Results for 'Douglas F. Johnson'

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  1.  70
    New Books. [REVIEW]S. F., E. F. Stevenson, B. Russell, G. E. Moore, Charles Douglas, Henry Sturt, G. Dawes Hicks & C. A. F. Rhys-Davids - 1898 - Mind 7 (28):557-580.
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  2.  5
    The Farwell Collection . By F. P. Johnson. Pp. Viii + 76, with 90 Figures. Cambridge, Mass: Archaeological Institute of America, 1953. Price Not Stated. [REVIEW]John Bradford & F. P. Johnson - 1955 - Journal of Hellenic Studies 75:187-187.
  3.  18
    Longitudinal Stability of Facial Attractiveness.John B. Pittenger, Leonard S. Mark & Douglas F. Johnson - 1989 - Bulletin of the Psychonomic Society 27 (2):171-174.
  4.  16
    Aesthetic Equivalence of Three Representations of the Face.John B. Pittenger, Douglas F. Johnson & Leonard S. Mark - 1983 - Bulletin of the Psychonomic Society 21 (2):111-114.
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  5.  21
    Book Review Section 4. [REVIEW]Cyril O. Houle, Douglas E. Foley, Theodore A. Koschler, Donald F. Gerdy, John R. Shea, Lawrence D. Haskew, William E. Barron, Robert J. Nash, Ruth B. Johnson, Carl R. Ashbaugh, John H. Walker, A. C. Murphy, Earl J. Mcgrath, Jack C. Willers, William E. Drake, James E. Wagener, Billy F. Cowart, William Jefferson Mathis, Samuel E. Kellams, Ira S. Steinberg, Willis H. Griffin, Eugene E. Grollmes & Allan W. Purdy - 1972 - Educational Studies 3 (1):53-67.
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  6.  19
    Response to Laidlaw-Johnson.Paul F. Johnson - unknown
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  7.  38
    The Eschatological Economy: Time and the Hospitality of God – By Douglas H. Knight.Kelly S. Johnson - 2008 - Modern Theology 24 (1):144-146.
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  8. Comment on James F. Childress's' Nonviolent Resistance, Trust and Risk-Taking Twenty-Five Years Later'.James Turner Johnson - 1998 - Journal of Religious Ethics 26 (1):219-222.
     
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  9.  50
    Georg Wilhelm Friedrich Hegel, Lectures on the Philosophy of Religion, Vol. I--III. Ed. By Peter C. Hodgson. Trans. By R. F. Brown, P. C. Hodgson, and J. M. Stewart. [REVIEW]Patricia Altenbernd Johnson - 1999 - International Journal for Philosophy of Religion 45 (3):197-199.
  10.  32
    Book Review:The Anatomy of Leviathan. F. S. McNeilly. [REVIEW]Harold J. Johnson - 1970 - Ethics 80 (3):243-.
  11.  27
    Douglas N. Walton, A Pragmatic Theory of Fallacy.Ralph H. Johnson - 1998 - Argumentation 12 (1):115-123.
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  12.  10
    The Origins of Prussia. F. L. Carsten.Edgar N. Johnson - 1955 - Speculum 30 (3):465-467.
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  13.  23
    Quintilian Book III Joachim Adamietz: M. F. Quintiliani Institutionis Oratoriae Liber Iii. (Studia Et Testimonia Antiqua, Ii.) Pp. 236. Munich: Fink, 1966. Cloth, DM. 32. [REVIEW]A. E. Douglas - 1968 - The Classical Review 18 (01):62-64.
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  14.  7
    Schmidt, E. F., Excavations at Tepe Hissar, Damghan.R. P. Johnson - 1938 - Classical World: A Quarterly Journal on Antiquity 31:116-117.
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  15.  4
    Schmidt, E. F., Excavations at Tepe Hissar, Damghan.R. P. Johnson - 1938 - Classical Weekly 31:116-117.
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  16.  11
    Space and Spirit: Theories of the Universe and the Arguments for the Existence of God. By Sir Edmund Whittaker, F.R.S. (Nelson, 1946. 6/–.). [REVIEW]Martin Johnson - 1948 - Philosophy 23 (85):161-.
