Results for 'organizations who learn'

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  1. Who Owns the Knowledge Creation Processes of Learning Organizations?Jerry M. Calton - 1999 - Proceedings of the International Association for Business and Society 10:35-45.
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  2.  31
    Buying Local Organic Food: A Pathway to Transformative Learning. [REVIEW]Sarah Kerton & A. John Sinclair - 2010 - Agriculture and Human Values 27 (4):401-413.
    Food is a powerful symbol in the struggle to transition to a more sustainable pathway since the food choices citizens make have deep environmental and social impacts within their communities and around the world. Using transformative learning theory, this research explored the learning that took place among individual adults who consumed goods directly from local organic producers, and how this behavior affected their worldview. Learning was classified as instrumental, communicative, or transformative. Ultimately, we considered if the learning created lasting change, (...)
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  3.  6
    Deceased Organ Transplantation in Bangladesh: The Dynamics of Bioethics, Religion and Culture.Md Sanwar Siraj - forthcoming - HEC Forum:1-29.
    Organ transplantation from living related donors in Bangladesh first began in October 1982, and became commonplace in 1988. Cornea transplantation from posthumous donors began in 1984 and living related liver and bone marrow donor transplantation began in 2010 and 2014 respectively. The Human Organ Transplantation Act officially came into effect in Bangladesh on 13th April 1999, allowing organ donation from both brain-dead and related living donors for transplantation. Before the legislation, religious leaders issued fatwa, or religious rulings, in favor of (...)
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  4. Stakeholder Learning Dialogues: How to Preserve Ethical Responsibility in Networks. [REVIEW]Anthony J. Daboub & Jerry M. Calton - 2002 - Journal of Business Ethics 41 (1-2):85 - 98.
    The shift in corporate strategy, from vertical integration to strategic alliances, has developed hand in hand with the evolution of organizational structure, from the vertically integrated firm to the network organization. The result has been the elimination of boundaries, more flexible organizations, and a greater interaction among individuals and organizations. On the negative side, the specialization of firms on single areas of competence has resulted in the disaggregation of the value chain and in the disaggregation of ethical and (...)
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  5.  36
    Moral Learning in an Integrated Social and Healthcare Service Network.Merel Visse, Guy A. M. Widdershoven & Tineke A. Abma - 2012 - Health Care Analysis 20 (3):281-296.
    The traditional organizational boundaries between healthcare, social work, police and other non-profit organizations are fading and being replaced by new relational patterns among a variety of disciplines. Professionals work from their own history, role, values and relationships. It is often unclear who is responsible for what because this new network structure requires rules and procedures to be re-interpreted and re-negotiated. A new moral climate needs to be developed, particularly in the early stages of integrated services. Who should do what, (...)
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  6.  90
    Altruism in Suicide Terror Organizations.Hector N. Qirko - 2009 - Zygon 44 (2):289-322.
    In recent years, much has been learned about the strategic and organizational contexts of suicide attacks. However, motivations of the agents who commit them remain difficult to explain. In part this is because standard models of social learning as well as Durkheimian notions of sacrificial behavior are inadequate in the face of the actions of human bombers. In addition, the importance of organizational structures and practices in reinforcing commitment on the part of suicide recruits is an under-explored factor in many (...)
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  7.  73
    Learning for Life: The People’s Free University and the Civil Commons.Howard Woodhouse - 2011 - Studies in Social Justice 5 (1):77-90.
    Normal 0 false false false EN-CA X-NONE X-NONE MicrosoftInternetExplorer4 /* Style Definitions */ table.MsoNormalTable {mso-style-name:"Table Normal"; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-priority:99; mso-style-qformat:yes; mso-style-parent:""; mso-padding-alt:0cm 5.4pt 0cm 5.4pt; mso-para-margin:0cm; mso-para-margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:11.0pt; font-family:"Calibri","sans-serif"; mso-ascii-font-family:Calibri; mso-ascii-theme-font:minor-latin; mso-fareast-font-family:"Times New Roman"; mso-fareast-theme-font:minor-fareast; mso-hansi-font-family:Calibri; mso-hansi-theme-font:minor-latin; mso-bidi-font-family:"Times New Roman"; mso-bidi-theme-font:minor-bidi;} This article stems from the author’s experience as one of the organizers of an alternative form of higher education, which drew its inspiration from the civil commons. In the early years of the new millennium, the People’s Free (...)
