Results for 'A. Graham'

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  1.  26
    Ethical Issues in eBusiness: A Proposal for Creating the eBusiness Principles.A. Graham Peace, James Weber, Kathleen S. Hartzel & Jennifer Nightingale - 2002 - Business and Society Review 107 (1):41-60.
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  2.  6
    On the history of the Euclidean Steiner tree problem.Martin Zachariasen, Doreen A. Thomas, Ronald L. Graham & Marcus Brazil - 2014 - Archive for History of Exact Sciences 68 (3):327-354.
    The history of the Euclidean Steiner tree problem, which is the problem of constructing a shortest possible network interconnecting a set of given points in the Euclidean plane, goes back to Gergonne in the early nineteenth century. We present a detailed account of the mathematical contributions of some of the earliest papers on the Euclidean Steiner tree problem. Furthermore, we link these initial contributions with results from the recent literature on the problem.
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  3. Ethical concerns raised by the use of the internet in academia.A. Graham Peace & Kathleen S. Hartzel - 2002 - Journal of Information Ethics 11 (2):17-32.
     
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  4. Academia, Censorship, and the Internet.A. Graham Peace - 1997 - Journal of Information Ethics 6 (2):35-47.
  5.  12
    Self-Ownership, Communism and Equality.G. A. Cohen & Keith Graham - 1990 - Aristotelian Society Supplementary Volume 64 (1):25-62.
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  6.  85
    Self-Ownership, Communism and Equality.G. A. Cohen & Keith Graham - 1990 - Aristotelian Society Supplementary Volume 64 (1):25 - 61.
  7. 'Ought' and Ability.P. A. Graham & Peter Graham - 2011 - Philosophical Review 120 (3):337-382.
    A principle that many have found attractive is one that goes by the name “'Ought' Implies 'Can'.” According to this principle, one morally ought to do something only if one can do it. This essay has two goals: to show that the principle is false and to undermine the motivations that have been offered for it. Toward the end, a proposal about moral obligation according to which something like a restricted version of 'Ought' Implies 'Can' is true is floated. Though (...)
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  8.  19
    A computerized tablet with visual feedback of hand position for functional magnetic resonance imaging.Mahta Karimpoor, Fred Tam, Stephen C. Strother, Corinne E. Fischer, Tom A. Schweizer & Simon J. Graham - 2015 - Frontiers in Human Neuroscience 9.
  9.  23
    Functional MRI of Handwriting Tasks: A Study of Healthy Young Adults Interacting with a Novel Touch-Sensitive Tablet.Mahta Karimpoor, Nathan W. Churchill, Fred Tam, Corinne E. Fischer, Tom A. Schweizer & Simon J. Graham - 2018 - Frontiers in Human Neuroscience 12.
  10.  36
    Weird Realism: Lovecraft and Philosophy.Graham Harman - 2012 - Zero Books.
    As Holderlin was to Martin Heidegger and Mallarme to Jacques Derrida, so is H.P. Lovecraft to the Speculative Realist philosophers. Lovecraft was one of the brightest stars of the horror and science fiction magazines, but died in poverty and relative obscurity in the 1930s. In 2005 he was finally elevated from pulp status to the classical literary canon with the release of a Library of America volume dedicated to his work. The impact of Lovecraft on philosophy has been building for (...)
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  11.  26
    Tablet-Based Functional MRI of the Trail Making Test: Effect of Tablet Interaction Mode.Mahta Karimpoor, Nathan W. Churchill, Fred Tam, Corinne E. Fischer, Tom A. Schweizer & Simon J. Graham - 2017 - Frontiers in Human Neuroscience 11.
  12.  29
    Education, philosophy and the ethical environment.Graham Haydon - 2006 - New York: Routledge.
    This book offers a critical and thought-provoking analysis of some of the fundamental questions about the nature and purpose of education. It includes ideas such as the demands of pluralism and the liberal fear of indoctrination.
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  13.  15
    Functional MRI of Letter Cancellation Task Performance in Older Adults.Ivy D. Deng, Luke Chung, Natasha Talwar, Fred Tam, Nathan W. Churchill, Tom A. Schweizer & Simon J. Graham - 2019 - Frontiers in Human Neuroscience 13.
  14.  68
    Technology, Objects and Things in Heidegger.Graham Harman - 2010 - Cambridge Journal of Economics 34 (1):17-25.
    Martin Heidegger is famous for his early analysis of tools, and equally famous for his later reflections on technology. This might suggest an easy literal reading of these themes in his work along the following lines: ‘Heidegger began his career fascinated by low-tech hardware such as hammers and drills, but later took an interest in advanced devices such as hydroelectric dams’. But such a literal interpretation would miss the point, since neither Heidegger's tool analysis nor his views on technology are (...)