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  17.  7
    G.W.F. Hegel (1770-1831).Paul Johnson - unknown
    God alone is the true agreement of concept [Begriff ] and reality [Realität ]; all finite [endlichen] things involve some untruth [Unwahrheit], they have a concept and an existence [Existenz] which are incommensurable [unangemessen]. For this reason they inevitably go to ruin [zugrunde gehen], that the incommensurability [Unangemessenheit] of their concept and their existence may be evident [manifestiert]. The animal, as an individual, has its concept in the species [Gattung]; and its death [Tod] sets the species free from individuality [Einzelnheit]. (...)
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  18. Ferrari, GRF 92 Ferry, L. And Renaut, A. 33, 219 Ffrench, P. 226 Fischer, F. Et Al. 18–19.H. R. Fischer, G. D. Atkins, M. L. Johnson, J. L. Austin, P. Baker, T. Ballauff, E. Behler, D. Benner, R. J. Bernstein & L. E. Beyer - 2001 - In Gert Biesta & Denise Egéa-Kuehne (eds.), Derrida & Education. Routledge.
  19. Between System and Poetics: William Desmond and Philosophy After Dialectic, Edited by Thomas A.F. Kelly. [REVIEW]Emily Johnson - 2010 - Ars Disputandi 10.
     
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  20. F. S. McNeilly, "The Anatomy of Leviathan". [REVIEW]Paul J. Johnson - 1970 - Journal of the History of Philosophy 8 (4):478.
     
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  21. Schmidt, E. F., Excavations at Tepe Hissar, Damghan. [REVIEW]Johnson Johnson - 1938 - Classical World: A Quarterly Journal on Antiquity 31:116-117.
     
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  22. WILLIAMS, C. J. F.: "What is Truth"? [REVIEW]L. E. Johnson - 1978 - Australasian Journal of Philosophy 56:180.
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  23.  21
    Liberty and Nature: The Missing Link.Gregory R. Johnson - 1999 - Journal of Ayn Rand Studies 1 (1):135 - 166.
    GREGORY R. JOHNSON examines the link between Ayn Rand's ethics, which can be broadly characterized as Aristotelian, and her political philosophy, which can be broadly characterized as classical liberalism of the Lockean, natural rights variety. He maintains that Rand's argument for classical liberalism on the basis of the objectivity of values fails because of a reductionistic and excessively intellectualistic conception of human nature. In addition to discussing Rand's arguments, he surveys the Rand-influenced work of Douglas B. Rasmussen and (...)
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  24.  68
    Focusing on Truth.Lawrence E. Johnson - 1992 - Routledge.
    Focusing on Truth explores the question of what truth is, balancing historical with issue-orientated discussion. The book offers a comprehensive survey of all the major theories of truth. Lawrence Johnson investigates a number of closely related matters of truth in his inquiry, such as: What sorts of things are true or false? What is attributed to them when they are said to be true or false? What do facts have to do with truth? What can we learn from previous (...)
  25.  7
    Rightness and Goodness: A Study in Contemporary Ethical Theory. [REVIEW]E. B. F. - 1959 - Review of Metaphysics 13 (2):357-357.
    In this extended examination of the Oxford deontologists' claim that rightness cannot be based upon goodness, Johnson argues that although the deontologists' arguments against the utilitarians are valid, their positive position must be rejected. Because Ross's "ought-can" argument and the "infinite regress" argument break down, the moral goodness of motives must be regarded as a necessary but not sufficient condition for moral rightness. Johnson proposes an alternative axiology theory which includes an "organic" as well as a moral and (...)
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  26. Philosophers on Rhetoric: Traditional and Emerging Views.Donald G. Douglas - 1973 - Skokie, Ill., National Textbook Co..
    Johnstone, H. W., Jr. Rhetoric and communication in philosophy.--Smith, C. R. and Douglas, D. G. Philosophical principles in the traditional and emerging views of rhetoric.--Wallace, K. R. Bacon's conception of rhetoric.--Thonssen, L. W. Thomas Hobbes's philosophy of speech.--Walter, O. M., Jr. Descartes on reasoning.--Douglas, D. G. Spinoza and the methodology of reflective knowledge in persuasion.--Howell, W. S. John Locke and the new rhetoric.--Doering, J. F. David Hume on oratory.--Douglas, D. G. A neo-Kantian approach to the epistomology of (...)