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  8.  11
    Learning Anatomy in Late Sixteenth-Century Padua.Michael Stolberg - 2018 - History of Science 56 (4):381-402.
    Based on the newly discovered, extensive manuscript notes of a virtually unknown German medical student by the name of Johann Konrad Zinn, who studied in Padua from 1593 to 1595, this paper offers a detailed account of what medical students could expect to learn about anatomy in late sixteenth-century Padua. It highlights the large number and wide range of anatomical demonstrations, most of which were private anatomies for a small circle of students and do not figure in Acta of (...)
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  9.  85
    Making Sense of Whistle-Blowing’s Antecedents: Learning From Research on Identity and Ethics Programs.Abhijeet K. Vadera, Ruth V. Aguilera & Brianna B. Caza - 2009 - Business Ethics Quarterly 19 (4):553-586.
    Despite a significant increase in whistle-blowing practices in work organizations, we know little about what differentiates whistle-blowers from those who observe a wrongdoing but chose not to report it. In this review article, we first highlight the arenas inwhich research on whistle-blowing has produced inconsistent results and those in which the findings have been consistent. Second, we propose that the adoption of an identity approach will help clarify the inconsistent findings and extend prior work on individual-level motives behind whistle-blowing. (...)
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  10.  24
    Enhancing Humanistic Skills: An Experiential Approach to Learning About Ethical Issues in Health Care.B. Sofaer - 1995 - Journal of Medical Ethics 21 (1):31-34.
    An outstanding feature of the study of nursing ethics is that it raises questions concerning moral virtue, conscience, consistency and character. A considerable section of the literature is devoted to ideas of how best to teach ethics to health professionals. It has been shown that when faced with ethical dilemmas nurses tended to rely on intuition and instinct to resolve them, with little systematic analysis to help the process. Nurses who have been in practice for a number of years may (...)
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  11.  5
    The Obstacles to Organ Donation Following Brain Death in Iran: A Qualitative Study.Parvin Abbasi, Javad Yoosefi Lebni, Paricher Nouri, Arash Ziapour & Amir Jalali - 2020 - BMC Medical Ethics 21 (1):1-9.
    BackgroundOrgan donation following brain death has become an important way of supplying organs for transplantation in many countries. This practice is less common in Iran for different reasons. Therefore, this study aims to explore the obstacles to organ donation following brain death in Iran.MethodsThis qualitative research was conducted following the conventional content analysis method. The study population consisted of individuals with a history of brain death among their blood relatives who refused to donate the organs. Snowball sampling was employed to (...)
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  12.  1
    Euthanasia and Organ Donation Still Firmly Connected: Reply to Bollen Et Al.Zeljka Buturovic - forthcoming - Journal of Medical Ethics:medethics-2021-107498.
    Bollen et al, replying to my own article, describe, in great detail, administrative and logistical aspects of euthanasia approval and organ donation in the Netherlands. They seem to believe that no useful lessons can be drawn from experiences of related groups such as euthanasia patients who cannot donate organs; patients who chose assisted suicide as opposed to euthanasia; patients in intensive care units and their relatives and suicidal young people as if we can only learn about organ donation in (...)
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  13. Dewey and “the Greeks:” Inquiry and the Organic Spirit of Greek Philosophy.Christopher Kirby - 2014 - In Christopher C. Kirby (ed.), Dewey and the Ancients: Essays on Hellenic and Hellenistic Themes in the Philosophy of John Dewey. London, UK: pp. 47-76.
