Results for 'M. D. Mumford'

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  1.  6
    Ethics Training for Scientists: Effects on Ethical Decision-Making.M. D. Mumford, S. Connelly, R. P. Brown, S. T. Murphy, J. H. Hill, A. L. Antes, E. P. Waples & L. D. Devenport - 2008 - Ethics and Behavior 18 (4):315-339.
    In recent years, we have seen a new concern with ethics training for research and development professionals. Although ethics training has become more common, the effectiveness of the training being provided is open to question. In the present effort, a new ethics training course was developed that stresses the importance of the strategies people apply to make sense of ethical problems. The effectiveness of this training was assessed in a sample of 59 doctoral students working in the biological and social (...)
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  2. Values and Beliefs Related to Ethical Decisions.B. P. Decker, M. D. Mumford, M. S. Connelly & W. B. Helton - forthcoming - Teaching Business Ethics.
     
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  3.  29
    A Comparison of the Effects of Ethics Training on International and US Students.Logan M. Steele, James F. Johnson, Logan L. Watts, Alexandra E. MacDougall, Michael D. Mumford, Shane Connelly & T. H. Lee Williams - 2016 - Science and Engineering Ethics 22 (4):1217-1244.
    As scientific and engineering efforts become increasingly global in nature, the need to understand differences in perceptions of research ethics issues across countries and cultures is imperative. However, investigations into the connection between nationality and ethical decision-making in the sciences have largely generated mixed results. In Study 1 of this paper, a measure of biases and compensatory strategies that could influence ethical decisions was administered. Results from this study indicated that graduate students from the United States and international graduate students (...)
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  4.  40
    Professional Decision-Making in Research : The Validity of a New Measure.James M. DuBois, John T. Chibnall, Raymond C. Tait, Jillon S. Vander Wal, Kari A. Baldwin, Alison L. Antes & Michael D. Mumford - 2016 - Science and Engineering Ethics 22 (2):391-416.
    In this paper, we report on the development and validity of the Professional Decision-Making in Research measure, a vignette-based test that examines decision-making strategies used by investigators when confronted with challenging situations in the context of empirical research. The PDR was administered online with a battery of validity measures to a group of NIH-funded researchers and research trainees who were diverse in terms of age, years of experience, types of research, and race. The PDR demonstrated adequate reliability and parallel form (...)
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  5.  26
    Are Ethics Training Programs Improving? A Meta-Analytic Review of Past and Present Ethics Instruction in the Sciences.Logan L. Watts, Kelsey E. Medeiros, Tyler J. Mulhearn, Logan M. Steele, Shane Connelly & Michael D. Mumford - 2017 - Ethics and Behavior 27 (5):351-384.
    Given the growing public concern and attention placed on cases of research misconduct, government agencies and research institutions have increased their efforts to develop and improve ethics education programs for scientists. The present study sought to assess the impact of these increased efforts by sampling empirical studies published since the year 2000. Studies published prior to 2000 examined in other meta-analytic work were also included to provide a baseline for assessing gains in ethics training effectiveness over time. In total, this (...)
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  6.  10
    Modeling the Instructional Effectiveness of Responsible Conduct of Research Education: A Meta-Analytic Path-Analysis.Logan L. Watts, Tyler J. Mulhearn, Kelsey E. Medeiros, Logan M. Steele, Shane Connelly & Michael D. Mumford - 2017 - Ethics and Behavior 27 (8):632-650.
    Predictive modeling in education draws on data from past courses to forecast the effectiveness of future courses. The present effort sought to identify such a model of instructional effectiveness in scientific ethics. Drawing on data from 235 courses in the responsible conduct of research, structural equation modeling techniques were used to test a predictive model of RCR course effectiveness. Fit statistics indicated the model fit the data well, with the instructional characteristics included in the model explaining approximately 85% of the (...)
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  7.  16
    Review of Instructional Approaches in Ethics Education. [REVIEW]Tyler J. Mulhearn, Logan M. Steele, Logan L. Watts, Kelsey E. Medeiros, Michael D. Mumford & Shane Connelly - 2017 - Science and Engineering Ethics 23 (3):883-912.
