Results for 'Lyle Ungar'

248 found
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  1.  11
    Expanding, Augmenting, and Operationalizing Ethical and Regulatory Considerations for Using Social Media Platforms in Research and Health Care.John Torous, Lyle Ungar & Ian Barnett - 2019 - American Journal of Bioethics 19 (6):4-6.
    Volume 19, Issue 6, June 2019, Page 4-6.
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  2.  4
    The Psychology of Intelligence Analysis: Drivers of Prediction Accuracy in World Politics.Barbara Mellers, Eric Stone, Pavel Atanasov, Nick Rohrbaugh, S. Emlen Metz, Lyle Ungar, Michael M. Bishop, Michael Horowitz, Ed Merkle & Philip Tetlock - 2015 - Journal of Experimental Psychology: Applied 21 (1):1-14.
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  3.  48
    Midpoints in Gyrogroups.Abraham A. Ungar - 1996 - Foundations of Physics 26 (10):1277-1328.
    The obscured Thomas precessionof the special theory of relativity (STR) has been soared into prominence by exposing the mathematical structure, called a gyrogroup,to which it gives rise [A. A. Ungar, Amer. J. Phys.59,824 (1991)], and the role that it plays in the study of Lorentz groups [A. A. Ungar, Amer. J. Phys.60,815 (1992); A. A. Ungar, J. Math. Phys.35,1408 (1994); A. A. Ungar, J. Math. Phys.35,1881 (1994)]. Thomas gyrationresults from the abstraction of Thomas precession.As such, its (...)
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  4.  54
    The Relativistic Composite-Velocity Reciprocity Principle.Abraham A. Ungar - 2000 - Foundations of Physics 30 (2):331-342.
    Gyrogroup theory [A. A. Ungar, Found. Phys. 27, 881–951 (1997)] enables the study of the algebra of Einstein's addition to be guided by analogies shared with the algebra of vector addition. The capability of gyrogroup theory to capture analogies is demonstrated in this article by exposing the relativistic composite-velocity reciprocity principle. The breakdown of commutativity in the Einstein velocity addition ⊕ of relativistically admissible velocities seemingly gives rise to a corresponding breakdown of the relativistic composite-velocity reciprocity principle, since seemingly (...)
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  5.  20
    A ten-Year Follow-Up of a Study of Memory for the Attack of September 11, 2001: Flashbulb Memories and Memories for Flashbulb Events. [REVIEW]William Hirst, Elizabeth A. Phelps, Robert Meksin, Chandan J. Vaidya, Marcia K. Johnson, Karen J. Mitchell, Randy L. Buckner, Andrew E. Budson, John D. E. Gabrieli, Cindy Lustig, Mara Mather, Kevin N. Ochsner, Daniel Schacter, Jon S. Simons, Keith B. Lyle, Alexandru F. Cuc & Andreas Olsson - 2015 - Journal of Experimental Psychology: General 144 (3):604-623.
  6.  5
    Perception and Preference in Short-Term Word Priming.David E. Huber, Richard M. Shiffrin, Keith B. Lyle & Kirsten I. Ruys - 2001 - Psychological Review 108 (1):149-182.
  7.  21
    Long-Term Memory for the Terrorist Attack of September 11: Flashbulb Memories, Event Memories, and the Factors That Influence Their Retention.William Hirst, Elizabeth A. Phelps, Randy L. Buckner, Andrew E. Budson, Alexandru Cuc, John D. E. Gabrieli, Marcia K. Johnson, Cindy Lustig, Keith B. Lyle, Mara Mather, Robert Meksin, Karen J. Mitchell, Kevin N. Ochsner, Daniel L. Schacter, Jon S. Simons & Chandan J. Vaidya - 2009 - Journal of Experimental Psychology: General 138 (2):161-176.
  8.  10
    South African National Survey of Arachnida : Review of Current Knowledge, Constraints and Future Needs for Documenting Spider Diversity. [REVIEW]A. S. Dippenaar-Schoeman, C. R. Haddad, S. H. Foord, R. Lyle, L. N. Lotz & P. Marais - 2015 - Transactions of the Royal Society of South Africa 70 (3):245-275.
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  9.  14
    Philosophy of Mathematics and Deductive Structure of Euclid 's "Elements".Ian Mueller, Arpad Szabo & A. M. Ungar - 1981 - Philosophy of Science 50 (4):665-668.
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  10. Dialogic Practice in Primary Schools: How Primary Head Teachers Plan to Embed Philosophy for Children Into the Whole School. Education Studies.Sue Lyle & Thomas Williams - 2012 - Educational Studies 38 (1):1-12.
