Search results for 'Ziva Sharp' (try it on Scholar)

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  1. Ziva Sharp & Nurit Zaidman (2010). Strategization of Csr. Journal of Business Ethics 93 (1):51 - 71.score: 240.0
    We examine the process of strategization of Corporate Social Responsibility (CSR) within 12 Israeli firms using a longitudinal qualitative approach. We analyzed the process of CSR strategization under Jarzabkowski’s framework. Our findings identify the differentiating characteristics of CSR strategization processes, including the requirement for informative communications rather than persuasive negotiations, and the absence of resistance within the organizational community. These unique aspects of CSR strategization may be attributed to the moral and value-centric nature of CSR activity.
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  2. Ann Margaret Sharp (1988). Sharp, From P. 6. Inquiry 1 (3):9-10.score: 180.0
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  3. Karl W. Schweizer & Paul Sharp (eds.) (2007). The International Thought of Herbert Butterfield. Palgrave.score: 60.0
    Sir Herbert Butterfield was one of the leading British historians of the twentieth century. A diplomatic historian by training, he branched out into a variety of fields including historiography, the history of science and international theory. The International Thought of Sir Herbert Butterfield brings together material from Butterfield's previously unpublished papers and a critical commentary from two leading Butterfield scholars: Sharp and Schweizer. They recover Butterfield's contribution to international thought, particularly his role as a founding member of the British (...)
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  4. Alexander Rueger & W. David Sharp (1996). Simple Theories of a Messy World: Truth and Explanatory Power in Nonlinear Dynamics. British Journal for the Philosophy of Science 47 (1):93-112.score: 30.0
    Philosophers like Duhem and Cartwright have argued that there is a tension between laws' abilities to explain and to represent. Abstract laws exemplify the first quality, phenomenological laws the second. This view has both metaphysical and methodological aspects: the world is too complex to be represented by simple theories; supplementing simple theories to make them represent reality blocks their confirmation. We argue that both aspects are incompatible with recent developments in nonlinear dynamics. Confirmation procedures and modelling strategies in nonlinear dynamics (...)
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  5. Gian-Carlo Rota, David H. Sharp & Robert Sokolowski (1988). Syntax, Semantics, and the Problem of the Identity of Mathematical Objects. Philosophy of Science 55 (3):376-386.score: 30.0
    A plurality of axiomatic systems can be interpreted as referring to one and the same mathematical object. In this paper we examine the relationship between axiomatic systems and their models, the relationships among the various axiomatic systems that refer to the same model, and the role of an intelligent user of an axiomatic system. We ask whether these relationships and this role can themselves be formalized.
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  6. Ann Margaret Sharp, Ronald F. Reed & Matthew Lipman (eds.) (1992). Studies in Philosophy for Children: Harry Stottlemeier's Discovery. Temple University Press.score: 30.0
    In this first part, Matthew Lipman offers the reader a glimpse at the thought processes that resulted in Philosophy for Children and, in so doing, ...
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  7. Margaret Archer, Rachel Sharp, Rob Stones & Tony Woodiwiss (2007). Critical Realism and Research Methodology. Journal of Critical Realism 2 (1).score: 30.0
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  8. David H. Sharp (1961). The Einstein-Podolsky-Rosen Paradox Re-Examined. Philosophy of Science 28 (3):225-233.score: 30.0
    This paper discusses the Einstein-Podolsky-Rosen paradox from a new point of view. In section II, the arguments by which Einstein, Podolsky and Rosen reach their paradoxical conclusions are presented. They are found to rest on two critical assumptions: (a) that before a measurement is made on a system consisting of two non-interacting but correlated sub-systems, the state of the entire system is exactly represented by: ψ a (r̄ 1 ,r̄ 2 )=∑ η a η τ η (r̄ 1 ,r̄ 2 (...)
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  9. Frank Chapman Sharp (1923). Some Problems in the Psychology of Egoism and Altruism. Journal of Philosophy 20 (4):85-104.score: 30.0
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  10. Jeffrey R. Cohen, Laurie W. Pant & David J. Sharp (2001). An Examination of Differences in Ethical Decision-Making Between Canadian Business Students and Accounting Professionals. Journal of Business Ethics 30 (4):319 - 336.score: 30.0
    This study investigates the differences in individuals'' ethical decision making between Canadian university business students and accounting professionals. We examine the differences in three measures known to be important in the ethical decision-making process: ethical awareness, ethical orientation, and intention to perform questionable acts. We tested for differences in these three measures in eight different questionable actions among three groups: students starting business studies, those in their final year of university, and professional accountants.The measures of awareness capture the extent to (...)