    Increased investment in ethics education has prompted a variety of instructional objectives and frameworks. Yet, no systematic procedure to classify these varying instructional approaches has been attempted. In the present study, a quantitative clustering procedure was conducted to derive a typology of instruction in ethics education. In total, 330 ethics training programs were included in the cluster analysis. The training programs were appraised with respect to four instructional categories including instructional content, processes, delivery methods, and activities. Eight instructional approaches were (...)
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  8.  18
    What is Working, What is Not, and What We Need to Know: A Meta-Analytic Review of Business Ethics Instruction.Kelsey E. Medeiros, Logan L. Watts, Tyler J. Mulhearn, Logan M. Steele, Michael D. Mumford & Shane Connelly - 2017 - Journal of Academic Ethics 15 (3):245-275.
    Requirements for business ethics education and organizational ethics trainings mark an important step in encouraging ethical behavior among business students and professionals. However, the lack of specificity in these guidelines as to how, what, and where business ethics should be taught has led to stark differences in approaches and content. The present effort uses meta-analytic procedures to examine the effectiveness of current approaches across organizational ethics trainings and business school courses. to provide practical suggestions for business ethics interventions and research. (...)
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  9.  24
    Mental Models and Ethical Decision Making: The Mediating Role of Sensemaking.Zhanna Bagdasarov, James F. Johnson, Alexandra E. MacDougall, Logan M. Steele, Shane Connelly & Michael D. Mumford - 2016 - Journal of Business Ethics 138 (1):133-144.
    The relationship between mental models and ethical decision making, along with the mechanisms through which mental models affect EDM, are not well understood. Using the sensemaking approach to EDM, we empirically tested the relationship of mental models to EDM. Participants were asked to depict their mental models in response to an ethics case to reveal their understanding of the ethical dilemma, and then provide a response, along with a rationale, to a different ethical problem. Findings indicated that complexity of respondents’ (...)
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  10. Dispositions by Stephen Mumford.D. M. Armstrong - 2001 - Philosophy and Phenomenological Research 62 (1):246-248.
    This is an excellent book, which any philosopher who works on this topic can read with profit. The author has read, thought about, and in many cases laid under contribution, almost everything of significance that has been written about this important metaphysical topic. His conclusions seem to me sensible and plausible. He conscientiously mentions earlier articles that he has published on the topic, and indicates where he would now amend the views expressed there. As I shall indicate, the book seems (...)
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  11.  5
    How Did You Like This Course? The Advantages and Limitations of Reaction Criteria in Ethics Education.Megan R. Turner, Logan L. Watts, Logan M. Steele, Tyler J. Mulhearn, Brett S. Torrence, E. Michelle Todd, Michael D. Mumford & Shane Connelly - 2018 - Ethics and Behavior 28 (6):483-496.
    Ethics courses are most commonly evaluated using reaction measures. However, little is known about the specific types of reaction data being collected and how these reaction data relate to improvements in trainee performance. Using a sample of 381 ethics training sessions, major reaction data categories were identified. Content and course satisfaction were the most frequently collected types of reaction criteria. Furthermore, content relevance and course satisfaction showed strong, positive relationships with performance criteria, whereas content satisfaction demonstrated a moderate, negative relationship. (...)
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  12.  1
    Powers: A Study in Metaphysics.D. M. Armstrong - 2006 - Philosophy and Phenomenological Research 72 (2):485-486.
    George Molnar died before finishing his book. He did not write a first chapter, and planned applications of his theory were left in an incomplete state. Nevertheless, what we do have makes this volume one of the important works of metaphysics to appear in recent years. A great debt of gratitude is owed to Stephen Mumford. He has written an excellent substitute for Molnar’s introductory chapter, and given an impressive amount of order to the concluding material.
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  13.  52
    Case-Based Ethics Instruction: The Influence of Contextual and Individual Factors in Case Content on Ethical Decision-Making.Zhanna Bagdasarov, Chase E. Thiel, James F. Johnson, Shane Connelly, Lauren N. Harkrider, Lynn D. Devenport & Michael D. Mumford - 2013 - Science and Engineering Ethics 19 (3):1305-1322.