    The Philosophy for Children in Schools Project is an ongoing research project to explore the impact of philosophy for children (P4C) on classroom practice. this paper responds on the responses of head teachers, teachers and local educational authority (LA) officers in South Wales, UK, to the initial training programme in P4C carried out by the University School of Education. Achieving change in schools through the embedding of new practices is an important challenge for head teacher.s Interviews and qualitative questionnaires were (...)
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  11.  25
    Dialogic Practice in Primary Schools: How Primary Head Teachers Plan to Embed Philosophy for Children Into the Whole School.Sue Lyle & Junnine Thomas-Williams - 2012 - Educational Studies 38 (1):1-12.
    The Philosophy for Children in Schools Project is an ongoing research project to explore the impact of philosophy for children on classroom practice. This paper reports on the responses of head teachers, teachers and local educational authority officers in South Wales, UK, to the initial training programme in Philosophy for Children carried out by the University School of Education. Achieving change in schools through the embedding of new practices is an important challenge for head teachers. Interviews and qualitative questionnaires were (...)
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  12.  7
    The Faunistic Diversity of Spiders of the South African Grassland Biome.C. R. Haddad, A. S. Dippenaar-Schoeman, S. H. Foord, L. N. Lotz & R. Lyle - 2013 - Transactions of the Royal Society of South Africa 68 (2):97-122.
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  13.  10
    The Faunistic Diversity of Spiders of the Savanna Biome in South Africa.S. F. Foord, A. S. Dippenaar-Schoeman, C. R. Haddad, L. N. Lotz & R. Lyle - 2011 - Transactions of the Royal Society of South Africa 66 (3):170-201.
  14.  10
    Narrative Discourse: An Essay in MethodTextual Strategies: Perspectives in Post-Structuralist Criticism.Steven Ungar, Gerard Genette, Jane E. Lewin & Josue V. Harari - 1980 - Substance 9 (3):96.
  15.  74
    Rezension: Was wir Karl R. Popper und seiner Philosophie verdanken.A. Anglberger, P. Brössel, N. Furlan, F. Greinecker, M. Karlegger, N. Pfeifer, M. Stefan & A. Ungar - 2003 - Kriterion - Journal of Philosophy 17 (1):23-27.
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  16.  31
    The Lorentz Transformation Group of the Special Theory of Relativity Without Einstein's Isotropy Convention.Abraham Ungar - 1986 - Philosophy of Science 53 (3):395-402.
    Inertial frames and Lorentz transformations have a preferred status in the special theory of relativity (STR). Lorentz transformations, in turn, embody Einstein's convention that the velocity of light is isotropic, a convention that is necessary for the establishment of a standard signal synchrony. If the preferred status of Lorentz transformations in STR is not due to some particular bias introduced by a convention on signal synchronism, but to the fact that the Lorentz transformation group is the symmetry group of the (...)
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  17.  17
    The Relativistic Velocity Composition Paradox and the Thomas Rotation.Abraham A. Ungar - 1989 - Foundations of Physics 19 (11):1385-1396.
    The relativistic velocity composition paradox of Mocanu and its resolution are presented. The paradox, which rests on the bizarre and counterintuitive non-communtativity of the relativistic velocity composition operation, when applied to noncollinear admissible velocities, led Mocanu to claim that there are “some difficulties within the framework of relativistic electrodynamics.” The paradox is resolved in this article by means of the Thomas rotation, shedding light on the role played by composite velocities in special relativity, as opposed to the role they play (...)
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  18.  11
    Current Knowledge of Spiders in South African Agroecosystems.A. S. Dippenaar-Schoeman, A. M. Van den Berg, C. R. Haddad & R. Lyle - 2013 - Transactions of the Royal Society of South Africa 68 (1):57-74.
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  19.  23
    Scenes in a Library: Alain Resnais and Toute la Mémoire du Monde.Steven Ungar - 2012 - Substance 41 (2):58-78.
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  20.  64
    From Pythagoras To Einstein: The Hyperbolic Pythagorean Theorem. [REVIEW]Abraham A. Ungar - 1998 - Foundations of Physics 28 (8):1283-1321.
    A new form of the Hyperbolic Pythagorean Theorem, which has a striking intuitive appeal and offers a strong contrast to its standard form, is presented. It expresses the square of the hyperbolic length of the hypotenuse of a hyperbolic right-angled triangle as the “Einstein sum” of the squares of the hyperbolic lengths of the other two sides, Fig. 1, thus completing the long path from Pythagoras to Einstein. Following the pioneering work of Varičak it is well known that relativistic velocities (...)
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  21.  5
    Economic Models Are Not Evolutionary Models.Roger J. Sullivan & I. I. I. Lyle - 2005 - Behavioral and Brain Sciences 28 (6):836-836.
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  22.  22
    International Practices in the Provision of Teratology Information: A Survey of International Teratogen Information Programmes and Comparisons with the North American Model.Rebecca L. Hancock, Wendy J. Ungar, Adrienne Einarson & Gideon Koren - 2010 - Journal of Evaluation in Clinical Practice 16 (5):957-963.