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  15. The Importance of Bruno Latour for Philosophy.Graham Harman - 2007 - Cultural Studies Review 13 (1):31-49.
    This article explores the importance of French thinker, Bruno Latour, for academic philosophy and addresses the question of why, when he has an enthusiastic following in a range of disciplines including sociology, anthropology and the fine arts, he has been largely overlooked by academic philosophers.
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  16.  6
    The ecclesiastical crisis of human sexuality: ‘Critical solidarity’, ‘critical distance’ or ‘critical engagement’.Graham A. Duncan - 2024 - HTS Theological Studies 80 (1):13.
    The issue of human sexuality has many negative implications in African society. These arose in a number of contexts – legal, religious, cultural and societal – and were significantly divisive. This article examines these responses in terms of critical solidarity, critical engagement and critical distance, and attempts to find a way of considering them in the perspective of achieving justice and solidarity. The focus is on one mainline denomination, the Uniting Presbyterian Church in Southern Africa (UPCSA). Contribution: This article has (...)
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  17.  15
    The Neglected Alternative: Trendelenburg, Fischer, and Kant.Graham Bird - 2006 - In A Companion to Kant. Oxford: Wiley-Blackwell. pp. 486–499.
    This chapter contains sections titled: Central Issues in the Historical Dispute Resolving Issues over Kant's Position Kant's Arguments for his Claims.
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  18.  17
    Pairs of Genetically Unrelated Look-Alikes.Nancy L. Segal, Brittney A. Hernandez, Jamie L. Graham & Ulrich Ettinger - 2018 - Human Nature 29 (4):402-417.
    Relationships of physical resemblance to personality similarity and social affiliation have generated considerable discussion among behavioral science researchers. A “twin-like” experimental design explores associations among resemblance in appearance, the Big Five personality traits, self-esteem, and social attraction within an evolutionary framework. The Personality for Professionals Inventory, NEO/NEO-FFI-3, Rosenberg Self-Esteem Scale, and a Social Relationship Survey were variously completed by 45 U-LA pairs, identified from the “I’m Not a Look-Alike” project, Mentorn Media, and personal referrals. The mean U-LA intraclass correlations were (...)
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  19.  62
    7. is there virtue in anger?Graham Haydon - 1999 - Journal of Philosophy of Education 33 (1):59–66.
    If there is to be a convergence in public understanding on a minimal conception of morality, morality(n), there has to be a way of talking about the content of that morality which can be both readily understood and widely adopted.
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  20. Poems and Commentaries A Suitable Measure of Redemption.R. Berlin, J. Schaefer, A. Shafer, J. Graham-Pole & J. Wright - 2000 - Journal of Medical Humanities 21 (4):189-198.
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  21.  74
    The putative fascism of the kyoto school and the political correctness of the modern academy.Graham Parkes - 1997 - Philosophy East and West 47 (3):305-336.
    There is a current fashion among some prominent Japanologists to brand Kyoto School philosophers as mere fascist or imperialist ideologues. This essay examines these charges, and criticizes the critics, endeavoring thereby to encourage a more responsible evaluation of the relationship between philosophical and political discourse.
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  22.  11
    Introduction.Graham Haydon - 1999 - Journal of Philosophy of Education 33 (1):5–8.
    ‘This book is a response to renewed and widespread public interest in moral education.’.
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  23.  35
    Gold.Graham Harman - 2013 - In Jeffrey Jerome Cohen (ed.), Prismatic Ecology: Ecotheory Beyond Green. Minneapolis: University of Minnesota Press. pp. 106-123.
    This chapter follows the fortunes of one specific object that is both widely prized and universally known: gold. It examines the long history of gold from cosmic eons predating humans and considers various structural features of gold that arise from its chemical properties without being reducible to them. After considering examples of the effect of gold on humans, who are dazzled by its splendor, corrupted by its value, and made cruel through their ravenous hunt for the metal, the chapter observes (...)
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  24.  25
    Bibliography.Graham Haydon - 1999 - Journal of Philosophy of Education 33 (1):153–156.
    Whatever may be the case for philosophy in general, philosophy of education has had rather little to say about violence. The Journal of Philosophy of Education, for instance, from its conception in the 1960s under the title of Proceedings of the Philosophy of Education Society of Great Britain, has contained very little discussion of violence. There have been occasional papers in which violence is referred to, from discussions of the justification of punishment in schools, which include corporal punishment within their (...)
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  25.  3
    13. consensus, criticism and change.Graham Haydon - 1999 - Journal of Philosophy of Education 33 (1):123–132.
    I have sketched an understanding of morality(n) as having a provisional authority in being subject both to consensus and to criticism and change in a broadly democratic way. But I have also admitted that we lack the formal processes of criticism and change which exist for the law. The reader could reasonably demand that I say at least something more than I have said so far about ways in which the processes of consensus, criticism and change I have in mind (...)