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  11. Hasana Sharp (2011). Spinoza and the Politics of Renaturalization. The University of Chicago Press.score: 30.0
    Reconfiguring the human -- Lines, planes, and bodies: redefining human action -- Action as affect -- The transindividuality of affect -- The tongue -- Renaturalizing ideology: Spinoza's ecosystem of ideas -- The matrix -- Ideology critique today? -- The fly in the coach -- "I am in ideology," or the attribute of thought -- What is to be done? -- Man's utility to man: reason and its place in nature -- The politics of human nature -- Reason and the human (...)
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  12. Jeffrey R. Cohen, Laurie W. Pant & David J. Sharp (1992). Cultural and Socioeconomic Constraints on International Codes of Ethics: Lessons From Accounting. [REVIEW] Journal of Business Ethics 11 (9):687 - 700.score: 30.0
    This paper provides a framework for the examination of cultural and socioeconomic factors that could impede the acceptance and implementation of a profession's international code of conduct. We apply it to the Guidelines on Ethics for Professional Accountants issued by the International Federation of Accountants (1990). To examine the cultural effects, we use Hofstede's (1980a) four work-related values: power distance, uncertainty avoidance, individualism, and masculinity. The socioeconomic factors are the level of development of the profession and the availability of economic (...)
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  13. Ann Margaret Sharp (1984). Philosophical Teaching as Moral Education. Journal of Moral Education 13 (1):3-8.score: 30.0
    Abstract Moral education at its most effective is philosophical education conducted at the elementary school level within the context of classroom communities of inquiry. Such an education assumes that children are thinking persons and given the right environment and the right teacher, they can learn to do philosophy with integrity and can discuss ethical issues in a thoughtful, objective and reasonable manner. Participation in such a community of inquiry over many years can afford children opportunities to inculcate procedures of inquiry (...)
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  14. Hasana Sharp (2007). The Force of Ideas in Spinoza. Political Theory 35 (6):732 - 755.score: 30.0
    This paper offers an interpretation of Spinoza's theory of ideas as a theory of power. The consideration of ideas in terms of force and vitality figures ideology critique as a struggle within the power of thought to give life support to some ideas, while starving others. Because ideas, considered absolutely on Spinoza's terms, are indifferent to human flourishing, they survive, thrive, or atrophy on the basis of their relationship to ambient ideas. Thus, the effort to think and live well requires (...)
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  15. Ann Margaret Sharp (1987). What is a 'Community of Inquiry'? Journal of Moral Education 16 (1):37-45.score: 30.0
    Abstract When we speak about the aim of doing philosophy on the elementary school level with children as transforming classrooms into ?communities of inquiry?, we make certain assumptions about nature and personhood and the relationship between the two. We also make certain assumptions about dialogue, truth and knowledge. Further, we make assumptions regarding the ability of children to form such communities that will engender care for one another as persons with rights, a tolerance for each other's views, feelings, imaginings, creations (...)
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  16. F. C. Sharp & M. C. Otto (1910). Retribution and Deterrence in the Moral Judgments of Common Sense. International Journal of Ethics 20 (4):438-453.score: 30.0
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  17. Mervyn Hartwig & Rachel Sharp (2007). The Realist Third Way: Review of Critical Realism: Essential Readings Edited by Margaret Archer, Roy Bhaskar, Andrew Collier, Tony Lawson and Alan Norrie. [REVIEW] Journal of Critical Realism 2 (1).score: 30.0
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  18. Robert Sharp (2012). The Dangers of Euthanasia and Dementia: How Kantian Thinking Might Be Used to Support Non-Voluntary Euthanasia in Cases of Extreme Dementia. Bioethics 26 (5):231-235.score: 30.0
    Some writers have argued that a Kantian approach to ethics can be used to justify suicide in cases of extreme dementia, where a patient lacks the rationality required of Kantian moral agents. I worry that this line of thinking may lead to the more extreme claim that euthanasia is a proper Kantian response to severe dementia (and similar afflictions). Such morally treacherous thinking seems to be directly implied by the arguments that lead Dennis Cooley and similar writers to claim that (...)
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  19. J. Glimm & D. H. Sharp (1986). AnS Matrix Theory for Classical Nonlinear Physics. Foundations of Physics 16 (2):125-141.score: 30.0
    The basic concepts appropriate for anS matrix theory for classical nonlinear physics are formulated here. These concepts are illustrated by a discussion of shock wave diffraction patterns. Other information concerning solutions of non-linear conservation laws is surveyed, so that a coherent picture of this theory can be seen. Within thisS matrix framework, a number of open problems as well as a few solved ones will be discussed.