    Cases have been employed across multiple disciplines, including ethics education, as effective pedagogical tools. However, the benefit of case-based learning in the ethics domain varies across cases, suggesting that not all cases are equal in terms of pedagogical value. Indeed, case content appears to influence the extent to which cases promote learning and transfer. Consistent with this argument, the current study explored the influences of contextual and personal factors embedded in case content on ethical decision-making. Cases were manipulated to include (...)
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  14.  42
    Ethics in the Humanities: Findings From Focus Groups. [REVIEW]Cheryl K. Stenmark, Alison L. Antes, Laura E. Martin, Zhanna Bagdasarov, James F. Johnson, Lynn D. Devenport & Michael D. Mumford - 2010 - Journal of Academic Ethics 8 (4):285-300.
    This project examined the ethical issues faced by academics and professionals in the Humanities. We conducted focus groups to gather information about the ethical concerns in these fields and used the qualitative data arising from the discussions to create a taxonomy that represents the structure of ethical issues in the Humanities. A key implication of our findings is that while the focus of ethics research and interventions has been primarily on the sciences and engineering, academics and professionals in other fields (...)
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  15.  26
    The Effects of Note-Taking and Review on Sensemaking and Ethical Decision Making.James F. Johnson, Zhanna Bagdasarov, Lauren N. Harkrider, Alexandra E. MacDougall, Shane Connelly, Lynn D. Devenport & Michael D. Mumford - 2013 - Ethics and Behavior 23 (4):299-323.
    The effectiveness of case-based learning in ethics education varies widely regarding how cases are presented. Case process instruction may impact case-based ethics education to promote sensemaking processes, ethical sensemaking strategy use, and ethical decision making (EDM) quality. This study examined two teaching techniques, notes and review, and participants completed note-taking and review activities examining a case-based scenario during an ethics education course. Results suggest that providing case notes in outline form improves sensemaking processes, strategy use, and EDM quality. In addition, (...)
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  16.  8
    Lucian. Trans. M. D. Macleod. Vol. Vii. London: W. Heinemann. 1961. Pp. Xi + 476. 18s.B. J. Sims & M. D. MacLeod - 1963 - Journal of Hellenic Studies 83 (1):172-173.
  17.  30
    Applying Cases to Solve Ethical Problems: The Significance of Positive and Process-Oriented Reflection.Alison L. Antes, Chase E. Thiel, Laura E. Martin, Cheryl K. Stenmark, Shane Connelly, Lynn D. Devenport & Michael D. Mumford - 2012 - Ethics and Behavior 22 (2):113 - 130.
    This study examined the role of reflection on personal cases for making ethical decisions with regard to new ethical problems. Participants assumed the position of a business manager in a hypothetical organization and solved ethical problems that might be encountered. Prior to making a decision for the business problems, participants reflected on a relevant ethical experience. The findings revealed that application of material garnered from reflection on a personal experience was associated with decisions of higher ethicality. However, whether the case (...)
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  18.  45
    D.F.M. Strauss & M. Botting , Contemporary Reflections on the Philosophy of Herman Dooyeweerd, Lewiston N.Y. 2000: Edwin Mellen Press. 295 Pages. ISBN 077347644X. [REVIEW]M. D. Stafleu - 2004 - Philosophia Reformata 69 (1):105-108.
  19.  81
    Environmental Influences on Ethical Decision Making: Climate and Environmental Predictors of Research Integrity.Michael D. Mumford, Stephen T. Murphy, Shane Connelly, Jason H. Hill, Alison L. Antes, Ryan P. Brown & Lynn D. Devenport - 2007 - Ethics and Behavior 17 (4):337 – 366.
    It is commonly held that early career experiences influence ethical behavior. One way early career experiences might operate is to influence the decisions people make when presented with problems that raise ethical concerns. To test this proposition, 102 first-year doctoral students were asked to complete a series of measures examining ethical decision making along with a series of measures examining environmental experiences and climate perceptions. Factoring of the environmental measure yielded five dimensions: professional leadership, poor coping, lack of rewards, limited (...)
