Results for 'John Conteh-Morgan'

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  1.  4
    John Henry Morgan.John Henry Morgan - 2010 - Journal for the Study of Religions and Ideologies 9 (27):175-202.
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  2.  2
    Two New Letters From John Morgan's Italian Travels.John Morgan & Antonio Pace - 1963 - Isis: A Journal of the History of Science 54:475-479.
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  3. Essays, Ed. By C.L. Morgan.George John Romanes & Conwy Lloyd Morgan - 1897
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  4.  82
    Laws of Biological Design: A Reply to John Beatty.Gregory J. Morgan - 2010 - Biology and Philosophy 25 (3):379-389.
    In this paper, I argue against John Beatty’s position in his paper “The Evolutionary Contingency Thesis” by counterexample. Beatty argues that there are no distinctly biological laws because the outcomes of the evolutionary processes are contingent. I argue that the heart of the Caspar–Klug theory of virus structure—that spherical virus capsids consist of 60T subunits (where T = k 2 + hk + h 2 and h and k are integers)—is a distinctly biological law even if the existence of (...)
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  5.  19
    Mortal Engines: The Science of Performance and the Dehumanization of Sport by John M. Hoberman.William J. Morgan - 1992 - Journal of the Philosophy of Sport 19 (1):101-106.
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  6.  19
    John Henry Newman—Doctor of Conscience.Drew Morgan - 2007 - Newman Studies Journal 4 (1):5-23.
    Should Newman be designated a “Doctor of the Church”? This essay responds first by considering the history and meaning of the title “Doctor of the Church,” and then by examining the recent Norms and Criteria proposed by the Vatican Congregation for designating Doctrine of the Church.
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  7.  4
    The Oxford Origins of John Henry Newman's Educational Thought in The Idea of a University.Stephen Morgan - 2012 - Newman Studies Journal 9 (1):32-43.
    This essay, originally a presentation at the annual conference of the Newman Association of America at St. Anselm’s College, Manchester, New Hampshire, in 2011, argues that The Idea of a University reflects a notion of university education that was already present in all its essentials in Newman’s thought by 1830. Newman’s experience as an undergraduate, his early years as a Fellow of Oriel College and his correspondence with Edward Hawkins during the Tutorship dispute indicate that Newman’s ideas about university education (...)
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  8.  16
    Discovering Levinas.Michael L. Morgan - 2007 - Cambridge University Press.
    In Discovering Levinas, Michael L. Morgan shows how this thinker faces in novel and provocative ways central philosophical problems of twentieth-century philosophy and religious thought. He tackles this task by placing Levinas in conversation with philosophers such as Donald Davidson, Stanley Cavell, John McDowell, Onora O'Neill, Charles Taylor, and Cora Diamond. He also seeks to understand Levinas within philosophical, religious, and political developments in the history of twentieth-century intellectual culture. Morgan demystifies Levinas by examining his unfamiliar and surprising vocabulary, (...)
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  9.  24
    Philosophy of Science Matters: The Philosophy of Peter Achinstein.Gregory J. Morgan (ed.) - 2011 - Oxford University Press.
    In this, the first book devoted to Peter Achinstein's influential work in philosophy of science, twenty distinguished philosophers, including four Lakatos award winners, address various aspects of Achinstein's influential views on the nature of scientific evidence, scientific explanation, and scientific realism. It includes short essays by Steve Gimbel and Jeff Maynes, Nancy Cartwright, Jordi Cat, Victor DiFate, Jerry Doppelt, Adam Goldstein, Philip Kitcher, Fred Kronz, Deborah Mayo, Greg Morgan, Helen Longino, John Norton, Michael Ruse, Bas van Fraassen, Stathis Psillos, (...)
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  10.  33
    What Price Cheap Food?Michael C. Appleby, Neil Cutler, John Gazzard, Peter Goddard, John A. Milne, Colin Morgan & Andrew Redfern - 2003 - Journal of Agricultural and Environmental Ethics 16 (4):395-408.
