Results for 'Kathryn E. Artnak'

998 found
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  1.  10
    Ethics Consultation in Dual Diagnosis of Mental Illness and Mental Retardation: Medical Decisionmaking for Community-Dwelling Persons.Kathryn E. Artnak - 2008 - Cambridge Quarterly of Healthcare Ethics 17 (2):239-246.
    An evaluation of mental capacity is critical to a clinician's judgment about whether or not persons can make medical treatment decisions on their own behalf, and uncertainty about their ability to meaningfully participate in that process is one of the more common reasons an ethics consult is requested. The care of decisionally incapable patients—particularly those who lack advance care documents and no living relative who can speak for them—presents a quandary to healthcare personnel attempting to plan care in their best (...)
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  2.  6
    A comparison of principle-based and case-based approaches to ethical analysis.Kathryn E. Artnak - 1995 - HEC Forum 7 (6):339-352.
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  3.  14
    Health Care Accessibility for Chronic Illness Management and End-of-Life Care: A View from Rural America.Kathryn E. Artnak, Richard M. McGraw & Vayden F. Stanley - 2011 - Journal of Law, Medicine and Ethics 39 (2):140-155.
    The Institute of Medicine reporting on the quality of health care in America recommends six aims for achieving the health care system we could have. Together with the Institute for Healthcare Improvement Triple Aim initiative, a framework has emerged to challenge providers, educators, and policymakers to remake the health care system according to specific objectives: to provide care that is safe, effective, patient-centered, timely, efficient, and equitable to more people at a price we can afford. Complicating this mission of better (...)
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  4.  6
    Health Care Accessibility for Chronic Illness Management and End-of-Life Care: A View from Rural America.Kathryn E. Artnak, Richard M. McGraw & Vayden F. Stanley - 2011 - Journal of Law, Medicine and Ethics 39 (2):140-155.
    Nearly $2 trillion is spent annually in the U.S. treating chronic illness — yet accessibility to quality health care services in rural communities for the chronically ill and dying remains problematic. Unique barriers present special challenges to a meaningful discussion of and subsequent strategies for addressing these issues in the context of increasingly scarce resources.
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  5.  23
    Cases of Conscience: Casuistic Analysis of Ethical Dilemmas in Expanded Role Settings.Jane H. Dimmitt & Kathryn E. Artnak - 1994 - Nursing Ethics 1 (4):200-207.
    In the absence of a well articulated conceptual framework for nursing ethics, this article argues for a theory of applied ethics - casuistics - used within a clinical reasoning model, to analyse the complicated issues presented in three cases involving adolescents receiving treatment for abuse through a rural alternative learning centre. The clinical nurse specialist, as an independent practitioner within the community, is presented with many ethical challenges arising from cultural diversity. The inherent independent nature of such practice environments combined (...)
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  6.  6
    Review of T. Kushner, ed., Surviving Health Care: A Manual for Patients and their Families. [REVIEW]Kathryn E. Artnak - 2011 - American Journal of Bioethics 11 (7):60 - 61.
    The American Journal of Bioethics, Volume 11, Issue 7, Page 60-61, July 2011.
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  7.  21
    A thought in the park: The influence of naturalness and low-level visual features on expressed thoughts.Kathryn E. Schertz, Sonya Sachdeva, Omid Kardan, Hiroki P. Kotabe, Kathleen L. Wolf & Marc G. Berman - 2018 - Cognition 174 (C):82-93.
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  8. Meeting Our Standards for Educational Justice: Doing Our Best With the Evidence.Kathryn E. Joyce & Nancy Cartwright - 2018 - Theory and Research in Education 16 (1).
    The United States considers educating all students to a threshold of adequate outcomes to be a central goal of educational justice. The No Child Left Behind Act introduced evidence-based policy and accountability protocols to ensure that all students receive an education that enables them to meet adequacy standards. Unfortunately, evidence-based policy has been less effective than expected. This article pinpoints under-examined methodological problems and suggests a more effective way to incorporate educational research findings into local evidence-based policy decisions. It identifies (...)
     
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  9.  14
    Educational neuroscience.Kathryn E. Patten & Stephen R. Campbell - 2011 - Educational Philosophy and Theory 43 (1):7-16.
