Results for 'J. R. S. Wilson'

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  1.  45
    The Basis of Plato's Society: J. R. S. Wilson.J. R. S. Wilson - 1977 - Philosophy 52 (201):313-320.
    At the beginning of Book II of the Republic , Glaucon and Adeimantus ask Socrates to tell them what it is to be just or unjust, and why a man should be the former. Socrates suggests in reply that they consider first what it is for a polis to be just or unjust—a polis is bigger than an individual, he says, so its justice should be more readily visible. Now if we were to view in imagination a polis coming into (...)
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  2.  10
    The Contents of the Cave.J. R. S. Wilson - 1976 - Canadian Journal of Philosophy 6 (sup1):117-127.
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  3.  44
    The Argument of Republic IV.J. R. S. Wilson - 1976 - Philosophical Quarterly 26 (103):111-124.
  4.  32
    Thrasymachus and the Thumos: A Further Case of Prolepsis in Republic I.J. R. S. Wilson - 1995 - Classical Quarterly 45 (01):58-.
    In a recent article, C. H. Kahn addresses an ‘old scholarly myth’, namely the idea that Book I of the Republic began life as an earlier, independent dialogue and was subsequently adapted to serve as a prelude to the much longer work that we know. The case for this hypothesis rests both on stylometric considerations and on the many ‘Socratic’ features that Book I, unlike the rest of the Republic, shares with Plato's earlier works. Having disposed of the positive arguments (...)
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  5.  3
    The Basis of Plato's Society.J. R. S. Wilson - 1977 - Philosophy 52 (201):313 - 320.
  6.  12
    Emotion and Object. By J.R.S. Wilson. Cambridge: At the University Press; Toronto: Macmillan of Canada. 1972. Pp. Viii, 192. $8.95. [REVIEW]Harold Morick - 1973 - Dialogue 12 (2):338-340.
  7.  9
    Emotion and Object By J. R. S. Wilson Cambridge University Press, 1972, 192 Pp. £2.80. [REVIEW]Peter Jones - 1973 - Philosophy 48 (185):305-.
  8. WILSON, J. R. S. "Emotion and Object". [REVIEW]R. Trigg - 1974 - Mind 83:307.
     
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  9.  20
    Reason's Rule and Vulgar Wrong-Doing.J. R. S. Wilson - 1977 - Dialogue 16 (4):591-604.
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  10. Emotion and Object.J. R. S. Wilson - 1972 - Philosophy 48 (185):305-307.
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  11.  20
    On a Possible Circularity in the Republic.J. R. S. Wilson - 1983 - Ancient Philosophy 3 (1):33-54.
  12. The Contents of the Cave.J. R. S. Wilson - 1976 - Canadian Journal of Philosophy, Supplementary Volume 2:117.
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  13. Thrasymachus' Theory of Justice'.J. R. S. Wilson - forthcoming - Polis.
  14.  6
    Thrasymachus' Theory of Justice.J. R. S. Wilson - 1981 - Polis: The Journal for Ancient Greek Political Thought 3 (2):2-13.
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  15. Wilson, J. R. S.-"Emotion and Object". [REVIEW]Peter Jones - 1973 - Philosophy 48:305.
     
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  16. Increases in Stressors Prior to-Versus During the COVID-19 Pandemic in the United States Are Associated With Depression Among Middle-Aged Mothers.Brittany K. Taylor, Michaela R. Frenzel, Hallie J. Johnson, Madelyn P. Willett, Stuart F. White, Amy S. Badura-Brack & Tony W. Wilson - 2021 - Frontiers in Psychology 12.
    Working parents in are struggling to balance the demands of their occupation with those of childcare and homeschooling during the COVID-19 pandemic. Moreover, studies show that women are shouldering more of the burden and reporting greater levels of psychological distress, anxiety, and depression relative to men. However, research has yet to show that increases in psychological symptoms are linked to changes in stress during the pandemic. Herein, we conduct a small-N study to explore the associations between stress and psychological symptoms (...)
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  17.  15
    Preparation, Structural and Magnetic Characterization of Synthetic Anti-Ferromagnetic Nanoparticles.A. L. Koh, W. Hu, R. J. Wilson, S. X. Wang & R. Sinclair - 2008 - Philosophical Magazine 88 (36):4225-4241.
