Search results for 'the Microbicides Development Programme' (try it on Scholar)

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  1. Andrew Vallely, Charles Shagi, Shelley Lees, Katherine Shapiro, Joseph Masanja, Lawi Nikolau, Johari Kazimoto, Selephina Soteli, Claire Moffat, John Changalucha, Sheena McCormack & Richard J. Hayes (2009). Microbicides Development Programme: Engaging the Community in the Standard of Care Debate in a Vaginal Microbicide Trial in Mwanza, Tanzania. BMC Medical Ethics 10 (1):17-.score: 1049.0
    BackgroundHIV prevention research in resource-limited countries is associated with a variety of ethical dilemmas. Key amongst these is the question of what constitutes an appropriate standard of health care (SoC) for participants in HIV prevention trials. This paper describes a community-focused approach to develop a locally-appropriate SoC in the context of a phase III vaginal microbicide trial in Mwanza City, northwest Tanzania.MethodsA mobile community-based sexual and reproductive health service for women working as informal food vendors or in traditional and modern (...)
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  2. Andrew Vallely, Shelley Lees, Charles Shagi, Saidi Kapiga, Sheena McCormack & Richard Hayes (2012). Ethics, Justice and Community Participation in the Microbicides Development Programme (MDP) Phase III Trial in Mwanza, Tanzania. American Journal of Bioethics 12 (11):46-48.score: 1020.0
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  3. René Victor Valqui Vidal (2009). Rural Development Within the EU LEADER+ Programme: New Tools and Technologies. [REVIEW] AI and Society 23 (4):575-602.score: 508.5
    This paper reports on the LEADER+ programme and on the work carried out supporting rural communities in EU countries under the LEADER+ programme. This is a programme that supports development in particularly vulnerable rural regions of the European countries that are members of the EU. It supports creative and innovative projects that can contribute to long-term and sustainable development in these regions. In this paper, we will focus on three specific areas: networking, facilitation of groups, (...)
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  4. Bernardo Gargallo López & Rafaela García López (1998). The Improvement of Moral Development Through an Increase in Reflection. A Training Programme. Journal of Moral Education 27 (2):225-241.score: 486.0
    Abstract In this study a training programme was implemented to increase reflectivity in 13?and 14?year?old children in the 8th grade of a primary school in Spain. We hoped to confirm that an increase in reflectivity would promote moral development in these children. We did not use classical techniques for improving moral development (values clarification, moral dilemmas, etc.) but, rather, cognitive techniques to increase reflectivity?? problem?solving, self?instruction, scanning strategies, and so on. We used Cairns and Cammock's Matching Familiar (...)
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  5. Gerd Michelsen (2013). Sustainable Development as a Challenge for Undergraduate Students: The Module “Science Bears Responsibility” in the Leuphana Bachelor's Programme. Science and Engineering Ethics 19 (4):1505-1511.score: 477.0
    The Leuphana Semester at Leuphana University Lüneburg, together with the module “Science bears responsibility” demonstrate how innovative methods of teaching and learning can be combined with the topic of sustainable development and how new forms of university teaching can be introduced. With regard to module content, it has become apparent that, due to the complexity of the field of sustainability, a single discipline alone is unable to provide analyses and solutions. If teaching in higher education is to adequately deal (...)
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  6. William S. Jennings & Lawrence Kohlberg (1983). Effects of a Just Community Programme on the Moral Development of Youthful Offenders. Journal of Moral Education 12 (1):33-50.score: 468.0
    Abstract In 1975, the first author became director of a group home for ten delinquent boys. Prior to this time, the home operated on a behaviour?modification philosophy. But during the first author's directorship, the home operated on the ?just community? philosophy stressing moral discussion and participatory democracy in making and enforcing rules and in resolving interpersonal conflicts. During this ?just community? period, residents moved up an average of one?third of a stage in their reasoning on the Kohlberg moral judgement interview. (...)
