Results for 'Sarah Marie Stitzlein'

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  1.  2
    Limits of Nature, Limits of Critical Imagination.Sarah Marie Wiebe & Jennifer L. Lawrence - 2021 - Radical Philosophy Review 24 (1):127-130.
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  2.  8
    La circulation sanguine comme pierre de touche: Harvey, Riolan, Descartes.Sarah Marie Carvallo - 2016 - Lato Sensu: Revue de la Société de Philosophie des Sciences 3 (1):85-92.
    In 1628, Harvey published his blood circulation theory, which triggered questionings by Riolan and Descartes at several levels: metaphysical, physiological, anatomical, institutional. The blood controversy tackles various conceptions of life that refer to various metaphysical backgrounds (Aristotelician, Cartesian or Neoplatonic), several kinds of relationships between natural philosophy and theology (compatibility, strict distinction, a balance between the two), distinct representations of the human body (dynamic, mechanic, aesthetic). It illustrates a point in time when medicine reforms and reorganizes its epistemic style and (...)
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  3.  3
    Decolonizing Engagement? Creating a Sense of Community through Collaborative Filmmaking.Sarah Marie Wiebe - 2016 - Studies in Social Justice 9 (2):244-257.
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  4.  8
    Biopolitical disaster.Jennifer L. Lawrence & Sarah Marie Wiebe (eds.) - 2018 - New York: Routledge, Taylor & Francis Group.
    Living with cancer: a state of perpetual emergency -- Notes -- References -- PART IV: Environmental aesthetics and resistance -- 12. The great turning -- 13. The underestimated power effects of the discourses and practices of the food justice movement -- Pessimist premise -- General system failure -- The transformative strength of the three Foucaults -- How practices and discourses of the food justice movement illustrate the three Foucaults -- The biopolitical disaster of industrial agriculture -- Via Campesina: peasant knowledge, (...)
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  5.  7
    Teaching Honesty and Improving Democracy in the Post‐Truth Era.Sarah Stitzlein - 2023 - Educational Theory 73 (1):51-73.
    In this paper, Sarah Stitzlein considers the consequences of honesty on our democracy, especially for citizens' ability to engage in civic inquiry together as they face shared problems. Honesty is a key component of a well-functioning democracy; it develops trust and fosters the sorts of relationships among citizens that enable civic dialogue and reasoning. Post-truth attitudes and truth decay pose serious obstacles to good civic reasoning as citizens struggle to draw clear distinctions between fact and opinion, weigh personal (...)
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  6.  8
    Habits of Democracy: A Deweyan Approach to Citizenship Education in America Today.Sarah M. Stitzlein - 2014 - Education and Culture 30 (2):61-86.
    Throughout his works, John Dewey makes deep and intriguing connections between democracy, education, and daily life. His ideas have contributed to both the theory and practice of participatory democracy and, although he actually “had surprisingly little to say about democratic citizenship” directly, his scholarship has influenced the ideas of others working on citizenship education and has provided rich notions of democracy, education, experience, and public life underlying it.1 However, Dewey commentators Michael Eldridge and Robert Westbrook worry that, although Dewey promoted (...)
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  7.  7
    Divisive Concepts in Classrooms: A Call to Inquiry.Sarah M. Stitzlein - 2022 - Studies in Philosophy and Education 41 (6):595-612.
    In this article, I will begin by describing recent divisive concepts legislation, which bans teaching about aspects of racism, sexism, and equity, speculating briefly on the motivations behind it and the implications resulting from it. I will then describe how discussing divisive concepts in classrooms may be a helpful way for students to better understand the particular concepts and for students to take a stand on them. While I will briefly argue for the importance of classroom discussion of divisive concepts, (...)
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  8.  8
    The Role of “Small Publics” in Teacher Dissent.Sarah M. Stitzlein & Amy Rector-Aranda - 2016 - Educational Theory 66 (1-2):165-180.
    In this essay, Sarah Stitzlein and Amy Rector-Aranda, drawing on John Dewey's theoretical suggestions regarding how to best form publics capable of bringing about change through deliberation and action, offer teachers guidance on how to form and navigate spaces of political protest and become more effective advocates for school reform. Using Aaron Schutz's analysis of teacher activism as a point of departure, Stitzlein and Rector-Aranda argue for the development in schools of “small publics,” that is, Deweyan democratic (...)