  18.  26
    Ciceronianism Walter R¨Egg: Cicero Und der Humanismus; Formale Untersuchungen Über Petrarca Und Erasmus. Pp. Xxxi+139. Zürich: Rhein-Verlag, 1946. Paper, 10 Sw.Fr. Harold S. Wilson and Clarence A. Forbes: Gabriel Harvey's Ciceronianus. (University of Nebraska Studies in the Humanities, No. 4.) P. Vii+137. Lincoln: University of Nebraska, 1945. Paper. [REVIEW]J. F. Lockwood - 1948 - The Classical Review 62 (02):88-90.
  19. Mallon, R., B1 Marslen-Wilson, WD, 271 Navarra, J., B13 Nichols, S., B1.D. Boatman, S. Boudelaa, C. A. Camp, A. Damasio, H. Damasio, N. F. Dronkers, S. A. Gelman, T. Grabowski, G. Hickok & P. Indefrey - 2004 - Cognition 92:353.
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  20. Practice of Medicine.J. D. Wilson, E. Braunwald, K. J. Isselbacher, R. G. Petersdorf, J. B. Martin, A. S. Facci & R. K. Root - 2003 - In Alan Charles Kors (ed.), Encyclopedia of the Enlightenment. Oxford University Press.
     
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  21.  17
    Convergent Behavioral and Neuropsychological Evidence for a Distinction Between Identification and Production Forms of Repetition Priming.John De Gabrieli, Chandan J. Vaidya, Maria Stone, Wendy S. Francis, Sharon L. Thompson-Schill, Debra A. Fleischman, Jared R. Tinklenberg, Jerome A. Yesavage & Robert S. Wilson - 1999 - Journal of Experimental Psychology: General 128 (4):479.
  22.  8
    Collective Effervescence, Self-Transcendence, and Gender Differences in Social Well-Being During 8 March Demonstrations.Larraitz N. Zumeta, Pablo Castro-Abril, Lander Méndez, José J. Pizarro, Anna Włodarczyk, Nekane Basabe, Ginés Navarro-Carrillo, Sonia Padoan-De Luca, Silvia da Costa, Itziar Alonso-Arbiol, Bárbara Torres-Gómez, Huseyin Cakal, Gisela Delfino, Elza M. Techio, Carolina Alzugaray, Marian Bilbao, Loreto Villagrán, Wilson López-López, José Ignacio Ruiz-Pérez, Cynthia C. Cedeño, Carlos Reyes-Valenzuela, Laura Alfaro-Beracoechea, Carlos Contreras-Ibáñez, Manuel Leonardo Ibarra, Hiram Reyes-Sosa, Rosa María Cueto, Catarina L. Carvalho & Isabel R. Pinto - 2020 - Frontiers in Psychology 11.
    8 March, now known as International Women’s Day, is a day for feminist claims where demonstrations are organized in over 150 countries, with the participation of millions of women all around the world. These demonstrations can be viewed as collective rituals and thus focus attention on the processes that facilitate different psychosocial effects. This work aims to explore the mechanisms involved in participation in the demonstrations of 8 March 2020, collective and ritualized feminist actions, and their correlates associated with personal (...)
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  23. In the Courts. Parental Control and Teenage Rights.Ellen Moskowitz, S. Burtt, D. Lester, G. S. Braut, H. J. Rieger, K. Sundstrom, D. Haas-Wilson, P. Sachdev, D. Blood & K. R. Wing - 1994 - Hastings Center Report 24 (2):4.
     
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  24.  8
    Empiricism and Darwin’s Science.Fred Wilson - 1991 - Kluwer Academic Publishers.
    I would like to record my thanks to Paul Thompson for useful conver sations over the years, and also to several generations of students who have helped me develop my ideas on biological theory and on Darwin. My wife has, as usual, been more than helpful; in particular she typed a good portion of the manuscript while I was on leave a few years ago, more now than I like to remember. My parents were both looking forward to holding a (...)
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  25.  12
    Sankara, Ramanuja, and the Function of Religious Language.J. G. Wilson - 1970 - Religious Studies 6 (1):57 - 68.