    Those who have considered the connection between Dewey’s theory of inquiry and Greek thought have mostly situated their remarks within larger points, regarding either teaching and learning (Garrison, 1997; Johnston, 2006b; Cahn, 2007) or aesthetics and craft (Alexander, 1987; Hickman, 1990). The fact that this area remains somewhat underexplored could be chalked up to several factors: 1) Dewey was often quite critical of the classical tradition, particularly when it came to theories of knowledge, 2) Dewey was not a trained classicist, (...)
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  14.  16
    Thanking Those Who Made It Happen.Daniel D. Stier - 2013 - Journal of Law, Medicine and Ethics 41 (s1):7-8.
    This symposium issue of the Journal of Law, Medicine & Ethics is devoted to the convening of the national public health law conference, Practical Approaches to Critical Challenges, on October 10-12, 2012, in Atlanta, Georgia. The conference was co-sponsored by the Network for Public Health Law and the American Society of Law, Medicine & Ethics with generous support provided by the Robert Wood Johnson Foundation, de Beaumont Foundation, California Endowment, and Healthcare Georgia Foundation.With the support of those organizations and (...)
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  15.  21
    The Calling of Sociology and Other Essays on the Pursuit of Learning. [REVIEW]R. R. - 1981 - Review of Metaphysics 35 (1):167-168.
    In these essays Shils gives an account of the course which sociology has followed from its beginnings in the early years of the century until the present. He argues that the discipline has shown genuine growth, but admits that it is not as yet, in any full sense, a science. He takes a middle course between those who smugly assume that any discipline as well-entrenched and well-funded as sociology must necessarily be doing valuable work and those who are content to (...)
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  16.  2
    Examining Sport Fans and the Endangered Species Who Represent Their Affiliated Team Mascots.Melanie Sartore-Baldwin & Brian McCullough - forthcoming - Society and Animals:1-19.
    The purpose of this study was to explore the relationship sport fans have with their mascots when represented by a nonhuman animal who is a member of an endangered species group. Adopting a shared responsibility perspective, this study examined the level of knowledge sport fans possess about their endangered species mascot and how sport fan identity might impact one’s desire to learn more. Findings supported the hypothesis that highly identified fans would want to learn more about the endangered (...)
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  17. Who Learns What From Whom? Implementing Gender Mainstreaming in Multi-Level Settings.Alba Alonso - 2017 - European Journal of Women's Studies 24 (2):174-188.
    With obstacles at various levels of government, multi-level settings provide complex challenges for the implementation of gender mainstreaming. Policy transfer appears to hold some explanatory potential in these sorts of contexts; scholarship however, still tends to focus on single sources of influence – either European or domestic – and potentially misses the broader picture. This article revisits the classic question of who learns what from whom by addressing the implementation of gender mainstreaming in research policies in the Spanish regions through (...)
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  18. Learning Organizations and Their Role in Achieving Organizational Excellence in the Palestinian Universities.Mazen J. Al Shobaki, Samy S. Abu Naser, Youssef M. Abu Amuna & Amal A. Al Hila - 2017 - International Journal of Digital Publication Technology 1 (2):40-85.
    The research aims to identify the learning organizations and their role in achieving organizational excellence in the Palestinian universities in Gaza Strip. The researchers used descriptive analytical approach and used the questionnaire as a tool for information gathering. The questionnaires were distributed to senior management in the Palestinian universities. The study population reached (344) employees in senior management is dispersed over (3) Palestinian universities. A stratified random sample of (182) workers from the Palestinian universities was selected and the recovery (...)
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  19. Defending and Parenting Children Who Learn Differently: Lessons From Edison's Mother.Scott Teel - 2009 - R&L Education.
    This book shows us how Edison's mother, Nancy, guided the boy who was deemed a dunce by officials_even assumed mentally retarded by his father_to become one of the greatest inventors of all time. Edison's progressive and imaginative teaching methods hold lessons for all children who learn differently from conventional methods and for the parents and teachers who care about them.
