1995). Madeleine Pelletier : Logique et infortunes d'un combat pour l'égalité. History of European Ideas 21 (3):421-438.
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  11.  1
    Marilyn J. Boxer (1995). Madeleine Pelletier, Une Féministe dans l'arène politique. History of European Ideas 21 (3):421-438.
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  12. Marilyn Mason (2003). Nigel Warburton, The Art Question, (London: Routledge, 2003). Think 2 (5):103-106.
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  13. Marilyn Nissim-Sabat (2013). “My Sweet Mother I Know Not”: C.L.R. James’ Mariners Renegades and Castaways and Caribbean Philosophy. Clr James Journal 19 (1/2):102-120.
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  14. Bruce L. Venarde (1999). Marilyn Oliva, The Convent and the Community in Late Medieval England: Female Monasteries in the Diocese of Norwich, 1350–1540.(Studies in the History of Medieval Religion, 12.) Woodbridge, Suff., and Rochester, NY: Boydell and Brewer, 1998. Pp. Xiv, 271; 22 Tables and 1 Map. $90. [REVIEW] Speculum 74 (4):1102-1104.
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  15.  5
    Marilyn L. Bach, Jeffery Smith, Kristine A. Diemer, Erin L. Magnus & Nicholas A. Bryant (1996). Professionals' Responsibilities to Foster the Autonomy of Future Adults. Professional Ethics, a Multidisciplinary Journal 5 (3):73-91.
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  16. Marilyn L. Bach, Nicholas A. Bryant, Jeri L. Boleman & Charles N. Oberg (1993). U.S. Health Care Values. Professional Ethics, a Multidisciplinary Journal 2 (1):141-167.
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  17. Arthur S. Elstein, Margaret M. Holmes, Michael M. Ravitch, David R. Rovner, Gerald B. Holzman & Marilyn L. Rothert (1983). Medical Decisions in Perspective: Applied Research in Cognitive Psychology. Perspectives in Biology and Medicine 26 (3):486-501.
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  18. James G. Martin, Eveline M. Loewe, Allan E. Hinkle & Marilyn L. Fitzgerald (1963). Net Approach Gradient in Approach-Avoidance Conflict. Journal of Experimental Psychology 65 (5):520.
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  19.  52
    James Elliott (forthcoming). The Power of Humility in Sceptical Religion: Why Ietsism is Preferable to J. L. Schellenberg's Ultimism. Religious Studies:1-20.
    J. L. Schellenberg’s Philosophy of Religion argues for a specific brand of sceptical religion that takes ‘Ultimism’ – the proposition that there is a metaphysically, axiologically, and soteriologically ultimate reality – to be the object to which the sceptical religionist should assent. In this article I shall argue that Ietsism – the proposition that there is merely something transcendental worth committing ourselves to religiously – is a preferable object of assent. This is for two primary reasons. First, Ietsism is far (...)
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  20.  26
    Deborah E. Arfken, Stephanie L. Bellar & Marilyn M. Helms (2004). The Ultimate Glass Ceiling Revisited: The Presence of Women on Corporate Boards. Journal of Business Ethics 50 (2):177-186.
    Has the diversity of corporate boards of directors improved? Should it? What role does diversity play in reducing corporate wrongdoing? Will diversity result in a more focused board of directors or more board autonomy? Examining the state of Tennessee as a case study, the authors collected data on the board composition of publicly traded corporations and compared those data to an original study conducted in 1995. Data indicate only a modest improvement in board diversity. This article discusses reasons for the (...)
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  21. Maria Kronfeldner (2009). If There is Nothing Beyond the Organic...: Heredity and Culture at the Boundaries of Anthropology in the Work of Alfred L. Kroeber. [REVIEW] NTM - Journal of the History of Science, Technology and Medicine 17 (2):107-134.
    Continuing Franz Boas' work to establish anthropology as an academic discipline in the US at the turn of the twentieth century, Alfred L. Kroeber re-defined culture as a phenomenon sui generis. To achieve this he asked geneticists to enter into a coalition against hereditarian thoughts prevalent at that time in the US. The goal was to create space for anthropology as a separate discipline within academia, distinct from other disciplines. To this end he crossed the boundary separating anthropology from biology (...)
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  22. Alison Bailey (1998). Privilege: Expanding on Marilyn Frye's Oppression. Journal of Social Philosophy 29 (3):104-119.
    This essay serves as both a response and embellishment of Marilyn Frye's now classic essay " Oppression." It is meant to pick up where this essay left off and to make connections between oppression, as Frye defines it, and the privileges that result from institutional structures. This essay tries to clarify one meaning of privilege that is lost in philosophical discussions of injustice. I develop a distinction between unearned privileges and earned advantages. Clarifying the meaning of privilege as unearned (...)
