Results for 'Harvey Weinstein'

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  1.  11
    Asylum Evaluations—The Physician's Dilemma.Harvey M. Weinstein & Eric Stover - 2002 - Cambridge Quarterly of Healthcare Ethics 11 (3):303-304.
    In the following paper, Annemiek Richters of the University of Leiden in the Netherlands addresses the dilemmas faced by health professionals who are asked to evaluate and provide supporting documentation for those refugees who seek political asylum in the countries of Europe. It is in the politically charged arena of asylum applications, government regulations, and public policy where bioethics, human rights, and health converge. Despite the 1951 Convention on Refugees, a treaty signed by nations around the world to safeguard the (...)
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  2.  36
    Reason and Refutation: A Review of Two Recent Books by Harvey Siegel. [REVIEW]Mark Weinstein - 1992 - Studies in Philosophy and Education 11 (3):231-263.
  3.  12
    Health, Human Rights, and Ethics.Eric Stover & Harvey Weinstein - 2001 - Cambridge Quarterly of Healthcare Ethics 10 (3):335-335.
    Public health and human rights are complementaryapproaches to protecting and promoting human well-being and dignity. Public health addresses the needs of populations and seeks, through intervention and education, to prevent the spread of disease. Enshrined in international law, human rights describe the obligations of governments to safeguard their citizenry from harm and to create conditions where each individual can achieve his or her full potential. Human rights norms lie at the core of public health theory and practice, and their enforcement (...)
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  4. Educating the Prince: Essays in Honor of Harvey Mansfield.John Gibbons, Nathan Tarcov, Ralph Hancock, Jerry Weinberger, Paul A. Cantor, Mark Blitz, James W. Muller, Kenneth Weinstein, Clifford Orwin, Arthur Melzer, Susan Meld Shell, Peter Minowitz, James Stoner, Jeremy Rabkin, David F. Epstein, Charles R. Kesler, Glen E. Thurow, R. Shep Melnick, Jessica Korn & Robert P. Kraynak (eds.) - 2000 - Rowman & Littlefield Publishers.
    For forty years, Harvey Mansfield has been worth reading. Whether plumbing the depths of MachiavelliOs Discourses or explaining what was at stake in Bill ClintonOs impeachment, MansfieldOs work in political philosophy and political science has set the standard. In Educating the Prince, twenty-one of his students, themselves distinguished scholars, try to live up to that standard. Their essays offer penetrating analyses of Machiavellianism, liberalism, and America., all of them informed by MansfieldOs own work. The volume also includes a bibliography (...)
     
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  5. Critical Thinking and the Psycho-Logic of Race Prejudice.Mark Weinstein - 1993 - Analytic Teaching and Philosophical Praxis 14 (2).
    The relation between critical thinking and race prejudice can be made obvious, once we grant that race prejudice cannot be supported by good reasons. For, if, as Harvey Siegel has pointed out, critical thinking is being "appropriately moved by reasons," then holding racially prejudiced beliefs is to believe without being appropriately moved by reasons, thereby being, in this regard at least, an uncritical thinker. A practical corollary of this, for those of us who espouse critical thinking as an educational (...)
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  6.  1
    Toulmin and the Mathematicians: A Radical Extension of the Agenda.Mark Weinstein - unknown
    Toulmin is famously seen as the progenitor of informal logic and the related theory of argument and is first among many who seek to move the study of argument away from its roots in formal, especially mathematical, logic. Toulmin’s efforts, however, have been substantively criticized by Harvey Siegel, among others, for failing to offer the sort of foundation that, according to Siegel, even Toulmin sees to be required lest the theory of inquiry fall to impotent relativism. What I will (...)
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  7.  2
    Allegations of Sexual Misconduct: A View from the Observation Deck of Power Distance Belief.Shalini Sarin Jain & Joon Sung Lee - forthcoming - Journal of Business Ethics:1-20.
    We seek to understand how third-party observers respond to allegations of sexual transgressions, whether their responses vary and if so why, how they determine perpetrator sanctions, who is more forgiving of them, and what is the psychological mechanism underlying this preference. We draw on one dimension of Hofstede's theory of cultural orientations—power distance belief, and one dimension of Haidt's work on moral reasoning—moral decoupling. Results from three studies on recent real-life cases—those pertaining to Harvey Weinstein, Brett Kavanaugh, and (...)
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  8.  51
    Between the Desire for Law and the Law of Desire: #MeToo and the Cost of Telling the Truth Today.Sarah K. Burgess - 2018 - Philosophy and Rhetoric 51 (4):342-367.