    Educational Neuroscience provides an overview of a wide range of recent initiatives in educational neuroscience implicating and pertaining to mind, brain, and education. Contributions from top researchers in the field examine a variety of concerns, issues, and directions pertaining and relating to educational neuroscience and mind, brain, and education more generally, focusing on three main areas: motivations, aims, and prospects theories, methods, and collaborations challenges, results, and implications Chapters promote interdisciplinary perspectives and further establishment of theoretical and empirical bases for (...)
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  10. Teaching Philosophy through a Role-Immersion Game.Kathryn E. Joyce, Andy Lamey & Noel Martin - 2018 - Teaching Philosophy 41 (2):175-98.
    A growing body of research suggests that students achieve learning outcomes at higher rates when instructors use active-learning methods rather than standard modes of instruction. To investigate how one such method might be used to teach philosophy, we observed two classes that employed Reacting to the Past, an educational role-immersion game. We chose to investigate Reacting because role-immersion games are considered a particularly effective active-learning strategy. Professors who have used Reacting to teach history, interdisciplinary humanities, and political theory agree that (...)
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  11.  11
    Revisiting the role of values in evidence-based education.Kathryn E. Joyce - forthcoming - Journal of Philosophy of Education.
    Evidence-based practice in education involves basing decisions about what to do on evidence about the relative effectiveness of available interventions (e.g. programmes, products, practices). This article considers two influential critiques of evidence-based education (EBE) pertaining to its treatment of values. The ‘general critique’ condemns EBE for excluding values from decisions about what to do in education. The ‘specific critique’ condemns EBE for relying on a deterministic view of causality in education which disregards the complex, value-laden nature of educational contexts. I (...)
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  12.  24
    One novice teacher and her decisions to address or avoid controversial issues.Kathryn E. Engebretson - 2018 - Journal of Social Studies Research 42 (1):39-47.
    Building upon Thornton's (1991) work on teachers as “curricular-instructional gatekeepers,” the author explores what guided the curricular decision-making for one novice teacher concerning controversial issues that center on race, social class, and lesbian, gay, bisexual, and transgender (LGBT) issues. Qualitative case study revealed context, student demographics, and teacher positionality as influencing this teacher's choices regarding these themes in her curriculum. Findings indicated that this teacher was willing and able to challenge racist views in her classroom when she was a student (...)
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  13.  21
    Gatehouses and mother houses: A study of the Cistercian abbey of Zaraka.Kathryn E. Salzer - 1999 - Mediaeval Studies 61 (1):297-324.
  14.  7
    Fair Accountability in the Context of Evidence-Based Education.Kathryn E. Joyce - 2023 - Public Affairs Quarterly 37 (4):371-395.
    It is only fair to hold someone accountable for outcomes over which they have sufficient control. The evidence-based approach to education (“evidence-based education,” or EBE) promises to give educators sufficient control over their students’ outcomes by providing access to interventions that are effective according to scientific research. I argue that EBE fails to secure sufficient control because the research on which it relies doesn't establish that interventions are generally effective. If they are to be fair, accountability practices must reflect the (...)
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  15. Property and emerging institutional types : the challenge of private foundations in public higher education.Kathryn E. Webb Farley - 2020 - In Nicole M. Elias & Amanda M. Olejarski (eds.), Ethics for contemporary bureaucrats: navigating constitutional crossroads. New York, NY: Routledge.
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  16.  7
    Handbook of Developmental Science, Behavior, and Genetics.Kathryn Hood, Halpern E., Greenberg Carolyn Tucker, Lerner Gary & M. Richard (eds.) - 2010 - Wiley-Blackwell.
    FOREWORD. Gilbert Gottlieb and the Developmental Point of View. I. INTRODUCTION. 1. Developmental Systems, Nature-Nurture, and the Role of Genes in Behavior and Development: On the Legacy of Gilbert Gottlieb. 2. Normally Occurring Environmental and Behavioral Influences on Gene Activity: From Central Dogma to Probabilistic Epigenesis. II. THEORETICAL FOUNDATIONS FOR THE DEVELOPMENTAL STUDY OF BEHAVIOR AND GENETICS. 3. Historical and Philosophical Perspectives on Behavioral Genetics and Developmental Science. 4. Development and Evolution Revisited. 5. Probabilistic Epigenesis and Modern Behavioral and Neural (...)
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  17.  13
    Adam Smith: A Relational Egalitarian Interpretation.Kathryn E. Joyce - unknown
    In this thesis I argue that Adam Smith is committed to moral egalitarianism, which extends to his theory of political economy. While Smith’s work is often used to justify economic inequality in society, I show that his political theory is best understood as a kind of relational egalitarianism. Using Elizabeth Anderson’s Democratic Equality as a model, I examine Smith’s commitment to equality in the space of social relationships. In particular, I argue that Smith’s focus on eliminating inequalities that cause oppression (...)
