Results for 'Liz Redford'

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Liz Redford
University of Florida
  1. Reducing Implicit Racial Preferences: II. Intervention Effectiveness Across Time.Calvin K. Lai, Allison L. Skinner, Erin Cooley, Sohad Murrar, Markus Brauer, Thierry Devos, Jimmy Calanchini, Y. Jenny Xiao, Christina Pedram, Christopher K. Marshburn, Stefanie Simon, John C. Blanchar, Jennifer A. Joy-Gaba, John Conway, Liz Redford, Rick A. Klein, Gina Roussos, Fabian M. H. Schellhaas, Mason Burns, Xiaoqing Hu, Meghan C. McLean, Jordan R. Axt, Shaki Asgari, Kathleen Schmidt, Rachel Rubinstein, Maddalena Marini, Sandro Rubichi, Jiyun-Elizabeth L. Shin & Brian A. Nosek - 2016 - Journal of Experimental Psychology: General 145 (8):1001-1016.
  2.  47
    Is Business Ethics Education Effective? An Analysis of Gender, Personal Ethical Perspectives, and Moral Judgment.Liz C. Wang & Lisa Calvano - 2015 - Journal of Business Ethics 126 (4):591-602.
    Although ethics instruction has become an accepted part of the business school curriculum at both the undergraduate and graduate levels, some scholars have questioned its effectiveness, and research results have been mixed. However, studies yield interesting results regarding certain factors that influence the ethicality of business students and may impact the effectiveness of business ethics instruction. One of these factors is gender. Using personal and business ethics scenarios, we examine the main and interactive effects of gender and business ethics education (...)
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  3.  80
    Recent Work on the Concept of Gratitude in Philosophy and Psychology.Liz Gulliford, Blaire Morgan & Kristján Kristjánsson - 2013 - Journal of Value Inquiry 47 (3):285-317.
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  4.  39
    Why Should I Be Grateful? The Morality of Gratitude in Contexts Marked by Injustice.Liz Jackson - 2016 - Journal of Moral Education 45 (3):276-290.
    In philosophical and psychological literature, gratitude has normally been promoted as beneficial to oneself and others and as morally good. Being grateful for what you have is conceived as virtuous, while acts expressing gratefulness to those who have benefited you is often regarded as morally praiseworthy, if not morally expected. However, critical interrogations of the moral status of gratitude should also frame the possible cultivation of gratitude in moral education. This article focuses on whether gratitude should be regarded as morally (...)
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  5.  2
    Pharmacopoeia – A Collaboration Between the Textile Artist Susie Freeman and the General Practitioner Liz Lee.Liz Lee - 2002 - Feminist Review 72 (1):26-39.
    In this article I describe the development of my collaboration with the textile artist Susie Freeman in the production of the visual arts project Pharmacopoeia. Over the last 3 years we have created a body of work that aims to provide information about common medical treatments in a way that engages the public imagination. The work is dominated by the use of active pharmaceuticals, both pills and capsules, which are incorporated into dramatic fabrics by a process known as pocket knitting. (...)
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  6.  11
    Characterizing Conversion Points and Complex Infrastructure Systems: Creating a System Representation for Agent-Based Modeling.Liz Varga, Tonci Grubic, Philip Greening, Stephen Varga, Fatih Camci & Tom Dolan - 2014 - Complexity 19 (6):30-43.
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  7.  4
    Hegel, Love and Forgiveness : Positive Recognition in German Idealism.Liz Disley - 2015 - London, U.K.: Routledge.
    This study offers a new interpretation of Hegelian recognition – a central tenet of German Idealism – focusing on positive ethical behaviours, such as love and forgiveness. Building on the work of Simone de Beauvoir and Jean-Paul Sartre, Disley reassesses Hegel’s approach to the subject/object dialectic and explores the previously neglected theological dimensions of his writings. Her new interpretation offers an innovative reading of Hegel’s stance on the relationship between intersubjectivity, forgiveness and repentance in his social theory.0.
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  8.  9
    Go Home, Team America: The New Paradox of Western ‘Democracy’ Around the World.Liz Jackson & Michael A. Peters - 2020 - Educational Philosophy and Theory 52 (11):1109-1112.
    Volume 52, Issue 11, October 2020, Page 1109-1112.
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  9. How Is Meaning Grounded in the Organism?Liz Stillwaggon Swan & Louis J. Goldberg - 2010 - Biosemiotics 3 (2):131-146.