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  23.  27
    Sandra Pellanda Dieci, Laura Weise & Anne Monnier (2012). Analyse contrastée des attentes et des représentations d’étudiants en formation initiale à l’enseignement secondaire en fonction de leur engagement ou non dans un établissement scolaireComparative analysis of the students’ expectations and representations in pre-service teacher training for secondary school depending on whether they have a student teaching placement or not. Phronesis 1 (2):63-81.
    In Geneva, since the beginning of pre-service secondary teacher training at university, two different types of students in teacher preparation coexist: some of them have got part-time classes, others have no teaching assignment. In an introduction to the teaching profession, students from different disciplines of the two types take a course on the same sources of professional knowledge. By analyzing the representations of the teaching profession, we find that the process of construction of their professional identity varies according to whether (...)
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  24. Lynne S. Arnault, Bat-Ami Bar On, Alyssa R. Bernstein, Victoria Davion, Marilyn Fischer, Virginia Held, Peter Higgins, Sabrina Hom, Audra King, James L. Nelson, Serena Parekh, April Shaw & Joan Tronto (2007). Global Feminist Ethics. Rowman & Littlefield Publishers.
    This volume is fourth in the series of annuals created under the auspices of The Association for Feminist Ethics and Social Theory . The topics covered herein_from peacekeeping and terrorism, to sex trafficking and women's paid labor, to poverty and religious fundamentalism_are vital to women and to feminist movements throughout the world.
     
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  25.  22
    Lucie Roger, Philippe Maubant & Bernard Mercier (2012). Une perspective bachelardienne pour lire et comprendre les situations d'aprentissage professionnel de la formation à l'enseignement. Phronesis 1 (1):92-101.
    This text presents a few preliminary results of research currently being conducted at the Université de Sherbrooke’s Research Institute on Educational Practices. The study seeks to understand how situations presented in teacher education can support the functioning and success of trainee teachers’ professional learning. The article’s aim is to identify the points of convergence between situations of professional activity, situations of professional learning, and training situations. The text will attempt to analyze the role that can be played by certain training (...)
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  26.  5
    Melinda Gormley (2009). Scientific Discrimination and the Activist Scientist: L. C. Dunn and the Professionalization of Genetics and Human Genetics in the United States. [REVIEW] Journal of the History of Biology 42 (1):33 - 72.
    During the 1920s and 1930s geneticist L. C. Dunn of Columbia University cautioned Americans against endorsing eugenic policies and called attention to eugenicists' less than rigorous practices. Then, from the mid-1940s to early 1950s he attacked scientific racism and Nazi Rassenhygiene by co-authoring Heredity, Race and Society with Theodosius Dobzhansky and collaborating with members of UNESCO (United Nations Educational, Scientific, and Cultural Organization) on their international campaign against racism. Even though shaking the foundations of scientific discrimination was Dunn's primary concern (...)
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  27.  32
    Catherine Guillaumin (2012). La Situation Professionnelle : Moment Critique Dans L’Action, Interface de la Formation En Alternance le Cas Particulier de la Formation En Soins infirmiersThe Professional Situation: Critical Moment in Action, Interface of Practicum Training The Specific Case of Nurse Training. Phronesis 1 (1):21-39.
    The professional situation is considered a major interface of practicum training, here conceived as a School of conjunction, a school where one learns to make links, a foundation for the engineering of professionalization. The notion of situation is here developed based on the study of a data corpus elaborated during an experience with a practicum training model centred on writing and the construction of the professional situation by a subject-actor-author of the situation, in interaction with others, in the context of (...)
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  28.  28
    Sandra Pellanda Dieci, Laura Weise & Anne Monnier (2012). Analyse contrastée des attentes et des représentations d'étudiants en formation initiale à l'enseignement secondaire en fonction de leur engagement ou non dans un établissement scolaire. Phronesis 1 (2):63-81.
    In Geneva, since the beginning of pre-service secondary teacher training at university, two different types of students in teacher preparation coexist: some of them have got part-time classes, others have no teaching assignment. In an introduction to the teaching profession, students from different disciplines of the two types take a course on the same sources of professional knowledge. By analyzing the representations of the teaching profession, we find that the process of construction of their professional identity varies according to whether (...)
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  29.  38
    Stéphane Martineau & Joséphine Mukamurera (2012). Tour d'horizon des principaux programmes et dispositifs de soutien à l'insertion professionnelle en enseignement. Phronesis 1 (2):45-62.