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  18.  8
    Educational Neuroscience: Initiatives and Emerging Issues.Kathryn E. Patten & Stephen R. Campbell (eds.) - 2011 - Malden, MA: Wiley.
    _Educational Neuroscience_ provides an overview of the wide range of recent initiatives in educational neuroscience, examining a variety of methodological concerns, issues, and directions. Encourages interdisciplinary perspectives in educational neuroscience Contributions from leading researchers examine key issues relating to educational neuroscience and mind, brain, and education more generally Promotes a theoretical and empirical base for the subject area Explores a range of methods available to researchers Identifies agencies, organizations, and associations facilitating development in the field Reveals a variety of on-going (...)
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  19.  8
    Introduction: Educational Neuroscience.Stephen R. Campbell Kathryn E. Patten - 2011 - Educational Philosophy and Theory 43 (1):1-6.
    ‘What does the brain have to do with learning?’Prima facie, this may seem like a strange thing for anyone to say, especially educational scholars, researchers, practitioners, and policy makers. There are, however, valid objections to injecting various and sundry neuroscientific considerations piecemeal into the vast field of education. These objections exist in a variety of dimensions. After providing a working definition for educational neuroscience, identifying the ‘mindbrain’ as the proper object of study thereof, I discuss, dispel or dismiss some of (...)
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  20.  16
    Introduction: Educational Neuroscience.Kathryn E. Patten & Stephen R. Campbell - 2011 - Educational Philosophy and Theory 43 (1):1-6.
    This chapter presents emotion as a function of brain‐body interaction, as a vital part of a multi‐tiered phylogenetic set of neural mechanisms, evoked by both instinctive processes and learned appraisal systems, and argues to establish the primacy of emotion in relation to cognition. Primarily based on Damasio's somatic marker hypothesis, but also incorporating elements of Lazarus' appraisal theory, this paper presents a neuropedagogical model of emotion, the somatic appraisal model of affect. SAMA identifies quintessential components, facets, and functions of affect (...)
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  21.  19
    Grappling with “That Awkward Sex Stuff”: Encountering themes of sexual violence in the formal curriculum.Kathryn E. Engebretson - 2013 - Journal of Social Studies Research 37 (4):195-207.
    This qualitative study examines the discourses that 25 preservice secondary social studies teachers create surrounding whether to include themes of sexual violence in the formal curriculum. As part of their first methods course, the participants read Harriet Jacobs's 1861 memoir Incidents in the Life of a Slave Girl and planned a unit using it as the central text. Using discourse analysis and feminist poststructural theory, the author finds that no singular discourse prevails but that the participants struggled with whether to (...)
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  22.  29
    Selective breeding–selective rearing interactions and the ontogeny of aggressive behavior.Kathryn E. Hood - 1988 - Behavioral and Brain Sciences 11 (4):636-636.
  23.  14
    The Somatic Appraisal Model of Affect: Paradigm for educational neuroscience and neuropedagogy.Kathryn E. Patten - 2011 - Educational Philosophy and Theory 43 (1):87-97.
    This chapter presents emotion as a function of brain-body interaction, as a vital part of a multi-tiered phylogenetic set of neural mechanisms, evoked by both instinctive processes and learned appraisal systems, and argues to establish the primacy of emotion in relation to cognition. Primarily based on Damasio's somatic marker hypothesis, but also incorporating elements of Lazarus' appraisal theory, this paper presents a neuropedagogical model of emotion, the somatic appraisal model of affect (SAMA). SAMA identifies quintessential components, facets, and functions of (...)
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  24.  19
    Strategies of absolute pitch possessors in the learning of an unfamiliar scale.Kathryn E. Eaton & Michael H. Siegel - 1976 - Bulletin of the Psychonomic Society 8 (4):289-291.
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  25.  8
    New Insights Into Causal Pathways Between the Pediatric Age-Related Physical Activity Decline and Loss of Control Eating: A Narrative Review and Proposed Conceptual Model.Tyler B. Mason, Kathryn E. Smith, Britni R. Belcher, Genevieve F. Dunton & Shan Luo - 2020 - Frontiers in Psychology 11.
