Results for 'Mark E. Mapstone'

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  1.  39
    Critical Periods After Stroke Study: Translating Animal Stroke Recovery Experiments Into a Clinical Trial.Alexander W. Dromerick, Matthew A. Edwardson, Dorothy F. Edwards, Margot L. Giannetti, Jessica Barth, Kathaleen P. Brady, Evan Chan, Ming T. Tan, Irfan Tamboli, Ruth Chia, Michael Orquiza, Robert M. Padilla, Amrita K. Cheema, Mark E. Mapstone, Massimo S. Fiandaca, Howard J. Federoff & Elissa L. Newport - 2015 - Frontiers in Human Neuroscience 9.
  2.  9
    Shame, Political Accountability, and the Ethical Life of Politics: Critical Exchange on Jill Locke’s Democracy and the Death of Shame and Mark E. Button’s Political Vices.Jill Locke & Mark E. Button - 2019 - Political Theory 47 (3):391-408.
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  3.  85
    What Should We Expect From More Democracy?Mark E. Warren - 1996 - Political Theory 24 (2):241-270.
  4. Vector Reliability: A New Approach to Epistemic Justification.Mark E. Wunderlich - 2003 - Synthese 136 (2):237 - 262.
    Critics of reliability theories of epistemic justificationoften claim that the `generality problem' is an insurmountabledifficulty for such theories. The generality problem is theproblem of specifying the level of generality at which abelief-forming process is to be described for the purposeof assessing its reliability. This problem is not asintractable as it seems. There are illuminating solutionsto analogous problems in the ethics literature. Reliabilistsought to attend to utilitarian approaches to choices betweeninfinite utility streams; they also ought to attend towelfarist approaches to social (...)
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  5.  10
    Vector Reliability: A New Approach to Epistemic Justification.Mark E. Wunderlich - 2003 - Synthese 136 (2):237-262.
    Critics of reliability theories of epistemic justificationoften claim that the `generality problem' is an insurmountabledifficulty for such theories. The generality problem is theproblem of specifying the level of generality at which abelief-forming process is to be described for the purposeof assessing its reliability. This problem is not asintractable as it seems. There are illuminating solutionsto analogous problems in the ethics literature. Reliabilistsought to attend to utilitarian approaches to choices betweeninfinite utility streams; they also ought to attend towelfarist approaches to social (...)
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  6.  72
    What Can Democratic Participation Mean Today?Mark E. Warren - 2002 - Philosophy Today 30 (5):677-701.
  7.  29
    What Should and Should Not Be Said: Deliberating Sensitive Issues.Mark E. Warren - 2005 - Journal of Social Philosophy 37 (2):163–181.
  8.  15
    Reading Emerson in Neoliberal Times.Mark E. Button - 2015 - Political Theory 43 (3):312-333.
    Nineteenth-century American political thinkers like Emerson, Thoreau, and Whitman advocated for and sought to exemplify a life of self-direction and critical self-reflection, or personal autonomy, as a means of contesting entrenched routines of democratic-capitalist normalization and as a way of resisting a host of institutional disciplinary pressures. Today, the ideal of personal autonomy within a diverse liberal society is branded by many as a form of “comprehensive” disciplinary normalization in its own right. In this essay I offer a reconsideration of (...)
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  9.  28
    A Democratic Case for Comparative Political Theory.Melissa S. Williams & Mark E. Warren - 2014 - Political Theory 42 (1):26-57.
    Globalization generates new structures of human interdependence and vulnerability while also posing challenges for models of democracy rooted in territorially bounded states. The diverse phenomena of globalization have stimulated two relatively new branches of political theory: theoretical accounts of the possibilities of democracy beyond the state; and comparative political theory, which aims at bringing non-Western political thought into conversation with the Western traditions that remain dominant in the political theory academy. This article links these two theoretical responses to globalization by (...)
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  10.  9
    How Did Parasitic Worms Evolve?Mark E. Viney - 2009 - Bioessays 31 (5):496-499.
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  11.  25
    Deliberation Under Nonideal Conditions: A Reply to Lenard and Adler.Mark E. Warren - 2008 - Journal of Social Philosophy 39 (4):656-665.
