Search results for 'R. Brian Howe' (try it on Scholar)

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  1.  7
    Katherine Covell & R. Brian Howe (2001). Moral Education Through the 3 Rs: Rights, Respect and Responsibility. Journal of Moral Education 30 (1):29-41.
    We report an empirical assessment of suggestions that education in the appreciation of rights may be an effective agent of moral education. A children's rights curriculum was developed that was incorporated into the existing health and social studies curricula in Grade 8 classes (age 13-15) at five different schools over a 6-month period. The curriculum was designed to teach adolescents about their rights and responsibilities under the United Nations Convention on the Rights of the Child in an egalitarian and student-centred (...)
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  2.  8
    Kenneth R. Howe (2015). The Meritocratic Conception of Educational Equality: Ideal Theory Run Amuck. Educational Theory 65 (2):183-201.
    The dominant conception of educational equality in the United States is meritocratic: an individual's chances of educational achievements should track only talent and effort, not social class or other morally irrelevant factors. The meritocratic conception must presuppose that natural talent and effort can be isolated from social class — and environmental factors in general — if it is to provide guidance in the world of educational policy and practice. In this article Kenneth R. Howe challenges that presupposition and related (...)
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  3. Susan M. Turner (2003). Katherine Covell and R. Brian Howe, The Challenge of Children's Rights in Canada Reviewed By. Philosophy in Review 23 (2):89-91.
     
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  4.  5
    Nicholas Howe (2006). R. D. Fulk and Christopher M. Cain, A History of Old English Literature. With a Chapter on Saints' Legends by Rachel S. Anderson. (Blackwell Histories of Literature.) Maiden, Mass.; Oxford; and Carhon, Australia: Blackwell, 2005. Paper. Pp. Ix, 346; 10 Black-and-White Plates and 1 Map. $34.95. First Published in 2003. [REVIEW] Speculum 81 (1):191-192.
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  5.  7
    Leslie A. Howe (2005). Book Review: Nancy R. Howell. A Feminist Cosmology: Ecology, Solidarity, and Metaphysics. Amherst: Humanity Books, 2000. [REVIEW] Hypatia 20 (2):197-199.
  6. Leslie A. Howe (2005). Book Review: Nancy R. Howell. A Feminist Cosmology: Ecology, Solidarity, and Metaphysics. Amherst: Humanity Books, 2000. [REVIEW] Hypatia: A Journal of Feminist Philosophy 20 (1):212-214.
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  7. Patrick R. Grzanka, Jenny Dyck Brian & Janet K. Shim (2016). My Bioethics Will Be Intersectional or It Will Be [Bleep]. American Journal of Bioethics 16 (4):27-29.
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  8.  14
    Kenneth R. Howe (2005). The Question of Education Science: Experimentism Versus Experimentalism. Educational Theory 55 (3):307-321.
    The ascendant view in the current debate about education science —experimentism— is a reassertion of the randomized experiment as the methodological gold standard. Advocates of this view have ignored, not answered, long‐standing criticisms of the randomized experiment: its frequent impracticality, its lack of external validity, its confinement to a regularity conception of causality, and its externalization of politics. This article rehearses these criticisms and then adumbrates the alternative of experimentalism. In contrast to experimentism, experimentalism is expansive and variegated in its (...)
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  9.  3
    Mark L. Howe, Sarah R. Garner, Stephen A. Dewhurst & Linden J. Ball (2010). Can False Memories Prime Problem Solutions? Cognition 117 (2):176-181.
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  10.  40
    Kenneth R. Howe & Robert E. Floden (1987). The "Thinking About Education" Series. Educational Theory 37 (2):189-199.
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  11.  5
    Karin R. Howe (2015). Is There a Rawlsian Duty to Engage in Civil Disobedience? Social Philosophy Today 31:23-32.
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  12.  2
    Kenneth R. Howe (2005). The Education Science Question: A Symposium. Educational Theory 55 (3):235-243.
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  13.  16
    Kenneth R. Howe (1989). In Defense of Outcomes-Based Conceptions of Equal Educational Opportunity. Educational Theory 39 (4):317-336.
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  14.  35
    R. B. K. Howe (1994). The Cognitive Nature of Desire. Southern Journal of Philosophy 32 (2):179-196.
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  15.  12
    Kenneth R. Howe (1993). Equality of Educational Opportunity and the Criterion of Equal Educational Worth. Studies in Philosophy and Education 11 (4):329-337.
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  16.  17
    Edward R. Howe (2006). Exemplary Teacher Induction: An International Review. Educational Philosophy and Theory 38 (3):287–297.
    How does one become an effective teacher? What can be done to stem high attrition rates among beginning teachers? While many teachers are left to ?sink or swim? in their first year?learning by trial and error, there remain a number of outstanding examples of collaboration and collegiality in teacher induction programs. Analysis of the most exemplary teacher induction programs from Australia, Britain, Canada, France, Germany, Japan, New Zealand and the United States revealed common attributes and exceptional features. The most successful (...)