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  9.  7
    The right to dissent and its implications for schooling.Sarah M. Stitzlein - 2012 - Educational Theory 62 (1):41-58.
    In this article Sarah Stitzlein highlights an educational right that has been largely unacknowledged in the past but has recently gained significance given renewed citizen participation in displays of public outcry on our streets and in our town halls. Dissent is typically conceived of as a negative right—a liberty that guarantees that the government will not interfere with one's public self-expression. Stitzlein argues that, insofar as the legitimacy of the state depends on obtaining the consent of the (...)
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  10.  15
    Pragmatist Hope during COVID-19.Sarah M. Stitzlein - 2022 - The Pluralist 17 (2):18-23.
    as covid-19 set in, many people struggled to find or hold onto hope. TIME magazine devoted its entire annual TIME 100 Most Influential People issue to the very topic, offering up suggestions on how to find hope, from religious leaders, politicians, and celebrities. While some presented helpful ideas, I found myself seeking more satisfying and sustaining answers. I turned to pragmatist philosophers, both old and new, to help me understand what hope is, why it matters, and how to foster it.Intriguingly, (...)
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  11.  8
    Populist Challenges to Truth and Democracy Met with Pragmatist Alternatives in Citizenship Education.Sarah M. Stitzlein - forthcoming - Educational Theory.
    Populists employ truth as a tool for aligning the people against the elite. Citizenship education rarely takes up critiques of liberal democracy, discussions of populism, or conversations about what truth is. This paper provides an alternative pragmatist vision of truth that builds on the populist call for democracy to better reflect the will of the people, while also pushing back against the harms potentially caused by populism. Students today need to learn how populism works performatively and through discourse. But more (...)
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  12.  1
    The State and Civil Society in Rejuvenating Public Schools.Sarah M. Stitzlein - 2016 - Philosophy of Education 72:135-137.
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  13.  7
    Addressing Educational Accountability and Political Legitimacy with Citizen Responsibility.Sarah M. Stitzlein - 2015 - Educational Theory 65 (5):563-580.
    In this essay, Sarah Stitzlein addresses a key current crisis in public education: accountability. Rather than centrally being about poor performance of teachers or inefficiency of schools, as we most often hear in media outlets and in education reform speeches, Stitzlein argues the crisis is at heart one about citizen responsibility and political legitimacy. She claims that the recent accountability movement has shifted the onus of curing society's problems almost exclusively onto schools, but contends that these burdens (...)
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  14.  3
    Private Interests, Public Necessity: Responding to Sexism in Christian Schools.Sarah M. Stitzlein - 2008 - Educational Studies: A Jrnl of the American Educ. Studies Assoc 43 (1):45-57.
    This synthetic review aims to unite a seemingly disjoint collection of studies over the past 3 decades around their shared examination of sexism in an often overlooked U.S. population, namely girls attending private Christian schools. This undertaking reveals substantial harms that I categorize as those of immediacy and potentiality, which are occurring behind the protective wall separating church and state. Contra the majority of philosophers of education and researchers in this area, these studies lead me to argue that the state (...)
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  15.  6
    Hoping and Democracy.Sarah M. Stitzlein - 2018 - Contemporary Pragmatism 15 (2):228-250.
    Too often, hope is described in individualist terms and in ways that do not help us understand contemporary democracy or offer ways to improve it. Instead, I develop an account of hope situated within pragmatist philosophy that is rooted in the experiences of individuals and grows out of real life circumstances, yet cannot be disconnected from social and political life. This account can help us to better face current political struggles related to hopelessness and despair, all the while building democratic (...)
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  16.  6
    Illinois Project for Democratic Accountability.Sarah M. Stitzlein, Walter Feinberg, Jennifer Greene & Luis Miron - 2007 - Educational Studies 42 (2):139-155.
    Education is experiencing a case of misplaced accountability, where an exclusive reliance on high stakes tests overlooks the more subtle judgments of teachers and professional educators and, because of its simplicity, passes as democratic. This article investigates the theoretical underpinnings of current accountability initiatives and draws upon extensive teacher interviews to reveal the practical aspects of accountability pressures in schools today. We provide a discussion of local teacher knowledge that exposes teachers' commitments to a deeper sense of successful education that (...)