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  26.  6
    Immunoreactive theory: A conceptually narrow theory reflecting androcentric bias.Anne C. Petersen & Kathryn E. Hood - 1985 - Behavioral and Brain Sciences 8 (3):457-458.
  27.  7
    Damned If You Do, Doomed If You Don’t”: A Socio-Medical Commentary on “Of Athletes, Bodies and Rules: Making Sense of Caster Semenya.Bryan Holtzman & Kathryn E. Ackerman - 2021 - Journal of Law, Medicine and Ethics 49 (4):661-665.
    As medical professionals, we outline the science underlying disorders or differences of sexual development (DSD), discuss the nuances of sex and gender and how terminology can differ based on medical vs. non-medical context, briefly review the evidence of the ergogenic effects of hyperandrogenism, and discuss the medical complications with the hormonal contraceptive use currently dictated by World Athletics to allow DSD athletes to compete in the female category.
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  28.  12
    CHIRON: Planning in an open-textured domain. [REVIEW]Kathryn E. Sanders - 2001 - Artificial Intelligence and Law 9 (4):225-269.
    Planning problems arise in law when an individual (or corporation)wants to perform a sequence of actions that raises legal issues. Manylawyers make their living planning transactions, and a system thathelped them to solve these problems would be in demand.The designer of such a system in a common-law domain must addressseveral difficult issues, including the open-textured nature of legal rules,the relationship between legal rules and cases, the adversarial nature ofthe domain, and the role of argument. In addition, the system's design isconstrained (...)
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  29.  27
    Children’s interaction in an urban face-to-face society: The case of a South-American plaza.Jürgen Streeck & Kathryn E. Harrison - 2015 - Pragmatics and Society 6 (3):305-337.
    This paper reports on a micro-ethnography of social interaction in an urban plaza in Colombia, focusing on the plaza’s role as an arena for the acquisition of interaction skills. We investigate how children of different ages initiate and sustain interactions with same-age and older peers and the efforts they make to be recognized and ‘visible’. We interpret our data in light of three theories of socialization: Corsaro’s conception of childhood as “interpretive reproduction”, Vygotsky’s model of the “zone of proximal development”, (...)
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  30.  9
    Somatic hypermutation of antibody genes: a hot spot warms up.Nicholas P. Harberd, Kathryn E. King, Pierre Carol, Rachel J. Cowling, Jinrong Peng & Donald E. Richards - 1998 - Bioessays 20 (3):227-234.
    In the course of an immune response, antibodies undergo affinity maturation in order to increase their efficiency in neutralizing foreign invaders. Affinity maturation occurs by the introduction of multiple point mutations in the variable region gene that encodes the antigen binding site. This somatic hypermutation is restricted to immunoglobulin genes and occurs at very high rates. The precise molecular basis of this process remains obscure. However, recent studies using a variety of in vivo and in vitro systems have revealed important (...)
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  31.  19
    The Babylonian Entitlement narus : A Study in Their Form and Function.Victor Avigdor Hurowitz & Kathryn E. Slanski - 2004 - Journal of the American Oriental Society 124 (4):783.
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  32.  11
    Contrasting Medical and Legal Standards of Evidence: A Precision Medicine Case Study.Gary E. Marchant, Kathryn Scheckel & Doug Campos-Outcalt - 2016 - Journal of Law, Medicine and Ethics 44 (1):194-204.
    As the health care system transitions to a precision medicine approach that tailors clinical care to the genetic profile of the individual patient, there is a potential tension between the clinical uptake of new technologies by providers and the legal system's expectation of the standard of care in applying such technologies. We examine this tension by comparing the type of evidence that physicians and courts are likely to rely on in determining a duty to recommend pharmacogenetic testing of patients prescribed (...)
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  33. Public Stem Cell Banks.Hilary Bok Mueller Agnew, Danw Brock, Aravinda Chakravarti, Xiao-Jiang Gao, Mark Greene, John A. Hansen, Patricia A. King, Stephen J. O'brien, David H. Sachs & Kathryn E. Schill - 2003 - Hastings Center Report 33 (6):13-27.
     
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  34.  44
    Addressing ethical challenges in HIV prevention research with people who inject drugs.Liza Dawson, Steffanie A. Strathdee, Alex John London, Kathryn E. Lancaster, Robert Klitzman, Irving Hoffman, Scott Rose & Jeremy Sugarman - 2018 - Journal of Medical Ethics Recent Issues 44 (3):149-158.