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  17.  10
    Kenneth R. Howe (1982). Evaluating Philosophy Teaching. Teaching Philosophy 5 (1):11-22.
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  18.  7
    William N. Dember, Richard S. Melton, Dao Q. Nguyen & Steven R. Howe (1993). Meta-Emotion: Tests of the Lutz Hypothesis. Bulletin of the Psychonomic Society 31 (6):579-582.
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  19.  6
    C. R. Brian & F. L. Goodenough (1929). The Relative Potency of Color and Form Perception at Various Ages. Journal of Experimental Psychology 12 (3):197.
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  20.  13
    R. S. Howe (2013). Infant Circumcision: The Last Stand for the Dead Dogma of Parental (Sovereignal) Rights. Journal of Medical Ethics 39 (7):475-481.
    J S Mill used the term ‘dead dogma’ to describe a belief that has gone unquestioned for so long and to such a degree that people have little idea why they accept it or why they continue to believe it. When wives and children were considered chattel, it made sense for the head of a household to have a ‘sovereignal right’ to do as he wished with his property. Now that women and children are considered to have the full complement (...)
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  21.  22
    Kenneth R. Howe (1990). Equal Opportunity Is Equal Education (Within Limits). Educational Theory 40 (2):227-230.
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  22.  8
    Kenneth R. Howe (1990). AIDS Education in the Public Schools: Old Wine in New Bottles? Journal of Moral Education 19 (2):114-123.
    Abstract Whether, and how, children in the public schools ought to be educated about AIDS has generated considerable controversy. In a misleading way, however, the controversy has focused largely on sex education, to the exclusion of more general and fundamental questions about how moral?political education should be formulated and conducted in a democratic society. This paper seeks to identify these more fundamental issues, and to show how, in an important sense, the educational problems raised by the appearance of AIDS are (...)
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  23.  4
    Kenneth R. Howe (1986). How to Set a Cut Off Point for the ELISA Test. Hastings Center Report 16 (2):43-43.
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  24.  6
    Kenneth R. Howe (2007). The is and the Ought of Bridge-Building in Educational Research. Studies in Philosophy and Education 26 (6):577-578.
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  25.  6
    J. G. Skellam, M. V. Brian & J. R. Proctor (1959). The Simultaneous Growth of Interacting Systems. Acta Biotheoretica 13 (2-3):131-144.
    The rôle of mathematical models in growth studies is discussed and a distinction made between the structural and descriptive aspects of a mathematical formulation. A simple scheme is set up to represent in broad outline the simultaneous growth and interaction of larval and adult systems inMyrmica rubra and is matched against observed results.
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  26.  3
    Kenneth R. Howe (1995). Diversity in Education: Some Currents in Conversation. Educational Theory 45 (4):525-539.
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  27. William R. Brian (2013). Non-Well-Founded Extensions of V. Mathematical Logic Quarterly 59 (3):167-176.
     
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  28.  6
    Kenneth R. Howe (1988). An Evaluation Primer for Philosophy Teachers. Teaching Philosophy 11 (4):315-328.
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  29.  7
    Kenneth R. Howe (1999). A Review of Walter Feinberg: On Different Ground. [REVIEW] Studies in Philosophy and Education 18 (4):267-275.
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  30.  2
    William R. Brian (2013). Non‐Well‐Founded Extensions of Documentclass{Article}Usepackage{Amssymb}Begin{Document}Pagestyle{Empty}$Mathbf {V}$End{Document}. Mathematical Logic Quarterly 59 (3):167-176.
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  31.  1
    K. R. Howe, M. Holmes & A. S. Elstein (1984). Teaching Clinical Decision Making. Journal of Medicine and Philosophy 9 (2):215-228.
    Clinical judgment has traditionally been left to be acquired chiefly through personal experience and conversations with experienced practitioners. Given the explosion of knowledge and technology of recent years, a more lystematic approach to managing information has become increasingly important. Ethical issues, both of a social and more individual nature, also increasingly demand attention. This paper describes one effort to address these problems through medical education. A three quarter pre-clinical course was revised to incorporate decision analysis and ethical analysis. The approach, (...)
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  32.  1
    R. B. K. Howe (1994). A Social-Cognitive Theory of Desire. Journal for the Theory of Social Behaviour 24 (1):1–23.
    An examination of our preconceptions about desire, together with a comparison of these with the available empirical evidence, leads to a theory in which desire is characterized as a cognitive phenomenon which is heavily influenced by social learning. Following an introductory outline, the second section clarifies what exactly is at issue in attempting to reduce conation to cognition. Section 3 assesses the conditions required for knowledge of our own desires, and this concern is extended in 4 to an appraisal of (...)
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  33. E. Graham Howe, Edward Glover, John Layard & Robert R. Sears (1946). Invisible Anatomy: A Study of Nerves, Hysteria and Sex. Mind 55 (220):346-356.
