Search results for 'Situation' (try it on Scholar)

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  1. Tom Burke (2000). What is a Situation? History and Philosophy of Logic 21 (2):95-113.
    This paper examines the role of ?situations? in John Dewey's philosophy of logic. To do this properly it is necessary to contrast Dewey's conception of experience and mentality with views characteristic of modern epistemology. The primary difference is that, rather than treat experience as peripheral and or external to mental functions (reason, etc.), we should treat experience as a field in and as a part of which thinking takes place. Experience in this broad sense subsumes theory and fact, hypothesis and (...)
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  2.  44
    Catherine Guillaumin (2012). La Situation Professionnelle : Moment Critique Dans L’Action, Interface de la Formation En Alternance le Cas Particulier de la Formation En Soins infirmiersThe Professional Situation: Critical Moment in Action, Interface of Practicum Training The Specific Case of Nurse Training. Phronesis 1 (1):21-39.
    The professional situation is considered a major interface of practicum training, here conceived as a School of conjunction, a school where one learns to make links, a foundation for the engineering of professionalization. The notion of situation is here developed based on the study of a data corpus elaborated during an experience with a practicum training model centred on writing and the construction of the professional situation by a subject-actor-author of the situation, in interaction with others, (...)
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  3.  32
    Florian Schwarz (2012). Situation Pronouns in Determiner Phrases. Natural Language Semantics 20 (4):431-475.
    It is commonly argued that natural language has the expressive power of quantifying over intensional entities, such as times, worlds, or situations. A standard way of modelling this assumes that there are unpronounced but syntactically represented variables of the corresponding type. Not all that much as has been said, however, about the exact syntactic location of these variables. Meanwhile, recent work has highlighted a number of problems that arise because the interpretive options for situation pronouns seem to be subject (...)
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  4.  47
    Driss Alaoui (2012). L'accompagnement socioprofessionnel : la complexité d'une situation professionnelle entre la complémentarité et/ou le télescopage des points de vue des acteurs. Phronesis 1 (1):5-20.
    This text examines the socio-professional guidance of Comorian migrants residing on La Réunion Island. It mainly questions the process whereby guidance is constructed as a professional situation. To apprehend the complexity of the process, we have drawn on an ethnographical procedure (Woods, 1990) based on a dual source of data—that of the guide and that of the guided—as well as a micro-sociological approach (Thomas, 1923 ; Goffman, 1993 ; Lapassade, 1997) allowing us to link the concepts of situation (...)
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  5.  20
    Laetitia Sauvage Luntadi & Frédéric Tupin (2012). La compétence de contextualisation au coeur de la situation d’enseignement-apprentissageThe Competency of Contextualization At the Heart of the Teaching-Learning Situation. Phronesis 1 (1):102-117.
    The notion of «professional situation,» as we propose to examine it, entails questioning simultaneously the place of contexts and the role of actors in teaching-learning situations. We propose to examine the contextualization of the teaching process in light of the groups welcomed and the conditions in which the teacher’s profession is practiced. Defining contextualization as «an art of doing» in line with a professional competency thus means postulating the legitimacy of the «context(s)» as an explanatory medium or media. The (...)
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  6.  12
    Pauline Kleingeld (2015). Consistent Egoists and Situation Managers: Two Problems for Situationism. Philosophical Explorations 18 (3):344-361.
    According to philosophical “situationism”, psychological evidence shows that human action is typically best explained by the influence of situational factors and not by “global” and robust character traits of the agent. As a practical implication of their view, situationists recommend that efforts in moral education be shifted from character development to situation management. Much of the discussion has focused on whether global conceptions of virtue and character, and in particular Aristotelian virtue ethics, can be defended against the situationist challenge. (...)
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  7.  30
    Laetitia Sauvage Luntadi & Frédéric Tupin (2012). La compétence de contextualisation au coeur de la situation d'enseignement-apprentissage. Phronesis 1 (1):102-117.
    The notion of «professional situation,» as we propose to examine it, entails questioning simultaneously the place of contexts and the role of actors in teaching-learning situations. We propose to examine the contextualization of the teaching process in light of the groups welcomed and the conditions in which the teacher’s profession is practiced. Defining contextualization as «an art of doing» in line with a professional competency thus means postulating the legitimacy of the «context(s)» as an explanatory medium or media. The (...)
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  8.  16
    Paul Olry (2012). La situation professionnelle : entre invariance et perspective?The Professional Situation: Between Invariance and Perspective? Phronesis 1 (1):68-84.