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  7. S. Oliver (1996). The Progress of Lay Involvement in the NHS Research and Development Programme. Journal of Evaluation in Clinical Practice 2 (4):273-280.score: 445.5
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  8. Anne West & Elizabeth Bailey (2013). The Development of the Academies Programme:'Privatising'School-Based Education in England 1986–2013. British Journal of Educational Studies 61 (2):137-159.score: 441.0
    ABSTRACT The secondary school system in England has undergone a radical transformation since 2010 with the rapid expansion of independent academies run by private companies (?academy trusts?) and funded directly by central government. This paper examines the development of academies and their predecessors, city technology colleges, and explores the extent and nature of continuity and change. It is argued that processes of layering and policy revision, together with austerity measures arising from economic recession, have resulted in a system-wide change (...)
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  9. Naresh Singh (2007). Reidar Dale: 'People's Development Through People's Institutions: The Social Mobilisation Programme Hambantota, Sri Lanka'. [REVIEW] AI and Society 21 (3):383-385.score: 427.5
  10. Hervé Maisonneuve, Hélèns Cordier, Alain Durocher & Yves Matillon (1997). The French Clinical Guidelines and Medical References Programme: Development of 48 Guidelines for Private Practice Over a Period of 18 Months. [REVIEW] Journal of Evaluation in Clinical Practice 3 (1):3-13.score: 405.0
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  11. J. Robert & S. Whittle (1986). The Developmental Programme - Concept or Muddle?Programmes for Development, Genes, Chromosomes and Computer Models in Developmental Biology. Edited by Alma Swan, HERBERT Macgregor and Robert Ransom.J. Embryol. Exp. Morph. Volume 83 Supplement. The Company of Biologists Ltd, Cambridge, 1984. Pp. 369. �12.00, $23.00. [REVIEW] Bioessays 5 (2):91-92.score: 405.0
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  12. A. O. Gabriel (2008). Re-Engineering Tertiary Education for Oil Exploration and Exploitation in the Niger Delta Region of Nigeria: The Shell Petroleum Development Company Intensive Training Programme 1998-2005. Sophia: An African Journal of Philosophy 10 (1).score: 405.0
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  13. A. -C. Mattiasson (1997). Book Review: Studenternas Professionella Utveckling I Det Nya Sjukskoterskeprogrammet 1993. (The Students' Professional Development in the New Academic Nursing Three-Year Programme of 1993). [REVIEW] Nursing Ethics 4 (1):87-88.score: 405.0
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  14. Hugh McLennan (1985). This is ICSU: Programme Development for the 1986 International Physiological Congress. Bioessays 2 (4):185-186.score: 405.0
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  15. K. Rogers & R. Bestbier (1997). Development of a Protocol for the Definition of the Desired State of Riverine Systems in South Africa. Pretoria (S. Africa): South African Wetlands Conservation Programme, Dept. Of Environmental Affairs and Tourism.[SFWMD] South Florida Water Management District. 2000. Basis of Review. Brooksville (FL). Sparks, RE 1995. Need for Ecosystem Management of Large Rivers and Their Floodplains. [REVIEW] BioScience 45:169-182.score: 405.0
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  16. Lynn Hickey Schultz, Dennis J. Barr & Robert L. Selman (2001). The Value of a Developmental Approach to Evaluating Character Development Programmes: An Outcome Study of Facing History and Ourselves. Journal of Moral Education 30 (1):3-27.score: 345.0
    An outcome study of the Facing History and Ourselves (FHAO) programme is used to illustrate a developmental evaluation methodology developed by the Group for the Study of Interpersonal Development (GSID). The GSID approach to programme evaluation of character development programmes embeds the evaluation into a theoretical framework consonant with the theoretical underpinnings of the programme, using measures sharing the same theoretical assumptions as the practice. The subjects in this study were students in eighth-grade social studies (...)
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  17. Antony T. Sullivan (1995). Recent Developments in Palestinian Higher Education and the CEEPAT Programme. Minerva 33 (1):37-43.score: 336.0
    Palestinian teachers at the pre-collegiate level who participate in the CEEPAT programme will, it is hoped, learn to place new emphasis on enhancement of their students' analytical skills and discourage an identification of knowledge with memorisation. For their part, Palestinian professors who have been trained to teach in the programme will presumably constitute a growing reservoir of talent which may be expected to raise the quality of Palestinian university education. Plans are now under way to give all Palestinians (...)