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  20. Mark C. Baetz & David J. Sharp (2004). Integrating Ethics Content Into the Core Business Curriculum: Do Core Teaching Materials Do the Job? [REVIEW] Journal of Business Ethics 51 (1):53-62.score: 30.0
    Some business schools have integrated business ethics issues into their core functional courses rather than simply offering a separate ethics course. To accommodate such a strategy, functional faculty members usually teach ethical issues, a task for which they are rarely trained. However, learning materials are available: some core course textbooks provide additional coverage of ethics, and case studies (and accompanying teaching notes for instructors) are also available which cover ethical issues.This paper reports on an analysis of these materials. We find (...)
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  21. Frank Chapman Sharp (1933). Book Review:Ethics. John Dewey, James H. Tufts. [REVIEW] Ethics 44 (1):155-.score: 30.0
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  22. D. E. Sharp (1934). The De Ortu Scientiarum of Robert Kilwardby (D. 1279). New Scholasticism 8 (1):1-30.score: 30.0
  23. Richard R. Sharp & J. Carl Barrett (1999). The Environmental Genome Project and Bioethics. Kennedy Institute of Ethics Journal 9 (2):175-188.score: 30.0
  24. George P. Adams, C. J. Ducasse, Walter Goodnow Everett, DeWitt Parker, F. C. Sharp & J. H. Turfs (1932). A Symposium: The Aim and Content of Graduate Training in Ethics. International Journal of Ethics 43 (1):53-64.score: 30.0
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  25. Jeffrey Cohen, Laurie Pant & David Sharp (1993). A Validation and Extension of a Multidimensional Ethics Scale. Journal of Business Ethics 12 (1):13 - 26.score: 30.0
    Reidenbach and Robin (1988, 1990) proposed and refined a multidimensional ethics scale. This study replicates and extends their work by examining the generalizability of the scale beyond marketing to accounting, and to subjects from across the United States and other countries. Results indicate that, in general, the scale holds for this different sample and context. However, an additional utilitarian construct emerged in the current study as important for accounting academics in their ethical decision-making. We also found that when we refined (...)
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  26. Richard R. Sharp & Morris W. Foster (2007). Grappling with Groups: Protecting Collective Interests in Biomedical Research. Journal of Medicine and Philosophy 32 (4):321 – 337.score: 30.0
    Strategies for protecting historically disadvantaged groups have been extensively debated in the context of genetic variation research, making this a useful starting point in examining the protection of social groups from harm resulting from biomedical research. We analyze research practices developed in response to concerns about the involvement of indigenous communities in studies of genetic variation and consider their potential application in other contexts. We highlight several conceptual ambiguities and practical challenges associated with the protection of group interests and argue (...)
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  27. W. David Sharp & Niall Shanks (1993). The Rise and Fall of Time-Symmetrized Quantum Mechanics. Philosophy of Science 60 (3):488-499.score: 30.0
    In the context of a discussion of time symmetry in the quantum mechanical measurement process, Aharonov et al. (1964) derived an expression concerning probabilities for the outcomes of measurements conducted on systems which have been pre- and postselected on the basis of both preceding and succeeding measurements. Recent literature has claimed that a resulting "time-symmetrized" interpretation of quantum mechanics has significant implications for some basic issues, such as contextuality and determinateness, in elementary, nonrelativistic quantum mechanics. Bub and Brown (1986) have (...)
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  28. Hasana Sharp (2012). Eve's Perfection: Spinoza on Sexual (In)Equality. Journal of the History of Philosophy 50 (4):559-580.score: 30.0
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  29. Hasana Sharp (2005). Feeling Justice. International Studies in Philosophy 37 (2):113-130.score: 30.0
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  30. F. C. Sharp (1934). The Ethics of Breach of Contract. International Journal of Ethics 45 (1):27-53.score: 30.0
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  31. Robert Sharp (2012). The Obstacles Against Reaching the Highest Level of Aristotelian Friendship Online. Ethics and Information Technology 14 (3):231-239.score: 30.0
    The ubiquity of online social networks has led to the phenomena of having friends that are known only through online interaction. In many cases, no physical interaction has taken place, but still people consider each other friends. This paper analyzes whether these friendships would satisfy the conditions of Aristotle’s highest level of friendship–what he calls perfect friendship. Since perfect friendship manifests through a shared love of virtue, physical proximity would seem to be unnecessary at first glance. However, I argue that (...)
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  32. W. D. Sharp & N. Shanks (1985). Fine's Prism Models for Quantum Correlation Statistics. Philosophy of Science 52 (4):538-564.score: 30.0
    Arthur Fine's use of prism models to provide local and deterministic accounts of quantum correlation experiments is presented and analyzed in some detail. Fine's claim that "there is... no question of the consistency of prism models... with the quantum theory" (forthcoming, p. 16) is disputed. Our criticisms are threefold: (1) consideration of the possibility of additional analyzer positions shows that prism models entail unacceptably high rejection rates in the relevant experiments; (2) similar considerations show that the models are at best (...)
