Results for 'J. Mark Lambright'

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  1.  36
    Introduction: Sharing Data in a Medical Information Commons.Amy L. McGuire, Mary A. Majumder, Angela G. Villanueva, Jessica Bardill, Juli M. Bollinger, Eric Boerwinkle, Tania Bubela, Patricia A. Deverka, Barbara J. Evans, Nanibaa' A. Garrison, David Glazer, Melissa M. Goldstein, Henry T. Greely, Scott D. Kahn, Bartha M. Knoppers, Barbara A. Koenig, J. Mark Lambright, John E. Mattison, Christopher O'Donnell, Arti K. Rai, Laura L. Rodriguez, Tania Simoncelli, Sharon F. Terry, Adrian M. Thorogood, Michael S. Watson, John T. Wilbanks & Robert Cook-Deegan - 2019 - Journal of Law, Medicine and Ethics 47 (1):12-20.
    Drawing on a landscape analysis of existing data-sharing initiatives, in-depth interviews with expert stakeholders, and public deliberations with community advisory panels across the U.S., we describe features of the evolving medical information commons. We identify participant-centricity and trustworthiness as the most important features of an MIC and discuss the implications for those seeking to create a sustainable, useful, and widely available collection of linked resources for research and other purposes.
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  2. Mindfulness: Diverse Perspectives on its Meaning, Origins, and Multiple Applications at the Intersection of Science and Dharma.J. Mark G. Williams & Jon Kabat-Zinn - 2011 - Contemporary Buddhism 12 (1):1-18.
    (2011). Mindfulness: diverse perspectives on its meaning, origins, and multiple applications at the intersection of science and dharma. Contemporary Buddhism: Vol. 12, Mindfulness: diverse perspectives on its meaning, origins, and multiple applications at the intersection of science and dharma, pp. 1-18. doi: 10.1080/14639947.2011.564811.
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  3.  10
    Emotional Disturbance and the Specificity of Autobiographical Memory.J. Mark G. Williams & Barbara H. Dritschel - 1988 - Cognition and Emotion 2 (3):221-234.
  4.  7
    Capture Andrumination,Functionalavoidance, and Executive Control : Three Processes That Underlie Overgeneral Memory.J. Mark G. Williams - 2006 - Cognition and Emotion 20 (3-4):548-568.
  5.  8
    Islamic Values and Moral Education [Special Issue].J. Mark Halstead - 2007 - Journal of Moral Education 36 (3):283-296.
    The first half of this Editorial examines the implications of the close link between morality and religion in Islamic thinking. There is no separate discipline of ethics in Islam, and the comparative importance of reason and revelation in determining moral values is open to debate. For most Muslims, what is considered halāl and harām in Islam is understood in terms of what God defines as right and good. There are three main kinds of values: akhlāq, which refers to the duties (...)
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  6.  48
    Muslims and Sex Education.J. Mark Halstead - 1997 - Journal of Moral Education 26 (3):317-330.
    Abstract Objections to contemporary practice in sex education are examined in the light of recent calls by Muslim leaders in Britain for Muslim parents to withdraw their children from sex education classes. The dilemma facing liberal policy makers is discussed, as they seek to reconcile the public interest, the wishes of parents with a wide diversity of beliefs and values and the perceived needs of children, and the paper concludes with a consideration of how far it is possible to develop (...)
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  7.  62
    Moral Education in Family Life: The Effects of Diversity.J. Mark Halstead - 1999 - Journal of Moral Education 28 (3):265-281.
    Diversity is a feature of family life which those who speak of the importance of family values should not ignore. The diversity is seen not only in the structure of families, but also in the moral values which children actually pick up in the context of the family and the way in which the transmission of values occurs. Diversity becomes a matter of public importance when the values which children develop at home are perceived to be in serious conflict with (...)
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  8.  22
    Imitation: A Chapter in the Natural History of Consciousness.J. Mark Baldwin - 1894 - Mind 3 (9):26-55.
  9.  12
    Specificity of Autobiographical Memory and Mood Disturbance in Adolescents.Michaela A. Swales, J. Mark G. Williams & Pam Wood - 2001 - Cognition and Emotion 15 (3):321-331.
  10.  87
    Values in Sex Education: From Principles to Practice.J. Mark Halstead - 2003 - Routledgefalmer.
    This absorbing and accessible book provides an analysis of the principles, policy and practice of sex education. Utilizing unpublished research, the authors critically examine sex education within the growing discourse on the teaching of values and citizenship education.
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  11.  30
    Depression, SSRIs, and the Supposed Obligation to Suffer Mentally.J. Mark Olsen - 2006 - Kennedy Institute of Ethics Journal 16 (3):283-303.