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  18. Margaret Kirkwood & Donald Christie (2006). The Role of Teacher Research in Continuing Professional Development. British Journal of Educational Studies 54 (4):429 - 448.score: 283.5
    This article sets out to examine the role of teacher research and enquiry in the professional development of teachers. The context derives from the initiative of the Scottish Executive to enhance the status and working conditions of teachers. We consider the extent to which continuing professional development activities arising out of the Chartered Teacher Programme encourage teachers to value research, equip them to become research-minded and support them to engage in research and enquiry in their own professional (...)
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  19. Elizabeth B. Isaacs (2013). Neuroimaging, a New Tool for Investigating the Effects of Early Diet on Cognitive and Brain Development. Frontiers in Human Neuroscience 7.score: 283.5
    Nutrition is crucial to the initial development of the central nervous system, and then to its maintenance, because both depend on dietary intake to supply the elements required to develop and fuel the system. Diet in early life is often seen in the context of “programming” where a stimulus occurring during a vulnerable period can have long-lasting or even lifetime effects on some aspect of the organism’s structure or function. Nutrition was first shown to be a programing stimulus for (...)
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  20. Bas Olthof, Anco Peeters, Kimberly Schelle & Pim Haselager (2013). If You're Smart, We'll Make You Smarter. Applying the Reasoning Behind the Development of Honours Programmes to Other Forms of Cognitive Enhancement. In Federica Lucivero & Anton Vedder (eds.), Beyond Therapy v. Enhancement? Multidisciplinary analyses of a heated debate. Pisa University Press. 117-142.score: 282.0
    Students using Ritalin in preparation for their exams is a hotly debated issue, while meditating or drinking coffee before those same exams is deemed uncontroversial. However, taking Ritalin, meditating and drinking coffee or even education in general, can all be considered forms of cognitive enhancement. Although social acceptance might change in the future, it is interesting to examine the current reasons that are used to distinguish cases deemed problematic or unproblematic. Why are some forms of cognitive enhancement considered problematic, while (...)
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  21. Nicholas Maxwell (2006). The Enlightenment Programme and Karl Popper. In I. I. Jarvie, K. Milford & D. Miller (eds.), Karl Popper: A Centenary Assessment. Volume 1: Life and Times, Values in a World of Facts. Ashgate.score: 279.0
    Popper first developed his theory of scientific method – falsificationism – in his The Logic of Scientific Discovery, then generalized it to form critical rationalism, which he subsequently applied to social and political problems in The Open Society and Its Enemies. All this can be regarded as constituting a major development of the 18th century Enlightenment programme of learning from scientific progress how to achieve social progress towards a better world. Falsificationism is, however, defective. It misrepresents the real, (...)
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  22. Michal Tempczyk (1991). Random Dynamics and the Research Programme of Classical Mechanics. International Studies in the Philosophy of Science 5 (3):227 – 239.score: 270.0
    Abstract The modern mathematical theory of dynamical systems proposes a new model of mechanical motion. In this model the deterministic unstable systems can behave in a statistical manner. Both kinds of motion are inseparably connected, they depend on the point of view and researcher's approach to the system. This mathematical fact solves in a new way the old problem of statistical laws in the world which is essentially deterministic. The classical opposition: deterministic?statistical, disappears in random dynamics. The main thesis of (...)
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  23. Stephen Kemp (2003). Toward a Monistic Theory of Science: The `Strong Programme' Reconsidered. Philosophy of the Social Sciences 33 (3):311-338.score: 270.0
    This article considers the `Strong Programme' account of scientific knowledge from a fresh perspective. It argues that insufficient attention has been paid to the Strong Programme's monistic intent, that is, its aim to unify considerations of instrumental adequacy and social interests in explanations of the development of scientific knowledge. Although sharing the judgment of many critics that the Strong Programme approach is flawed, the article diverges from standard criticisms by suggesting that the best alternative is not (...)
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  24. Siby K. George (2008). Birth of the Subject: The Ethics of Monitoring Development Programmes. Journal of Global Ethics 4 (1):19 – 36.score: 267.0
    NGO-based and rigorously monitored development programmes are bringing about important and positive socio-economic changes in the developing world. However, there are numerous instances of the employment of aggressive and grueling monitoring techniques which objectify the subject of development, the primary stakeholder, claiming development results as the successful achievement of goals of the donor or implementing organization. It is in this context that one can speak of an ethic of monitoring development programmes. The paper argues that such (...)