     
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  20. Who Shall Be Allowed to Give? Living Organ Donors and the Concept of Autonomy.Nikola Biller-Andorno, George J. Agich, Karen Doepkens & Henning Schauenburg - 2001 - Theoretical Medicine and Bioethics 22 (4):351-368.
    Free and informed consent is generally acknowledged as the legal andethical basis for living organ donation, but assessments of livingdonors are not always an easy matter. Sometimes it is necessary toinvolve psychosomatics or ethics consultation to evaluate a prospectivedonor to make certain that the requirements for a voluntary andautonomous decision are met. The paper focuses on the conceptualquestions underlying this evaluation process. In order to illustrate howdifferent views of autonomy influence the decision if a donor's offer isethically acceptable, three cases (...)
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  21.  47
    Who Knows? Metacognitive Social Learning Strategies.Cecilia Heyes - 2016 - Trends in Cognitive Sciences 20 (3):204-213.
  22. Organ Donation: Who Should Decide?—A Canadian Perspective. [REVIEW]Jeffrey Conyers Kirby - 2009 - Journal of Bioethical Inquiry 6 (1):123-128.
    This paper examines an under-explored issue in organ donation: whose decision making authority should be privileged posthumously in the context of known, explicit consent for donation? Current practices in Canada support the family as the ultimate decision maker, despite the existence of legislative support in many Canadian provinces for the potential donor as legitimate decision maker. Arguments for and against privileging the family and the potential donor are identified. Informing the question of “who should decide” are considerations of individual and (...)
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  23. Trends of Palestinian Higher Educational Institutions in Gaza Strip as Learning Organizations.Samy S. Abu Naser, Mazen J. Al Shobaki, Youssef M. Abu Amuna & Amal A. Al Hila - 2017 - International Journal of Digital Publication Technology 1 (1):1-42.
    The research aims to identify the trends of Palestinian higher educational institutions in Gaza Strip as learning organizations from the perspective of senior management in the Palestinian universities in Gaza Strip. The researchers used descriptive analytical approach and used the questionnaire as a tool for information gathering. The questionnaires were distributed to senior management in the Palestinian universities. The study population reached (344) employees in senior management is dispersed over (3) Palestinian universities. A stratified random sample of (182) employees (...)
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  24.  6
    Las fárbices caórdicas. Nuevos lenguajes organizacionales en la era de la complejidad.Raiza Andrade & Luz Marina Pereira - 2006 - Polis 15.
    Los constantes cambios que sacuden el mundo actual han hecho entrar en una situación organizacional de ruptura paradigmática; hoy los viejos lenguajes son insuficientes para llegar a ser éticos, sensitivos y rentables en el día a día. Las organizaciones que aprenden, concebidas como sistemas complejos, deben ser autoconscientes y estar en proceso de construcción y deconstrucción permanente que posibiliten el desarrollo de valores para un ambiente de trabajo dinámico y potenciador. Se propone el concepto de “fárbices caórdicas” como elemento esencial (...)
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  25.  49
    Introducing the Learning Practice – I. The Characteristics of Learning Organizations in Primary Care.Rosemary Rushmer, Diane Kelly, Murray Lough, Joyce E. Wilkinson & Huw T. O. Davies - 2004 - Journal of Evaluation in Clinical Practice 10 (3):375-386.
  26.  24
    Who Wants to Be an Intrapreneur? Relations Between Employees’ Entrepreneurial, Professional, and Leadership Career Motivations and Intrapreneurial Motivation in Organizations.Chan Kim-Yin, R. Ho Moon-Ho, C. Kennedy Jeffrey, A. Uy Marilyn, N. Y. Kang Bianca, S. Chernyshenko Olexander & T. Yu Kang Yang - 2017 - Frontiers in Psychology 8.
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  27.  10
    Who Deserves My Trust? Cue-Elicited Feedback Negativity Tracks Reputation Learning in Repeated Social Interactions.Diandian Li, Liang Meng & Qingguo Ma - 2017 - Frontiers in Human Neuroscience 11.