    This contribution is an invitation to consider the professional situation in a way that goes beyond a social meaning or a subjective approach. Understood as an intermediate object, the professional situation is studied as a result of tension between invariance and perspective. The data centre on the activity of counselors whose role is to guide farmers confronted with agro-environmental standards. This text brings into question on one hand the attributions qualifying the situation as «professional» and that attest (...)
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  9.  19
    Ulrich Diehl & Hermes Andreas Kick (1998). Klinische Phänomenologie und therapeutische Situation. Fundamenta Psychiatrica 12:53-57.
    Phänomenologie intendiert allgemein eine Beschreibung und intersubjektiv nachvollziehbare Analyse der in einer konkreten Situation sich erschließenden Phänomene des menschlichen Bewußtseins. Klinische Phänomenologie hat darüber hinaus die therapeutische Situation zu berücksichtigen. Im Folgenden wird die These vertreten, daß die psychische Verfassung eines Menschen niemals allein aufgrund einer rein phänomenologischen Analyse auf alle praktisch und therapeutisch relevanten Konsequenzen hin ergründet werden kann. Das kann insbesondere dann nicht der Fall sein, wenn sich solche Konsequenzen aus einem außerhalb der konkreten Situation (...)
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  10.  35
    Catherine Guillaumin (2012). La situation professionnelle : moment critique dans l'action, Interface de la formation en alternance le cas particulier de la formation en soins infirmiers. Phronesis 1 (1):21-39.
    The professional situation is considered a major interface of practicum training, here conceived as a School of conjunction, a school where one learns to make links, a foundation for the engineering of professionalization. The notion of situation is here developed based on the study of a data corpus elaborated during an experience with a practicum training model centred on writing and the construction of the professional situation by a subject-actor-author of the situation, in interaction with others, (...)
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  11.  24
    Paul Olry (2012). La situation professionnelle : entre invariance et perspective? Phronesis 1 (1):68-84.
    This contribution is an invitation to consider the professional situation in a way that goes beyond a social meaning or a subjective approach. Understood as an intermediate object, the professional situation is studied as a result of tension between invariance and perspective. The data centre on the activity of counselors whose role is to guide farmers confronted with agro-environmental standards. This text brings into question on one hand the attributions qualifying the situation as «professional» and that attest (...)
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  12.  3
    Woosuk Park (forthcoming). A Possible Dilemma for Situation Semanticists. Foundations of Science:1-22.
    This paper examines the concept of information in situation semantics. For this purpose the most fundamental principles of situation semantics are classified into three groups: principles of the more fundamental kind, principles related to regularity, and principles governing incremental information. Fodor’s well-known criticisms of situation semanticists’ concepts of information target the first group. Interestingly, situation semanticists have been anxious to articulate either the principles of the second group or the principles of the third group in order (...)
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  13.  21
    Jean-François Marcel (2012). La Situation Professionnelle: De la Notion Vers les Prémices d'Un Concept. Phronesis 1 (1):40-58.
    Based on the presentation of a research framework (the shared work of teachers), this text uses an empirical approach to examine the hypothesis of a co-elaboration of the professional situation. To do so, the empirical investigation, based on the Goffman framework, analyzes the process of reconstructing a teaching session (reference situation) over the course of a pedagogical counselling session (support situation) characterized by interaction between a beginning teacher and a trainer. The invalidation of the hypothesis leads to (...)
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  14.  52
    Gerhard Lakemeyer (2010). The Situation Calculus: A Case for Modal Logic. [REVIEW] Journal of Logic, Language and Information 19 (4):431-450.
    The situation calculus is one of the most established formalisms for reasoning about action and change. In this paper we will review the basics of Reiter’s version of the situation calculus, show how knowledge and time have been addressed in this framework, and point to some of the weaknesses of the situation calculus with respect to time. We then present a modal version of the situation calculus where these problems can be overcome with relative ease and (...)
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  15.  54
    Robert C. Koons (1998). Teleology as Higher-Order Causation: A Situation-Theoretic Account. Minds and Machines 8 (4):559-585.
    Situation theory, as developed by Barwise and his collaborators, is used to demonstrate the possibility of defining teleology (and related notions, like that of proper or biological function) in terms of higher order causation, along the lines suggested by Taylor and Wright. This definition avoids the excessive narrowness that results from trying to define teleology in terms of evolutionary history or the effects of natural selection. By legitimating the concept of teleology, this definition also provides promising new avenues for (...)
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  16.  5
    Osamu Sawada (2014). An Utterance Situation-Based Comparison. Linguistics and Philosophy 37 (3):205-248.
