Search results for 'Paul A. Gregory' (try it on Scholar)

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  1. Brent Gregory, Sue Gregory, Bogdanovych A., Jacobson Michael, Newstead Anne & Simeon Simoff and Many Others (2011). How Are Australian Higher Education Institutions Contributing to Innovative Teaching and Learning Through Virtual Worlds? In Gregory Sue (ed.), Proceedings of Ascilite 2011 (Australian Society of Computers in Tertiary Education). Ascilite.score: 2400.0
    Over the past decade, teaching and learning in virtual worlds has been at the forefront of many higher education institutions around the world. The DEHub Virtual Worlds Working Group (VWWG) consisting of Australian and New Zealand higher education academics was formed in 2009. These educators are investigating the role that virtual worlds play in the future of education and actively changing the direction of their own teaching practice and curricula. 47 academics reporting on 28 Australian higher education institutions present an (...)
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  2. Paul A. Gregory (2003). Two Dogmas'–All Bark and No Bite? Carnap and Quine on Analyticity. Philosophy and Phenomenological Research 67 (3):633–648.score: 960.0
    Recently O’Grady argued that Quine’s “Two Dogmas” misses its mark when Carnap’s use of the analyticity distinction is understood in the light of his deflationism. While in substantial agreement with the stress on Carnap’s deflationism, I argue that O’Grady is not sufficiently sensitive to the difference between using the analyticity distinction to support deflationism, and taking a deflationary attitude towards the distinction itself; the latter being much more controversial. Being sensitive to this difference, and viewing Quine as having reason to (...)
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  3. Paul A. Gregory (2003). 'Two Dogmas' -- All Bark and No Bite? Philosophy and Phenomenological Research 67 (3):633-648.score: 960.0
    Recently O’Grady argued that Quine’s “Two Dogmas” misses its mark when Carnap’s use of the analyticity distinction is understood in the light of his deflationism. While in substantial agreement with the stress on Carnap’s deflationism, I argue that O’Grady is not sufficiently sensitive to the difference between using the analyticity distinction to support deflationism, and taking a deflationary attitude towards the distinction itself; the latter being much more controversial. Being sensitive to this difference, and viewing Quine as having reason to (...)
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  4. Toni A. Gregory (2006). An Evolutionary Theory of Diversity: The Contributions of Grounded Theory and Grounded Action to Reconceptualizing and Reframing Diversity as a Complex Phenomenon. World Futures 62 (7):542 – 550.score: 780.0
    The author discusses the contributions of grounded theory and grounded action to the development of a new, and evolutionary, theoretical framework for understanding diversity as a complex phenomenon. She discusses the work of Thomas and Gregory as pioneers in expanding the conceptualization of diversity, arguing that this new understanding increases the potential for creative action in systems.
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  5. Paul Gregory, Quine's Naturalism:.score: 720.0
    W. V. Quine was the most important naturalistic philosopher of the twentieth century and a major impetus for the recent resurgence of the view that empirical science is our best avenue to knowledge. His views, however, have not been well understood. Critics charge that Quine’s naturalized epistemology is circular and that it cannot be normative. Yet, such criticisms stem from a cluster of fundamental traditional assumptions regarding language, theory, and the knowing subject – the very presuppositions that Quine is at (...)
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  6. John Gregory (1999). The Neoplatonists: A Reader. Routledge.score: 600.0
    The Neoplatonist philosophers who flourished between the third and sixth centuries AD had a profound influence on western philosophy, on both Christian and Islamic literature and the visual arts from the Renaissance to modern times. This extensively revised and updated second edition of Neoplatonists provides a valuable introduction to the thought of four central Neoplatonic philosophers, Plotinus, Porphyry, Proclus and Iamblichus. John Gregory presents new translations of a selection of key passages from Neoplatonist writings, an introduction that puts in (...)