    In the opening sections of his Brahma-sutra-bhasya , Ramanuja makes a very forceful assault on Sankara's Advaita theory. This assault anticipates in a striking way modern western attacks on metaphysical religious positions, attacks which stem from Hume and are associated today with names like A. J. Ayer and Antony Flew. In this paper I wish to argue that certain aspects of Sankara's position, as enunciated in his Brahma-sutra-bhasya , suggest that Ramanunja's assault, and therefore by implication a modern western attack (...)
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  26.  21
    Short Notices.A. C. F. Beales, R. F. Dearden, W. B. Inglis, R. R. Dale, Gordon R. Cross, John Hayes, S. Leslie Hunter, Robert J. Hoare, M. F. Cleugh, T. Desmond Morrow, Dorothy A. Wakeford, W. H. Burston, P. H. J. H. Gosden, Evelyn E. Cowie, Kartick C. Mukherjee, J. M. Wilson, H. C. Barnard & David Johnston - 1968 - British Journal of Educational Studies 16 (1):98-112.
  27.  14
    Preface to the Philosophy of Education.R. A. Pring & J. Wilson - 1980 - British Journal of Educational Studies 28 (2):144.
  28.  89
    Adjudication Under Bentham's Pannomion: J. R. Dinwiddy.J. R. Dinwiddy - 1989 - Utilitas 1 (2):283-289.
  29.  52
    Tozer's Selections From Strabo. [REVIEW]J. R. S. Sterrett - 1895 - The Classical Review 9 (5):268-269.
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  30.  25
    Emotion and Object.John R. S. Wilson - 1972 - Cambridge University Press.
    A study in the philosophy of mind, centred on the problem of 'intentionality' the sense in which emotions can be said to have objects, their relation to these objects, and the implications of this relation for our understanding of human action and behaviour. Dr Wilson sets his enquiry against a broad historical background on what distinguishes man from inanimate objects by describing both Cartesian view of man is matter plus mind and the neo-Wittgensteinian view that there is a dynamic (...)
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  31.  13
    Interest and Discipline in Education.R. F. Dearden & P. S. Wilson - 1973 - British Journal of Educational Studies 21 (2):232.
  32.  19
    A Mind of One's Own: J. R. Lucas.J. R. Lucas - 1993 - Philosophy 68 (266):457-471.
    Whatever good or ill it did to Guy Fawkes, his resuscitation at the hands of Bernard Williams has, by any utilitarian reckoning, been a Good Thing. A casual glance at the literature that has accumulated over the past thirty-five years leaves no doubt that the topic has been reduplicated many times over, to the great enjoyment of undergraduates, who have been able to write science fiction under the guise of essays in the Philosophy of Mind, and of dons, who in (...)
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  33.  31
    Claude Lagadec, Gabrielle Gutzman, R J. Cooper, Max Wilson, R. Lance Factor.Claude Lagadec, Gabrielle Gutzman, R. J. Cooper, Max Wilson & R. Lance Factor - 1988 - Philosophie Et Culture: Actes du XVIIe Congrès Mondial de Philosophie 5:619-619.
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  34. GIRONELLA J. R. s.j., "Curso de Cuestiones filosóficas previas al estudio de la Teología".G. R. G. R. - 1964 - Rivista di Filosofia Neo-Scolastica 56:261.
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  35. Correspondence.J. R. S. Sterrett - 1883 - American Journal of Philology 4 (3):375.
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  36.  41
    Ethics Consultation: The Least Dangerous Profession?Giles R. Scofield, John C. Fletcher, Albert R. Jonsen, Christian Lilje, Donnie J. Self & Judith Wilson Ross - 1993 - Cambridge Quarterly of Healthcare Ethics 2 (4):417.
    Whether ethics is too important to be left to the experts or so important that it must be is an age-old question. The emergence of clinical ethicists raises it again, as a question about professionalism. What role clinical ethicists should play in healthcare decision making – teacher, mediator, or consultant – is a question that has generated considerable debate but no consensus.
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  37.  47
    The Mathematical Work of S. C. Kleene.J. R. Shoenfield & S. C. Kleene - 1995 - Bulletin of Symbolic Logic 1 (1):8-43.
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  38.  8
    Health Education and the Control of Urogenital Schistosomiasis: Assessing the Impact of the Juma Na Kichocho Comic-Strip Medical Booklet in Zanzibar.J. R. Stothard, A. N. Khamis, I. S. Khamis, C. H. E. Neo, I. Wei & D. Rollinson - 2016 - Journal of Biosocial Science 48 (S1):S40-S55.