    The anti-patriarchy movement is going to undo ten thousand years of recorded history…. You watch. The time has come. Women are gonna take charge of society.I think [#MeToo] will have staying power because people, and not only women, men as well as women, realize how wrong the behavior was and how it subordinated women. So we shall see, but my prediction is that it is here to stay.As the story is told, #MeToo arrived in a kairotic moment. Jodi Kantor and (...)
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  9. Harvey Friedman's Research on the Foundations of Mathematics.Harvey Friedman & L. A. Harrington - 1985
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  10.  81
    A Brief History of Neoliberalism.David Harvey - 2005 - Oxford University Press.
    Writing for a wide audience, Harvey here tells the political-economic story of where neoliberalization came from and how it proliferated on the world stage. He constructs a framework, not only for analyzing the political and economic dangers that now surround us, but also for assessing the prospects for more socially just alternatives.
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  11.  11
    Harvey Cox: A Cidade Secular 25 Anos Depois. Tradução de Janos Biro Marques Leite.Harvey Gallagher Cox - 2014 - Revista de Teologia 8 (13):167-184.
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  12.  21
    Weinstein, From Page 3.Mark Weinstein - 1992 - Inquiry: Critical Thinking Across the Disciplines 9 (1):17-22.
  13.  18
    Weinstein, From Page One.Mark Weinstein - 1993 - Inquiry: Critical Thinking Across the Disciplines 11 (3):16-22.
  14.  15
    Weinstein (From Page 1).Mark Weinstein - 1991 - Inquiry: An Interdisciplinary Journal of Philosophy 7 (1):14-14.
  15.  10
    Weinstein.Mark Weinstein - 1991 - Inquiry: Critical Thinking Across the Disciplines 7 (4):34-43.
  16.  32
    The Life of The Cosmos.Steven Weinstein & Arthur Fine - 1998 - Journal of Philosophy 95 (5):264-268.
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  17.  67
    Rationality Redeemed?: Further Dialogues on an Educational Ideal.Harvey Siegel - 1997 - Routedge.
    In Educating Reason, Harvey Siegel presented the case regarding rationality and critical thinking as fundamental education ideals. In Rationality Redeemed? , a collection of essays written since that time, he develops this view, responds to major criticisms raised against it, and engages those critics in dialogue. In developing his ideas and responding to critics, Siegel addresses main currents in contemporary thought, including feminism, postmodernism and multiculturalism.
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  18.  40
    Weinstein, Sexual Predation, and ‘Rape Culture’: Public Pedagogies and Hashtag Internet Activism.Michael A. Peters & Tina Besley - 2019 - Educational Philosophy and Theory 51 (5):458-464.
  19.  36
    Should Physicians Be Gatekeepers of Medical Resources?M. C. Weinstein - 2001 - Journal of Medical Ethics 27 (4):268-274.
    Physicians have an ethical responsibility to their patients to offer the best available medical care. This responsibility conflicts with their role as gatekeepers of the limited health care resources available for all patients collectively. It is ethically untenable to expect doctors to face this trade-off during each patient encounter; the physician cannot be expected to compromise the wellbeing of the patient in the office in favour of anonymous patients elsewhere. Hence, as in other domains of public policy where individual and (...)
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  20. Fine-Grained Semantics for Attitude Reports.Harvey Lederman - 2021 - Semantics and Pragmatics 14 (1).
    I observe that the “concept-generator” theory of Percus and Sauerland (2003), Anand (2006), and Charlow and Sharvit (2014) does not predict an intuitive true interpretation of the sentence “Plato did not believe that Hesperus was Phosphorus”. In response, I present a simple theory of attitude reports which employs a fine-grained semantics for names, according to which names which intuitively name the same thing may have distinct compositional semantic values. This simple theory solves the problem with the concept-generator theory, but, as (...)
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  21.  9
    Coincidence and Reproducibility in the EHT Black Hole Experiment.Galina Weinstein - 2021 - Studies in History and Philosophy of Science Part A 85:63-78.
    This paper discusses some philosophical aspects related to the recent publication of the experimental results of the 2017 black hole experiment, namely the first image of the supermassive black hole at the center of galaxy M87. In this paper I present a philosophical analysis of the 2017 Event Horizon Telescope (EHT) black hole experiment. I first present Hacking’s philosophy of experimentation. Hacking gives his taxonomy of elements of laboratory science and distinguishes a list of elements. I show that the EHT (...)
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  22.  74
    Gödel Meets Einstein: Time Travel in the Gödel Universe. [REVIEW]Steven Weinstein - 2002 - Philosophical Review 111 (1):148-152.
