Search results for 'Michael T. Ford' (try it on Scholar)

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  1.  19
    Michaelis Michael (2014). Formal Causes: Definition, Explanation, and Primacy in Socratic and Aristotelian Thought, by Michael T. Ferejohn. Australasian Journal of Philosophy 93 (1):204-205.
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  2.  4
    Jia Fei Jin, Michael T. Ford & Chih Chieh Chen (2013). Asymmetric Differences in Work–Family Spillover in North America and China: Results From Two Heterogeneous Samples. [REVIEW] Journal of Business Ethics 113 (1):1-14.
    Models of the work-to-family and family-to-work interface were tested in two heterogeneous samples of workers, one from North America (N = 408) and one from China (N = 442), using the same measures translated from English to Chinese using back translation. Consistent with proposed differences in the centrality of work and family, tolerance of work demands, and the availability of family support, work-to-family spillover effects tended to be stronger in the North American sample, whereas family-to-work spillover effects tended to be (...)
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  3. William T. Harris, Vincent Colapietro, Lewis S. Ford, Michael Forest, Rajesh Sampath, Sandra B. Rosenthal, Bruce Wilshire & Julien S. Murphy (2002). Editorial Announcement on the Speculative V. Journal of Speculative Philosophy 16 (4).
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  4.  4
    Norman Ford (1989). A Reply to Michael Goughlan. Bioethics 3 (4):342–346.
    Ford's book on the question of when human personhood begins, When Did I Begin? Conception of the Human Individual in History, Philosophy and Science (Cambridge University Press; 1988), is reviewed by Michael J. Coughlan in this issue of Bioethics. Here Ford responds to Coughlan's review, focusing on three topics: the importance of rationality for personhood, how far back one can trace the ontological identity of what is indisputably a human individual and human person, and the difference between (...)
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  5.  5
    G. Eliot, T. S. Eliot, W. Empsom, M. Ernst, M. C. Escher, B. Flanagan, H. Focillon, F. M. Ford, A. Fowler & F. J. Haydn (2009). Gunpowder Plot, 7 Hampshire, S., 79-80 Handel, GF, 137 Hardy, T., 18 Hare, RM, X, Xii, 24. In John Hawthorne (ed.), Ethics. Wiley Periodicals, Inc. 81.
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  6.  12
    John Michael & Friedrich Stadler (2010). John T. Blackmore , Ryoichi Itagaki , and Setsuko Tanaka (Eds.), Ernst Mach's Philosophy Pro and Con . Bethesda, MD, and Tokyo: Sentinel Open Press (2009), 253 Pp., $25.00. [REVIEW] Philosophy of Science 77 (1):137-140.
  7.  3
    Lewis S. Ford (1973). "Risk and Rhetoric in Religion: Whitehead's Theory of Language and the Discourse of Faith," by Lyman T. Lundeen. Modern Schoolman 50 (3):315-317.
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  8.  2
    Lewis S. Ford (1986). Experience, Memory and Intelligence, JOHN T. SANDERS. The Monist 69 (1).
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  9. Robert Dalton, Harold Feldman, Mary Ford, Doris Kells, Alexander Leighton, Dorothea Leighton, Robert MacLeod & Robin Williams (1951). CHAPTER| T» WAR» AN INTEGRATE* THEORY «F PERSONALITY 1 By Wsje Bronfenbrenner, Pfe9. In R. R. Blake & G. V. Ramsey (eds.), Perception. Ronald Press
     
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  10.  8
    Lewis S. Ford (2002). Can Thomas and Whitehead Complement Each Other? American Catholic Philosophical Quarterly 76 (3):491-502.
    Two essays relating Thomas and Whitehead have recently appeared. Coming To Be by James W. Felt, S.J., modifies Thomas by replacing his substantial form with Whitehead’s notion of subjective aim, the essencein-the-making introduced by God to guide the occasion’s act of coming into being. Felt also substitutes subjective aim for matter as the means of individuation. This is one of Whitehead’s individuating principles, although a case can be made that matter (the multiplicity of past actualities as proximate matter) is another. (...)
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  11.  14
    S. Sharkey, R. Jones, J. Smithson, E. Hewis, T. Emmens, T. Ford & C. Owens (2011). Ethical Practice in Internet Research Involving Vulnerable People: Lessons From a Self-Harm Discussion Forum Study (SharpTalk). Journal of Medical Ethics 37 (12):752-758.
    The internet is widely used for health information and support, often by vulnerable people. Internet-based research raises both familiar and new ethical problems for researchers and ethics committees. While guidelines for internet-based research are available, it is unclear to what extent ethics committees use these. Experience of gaining research ethics approval for a UK study (SharpTalk), involving internet-based discussion groups with young people who self-harm and health professionals is described. During ethical review, unsurprisingly, concerns were raised about the vulnerability of (...)
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  12.  2
    Walton T. Roth & Judith M. Ford (1988). P3 and Activation. Behavioral and Brain Sciences 11 (3):393.