    This paper is the report of a meetingthat gathered many of the UK's most senioranimal scientists with representatives of thefarming industry, consumer groups, animalwelfare groups, and environmentalists. Therewas strong consensus that the current economicstructure of agriculture cannot adequatelyaddress major issues of concern to society:farm incomes, food security and safety, theneeds of developing countries, animal welfare,and the environment. This economic structure isbased primarily on competition betweenproducers and between retailers, driving foodprices down, combined with externalization ofmany costs. These issues must be addressed (...)
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  11.  40
    Is Non-Genetic Inheritance Just a Proximate Mechanism? A Corroboration of the Extended Evolutionary Synthesis.Alex Mesoudi, Simon Blanchet, Anne Charmantier, Étienne Danchin, Laurel Fogarty, Eva Jablonka, Kevin N. Laland, Thomas J. H. Morgan, Gerd B. Müller, F. John Odling-Smee & Benoît Pujol - 2013 - Biological Theory 7 (3):189-195.
    What role does non-genetic inheritance play in evolution? In recent work we have independently and collectively argued that the existence and scope of non-genetic inheritance systems, including epigenetic inheritance, niche construction/ecological inheritance, and cultural inheritance—alongside certain other theory revisions—necessitates an extension to the neo-Darwinian Modern Synthesis (MS) in the form of an Extended Evolutionary Synthesis (EES). However, this argument has been challenged on the grounds that non-genetic inheritance systems are exclusively proximate mechanisms that serve the ultimate function of calibrating organisms (...)
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  12.  1
    Nationwide Newspaper Coverage of Rape and Rape Culture on College Campuses: Testing Community Structure Theory.John C. Pollock, Brielle Richardella, Amanda Jahr, Melissa Morgan & Judi Puritz Cook - 2018 - Human Rights Review 19 (2):229-248.
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  13.  10
    Martin Buber et Frantz Fanon. Le politique dans l'éducation : dialogue ou rébellion.W. John Morgan, Alex Guilherme & Nicole G. Albert - 2013 - Diogène 241 (1):35.
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  14. Gramsci and Education.Paula Allman, Estanislao Antelo, Ursula Apitzsch, Stanley Aronowitz, John Baldacchino, Joseph A. Buttigieg, Diana Coben, Gustavo Fischman, Benedetto Fontana, Henry A. Giroux, Jerrold L. Kachur, D. W. Livingstone, Peter McLaren, Peter Mayo, Attilio Monasta, W. J. Morgan, Raymond A. Morrow, Silvia Serra & Carlos Alberto Torres - 2002 - Rowman & Littlefield Publishers.
    Antonio Gramsci is one of the major social and political theorists of the 20th century whose work has had an enormous influence on several fields, including educational theory and practice. Gramsci and Education demonstrates the relevance of Antonio Gramsci's thought for contemporary educational debates. The essays are written by scholars located in different parts of the world, a number of whom are well known internationally for their contributions to Gramscian scholarship and/or educational research. The collection deals with a broad range (...)
     
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  15.  42
    Martin Buber’s Philosophy of Education and its Implications for Non-Formal Education.A. Guilherme & W. John Morgan - 2009 - International Journal of Lifelong Learning 28 (5).
    The Jewish philosopher and educator Martin Buber (1878–1965) is considered one of the twentieth century’s greatest contributors to the philosophy of religion and is also recognized as the pre-eminent scholar of Hasidism. He has also attracted considerable attention as a philosopher of education. However, most commentaries on this aspect of his work have focussed on the implications of his philosophy for formal education and for the education of the child. Given that much of Buber’s philosophy is based on dialogue, on (...)
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  16.  9
    Improving Memory After Interruption: Exploiting Soft Constraints and Manipulating Information Access Cost.Phillip L. Morgan, John Patrick, Samuel M. Waldron, Sophia L. King & Tanya Patrick - 2009 - Journal of Experimental Psychology: Applied 15 (4):291-306.
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  17.  7
    Listening to Steroids.John Hoberman & William J. Morgan - 2007 - In William J. Morgan (ed.), Ethics in Sport. Human Kinetics. pp. 235--244.