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  17.  7
    Reviving social hope and pragmatism in troubled times.Sarah M. Stitzlein - 2009 - Journal of Philosophy of Education 43 (4):657-663.
    Pragmatism and Social Hope: Deepening Democracy in Global Contexts.Judith M. Green. New York, Columbia University Press, 2008. Pp. x + 292.Hbk. $34.50, £24.00.
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  18.  5
    Improving Public Schools Through the Dissent of Parents: Opting Out of Tests, Demanding Alternative Curricula, Invoking Parent Trigger Laws, and Withdrawing Entirely.Sarah M. Stitzlein - 2015 - Educational Studies: A Jrnl of the American Educ. Studies Assoc 51 (1):57-71.
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  19.  3
    The Democratic Potential of Parental Dissent: Keeping Public Schools Public, Legitimate, and Educational.Sarah M. Stitzlein - 2020 - Educational Theory 70 (3):355-372.
  20.  4
    Publics for Public Schools: Legitimacy, Democracy, and Leadership.Sarah M. Stitzlein - 2016 - Educational Theory 66 (3):405-412.
  21.  6
    Children as Citizens: Educative Environments that Enable Participation and Contribution.Sarah M. Stitzlein - 2022 - Philosophy of Education 78 (3):126-133.
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  22.  2
    Author Meets Critics.Sarah Stitzlein - 2020 - Philosophy of Education 76 (4):19-30.
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  23. Curriculum and the Conscience of Parents.Sarah Stitzlein - 2013 - Philosophy of Education 69:250-258.
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  24.  2
    Clarifying Education for Freedom.Sarah M. Stitzlein - 2010 - Philosophy of Education 66:105-107.
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  25.  1
    Employing Emotion to Improve Thinking and Alleviate Inequality.Sarah M. Stitzlein - 2011 - Philosophy of Education 67:161-163.
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  26.  3
    Implications of Deweyan Non-ideal Autonomy on Education Practice and Policy.Sarah M. Stitzlein - 2014 - Philosophy of Education 70:256-259.
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  27.  8
    Ethics in participatory research for health and social well-being: cases and commentaries.Sarah Banks & Mary Brydon-Miller (eds.) - 2019 - New York: Routledge, Taylor & Francis Group.
    Ethics in participatory research -- Partnership, collaboration and power -- Blurring the boundaries between researcher and researched, academic and activist -- Community rights, conflict and democratic representation -- Co-ownership, dissemination and impact -- Anonymity, privacy, and confidentiality -- Institutional ethical review processes -- Social action for social change.
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  28.  15
    Negotiating Meaning Systems in Multi-stakeholder Partnerships Addressing Grand Challenges: Homelessness in Western Canada.Sarah Easter, Matt Murphy & Mary Yoko Brannen - 2022 - Journal of Business Ethics 183 (1):31-52.
    While multi-stakeholder partnerships are emerging as an increasingly popular approach to address grand challenges, they are not well studied or understood. Such partnerships are rife with difficulties arising from the fact that actors in the partnership have different understandings of the grand challenge based on meaning systems which have distinct and often opposing assumptions, values, and practices. Each partnership actor brings with them their individual values as well as the values and work practices of their home organization’s culture, alongside the (...)
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  29.  10
    Mastery Imagery Ability Is Associated With Positive Anxiety and Performance During Psychological Stress.Sarah E. Williams, Mary L. Quinton, Jet J. C. S. Veldhuijzen van Zanten, Jack Davies, Clara Möller, Gavin P. Trotman & Annie T. Ginty - 2021 - Frontiers in Psychology 12:568580.
    Mastery imagery (i.e., images of being in control and coping in difficult situations) is used to regulate anxiety. The ability to image this content is associated with trait confidence and anxiety, but research examining mastery imagery ability's association with confidence and anxiety in response to a stressful event is scant. The present study examined whether trait mastery imagery ability mediated the relationship between confidence and anxiety, and the subsequent associations on performance in response to an acute psychological stress. Participants (N= (...)
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  30.  24
    The new self-advocacy activism in psychiatry: Toward a scientific turn.Sarah Arnaud & Anne-Marie Gagné-Julien - forthcoming - Philosophical Psychology.