    This text provides a brief portrait of teacher induction programs in place in the school boards in Quebec and an analysis of three major support systems used. The analysis is based on both the descriptive documents integration programs posted on the website of the Carrefour national de l’insertion professionnelle en enseignement (CNIPE) as well as a review of research. Ce texte présente un bref portrait des programmes d’insertion professionnelle mis en place dans les commissions scolaires québécoises ainsi qu’une analyse de (...)
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  30.  4
    Michał Zabdyr-Jamróz (2015). Zwyczaje i obyczaje w filozofii prawa Herberta L. A. Harta. Diametros 45:144-164.
    The purpose of this paper is to provide an analytical framework – derived from the Herbert L.A. Hart’s philosophy of law – for the study of the phenomenon of habit and custom from the perspective of normativity. Its starting point is the Hart’s concept of “internal aspect of rules” as a necessary criterion for the rule’s normative character. The internal aspect exists in two forms: the “recognition” based on specific rules, and “acceptance”. The concept of acceptance reveals a difference between (...)
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  31.  6
    Alessandra Sciurba & Furri (2015). Au-delà de la frontière : la Charte de Lampedusa, un exemple de réécriture des droits contre la logique de l’enfermement. Éthique Publique 17 (1).
    Le présent article décrit l’élaboration de la Charte de Lampedusa et analyse les bouleversements politiques et géopolitiques qui ont suivi son écriture, en parallèle avec les évolutions des dispositifs humanitaires-militaires de création, de gestion et de contrôle des frontières dans la zone euro-méditerranéenne. Les frontières sont considérées à partir de leur fonction de séparation ; une séparation qui n’est pas seulement géographique, mais également sociale, culturelle, économique, et qui l’est aussi à l’intérieur des limites nationales. Potentialités et limites de la (...)
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  32.  5
    Mathilde Unger (2015). La défense égalitarienne de la liberté de circulation à l’épreuve du cas européen. Éthique Publique 17 (1).
    Le présent article s’intéresse aux arguments égalitariens qui défendent une ouverture des frontières nationales car ces dernières discriminent injustement, selon eux, les perspectives individuelles à l’échelle mondiale. Pour égaliser des opportunités aujourd’hui séparées par les frontières des États, il faudrait généraliser la liberté de mouvement transnationale. Nous confrontons cette thèse au cas de l’Union européenne où le statut des Européens circulant librement dans un autre pays leur a progressivement donné les mêmes droits sociaux que ceux dont jouissent les ressortissants du (...)
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  33.  20
    Louis Levasseur (2012). L'école québécoise et la «culture scolaire»: développement intégral de l'enfant, développement cognitif de l'élève et contextes éducatifs. Phronesis 1 (4):71-83.
    . The reasoning behind the reforms to education that began in 2000-2001 in Québec stemmed in part from a need to put the focus on the student’s intellectual development, rather than on overall personal development, as was the case in the 1970s. At this point, has intellectual development truly become a priority in teaching? Without providing a definitive or categorical answer, the author argues that, in some settings, socialization is more important than instruction and, in some subjects, knowledge as a (...)
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  34.  20
    Stéphane Martineau & Joséphine Mukamurera (2012). Tour d’horizon des principaux programmes et dispositifs de soutien à l’insertion professionnelle en enseignementOverview of key measures to support teacher inductions. Phronesis 1 (2):45-62.
    This text provides a brief portrait of teacher induction programs in place in the school boards in Quebec and an analysis of three major support systems used. The analysis is based on both the descriptive documents integration programs posted on the website of the Carrefour national de l’insertion professionnelle en enseignement (CNIPE) as well as a review of research. Ce texte présente un bref portrait des programmes d’insertion professionnelle mis en place dans les commissions scolaires québécoises ainsi qu’une analyse de (...)
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  35.  18
    Lionel Barbe (2012). Mutations des frontières de la connaissance à l'heure du Web 2.0. Hermes 63.
    Depuis une dizaine d'années, des centaines des millions d'internautes ont donné naissance à des édifices informationnels novateurs. Ces dispositifs dits Web 2.0 constituent de nouveaux modèles éditoriaux. Ces changements,qui s'inscrivent dans la continuité de l'histoire des techniques et des usages, accélèrent considérablement les processus historiques en cours. Par la métaphore des frontières, cet article analyse les profondes mutations intervenues dans le domaine des savoirs : question de l'accès, enjeux de la mémoire collective, transformation de la nature des savoirs.
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  36.  24
    Catherine Guillaumin (2012). La situation professionnelle : moment critique dans l'action, Interface de la formation en alternance le cas particulier de la formation en soins infirmiers. Phronesis 1 (1):21-39.