    Despite recent advances in HIV prevention and treatment, high HIV incidence persists among people who inject drugs. Difficult legal and political environments and lack of services for PWID likely contribute to high HIV incidence. Some advocates question whether any HIV prevention research is ethically justified in settings where healthcare system fails to provide basic services to PWID and where implementation of research findings is fraught with political barriers. Ethical challenges in research with PWID include concern about whether research evidence will (...)
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  35.  12
    Public Stem Cell Banks: Considerations of Justice in Stem Cell Research and Therapy.Ruth R. Faden, Liza Dawson, Alison S. Bateman-House, Dawn Mueller Agnew, Hilary Bok, Dan W. Brock, Aravinda Chakravarti, Xiao-Jiang Gao, Mark Greene, John A. Hansen, Patricia A. King, Stephen J. O'Brien, David H. Sachs, Kathryn E. Schill, Andrew Siegel, Davor Solter, Sonia M. Suter, Catherine M. Verfaillie, LeRoy B. Walters & John D. Gearhart - 2003 - Hastings Center Report 33 (6):13-27.
    If stem cell-based therapies are developed, we will likely confront a difficult problem of justice: for biological reasons alone, the new therapies might benefit only a limited range of patients. In fact, they might benefit primarily white Americans, thereby exacerbating long-standing differences in health and health care.
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  36.  23
    Leader Apologies and Employee and Leader Well-Being.Alyson Byrne, Julian Barling & Kathryne E. Dupré - 2014 - Journal of Business Ethics 121 (1):91-106.
    Regardless of leaders’ efforts to do the right thing and meet performance expectations, they make mistakes, with possible ramifications for followers’ and leaders’ well-being. Some leaders will apologize following transgressions, which may have positive implications for their followers’ and their own well-being, contingent upon the nature and severity of the transgressions. We examine these relationships in two separate studies. In Study 1, leader apologies had a positive relationship with followers’ psychological well-being and emotional health, and these relationships were moderated by (...)
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  37.  29
    Positive Effects of Nature on Cognitive Performance Across Multiple Experiments: Test Order but Not Affect Modulates the Cognitive Effects.Cecilia U. D. Stenfors, Stephen C. Van Hedger, Kathryn E. Schertz, Francisco A. C. Meyer, Karen E. L. Smith, Greg J. Norman, Stefan C. Bourrier, James T. Enns, Omid Kardan, John Jonides & Marc G. Berman - 2019 - Frontiers in Psychology 10.
  38.  31
    The patient's perspective on the need for informed consent for minimal risk studies: Development of a survey-based measure.Sherrie H. Kaplan, Adrijana Gombosev, Sheila Fireman, James Sabin, Lauren Heim, Lauren Shimelman, Rebecca Kaganov, Kathryn E. Osann, Thomas Tjoa & Susan S. Huang - 2016 - AJOB Empirical Bioethics 7 (2):116-124.
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  39.  50
    Bringing science and advocacy together to address health needs of people who inject drugs.Liza Dawson, Steffanie A. Strathdee, Alex John London, Kathryn E. Lancaster, Robert Klitzman, Irving Hoffman, Scott Rose & Jeremy Sugarman - 2018 - Journal of Medical Ethics Recent Issues 44 (3):165-166.
    In crafting our paper on addressing the ethical challenges in HIV prevention research with people who inject drugs, 1 we had hoped to stimulate further discussion and deliberation about the topic. We are pleased that three commentaries on our paper have begun this process. 2 3 4 The commentaries rightly bring up important issues relating to community engagement and problems in translating research into practice in the fraught environments in which PWID face multiple risks. These risks include acquisition of HIV (...)
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  40.  9
    Safety Issues In Cell-Based Intervention Trials.Liza Dawson, Alison S. Bateman-House, Dawn Mueller Agnew, Hilary Bok, Dan W. Brock, Aravinda Chakravarti, Mark Greene, Patricia King, Stephen J. O'Brien, David H. Sachs, Kathryn E. Schill, Andrew Siegel & Davor Solter - 2003 - Fertility and Sterility 80 (5):1077-1085.
    We report on the deliberations of an interdisciplinary group of experts in science, law, and philosophy who convened to discuss novel ethical and policy challenges in stem cell research. In this report we discuss the ethical and policy implications of safety concerns in the transition from basic laboratory research to clinical applications of cell-based therapies derived from stem cells. Although many features of this transition from lab to clinic are common to other therapies, three aspects of stem cell biology pose (...)