    The anti-psychiatry movement of the 20th century has notably denounced the role of values and social norms in the shaping of psychiatric categories. Recent activist movements also recognize that psychiatry is value-laden, however, they do not fight for a value-free psychiatry. On the contrary, some activist movements of the 21st century advocate for self-advocacy in sciences of mental health in order to reach a more accurate understanding of psychiatric categories/mental distress. By aiming at such epistemic gain, they depart from the (...)
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  31.  9
    Publications about Women, Science, and Engineering: Use of Sex and Gender in Titles over a Forty-six-year Period.Mary Frank Fox, Diana Roldan Rueda, Gerhard Sonnert, Amanda Nabors & Sarah Bartel - 2022 - Science, Technology, and Human Values 47 (4):774-814.
    This article focuses on key features of the use of sex and gender in titles of articles about women, science, and engineering over an important forty-six-year period. The focus is theoretically and empirically consequential. Theoretically, the paper addresses science as a critical case that connects femininity/masculinity to social stratification; and the use of sex and gender as an enduring, analytical issue that reveals perspectives on hierarchies of femininity/masculinity. Empirically, this article identifies the emergence, development, and stabilization of published articles about (...)
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  32.  10
    Activating event knowledge.Mary Hare, Michael Jones, Caroline Thomson, Sarah Kelly & Ken McRae - 2009 - Cognition 111 (2):151-167.
  33.  4
    Does the Stereotypicality of Mothers’ Occupation Influence Children’s Communal Occupational Aspirations and Communal Orientation?Marie Kvalø, Marte Olsen, Kjærsti Thorsteinsen, Maria I. T. Olsson & Sarah E. Martiny - 2021 - Frontiers in Psychology 12.
    Career development is a lifelong process that starts in infancy and is shaped by a number of different factors during childhood, adolescence, and adulthood. Even though career development is shaped through life, relatively little is known about the predictors of occupational aspirations in childhood. Therefore, in the present work we investigate how the stereotypicality of a mother’s occupation influences her young child’s communal occupational aspirations and communal orientation. We conducted two studies with young children. Study 1 included 72 mother–child dyads (...)
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  34.  10
    Bioética y bioderecho: reflexiones clásicas y nuevos desafíos.Sarah Chan, Ibarra Palafox, A. Francisco, Medina Arellano & María de Jesús (eds.) - 2018 - Ciudad de México, México: Universidad Nacional Autónoma de México, Instituto de Investigaciones Jurídicas.
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  35.  8
    Computerized Symbol Digit Modalities Test in a Swiss Pediatric Cohort – Part 2: Clinical Implementation.Marie-Noëlle Klein, Ursina Jufer-Riedi, Sarah Rieder, Céline Hochstrasser, Michelle Steiner, Li Mei Cao, Anthony Feinstein, Sandra Bigi & Karen Lidzba - 2021 - Frontiers in Psychology 12.
    BackgroundInformation processing speed is a marker for cognitive function. It is associated with neural maturation and increases during development. Traditionally, IPS is measured using paper and pencil tasks requiring fine motor skills. Such skills are often impaired in patients with neurological conditions. Therefore, an alternative that does not need motor dexterity is desirable. One option is the computerized symbol digit modalities test, which requires the patient to verbally associate numbers with symbols.MethodsEighty-six participants were examined, 38 healthy and 48 hospitalized for (...)
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  36.  1
    Bureau des dépositions.Sarah Mekdjian & Marie Moreau - 2022 - Multitudes 2:130-138.
    Dix personnes, qui forment le Bureau des dépositions, créent des performances à Grenoble depuis 2018. En s’adressant les un·es aux autres et à un public, en ré-agençant les (im)-possibilités de paroles depuis la mise à découvert d’injustices légalement produites, elles, ils élaborent des conditions de trans-formations : langagières, sensibles, politiques. Dans le même temps, plusieurs performeurs sont inquiétés par le contentieux du droit des étrangers et du droit d’asile, expulsés légalement ou encore menacés d’expulsion. Des réponses se formulent auprès des (...)
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  37.  9
    Rethinking educational rights: Implications for philosophy and policy.Anne Newman & Sarah M. Stitzlein - 2012 - Educational Theory 62 (1):1-6.