  12.  21
    Reply to Ruth Abbey and Fredrick Appel.Mark E. Warren - 1999 - Political Theory 27 (1):126-130.
  13.  15
    A Modern Learning Theory Perspective on the Etiology of Panic Disorder.Mark E. Bouton, Susan Mineka & David H. Barlow - 2001 - Psychological Review 108 (1):4-32.
  14. When Teachers Must Let Education Hurt: Rousseau and Nietzsche on Compassion and the Educational Value of Suffering.Mark E. Jonas - 2010 - Philosophy of Education 44 (1):45-60.
    Avi Mintz has recently argued that Anglo-American educators have a tendency to alleviate student suffering in the classroom. According to Mintz, this tendency can be detrimental because certain kinds of suffering actually enhance student learning. While Mintz compellingly describes the effects of educator's desires to alleviate suffering in students, he does not examine one of the roots of the desire: the feeling of compassion or pity. Compassion leads many teachers to unreflectively alleviate student struggles. While there are certainly times when (...)
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  15. A Evaluation of Nietzsche’s Anti-Democratic Pedagogy: The Overman, Perspectivism, and Self-Overcoming.Mark E. Jonas - 2009 - Studies in Philosophy and Education 28 (2):153-169.
    In this paper, I argue that Friedrich Nietzsche’s concept of self-overcoming has been largely misinterpreted in the philosophy of education journals. The misinterpretation partially stems from a misconstruction of Nietzsche’s perspectivism, and leads to a conception of self-overcoming that is inconsistent with Nietzsche’s educational ideals. To show this, I examine some of the prominent features of the so-called “debate” of the 1980s surrounding Nietzsche’s conception of self-overcoming. I then offer an alternative conception that is more consistent with Nietzsche’s thought, and (...)
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  16.  93
    Finding Truth in 'Lies': Nietzsche's Perspectivism and its Relation to Education.Mark E. Jonas & Yoshiaki M. Nakazawa - 2008 - Journal of Philosophy of Education 42 (2):269-285.
    In his 2001 article 'Teaching to Lie and Obey: Nietzsche on Education', Stefan Ramaekers defends Nietzsche's concept of perspectivism against the charge that it is relativistic. He argues that perspectivism is not relativistic because it denies the dichotomy between the 'true' world and the 'seeming' world, a dichotomy central to claims to relativism. While Ramaekers' article is correct in denying relativistic interpretations of perspectivism it does not go far enough in this direction. In fact, the way Ramaekers makes his case (...)
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  17.  30
    Education for Epiphany: The Case of Plato's Lysis.Mark E. Jonas - 2015 - Educational Theory 65 (1):39-51.
    While a great deal has been written on Plato's Lysis in philosophy and philology journals over the last thirty years, nothing has been published on Lysis in the major Anglo-American philosophy of education journals during that time. Nevertheless, this dialogue deserves attention from educators. In this essay, Mark Jonas argues that Lysis can serve as a model for educators who want to move their students beyond mere aporia, but also do not want to dictate answers to students. Although the (...)
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  18.  11
    Finding Truth in ‘Lies’: Nietzsche's Perspectivism and its Relation to Education.Mark E. Jonas & Yoshiaki M. Nakazawa - 2008 - Philosophy of Education 42 (2):269-285.
    In his 2001 article ‘Teaching to Lie and Obey: Nietzsche on Education’, Stefan Ramaekers defends Nietzsche's concept of perspectivism against the charge that it is relativistic. He argues that perspectivism is not relativistic because it denies the dichotomy between the ‘true’ world and the ‘seeming’ world, a dichotomy central to claims to relativism. While Ramaekers' article is correct in denying relativistic interpretations of perspectivism it does not go far enough in this direction. In fact, the way Ramaekers makes his case (...)
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  19.  71
    Dewey's Conception of Interest and its Significance for Teacher Education.Mark E. Jonas - 2011 - Educational Philosophy and Theory 43 (2):112-129.
    Many teachers in teacher education programs are cursorily introduced to Dewey's ‘epochmaking’ ideas on interest and effort through discussions based on the need for child-centered pedagogies that utilize students' interests. Unfortunately, this strategy often tacitly encourages teachers to over-rely on students' interests. In this paper, I recommend a way of introducing Dewey's conception of interest that avoids the common pitfall of over-reliance on students' interests. I argue that if we focus on the changes Dewey made to the expression of his (...)