  23.  7
    Making Meaning: The Voices of Children Talking About a Dramatised Story.Susan Lyle - 1996 - Educational Studies 22 (1):83-97.
    This study is drawn from nine case‐studies of Years 5 and 6 children engaged in classroom discussion following a dramatised story. It examines the organisation of the discussions and the role of the teacher in facilitating them. Presentation of classroom transcripts provides an insight into the complex process of meaning‐building which children engage in through dialogue with each other. The teaching strategy used is a Community of Inquiry, which aims to help children think both critically and creatively. In describing the (...)
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  24.  19
    Formalism to Deal with Reichenbach's Special Theory of Relativity.Abraham A. Ungar - 1991 - Foundations of Physics 21 (6):691-726.
    The objective of this article is to provide a formalism to deal with the special theory of relativity (STR, in short) as riewed by Reichenbach, according to which STR involves an ineradicableconventionality of simultaneity. One of the two postulates of STR asserts that, in empty space, the one-way speed of light relative to inertial frames is constant. Experimental evidence, however, is related to the constancy of the round-trip speed of light and has no bearing on one-way speeds. Following Reichenbach's viewpoint, (...)
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  25.  6
    How Conservative Are Evolutionary Anthropologists?Henry F. Lyle & Eric A. Smith - 2012 - Human Nature 23 (3):306-322.
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  26.  62
    The Hyperbolic Geometric Structure of the Density Matrix for Mixed State Qubits.Abraham A. Ungar - 2002 - Foundations of Physics 32 (11):1671-1699.
    Density matrices for mixed state qubits, parametrized by the Bloch vector in the open unit ball of the Euclidean 3-space, are well known in quantum computation theory. We bring the seemingly structureless set of all these density matrices under the umbrella of gyrovector spaces, where the Bloch vector is treated as a hyperbolic vector, called a gyrovector. As such, this article catalizes and supports interdisciplinary research spreading from mathematical physics to algebra and geometry. Gyrovector spaces are mathematical objects that form (...)
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  27.  56
    The Bifurcation Approach to Hyperbolic Geometry.Abraham A. Ungar - 2000 - Foundations of Physics 30 (8):1257-1282.
    The Thomas precession of relativity physics gives rise to important isometries in hyperbolic geometry that expose analogies with Euclidean geometry. These, in turn, suggest our bifurcation approach to hyperbolic geometry, according to which Euclidean geometry bifurcates into two mutually dual branches of hyperbolic geometry in its transition to non-Euclidean geometry. One of the two resulting branches turns out to be the standard hyperbolic geometry of Bolyai and Lobachevsky. The corresponding bifurcation of Newtonian mechanics in the transition to Einsteinian mechanics indicates (...)
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  28.  55
    From the Group SL(2, C) to Gyrogroups and Gyrovector Spaces and Hyperbolic Geometry.Jingling Chen & Abraham A. Ungar - 2001 - Foundations of Physics 31 (11):1611-1639.
    We show that the algebra of the group SL(2, C) naturally leads to the notion of gyrogroups and gyrovector spaces for dealing with the Lorentz group and its underlying hyperbolic geometry. The superiority of the use of the gyrogroup formalism over the use of the SL(2, C) formalism for dealing with the Lorentz group in some cases is indicated by (i) the validity of gyrogroups and gyrovector spaces in higher dimensions, by (ii) the analogies that they share with groups and (...)
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  29.  5
    Against Forgetting: Notes on Revision and the Writing of History.Steven Ungar - 1992 - Diacritics 22 (2):62.
  30.  18
    Signs in Culture: Roland Barthes Today.Elizabeth J. MacArthur, Steven Ungar & Belty R. McGraw - 1991 - Substance 20 (1):140.
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  31.  46
    Thomas Precession: Its Underlying Gyrogroup Axioms and Their Use in Hyperbolic Geometry and Relativistic Physics.Abraham A. Ungar - 1997 - Foundations of Physics 27 (6):881-951.
  32.  25
    Between The Essay Film and Social Cinema.Steven Ungar - 2012 - Substance 41 (2):3-5.
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  33.  21
    Successive Lorentz Transformations of the Electromagnetic Field.Abraham A. Ungar - 1991 - Foundations of Physics 21 (5):569-589.
    A velocity-orientation formalism to deal with compositions of successive Lorentz transformations, emphasizing analogies shared by Lorentz and Galilean transformations, has recently been developed. The emphasis in the present article is on the convenience of using the velocity-orientation formalism by resolving a paradox in the study of successive Lorentz transformations of the electromagnetic field that was recently raised by Mocanu. The paradox encountered by Mocanu results from the omission of the Thomas rotation (or, precession) which is involved in the composition of (...)