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  25. Rosine Chandebois (1980). Cell Sociology and the Problem of Automation in the Development of Pluricellular Animals. Acta Biotheoretica 29 (1).score: 265.5
    The principles of automation (automatism and programming) in the unfolding of spatio-temporal patterns during animal development are deduced from experimental data reconsidered from the point of view of cell sociology. The developmental programme in the egg is not part of the genetic information but a part of the cytoplasmic information. Throughout development cells store extra-cellular information released by their neighbours in the form of cytoplasmic information. Successive determinations cannot be considered as successive reprogrammings of cells: each one (...)
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  26. Gail Weldon (2010). Post-Conflict Teacher Development: Facing the Past in South Africa. Journal of Moral Education 39 (3):353-364.score: 265.5
    One of the priorities of societies emerging from identity?based conflict is to signal a new society, with new values that stand in stark contrast with the old. Education policy becomes a critical arena for highlighting these political values when schools, particularly teachers, are identified as key agents of social change. However, the legacy of the conflict, especially with regard to teacher identities shaped during conflict, is seldom taken into account. This paper argues that unless appropriate programmes of teacher professional (...) are put in place to open the space for teachers to engage with painful personal legacies of the past, the aim of transforming society through the education system has little chance of succeeding. Using South Africa as the case study, this article analyses the post?Apartheid history curriculum and discusses a teacher development programme, Facing the Past, which, it is argued, provides the necessary conditions for teachers to engage with the past in a way that enables them to integrate issues of moral and ethical decision?making into their teaching. (shrink)
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  27. Walter Humes & Tom Bryce (2001). Scholarship, Research and the Evidential Basis of Policy Development in Education. British Journal of Educational Studies 49 (3):329 - 352.score: 265.5
    The starting point for this paper is the ongoing debate about the relation between research and policy in education. Recent developments in England and Scotland are reviewed in the context of political and academic arguments about the nature and function of research activity. The defensiveness of the research community in the face of professional and political attacks is examined critically. A case study of the Higher Still programme is used to illustrate the complexity of the relationships between evidence, ideology, (...)
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  28. Kristja´N. Kristja´Nsson (2003). The Development of Justice Conceptions and the Unavoidability of the Normative. Journal of Moral Education 32 (2):183-194.score: 265.5
    This article spells out the way in which normative concerns unavoidably enter into the design and interpretation of empirical research on children's development of justice conceptions, with special emphasis on Damon's well-known stage theory of such development. Normative considerations provide assumptions not only about what counts as a conception of justice in the first place but also what counts as a better or a worse conception. Damon, for one, relies on the questionable normative premise that all distributive choices (...)
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  29. Stefan Neubert & Kersten Reich (2006). The Challenge of Pragmatism for Constructivism: Some Perspectives in the Programme of Cologne Constructivism. Journal of Speculative Philosophy 20 (3):165-191.score: 261.0
    : In this paper we wish to give a short introduction to the programme of interactive constructivism, an approach founded by Kersten Reich and under further development at the University of Cologne. This introduction will be combined with a discussion about the importance of pragmatism as a source of a socially oriented constructivism. For the Cologne programme, especially the philosophy of John Dewey has been very helpful in this respect. We will try to show this relation in (...)
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  30. E. Glas (2001). The 'Popperian Programme' and Mathematics - Part II: From Quasi-Empiricism to Mathematical Research Programmes. Studies in History and Philosophy of Science Part A 32 (2):355-376.score: 261.0
    In the first part of this article I investigated the Popperian roots of Lakatos's Proofs and Refutations, which was an attempt to apply, and thereby to test, Popper's theory of knowledge in a field-mathematics-to which it had not primarily been intended to apply. While Popper's theory of knowledge stood up gloriously to this test, the new application gave rise to new insights into the heuristic of mathematical development, which necessitated further clarification and improvement of some Popperian methodological maxims. In (...)