  28. Readiness or Impairment: Cognitive and Linguistic Differences Between Children Who Learn to Read and Those Who Exhibit Difficulties With Reading in Kindergarten Compared to Their Achievements at the End of First Grade.Ariel Ne'eman & Shelley Shaul - 2021 - Frontiers in Psychology 12.
    Many studies have attempted to identify measures that predict reading abilities. The results of these studies may be inclined to over-identification of children considered at risk in kindergarten but who achieve parity in reading by the end of first grade. Therefore, the current study sought to analyze the specific cognitive and linguistic predictors of reading accuracy and reading speed separately. Additionally, the study examined if it is possible to use empirically validated measures to distinguish between children who are not ready (...)
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  29.  21
    Speaking Habermas to Gramsci: Implications for the Vocational Preparation of Community Educators.John Bamber & Jim Crowther - 2012 - Studies in Philosophy and Education 31 (2):183-197.
    Re-working the Gramscian idea of the ‘organic’ intellectual from the cultural-political sphere to Higher Education (HE), suggests the need to develop critical and questioning ‘counter hegemonic’ ideas and behaviour in community education students. Connecting this reworking to the Habermasian theory of communicative action, suggests that these students also need to learn how to be constructive in developing such knowledge. Working towards critical and constructive capacities is particularly relevant for students who learn through acting in practice settings where general (...)
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  30.  55
    Who is the Lifelong Learner? Globalization, Lifelong Learning and Hermeneutics.Bengt Kristensson Uggla - 2008 - Studies in Philosophy and Education 27 (4):211-226.
    The aim of this essay is to elaborate on the inner connection between three such diverse entities as lifelong learning, globalization and hermeneutics. After placing lifelong learning in a societal context framed by globalization, my intention is to reflect on the prerequisites for introducing a hermeneutical contribution to the understanding of lifelong learning. First, it is stated that globalization is the most profound horizon today for explaining the current interest we experience in both lifelong learning and hermeneutics. Second, from these (...)
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  31.  13
    Who is Really Hurt Anyway? The Problem of Soliciting Designated Organ Donations.Christopher Robertson - 2005 - American Journal of Bioethics 5 (4):16 – 17.
  32.  5
    Facilitating Learning and Innovation in Organizations Using Complexity Science Principles.Carol Webb, Fiona Lettice & Mark Lemon - 2006 - Emergence: Complexity and Organization 8 (1):30-41.
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  33.  23
    Linking Altruism and Organizational Learning Capability: A Study From Excellent Human Resources Management Organizations in Spain.Jacob Guinot, Ricardo Chiva & Fermín Mallén - 2016 - Journal of Business Ethics 138 (2):349-364.
    The new features of the business environment have expanded the concept of organizational learning capability. In today’s competitive business environment, OLC has been recognized as an essential means to gain a sustainable competitive advantage. However, the effective development of that capability has not been sufficiently analyzed in the organizational learning literature. Prompted by a recent paradigm shift in the organizational sciences, this research explores the link between altruism and OLC testing a wider picture that includes two intermediate steps: Relationship Conflict (...)
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  34.  25
    Who Wants to Learn Forever? Hyperbole and Difficulty with Lifelong Learning.John Halliday - 2003 - Studies in Philosophy and Education 22 (3/4):195-210.
    This paper addresses the issue of how lifelonglearning, globalisation and capitalism arerelated within late modernity. It is criticalof the argument that there is now anincreasingly homogenous global economy that isknowledge based and that unambiguously requiresa high level of cognitive skills in itsworkers. The idea that globalisation producessuch rapid changes in the world of work thatlearning must be ongoing to cope with it ischallenged.
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  35.  23
    Are the Patients Who Become Organ Donors Under the Pittsburgh Protocol for "Non-Heart-Beating Donors" Really Dead?Joanne Lynn - 1993 - Kennedy Institute of Ethics Journal 3 (2):167-178.