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  41.  18
    Corrigendum: Positive Effects of Nature on Cognitive Performance Across Multiple Experiments: Test Order but Not Affect Modulates the Cognitive Effects.Cecilia U. D. Stenfors, Stephen C. Van Hedger, Kathryn E. Schertz, Francisco A. C. Meyer, Karen E. L. Smith, Greg J. Norman, Stefan C. Bourrier, James T. Enns, Omid Kardan, John Jonides & Marc G. Berman - 2019 - Frontiers in Psychology 10.
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  42.  4
    MicroRNAs in CNS injury: potential roles and therapeutic implications.Sindhu K. Madathil, Peter T. Nelson, Kathryn E. Saatman & Bernard R. Wilfred - 2011 - Bioessays 33 (1):21-26.
  43.  18
    Development, microevolution, and social behavior.Robert B. Cairns, Jean-Louis Gariépy & Kathryn E. Hood - 1990 - Psychological Review 97 (1):49-65.
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  44.  34
    Real-time sampling of reasons for hedonic food consumption: further validation of the Palatable Eating Motives Scale.Mary M. Boggiano, Lowell E. Wenger, Bulent Turan, Mindy M. Tatum, Maria D. Sylvester, Phillip R. Morgan, Kathryn E. Morse & Emilee E. Burgess - 2015 - Frontiers in Psychology 6.
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  45.  28
    Gender Struggles: Practical Approaches to Contemporary Feminism.Kathryn Pyne Addelson, Sandra Lee Bartky, Susan Bordo, Rosi Braidotti, Susan J. Brison, Judith Butler, Drucilla L. Cornell, Deirdre E. Davis, Nancy Fraser, Evelynn M. Hammonds, Nancy J. Hirschmann, Eva Feder Kittay, Sharon Marcus, Marsha Marotta, Julien S. Murphy, Iris MarionYoung & Linda M. G. Zerilli (eds.) - 2002 - Rowman & Littlefield Publishers.
    The sixteen essays in Gender Struggles address a wide range of issues in gender struggles, from the more familiar ones that, for the last thirty years, have been the mainstay of feminist scholarship, such as motherhood, beauty, and sexual violence, to new topics inspired by post-industrialization and multiculturalism, such as the welfare state, cyberspace, hate speech, and queer politics, and finally to topics that traditionally have not been seen as appropriate subjects for philosophizing, such as adoption, care work, and the (...)
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  46.  21
    Semantic predictability of implicit causality can affect referential form choice.Kathryn C. Weatherford & Jennifer E. Arnold - 2021 - Cognition 214 (C):104759.
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  47.  10
    Assumptions, beliefs and probabilities.Kathryn Blackmond Laskey & Paul E. Lehner - 1989 - Artificial Intelligence 41 (1):65-77.
  48. Emotion in and Through Language Contraction.Kathryn E. Graber - 2020 - In Sonya E. Pritzker, Janina Fenigsen & James MacLynn Wilce (eds.), The Routledge handbook of language and emotion. New York, NY: Routledge, Taylor and Francis Group.
     
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  49. Bridging the Gap Between Research and Practice: Predicting What Will Work Locally.Kathryn E. Joyce & Nancy Cartwright - 2019 - American Educational Research Journal 57 (3):1045-1082.
    This article addresses the gap between what works in research and what works in practice. Currently, research in evidence-based education policy and practice focuses on randomized controlled trials. These can support causal ascriptions (“It worked”) but provide little basis for local effectiveness predictions (“It will work here”), which are what matter for practice. We argue that moving from ascription to prediction by way of causal generalization (“It works”) is unrealistic and urge focusing research efforts directly on how to build local (...)
     
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  50.  53
    Parent–Child Attachment and Dynamic Emotion Regulation: A Systematic Review.Kathryn A. Kerns, Laura E. Brumariu & Carli A. Obeldobel - 2023 - Emotion Review 15 (1):28-44.
    Although there is evidence parent–child attachment security is associated with trait-like emotion indices, trait perspectives do not fully capture children's responses to context, an important emotion regulation component. This paper evaluates whether attachment is associated with two dynamic emotion indicators: emotion reactivity and emotion recovery. We review conceptual and empirical connections, describe the dynamic emotion perspective, discuss hypotheses, and review evidence. Our review (15 studies) shows that secure attachment was more consistently related to recovery than reactivity, avoidant attachment was related (...)
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