    : Within both popular and academic literature, concerns have been expressed about the implications of antidepressant use on character development. In this paper, I identify specific versions of these worries and argue that they are misguided. I begin by arguing that the obligation to suffer if it will bring about a noble character is imagined. Legitimate concerns about character enhancement remain, but they do not count against most antidepressant use. Thus there is no moral prohibition against antidepressant use. Furthermore, some (...)
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  12.  5
    The Influence of Darwin on Theory of Knowledge and Philosophy.J. Mark Baldwin - 1909 - Psychological Review 16 (3):207-218.
  13.  4
    Types of Reaction.J. Mark Baldwin - 1895 - Psychological Review 2 (3):259-273.
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  14.  25
    Schooling and Cultural Maintenance for Religious Minorities in the Liberal State.J. Mark Halstead - 2003 - In Kevin McDonough & Walter Feinberg (eds.), Citizenship and Education in Liberal-Democratic Societies: Teaching for Cosmopolitan Values and Collective Identities. Oxford University Press.
    This is the last of the four essays in Part II of the book on liberalism and traditionalist education; all four are by authors who would like to find ways for the liberal state to honour the self-definitions of traditional cultures and to find ways of avoiding a confrontation with differences. One of the tasks of the book is to separate out different kinds of affiliation and the extent to which the arguments made about cultural recognition can be extended to (...)
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  15.  27
    Islamic Values: A Distinctive Framework for Moral Education?J. Mark Halstead - 2007 - Journal of Moral Education 36 (3):283-296.
    (2007). Islamic values: a distinctive framework for moral education? Journal of Moral Education: Vol. 36, Islamic Values and Moral Education, pp. 283-296.
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  16.  17
    Consciousness and Evolution.J. Mark Baldwin - 1896 - Psychological Review 3 (3):300-309.
  17.  3
    The Origin of a 'Thing' and its Nature.J. Mark Baldwin - 1895 - Psychological Review 2 (6):551-573.
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  18.  33
    Reduced Specificity of Autobiographical Memory and Depression: The Role of Executive Control.Tim Dalgleish, J. Mark G. Williams, Ann-Marie J. Golden, Nicola Perkins, Lisa Feldman Barrett, Philip J. Barnard, Cecilia Au Yeung, Victoria Murphy, Rachael Elward, Kate Tchanturia & Edward Watkins - 2007 - Journal of Experimental Psychology: General 136 (1):23-42.
  19.  2
    Personality-Suggestion.J. Mark Baldwin - 1894 - Psychological Review 1 (3):274-279.
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  20.  6
    Determinate Evolution.J. Mark Baldwin - 1897 - Psychological Review 4 (4):393-401.
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  21.  11
    The `Type-Theory' of Reaction.J. Mark Baldwin - 1896 - Mind 5 (17):81-90.
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  22.  32
    Is Moral Education Working? Extracts From the Diary of a Twenty-First Century Moral Educator.J. Mark Halstead - 2011 - Journal of Moral Education 40 (3):339-347.
    This article takes the form of a set of edited diary entries containing reflections on incidents drawn mainly from the author?s professional life as a university professor and as a consultant to a disadvantaged multi-ethnic secondary school in the north of England. The form of the article allows a wide range of issues to be touched on, including respect, equality, authority, discipline, postmodernism, multicultural education, complexities in the concept of teaching by example and tensions between the enforcement of morality and (...)
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  23. Review of AA Hamid (Ed) Moral Teachings of Islam: Prophetic Traditions From Al-Adab Al-Mufrad. [REVIEW]J. Mark Halstead - 2005 - Journal of Moral Education 34 (1):113-131.
    Focusing on the disagreements between Muslims and homosexuals over sexuality education, this article highlights the need in liberal societies for respectful dialogue between groups that hold diametrically opposed beliefs and values. The article argues that it should be possible for Muslims to set out a religious perspective that is critical of homosexual behaviour without being accused of homophobia, just as it is possible for homosexuals to criticise Islamic teaching about sexual behaviour without being accused of Islamophobia. It further argues that (...)
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  24.  35
    Ambiguity in Our Technical Society.J. Mark Thomas - 2001 - Zygon 36 (2):321-326.
  25. The Therapeutic Process a Clinical Introduction to Psychodynamic Psychotherapy.J. Mark Thompson & Candace Cotlove - 2003
     
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  26.  3
    Mind and Body, From the Genetic Point of View.J. Mark Baldwin - 1903 - Psychological Review 10 (3):225-247.
  27.  3
    Psychology Past and Present.J. Mark Baldwin - 1894 - Psychological Review 1 (4):363-391.
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  28.  7
    In Place of a Conclusion: The Common School and the Melting Pot.J. Mark Halstead - 2007 - Journal of Philosophy of Education 41 (4):829–842.