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  20. A Sensemaking Approach to Ethics Training for Scientists: Preliminary Evidence of Training Effectiveness.Michael D. Mumford, Shane Connelly, Ryan P. Brown, Stephen T. Murphy, Jason H. Hill, Alison L. Antes, Ethan P. Waples & Lynn D. Devenport - 2008 - Ethics and Behavior 18 (4):315 – 339.
    In recent years, we have seen a new concern with ethics training for research and development professionals. Although ethics training has become more common, the effectiveness of the training being provided is open to question. In the present effort, a new ethics training course was developed that stresses the importance of the strategies people apply to make sense of ethical problems. The effectiveness of this training was assessed in a sample of 59 doctoral students working in the biological and social (...)
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  21.  54
    Mind and Cosmos. Why the Materialist Neo-Darwinian Conception of Nature is Almost Certainly False by M. D. Aeschliman.M. D. Aeschliman - 2013 - The Chesterton Review 39 (3/4):305-309.
  22.  27
    The Neurotic Personality. By R. G. Gordon M.D., D.Sc, F.R.C.P.Edin. (London: Kegan Paul, Trench, Trübner & Co., Ltd. 1927. Pp. X + 300. Price 10s. 6d. Net.). [REVIEW]M. D. Eder - 1928 - Philosophy 3 (10):255-.
  23.  67
    Articles: Validation of Ethical Decision Making Measures: Evidence for a New Set of Measures.Michael D. Mumford, Lynn D. Devenport, Ryan P. Brown, Shane Connelly, Stephen T. Murphy, Jason H. Hill & Alison L. Antes - 2006 - Ethics and Behavior 16 (4):319 – 345.
    Ethical decision making measures are widely applied as the principal dependent variable used in studies of research integrity. However, evidence bearing on the internal and external validity of these measures is not available. In this study, ethical decision making measures were administered to 102 graduate students in the biological, health, and social sciences, along with measures examining exposure to ethical breaches and the severity of punishments recommended. The ethical decision making measure was found to be related to exposure to ethical (...)
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  24.  86
    Strategies in Forecasting Outcomes in Ethical Decision-Making: Identifying and Analyzing the Causes of the Problem.Michael D. Mumford, Chase E. Thiel, Jared J. Caughron, Xiaoqian Wang, Alison L. Antes & Cheryl K. Stenmark - 2010 - Ethics and Behavior 20 (2):110-127.
    This study examined the role of key causal analysis strategies in forecasting and ethical decision-making. Undergraduate participants took on the role of the key actor in several ethical problems and were asked to identify and analyze the causes, forecast potential outcomes, and make a decision about each problem. Time pressure and analytic mindset were manipulated while participants worked through these problems. The results indicated that forecast quality was associated with decision ethicality, and the identification of the critical causes of the (...)
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  25.  22
    Evaluating Ethics Education Programs: A Multilevel Approach.Michael D. Mumford, Logan Steele & Logan L. Watts - 2015 - Ethics and Behavior 25 (1):37-60.
    Although education in the responsible conduct of research is considered necessary, evidence bearing on the effectiveness of these programs in improving research ethics has indicated that, although some programs are successful, many fail. Accordingly, there is a need for systematic evaluation of ethics education programs. In the present effort, we examine procedures for evaluation of ethics education programs from a multilevel perspective: examining both within-program evaluation and cross-program evaluation. With regard to within-program evaluation, we note requisite designs and measures for (...)
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  26.  84
    Project Examining Effectiveness in Clinical Ethics (PEECE): Phase 1--Descriptive Analysis of Nine Clinical Ethics Services.M. D. Godkin - 2005 - Journal of Medical Ethics 31 (9):505-512.
    Objective: The field of clinical ethics is relatively new and expanding. Best practices in clinical ethics against which one can benchmark performance have not been clearly articulated. The first step in developing benchmarks of clinical ethics services is to identify and understand current practices.Design and setting: Using a retrospective case study approach, the structure, activities, and resources of nine clinical ethics services in a large metropolitan centre are described, compared, and contrasted.Results: The data yielded a unique and detailed account of (...)
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  27.  19
    Philosophical Ethics and the so-Called Ethical Aspect.M. D. Stafleu - 2007 - Philosophia Reformata 72 (1):21-33.