    In this paper we address the interrelated questions of why and how certain features of an organism’s environment become meaningful to it. We make the case that knowing the biology is essential to understanding the foundation of meaning-making in organisms. We employ Miguel Nicolelis et al’s seminal research on the mammalian somatosensory system to enrich our own concept of brain-objects as the neurobiological intermediary between the environment and the consequent organismic behavior. In the final section, we explain how brain-objects advance (...)
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  10.  19
    Must Children Sit Still? The Dark Biopolitics of Mindfulness and Yoga in Education.Liz Jackson - 2020 - Educational Philosophy and Theory 52 (2):120-125.
    Volume 52, Issue 2, February 2020, Page 120-125.
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  11.  10
    Production Constraints on Learning Novel Onset Phonotactics.Melissa A. Redford - 2008 - Cognition 107 (3):785-816.
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  12.  21
    Biosymbols: Symbols in Life and Mind. [REVIEW]Liz Stillwaggon Swan & Louis J. Goldberg - 2010 - Biosemiotics 3 (1):17-31.
    The strong continuity thesis postulates that the properties of mind are an enriched version of the properties of life, and thus that life and mind differ in degree and not kind. A philosophical problem for this view is the ostensive discontinuity between humans and other animals in virtue of our use of symbols—particularly the presumption that the symbolic nature of human cognition bears no relation to the basic properties of life. In this paper, we make the case that a genuine (...)
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  13.  4
    Philosophy of Education in a New Key: Snapshot 2020 From the United States and Canada.Liz Jackson, Kal Alston, Lauren Bialystok, Larry Blum, Nicholas C. Burbules, Ann Chinnery, David T. Hansen, Kathy Hytten, Cris Mayo, Trevor Norris, Sarah M. Stitzlein, Winston C. Thompson, Leonard Waks, Michael A. Peters & Marek Tesar - forthcoming - Educational Philosophy and Theory:1-17.
    This article shares reflections from members of the community of philosophers of education in the United States and Canada who were invited to express their insights in response to the theme ‘Snaps...
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  14.  18
    The Smiling Philosopher: Emotional Labor, Gender, and Harassment in Conference Spaces.Liz Jackson - 2019 - Educational Philosophy and Theory 51 (7):693-701.
    Conference environments enable diverse roles for academics. However, conferences are hardly entered into by participants as equals. Academics enter into and experience professional environments differently according to culture, gender, race, ethnicity, class, and more. This paper considers from a philosophical perspective entering and initiating culturally into academic conferences as a woman. It discusses theories of gender and emotional labor and emotional management, focusing on Arlie Hochschild’s foundational work, and affect in gendered social relations, considering Sara Ahmed’s theorization of the feminist (...)
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  15.  11
    Education and the Hong Kong Umbrella Movement.Liz Jackson & Timothy O'Leary - 2019 - Educational Philosophy and Theory 51 (2):157-162.
    This special issue of Educational Philosophy and Theory considers the Hong Kong Umbrella Movement as an educational event, which has impacted attitudes and outlooks and conceptions of young people’s role, of education, and of society. This essay serves as an introduction to the more substantive pieces that follow. It describes two alternative perspectives on youth civic engagement in Hong Kong historically; and in so doing, it addresses some of the challenges related to free academic expression that hinder scholarly research and (...)
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  16.  8
    Perceptual Learning of Intonation Contour Categories in Adults and 9‐ to 11‐Year‐Old Children: Adults Are More Narrow‐Minded.Vsevolod Kapatsinski, Paul Olejarczuk & Melissa A. Redford - 2017 - Cognitive Science 41 (2):383-415.
    We report on rapid perceptual learning of intonation contour categories in adults and 9- to 11-year-old children. Intonation contours are temporally extended patterns, whose perception requires temporal integration and therefore poses significant working memory challenges. Both children and adults form relatively abstract representations of intonation contours: Previously encountered and novel exemplars are categorized together equally often, as long as distance from the prototype is controlled. However, age-related differences in categorization performance also exist. Given the same experience, adults form narrower categories (...)
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  17.  11
    Multiutility Service Companies: A Complex Systems Model of Increasing Resource Efficiency.Liz Varga, Marguerite Robinson & Peter Allen - 2016 - Complexity 21 (S1):23-33.
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  18.  3
    The Emergence of Discrete Perceptual-Motor Units in a Production Model That Assumes Holistic Phonological Representations.Maya Davis & Melissa A. Redford - 2019 - Frontiers in Psychology 10.
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  19.  36
    The Individual in Social Care: The Ethics of Care and the 'Personalisation Agenda' in Services for Older People in England.Liz Lloyd - 2010 - Ethics and Social Welfare 4 (2):188-200.