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  18.  19
    Increasing Information Access Cost to Protect Against Interruption Effects During Problem Solving.Phillip L. Morgan, John Patrick & Tanya Patrick - 2010 - In S. Ohlsson & R. Catrambone (eds.), Proceedings of the 32nd Annual Conference of the Cognitive Science Society. Cognitive Science Society. pp. 949--955.
  19.  7
    The Possibilities and Consequences of Understanding Play as Dialogue.John Morgan & Ana Cristina Zimmermann - 2011 - Sport, Ethics and Philosophy 5 (1):46-62.
    (2011). The Possibilities and Consequences of Understanding Play as Dialogue. Sport, Ethics and Philosophy: Vol. 5, No. 1, pp. 46-62. doi: 10.1080/17511321.2010.511250.
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  20. Martin Buber: Dialogue and the Concept of the Other.A. Guilherme & W. John Morgan - 2010 - Pastoral Review.
    Martin Buber (1878-1965) is one of the most significant existentialist philosophers of the twentieth century and a leading scholar of the Hasidic tradition in Judaism; even more important for this article is that Buber is considered by many to be the philosopher of dialogue par excellence. This article expounds Buber’s conception of dialogue and its implications for our conception of the Other.
     
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  21.  2
    Godly Learning. Puritan Attitudes Towards Reason, Learning and Education 1560-1640.John Morgan - 1987 - British Journal of Educational Studies 35 (1):80-81.
  22. Nuclear Weapons and the Future of Humanity: The Fundamental Questions.John P. Holdren, Paul R. Ehrlich, Anne Ehrlich, Gary Stahl, Berel Lang, Richard H. Popkin, Joseph Margolis, Patrick Morgan, John Hare, Russell Hardin, Richard A. Watson, Gregory S. Kavka, Jean Bethke Elshtain, Sidney Axinn, Terry Nardin, Douglas P. Lackey, Jefferson McMahan, Edmund Pellegrino, Stephen Toulmin, Dietrich Fischer, Edward F. McClennen, Louis Rene Beres, Arne Naess, Richard Falk & Milton Fisk - 1986 - Rowman & Littlefield Publishers.
    The excellent quality and depth of the various essays make [the book] an invaluable resource....It is likely to become essential reading in its field.—CHOICE.
     
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  23. 'Nagging' Questions: Feminist Ethics in Everyday Life.Anita L. Allen, Sandra Lee Bartky, John Christman, Judith Wagner DeCew, Edward Johnson, Lenore Kuo, Mary Briody Mahowald, Kathryn Pauly Morgan, Melinda Roberts, Debra Satz, Susan Sherwin, Anita Superson, Mary Anne Warren & Susan Wendell - 1995 - Rowman & Littlefield Publishers.
    In this anthology of new and classic articles, fifteen noted feminist philosophers explore contemporary ethical issues that uniquely affect the lives of women. These issues in applied ethics include autonomy, responsibility, sexual harassment, women in the military, new technologies for reproduction, surrogate motherhood, pornography, abortion, nonfeminist women and others. Whether generated by old social standards or intensified by recent technology, these dilemmas all pose persistent, 'nagging,' questions that cry out for answers.
     
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  24.  12
    A Time for Silence? Its Possibilities for Dialogue and for Reflective Learning.Ana Cristina Zimmermann & W. John Morgan - 2016 - Studies in Philosophy and Education 35 (4):399-413.
    From the beginning of history sounds have played a fundamentally important role in humanity’s development as ways of expression and of communication. However in contemporary western society, and indeed globally, we are experiencing an excess of speech and a relentless encouragement to expression. Such excess indicates a misunderstanding about what expression and dialogue should be. This condition encourages us to think about silence, solitude and contemplation and the role they might play in restoring the realm of personal understanding of the (...)
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  25.  25
    Out of Sequence Communications Can Affect Causal Judgement.John Patrick, Lewis Bott, Phillip L. Morgan & Sophia L. King - 2012 - Thinking and Reasoning 18 (2):133 - 158.