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  33. Hasana Sharp (2012). Response to Readers of Spinoza and the Politics of Renaturalization. Phaenex 7 (2):255-268.score: 30.0
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  34. D. E. Sharp (1934). The 1277 Condemnation of Kilwardby. New Scholasticism 8 (4):306-318.score: 30.0
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  35. Frank Chapman Sharp (1941). Voluntarism and Objectivity in Ethics. Philosophical Review 50 (3):253-267.score: 30.0
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  36. David Landy & Richard Sharp (2010). Examining the Potential for Exploitation by Local Intermediaries. American Journal of Bioethics 10 (3):12-13.score: 30.0
  37. F. C. Sharp & M. C. Otto (1910). A Study of the Popular Attitude Towards Retributive Punishment. International Journal of Ethics 20 (3):341-357.score: 30.0
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  38. F. C. Sharp & Philip G. Fox (1936). Caveat Emptor. International Journal of Ethics 46 (2):212-222.score: 30.0
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  39. Hasana Sharp (2003). Collective Imaginings. International Studies in Philosophy 35 (2):143-144.score: 30.0
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  40. M. W. Foster, C. D. M. Royal & R. R. Sharp (2006). The Routinisation of Genomics and Genetics: Implications for Ethical Practices. Journal of Medical Ethics 32 (11):635-638.score: 30.0
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  41. Alexander Rueger & W. David Sharp (1998). Metaphysical Presuppositions of Scientific Practice: 'Atomism' Vs. 'Wholism'. Canadian Journal of Philosophy 28 (1):1 - 20.score: 30.0
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  42. Ann Margaret Sharp (2004). And the Children Shall Lead Them. International Journal of Applied Philosophy 18 (2):177-187.score: 30.0
    Philosophy for Children engages students in philosophical deliberation characterized by dialogue, inquiry, reasoning and self-reflection. Philosophy for Children assumes a pluralistic conception of philosophy which, when practiced in a community of inquiry with children, is a necessary tool for the liberation from oppression. It is on this basis that an analogous relationship with feminist philosophy is established. Students of Philosophy for Children commit themselves, either consciously or unconsciously, to such principles as egalitarianism, respect for persons, fallibilism, pluralism, open-mindedness, tolerance, and (...)
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  43. Ann Margaret Sharp (1988). Critical Thinking and Communities of Inquiry. Inquiry 1 (3):6-6.score: 30.0
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  44. Gene Sharp (1964). Ethics and Responsibility in Politics. Inquiry 7 (1-4):304 – 317.score: 30.0
    After summarizing Weber's description of the 'ethic of ultimate ends' and the 'ethic of responsibility', the assumptions underlying his classification are examined, especially the relationship of violent and non-violent means to politics and to political responsibility. It is argued that the two assumptions underlying the classification have been demonstrated by events since his 1918 lecture to be invalid. Therefore the classification itself no longer has validity. Its rejection has political implications and requires fresh attention to the problems of political ethics. (...)
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  45. Ann Margaret Sharp (2008). Philosophizing About Our Emotions in the Classroom. Proceedings of the Xxii World Congress of Philosophy 27:89-99.score: 30.0
    The classroom community of inquiry aims at helping children make better judgments. If we can show that emotions are judgments or appraisals, it follows that they are educable. Such education of the emotions optimally should take place within the environment of communal inquiry with its focus on respect for persons, dialogue, concept formation, critical, creative and caring thinking. Children need help learning to identify their emotions, detecting assumptions upon which they lie and justifying these emotions to themselves and to others. (...)
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  46. Hasana Sharp (2011). Michael Mack, Spinoza and the Specters of Modernity: The Hidden Enlightenment of Diversity From Spinoza to Freud. [REVIEW] Symposium: The Canadian Journal of Continental Philosophy 15 (2):231-233.score: 30.0
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  47. Frank Chapman Sharp (1896). The Limitations of the Introspective Method in Ethics. Philosophical Review 5 (3):278-291.score: 30.0
  48. Frank Chapman Sharp (1920). The Problem of a Fair Wage. International Journal of Ethics 30 (4):372-393.score: 30.0
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  49. Hasana Sharp (2013). Violenta Imperia Nemo Continuit Diu. Graduate Faculty Philosophy Journal 34 (1):133-148.score: 30.0
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  50. D. E. Sharp (1928). Duns Scotus. By C. R. S. Harris D.Phil., Ph.D,. (Oxford: Clarendon Press. 1927. 2 Vols. Vol. I, Pp. 380; Vol. II, Pp. 400. Price 42s. Net.). [REVIEW] Philosophy 3 (09):102-.score: 30.0
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