     
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  27. The Role of Prefrontal Cortex During Tests of Episodic Memory.Scott F. Nolde, Marcia K. Johnson & Carol L. Raye - 1998 - Trends in Cognitive Sciences 2 (10):399-406.
  28.  12
    On the Generation of Dislocations at Misfitting Particles in a Ductile Matrix.M. F. Ashby & Lyman Johnson - 1969 - Philosophical Magazine 20 (167):1009-1022.
  29.  7
    AIDS, Social Science, Ethics, and Public PolicyThe Social Dimensions of AIDS: Method and TheoryAIDS: Ethics and Public Policy.Daniel M. Fox, Douglas A. Feldman, Thomas M. Johnson, Christine Pierce & Donald VanDeVeer - 1988 - Hastings Center Report 18 (4):42.
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  30. Aslin, RN, 27.H. Brownell, B. Butterworth, S. Carey, H. Cheung, L. Frazier, L. Gerken, R. L. Gomez, F. Happé, E. K. Johnson & D. Kelemen - 1999 - Cognition 70:309.
     
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  31.  11
    Book Review Section 6. [REVIEW]Michael S. Littleford, William Hare, Dale L. Brubaker, Louise M. Berman, Lawrence M. Knolle, Raymond C. Carleton, James La Point, Edmonia W. Davidson, Joseph Michel, William H. Boyer, Carol Ann Moore, Walter Doyle, Paul Saettler, John P. Driscoll, Lane F. Birkel, Emma C. Johnson, Bernard Cleveland, Patricia J. R. Dahl, J. M. Lucas, Albert Montare & Lennart L. Kopra - 1974 - Educational Studies 5 (4):292-309.
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  32.  15
    Practicing the PSDA.F. Rouse, S. Johnson, D. W. Brock, L. Emanuel, S. M. Wolf, D. Mason, M. Mezey, R. B. Purtilo & E. L. McCloskey - 1991 - Hastings Center Report 21 (5):S1.
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  33.  14
    Correspondence.N. F. Mott, George Z. F. Bereday & Harry G. Johnson - 1967 - Minerva 5 (2):265-273.
  34.  10
    Problem Solution by Monkeys Following Bilateral Removal of of the Prefrontal Areas: III. Test of Initiation of Behavior.H. F. Harlow & T. Johnson - 1943 - Journal of Experimental Psychology 32 (6):495.
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  35.  9
    Algorithm Engineering (Dagstuhl Seminar 13391).Andrew V. Goldberg, Giuseppe F. Italiano, David S. Johnson & Dorothea Wagner - unknown
    This report documents the program and the outcomes of Dagstuhl Seminar 13391 "Algorithm Engineering". The algorithm engineering approach consists of a cycle of algorithm design, analysis, implementation, and experimental evaluation, with the aim of bridging the gap between theory and practice in the area of algorithms. This cycle of phases is driven by falsifiable hypotheses validated by experiments. Moreover, real-world instances often have direct impact on this cycle since they often expose modeling and analysis shortcomings. Algorithm engineering touches other research (...)
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  36.  5
    Point Defects in Vanadium.J. H. Perepezko, R. F. Murphy & A. A. Johnson - 1969 - Philosophical Magazine 19 (157):1-6.
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  37. Consciousness, Emotional Selfregulation and the Brain: Review Article.F. W. Douglas - 2004 - In Anthony I. Jack (ed.), Journal of Consciousness Studies. Thorverton Uk: Imprint Academic. pp. 11--77.
  38.  84
    Case-Based Knowledge and Ethics Education: Improving Learning and Transfer Through Emotionally Rich Cases.Chase E. Thiel, Shane Connelly, Lauren Harkrider, Lynn D. Devenport, Zhanna Bagdasarov, James F. Johnson & Michael D. Mumford - 2013 - Science and Engineering Ethics 19 (1):265-286.
    Case-based instruction is a stable feature of ethics education, however, little is known about the attributes of the cases that make them effective. Emotions are an inherent part of ethical decision-making and one source of information actively stored in case-based knowledge, making them an attribute of cases that likely facilitates case-based learning. Emotions also make cases more realistic, an essential component for effective case-based instruction. The purpose of this study was to investigate the influence of emotional case content, and complementary (...)