    Drawing substantially on the arguments put forward by the contributors to this Special Issue, this final article examines the two main purposes of the common school in contemporary western societies: to develop a set of shared values and a unified sense of citizenship, on the one hand, and to iron out disadvantage and equalise opportunities, on the other. Four main justifications for the common school are discussed—its symbolic value, its compatibility with liberal values, its inclusiveness and its provision of practical (...)
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  29.  9
    The Genesis of the Ethical Self.J. Mark Baldwin - 1897 - Philosophical Review 6 (3):225-241.
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  30.  7
    The Effect of Size-Contrast Upon Judgments of Position in the Retinal Field.J. Mark Baldwin - 1895 - Psychological Review 2 (3):244-259.
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  31.  6
    The Limits of Pragmatism.J. Mark Baldwin - 1904 - Psychological Review 11 (1):30-60.
  32.  5
    Knowledge and Imagination.J. Mark Baldwin - 1908 - Psychological Review 15 (3):181-196.
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  33.  70
    Review of J. Mark Lazenby, The Early Wittgenstein on Religion[REVIEW]Mark Addis - 2008 - Notre Dame Philosophical Reviews 2008 (1).
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  34.  3
    The Psychology of Social Organization.J. Mark Baldwin - 1897 - Psychological Review 4 (5):482-515.
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  35.  8
    Reduced Autobiographical Memory Specificity and Affect Regulation.Filip Raes, Dirk Hermans, J. Mark G. Williams & Paul Eelen - 2006 - Cognition and Emotion 20 (3-4):402-429.
  36.  2
    Dr. Bosanquet on Imitation and Selective Thinking.J. Mark Baldwin - 1903 - Psychological Review 10 (1):51-63.
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  37.  10
    The Role of Nonsemantic Information in Memory: Orthographic Distinctiveness Effects on Retention.R. Reed Hunt & J. Mark Elliot - 1980 - Journal of Experimental Psychology: General 109 (1):49-74.
  38.  1
    Discussion: The Origin of Emotional Expression.J. Mark Baldwin - 1894 - Psychological Review 1 (6):610-623.
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  39.  31
    Rethinking Construction: On Luciano Floridi’s ‘Against Digital Ontology’.Chryssa Sdrolia & J. Mark Bishop - 2014 - Minds and Machines 24 (1):89-99.
    In the fourteenth chapter of The Philosophy of Information, Luciano Floridi puts forth a criticism of ‘digital ontology’ as a step toward the articulation of an ‘informational structural realism’. Based on the claims made in the chapter, the present paper seeks to evaluate the distinctly Kantian scope of the chapter from a rather unconventional viewpoint: while in sympathy with the author’s doubts ‘against’ digital philosophy, we follow a different route. We turn our attention to the concept of construction as used (...)
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  40.  25
    John Wilson on Moral Education.Terence H. McLaughlin & J. Mark Halstead - 2000 - Journal of Moral Education 29 (3):247-268.
    This paper provides a description and evaluation of the main features of John Wilson's approach to moral education. In the first section we analyse the central elements of his approach under eight headings, and in the second, we outline a number of areas of difficulty and lines of criticism relating to his claims, arguments and conclusions. Our aim is twofold: to invite recognition of the extensiveness, distinctiveness, ambition and importance of Wilson's contribution to moral education, and to facilitate a judicious (...)
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  41. A Certain Rectitude of Order: Jesus and Justification According to Aquinas.J. Mark Armitage - 2008 - The Thomist 72 (1):45-66.
     
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  42.  77
    Chesterton, Gilson and St. Thomas.J. Mark Armitage - 2007 - The Chesterton Review 33 (1-2):159-177.
  43.  9
    Why Didn't Jesus Write a Book? Aquinas on the Teaching of Christ.J. Mark Armitage - 2008 - New Blackfriars 89 (1021):337-353.
  44.  4
    An American Text-Book of Physiology.J. Mark Baldwin - 1897 - Psychological Review 4 (2):216-220.
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  45. Applications morales et sociales de la théorie du développement mental, Étude de Psychologie sociale, 1 vol.J. Mark Baldwin - 1898 - Revue de Métaphysique et de Morale 6 (1):7-8.
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  46. Analytic Psychology, by G. F. Stout. [REVIEW]J. Mark Baldwin - 1896 - Ethics 7:522.
     
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  47.  6
    Analytic Psychology.G. F. Stout.J. Mark Baldwin - 1897 - International Journal of Ethics 7 (4):522-524.
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  48. A Scheme of Classification for Psychology.J. Mark Baldwin - 1901 - Psychological Review 8 (1):60-63.
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  49.  5
    Darwinism and Logic: A Reply to Professor Creighton.J. Mark Baldwin - 1909 - Psychological Review 16 (6):431-436.
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  50. Discussion and Reports: Notes on Social Psychology and Other Things.J. Mark Baldwin - 1902 - Psychological Review 9 (1):57-69.
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