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. 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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  5. 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: 660.0
    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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  6. John Gregory (1999). The Neoplatonists: A Reader. Routledge.score: 480.0
    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: 460.0
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  8. 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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  9. 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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  10. 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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  11. 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: 420.0
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  12. 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: 420.0
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  13. 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: 420.0
     
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  14. 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: 420.0
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  15. 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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  16. Dominic Gregory (2011). Iterated Modalities, Meaning and A Priori Knowledge. Philosophers' Imprint 11 (3).score: 300.0
    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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  17. Maughn Gregory (2011). Philosophy for Children and its Critics: A Mendham Dialogue. Journal of Philosophy of Education 45 (2):199-219.score: 300.0
    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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  18. Dominic Gregory (2013). Showing, Sensing, and Seeming: Distinctively Sensory Representations and Their Contents. Oxford University Press.score: 300.0
    Certain representations are bound in a special way to our sensory capacities. Many pictures show things as looking certain ways, for instance, while auditory mental images show things as sounding certain ways. What do all those distinctively sensory representations have in common, and what makes them different from representations of other kinds? Dominic Gregory argues that they are alike in having meanings of a certain special type. He employs a host of novel ideas relating to kinds of perceptual states, (...)
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  19. Noel Castree & Derek Gregory (eds.) (2006). David Harvey: A Critical Reader. Blackwell Pub..score: 300.0
    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. 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: 300.0
    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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  21. A. Gregory (2001). Harvey, Aristotle and the Weather Cycle. Studies in History and Philosophy of Science Part C 32 (1):153-168.score: 300.0
    It is well known that Harvey was influenced by Aristotle. This paper seeks to show that Harvey's quantitative argument for the circulation and his analogy of the heart with a pump do not go beyond Aristotle and may even have been inspired by passages in Aristotle. It also considers the fact that Harvey gives much greater prominence to a macrocosm/microcosm analogy between the weather cycle and the circulation of the blood than he does to the pump analogy. This analogy is (...)
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  22. Maughn Rollins Gregory (2007). A Framework for Facilitating Classroom Dialogue. Teaching Philosophy 30 (1):59-84.score: 300.0
    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: 300.0
    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. John Gregory (ed.) (1991). The Neoplatonists. Kyle Cathie.score: 300.0
    John Gregory presents new translations of a selection of key passages from Neoplatonist writings, an introduction that puts in context the writings, and an ...
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  25. Amy E. Gregory (2001). A Cognitive Map of Indicative and Subjuntive Mood Use in Spanish. Pragmatics and Cognition 9 (1):99-134.score: 300.0
    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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  26. Maughn Gregory (2010). New Research on Programs for Classroom Discussion. Questions: Philosophy for Young People 10:1-3.score: 300.0
    Gregory explains nine educational approaches to discussing Philosophy with children. A general overview through analytical and critical reasoning explains the faults with Philosophy in an education setting and the authors feedback.
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  27. Mary Gregory (2006). Diderot and the Metamorphosis of Species. Routledge.score: 300.0
    In this study Dr. Gregory examines how Diderot borrowed from Lucretius, Buffon, Maupertuis, and probability theory, and combined ideas from these sources in an innovative fashion to hypothesize that species are mutable and that all life arose randomly from a single prototype.
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  28. R. L. Gregory (ed.) (2004/1998). The Oxford Companion to the Mind. Oxford University Press.score: 300.0
    The Oxford Companion to the Mind is a classic. Published in 1987, to huge acclaim, it immediately took its place as the indispensable guide to the mysteries - and idiosyncracies - of the human mind. In no other book can the reader find discussions of concepts such as language, memory, and intelligence, side by side with witty definitions of common human experiences such as the 'cocktail-party' and 'halo' effects, and the least effort principle. Richard Gregory again brings his wit, (...)
     
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  29. Maughn Gregory (1999). A Crash Course in Logic. University Press of America.score: 300.0
    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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  30. Richard Gregory (2008). A Perception of Perception. In Pat Rabbitt (ed.), Inside Psychology: A Science Over 50 Years. Oup Oxford.score: 300.0
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  31. C. A. Gregory (2009). After Words : From Ethos to Pathos. In Karen Margaret Sykes (ed.), Ethnographies of Moral Reasoning: Living Paradoxes of a Global Age. Palgrave Macmillan. 189.score: 300.0
     
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  32. 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: 270.0
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  33. Robert Sinclair (2009). Paul A. Gregory, Quine's Naturalism: Language, Theory and the Knowing Subject. Philosophy in Review 29 (4):257.score: 270.0
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  34. Paul Gregory (2003). Putting the Bite Back Into. Principia 7 (1-2):115-129.score: 240.0
    Recent Carnap scholarship suggests that the received view of the Carnap-Quine analyticity debate is importantly mistaken. It has been suggested that Carnap’s analyticity distinction is immune from Quine’s criticisms. This is either because Quine did not understand Carnap’s use of analytic-ity, or because Quine did not appreciate that, rather than dispelling dog-mas, he was merely offering an alternate framework for philosophy. It has also been suggested that ultimately nothing of substance turns on this dis-pute. I am sympathetic to these reassessments (...)
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  35. Paul Gregory, Kripke on Private Language.score: 240.0
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  36. Dominic Gregory (2008). The Epistemology of a Priori Knowledge - by Tamara Horowitz. Philosophical Books 49 (2):167-168.score: 240.0
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  37. Paul Gregory, Willard Van Orman Quine.score: 240.0
  38. Alex Gregory (2014). A Very Good Reason to Reject the Buck-Passing Account. Australasian Journal of Philosophy 92 (2):287-303.score: 240.0
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  39. Joshua C. Gregory (1921). A Comparison of Strong's Theory of Perception with Reid's. Philosophical Review 30 (4):352-366.score: 240.0
  40. Paul Gregory (1984). Against Couples. Journal of Applied Philosophy 1 (2):263-268.score: 240.0
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  41. John Gregory (1971). Incompleteness of a Formal System for Infinitary Finite-Quantifier Formulas. Journal of Symbolic Logic 36 (3):445-455.score: 240.0
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  42. 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: 240.0
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  43. Paul Gregory (1988). Eroticism and Love. American Philosophical Quarterly 25 (4):339 - 344.score: 240.0
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  44. 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: 240.0
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  45. Paul Gregory, List of Courses Taught at Washington and Lee University: Note: Each Syllabus Consists of Two Main Pages, the Home or Syllabus Page, and the Reading Schedule Which is Linked From the Home Page...score: 240.0
    PHIL 102 - Problems of Philosophy (Fall) This course has two main goals: first, to cultivate students’ critical attitude towards reading, writing, and daily life; second, to engage students with primary philosophical texts. Plato, Descartes, Locke, Hume, Peirce, Russell, Paley, Perry, Sagan, Ayer, Chisholm, and Dennett are among the authors I have used. Each week students are responsible for readings and reading questions to be answered out of class or in small in-class groups. These assignments are designed to develop critical (...)
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  46. Paul Gregory (1986). The Two Sides of Love. Journal of Applied Philosophy 3 (2):229-233.score: 240.0
  47. Joshua C. Gregory (1940). A Note on Statement and Assertion. Analysis 7 (3):75 - 76.score: 240.0
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  48. 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: 240.0
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  49. Joshua C. Gregory (1918). The Dream of "Frustrated Effort": A Suggested Explanation. Mind 27 (105):125-128.score: 240.0
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  50. 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: 240.0
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