  36.  1
    Intergovernmental Organizations and the Possibility of Institutional Learning: Self-Reflection and Internal Reform in the Wake of Moral Failure.Toni Erskine - 2020 - Ethics and International Affairs 34 (4):503-520.
    One type of change that has lurked at the edges of scholarly discussions of international politics—often assumed, invoked, and alluded to, but rarely interrogated—is learning. Learning entails a very particular type of change. It is deliberate, internal, transformative, and peaceful. In this contribution to the roundtable “International Institutions and Peaceful Change,” I ask whether intergovernmental organizations can learn in a way that is comparable to the paradigmatic learning of individual human beings. In addressing this question, I take three (...)
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  37.  21
    Ebola and Learning Lessons From Moral Failures: Who Cares About Ethics?Maxwell J. Smith & Ross E. G. Upshur - 2015 - Public Health Ethics 8 (3):305-318.
    The exercise of identifying lessons in the aftermath of a major public health emergency is of immense importance for the improvement of global public health emergency preparedness and response. Despite the persistence of the Ebola Virus Disease outbreak in West Africa, it seems that the Ebola ‘lessons learned’ exercise is now in full swing. On our assessment, a significant shortcoming plagues recent articulations of lessons learned, particularly among those emerging from organizational reflections. In this article we argue that, despite not (...)
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  38.  10
    Who Wants to Learn Forever.John Halliday - 2003 - Studies in Philosophy and Education 22 (3-4):195-210.
    This paper addresses the issue of how lifelonglearning, globalisation and capitalism arerelated within late modernity. It is criticalof the argument that there is now anincreasingly homogenous global economy that isknowledge based and that unambiguously requiresa high level of cognitive skills in itsworkers. The idea that globalisation producessuch rapid changes in the world of work thatlearning must be ongoing to cope with it ischallenged.It is argued that the key issue forpolicy-makers concerned to encourage lifelonglearning is funding the provision of thoselearning opportunities (...)
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  39.  16
    Experiential Learning in Organizations: Applications of the Tavistock Group Relations Approach: Contributions in Honour of Eric J. Miller.Laurence J. Gould, Lionel F. Stapley & Mark Stein (eds.) - 2004 - Karnac Books.
    The papers in this book address the broad issues of authority, leadership and organizational culture, whilst concentrating on other issues in-depth, such as inter-group conflict, and gender and race relations in the workplace.
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  40.  6
    Natural Morphological Computation as Foundation of Learning to Learn in Humans, Other Living Organisms, and Intelligent Machines.Gordana Dodig-Crnkovic - 2020 - Philosophies 5 (17):17-0.
    The emerging contemporary natural philosophy provides a common ground for the integrative view of the natural, the artificial, and the human-social knowledge and practices. Learning process is central for acquiring, maintaining, and managing knowledge, both theoretical and practical. This paper explores the relationships between the present advances in understanding of learning in the sciences of the artificial, natural sciences, and philosophy. The question is, what at this stage of the development the inspiration from nature, specifically its computational models such as (...)
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  41.  10
    Bystander Ethics and Good Samaritanism: A Paradox for Learning Health Organizations.James E. Sabin, Noelle M. Cocoros, Crystal J. Garcia, Jennifer C. Goldsack, Kevin Haynes, Nancy D. Lin, Debbe McCall, Vinit Nair, Sean D. Pokorney, Cheryl N. McMahill-Walraven, Christopher B. Granger & Richard Platt - 2019 - Hastings Center Report 49 (4):18-26.
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  42.  8
    Ebola and Learning Lessons From Moral Failures: Who Cares About Ethics?: Table 1.Maxwell J. Smith & Ross E. G. Upshur - 2015 - Public Health Ethics:phv028.
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  43.  6
    Bystander Ethics and Good Samaritanism: A Paradox for Learning Health Organizations.James E. Sabin, Noelle M. Cocoros, Crystal J. Garcia, Jennifer C. Goldsack, Kevin Haynes, Nancy D. Lin, Debbe McCall, Vinit Nair, Sean D. Pokorney, Cheryl N. McMahill‐Walraven, Christopher B. Granger & Richard Platt - 2019 - Hastings Center Report 49 (4):18-26.