    The ethic of care provides not only a basis for understanding relationships of care at the micro level but also a potent form of political ethics, relevant to the development of welfare services. Williams (2001), for example, argues that the concept of care has the capacity to be a central referent in social policy?a point at which social and cultural transformations meet with the changing relations of welfare (Williams 2001, p. 470). English social care services are currently in another period (...)
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  20.  16
    ‘Asian’ Perspectives on Education for Sustainable Development.Liz Jackson - 2017 - Educational Philosophy and Theory 49 (5):473-479.
  21.  62
    Capitalist Patriarchy and the Case for Socialist Feminism.Liz Kennedy, June Lapidus & Zillah Eisenstein - 1980 - Feminist Studies 6 (3):571.
  22.  19
    ‘But is It Really Research?’ Mentoring Students as Theorists in the Era of Cybernetic Capitalism.Liz Jackson - 2019 - Educational Philosophy and Theory 52 (1):17-21.
    Volume 52, Issue 1, January 2020, Page 17-21.
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  23.  20
    The Smiling Philosopher: Emotional Labor, Gender, and Harassment in Conference Spaces.Liz Jackson - 2017 - Educational Philosophy and Theory:1-9.
    Conference environments enable diverse roles for academics. However, conferences are hardly entered into by participants as equals. Academics enter into and experience professional environments differently according to culture, gender, race, ethnicity, class, and more. This paper considers from a philosophical perspective entering and initiating culturally into academic conferences as a woman. It discusses theories of gender and emotional labor and emotional management, focusing on Arlie Hochschild’s foundational work, and affect in gendered social relations, considering Sara Ahmed’s theorization of the feminist (...)
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  24.  16
    ‘Won’T SomebodyThinkof the Children?’ Emotions, Child Poverty, and Post-Humanitarian Possibilities for Social Justice Education.Liz Jackson - 2014 - Educational Philosophy and Theory 46 (9):1069-1081.
    Under models of moral and global citizenship education, compassion and caring are emphasized as a counterpoint to pervasive, heartless, neo-liberal globalization. According to such views, these and related emotions such as empathy, sympathy, and pity, can cause people to act righteously to aid others who are disadvantaged through no fault of their own. When applied to the contemporary issue of alleviating child poverty, it seems such emotions are both appropriate and easily developed through education. However, emotional appeals increasing a sense (...)
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  25.  11
    Origins of Mind.Liz Swan (ed.) - 2012 - Springer Verlag.
    In addition to recognizing the connection between aesthetic judgment and mindfulness to better understand the continuity between humans and nonhuman animals, a shift of the discussion of the origins of mind to the origins of mindfulness ...
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  26.  23
    Education and the Hong Kong Umbrella Movement.Liz Jackson & Timothy O'Leary - 2016 - Educational Philosophy and Theory:1-6.
    This special issue of Educational Philosophy and Theory considers the Hong Kong Umbrella Movement as an educational event, which has impacted attitudes and outlooks and conceptions of young people’s role, of education, and of society. This essay serves as an introduction to the more substantive pieces that follow. It describes two alternative perspectives on youth civic engagement in Hong Kong historically; and in so doing, it addresses some of the challenges related to free academic expression that hinder scholarly research and (...)
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  27.  37
    Dialogic Pedagogy for Social Justice: A Critical Examination.Liz Jackson - 2008 - Studies in Philosophy and Education 27 (2-3):137-148.
    A crucial component of any education, dialogue is viewed by many social justice educators as their primary means towards rectifying social inequalities. Yet the extent to which the particular educational practices they recommend meet the needs or interests of their students who face systemic disadvantage remains unclear. This essay examines claims for and against dialogical pedagogy for increasing social justice. While conceding that dialogue is necessary for developing praxis as a student and participant in society, the essay argues that the (...)
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  28.  4
    ‘It’s Complicated’: Neoliberal Schools Versus Humanity.Liz Jackson - 2019 - Educational Philosophy and Theory 52 (8):835-835.
    Volume 52, Issue 8, July 2020, Page 835-835.
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  29.  4
    How the Media Creates Fear, From the USA and UK to Hong Kong.Liz Jackson - 2019 - Educational Philosophy and Theory 52 (9):913-917.
    Volume 52, Issue 9, August 2020, Page 913-917.
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  30.  74
    Synthesizing Insight: Artificial Life as Thought Experimentation in Biology.Liz Stillwaggon Swan - 2009 - Biology and Philosophy 24 (5):687-701.