  38.  78
    Working with Research Integrity—Guidance for Research Performing Organisations: The Bonn PRINTEGER Statement.Ellen-Marie Forsberg, Frank O. Anthun, Sharon Bailey, Giles Birchley, Henriette Bout, Carlo Casonato, Gloria González Fuster, Bert Heinrichs, Serge Horbach, Ingrid Skjæggestad Jacobsen, Jacques Janssen, Matthias Kaiser, Inge Lerouge, Barend van der Meulen, Sarah de Rijcke, Thomas Saretzki, Margit Sutrop, Marta Tazewell, Krista Varantola, Knut Jørgen Vie, Hub Zwart & Mira Zöller - 2018 - Science and Engineering Ethics 24 (4):1023-1034.
    This document presents the Bonn PRINTEGER Consensus Statement: Working with Research Integrity—Guidance for research performing organisations. The aim of the statement is to complement existing instruments by focusing specifically on institutional responsibilities for strengthening integrity. It takes into account the daily challenges and organisational contexts of most researchers. The statement intends to make research integrity challenges recognisable from the work-floor perspective, providing concrete advice on organisational measures to strengthen integrity. The statement, which was concluded February 7th 2018, provides guidance on (...)
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  39.  77
    Investigating the Protective Role of Mastery Imagery Ability in Buffering Debilitative Stress Responses.Mary Louise Quinton, Jet Veldhuijzen van Zanten, Gavin P. Trotman, Jennifer Cumming & Sarah Elizabeth Williams - 2019 - Frontiers in Psychology 10:461158.
    Mastery imagery has been shown to be associated with more positive cognitive and emotional responses to stress, but research is yet to investigate the influence of mastery imagery ability on imagery’s effectiveness in regulating responses to acute stress, such as competition. Furthermore, little research has examined imagery’s effectiveness in response to actual competition. This study examined (a), whether mastery imagery ability was associated with stress response changes to a competitive stress task, a car racing computer game, following an imagery intervention, (...)
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  40.  9
    “Our school system is trying to be agrarian”: educating for reskilling and food system transformation in the rural school garden.Sarah E. Cramer, Anna L. Ball & Mary K. Hendrickson - 2019 - Agriculture and Human Values 36 (3):507-519.
    School gardens and garden-based learning continue to gain great popularity in the United States, and their pedagogical potential, and ability to impact students’ fruit and vegetable consumption and activity levels have been well-documented. Less examined is their potential to be agents of food system reskilling and transformation. Though producer and consumer are inextricably linked in the food system, and deskilling of one directly influences the other, theorists often focus on production-centered and consumption-centered deskilling separately. However, in a school garden, the (...)
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  41.  19
    Philosophy of education in a new key: Snapshot 2020 from the United States and Canada.Liz Jackson, Kal Alston, Lauren Bialystok, Larry Blum, Nicholas C. Burbules, Ann Chinnery, David T. Hansen, Kathy Hytten, Cris Mayo, Trevor Norris, Sarah M. Stitzlein, Winston C. Thompson, Leonard Waks, Michael A. Peters & Marek Tesar - 2022 - Educational Philosophy and Theory 54 (8):1130-1146.
    This article shares reflections from members of the community of philosophers of education in the United States and Canada who were invited to express their insights in response to the theme ‘Snaps...
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  42.  46
    “I Can Read These Colors.” Orthographic Manipulations and the Development of the Color-Word Stroop.Marie Arsalidou, Alba Agostino, Sarah Maxwell & Margot J. Taylor - 2012 - Frontiers in Psychology 3.
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  43.  4
    Contrasting Experimentally Device-Manipulated and Device-Free Smiles.Marie P. Cross, Liana Gheorma & Sarah D. Pressman - 2019 - Frontiers in Psychology 10.
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  44. Women in partnership: A Yin-Yang balance.Sarah Rey & Mary-Jane Ierodiaconou - 2013 - Ethos: Official Publication of the Law Society of the Australian Capital Territory 229:16.
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  45. JME Referees in 2000.Mary Lou Arnold, Cary Buzzelli, David Carr, Shui Che Fok, Eileen Francis, Sarah Golden, Maria Cristina Moreno Gutiérrez, Graham McFee, Larry Nucci & Nona Lyons - 2001 - Journal of Moral Education 30 (2).