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  13. T. Michael & A. Wilson (1989). Plant Viruses: A Tool‐Box for Genetic Engineering and Crop Protection. Bioessays 10 (6):179-186.
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  14.  12
    John T. Ford (2007). A Traveller's History of Oxford. Newman Studies Journal 4 (1):102-103.
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  15.  17
    J. A. Book, E. H. Y. Chu, C. E. Ford, M. Fraccaro, D. G. Harnden, T. C. Hsu, D. A. Hungerford, P. A. Jacobs, J. Lejeune & A. Levan (1960). A Proposed Standard System of Nomenclature of Human Mitotic. Eugenics Review 52:2.
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  16.  14
    John T. Ford (2006). Editorial Preface. Newman Studies Journal 3 (2):3-5.
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  17.  15
    John T. Ford (1969). Ecumenical Convergence and Theological Pluralism. Thought: A Journal of Philosophy 44 (4):531-545.
    The author argues that since previous ecumenical approaches—conflict, conversion, collaboration, compromise—have been minimally effective, the new one of convergence may be more successful.
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  18.  19
    John T. Ford (2009). John Henry Newman. Newman Studies Journal 6 (2):62-76.
    Newman was a prolific writer, but one who usually wrote on “call”; sometimes these calls were unexpected, but at other times they were a pastoral responsibility. Such was the case with his sermons, which exhibit four characteristics: biblically based, theologically grounded, circumstantially relevant, and spiritually insightful. As such, his sermons still appeal to readers today.
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  19.  9
    John T. Ford (2005). John Henry Newman as Contextual Theologian. Newman Studies Journal 2 (2):60-76.
    What is the reason for the continued interest in Newman’s theology? This article’s reply that Newman was a contextual theologian is based on a consideration of three questions:Was Newman a theologian? What was the context of his theology? What are the reasons for Newman’s theological longevity?
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  20. C. R. Snyder, J. Cheavens & S. T. Michael (2005). Hope Theory: History and Elaborated Model (Pp. 101-118). In Jaklin A. Eliott (ed.), Interdisciplinary Perspectives on Hope. Nova Science Publishers
     
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  21.  8
    John T. Ford (2005). Lead Kindly Light. Newman Studies Journal 2 (1):88-89.
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  22.  8
    John T. Ford (2009). John Henry Newman. Newman Studies Journal 6 (2):62-76.
    Newman was a prolific writer, but one who usually wrote on “call”; sometimes these calls were unexpected, but at other times they were a pastoral responsibility. Such was the case with his sermons, which exhibit four characteristics: biblically based, theologically grounded, circumstantially relevant, and spiritually insightful. As such, his sermons still appeal to readers today.
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  23.  7
    John T. Ford (2009). Avery Cardinal Dulles, S.J. (1918–2008) Parallels with Newman. Newman Studies Journal 6 (1):91-96.
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  24.  13
    John T. Ford (2009). John Henry Newman. Newman Studies Journal 6 (2):62-76.
    Newman was a prolific writer, but one who usually wrote on “call”; sometimes these calls were unexpected, but at other times they were a pastoral responsibility. Such was the case with his sermons, which exhibit four characteristics: biblically based, theologically grounded, circumstantially relevant, and spiritually insightful. As such, his sermons still appeal to readers today.
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  25.  13
    John T. Ford (2007). “May Newman's Example Continue to Inspire New Generations of Students to Draw Abundantly From the Richness of the Christian Tradition in Order to Respond to the Deepest Yearnings of The Human Spirit. . . .”. [REVIEW] Newman Studies Journal 4 (1):3-4.
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  26.  7
    John T. Ford (2004). Pilgrim Journey. Newman Studies Journal 1 (2):109-110.
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  27.  7
    John T. Ford (2009). John Henry Newman. Newman Studies Journal 6 (2):62-76.
    Newman was a prolific writer, but one who usually wrote on “call”; sometimes these calls were unexpected, but at other times they were a pastoral responsibility. Such was the case with his sermons, which exhibit four characteristics: biblically based, theologically grounded, circumstantially relevant, and spiritually insightful. As such, his sermons still appeal to readers today.
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  28. Michael J. Ford (2003). Representing and Meaning in History and in Classrooms: Developing Symbols and Conceptual Organizations of Free-Fall Motion. Science and Education 12 (1):1-25.
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  29.  10
    Michael Ford (2008). Disciplinary Authority and Accountability in Scientific Practice and Learning. Science Education 92 (3):404-423.
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  30.  10
    John T. Ford (2006). “An Ever Brighter Beacon for All Who Are Seeking an Informed Orientation and Sure Guidance Amid the Uncertainties of the Modern World.”. Newman Studies Journal 3 (1):3-4.
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  31.  10
    John T. Ford (2005). “John Henry Newman Belongs to Every Time and Place and People.”. Newman Studies Journal 2 (1):3-7.
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  32.  15
    John T. Ford (2009). John Henry Newman. Newman Studies Journal 6 (2):62-76.