    The Japanese comparative adverb motto has two different uses. In the degree use, motto compares two individuals and denotes that there is a large gap between the target and a given standard with a norm-related presupposition. On the other hand, in the so-called ‘negative use’ it conveys the speaker’s attitude toward the utterance situation. I argue that similarly to the degree motto, the negative motto is a comparative morpheme, but unlike the degree motto it compares a current situation (...)
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  17.  2
    Jean-François Marcel (2012). La situation professionnelle : de la notion vers les prémices d’un conceptThe Professional Situation: From a Notion to the Beginnings of a concept. Phronesis 1 (1):40.
    Based on the presentation of a research framework (the shared work of teachers), this text uses an empirical approach to examine the hypothesis of a co-elaboration of the professional situation. To do so, the empirical investigation, based on the Goffman framework, analyzes the process of reconstructing a teaching session (reference situation) over the course of a pedagogical counselling session (support situation) characterized by interaction between a beginning teacher and a trainer. The invalidation of the hypothesis leads to (...)
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  18. Giuseppe De Giacomo, Yves Lespérance, Fabio Patrizi & Stavros Vassos (forthcoming). Progression and Verification of Situation Calculus Agents with Bounded Beliefs. Studia Logica:1-35.
    We investigate agents that have incomplete information and make decisions based on their beliefs expressed as situation calculus bounded action theories. Such theories have an infinite object domain, but the number of objects that belong to fluents at each time point is bounded by a given constant. Recently, it has been shown that verifying temporal properties over such theories is decidable. We take a first-person view and use the theory to capture what the agent believes about the domain of (...)
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  19. Joseph F. Fletcher (1966/1997). Situation Ethics: The New Morality. Westminster John Knox Press.
    This is a new edition of Joseph Fletcher's 1966 work that ignited a firestorm of controversy at the time of its publication.
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  20. Sonia Kruks (1990). Situation and Human Existence: Freedom, Subjectivity, and Society. Unwin Hyman.
     
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  21. Nicola Mackintosh, Emma‐Jane Berridge & Della Freeth (2009). Supporting Structures for Team Situation Awareness and Decision Making: Insights From Four Delivery Suites. Journal of Evaluation in Clinical Practice 15 (1):46-54.
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  22.  49
    Frank Vlach (1983). On Situation Semantics for Perception. Synthese 54 (January):129-152.
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  23.  2
    William W. Grings, Anne M. Schell & Cheryl A. Carey (1973). Verbal Control of an Autonomic Response in a Cue Reversal Situation. Journal of Experimental Psychology 99 (2):215.
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  24.  22
    Jean-François Marcel, Frédéric Tupin & Philippe Maubant (2012). La Situation Professionnelle : Contributions des Sciences de l'Éducation À l'Élaboration d'Un Objet Scientifique. Phronesis 1 (1):1-4.
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  25.  3
    Pierre Tripier (2015). Mémoire du passé récent contre temporalités multiples. Dans la controverse Pétain-de Gaulle les temps définissent la situation. Temporalités 21.
    Au mois de mai 1940 deux chefs de guerre s’affrontent. L’un a été le colonel du premier régiment où l’autre est arrivé en sortant de Saint Cyr et lui a, par la suite, servi de mentor. Mais des conceptions de ce qu’est la France, les mythes fondateurs de la nation auxquels ils se référent, de même que leur position les sépare. L’un est maréchal, le seul général en chef survivant de la guerre précédente alors que l’autre vient d’être nommé général. (...)
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  26.  2
    Lawrence S. Meyers, Erik Driessen & Joseph Halpern (1972). Transfer Following Regular and Irregular Sequences of Events in a Guessing Situation. Journal of Experimental Psychology 92 (2):182.
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  27.  4
    Joseph B. Sidowski (1957). Reward and Punishment in a Minimal Social Situation. Journal of Experimental Psychology 54 (5):318.
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  28.  1
    E. D. Neimark & E. H. Shuford (1959). Comparison of Predictions and Estimates in a Probability Learning Situation. Journal of Experimental Psychology 57 (5):294.
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  29.  2
    Norman H. Anderson (1960). Effect of First-Order Conditional Probability in a Two-Choice Learning Situation. Journal of Experimental Psychology 59 (2):73.
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  30.  2
    Jerome L. Myers, Raymond E. Reilly & Harvey A. Taub (1961). Differential Cost, Gain, and Relative Frequency of Reward in a Sequential Choice Situation. Journal of Experimental Psychology 62 (4):357.