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  20.  25
    Three Misunderstandings of Plato's Theory of Moral Education.Mark E. Jonas - 2016 - Educational Theory 66 (3):301-322.
    In this essay, Mark Jonas argues that there are three broadly held misconceptions of Plato's philosophy that work against his relevance for contemporary moral education. The first is that he is an intellectualist who is concerned only with the cognitive aspect of moral development and does not sufficiently emphasize the affective and conative aspects; the second is that he is an elitist who believes that only philosopher-kings can attain true knowledge of virtue and it is they who should govern (...)
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  21.  74
    The Two Faces of Chemistry: Can They Be Reconciled? [REVIEW]Mark E. Eberhart & Travis E. Jones - 2013 - Foundations of Chemistry 15 (3):277-285.
    Shortly before his death, Richard Bader commented in this Journal on the dichotomy that exists within chemistry and between chemists. We believe that the dichotomy results from different goals and objectives inherent in the chemical disciplines. At one extreme are designers who synthesize new molecules with interesting properties. For these chemists, the rationale underpinning molecular synthesis is far less important than the end product—the molecules themselves. At the other extreme are the chemists who seek a fundamental understanding of molecular properties. (...)
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  22.  61
    Thinking in Continua: Beyond the Adaptive Radiation Metaphor.Mark E. Olson & Alfonso Arroyo-Santos - 2009 - Bioessays 31 (12):1337-1346.
    ‘‘Adaptive radiation’’ is an evocative metaphor for explosive evolutionary divergence, which for over 100 years has given a powerful heuristic to countless scientists working on all types of organisms at all phylogenetic levels. However, success has come at the price of making ‘‘adaptive radiation’’ so vague that it can no longer reflect the detailed results yielded by powerful new phylogeny-based techniques that quantify continuous adaptive radiation variables such as speciation rate, phylogenetic tree shape, and morphological diversity. Attempts to shoehorn the (...)
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  23.  56
    Roberts on Depletion: How Much Better Can We Do for Future People?Mark E. Greene - 2016 - Utilitas 28 (1):108-118.
    Suppose that Depletion will reduce the well-being of future people. Many of us would like to say that Depletion is wrong because of the harm to future people. However, it can easily be made to seem that Depletion is actually harmless – this is the non-identity problem. I discuss a particularly ingenious attempt by Melinda Roberts to attribute a harm to Depletion. I will argue that the magnitude of Roberts's harm is off target by many orders of magnitude: it is (...)
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  24.  32
    Responsible Leadership: A Mapping of Extant Research and Future Directions.Christof Miska & Mark E. Mendenhall - 2018 - Journal of Business Ethics 148 (1):117-134.
    Recently, the increasing interest in responsible leadership (RL) has produced a research field rich in theoretical and conceptual potential, with diverse research foci, theoretical foundations, and methodological approaches. While these developments have demarcated the field from other leadership-oriented disciplines, they have equally courted fragmentation and ambiguity in terms of the field’s positioning within the greater body of leadership studies. To map the theoretical, methodological, and empirical state of the art of the RL field, we outline recent developments and delineate important (...)
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  25.  14
    Infinitary Intuitionistic Logic From a Classical Point of View.Mark E. Nadel - 1978 - Annals of Mathematical Logic 14 (2):159-191.
  26.  28
    Beyond the Self-Legislation Model of Democracy.Mark E. Warren - 2010 - Ethics and Global Politics 3 (1):47-54.
    James Bohman’s Democracy across borders aims to conceptualize transnational democracy. But it is more than that: Bohman begins to articulate a paradigm shift in how we conceive democracy in complex, pluralized, globalized contexts comprised of multiple, overlapping constituencies which often have broad extension in space and time. The paradigm shift is not Bohman’s alone: it has been some time in the making*two decades at least*and has multiple sources in contemporary theories of power, inclusion and exclusion, pluralism, deliberation, as well as (...)
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  27.  14
    Error Reduction, Patient Safety and Institutional Ethics Committees.Mark E. Meaney - 2004 - Journal of Law, Medicine and Ethics 32 (2):358-364.