     
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  7. J. A. Nunn & L. J. Gregory (2005). Ffytche, DH (2002). Neural Codes Forconsciousvision. Trends inCognitiveScience, 6, 493–495. Ffytche, DH, Guy, CN, & Zeki, S.(1995). The Parallel Visual Motion Inputs Into Areas V1 and V5 of Human Cerebral Cortex. Brain, 118, 1375–1394. Ffytche, DH, Howard, RJ, Brammer, MJ, David, A., Woodruff, P., & Williams, S.(1998). The Anatomy of Conscious Vision: An fMRI Study of Visual Halluci. [REVIEW] In Robertson, C. L. & N. Sagiv (eds.), Synesthesia: Perspectives From Cognitive Neuroscience. Oxford University Press. 57--144.score: 580.0
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  8. J. Carrington Michal, A. Neville Benjamin & J. Whitwell Gregory (forthcoming). Why Ethical Consumers Don't Walk Their Talk: Towards a Framework for Understanding the Gap Between the Ethical Purchase Intentions and Actual Buying Behaviour of Ethically Minded Consumers. Journal of Business Ethics.score: 540.0
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  9. L. D. Roberts & A. H. Gregory (1973). Ear Differences and Delayed Auditory Feedback: Effect on a Simple Verbal Repetition Task and a Nonverbal Tapping Test. Journal of Experimental Psychology 101 (2):269.score: 540.0
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  10. A. Gregory & J. Woolfson (1995). Aspects of Collecting in Renaissance Padua+ a Study of Early 16th-Century Classical Scholarship and Antiquarianism-a Bust of Socrates for Leonicotomeo, Niccolo. Journal of the Warburg and Courtauld Institutes 58:252-265.score: 540.0
     
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  11. Frederick J. Swanson, Sherri L. Johnson, Stanley V. Gregory & Steven A. Acker (1998). Flood Disturbance in a Forested Mountain Landscape. BioScience 48 (9):681-689.score: 540.0
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  12. Paul Gregory (2003). 'Two Dogmas'--All Bark and No Bite? Carnap and Quine on Analyticity. Philosophy and Phenomenological Research 67 (3):633 - 648.score: 450.0
    Recently O'Grady argued that Quine's "Two Dogmas" misses its mark when Carnap's use of the analyticity distinction is understood in the light of his deflationism. While in substantial agreement with the stress on Carnap's deflationism, I argue that O'Grady is not sufficiently sensitive to the difference between using the analyticity distinction to support deflationism, and taking a deflationary attitude towards the distinction itself; the latter being much more controversial. Being sensitive to this difference, and viewing Quine as having reason to (...)
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  13. John P. Burgess (2009). Review of Paul A. Gregory, Quine's Naturalism: Language, Theory, and the Knowing Subject. [REVIEW] Notre Dame Philosophical Reviews 2009 (5).score: 450.0
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  14. Gregory Paul (2007). Theodicy's Problem. Philosophy and Theology 19 (1/2):125-149.score: 450.0
    The full extent of the anguish and death suffered by immature humans is scientifically and statistically documented for the first time. Probably hundreds of billions of human conceptions and at least fifty billion children have died, the great majority from nonhuman causes, before reaching the age of mature consent. Adults who have heard the word of Christ number in the lower billions. If immature deceased humans are allowed into heaven, then the latter is inhabited predominantly by automatons. Because the Holocaust (...)
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  15. Rachel R. Hammer, Johanna D. Rian, Jeremy K. Gregory, J. Michael Bostwick, Candace Barrett Birk, Louise Chalfant, Paul D. Scanlon & Daniel K. Hall-Flavin (2011). Telling the Patient's Story: Using Theatre Training to Improve Case Presentation Skills. Medical Humanities 37 (1):18-22.score: 450.0
    A medical student's ability to present a case history is a critical skill that is difficult to teach. Case histories presented without theatrical engagement may fail to catch the attention of their intended recipients. More engaging presentations incorporate ‘stage presence’, eye contact, vocal inflection, interesting detail and succinct, well organised performances. They convey stories effectively without wasting time. To address the didactic challenge for instructing future doctors in how to ‘act’, the Mayo Medical School and The Mayo Clinic Center for (...)
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  16. Robert Sinclair (2009). Paul A. Gregory, Quine's Naturalism: Language, Theory and the Knowing Subject. Philosophy in Review 29 (4):257.score: 450.0
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  17. Dominic Gregory (2011). Iterated Modalities, Meaning and A Priori Knowledge. Philosophers' Imprint 11 (3).score: 420.0
    Recent work on the philosophy of modality has tended to pass over questions about iterated modalities in favour of constructing ambitious metaphysical theories of possibility and necessity, despite the central importance of iterated modalities to modal logic. Yet there are numerous unresolved but fundamental issues involving iterated modalities: Chandler and Salmon have provided forceful arguments against the widespread assumption that all necessary truths are necessarily necessary, for example. The current paper examines a range of ways in which one might seek (...)
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  18. Maughn Gregory (2011). Philosophy for Children and its Critics: A Mendham Dialogue. Journal of Philosophy of Education 45 (2):199-219.score: 420.0
    As conceived by founders Matthew Lipman and Ann Margaret Sharp, Philosophy for Children is a humanistic practice with roots in the Hellenistic tradition of philosophy as a way of life given to the search for meaning, in American pragmatism with its emphasis on qualitative experience, collaborative inquiry and democratic society, and in American and Soviet social learning theory. The programme has attracted overlapping and conflicting criticism from religious and social conservatives who don't want children to question traditional values, from educational (...)