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  39.  87
    Leader Ethical Decision-Making in Organizations: Strategies for Sensemaking. [REVIEW]Chase E. Thiel, Zhanna Bagdasarov, Lauren Harkrider, James F. Johnson & Michael D. Mumford - 2012 - Journal of Business Ethics 107 (1):49-64.
    Organizational leaders face environmental challenges and pressures that put them under ethical risk. Navigating this ethical risk is demanding given the dynamics of contemporary organizations. Traditional models of ethical decision-making (EDM) are an inadequate framework for understanding how leaders respond to ethical dilemmas under conditions of uncertainty and equivocality. Sensemaking models more accurately illustrate leader EDM and account for individual, social, and environmental constraints. Using the sensemaking approach as a foundation, previous EDM models are revised and extended to comprise a (...)
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  40.  47
    Issue-Contingent Effects on Ethical Decision Making: A Cross-Cultural Comparison. [REVIEW]Mark A. Davis, Nancy Brown Johnson & Douglas G. Ohmer - 1998 - Journal of Business Ethics 17 (4):373-389.
    This experiment examined the effects of three elements comprising Jones' (1991) moral intensity construct, (social consensus, personal proximity, and magnitude of consequences) in a cross-cultural comparison of ethical decision making within a human resource management (HRM) context. Results indicated social consensus had the most potent effect on judgments of moral concern and judgments of immorality. An analysis of American, Eastern European, and Indonesian responses also indicted socio-cultural differences were moderated by the type of HRM ethical issue. In addition, individual differences (...)
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  41.  54
    Improving Case-Based Ethics Training with Codes of Conduct and Forecasting Content.Lauren N. Harkrider, Chase E. Thiel, Zhanna Bagdasarov, Michael D. Mumford, James F. Johnson, Shane Connelly & Lynn D. Devenport - 2012 - Ethics and Behavior 22 (4):258 - 280.
    Although case-based training is popular for ethics education, little is known about how specific case content influences training effectiveness. Therefore, the effects of (a) codes of ethical conduct and (b) forecasting content were investigated. Results revealed richer cases, including both codes and forecasting content, led to increased knowledge acquisition, greater sensemaking strategy use, and better decision ethicality. With richer cases, a specific pattern emerged. Specifically, content describing codes alone was more effective when combined with short-term forecasts, whereas content embedding codes (...)
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  42.  35
    Case-Based Ethics Instruction: The Influence of Contextual and Individual Factors in Case Content on Ethical Decision-Making.Zhanna Bagdasarov, Chase E. Thiel, James F. Johnson, Shane Connelly, Lauren N. Harkrider, Lynn D. Devenport & Michael D. Mumford - 2013 - Science and Engineering Ethics 19 (3):1305-1322.
    Cases have been employed across multiple disciplines, including ethics education, as effective pedagogical tools. However, the benefit of case-based learning in the ethics domain varies across cases, suggesting that not all cases are equal in terms of pedagogical value. Indeed, case content appears to influence the extent to which cases promote learning and transfer. Consistent with this argument, the current study explored the influences of contextual and personal factors embedded in case content on ethical decision-making. Cases were manipulated to include (...)
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  43.  30
    Structuring Case-Based Ethics Training: How Comparing Cases and Structured Prompts Influence Training Effectiveness.Lauren N. Harkrider, Alexandra E. MacDougall, Zhanna Bagdasarov, James F. Johnson, Chase E. Thiel, Michael D. Mumford, Shane Connelly & Lynn D. Devenport - 2013 - Ethics and Behavior 23 (3):179-198.
    This study examined how structuring case-based ethics training, either through (a) case presentation or (b) prompt questions, influences training outcomes. Results revealed an interaction between case presentation and prompt questions such that some form of structure improved effectiveness. Specifically, comparing cases led to greater sensemaking strategy use and decision-ethicality when trainees considered unstructured rather than structured prompts. When cases were presented sequentially, structuring prompts improved training effectiveness. Too much structure, however, decreased future ethical decision making, suggesting that there can be (...)
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  44.  19
    The Effects of Note-Taking and Review on Sensemaking and Ethical Decision Making.James F. Johnson, Zhanna Bagdasarov, Lauren N. Harkrider, Alexandra E. MacDougall, Shane Connelly, Lynn D. Devenport & Michael D. Mumford - 2013 - Ethics and Behavior 23 (4):299-323.