    At the law side of the creation, the Philosophy of the Cosmonomic Idea distinguishes between natural laws, values and norms. Natural laws are coercive both for human beings and for any other subject or object. Like natural laws, values or normative principles belong to the creation, being universal and invariable. Both people and associations are subject to values, which they can obey or disobey. Values characterize the relation frames following the natural ones. Norms are man-made realizations of values, historically and (...)
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  28.  14
    Luciani Opera. Tomus I. Libelli 1–25. Recognovit brevique adnotatione critica instruxit M. D. Macleod. Oxford: Clarendon Press. 1972. Pp. xxi + 336. £2·50. [REVIEW]B. P. Reardon & M. D. MacLeod - 1974 - Journal of Hellenic Studies 94:200-201.
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  29.  3
    Constructibility and Mathematical Existence.M. D. Potter - 1991 - Philosophical Quarterly 41 (164):345-348.
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  30.  8
    On Aesthetically Qualified Characters and Their Mutual Interlacements.M. D. Stafleu - 2003 - Philosophia Reformata 68 (2):137-147.
    Discussions about the aesthetic relation frame are often focused on subject-object relations, on objects of arts, their production and their perception.1 A Christian philosophical anthropology emphasizes human subject-subject relations and human acts, including more than the production of artefacts. According to the philosophy of the cosmonomic idea, any kind of human act has an aesthetic aspect. Yet, I shall restrict myself to types of characters that are aesthetically qualified. I shall discuss characters of acts, which objects are not typically aesthetic; (...)
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  31.  10
    Time and History in the Philosophy of the Cosmonomic Idea.M. D. Stafleu - 2008 - Philosophia Reformata 73 (2):154-169.
    This article identifies two trends in Dooyeweerd’s conception of ‘cosmic time’, and elaborates their consequences for the philosophy of history. The first trend, connecting time to modal diversity and the order of the modal aspects, prevails in Dooyeweerd’s analysis. The application of the second trend, emphasizing that in each relation frame the temporal order governs subject-subject relations and subjectobject relations, sheds a new light on the interpretation of history conceived of as development of the culture and civilization of mankind. The (...)
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  32.  21
    Characterizing Attention with Predictive Network Models.M. D. Rosenberg, E. S. Finn, D. Scheinost, R. T. Constable & M. M. Chun - 2017 - Trends in Cognitive Sciences 21 (4):290-302.
  33.  5
    Knowledge and Social Structure.M. D. Shipman & Peter Hamilton - 1974 - British Journal of Educational Studies 22 (3):361.
  34.  4
    An Agent-Based Model of Leader Emergence and Leadership Perception Within a Collective.Shun Cao, Neil G. MacLaren, Yiding Cao, Yingjun Dong, Hiroki Sayama, Francis J. Yammarino, Shelley D. Dionne, Michael D. Mumford, Shane Connelly, Robert Martin, Colleen J. Standish, Tanner R. Newbold, Samantha England & Gregory A. Ruark - 2020 - Complexity 2020:1-11.
    Effective teamwork in an initially leaderless group requires a high level of collective leadership emerging from dynamic interactions among group members. Leader emergence is a crucial topic in collective leadership, yet it is challenging to investigate as the problem context is typically highly complex and dynamic. Here, we explore leadership emergence and leadership perception by means of computational simulations whose assumptions and parameters were informed by empirical research and human-subject experiments. Our agent-based model describes the process of group planning. Each (...)
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  35.  4
    Spatial Things and Kinematic Events.M. D. Stafleu - 1985 - Philosophia Reformata 50:9-20.
  36.  23
    Tools for Reordering: Commonplacing and the Space of Words in Linnaeus's Philosophia Botanica.M. D. Eddy - 2010 - Intellectual History Review 20 (2):227-252.
    While much has been written on the cultural and intellectual antecedents that gave rise to Carolus Linnaeus?s herbarium and his Systema Naturae, the tools that he used to transform his raw observations into nomenclatural terms and categories have been neglected. Focusing on the Philosophia Botanica, the popular classification handbook that he published in 1751, it can be shown that Linnaeus cleverly ordered and reordered the work by employing commonplacing techniques that had been part of print culture since the Renaissance. Indeed, (...)