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  19. Noel Castree & Derek Gregory (eds.) (2006). David Harvey: A Critical Reader. Blackwell Pub..score: 420.0
    This book critically interrogates the work of David Harvey, one of the world’s most influential geographers, and one of its best known Marxists. Considers the entire range of Harvey’s oeuvre, from the nature of urbanism to environmental issues. Written by contributors from across the human sciences, operating with a range of critical theories. Focuses on key themes in Harvey’s work. Contains a consolidated bibliography of Harvey’s writings.
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  20. Alex Gregory (2014). A Very Good Reason to Reject the Buck-Passing Account. Australasian Journal of Philosophy 92 (2):287-303.score: 420.0
    This paper presents a new objection to the buck-passing account of value. I distinguish the buck-passing account of predicative value from the buck-passing account of attributive value. According to the latter, facts about attributive value reduce to facts about reasons and their weights. But since facts about reasons’ weights are themselves facts about attributive value, this account presupposes what it is supposed to explain. As part of this argument, I also argue against Mark Schroeder's recent account of the weights of (...)
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  21. Alan Gregory & Julie Whittaker (2013). Exploring the Valuation of Corporate Social Responsibility—A Comparison of Research Methods. Journal of Business Ethics 116 (1):1-20.score: 420.0
    This paper argues the case that tests of how investors value corporate social performance (CSP) based upon realised stock market returns are liable to be weak tests if markets are efficient and firms change CSP policies infrequently. We provide a theoretical explanation of why this will be the case using examples to illustrate. Subsequently, we set out an alternative theoretical framework for the purposes of investigating whether markets place a positive, or a negative, valuation on CSP, and show why this (...)
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  22. Maughn Rollins Gregory (2007). A Framework for Facilitating Classroom Dialogue. Teaching Philosophy 30 (1):59-84.score: 420.0
    Classroom dialogue can be democratic and evidence critical and creative thinking, yet lose momentum and direction without a plan for systematic inquiry. This article presents a six-stage framework for facilitating philosophical dialogue in pre-college and college classrooms, drawn from John Dewey and Matthew Lipman. Each stage involves particular kinds of thinking and aims at a specific product or task. The role of the facilitator—illustrated with suggestive scripts—is to help the participants move their dialogue through the stages of the framework and (...)
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  23. Maughn Gregory (2000). Care as a Goal of Democratic Education. Journal of Moral Education 29 (4):445-461.score: 420.0
    In this article I present behavioural analyses of particular constructions of democracy and the ethic of care, in order to determine whether care is a democratic virtue. I analyse Carol Gilligan's concept of care as a complex of six virtues or behavioural dispositions: acquaintance, mindfulness, moral imagining, solidarity, tolerance and self-care. I then describe democracy in terms of two divergent but compatible sets of practices: social non-interference and social co-operation. These behavioural analyses lead me to conclude that certain behavioural habits (...)
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  24. Amy E. Gregory (2001). A Cognitive Map of Indicative and Subjuntive Mood Use in Spanish. Pragmatics and Cognition 9 (1):99-134.score: 420.0
    Of general interest, this study confirms the syntactic manifestation of the interpersonal dynamics of the participants in discourse and of their high-level cognitive processes therein. More specifically, this study formalizes categories of the Spanish indicative and subjunctive in a cognitive map based on the deictic organization of the Spanish mood system. This cognitive map, based on a pragmasyntactic approach to mood use, allows us to view mood in Spanish as a mechanism that establishes metaphorical distance from the individual¿s here and (...)
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  25. Richard Gregory (2008). A Perception of Perception. In Pat Rabbitt (ed.), Inside Psychology: A Science Over 50 Years. Oup Oxford.score: 420.0
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  26. Dominic Gregory (2008). The Epistemology of a Priori Knowledge - by Tamara Horowitz. Philosophical Books 49 (2):167-168.score: 360.0
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  27. Joshua C. Gregory (1921). A Comparison of Strong's Theory of Perception with Reid's. Philosophical Review 30 (4):352-366.score: 360.0
  28. John Gregory (1971). Incompleteness of a Formal System for Infinitary Finite-Quantifier Formulas. Journal of Symbolic Logic 36 (3):445-455.score: 360.0
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  29. Jonathan Woolfson & Andrew Gregory (1995). Aspects of Collecting in Renaissance Padua: A Bust of Socrates for Niccolò Leonico Tomeo. Journal of the Warburg and Courtauld Institutes 58:252-265.score: 360.0
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  30. A. Gregory (1996). Astronomy and Observation in Plato's Republic. Studies in History and Philosophy of Science Part A 27 (4):451-471.score: 360.0
    Plato's comments on astronomy and the education of the guardians at Republic 528e ff have been hotly disputed, and have provoked much criticism from those who have interpreted them as a rejection or denigration of observational astronomy. Here I argue that the key to interpreting these comments lies in the relationship between the conception of enquiry that is implicit in the epistemological allegories, and the programme for the education of the guardians that Plato subsequently proposes. We have, I suggest, been (...)