    The professional situation is considered a major interface of practicum training, here conceived as a School of conjunction, a school where one learns to make links, a foundation for the engineering of professionalization. The notion of situation is here developed based on the study of a data corpus elaborated during an experience with a practicum training model centred on writing and the construction of the professional situation by a subject-actor-author of the situation, in interaction with others, in the context of (...)
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  37. Robert R. Archibald, Patrick J. Boylan, David Carr, Christy S. Coleman, Helen Coxall, Chuck Dailey, Jennifer Eichstedt, Hilde Hein, Eilean Hooper-Greenhill, Lesley Lewis, Timothy W. Luke, Didier Maleuvre, Suma Mallavarapu, Terry L. Maple, Michael A. Mares, Jennifer L. Martin, Jean-Paul Martinon, Scott G. Paris, Jeffrey H. Patchen, Marilyn E. Phelan, Donald Preziosi, Franklin W. Robinson, Douglas Sharon & Sherene Suchy (2006). Museum Philosophy for the Twenty-First Century. Altamira Press.
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  38.  37
    Jennifer McWeeny (2012). The Feminist Phenomenology of Excess: Ontological Multiplicity, Auto-Jealousy, and Suicide in Beauvoir's L'Invitée. Continental Philosophy Review 45 (1):41-75.
    In this paper, I present a new reading of Simone de Beauvoir’s first major work, L’Invitée ( She Came to Stay ), in order to reveal the text as a vital place of origin for feminist phenomenological philosophy. My reading of L’Invitée departs from most scholarly interpretations of the text in three notable respects: (1) it is inclusive of the “two unpublished chapters” that were excised from the original manuscript at the publisher’s request, (2) it takes seriously Beauvoir’s claim that (...)
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  39.  12
    Lucie Roger, Philippe Maubant & Bernard Mercier (2012). Une perspective bachelardienne pour lire et comprendre les situations d’aprentissage professionnel de la formation à l’enseignementA Bachelardian Perspective for Reading and Understanding Professional Learning Situations in Teacher Education. Phronesis 1 (1):92.
    This text presents a few preliminary results of research currently being conducted at the Université de Sherbrooke’s Research Institute on Educational Practices. The study seeks to understand how situations presented in teacher education can support the functioning and success of trainee teachers’ professional learning. The article’s aim is to identify the points of convergence between situations of professional activity, situations of professional learning, and training situations. The text will attempt to analyze the role that can be played by certain training (...)
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  40.  32
    Matthew Lister (2015). Four Entries for the Rawls Lexicon: Charles Beitz, H.L.A. Hart, Citizen, Sovereignty. In Jon Mandle & David Reidy (eds.), The Cambridge Rawls Lexicon. Cambridge University Press
    These are for entries for _The Cambridge Rawls Lexicon_, edited by Jon Mandle and David Reidy, on H.L.A. Hart, Charles Beitz, Sovereignty, and Citizen.
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  41.  10
    André Charrak (2014). Liaison des idées et variété des esprits : de Malebranche à l’empirisme des Lumières. Astérion 12.
    Si l’on souligne d’ordinaire la dette de Condillac envers Locke, notamment en ce qui concerne l’association des idées, on doit également rappeler l’importance de Malebranche dans l’élaboration de la pensée de l’abbé. Cependant la reprise condillacienne de Malebranche, une fois émancipée d’hypothèses psychophysiques sur l’union de l’âme et du corps, doit trouver de nouveaux outils pour expliquer le phénomène de la variété des esprits, que Descartes et Malebranche expliquaient facilement dans le cadre de l’union, notamment par la référence à la (...)
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  42.  11
    María G. Navarro (2011). José Luis L. Aranguren: Influencia, cambio, movilidad. Vida y obra de un intelectual heterodoxo. Revista Ateneo de La Laguna 29:99-102.
    "Aranguren: filosofía en la vida y vida en la filosofía" llevó por nombre la exposición sobre la figura y el legado de José Luis L. Aranguren (Ávila 1909- Madrid 1996) que pudo verse desde el 4 de junio al 26 de julio de 2009 en el Pabellón Transatlántico de la Residencia de Estudiantes de Madrid con ocasión del centenario del nacimiento del filósofo abulense.
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  43.  2
    Marilyn E. Coors, Thomas L. Matthew & Dayna B. Matthew (2015). Ethical Precepts for Medical Volunteerism: Including Local Voices and Values to Guide RHD Surgery in Rwanda: Table 1. Journal of Medical Ethics 41 (10):814-819.