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  34. Elizabeth Leahy, Robert Engelman, Carolyn Gibb Vogel, Sarah Haddock, Tod Preston, M. J. Selgelid, C. Enemark, R. Jackson, N. Howe & R. Strauss (2008). The Shape of Things to Come. Why Age Structure Matters to a Safer More Equitable World. Bioethics 22 (9):457-65.
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  35. J. M. Pinard, J. Motte, C. Chiron, R. Brian & E. Andermann (2004). Pearlman, AL, PL Faust, ME Hatten, and JE Brunstrom, 1998. New Directions for Neuronal Migration. Curr. Opin. Neuro-Biol. 8: 5-54. Pencea, V, KD Bingaman, LJ Freedman, and MB Luskin, 2001. Neurogenesis in the Subventricular Zone and Rostral Migra. [REVIEW] In Michael S. Gazzaniga (ed.), The Cognitive Neurosciences Iii. MIT Press 64.
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  36. Jm Pinard, J. Motte, С Chiron, R. Brian, E. Andermann, O. Reiner, R. Carrozzo, Y. Shen, M. Wehnert & F. Fausttnella (2004). PENCEA, V, KD BÍNGAMAN, LJ FREEDMAN, and MB LUSKIN, 200 1. Neurogenesis in the Subventricular Zone and Rostral Migra-Tory Stream of the Neonatal and Adult Primate Forebrain. Exp. Neural. 172: 1-16. [REVIEW] In Michael S. Gazzaniga (ed.), The Cognitive Neurosciences Iii. MIT Press 64.
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  37.  9
    G. B. R. (1914). The Authorship of the Platonic Epistles. By R. Hackforth, M.A. 8vo. 1 Vol. Pp. 203. Manchester: University Press, 1913. The Classical Review 28 (07):231-232.
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  38.  6
    Y. T. R. (1899). Cambridge Compositions Cambridge Compositions, Greek and Latin. Edited by R. D. Archer-Hind, M.A., and R. D. Hicks, M.A., Fellows of Trinity College, Cambridge. Cambridge: At the University Press. 1899. [REVIEW] The Classical Review 13 (04):227-230.
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  39.  2
    L. A. R. (1952). Book Review:Creative Aspects of Natural Law R. A. Fisher. [REVIEW] Philosophy of Science 19 (4):350-.
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  40.  8
    C. S. R. (1895). Blake's Edition of Xenophon's Hellenica I. II., and Other Selections The Hellenica of Xenophon, Books I. And II., Together with Selections From Lysias C. Eratosthenes and From Aristotle's Constitution of Athens, Edited with Notes by R. W. Blake, A.M. Boston. 1894. [REVIEW] The Classical Review 9 (04):231-.
  41.  2
    G. G. R. (1931). Psychopathology. By J. S. Nicole, M.R.C.P. & S. (London: Bailliere Tindall & Cox. 1930. Pp. Xii + 203. Price 10s. 6d.). Philosophy 6 (22):271-.
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  42.  2
    Henry Howe & John Lyne (1992). Howe and Lyne Bully the Critics. Social Epistemology 6 (2):231 – 240.
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  43.  2
    B. R. (2008). Jeremiah 21–36 (Anchor Bible 21b) and Jeremiah 37–52 (Anchor Bible 21c). By Jack R. Lundbom. Heythrop Journal 49 (1):168–169.
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  44. L. A. R. (1954). Book Review:Evaluating Research and Development I. R. Weschler, Paula Brown. [REVIEW] Philosophy of Science 21 (1):76-.
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  45.  16
    Thomas D. Carroll (2015). Response to Brian R. Clack. Sophia 54 (3):381-383.
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  46.  30
    Jefferson McMahan (1981). Problems of Population Theory:Obligations to Future Generations. R. I. Sikora, Brian Barry. Ethics 92 (1):96-.
  47.  88
    S. Wells (2003). Book Reviews : Heroism and the Christian Life: Reclaiming Excellence, by Brian S. Hook and R. R. Reno. Louisville, Ky: Westminster John Knox Press, 2000. 253 Pp. Pb. No Price. ISBN 0-664-25812-. [REVIEW] Studies in Christian Ethics 16 (1):94-97.
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  48.  11
    Sandro Limentani (2002). NICE, CHI and the NHS Reforms - Enabling Excellence or Imposing Control? Edited by Andrew Miles, John R. Hampton, Brian Hurwitz and Clinical Governance and the NHS Reforms - Enabling Excellence or Imposing Control? Edited by Andrew Miles, Alison P. Hill, Brian Hurwitz. Philosophy of Management 2 (1):75-77.
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  49.  2
    Angela Jane Weisl (2014). R. F. Yeager and Brian W. Gastle, Eds., Approaches to Teaching the Poetry of John Gower. New York: Modern Language Association of America, 2011. Pp. 240. $19.75. ISBN: 978-1-603-29099-9. [REVIEW] Speculum 89 (4):1211-1212.
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  50.  13
    John Calvert (2012). Educational Equality – Edited by H. Brighouse, J. Tooley, K. R. Howe and G. Haydon. Educational Philosophy and Theory 44 (1):120-122.
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