    In 1949, Kurt Gödel found a solution to the field equations of general relativity that described a spacetime with some unusual properties. This “Gödel universe” permitted “closed timelike curves,” hence a kind of time travel, and it did not admit of decomposition into successive moments of time. In the same year, he published “A Remark about the Relationship between Relativity Theory and Idealistic Philosophy”, in which he used certain properties of this solution to argue for a kind of temporal idealism, (...)
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  23. Uncommon Knowledge.Harvey Lederman - 2018 - Mind 127 (508):1069-1105.
    Some people commonly know a proposition just in case they all know it, they all know that they all know it, they all know that they all know that they all know it, and so on. They commonly believe a proposition just in case they all believe it, they all believe that they all believe it, they all believe that they all believe that they all believe it, and so on. A long tradition in economic theory, theoretical computer science, linguistics (...)
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  24.  6
    Weinstein.Mark Weinstein - 1991 - Inquiry: Critical Thinking Across the Disciplines 7 (1):14-14.
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  25.  19
    Weinstein, From Page 1.Mark Weinstein - 1990 - Inquiry: Critical Thinking Across the Disciplines 6 (2):19-19.
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  26.  21
    Weinstein, From P. 3.Mark Weinstein - 1988 - Inquiry: Critical Thinking Across the Disciplines 2 (1):7-8.
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  27.  16
    Weinstein, From P. 8.Mark Weinstein - 1988 - Inquiry: Critical Thinking Across the Disciplines 2 (1):12-12.
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  28.  4
    Weinstein, From Page One.Mark Weinstein - 1994 - Inquiry: Critical Thinking Across the Disciplines 13 (1-2):23-31.
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  29. Book Review : The Morals of Jesus, by Nicholas Peter Harvey. London, Darton Longman and Todd, 1991. Xiii + 112 Pp. 6.95. [REVIEW]A. E. Harvey - 1992 - Studies in Christian Ethics 5 (1):74-75.
  30.  51
    The Enigma of Capital: And the Crises of Capitalism.David Harvey - 2010 - Oxford University Press.
    The disruption -- Capital assembled -- Capital goes to work -- Capital goes to market -- Capital evolves -- The geography of it all -- Creative destruction on the land -- What is to be done? And who is going to do it?
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  31.  95
    The Rationality of Science, Critical Thinking, and Science Education.Harvey Siegel - 1989 - Synthese 80 (1):9 - 41.
    This paper considers two philosophical problems and their relation to science education. The first involves the rationality of science; it is argued here that the traditional view, according to which science is rational because of its adherence to (a non-standard conception of) scientific method, successfully answers one central question concerning science''s rationality. The second involves the aims of education; here it is argued that a fundamental educational aim is the fostering of rationality, or its educational cognate, critical thinking. The ramifications (...)
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  32. Solving the Measurement Problem: De Broglie-Bohm Loses Out to Everett. [REVIEW]Harvey R. Brown & David Wallace - 2004 - Foundations of Physics 35 (4):517-540.
    The quantum theory of de Broglie and Bohm solves the measurement problem, but the hypothetical corpuscles play no role in the argument. The solution finds a more natural home in the Everett interpretation.
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  33.  10
    The Arts of Rule: Essays in Honor of Harvey Mansfield.Harvey Claflin Mansfield, Sharon R. Krause & Mary Ann McGrail (eds.) - 2008 - Lexington Books.
    The arts of rule cover the exercise of power by princes and popular sovereigns, but they range beyond the domain of government itself, extending to civil associations, political parties, and religious institutions.
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  34.  47
    Two Paradoxes of Common Knowledge: Coordinated Attack and Electronic Mail.Harvey Lederman - 2018 - Noûs:921-945.
    The coordinated attack scenario and the electronic mail game are two paradoxes of common knowledge. In simple mathematical models of these scenarios, the agents represented by the models can coordinate only if they have common knowledge that they will. As a result, the models predict that the agents will not coordinate in situations where it would be rational to coordinate. I argue that we should resolve this conflict between the models and facts about what it would be rational to do (...)
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  35. Neutrality, Pluralism, and Education: Civic Education as Learning About the Other.Jack Russell Weinstein - 2004 - Studies in Philosophy and Education 23 (4):235-263.
    The purpose of this article is to investigate appropriate methods for educating students into citizenship within a pluralistic state and to explain why civic education is itself important. In this discussion, I will offer suggestions as to how students might be best prepared for their future political roles as participants in a democracy, and how we, as theorists, ought to structure institutions and curricula in order to ensure that students are adequately trained for political decision making. The paper is divided (...)
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  36.  60
    The Intended Interpretation of Intuitionistic Logic.Scott Weinstein - 1983 - Journal of Philosophical Logic 12 (2):261 - 270.
