Search results for 'Mieke Verfaellie' (try it on Scholar)

72 found
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  1.  34
    Michael Esterman, Regina McGlinchey-Berroth, Mieke Verfaellie, Laura Grande, Patrick Kilduff & William Milberg (2002). Aware and Unaware Perception in Hemispatial Neglect: Evidence From a Stem Completion Priming Task. Cortex 38 (2):233-246.
  2.  6
    Mieke Verfaellie & M. M. Keane (1997). The Neural Basis of Aware and Unaware Forms of Memory. Seminars in Neurology 17:153-61.
  3.  6
    Wayne Andersen (2001). Mieke Bal's Preposterous Art History. The European Legacy 6 (3):353-362.
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  4.  5
    James Elkins (1996). What Do We Want Pictures to Be? Reply to Mieke Bal. Critical Inquiry 22 (3):590-602.
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  5.  6
    Jacob Lund (2012). An Ethically Nonindifferent Aesthetics. An Interview with Mieke Bal. Nordic Journal of Aesthetics 23 (42).
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  6.  4
    Svend Erik Larsen (2012). Mieke Bal, Loving Yusuf: Conceptual Travels From Present to Past. Nordic Journal of Aesthetics 23 (42).
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  7. C. L. Dios (2004). The Practice of Cultural Analysis-Exposing Interdisciplinary Interpretation. Edited by Mieke Bal. The European Legacy 9 (5):686-688.
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  8. G. Prince (1988). Bal, Mieke'Narratology, Introduction to the Theory of Narrative'. Semiotica 68 (3-4):355-366.
     
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  9. Mateusz Salwa (2009). The Space of Art History. Mieke Bal\'s Preposterousness'. Art Inquiry. Recherches Sur les Arts 11:159-174.
     
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  10. K. D. White (2002). The Mottled Screen: Reading Proust Visually. By Mieke Bal, Translated by Anna-Louise Milne. The European Legacy 7 (1):152-152.
     
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  11.  65
    Rachel Ankeny, Hasok Chang, Marcel Boumans & Mieke Boon (2011). Introduction: Philosophy of Science in Practice. [REVIEW] European Journal for Philosophy of Science 1 (3):303-307.
    Introduction: philosophy of science in practice Content Type Journal Article Category Editorial Article Pages 303-307 DOI 10.1007/s13194-011-0036-4 Authors Rachel Ankeny, School of History & Politics, University of Adelaide, Napier Building, The University of Adelaide, Adelaide, SA 5005, Australia Hasok Chang, Department of History and Philosophy of Science, University of Cambridge, Free School Lane, Cambridge, CB2 3RH UK Marcel Boumans, Faculty of Economics and Business, University of Amsterdam, Valckenierstraat 65-67, 1018 XE Amsterdam, The Netherlands Mieke Boon, Department of Philosophy, University (...)
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  12.  9
    Mieke Bal (1992). Telling, Showing, Showing Off. Critical Inquiry 18 (3):556-594.
    The American Museum of Natural History is monumental not only in its architecture and design but also in its size, scope, and content. This monumental quality suggests in and of itself the primary meaning of the museum inherited from its history: comprehensive collecting as a form of domination.8 In this respect museums belong to an era of scientific and colonial ambition, from the Renaissance through the early twentieth century, with its climactic moment in the second half of the nineteenth century. (...)
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  13.  3
    Mieke Bal (1990). De-Disciplining the Eye. Critical Inquiry 16 (3):506-531.
    In this essay I will explore a mode of reading I call “reading for the text.” A text is what we make of a work when reading it: roughly, a meaningful, well-structured whole with a beginning and an end. But as a mode of reading, textuality allows for constant activity, a continual shaping nd reshaping of sign-events. I will argue that reading for a sense of textuality, and for the wholeness this simple textuality entails, does not necessarily preclude awareness of (...)
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  14.  18
    Mieke Boon (2006). How Science is Applied in Technology. International Studies in the Philosophy of Science 20 (1):27 – 47.