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  39.  20
    Uncertainty and Quality in Science for Policy.S. O. Funtowicz & J. R. Ravetz - 1990 - Kluwer Academic Publishers.
    This book explains the notational system NUSAP (Numeral, Unit, Spread, Assessment, Pedigree) and applies it to several examples from the environmental sciences.
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  40.  36
    R. S. Peters and J. H. Newman on the Aims of Education.Jānis T. Ozoliņš - 2013 - Educational Philosophy and Theory 45 (2):153-170.
    R. S. Peters never explicitly talks about wisdom as being an aim of education. He does, however, in numerous places, emphasize that education is of the whole person and that, whatever else it might be about, it involves the development of knowledge and understanding. Being educated, he claims, is incompatible with being narrowly specialized. Moreover, he argues, education enables a person to have a different perspective on things, ?to travel with a different view? [Peters, R. S. (1967). What is an (...)
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  41.  45
    Characterizing the Dynamics of Mental Representations: The Temporal Generalization Method.J.-R. King & S. Dehaene - 2014 - Trends in Cognitive Sciences 18 (4):203-210.
  42.  20
    R. S. Peters and J. H. Newman on the Aims of Education.Jānis T. Ozoliņš - 2013 - Educational Philosophy and Theory 45 (2):153-170.
    R. S. Peters never explicitly talks about wisdom as being an aim of education. He does, however, in numerous places, emphasize that education is of the whole person and that, whatever else it might be about, it involves the development of knowledge and understanding. Being educated, he claims, is incompatible with being narrowly specialized. Moreover, he argues, education enables a person to have a different perspective on things, ‘to travel with a different view’ [Peters, R. S.. What is an educational (...)
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  43.  35
    Genetics, From A to Z. A Dictionary of Genetics. By Robert C. King and William D. Stansfield. O.U.P., 1985 . Pp. 480. £25. [REVIEW]J. R. S. Fincham - 1986 - Bioessays 4 (2):91-91.
  44.  2
    Problems and Paradigms: Paramutation – a Puzzle Ripe for Solution?J. R. S. Fincham - 1984 - Bioessays 1 (6):269-270.
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  45.  3
    Roots: Boris Ephrussi – His Work in Genetics.J. R. S. Fincham - 1992 - Bioessays 14 (5):347-348.
  46. An Empirical Refutation of the Direct Realist Theory of Perception.J. R. Smythies & Vilayanur S. Ramachandran - 1997 - Inquiry: An Interdisciplinary Journal of Philosophy 40 (4):437-438.
    There are currently two main philosophical theories of perception - Direct Realism and the Representative Theory. The former is supported by most contemporary philosophers, whereas the latter forms the groundwork for most scientific theories in this area. The paper describes a recent experiment involving retinal and cortical rivalry that provides strong empirical evidence that the Direct Realist theory is incorrect. There are of course a large number of related experiments on visual perception that would tend to lead us to the (...)
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  47.  47
    The Philosopher's Contribution to Educational Research.R. S. Peters & J. P. White - 1969 - Educational Philosophy and Theory 1 (2):1–15.
  48.  13
    The Nature of Radiation-Induced Point Defect Clusters.R. S. Barnes & D. J. Mazey - 1960 - Philosophical Magazine 5 (60):1247-1253.
  49.  38
    Stable Implicit Motor Processes Despite Aerobic Locomotor Fatigue.R. S. W. Masters, J. M. Poolton & J. P. Maxwell - 2008 - Consciousness and Cognition 17 (1):335-338.
    Implicit processes almost certainly preceded explicit processes in our evolutionary history, so they are likely to be more resistant to disruption according to the principles of evolutionary biology [Reber, A. S. . The cognitive unconscious: An evolutionary perspective. Consciousness and Cognition, 1, 93–133.]. Previous work . Knowledge, nerves and know-how: The role of explicit versus implicit knowledge in the breakdown of a complex motor skill under pressure. British Journal of Psychology, 83, 343–358.]) has shown that implicitly learned motor skills remain (...)
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  50.  1
    WESTMAN, R. S. : "The Copernican Achievement". [REVIEW]J. R. Ravetz - 1978 - British Journal for the Philosophy of Science 29:395.
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