    Institutional ethics committees remain largely absent from the literature on error reduction and patient safety. This paper attempts to fill the gap. Healthcare professionals are on the front lines in the defense against medical error, but the changes that are needed to reduce medical errors and enhance patient safety are cultural and systemic in nature. As noted in the Hastings Centers recent report, Promoting Patient Safety, the occurrence of medical error involves a complex web of multiple factors. Human misstep is (...)
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  28.  71
    Appetite, Reason, and Education in Socrates' 'City of Pigs'.Mark E. Jonas, Yoshiaki M. Nakazawa & James Braun - 2012 - Phronesis 57 (4):332-357.
    In Book II of the Republic, Socrates briefly depicts a city where each inhabitant contributes to the welfare of all by performing the role for which he or she is naturally suited. Socrates calls this city the `true city ' and the `healthy one'. Nearly all commentators have argued that Socrates' praise of the city cannot be taken at face value, claiming that it does not represent Socrates' preferred community. The point of this paper is to argue otherwise. The claim (...)
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  29.  14
    Conducting Ethical Research with Correctional Populations: Do Researchers and IRB Members Know the Federal Regulations?Mark E. Johnson, Christiane Brems, Bridget L. Hanson, Staci L. Corey, Gloria D. Eldridge & Kristen Mitchell - 2014 - Research Ethics 10 (1):6-16.
    Conducting or overseeing research in correctional settings requires knowledge of specific federal rules and regulations designed to protect the rights of individuals in incarceration. To investigate the extent to which relevant groups possess this knowledge, using a 10-item questionnaire, we surveyed 885 IRB prisoner representatives, IRB members and chairs with and without experience reviewing HIV/AIDS correctional protocols, and researchers with and without correctional HIV/AIDS research experience. Across all groups, respondents answered 4.5 of the items correctly. Individuals who have overseen or (...)
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  30.  60
    Gratitude, Ressentiment, and Citizenship Education.Mark E. Jonas - 2012 - Studies in Philosophy and Education 31 (1):29-46.
    Patricia White (Stud Philos Educ 18:43–52, 1999) argues that the virtue gratitude is essential to a flourishing democracy because it helps foster universal and reciprocal amity between citizens. Citizens who participate in this reciprocal relationship ought to be encouraged to recognize that “much that people do does in fact help to make communal civic life less brutish, pleasanter and more flourishing.” This is the case even when the majority of citizens do not intentionally seek to make civic life better for (...)
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  31. Missing the Mark: Sin and Its Consequences in Biblical Theology.Mark E. Biddle - 2005
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  32.  3
    Error Reduction, Patient Safety and Institutional Ethics Committees.Mark E. Meaney - 2004 - Journal of Law, Medicine and Ethics 32 (2):358-364.
    Institutional ethics committees remain largely absent from the literature on error reduction and patient safety. This paper attempts to fill the gap. Healthcare professionals are on the front lines in the defense against medical error, but the changes that are needed to reduce medical errors and enhance patient safety are cultural and systemic in nature. As noted in the Hastings Centers recent report, Promoting Patient Safety, the occurrence of medical error involves a complex web of multiple factors. Human misstep is (...)
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  33.  27
    Mutual Aid and Animal Dispersion: An Historical Analysis of Alternatives to Darwin.Mark E. Borrello - 2004 - Perspectives in Biology and Medicine 47 (1):15-31.
  34.  20
    Moving Words: Dynamic Representations in Language Comprehension.Rolf A. Zwaan, Carol J. Madden, Richard H. Yaxley & Mark E. Aveyard - 2004 - Cognitive Science 28 (4):611-619.
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  35.  12
    Contract, Culture, and Citizenship: Transformative Liberalism From Hobbes to Rawls.Mark E. Button - 2008 - Pennsylvania State University Press.
    "Explores the concept of the social contract and how it shapes citizenship. Argues that the modern social contract is an account of the ethical and cultural conditions upon which modern citizenship depends"--Provided by publisher.
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  36.  15
    Authority Relations in Corporate Medical Management: Toward an Organizational Ethic of Managed Care. [REVIEW]Mark E. Meaney - 1999 - HEC Forum 11 (4):333-344.