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  31.  2
    Philip Brickman & Scott M. Pierce (1972). Estimates of Conditional Probabilities of Confirming Versus Disconfirming Events as a Function of Inference Situation and Prior Evidence. Journal of Experimental Psychology 95 (1):235.
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  32.  19
    Shuguang Zhang (2007). Historicity and the Modern Situation of Human Existence: A Reinterpretation of the Views of Karl Marx. [REVIEW] Frontiers of Philosophy in China 2 (1):70-83.
    This article argues that the problem of modernity concerns the circumstances of existence and human destiny in modern times. To understand the nature of this problem and find the corresponding solution, we need to reinterpret the thought of Karl Marx regarding the contradictions of human existence and its historical dimensions. Following Marx’s line of thinking, this article reviews his critical sequence, creative transformation, and development of duality of thought on man and the world in Western history, focusing on the following (...)
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  33.  1
    Donald A. Goldstein & John M. Newton (1962). Transfer of Training as a Function of Task Difficulty in a Complex Control Situation. Journal of Experimental Psychology 63 (4):370.
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  34. Harvey Gallagher Cox (1968). The Situation Ethics Debate. Philadelphia, Westminster Press.
     
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  35.  2
    Norman H. Anderson & Richard E. Whalen (1960). Likelihood Judgments and Sequential Effects in a Two-Choice Probability Learning Situation. Journal of Experimental Psychology 60 (2):111.
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  36.  2
    John G. Borkowski & Gilbert R. Johns (1966). Analysis of Learning Rate and Sampling Probabilities in a Contingent Reinforcement Situation. Journal of Experimental Psychology 72 (1):158.
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  37.  2
    Zhang Shuguang (2007). Historicity and the Modern Situation of Human Existence: A Reinterpretation of the Views of Karl Marx. Frontiers of Philosophy in China 2 (1):70-83.
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  38.  1
    James M. Richards Jr (1962). The Cue Additivity Principle in a Restricted Social Interaction Situation. Journal of Experimental Psychology 63 (5):452.
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  39.  2
    R. M. Gottsdanker (1939). An Experimental Study of Fixation of Response by College Students in a Multiple-Choice Situation. Journal of Experimental Psychology 25 (5):431.
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  40.  2
    Marcia M. Hughes, Marjolijn Blom, Ronald P. Rohner & Preston A. Britner (2005). Bridging Parental Acceptance‐Rejection Theory and Attachment Theory in the Preschool Strange Situation. Ethos: Journal of the Society for Psychological Anthropology 33 (3):378-401.
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  41.  2
    Francis W. Irwin & W. A. S. Smith (1956). Further Tests of Theories of Decision in an "Expanded Judgment" Situation. Journal of Experimental Psychology 52 (6):345.
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  42.  2
    William A. Wilson Jr & A. Robert Rollin (1959). Two-Choice Behavior of Rhesus Monkeys in a Noncontingent Situation. Journal of Experimental Psychology 58 (2):174.
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  43.  1
    Robert H. Hickson (1961). Response Probability in a Two-Choice Learning Situation with Varying Probability of Reinforcement. Journal of Experimental Psychology 62 (2):138.
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  44.  1
    Juliet Popper & Richard C. Atkinson (1958). Discrimination Learning in a Verbal Conditioning Situation. Journal of Experimental Psychology 56 (1):21.
  45.  1
    William W. Lambert, Elisabeth C. Lambert & Peter D. Watson (1953). Acquisition and Extinction of an Instrumental Response Sequence in the Token-Reward Situation. Journal of Experimental Psychology 45 (5):321.
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  46.  1
    Howard E. Rogers, Richard S. Keister & Donald T. Williams (1973). Effects of Switching Contingencies in a Two-Choice Situation. Journal of Experimental Psychology 97 (2):242.
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  47.  1
    Aaron J. Brownstein (1962). Predicting Instrumental Performance From the Independent Rates of Contingent Responses in a Choice Situation. Journal of Experimental Psychology 63 (1):29.
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  48.  1
    Marvin H. Detambel (1956). Probabilities of Success and Amounts of Work in a Multichoice Situation. Journal of Experimental Psychology 51 (1):41.
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  49.  1
    Harvey A. Taub & Jerome L. Myers (1961). Differential Monetary Gains in a Two-Choice Situation. Journal of Experimental Psychology 61 (2):157.
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  50.  1
    Donald J. Lewis (1952). Partial Reinforcement in a Gambling Situation. Journal of Experimental Psychology 43 (6):447.
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