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  31. Barbara Morgan, Franklyn Morgan, Victoria Foster & Jered Kolbert (2000). Promoting the Moral and Conceptual Development of Law Enforcement Trainees: A Deliberate Psychological Educational Approach. Journal of Moral Education 29 (2):203-218.score: 261.0
    The history of ethical problems and corruption in American law enforcement is well documented. Current law enforcement training lacks a significant focus on ethics training and is in need of modifications which would include a greater emphasis on ethics education. This study drew on cognitive development theory, applied specifically to the domains of moral and conceptual development, to create and implement an educational programme for police officer trainees and college students studying criminal justice. The Deliberate Psychological Education (...)
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  32. Nicole Mamotte, Douglas Wassenaar, Jennifer Koen & Zaynab Essack (2010). Convergent Ethical Issues in HIV/AIDS, Tuberculosis and Malaria Vaccine Trials in Africa: Report From the WHO/UNAIDS African AIDS Vaccine Programme's Ethics, Law and Human Rights Collaborating Centre Consultation, 10-11 February 2009, Durban, South Africa. [REVIEW] BMC Medical Ethics 11 (1):3-.score: 261.0
    BackgroundAfrica continues to bear a disproportionate share of the global HIV/AIDS, tuberculosis (TB) and malaria burden. The development and distribution of safe, effective and affordable vaccines is critical to reduce these epidemics. However, conducting HIV/AIDS, TB, and/or malaria vaccine trials simultaneously in developing countries, or in populations affected by all three diseases, is likely to result in numerous ethical challenges.MethodsIn order to explore convergent ethical issues in HIV/AIDS, TB and malaria vaccine trials in Africa, the Ethics, Law and Human (...)
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  33. Robert E. Powell, Don C. Locke & Norman A. Sprinthall (1991). Female Offenders and Their Guards: A Programme to Promote Moral and Ego Development of Both Groups. Journal of Moral Education 20 (2):191-203.score: 261.0
    Abstract The study was designed as a test of an especially constructed series of dilemma discussion methods for an experimental group of female offenders and their guards. The programme conducted on prison grounds, consisted of a five?month programme for the offenders and a separate ten?month programme for the staff. The results indicated that the experimental group of inmates improved on both the Defining Issues Test (DIT), an estimate of moral judgement and the Loevinger Sentence Completion Test (SCT), (...)
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  34. Brian J. Richards (2008). Formative Assessment in Teacher Education: The Development of a Diagnostic Language Test for Trainee Teachers of German. British Journal of Educational Studies 56 (2):184 - 204.score: 261.0
    This article describes the development and validation of a diagnostic test of German and its integration in a programme of formative assessment during a one-year initial teacher-training course. The test focuses on linguistic aspects that cause difficulty for trainee teachers of German as a foreign language and assesses implicit and explicit grammatical knowledge as well as students' confidence in this knowledge. Administration of the test to 57 German speakers in four groups (first-year undergraduates, fourth-year undergraduates, postgraduate trainees, and (...)
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  35. I. Etxebarria, P. Apodaka, A. Eceiza, M. J. Ortiz, M. J. Fuentes & F. Lopez (1994). Design and Evaluation of a Programme to Promote Prosocial‐Altruistic Behaviour in the School. Journal of Moral Education 23 (4):409-425.score: 261.0
    Abstract This article describes a programme of educational intervention aimed at the development of prosocial?altruistic behaviour, and presents a study which evaluated its efficacy. The sample comprised 110 subjects, aged between 10 and 12 years, from four class?groups. The intervention, which consisted of a series of activities intended to encourage empathy, perspective?taking, having the concept of a person, and co?operation, was carried out by the teacher?tutor of each group in 15 weekly sessions. The pre?test/post?test comparisons showed a significant (...)
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  36. Dorothy Rulon (1992). The Just Community: A Method for Staff Development. Journal of Moral Education 21 (3):217-224.score: 261.0
    Abstract This paper describes a study which examined the relationship between Just Community participation and teachers? moral judgement. At the pre?test stage, the teachers attributed resolution for their dilemmas to an assistant principal or administrator. Analysis of the teachers? moral development after participation in the Just Community shows that the treatment group changed but that the comparison group did not. The study suggests that a teacher may make judgements of responsibility for moral action when s/he has experienced moral growth (...)