     
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  46.  13
    Augustine and Social Justice.Mary T. Clark, Aaron Conley, María Teresa Dávila, Mark Doorley, Todd French, J. Burton Fulmer, Jennifer Herdt, Rodolfo Hernandez-Diaz, John Kiess, Matthew J. Pereira, Siobhan Nash-Marshall, Edmund N. Santurri, George Schmidt, Sarah Stewart-Kroeker, Sergey Trostyanskiy, Darlene Weaver & William Werpehowski (eds.) - 2015 - Lexington Books.
    This volume examines some of the most contentious social justice issues present in the corpus of Augustine's writings. Whether one is concerned with human trafficking and the contemporary slave trade, the global economy, or endless wars, these essays further the conversation on social justice as informed by the writings of Augustine of Hippo.
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  47.  20
    Informed Consent among Clinical Trial Participants with Different Cancer Diagnoses.Connie M. Ulrich, Sarah J. Ratcliffe, Camille J. Hochheimer, Qiuping Zhou, Liming Huang, Thomas Gordon, Kathleen Knafl, Therese Richmond, Marilyn M. Schapira, Victoria Miller, Jun J. Mao, Mary Naylor & Christine Grady - forthcoming - AJOB Empirical Bioethics.
    Importance Informed consent is essential to ethical, rigorous research and is important to recruitment and retention in cancer trials.Objective To examine cancer clinical trial (CCT) participants’ perceptions of informed consent processes and variations in perceptions by cancer type.Design and Setting and Participants Cross-sectional survey from mixed-methods study at National Cancer Institute–designated Northeast comprehensive cancer center. Open-ended and forced-choice items addressed: (1) enrollment and informed consent experiences and (2) decision-making processes, including risk-benefit assessment. Eligibility: CCT participant with gastro-intestinal or genitourinary, hematologic-lymphatic (...)
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  48.  8
    Au cœur du don, la dette? Étude exploratoire autour de la motivation des mères porteuses.Manon Jadoul, Marie-Laure Gustin, Sarah Colman, Candice Autin & Isabelle Duret - 2016 - Dialogue: Families & Couples 213 (3):105-114.
    La gestation pour autrui ( gpa ) est une des méthodes de procréation médicalement assistée qui pose aujourd’hui le plus question. En effet, sa légitimité est discutée tant elle bouscule toutes les représentations classiques de la famille et la parentalité. Afin de mieux comprendre ce phénomène, l’étude reprise dans cet article s’est penchée sur la motivation des mères porteuses à offrir leurs services à un couple souhaitant avoir un enfant en recourant à la gpa. Quatre femmes ont été rencontrées à (...)
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  49.  6
    Drawing on Dialogues in Arts-Based Dynamic Interpersonal Therapy (ADIT) for Complex Depression: A Complex Intervention Development Study Using the Medical Research Council (UK) Phased Guidance.Dominik Havsteen-Franklin, Mary Oley, Sarah Jane Sellors & Diane Eagles - 2021 - Frontiers in Psychology 12.
    Aim: The aim of this paper is to present the development and evaluation of an art psychotherapy brief treatment method for complex depression for patients referred to mental health services.Background: Art Psychotherapy literature describes a range of processes of relational change through the use of arts focused and relationship focused interventions. Complex depression has a prevalence of 3% of the population in the West and it is recorded that in 2016 only 28% of that population were receiving psychological treatment. This (...)
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  50.  4
    Computerized Symbol Digit Modalities Test in a Swiss Pediatric Cohort Part 1: Validation.Céline Hochstrasser, Sarah Rieder, Ursina Jufer-Riedi, Marie-Noëlle Klein, Anthony Feinstein, Brenda L. Banwell, Michelle Steiner, Li Mei Cao, Karen Lidzba & Sandra Bigi - 2021 - Frontiers in Psychology 12.
    ObjectiveThe objective of this study was to validate the computerized Symbol Digit Modalities Test in a Swiss pediatric cohort, in comparing the Swiss sample to the Canadian norms. Secondly, we evaluated sex effects, age-effects, and test–retest reliability of the c-SDMT in comparison to values obtained for the paper and pencil version of the Symbol Digit Modalities Test.MethodsThis longitudinal observational study was conducted in a single-center setting at the University Children’s Hospital of Bern. Our cohort consisted of 86 children aged from (...)
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