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  26.  23
    3. from values to morality.Graham Haydon - 1999 - Journal of Philosophy of Education 33 (1):23–30.
    I have suggested that popular demands for moral education, and beliefs that it can be effective, for instance in reducing violence, presuppose some appropriate and shared conception of morality and moral education. But the existence, and even the possibility, of such a shared conception is often now called into question. The focus is very often on diversity within a plural society. And I have myself argued before that not only do we have differences of opinion over whether certain sorts of (...)
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  27.  20
    In search of the comprehensive ideal: By way of and introduction.Graham Haydon - 2007 - Journal of Philosophy of Education 41 (4):523–538.
    This introductory article first gives a brief overview of the articles in the remainder of this special issue. It then considers what we can learn about the comprehensive ideal, and what questions still remain about it, from the treatment it receives in these articles. After an initial discussion of the nature of the common school, two dimensions are identified in which interpretations of the comprehensive ideal often differ: how fully the content of such schooling is filled in, and what its (...)
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  28.  11
    12. moral authority.Graham Haydon - 1999 - Journal of Philosophy of Education 33 (1):113–122.
    I have given some reasons for doubting whether a language of virtues can do the job which a publicly shared understanding of morality, in modern conditions, requires. It might be, however, that there is a particular role for the language of virtues where violence is the focus; in this chapter I shall consider that possibility. In the philosophical literature on moral education there seems to be little to draw on in this respect. That may be because writers using a language (...)
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  29.  33
    11. moral motivation.Graham Haydon - 1999 - Journal of Philosophy of Education 33 (1):101–112.
    Whatever may be the case for philosophy in general, philosophy of education has had rather little to say about violence. The Journal of Philosophy of Education, for instance, from its conception in the 1960s under the title of Proceedings of the Philosophy of Education Society of Great Britain, has contained very little discussion of violence. There have been occasional papers in which violence is referred to, from discussions of the justification of punishment in schools, which include corporal punishment within their (...)
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  30.  10
    9. rules and reasoning.Graham Haydon - 1999 - Journal of Philosophy of Education 33 (1):77–88.
    Whatever may be the case for philosophy in general, philosophy of education has had rather little to say about violence. The Journal of Philosophy of Education, for instance, from its conception in the 1960s under the title of Proceedings of the Philosophy of Education Society of Great Britain, has contained very little discussion of violence. There have been occasional papers in which violence is referred to, from discussions of the justification of punishment in schools, which include corporal punishment within their (...)
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  31.  48
    2. right, wrong and murder.Graham Haydon - 1999 - Journal of Philosophy of Education 33 (1):11–22.
    Whatever may be the case for philosophy in general, philosophy of education has had rather little to say about violence. The Journal of Philosophy of Education, for instance, from its conception in the 1960s under the title of Proceedings of the Philosophy of Education Society of Great Britain, has contained very little discussion of violence. There have been occasional papers in which violence is referred to, from discussions of the justification of punishment in schools, which include corporal punishment within their (...)
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  32.  16
    14. the content of morality(n).Graham Haydon - 1999 - Journal of Philosophy of Education 33 (1):133–143.
    I have suggested that popular demands for moral education, and beliefs that it can be effective, for instance in reducing violence, presuppose some appropriate and shared conception of morality and moral education. But the existence, and even the possibility, of such a shared conception is often now called into question. The focus is very often on diversity within a plural society. And I have myself argued before that not only do we have differences of opinion over whether certain sorts of (...)
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  33.  24
    5. the language(s) of virtues.Graham Haydon - 1999 - Journal of Philosophy of Education 33 (1):41–49.
    If there is to be a convergence in public understanding on a minimal conception of morality, morality(n), there has to be a way of talking about the content of that morality which can be both readily understood and widely adopted.
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  34.  20
    15. the moral development of society.Graham Haydon - 1999 - Journal of Philosophy of Education 33 (1):145–152.
    As I stressed in Chapter 13, I have by no means addressed all aspects of moral education in this book, let alone all aspects of personal and social education or of a school's concern for spiritual, moral, social and cultural development. Even within the notion of `moral development' there is much about which I have said little. In Chapter 3 I sketched a rather crude notion of moral development by which it could be said that someone has developed morally to (...)
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  35.  15
    10. the public role of moral norms.Graham Haydon - 1999 - Journal of Philosophy of Education 33 (1):89–100.
    The role of rules in moral education has often been recognised by moral philosophers, but sometimes with the implication that this role is rather unimportant from the moral philosopher's point of view. Thus Geoffrey Warnock (1971, p. 51): It is often said, reasonably enough, that the moral education of children at any rate may include, at a certain stage, the promulgation to them by parents and teachers of rules for their conduct on certain moral matters.… However, if it is to (...)
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  36.  18
    1. violence and the demand for moral education.Graham Haydon - 1999 - Journal of Philosophy of Education 33 (1):1–9.