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  37. B. Carrington & G. Short (1993). Probing Childrens Prejudice - A Consideration Of The Ethical And Methodological Issues Raised By Research And Curriculum-Development. Educational Studies 19 (2):163-179.score: 261.0
    Since the mid-1980s many schools in predominantly white areas have taken active steps to counter racism and ethnocentrism and raise awareness of Britain's ethnic diversity through curriculum development. This paper is primarily concerned with the ethical issues raised by research into such initiatives at primary school level. We begin by alluding very briefly to the shortcomings of extant research into children's prejudice, noting that some studies can be criticised for the unwitting reinforcement of stereotypes. We move on to examine (...)
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  38. Donald Fisher, Janet Atkinson-Grosjean & Dawn House (2001). Changes in Academy/Industry/State Relations in Canada: The Creation and Development of the Networks of Centres of Excellence. [REVIEW] Minerva 39 (3):299-325.score: 261.0
    The Networks of Centres of Excellence programme is perhaps Canada's most dramatic science policy innovation since theFirst World War. This article traces its development, using documentary analysis and interviews with the policy actors responsible for conceiving and implementing the programme.Established in 1989, the networks were explicitly designed to change the norms of science. The intention was to instil an approach to long-term fundamental research that considered possibilities of use from the start. Of equal importance was the idea (...)
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  39. Suzette Heald (2006). Abstain or Die: The Development of Hiv/Aids Policy in Botswana. Journal of Biosocial Science 38 (1):29-41.score: 261.0
    This paper traces the development of policies dealing with HIV/AIDS in Botswana from their beginning in the late 1980s to the current programme to provide population-wide anti-retroviral therapy (ARV). Using a variety of source material, including long-term ethnographic research, it seeks to account for the failure of Western-inspired approaches in dealing with the pandemic. It does this by looking at the cultural and institutional features that have created resistance to the message and inhibited effective implementation. The negative response (...)
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  40. Andrew Pollard (2010). Directing the Teaching and Learning Research Programme: Or 'Trying to Fly a Glider Made of Jelly'. British Journal of Educational Studies 58 (1):27 - 46.score: 261.0
    TLRP's generic phase (1999-2009) is believed to have been the largest ever UK investment in educational research. This paper describes the critique from which TLRP emerged, its strategic positioning and the roles of successive directors and their teams in its development. The paper offers an early stock take of TLRP's achievements from the perspective of the last Programme Director. The efficacy of the form of the Programme, once likened to 'a glider made of jelly', is discussed.
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  41. John H. Taylor & Lawrence J. Walker (1997). Moral Climate and the Development of Moral Reasoning: The Effects of Dyadic Discussions Between Young Offenders. Journal of Moral Education 26 (1):21-43.score: 261.0
    Abstract Cognitive?developmental theory claims that moral reasoning can be developed through discussion with others, especially those at a higher stage. This study examined two social/contextual factors that may mediate such cognitive processes in moral development: socio?metric status and moral climate. Socio?metric status was studied because participants were 101 institutionalised young offenders with established differences in peer status. Moral climate was studied because participants came from residential units that varied markedly in programme activities. Participants were assessed for moral reasoning, (...)
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  42. Elisabeth Arweck, Eleanor Nesbitt & Robert Jackson (2005). Common Values for the Common School? Using Two Values Education Programmes to Promote 'Spiritual and Moral Development'. Journal of Moral Education 34 (3):325-342.score: 259.5
    This article reports on two values education programmes currently available for UK schools, which are associated with two Hindu?related organisations, the Brahma Kumaris World Spiritual University and the Sathya Sai Service Organisation, UK. Attention is paid to the development of the programmes, the educational context in which they seek to embed themselves and the reasons for their implementation in some schools in England. We describe how values are included in curriculum subjects and how the content of the two values (...)
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  43. Kurt Bayertz (1991). Forschungsprogramm Und WissenschaftsentwicklungResearch Programme and Development of Science. Journal for General Philosophy of Science 22 (2):229-243.score: 220.5
    Summary For Imre Lakatos hismethodology of scientific research programmes was not only a philosophical theory of science and scientific change but also the conceptual foundation of empirical and historical studies of science. At least terminologically this view is today widely accepted: The concept of aresearch programme is used in all sorts of literature on science. In the present paper I argue that this concept can lead to serious distortions of empirical and historical studies of science if it is not (...)