  37. Relativism, Truth, and Incoherence.Harvey Siegel - 1986 - Synthese 68 (2):225-259.
    There are many contemporary sources and defenders of epistemological relativism which have not been considered thus far. I have, for example, barely touched on the voluminous literature regarding frameworks, conceptual schemes, and Wittgensteinian forms of life. Davidson's challenge to the scheme/content distinction and thereby to conceptual relativism, Rorty's acceptance of the Davidsonian argument and his use of it to defend a relativistic position, Winchian and other sociological and anthropological arguments for relativism, recent work in the sociology of science, and Goodman's (...)
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  38. Knowledge and Its Place in Nature.Harvey Siegel - 2006 - Philosophical Review 115 (2):246-251.
  39.  10
    Adam Smith’s Marketplace of Life.J. R. Weinstein - 2004 - Mind 113 (449):202-207.
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  40. Equal Freedom and Utility Herbert Spencer's Liberal Utilitarianism.D. Weinstein - 1998
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  41. Educating Reason Rationality, Critical Thinking and Education.Harvey Siegel - 1988 - Routledge.
     
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  42.  28
    Class, Crisis, and the City: An Interview with David Harvey.Chad Kautzer & David Harvey - 2008 - Radical Philosophy Review 11 (2):151-158.
    The following interview was conducted on July 13, 2009 at the JFK Institute for Graduate Studies, Freie Universität in Berlin, shortly after a conference, entitled “Class in Crisis: Das Prekariat zwischen Krise und Bewegung,” at which Harvey delivered a keynote address. The conference, organized by the Rosa Luxemburg Foundation, engaged the political, socio-economic, and conceptual dimensions of the so-called precariat class. The precariat is typically defined by short-term employment, persistent marginalization, and social insecurity—something of a fragmented urban underclass whose (...)
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  43.  37
    First Amendment Challenges to Hate Crime Legislation: Where's the Speech?James Weinstein - 1992 - Criminal Justice Ethics 11 (2):6-20.
  44. Minkowski Space-Time: A Glorious Non-Entity.Harvey R. Brown & Oliver Pooley - 2004 - In Dennis Dieks (ed.), The Ontology of Spacetime. Elsevier. pp. 67--89.
    It is argued that Minkowski space-time cannot serve as the deep structure within a ``constructive'' version of the special theory of relativity, contrary to widespread opinion in the philosophical community.
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  45.  53
    The Discourse of Freedom, Rights and Good in Nineteenth-Century English Liberalism.D. Weinstein - 1991 - Utilitas 3 (2):245.
    For both its enthusiastic adherents as well as its more generous opponents, liberalism commands considerable ethical appeal but at a price. And that price is its lack of systematic integrity or coherence. The charm of its ethical appeal stems from the great values which it celebrates. But for many these very values seem fatally incommensurable, seem to be forever colliding with and thwarting one another. As Isaiah Berlin has never tired of reminding us, liberty and equality continue to defy our (...)
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  46.  55
    People with Common Priors Can Agree to Disagree.Harvey Lederman - 2015 - Review of Symbolic Logic 8 (1):11-45.
    Robert Aumann presents his Agreement Theorem as the key conditional: “if two people have the same priors and their posteriors for an event A are common knowledge, then these posteriors are equal” (Aumann, 1976, p. 1236). This paper focuses on four assumptions which are used in Aumann’s proof but are not explicit in the key conditional: (1) that agents commonly know, of some prior μ, that it is the common prior; (2) that agents commonly know that each of them updates (...)
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  47.  17
    Classical Eyelid Conditioning as a Function of Sustained and Shifted Interstimulus Intervals.Harvey C. Ebel & William F. Prokasy - 1963 - Journal of Experimental Psychology 65 (1):52.
  48. Common Knowledge.Harvey Lederman - 2018 - In Marija Jankovic & Kirk Ludwig (eds.), The Routledge Handbook of Collective Intentionality. pp. 181-195.
    An opinionated introduction to philosophical issues connected to common knowledge.
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  49. Being Free to Act, and Being a Free Man.S. I. Benn & W. L. Weinstein - 1971 - Mind 80 (318):194-211.
  50.  50
    Reinforcing Ethical Decision Making Through Organizational Structure.Harvey S. James - 2000 - Journal of Business Ethics 28 (1):43 - 58.
    In this paper I examine how the constituent elements of a firm's organizational structure affect the ethical behavior of workers. The formal features of organizations I examine are the compensation practices, performance and evaluation systems, and decision-making assignments. I argue that the formal organizational structure, which is distinguished from corporate culture, is necessary, though not sufficient, in solving ethical problems within firms. At best the formal structure should not undermine the ethical actions of workers. When combined with a strong culture, (...)
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