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  37.  1
    The Incantation-Hymn: Incantation or Hymn?Mark E. Cohen - 1975 - Journal of the American Oriental Society 95 (4):592-611.
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  38.  3
    Understanding Government Decisions to De-Fund Medical Services Analyzing the Impact of Problem Frames on Resource Allocation Policies.Mark Embrett & Glen E. Randall - 2021 - Health Care Analysis 29 (1):78-98.
    Many medical services lack robust evidence of effectiveness and may therefore be considered “unnecessary” care. Proactively withdrawing resources from, or de-funding, such services and redirecting the savings to services that have proven effectiveness would enhance overall health system performance. Despite this, governments have been reluctant to discontinue funding of services once funding is in place. The focus of this study is to understand how the framing of an issue or problem influences government decision-making related to de-funding of medical services. To (...)
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  39.  40
    Representation and Intention: Wittgenstein on What Makes a Picture of a Target.Mark E. Weber - 1998 - Southern Journal of Philosophy 36 (2):289-315.
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  40.  10
    Book ReviewsIris Marion Young,. Inclusion and Democracy. Oxford: Oxford University Press, 2000. Pp. 304. $29.95.Mark E. Warren - 2002 - Ethics 112 (3):646-650.
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  41.  45
    Book ReviewsAndrew Rehfeld,. The Concept of Constituency: Political Representation, Democratic Legitimacy, and Institutional Design.Cambridge: Cambridge University Press, 2005. Pp. Xvii+259. $75.00. [REVIEW]Mark E. Warren - 2006 - Ethics 117 (1):139-143.
  42. Democracy and Association.Mark E. Warren, Nina Eliasoph, Amy Gutmann & John Ehrenberg - 2002 - Political Theory 30 (2):289-298.
  43. Designing Deliberative Democracy: The British Columbia Citizens' Assembly.Mark E. Warren & Hilary Pearse (eds.) - 2008 - Cambridge University Press.
    Is it possible to advance democracy by empowering ordinary citizens to make key decisions about the design of political institutions and policies? In 2004, the government of British Columbia embarked on a bold democratic experiment: it created an assembly of 160 near-randomly selected citizens to assess and redesign the province's electoral system. The British Columbia Citizens' Assembly represents the first time a citizen body has had the power to reform fundamental political institutions. It was an innovative gamble that has been (...)
     
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  44. Handbook of Demonstrations and Activities in the Teaching of Psychology, Second Edition: Volume I: Introductory, Statistics, Research Methods, and History.Mark E. Ware & David E. Johnson (eds.) - 2000 - Psychology Press.
    For those who teach students in psychology, education, and the social sciences, the _Handbook of Demonstrations and Activities in the Teaching of Psychology, Second Edition_ provides practical applications and rich sources of ideas. Revised to include a wealth of new material, these invaluable reference books contain the collective experience of teachers who have successfully dealt with students' difficulty in mastering important concepts about human behavior. Each volume features a table that lists the articles and identifies the primary and secondary courses (...)
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  45. Max Weber's Nietzschean Conception of Power.Mark E. Warren - 1992 - History of the Human Sciences 5 (3):19-37.
  46.  23
    Politics and Vision: Continuity and Innovation in Western Political Thought. [REVIEW]Mark E. Warren - 2006 - Political Theory 34 (5):667-673.
  47.  23
    Political Readings of Nietzsche.Mark E. Warren - 1998 - Political Theory 26 (1):90-111.
  48.  21
    Review: Political Readings of Nietzsche. [REVIEW]Mark E. Warren - 1998 - Political Theory 26 (1):90 - 111.
  49.  14
    Foreplay.Mark E. Workman - 1991 - Substance 20 (1):3.
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  50.  36
    Two Issues in Computer Ethics for Non-Programmers.Mark E. Wunderlich - 2010 - International Journal of Applied Philosophy 24 (2):255-264.
    Two of the distinctive ethical issues that arise for computer users (as opposed to computer programmers) have to do with the file formats that are used to encode information and the licensing terms for computer software. With respect to both issues, most professional philosophers do not recognize the burdens that they impose on others. Once one recognizes these burdens, a very simple argument demands changes in the behavior of the typical computer user: some of the ways we use computers gratuitously (...)
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