    What is artificial life? Much has been said about this interesting collection of efforts to artificially simulate and synthesize lifelike behavior and processes, yet we are far from having a robust philosophical understanding of just what Alifers are doing and why it ought to interest philosophers of science, and philosophers of biology in particular. In this paper, I first provide three introductory examples from the particular subset of artificial life I focus on, known as ‘soft Alife’ (s-Alife), and follow up (...)
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  31.  83
    Digital Immortality: Self or 0010110?Liz Stillwaggon Swan & Joshua Howard - 2012 - International Journal of Machine Consciousness 4 (01):245-256.
  32.  15
    Educating Gratitude: Some Conceptual and Moral Misgivings.Blaire Morgan, Liz Gulliford & David Carr - 2015 - Journal of Moral Education 44 (1):97-111.
    In a rapidly expanding academic literature on gratitude, psychologists, philosophers and educational theorists have argued that gratitude is not just of great psycho-social importance but also of moral significance. It would therefore seem to follow that the promotion of gratitude is also of moral educational significance. In this regard, recent attempts by psychologists to develop practical interventions designed to make people more grateful should be of some interest. However, while appreciating some benefits of such work, this article argues that much (...)
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  33.  19
    Introduction: Mentis Naturalis. [REVIEW]Liz Stillwaggon Swan & Louis J. Goldberg - 2013 - Biosemiotics 6 (3):297-300.
  34.  14
    Challenges to the Global Concept of Student-Centered Learning with Special Reference to the United Arab Emirates: ‘Never Fail a Nahayan’.Liz Jackson - 2015 - Educational Philosophy and Theory 47 (8):760-773.
    Student-centered learning has been conceived as a Western export to the East and the developing world in the last few decades. Philosophers of education often associate student-centered learning with frameworks related to meeting the needs of individual pupils: from Deweyan experiential learning, to the ‘pedagogy of the oppressed’ and other social justice orientations. Yet student-centered learning has also become, in the era of neoliberal education, a jingoistic advertisement for practices and ideologies which can be seen to lead to a global (...)
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  35.  36
    The Individualist? The Autonomy of Reason in Kant’s Philosophy and Educational Views.Liz Jackson - 2007 - Studies in Philosophy and Education 26 (4):335-344.
    Immanuel Kant is often viewed by educational theorists as an individualist, who put education on “an individual track,” paving the way for political liberal conceptions of education such as that of John Rawls. One can easily find evidence for such a view, in “Answer to the Question: ‘What is Enlightenment?’,” as well as in his more metaphysical, moral inquiries. However, the place of reason in Kant’s philosophy––what I call the “autonomy of reason”––spells out a negative rather than positive conception of (...)
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  36.  21
    She's Only a Bird in a Gilded Cage: Freedwomen at Trimalchio's Dinner Party.Liz Gloyn - 2012 - Classical Quarterly 62 (1):260-280.
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  37.  13
    We Are the World: Environmental Rights and the Extended Self.Liz McKinnell - 2011 - Teorema: International Journal of Philosophy 30 (2):95-110.
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  38.  27
    “The Fixity of Whiteness”: Genetic Admixture and the Legacy of the One-Drop Rule.Jordan Liz - 2018 - Critical Philosophy of Race 6 (2):239.
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  39.  22
    Freedom of Speech, Freedom to Teach, Freedom to Learn: The Crisis of Higher Education in the Post-Truth Era.Anatoly V. Oleksiyenko & Liz Jackson - 2021 - Educational Philosophy and Theory 53 (11):1057-1062.
    With increasing influence of illiberalism, freedom should not be considered or interpreted lightly. Post-truth contexts provide grounds for alt-right movements to capture and pervert notions of freedom of speech, making universities battlefields of politicised emotions and expressions. In societies facing these pressures around the world, academic freedom has never been challenged as much as it is today. As Peters and colleagues note, conceptualisations of ‘facts’ and ‘evidences’ are politically, socially, and epistemically reconstructed in post-truth contexts. At the same time, with (...)
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  40. Scott Redford, The Archaeology of the Frontier in the Medieval Near East: Excavations at Gritille, Turkey. With Chapters by Gil J. Stein and Naomi F. Miller and a Contribution by Denise C. Hodges.(Monographs, Ns, 3.) Philadelphia: University Museum Publications, University of Pennsylvania, for the Archaeological Institute of America, 1998. Pp. Xxiv, 315 Plus Black-and-White Plates (1 Foldout); Tables and Black-and-White Figures. $94. Distributed by the Archaeological Institute of America, 656 Beacon St ... [REVIEW]Eric A. Ivison - 2001 - Speculum 76 (3):785-786.