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  37.  18
    The Functions of Schemata in Perceiving.M. D. Vernon - 1955 - Psychological Review 62 (3):180-192.
  38.  19
    Research, Engagement and Public Bioethics: Promoting Socially Robust Science.M. D. Pickersgill - 2011 - Journal of Medical Ethics 37 (11):698-701.
    Citizens today are increasingly expected to be knowledgeable about and prepared to engage with biomedical knowledge. In this article, I wish to reframe this ‘public understanding of science’ project, and place fresh emphasis on public understandings of research: an engagement with the everyday laboratory practices of biomedicine and its associated ethics, rather than with specific scientific facts. This is not based on an assumption that non-scientists are ‘ignorant’ and are thus unable to ‘appropriately’ use or debate science; rather, it is (...)
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  39.  11
    Theories as Logically Qualified Artefacts.M. D. Stafleu - 1982 - Philosophia Reformata 47 (1):20-40.
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  40.  24
    A Topological Model for Intuitionistic Analysis with Kripke's Scheme.M. D. Krol - 1978 - Zeitschrift fur mathematische Logik und Grundlagen der Mathematik 24 (25-30):427-436.
  41.  8
    Analysis of Time in Modern Physics.M. D. Stafleu - 1970 - Philosophia Reformata 35:1-24.
  42.  6
    Analysis of Time in Modern Physics.M. D. Stafleu - 1970 - Philosophia Reformata 35 (1-2):1-24.
  43.  6
    Theories as Logically Qualified Artifacts.M. D. Stafleu - 1981 - Philosophia Reformata 46 (2):164-189.
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  44.  17
    A Qualitative Approach to Responsible Conduct of Research Training Development: Identification of Metacognitive Strategies.Michael D. Mumford, Elaine S. Godfrey, Sydney T. Sevier, Richard T. Marcy & Vykinta Kligyte - 2008 - Science and Engineering Ethics 14 (1):33-39.
    Although Responsible Conduct of Research training is common in the sciences, the effectiveness of RCR training is open to question. Three key factors appear to be particularly important in ensuring the effectiveness of ethics education programs: educational efforts should be tied to day-to-day practices in the field, educational efforts should provide strategies for working through the ethical problems people are likely to encounter in day-to-day practice, and educational efforts should be embedded in a broader program of on-going career development efforts. (...)
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  45. Aphairesis, prosthesis, chorizein dans la philosophie d'Aristote.M. D. Philippe - 1948 - Revue Thomiste 48:461-479.
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  46.  51
    Non-Heart Beating Organ Donation: Old Procurement Strategy--New Ethical Problems.M. D. D. Bell - 2003 - Journal of Medical Ethics 29 (3):176-181.
    The imbalance between supply of organs for transplantation and demand for them is widening. Although the current international drive to re-establish procurement via non-heart beating organ donation/donor is founded therefore on necessity, the process may constitute a desirable outcome for patient and family when progression to brain stem death does not occur and conventional organ retrieval from the beating heart donor is thereby prevented. The literature accounts of this practice, however, raise concerns that risk jeopardising professional and public confidence in (...)
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  47. Visual Perception.M. D. Vernon - 1938 - Mind 47 (185):86-92.
     
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  48. The Psychological Roots of Religious Belief: Searching for Angels and the Parent-God.M. D. Faber - 2004 - Prometheus Books.
    The basic biological situation -- Credulity, and the skeptical tradition -- The early period -- Construction of the inner realm -- Brain, mind, religion -- Infantile amnesia -- Prayer and faith -- Angelic encounters -- Are we 'wired for God'?.
     
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  49.  39
    Epistolary Functions C. D. N. Costa: Greek Fictional Letters . Pp. XXIII + 189. Oxford: Oxford University Press, 2002. Cased. Isbn: 0-19-924001-9 (0-19-924546-0 Pbk). [REVIEW]M. D. Usher - 2003 - The Classical Review 53 (02):313-.
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  50.  81
    Iterative Set Theory.M. D. Potter - 1994 - Philosophical Quarterly 44 (171):178-193.
    Discusses the metaphysics of the iterative conception of set.
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