    In some practical uncertain situations decision makers are presented with described events that are out of sequence when having to make a causal attribution. A theoretical perspective concerning the causal coherence of the explanation is developed to predict the effect of this on causal attribution. Three experiments investigated the effect on causal judgement when the described order of events did not correspond to their causal order. Participants had to judge the relative probability of two possible causes of an outcome in (...)
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  26.  2
    The Effect of Unilateral Surgical Destruction of the Cochlea on Auditory Sensitivity in the Chinchilla.Thomas L. Bennett, R. John Morgan, Paulette Murphy & Lucian B. Eddy - 1978 - Bulletin of the Psychonomic Society 12 (2):92-94.
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  27.  11
    International Network for Economic Method.Sheila Dow, Roger Backhouse, John Davis, Daniel Hausman, Tony Lawson, Mary Morgan & Esther-Mirjam Sent - 2003 - Journal of Economic Methodology 10 (1):99-101.
  28.  10
    Hägg (T.) Parthenope. Selected Studies in Ancient Greek Fiction (1969–2004). Edited by L.B. Mortensen and T. Eide. Pp. 493. Copenhagen: Museum Tusculanum Press, 2004. Cased, £35, ???50, US$58, DKr 350. ISBN: 978-87-7289-907-. [REVIEW]John Morgan - 2007 - The Classical Review 57 (01):70-.
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  29.  7
    Test Ordering in an Evidence Free Zone: Rates and Associations of Australian General Practice Trainees’ Vitamin D Test Ordering.Amanda Tapley, Parker Magin, Simon Morgan, Kim Henderson, John Scott, Allison Thomson, Neil Spike, Lawrie McArthur, Mieke van Driel, Patrick McElduff & Billie Bonevski - 2015 - Journal of Evaluation in Clinical Practice 21 (6):1151-1156.
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  30.  5
    The Contrasting Philosophies of Martin Buber and Frantz Fanon: The Political in Education as Dialogue or as Defiance.Alex Guilherme & W. John Morgan - 2014 - Diogenes 61 (1):28-43.
    Education has two distinct but interconnected layers. There is an outer layer concerned with knowledge transfer and skills and an inner layer concerned with the development of character and relationships with others, both individually and socially. This inner layer provides the individual with the capacity to influence and to change society. In that sense, such an inner layer is ‘political’. In this article we argue that the ‘political’ in education can take two distinct forms: either that of dialogue or of (...)
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  31.  14
    Peace Profile: Martin Buber.Alex Guilherme & W. John Morgan - 2011 - Peace Review 23 (1):110-117.
    Martin Buber (1878–1965) is one of the most significant existentialist philosophers and educationalists of the twentieth century, and a leading scholar of the Hasidic tradition. His philosophical and educational views are dominated by the concept of dialogue and, in virtue of this, he is often called the philosopher of dialogue. Throughout his life, Buber advocated dialogue as a way of establishing peace and resolving conflicts, and therefore he is often referred to in both the academic and general literature as an (...)
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  32.  7
    Perceived Stress During Pregnancy and the Catechol-O-Methyltransferase Rs165599 Polymorphism Impacts on Childhood IQ.Yvette N. Lamb, John M. D. Thompson, Rinki Murphy, Clare Wall, Ian J. Kirk, Angharad R. Morgan, Lynnette R. Ferguson, Edwin A. Mitchell & Karen E. Waldie - 2014 - Cognition 132 (3):461-470.
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  33.  5
    Mary Starin.Gail Crippen, Rose Lemberg, Margaret Wehinger, John Stockwell, Stephen Kaufman, Clay Lancaster, Charles R. Magel, Ruby C. Morgan, Steve Zawistowski & Ahimsa FOlDldation - forthcoming - Between the Species.
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  34.  3
    Ethical Naturalism in the Thought of Edward O. Wilson A Critical Review of His Major Works.John Henry Morgan - 2010 - Journal for the Study of Religions and Ideologies 9 (27):175-202.
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  35.  4
    Temporary Threshold Shifts in Auditory Sensitivity Produced by the Combined Effects of Noise and Sodium Salicylate.Thomas L. Bennett, R. John Morgan, Paulette Murphy & Lucian B. Eddy - 1978 - Bulletin of the Psychonomic Society 12 (2):95-98.