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  44.  34
    Who Controls the Editorial Content at Corporate News Organizations? An Empirical Test of the Managerial Revolution Hypothesis.David Demers - 2001 - World Futures 57 (5):395-415.
    Corporate news organizations are often accused of placing more emphasis on profits than on information diversity and other non?profit goals considered crucial for creating or maintaining a political democracy. These charges contradict the managerial revolution hypothesis, which expects that as power shifts from the owners to the professional managers and technocrats, a corporate organization should place less emphasis on profits and more emphasis on non?profit goals. This study reviews the literature on the managerial revolution hypothesis and empirically tests hypotheses (...)
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  45.  17
    A Discovery of Early Labor Organizations and the Women Who Advocated Work–Life Balance: An Ethical Perspective.Simone T. A. Phipps & Leon C. Prieto - 2016 - Journal of Business Ethics 134 (2):249-261.
    “Work–life balance” is a relatively modern expression. However, there is no novelty in the core concept, as resistance to excessive incompatibility between work roles and personal roles has a history that predates contemporary struggles for a decline in unnecessary work–life conflict. The authors of this manuscript aim to convey a portion of this history by instilling, from an ethics perspective, an awareness of the efforts of early labor organizations, including labor unions, and a social organization that addressed labor issues. (...)
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  46. Neuroteach: Brain Science and the Future of Education.Glenn Whitman & Ian Kelleher - 2016 - Rowman & Littlefield Publishers.
    Teachers are brain changers. Thus it would seem obvious that an understanding of the brain – the organ of learning – would be critical to a teacher’s readiness to work with students. Unfortunately, in traditional public, public-charter, private, parochial, and home schools across the country, most teachers lack an understanding of how the brain receives, filters, consolidates, and applies learning for both the short and long term. Neuroteach was therefore written to help solve the problem teachers and school leaders have (...)
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  47. Who Should Receive Donor Organs?Erich H. Loewy - 2001 - Advances in Bioethics 7:125-147.
     
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  48.  88
    The Moral Status of Preferences for Directed Donation: Who Should Decide Who Gets Transplantable Organs?Rachel A. Ankeny - 2001 - Cambridge Quarterly of Healthcare Ethics 10 (4):387-398.
    Bioethics has entered a new era: as many commentators have noted, the familiar mantra of autonomy, beneficence, nonmaleficence, and justice has proven to be an overly simplistic framework for understanding problems that arise in modern medicine, particularly at the intersection of public policy and individual preferences. A tradition of liberal pluralism grounds respect for individual preferences and affirmation of competing conceptions of the good. But we struggle to maintain (or at times explicitly reject) this tradition in the face of individual (...)
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  49.  63
    Perception, Learning, and Judgment in Ecological Psychology: Who Needs a Constructivist Ventral System?Clinton Cooper & Claire F. Michaels - 2001 - Behavioral and Brain Sciences 25 (1):101-102.
    Norman's identification of a ventral system embodying a constructivist theory of perception is rejected in favor of an ecological theory of perception and perceptual learning. We summarize research showing that a key motivation for the ventral-constructivist connection, percept-percept coupling, confuses perceptual and post-perceptual processes.
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    'He Who Can Learn Things That Are Difficult, and Not Easy for Man to Know, is Wise:' An Address to the Students in MIT 10-250, Caltech 201 E. Bridge, and Similar Lecture Halls: Minds That Are the Greatest Natural Resource in the World. [REVIEW]Edward H. Sisson - unknown
    How human beings came to exist in this physical world is a question that has preoccupied mankind for as long as history records; every religion offers an answer, and so too have philosophers of natural history from Aristotle and before. The year 2009 will see celebrations of the 200th anniversary of the birth of Charles Darwin, progenitor of the theory - or fact, as its adherents see it - that gives the secular scientific world the "creation story" dominant today. Social (...)
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