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  34.  22
    Roland Barthes: A Conservative EstimateImage-Music-Text.Steven Ungar, Philip Thody, Roland Barthes & Stephen Heath - 1979 - Substance 8 (1):119.
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  35.  13
    Literature Against Itself: Literary Ideas in Modern Society.Steven Ungar & Gerald Graff - 1981 - Substance 10 (3):83.
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  36.  10
    Parts and Holes: Heraclitus/Nietzsche/Blanchot.Steven Ungar - 1976 - Substance 5 (14):126.
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  37.  26
    Narrative, Truth, and Self: The Hermeneutical Mistake of Social Constructionism.James B. Sauer & Randall R. Lyle - 1997 - The Personalist Forum 13 (2):195-222.
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  38.  8
    RB: The Third DegreeRoland Barthes Par Roland Barthes.Steven Ungar & Roland Barthes - 1977 - Diacritics 7 (1):67.
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  39.  7
    Sartre as CriticJean-Paul Sartre: The Philosopher as Literary CriticSartre and the Artist.Steven R. Ungar, Benjamin Suhl & George Howard Bauer - 1971 - Diacritics 1 (1):32.
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  40.  26
    Book Review: Theory of K-Loops. By Hubert Kiechle. Springer, Berlin, 2002, X + 186 Pp., $36.80 (Softcover). ISBN 3-540-43262-0. [REVIEW]Abraham A. Ungar - 2003 - Foundations of Physics 33 (4):677-678.
  41.  28
    Deviant Sexual Behaviour: Modification and Assessment.R. C. Lyle - 1975 - Journal of Medical Ethics 1 (4):197-198.
  42.  23
    The Bloch Gyrovector.Jing-Ling Chen & Abraham A. Ungar - 2002 - Foundations of Physics 32 (4):531-565.
    Hyperbolic vectors are called gyrovectors. We show that the Bloch vector of quantum mechanics is a gyrovector. The Bures fidelity between two states of a qubit is generated by two Bloch vectors. Treating these as gyrovectors rather than vectors results in our novel expression for the Bures fidelity, expressed in terms of its two generating Bloch gyrovectors. Taming the Thomas precession of Einstein's special theory of relativity led to the advent of the theory of gyrogroups and gyrovector spaces. Gyrovector spaces, (...)
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  43.  6
    Waiting for BlanchotDeux Lectures de Maurice Blanchot.Steven Ungar, Roger Laporte & Bernard Noel - 1975 - Diacritics 5 (2):32.
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  44.  13
    Semiotics and InterpretationUntying the Text: A Post-Structuralist Reader.Steven Ungar, Robert Scholes & Robert Young - 1983 - Substance 12 (2):121.
  45.  19
    An Investigation of Pupil Perceptions of Mixed-Ability Grouping to Enhance Literacy in Children Aged 9-10.S. Lyle - 1999 - Educational Studies 25 (3):283-296.
    This study is based on interviews with two groups of primary school children after they had completed a project in which children were taught in mixed-ability and mixed-gender groups with the purpose of improving their literacy. It examines the organisation of the children and the collaborative style of learning they were engaged in. Presentation of findings take the form of transcribed extracts from the group interviews. In analysing the children's comments, it is argued that mixed-ability teaching provides a setting in (...)
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  46.  5
    Correlation Between Resistivity Increment and Volume Fraction of G.P. Zones in an Al-3·2 Wt % Zn-2·2 Wt % Mg Alloy.J. Lendvai, T. Ungár, I. Kovács & G. Groma - 1976 - Philosophical Magazine 33 (1):209-212.
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  47.  15
    Driven to Write.Steven Ungar - 2003 - Substance 32 (1):72-73.
  48.  11
    L'Enjeu du discoursA Preface to Sartre.Steven Ungar, Andre Helbo & Dominick La Capra - 1979 - Substance 8 (4):119.
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  49.  14
    An Investigation Into the Attitudes of Teachers at Key Stage 2 to Speaking and Listening in the National Curriculum in Wales.Sue Lyle - 1997 - Educational Studies 23 (1):39-53.
    The attitudes of teachers in Wales to speaking and listening in the National Curriculum, both as a profile component in English and as a requirement across the curriculum, were tested using a Likert-type attitude scale. A 10%, sample of the whole of Wales was involved, specifically teachers of key stage 2. The results show the differences in attitudes between the teachers according to age, years in teaching and training. A factor analysis revealed almost universal agreement that speaking and listening help (...)
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  50.  9
    Electrical Resistivity of Η′ Precipitates in an Al-Zn-Mg Alloy.J. Lendvai, T. Ungár & I. Kovács - 1977 - Philosophical Magazine 35 (4):1119-1123.
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