    Unlike basic sciences, scientific research in advanced technologies aims to explain, predict, and (mathematically) describe not phenomena in nature, but phenomena in technological artefacts, thereby producing knowledge that is utilized in technological design. This article first explains why the covering-law view of applying science is inadequate for characterizing this research practice. Instead, the covering-law approach and causal explanation are integrated in this practice. Ludwig Prandtl's approach to concrete fluid flows is used as an example of scientific research in the engineering (...)
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  15.  91
    Tarja Knuuttila & Mieke Boon (2011). How Do Models Give Us Knowledge? The Case of Carnot's Ideal Heat Engine. European Journal for Philosophy of Science 1 (3):309-334.
    Our concern is in explaining how and why models give us useful knowledge. We argue that if we are to understand how models function in the actual scientific practice the representational approach to models proves either misleading or too minimal. We propose turning from the representational approach to the artefactual, which implies also a new unit of analysis: the activity of modelling. Modelling, we suggest, could be approached as a specific practice in which concrete artefacts, i.e., models, are constructed with (...)
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  16.  33
    Mieke Boon (2011). In Defense of Engineering Sciences. Techne 15 (1):49-71.
    This article presents an overview of discussions in the philosophy of technology on epistemological relations between science and technology, illustrating that often several mutually entangled issues are at stake. The focus is on conceptual and ideological issues concerning the relationship between scientific and technological knowledge. It argues that a widely accepted hierarchy between science and technology, which echoes classic conceptions of epistêmê and technê, engendered the need of emancipating technology from science, thus shifting focus to epistemic aspects of engineering design (...)
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  17.  19
    Mieke Boon (2008). Diagrammatic Models in the Engineering Sciences. Foundations of Science 13 (2):127-142.
    This paper is concerned with scientific reasoning in the engineering sciences. Engineering sciences aim at explaining, predicting and describing physical phenomena occurring in technological devices. The focus of this paper is on mathematical description. These mathematical descriptions are important to computer-aided engineering or design programs (CAE and CAD). The first part of this paper explains why a traditional view, according to which scientific laws explain and predict phenomena and processes, is problematic. In the second part, the reasons of these methodological (...)
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  18.  15
    Mieke L. Van Driel, An I. De Sutter, Thierry Christiaens & Jan M. De Maeseneer (2005). Quality of Care: The Need for Medical, Contextual and Policy Evidence in Primary Care. Journal of Evaluation in Clinical Practice 11 (5):417-429.
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  19.  5
    Hans Vermeersch, Guy T'sjoen, J. M. Kaufman, J. Vincke & Mieke van Houtte (2010). Gender Ideology, Same-Sex Peer Group Affiliation and the Relationship Between Testosterone and Dominance in Adolescent Boys and Girls. Journal of Biosocial Science 42 (4):463-475.
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  20.  16
    Mieke Boon (2012). Scientific Concepts in the Engineering Sciences. In Uljana Feest & Friedrich Steinle (eds.), Scientific Concepts and Investigative Practice. De Gruyter 3--219.
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  21.  9
    Mieke Boon (2004). Technological Instruments in Scientific Experimentation. International Studies in the Philosophy of Science 18 (2 & 3):221 – 230.
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  22.  10
    Mieke Van Houtte * (2004). Why Boys Achieve Less at School Than Girls: The Difference Between Boys' and Girls' Academic Culture. Educational Studies 30 (2):159-173.
    Recently, research into gender differences in achievement has mainly concentrated on the underperformance of boys in comparison with girls. Qualitative research in particular points to the importance of the gender-specific cultures adolescents experience. The purpose of this article is to test quantitatively the explanatory value of academic culture with respect to the stated gender differences in achievement. Use is made of data of 3760 pupils in the third and the fourth year of secondary education in a sample of 34 schools (...)
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  23.  28
    Mieke Boon (2011). Two Styles of Reasoning in Scientific Practices: Experimental and Mathematical Traditions. International Studies in the Philosophy of Science 25 (3):255 - 278.