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  36.  3
    Ethical Naturalism in the Thought of Edward O. Wilson A Critical Review of His Major Works.John-Henry Morgan - 2010 - Journal for the Study of Religions and Ideologies 9 (27):175-202.
    Normal 0 false false false MicrosoftInternetExplorer4 st1:*{behavior:url(#ieooui) } /* 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-parent:""; mso-padding-alt:0in 5.4pt 0in 5.4pt; mso-para-margin:0in; mso-para-margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:10.0pt; font-family:"Times New Roman"; mso-ansi-language:#0400; mso-fareast-language:#0400; mso-bidi-language:#0400;} One of the most celebrated biologists of the past century, Edward O. Wilson has received virtually every scientific award and recognition for his provocative and innovative enquiry into the nature of the relationship between moral behavior and biology which the scientific community can offer. For over twenty-five years, (...)
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  37.  3
    Some Political Origins of Workers' Education in Britain.W. John Morgan - 1988 - Educational Philosophy and Theory 20 (1):27-36.
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  38.  3
    Professionalization Of Islamic Ministry In America Components Of The Legitimizing Process In Western Society.John H. Morgan - 2010 - Journal for the Study of Religions and Ideologies 9 (26):114-127.
    In the last fifty years there has been a surge of immigration to the Western Hemisphere on the part of Middle Eastern and South East Asian Muslim religious leaders who are responding to a call from Muslim communities for religious leadership. In the United States alone, there have been over 1,500 Muslim clergy in the Sunni Tradition immigrate to America within the last twenty years. What is strikingly absent is the training needed to be a clergy person as understood in (...)
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  39.  3
    Darwin's Athletes.John Valentine & W. J. Morgan - 2007 - In William J. Morgan (ed.), Journal of the Philosophy of Sport. Human Kinetics. pp. 2--407.
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  40.  6
    Troubles with Wittgenstein?W. John Morgan - 1988 - Educational Philosophy and Theory 20 (1):27–36.
  41.  2
    Michael Young and the Politics of the School Curriculum.John Morgan - 2015 - British Journal of Educational Studies 63 (1):5-22.
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  42.  2
    Religious Conventions and Science in the Early Restoration: Reformation and ‘Israel’ in Thomas Sprat's History of the Royal Society.John Morgan - 2009 - British Journal for the History of Science 42 (3):321-344.
    Sprat situated his analysis of the Royal Society within an emerging Anglican Royalist narrative of the longue durée of post-Reformation England. A closer examination of Sprat's own religious views reveals that his principal interest in the History of the Royal Society, as in the closely related reply to Samuel de Sorbière, the Observations, was to appropriate the advantages and benefits of the Royal Society as support for a re-established, anti-Calvinist Church of England. Sprat connected the two through a reformulation of (...)
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  43.  2
    Science, England's' Interest'and Universal Monarchy: The Making of Thomas Sprat's History of the Royal Society.John Morgan - 2009 - History of Science 47 (1):27-54.
  44.  1
    Genetic Self-Identification and the Future.John H. Morgan - 1982 - Philosophy Today 26 (4):301-311.
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  45.  1
    The Speed and Accuracy of Motor Adjustments.John J. B. Morgan - 1917 - Journal of Experimental Psychology 2 (3):225-248.
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  46.  1
    The Story of Knemon in Heliodoros' "AITEIORIKA".John R. Morgan - 1989 - Journal of Hellenic Studies 109:99-113.
  47.  1
    The Teaching of Palliative Care Within the Context of an Undergraduate Course on Death, Dying, and Bereavement.John D. Morgan - forthcoming - Journal of Palliative Care.
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  48. An Analysis of Effort.John J. B. Morgan - 1920 - Psychological Review 27 (2):95-111.
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  49. An Easeful Death? Perspectives on Death, Dying, and Euthanasia.John Morgan - 1996
     
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  50. Parthenope. Selected Studies in Ancient Greek Fiction. [REVIEW]John Morgan - 2007 - The Classical Review 57 (1):70-71.
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