    Next time some more-than-usually striking act of violence hits the headlines, consider the opinions expressed in the media. Will you find a reference to education? Quite possibly, if the violence has not involved schools or young people, you will not. But if children or young people who have only recently left school are involved as perpetrators, it will be surprising if you do not encounter the view that there must be something amiss in education; that if young people were getting (...)
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  37.  21
    6. Virtue‐talk about Violence.Graham Haydon - 1999 - Journal of Philosophy of Education 33 (1):51–58.
    I have given some reasons for doubting whether a language of virtues can do the job which a publicly shared understanding of morality, in modern conditions, requires. It might be, however, that there is a particular role for the language of virtues where violence is the focus; in this chapter I shall consider that possibility. In the philosophical literature on moral education there seems to be little to draw on in this respect. That may be because writers using a language (...)
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  38.  15
    8. what is wrong with rules?Graham Haydon - 1999 - Journal of Philosophy of Education 33 (1):67–76.
    Whatever may be the case for philosophy in general, philosophy of education has had rather little to say about violence. The Journal of Philosophy of Education, for instance, from its conception in the 1960s under the title of Proceedings of the Philosophy of Education Society of Great Britain, has contained very little discussion of violence. There have been occasional papers in which violence is referred to, from discussions of the justification of punishment in schools, which include corporal punishment within their (...)
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  39.  31
    Corporation and Polis.Graham K. Henning - 2011 - Journal of Business Ethics 103 (2):289-303.
    Given the problems in the business world, it might be time to rethink business from a perspective that is not (neo)Marxist or capitalist. This article does just that by rethinking the ideology of human freedom in business. This article argues that corporations are freer than humans under capitalism. Moreover, corporations, more so than humans, engage in free action, as Arendt defines action. To return to the place where human freedom is an actuality not ideology, we must understand the nature of (...)
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  40. The Mind Bursary.Frank Cioffi Obscurantism, G. A. Equality, Keith Graham, Peter Carruthers, Cynthia MacDonald, Paul Snowden, Howard Robinson, David Over, Paul Guyer & Ralph Walker - 1990 - Mind 99:394.
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  41.  12
    Assembling the thymus medulla: Development and function of epithelial cell heterogeneity.Kieran D. James, Emilie J. Cosway, Sonia M. Parnell, Andrea J. White, William E. Jenkinson & Graham Anderson - 2024 - Bioessays 46 (3):2300165.
    The thymus is a unique primary lymphoid organ that supports the production of self‐tolerant T‐cells essential for adaptive immunity. Intrathymic microenvironments are microanatomically compartmentalised, forming defined cortical, and medullary regions each differentially supporting critical aspects of thymus‐dependent T‐cell maturation. Importantly, the specific functional properties of thymic cortical and medullary compartments are defined by highly specialised thymic epithelial cells (TEC). For example, in the medulla heterogenous medullary TEC (mTEC) contribute to the enforcement of central tolerance by supporting deletion of autoreactive T‐cell (...)
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  42.  25
    Assessing walking speed in clinical research: a systematic review.James E. Graham, Glenn V. Ostir, Steven R. Fisher & Kenneth J. Ottenbacher - 2008 - Journal of Evaluation in Clinical Practice 14 (4):552-562.
  43.  25
    The Development of Aristotle’s Concept of Actuality: Comments on a Reconstruction by Stephen Menn.Daniel W. Graham - 1995 - Ancient Philosophy 15 (2):551-564.
  44. Alison Assiter, Enlightened Women: Modernist Feminism in a Postmodern Age Reviewed by.Kevin M. Graham - 1996 - Philosophy in Review 16 (6):389-391.
  45. Freedom law and authority. 2. liberalism and liberty-the fragility of a tradition.K. Graham - forthcoming - Philosophy.
     
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  46.  6
    Mutual versus one-sided physical aggression. Findings from a general population survey of aggression among adults.Kathryn Graham & Samantha Wells - 2002 - In Serge P. Shohov (ed.), Advances in Psychology Research. Nova Science Publishers. pp. 16--95.
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  47. Onora O'Neill Towards Justice and Virtue: a Constructive Account of Practical Reasoning.G. Graham - 1998 - Journal of Applied Philosophy 15:109-109.
     
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  48.  11
    Places of Redemption: Theology for a Worldly Church – By Mary McClintock Fulkerson.Elaine Graham - 2009 - Modern Theology 25 (3):507-509.
  49.  55
    Room enough for one: Towards a solution for color incompatibility.J. L. Graham - 1999 - Philosophical Investigations 22 (3):240-261.
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  50.  5
    The immigrants: Migration and transformation: A series retrospective.Gordon Graham - 2007 - Logos. Anales Del Seminario de Metafísica [Universidad Complutense de Madrid, España] 18 (4):200-203.
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