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  44.  11
    Benjamin Bourcier (2012). Pourquoi l'anarchie ?. Analyse de la critique benthamienne des droits de l'homme. Revue D’Études Benthamiennes 10.
    « L’anarchie », comme en témoigne l’omniprésence du qualificatif « anarchique » dans De l’absurdité sur des échasses, est essentielle pour comprendre le chemin argumentatif développé dans la critique benthamienne des droits de l’homme. C’est seulement à partir d’elle qu’apparaissent clairement les différents pans de cette critique, mais surtout son ordre et son sens déterminés par ce qui vaut comme le fondement de toute la critique, la théorie des fictions. Une fois reconnue l’importance de ce fondement, alors la continuité et (...)
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  45.  7
    Pierre Moor (2013). Les Figures de l'Ordre Juridique Dans les Relations Entre le Droit Et Son Environnement. International Journal for the Semiotics of Law - Revue Internationale de Sémiotique Juridique 26 (4):783-804.
    La question posée est celle des interfaces entre le système juridique et la société. Le contexte social du droit n’est pas pris ici comme surdéterminant, le droit se développant de manière autoréférentielle, dans une mesure, certes limitée, limites qu’il convient précisément d’analyser. Il y a entre le système social et le système juridique une circulation constante d’informations, qui passent par ce que nous appelons les figures juridiques. Celles-ci—le législateur, le juge ou le sujet de droit—sont en situation de choisir dans (...)
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  46.  7
    Jessica Eynard (2012). L'éthique à l'épreuve des nouvelles particularités et fonctions des informations personnelles. Éthique Publique. Revue Internationale D’Éthique Sociétale Et Gouvernementale (vol. 14, n° 2).
    Au fil du temps, les données personnelles semblent avoir changé de nature. Désormais, elles saisissent des éléments intrinsèques de la personne. Or, en même temps, elles paraissent échapper à la maîtrise de l’individu, et ce, à deux égards. Premièrement, la personne ne parvient pas à les appréhender intellectuellement. Deuxièmement, elle semble être dans l’impossibilité de les protéger juridiquement. Cette situation aboutit à une utilisation étendue et moins contrôlée des informations, utilisation dont le but est d’anticiper les besoins et comportements de (...)
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  47.  6
    Marie Élizabeth Laberge (2012). Communiquer l'Architecture Par le Média Exposition (with an Abstract in English). Mediatropes 3 (2):82-108.
    Aborder l’exposition comme média implique de considérer le point de vue du producteur (commissaire), celui du récepteur (visiteur) et celui de l’exposition (à travers les moyens employés et l’aspect de l’architecture communiqué). Deux manières d’envisager la communication de l’architecture au musée sont abordées. Pour la première, et selon nous la plus ancienne, le terme architecture est pris au sens de bâtiment. Les commissaires tentent alors de transmettre à la fois l’expérience et la matérialité du bâtiment. Pour la seconde manière, apparue (...)
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  48.  5
    Lankun Guo, Guo-Qiang Zhang & Qingguo Li (2011). Fuzzy Closure Systems on L-Ordered Sets. Mathematical Logic Quarterly 57 (3):281-291.
    In this paper, notions of fuzzy closure system and fuzzy closure L—system on L—ordered sets are introduced from the fuzzy point of view. We first explore the fundamental properties of fuzzy closure systems. Then the correspondence between fuzzy closure systems and fuzzy closure operators is established. Finally, we study the connections between fuzzy closure systems and fuzzy Galois connections. © 2011 WILEY-VCH Verlag GmbH & Co. KGaA, Weinheim.
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    Françoise Thébaud (2005). Penser la guerre à partir des femmes et du genre : l'exemple de la Grande Guerre. Astérion 2.
    Françoise Thébaud, en posant la question de savoir comment le genre structure les politiques de guerre, présente une intervention qui fait le point sur la « barbarisation » de la guerre dans le cadre de l’histoire du genre, à partir de la mise en évidence du passage du problème de l’émancipation, ou de l’autonomisation (cf. travaux des années 1960-1970), des femmes à celui de la réflexion plus récente sur la violence de guerre (depuis les années 1980) qui conteste la thèse (...)
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    Sandra Lee Bartky, Marilyn Friedman, William Harper, Alison M. Jaggar, Richard H. Miller, Abigail L. Rosenthal, Naomi Scheman, Nancy Tuana, Steven Yates, Christina Sommers, Philip E. Devine, Harry Deutsch, Michael Kelly & Charles L. Reid (1992). Letters to the Editor. Proceedings and Addresses of the American Philosophical Association 65 (7):55 - 90.
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