    This article outlines a philosophy of science in practice that focuses on the engineering sciences. A methodological issue is that these practices seem to be divided by two different styles of scientific reasoning, namely, causal-mechanistic and mathematical reasoning. These styles are philosophically characterized by what Kuhn called ?disciplinary matrices?. Due to distinct metaphysical background pictures and/or distinct ideas of what counts as intelligible, they entail distinct ideas of the character of phenomena and what counts as a scientific explanation. It is (...)
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  24.  8
    Mieke Van Houtte * (2004). Gender Context of the School and Study Culture, or How the Presence of Girls Affects the Achievement of Boys. Educational Studies 30 (4):409-423.
    This paper builds on my previous research, explaining the differential achievement of boys and girls in secondary education by the fact that boys' culture is less study orientated than girls' culture. The central question of the present paper is whether the presence of girls at school affects the boys' study culture and, by consequence, boys' achievement. The research is based on data of 877 boys and 714 girls, attending the fifth year of a sample of 15 general secondary schools. It (...)
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  25.  16
    Mieke Boon (2011). Ten geleide. Meer dan kennis: begrijpen in de wetenschap. Wijsgerig Perspectief 51 (2):47-5.
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  26.  3
    Rens Bod, Mieke Boon & Marcel Boumans (2006). Introduction to the Symposium 'Applying Science'. International Studies in the Philosophy of Science 20 (1):1 – 3.
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  27.  12
    Wieske van Zoest & Mieke Donk (2010). Awareness of the Saccade Goal in Oculomotor Selection: Your Eyes Go Before You Know. Consciousness and Cognition 19 (4):861-871.
    The aim of the present study was to investigate how saccadic selection relates to people’s awareness of the saliency and identity of a saccade goal. Observers were instructed to make an eye movement to either the most salient line segment or the only right-tilted element in a visual search display. The display was masked contingent on the first eye movement and after each trial observers indicated whether or not they had correctly selected the target. Whereas people’s awareness concerning the saliency (...)
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  28.  13
    Mieke Boon (forthcoming). Technological Functions: Their Conception, Manifestation and Production. Metascience.
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  29.  18
    Mieke Boon (2011). Wetenschappelijk begrijpen: structureren en conceptualiseren. Wijsgerig Perspectief 51 (2):32-39.
    ‘Aha! Zo zit het in elkaar! Nu begrijp ik het! Waarom heb ik dat niet eerder gezien?’ ‘Kwantummechanica is niet te begrijpen, het is onvoorstelbaar, maar je kunt er wel goed mee rekenen.’ Twee even herkenbare als spiegelbeeldige uitspraken over begrijpen in de wetenschap. Begrijpen lijkt een psychologische toestand te zijn die wordt opgeroepen als we door de dingen kunnen heen kijken. De metafoor van zien verwijst naar een invloedrijke Platonistische notie: het schouwen van een diepere, echtere realiteit. Wetenschappelijk begrijpen (...)
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  30.  13
    Martijn Willemse, Mieke Lunenberg & Fred Korthagen (2008). The Moral Aspects of Teacher Educators' Practices. Journal of Moral Education 37 (4):445-466.
    The growing political, social and scientific attention that is being devoted to the moral aspects of teaching has implications for teacher education. This paper reports on a study of the actual moral education practices of 54 teacher educators within one institution. We encouraged these teacher educators to make their values explicit and to explain how they put them into practice. Nine teacher educators were studied in detail. These teacher educators were then stimulated to reflect on their values by completing charts (...)
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  31.  5
    Mieke L. Van Driel, Robert Vander Stichele, Jan De Maeseneer, An De Sutter & Thierry Christiaens (2007). Medical Evidence and Health Policy: A Marriage of Convenience? The Case of Proton Pump Inhibitors. Journal of Evaluation in Clinical Practice 13 (4):674-680.