    Newman was a prolific writer, but one who usually wrote on “call”; sometimes these calls were unexpected, but at other times they were a pastoral responsibility. Such was the case with his sermons, which exhibit four characteristics: biblically based, theologically grounded, circumstantially relevant, and spiritually insightful. As such, his sermons still appeal to readers today.
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  33.  11
    John T. Ford (2011). Newman's Reasonable Approach to Faith. Newman Studies Journal 8 (1):56-66.
    Newman sought a via media—a middle ground—between “evidentialists,” who considered reason supreme and so disparaged faith, and “existentialists,” who wanted to create a fortress of faith impenetrable to reason. Examining the way people actually think, Newman identified three types of inference that lead people to make decisions. This inferential process, which is operative in the decisions of every day life, serves as a paradigm for understanding how the human mind—particularly the illative sense—operates in religious matters; accordingly, Newman presents faith as (...)
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  34.  9
    John T. Ford (2004). Pastoral Vignettes. Newman Studies Journal 1 (1):81-82.
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  35.  9
    John T. Ford (2013). Edward Bellasis: Carinal Newman as a Musician. Newman Studies Journal 10 (2):96-100.
    One of the major benefits of the Internet is that numerous books and essays that have long been out of print are now readily accessible—including the following booklet.
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  36.  7
    John T. Ford (2007). Benedict XVI and Cardinal Newman. Newman Studies Journal 4 (2):92-97.
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  37.  7
    John T. Ford (2008). “Lead, Kindly Light, Amid The Encircling Gloom”. Newman Studies Journal 5 (1):3-4.
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  38.  7
    John T. Ford (2005). Newman's “Inspiring Influence as a Great Teacher of the Faith and as a Spiritual Guide is Being Ever More Clearly Perceived in Our Own Day.” (John Paul II). Newman Studies Journal 2 (2):3-5.
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  39.  7
    John T. Ford (2011). A Companion for Newman Studies. Newman Studies Journal 8 (2):85-90.
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  40.  10
    John T. Ford (2013). Johh Henry Newman. Newman Studies Journal 10 (1):41-55.
    This essay examines the complementarity between Newman’s Apologia pro Vita Sua (1864), which provided an autobiographical account of his conversions, and his Grammar of Assent (1870), which described three types of inference—formal, natural, informal—that provide three paradigms for different types of religious conversion.
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  41.  6
    John T. Ford (2011). Cardinal Newman for Today. Newman Studies Journal 8 (2):93-95.
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  42.  6
    John T. Ford (2004). Cor Ad Cor Loquitur. Newman Studies Journal 1 (1):3-6.
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  43.  3
    John T. Ford (2010). Ex Umbris Et Imaginibus in Veritatem “From Shadows and Images Into Truth”. Newman Studies Journal 7 (2):3-5.
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  44.  20
    T. Ford & Evan Thompson (2000). Preconscious and Postconscious Processes Underlying Construct Accessibility Effects: An Extended Search Model. Personality and Social Psychology Review 4:317-336.
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  45.  5
    John T. Ford (2007). “A Man May Hear a Thousand Lectures, and Read a Thousand Volumes, and Be at the End of the Process Very Much Where He Was, as Regards Knowledge. . . . It Must Not Be Passively Received, but Actually and Actively Entered Into, Embraced, Mastered.”. [REVIEW] Newman Studies Journal 4 (2):3-4.
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  46.  4
    T. C. A. Ford (2012). (P.G.) Naiditch The Library of Richard Porson. Bloomington: Xlibris Corporation, 2011. Pp. Cxlvii + 441. £23 (Hbk); £14 (Pbk). 9781456805289 (Hbk); 9781456805272 (Pbk). [REVIEW] Journal of Hellenic Studies 132 (1):298-299.
  47.  4
    John T. Ford (2012). It Is One Great Advantage of an Age in Which Unbelief Speaks Out, That Faith Can Speak Out Too; That, If Falsehood Assails Truth, Truth Can Assail Falsehood. Newman Studies Journal 9 (1):3-4.
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  48.  4
    John T. Ford (2013). Cardinal Jean Marcel Honoré (1920–2013). Newman Studies Journal 10 (2):101-101.
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  49.  7
    E. Brock Meagan, Vykinta Kligyte Andrew Vert, P. Waples Ethan, T. Sevier Sydney & D. Mumford Michael (2008). Mental Models: An Alternative Evaluation of a Sensemaking Approach to Ethics Instruction. Science and Engineering Ethics 14 (3).
    In spite of the wide variety of approaches to ethics training it is still debatable which approach has the highest potential to enhance professionals’ integrity. The current effort assesses a novel curriculum that focuses on metacognitive reasoning strategies researchers use when making sense of day-to-day professional practices that have ethical implications. The evaluated trainings effectiveness was assessed by examining five key sensemaking processes, such as framing, emotion regulation, forecasting, self-reflection, and information integration that experts and novices apply in ethical decision-making. (...)
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  50.  3
    Michael Ford (2008). 'Grasp of Practice'as a Reasoning Resource for Inquiry and Nature of Science Understanding. Science and Education 17 (2-3):147-177.
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