     
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  41.  1
    Ethical Aspects of Nurses’ Thought ‘Too Fat to Care’.Liz Rockingham - 2016 - Nursing Ethics 23 (1):117-120.
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  42.  8
    Lifting the Publishing Curtain: The Editor Interview Project of the EPAT Editorial Development Group.Liz Jackson & Georgina Stewart - 2017 - Educational Philosophy and Theory 49 (2).
  43.  14
    Egypt, Canaan, and Israel in Ancient Times.William A. Ward & Donald B. Redford - 1994 - Journal of the American Oriental Society 114 (3):510.
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  44.  5
    Human Factors in Seismic Uncertainty — Restoring a Realistic Uncertainty Range.Liz Chellingsworth, Mark Bentley & Tim Wynn - 2015 - Interpretation: SEG 3 (2):SQ21-SQ32.
    Seismic data play a prominent part in the quantification of the subsurface. Improved imaging and calibration give us a better starting point for interpretation and uncertainty analysis. However, aside from the technical aspects of evaluating seismic data, there are human factors that play a role in the way we use and analyze the data, and these tend to work against attempts to quantify realistic uncertainty ranges. We used a case study to reveal some common pitfalls and assumptions that can compromise (...)
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  45.  11
    … They Don’T Really Listen to People.Helen Creswick, Liz Dowthwaite, Ansgar Koene, Elvira Perez Vallejos, Virginia Portillo, Monica Cano & Christopher Woodard - 2019 - Journal of Information, Communication and Ethics in Society 17 (2):167-182.
    Purpose The voices of children and young people have been largely neglected in discussions of the extent to which the internet takes into account their needs and concerns. This paper aims to highlight young people’s lived experiences of being online. Design/methodology/approach Results are drawn from the UnBias project’s youth led discussions, “Youth Juries” with young people predominantly aged between 13 and 17 years. Findings Whilst the young people are able to use their agency online in some circumstances, many often experience (...)
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  46.  4
    The Pervasiveness and Persistence of the Feminine Beauty Ideal in Children's Fairy Tales.Liz Grauerholz & Lori Baker-Sperry - 2003 - Gender and Society 17 (5):711-726.
    This study advances understanding of how a normative feminine beauty ideal is maintained through cultural products such as fairy tales. Using Brothers Grimm's fairy tales, the authors explore the extent and ways in which “feminine beauty” is highlighted. Next, they compare those tales that have survived with those that have not to determine whether tales that have been popularized place more emphasis on women's beauty. The findings suggest that feminine beauty is a dominant theme and that tales with heavy emphases (...)
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  47.  10
    Prototype Abstraction by Monkeys.J. David Smith, Joshua S. Redford & Sarah M. Haas - 2008 - Journal of Experimental Psychology: General 137 (2):390-401.
  48.  18
    Silence, Words That Wound and Sexual Identity: A Conversation with Applebaum.Liz Jackson - 2008 - Journal of Moral Education 37 (2):225-238.
    In this paper, I continue a conversation initiated by Barbara Applebaum on how to manage irreconcilable difference, harmful language or 'words that wound' and various implications of power in the classroom. Referencing emerging works on the nature of speech and silence, classroom power and queer identity, I pose three questions to Applebaum in order to continue thinking through the timely situations with which she grapples. What is the nature of reasonableness is the classroom setting? Must speech reflect power; and silence, (...)
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  49.  51
    Models as Points of View: The Case of System Dynamics. [REVIEW]Margarita Vázquez & Manuel Liz - 2011 - Foundations of Science 16 (4):383-391.
    We propose an analysis of the notion of model as crucially related to the notion of point of view. A model in this sense would always suggest a certain way of looking at a real system, a certain way of thinking about it and a certain way of acting upon it. We focus on System Dynamics as a paradigmatic case with respect to many of the features and problems we can find in the field of modelling and simulation. We analyse (...)
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  50. A Biosemiotic Analysis of Braille.Louis J. Goldberg & Liz Stillwaggon Swan - 2011 - Biosemiotics 4 (1):25-38.
    Abstract A unique aspect of human communication is the utilization of sets of well- delineated entities, the morphology of which is used to encode the letters of the alphabet. In this paper, we focus on Braille as an exemplar of this phenomenon. We take a Braille cell to be a physical artifact of the human environment, into the structure of which is encoded a representation of a letter of the alphabet. The specific issue we address in this paper concerns an (...)
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