    Rationale In Belgium, several policies regulating reimbursement of acid suppressant drugs and evidence-based recommendations for clinical practice were issued in a short period of time, creating a unique opportunity to observe their effect on prescribing. Aims and objectives To describe the evolution of prescriptions for acid suppressants and explore the interaction of policies and practice recommendations with prescribing patterns. Method Monthly claims-based data for proton pump inhibitors (PPIs) and H-2-antihistamines by general practitioners, internists and "astroenterologists were obtained from the Belgian (...)
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  32.  15
    Mieke Van Houtte* (2004). Why Boys Achieve Less at School Than Girls: The Difference Between Boys' and Girls' Academic Culture. Educational Studies 30 (2):159-173.
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  33.  4
    Mieke Matthyssen (2015). Zheng Banqiao’s Nande Hutu and “the Art of Being Muddled” in Contemporary China. Contemporary Chinese Thought 46 (4):3-25.
    :In 1751, Zheng Banqiao wrote his famous calligraphy Nande hutu. Inquiries into the calligraphy reveal different dimensions of the saying. Its most popular interpretation can be found in self-improvement books on “the art of being muddled”. What academic, official, and popular discourses on the saying have in common is their dialectical reasoning and frequent references to other popular related sayings, to quotes from the ancient classics, and to ancient heroes and historical figures. This issue will explore a few interpretations of (...)
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  34.  9
    Mieke Boon (2003). Filosofie van de ingenieurswetenschappen. Algemeen Nederlands Tijdschrift voor Wijsbegeerte 95 (3):190-198.
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  35.  2
    Elisabeth Bronfen & Misha Kavka (eds.) (2001). Feminist Consequences: Theory for the New Century. Columbia University Press.
    Exploring the status of feminism in this "postfeminist" age, this sophisticated meditation on feminist thinking over the past three decades moves away from the all too common dependence on French theorists and male thinkers and instead builds on a wide-ranging body of feminist theory written by women. These writings address the question "Where are we going?" as well as "Where have we come from?" As evidenced in the essays compiled here, the multiplicity of directions available to this new feminism ranges (...)
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  36.  12
    Mieke Bal (forthcoming). Book Review: Religion, Politics, Media In the Broadband Era. [REVIEW] Interpretation 60 (4):490-490.
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  37.  3
    Amanda Tapley, Parker Magin, Simon Morgan, Kim Henderson, John Scott, Allison Thomson, Neil Spike, Lawrie McArthur, Mieke van Driel, Patrick McElduff & Billie Bonevski (forthcoming). Test Ordering in an Evidence Free Zone: Rates and Associations of Australian General Practice Trainees’ Vitamin D Test Ordering. Journal of Evaluation in Clinical Practice:n/a-n/a.
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  38.  7
    Kathleen Mortier, Pam Hunt, Mieke Leroy, Inge Van de Putte & Geert Van Hove (2010). Communities of Practice in Inclusive Education. Educational Studies 36 (3):345-355.
    The data in this paper represent the experiences and perspectives of parents and teachers who worked as communities of practice, designing support plans for the inclusion of three students with intellectual disabilities in general education classrooms. Their reflections, obtained through interviews and questionnaires, show how they constructed relevant knowledge to support these children with special educational needs in their class. The findings show the potential benefits of partnerships and local knowledge in addressing the educational challenge of inclusion.
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  39.  10
    Mieke Matthyssen & Bart Dessein (forthcoming). Self-Assurance and Self-Denial: Repositioning the Individual in Contemporary Chinese Society. Synthesis Philosophica.
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  40.  9
    Mieke Boon (2007). Boekbespreking: Snippers in ons hoofd. Bespreking van: Kwa, Chunglin, De ontdekking van het weten: een andere geschiedenis van wetenschap. Filosofie En Praktijk 28 (2):54-58.
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  41.  1
    Peter A. J. Stevens, Panayiota Charalambous, Evgenia Mesaritou, Spyros Spyrou, Lore Van Praag, Fanny D’Hondt, Roselien Vervaet & Mieke Van Houtte (forthcoming). Minority Students’ Responses to Racism: The Case of Cyprus. British Journal of Educational Studies:1-19.