    The effectiveness of case-based learning in ethics education varies widely regarding how cases are presented. Case process instruction may impact case-based ethics education to promote sensemaking processes, ethical sensemaking strategy use, and ethical decision making (EDM) quality. This study examined two teaching techniques, notes and review, and participants completed note-taking and review activities examining a case-based scenario during an ethics education course. Results suggest that providing case notes in outline form improves sensemaking processes, strategy use, and EDM quality. In addition, (...)
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  45.  42
    Why Five Ways?Mark F. Johnson - 1991 - Proceedings of the American Catholic Philosophical Association 65:107.
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  46.  20
    A ten-Year Follow-Up of a Study of Memory for the Attack of September 11, 2001: Flashbulb Memories and Memories for Flashbulb Events. [REVIEW]William Hirst, Elizabeth A. Phelps, Robert Meksin, Chandan J. Vaidya, Marcia K. Johnson, Karen J. Mitchell, Randy L. Buckner, Andrew E. Budson, John D. E. Gabrieli, Cindy Lustig, Mara Mather, Kevin N. Ochsner, Daniel Schacter, Jon S. Simons, Keith B. Lyle, Alexandru F. Cuc & Andreas Olsson - 2015 - Journal of Experimental Psychology: General 144 (3):604-623.
  47.  22
    A Comparison of the Effects of Ethics Training on International and US Students.Logan M. Steele, James F. Johnson, Logan L. Watts, Alexandra E. MacDougall, Michael D. Mumford, Shane Connelly & T. H. Lee Williams - 2016 - Science and Engineering Ethics 22 (4):1217-1244.
    As scientific and engineering efforts become increasingly global in nature, the need to understand differences in perceptions of research ethics issues across countries and cultures is imperative. However, investigations into the connection between nationality and ethical decision-making in the sciences have largely generated mixed results. In Study 1 of this paper, a measure of biases and compensatory strategies that could influence ethical decisions was administered. Results from this study indicated that graduate students from the United States and international graduate students (...)
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  48.  26
    Examining the Effects of Incremental Case Presentation and Forecasting Outcomes on Case-Based Ethics Instruction.Alexandra E. MacDougall, Lauren N. Harkrider, Zhanna Bagdasarov, James F. Johnson, Chase E. Thiel, Juandre Peacock, Michael D. Mumford, Lynn D. Devenport & Shane Connelly - 2014 - Ethics and Behavior 24 (2):126-150.
    Case-based reasoning has long been used to facilitate instructional effectiveness. Although much remains to be known concerning the most beneficial way to present case material, recent literature suggests that simplifying case material is favorable. Accordingly, the current study manipulated two instructional techniques, incremental case presentation and forecasting outcomes, in a training environment in an attempt to better understand the utility of simplified versus complicated case presentation for learning. Findings suggest that pairing these two cognitively demanding techniques reduces satisfaction and detracts (...)
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  49.  25
    Effects of Alternative Outcome Scenarios and Structured Outcome Evaluation on Case-Based Ethics Instruction.Juandre Peacock, Lauren N. Harkrider, Zhanna Bagdasarov, Shane Connelly, James F. Johnson, Chase E. Thiel, Alexandra E. MacDougall, Michael D. Mumford & Lynn D. Devenport - 2013 - Science and Engineering Ethics 19 (3):1283-1303.
    Case-based instruction has been regarded by many as a viable alternative to traditional lecture-based education and training. However, little is known about how case-based training techniques impact training effectiveness. This study examined the effects of two such techniques: (a) presentation of alternative outcome scenarios to a case, and (b) conducting a structured outcome evaluation. Consistent with the hypotheses, results indicate that presentation of alternative outcome scenarios reduced knowledge acquisition, reduced sensemaking and ethical decision-making strategy use, and reduced decision ethicality. Conducting (...)
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  50.  24
    Structuring Case-Based Ethics Training: How Comparing Cases and Structured Prompts Influence Training Effectiveness.Lauren Harkrider, Alexandra E. MacDougall, Zhanna Bagdasarov, James F. Johnson, Chase E. Thiel, Michael D. Mumford, Shane Connelly & Lynn D. Devenport - forthcoming - Ethics and Behavior:150527093230007.
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