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  31. Heather J. Gregory (1981). A Further Note on the Greek Manuscripts of Palla Strozzi. Journal of the Warburg and Courtauld Institutes 44:183-185.score: 360.0
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  32. Joshua C. Gregory (1940). A Note on Statement and Assertion. Analysis 7 (3):75 - 76.score: 360.0
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  33. Joshua C. Gregory (1942). On A. A. Luce, Mind, July, 1941, 50, 258-267, Berkeley's Existence in the Mind. Mind 51 (202):198-200.score: 360.0
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  34. Joshua C. Gregory (1918). The Dream of "Frustrated Effort": A Suggested Explanation. Mind 27 (105):125-128.score: 360.0
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  35. Joseph C. D'Oronzio, Dorothea Dunn & John J. Gregory (1991). A Survey of New Jersey Hospital Ethics Committees. HEC Forum 3 (5):255-268.score: 360.0
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  36. Dorothy Rasinski Gregory & Miriam Piven Cotler (1994). The Problem of Futility: III. The Importance of Physician-Patient Communication and a Suggested Guide Through the Minefield. Cambridge Quarterly of Healthcare Ethics 3 (02):257-.score: 360.0
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  37. D. Gregory (2011). From a View to a Kill: Drones and Late Modern War. Theory, Culture and Society 28 (7-8):188-215.score: 360.0
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  38. Dorothy Rasinski Gregory (1995). Network News: VA Network Futility Guidelines: A Resource for Decisions About Withholding and Withdrawing Treatment. Cambridge Quarterly of Healthcare Ethics 4 (04):546-.score: 360.0
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  39. Joshua C. Gregory (1921). Thought and Mental Image, Art and Imitation: A Parallel. The Monist 31 (3):420-436.score: 360.0
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  40. Kenneth V. Iserson, Dorothy Rasinski Gregory, Kate Christensen & Marc R. Ofstein (1992). Willful Death and Painful Decisions: A Failed Assisted Suicide. Cambridge Quarterly of Healthcare Ethics 1 (02):147-.score: 360.0
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  41. Peter N. Gregory (1982). The Sudden/Gradual Polarity: A Recurrent Theme in Chinese Thought. Journal of Chinese Philosophy 9 (4):471-486.score: 360.0
  42. Mark Billinge, Derek Gregory & Ron Martin (eds.) (1983/1984). Recollections of a Revolution: Geography as Spatial Science. St. Martin's Press.score: 360.0
     
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  43. [deleted]Tan Eric, Yelland Gregory & Rossell Susan (2013). A Concurrent Examination of Neurocognitive and Language Impairments in Schizophrenia Thought Disorder. Frontiers in Human Neuroscience 7.score: 360.0
  44. Dorothy Rasinski Gregory (1995). Modern Medicine in a Multicultural Setting. Bioethics Forum 11 (2):9-14.score: 360.0
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  45. Timothy E. Gregory (2007). Robert Ousterhout, A Byzantine Settlement in Cappadocia. (Dumbarton Oaks Studies, 42.) Washington, D.C.: Dumbarton Oaks Research Library and Collection, 2005. Pp. Xx, 474 Plus Separate Errata Sheet; 19 Color Plates and 271 Black-and-White Illustrations. [REVIEW] Speculum 82 (3):746-748.score: 360.0
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  46. Quin Grégory (2011). Genèse Et Structure d'Un Interchamp Orthopédique (Pr. M. Du XIXe S.): Contribution À l'Histoire de l'Institutionnalisation d'Un Champ Scientifique. [REVIEW] Revue d'Histoire des Sciences 2 (12):323-347.score: 360.0
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  47. Joshua C. Gregory (1928). History of Science Teaching in England. By D. M. Turner M.A., B.Sc. (Lond.), Head of Science Department, Wycombe Abbey School; Research Assistant, University College, London. (London: Chapman & Hall, Ltd. 1927. Pp. X + 208. Price 7s. 6d.). [REVIEW] Philosophy 3 (10):256-.score: 360.0
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  48. M. August & Ss Gregory (1993). A Hidden Benefit of the Nafta Victory. In Jonathan Westphal & Carl Avren Levenson (eds.), Time. Hackett Pub. Co.. 142--23.score: 360.0
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  49. Maughn Gregory (1999). A Crash Course in Logic. University Press of America.score: 360.0
    Intended as a supplement to other instructional material for a variety of courses, this booklet will guide students through a mini-course on logic that includes many examples and exercises.
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  50. Brad S. Gregory (2005). 2. "A Harvest of Holiness": The Theology of Danielle Rose's Mysteries. Logos 8 (4).score: 360.0
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