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  42.  8
    Mieke Bal (1997). Looking at Love: An Ethics of Vision. Diacritics 27 (1):59-72.
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  43.  8
    Mieke Bal (2000). Three-Way Misreading. Diacritics 30 (1):2-24.
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  44.  10
    Jean-Jacques Georges & Mieke Grypdonck (2002). Moral Problems Experienced by Nurses When Caring for Terminally Ill People: A Literature Review. Nursing Ethics 9 (2):155-178.
    This article is a review of the literature on the subject of how nurses who provide palliative care are affected by ethical issues. Few publications focus directly on the moral experience of palliative care nurses, so the review was expanded to include the moral problems experienced by nurses in the care of the terminally ill patients. The concepts are first defined, and then the moral attitudes of nurses, the threats to their moral integrity, the moral problems that are perceived by (...)
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  45.  19
    Mieke Boon (2011). Tales of Experimentation. Metascience 20 (1):159-163.
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  46.  6
    Pedro Erber (2008). Theory Materialized: Conceptual Art and its Others. Diacritics 36 (1):3-12.
    Through deeply divergent strategies, W. J. T. Mitchell's What Do Pictures Want? shares with Mieke Bal's Louise Bourgeois' Spider: The Architecture of Art-Writing and Ernst van Alphen's Art in Mind the attempt to discuss the ways in which theory materializes in concrete, nontextual objects. Erber analyzes their different positions on the matter, against the background of a questioning of the "object" contemporaneously developed by two avant-garde artists in the 1960s: Hélio Oiticica, from Rio de Janeiro, and Tokyo-based Akasegawa Genpei.
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  47. Donald Preziosi (1992). The Question of Art History. Critical Inquiry 18 (2):363-386.
    Until fairly recently, most of the attention of art historians and others in these debates has been paid to differences among the partisans of various disciplinary methodologies, or to the differential benefits of one or another school of thought or theoretical perspective in other areas of the humanities and social sciences as these might arguably apply to questions of art historical practice.1 Yet there has also come about among art historians a renewed interest in the historical origins of the academic (...)
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  48.  5
    Gert Olthuis, Carlo Leget & Mieke Grypdonck (2014). Why Shared Decision Making is Not Good Enough: Lessons From Patients. Journal of Medical Ethics 40 (7):493-495.
    A closer look at the lived illness experiences of medical professionals themselves shows that shared decision making is in need of a logic of care. This paper underlines that medical decision making inevitably takes place in a messy and uncertain context in which sharing responsibilities may impose a considerable burden on patients. A better understanding of patients’ lived experiences enables healthcare professionals to attune to what individual patients deem important in their lives. This will contribute to making medical decisions in (...)
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  49.  14
    Bernadette Dierckx de Casterlé, Mieke Grypdonck, Nancy Cannaerts & Els Steeman (2004). Empirical Ethics in Action: Lessons From Two Empirical Studies in Nursing Ethics. Medicine, Health Care and Philosophy 7 (1):31-39.
    Despite the burgeoning of publications in nursing ethics, only more recently has empirical evidence on nursing ethics been published. How nursing ethics can be empirically studied as well as enriched by empirical data will be the focus of this paper. Two empirical studies will be briefly presented and their contribution to ethics discussed. The first one is a quantitative research project about nurses' ethical behavior in daily practice. Using an adapted version of Kohlberg's theory of moral development, this study tried (...)
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  50.  3
    Jo Tondeur, Geert Devos, Mieke Van Houtte, Johan van Braak & Martin Valcke (2009). Understanding Structural and Cultural School Characteristics in Relation to Educational Change: The Case of ICT Integration. Educational Studies 35 (2):223-235.
    This study builds on the idea that school characteristics affect educational change, such as ICT integration. The goal of this inquiry is to explore both structural school characteristics and cultural school characteristics and how they contribute to ICT integration in the classroom. A survey of 527 teachers in 68 primary schools in Flanders was conducted that focused on teacher perceptions about structural and cultural school characteristics and their use of ICT in the classroom. In order to study the variables at (...)
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