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  44. Neil Thomason (1992). Could Lakatos, Even with Zahar's Criterion for Novel Fact, Evaluate the Copernican Research Programme? British Journal for the Philosophy of Science 43 (2):161-200.score: 207.5
    Why did Copernicus's research programme supersede Ptolemy's?’, Lakatos and Zahar argued that, on Zahar's criterion for ‘novel fact’, Copernican theory was objectively scientifically superior to Ptolemaic theory. They are mistaken, Lakatos and Zahar applied Zahar's criterion to ‘a historical thought-experiment’—fictional rather than real history. Further, in their fictional history, they compared Copernicus to Eudoxus rather than Ptolemy, ignored Tycho Brahe, and did not consider facts that would be novel for geostatic theories. When Zahar's criterion is applied to real history, (...)
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  45. Emanuel Agius & Salvino Busuttil (eds.) (1994). What Future for Future Generations?: A Programme of Unesco and the International Environment Institute. Foundation for International Studies, University of Malta.score: 198.0
     
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  46. Boudewijn de Bruin (2009). Overmathematisation in Game Theory: Pitting the Nash Equilibrium Refinement Programme Against the Epistemic Programme. Studies in History and Philosophy of Science Part A 40 (3):290-300.score: 197.0
    The paper argues that the Nash Equilibrium Refinement Programme in game theory was less successful than its competitor, the Epistemic Programme (Interactive Epistemology). The prime criterion of success is the extent to which the programmes were able to reach the key objective guiding non-cooperative game theory for much of the 20th century, namely, to develop a complete characterisation of the strategic rationality of economic agents in the form of the ultimate game theoretic solution concept for any normal form (...)
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  47. Rüdiger Hahn (2009). The Ethical Rational of Business for the Poor – Integrating the Concepts Bottom of the Pyramid, Sustainable Development, and Corporate Citizenship. Journal of Business Ethics 84 (3):313 - 324.score: 192.0
    The first United Nations Millennium Development Goal calls for a distinct reduction of worldwide poverty. It is now widely accepted that the private sector is a crucial partner in achieving this ambitious target. Building on this insight, the ‹Bottom of the Pyramid’ concept provides a framework that highlights the untapped opportunities with the ‹poorest of the poor’, while at the same time acknowledging the abilities and resources of private enterprises for poverty alleviation. This article connects the idea of business (...)
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  48. Felix Martin (2011). Human Development and the Pursuit of the Common Good: Social Psychology or Aristotelian Virtue Ethics? [REVIEW] Journal of Business Ethics 100 (S1):89-98.score: 192.0
    The encyclical proclaims the centrality of human development, which includes acting with gratuitousness and solidarity in pursuing the common good. This paper considers first whether such relationships of gratuitousness and solidarity can be analysed through the prism of traditional theories of social psychology, which are highly influential in current management research, and concludes that certain aspects of those theories may offer useful tools for analysis at the practical level. This is contrasted with the analysis of such relationships through Aristotelian (...)
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  49. Edward Manier (1980). Levels of Reflexivity: Unnoted Differences Within the "Strong Programme" in the Sociology of Knowledge. PSA: Proceedings of the Biennial Meeting of the Philosophy of Science Association 1980:197 - 207.score: 190.0
    A basic question confronting programs in the sociology of science is: "Can the thesis that cognitive claims are socially determined be interpreted in a way that preserves the credibility of the sociology of science, when that thesis is reflexively applied to the sociology of science?" That question is approached here by means of a critical comparison of two versions of the "strong programme" in the sociology of knowledge. The key difference is the effort in one of the two (...)
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  50. Jean-Roch Beausoleil (1989). The Metamathematics-Popperian Epistemology Connection and its Relation to the Logic of Turing's Programme. British Journal for the Philosophy of Science 40 (3):307-322.score: 190.0
    Turing's programme, the idea that intelligence can be modelled computationally, is set in the context of a parallel between certain elements from metamathematics and Popper's schema for the evolution of knowledge. The parallel is developed at both the formal level, where it hinges on the recursive structuring of Popper's schema, and at the contentual level, where a few key issues common to both epistemology and metamathematics are briefly discussed. In light of this connection Popper's principle of transference, akin to (...)
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