Results for 'Megan J. Heise'

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  1.  11
    Montessori Preschool Elevates and Equalizes Child Outcomes: A Longitudinal Study.Angeline S. Lillard, Megan J. Heise, Eve M. Richey, Xin Tong, Alyssa Hart & Paige M. Bray - 2017 - Frontiers in Psychology 8.
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  2.  11
    Overjustification Scripts.Stephen J. Dollinger & Richard Heise - 1985 - Bulletin of the Psychonomic Society 23 (2):143-145.
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  3.  59
    [Z Nowości Zagranicznych] Zagadnienia Filozoficzne W Matematyce J.M. Folina, Poincaré and the Philosophy of Mathematics, 1992. K. Jacobs, Invitation to Mathematics, 1992. D. M. Davis, The Nature and Power of Mathematics, 1993. G. Hellman, Mathemati. [REVIEW]R. J. - 1994 - Zagadnienia Filozoficzne W Nauce 16.
  4.  44
    The Greek Orators The Greek Orators. By J. F. Dobson. Methuen and Co.B. J. - 1921 - The Classical Review 35 (5-6):125-126.
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  5.  54
    Duff's Lucretius, Book V. T. Lucreti Cari de Rerum Natwra Liber Quintus. Edited with Introduction and Notes by J. D. Duff, M.A. Fellow of Trinity College, Cambridge. Cambridge, at the University Press. 1889. 2s. [REVIEW]W. M. J. - 1889 - The Classical Review 3 (06):263-265.
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  6.  47
    Criticisms and Elucidations of Catullus. By H. A. J. Munro. Second Edition, 1905. [By J. D. Duff.] London: George Bell and Sons. Cambridge : Deighton, Bell & Co. Pp. Xii + 250. 7s. 6d. Net. [REVIEW]P. P. J. - 1906 - The Classical Review 20 (02):130-.
  7.  29
    Book Review:The Effects of Machinery on Wages. J. Shield Nicholson. [REVIEW]S. M. J. - 1893 - Ethics 3 (2):267-.
  8.  46
    The Odyssey. Translated by J. W. Mackail. Books XVII.-XXIV. Pp. 219. London: John Murray. 5s. Net.T. S. J. - 1912 - The Classical Review 26 (02):67-68.
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  9.  46
    The Hundred Best Poems (Lyrical) in the Latin Language. Selected by J. W. Mackail, M.A., LL.D. Pp. Xx + 105. 1905. London and Glasgow: Gowans and Gray, Limited. 6d. Net. [REVIEW]P. P. J. - 1906 - The Classical Review 20 (05):279-.
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  10.  58
    Georges B. J. Dreyfus Recognizing Reality: Dharmakirti's Philosophy and its Tibetan Interpretations. (Albany: State University of New York Press, 1997). Pp. 462+Notes, Tibetan-Sanskrit-English Glossary, Bibliography, and Indexes. [REVIEW]H. J. - 1999 - Religious Studies 35 (1):113-116.
  11.  42
    Restrepo's Semantics El Alma des Palabras Diseño des Semantica, General. By Félux Restrepo, S.J. One Vol. Pp. 234. Four Diagrams in Text. Barcelona: Imprenta Editorial Barcelonesa, 1917. 4 Pesetas. [REVIEW]P. P. J. - 1921 - The Classical Review 35 (3-4):78-79.
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  12. E.-J. Marey's Visual Rhetoric and the Graphic Decomposition of the Body.W. J. - 1995 - Studies in History and Philosophy of Science Part A 26 (2):175-204.
  13.  10
    G) Pays Scandinaves. 6848 Danmarks Riges Historie. Af. J. Steenstrup, K. Erslev, A. Heise V. Mollerup, JA Fridericia, E. Holm, AD Jorgensen. T. V, Fasc. 20-23. Copenhague, Nordiske Forlag. In-8. Le Fasc. Kr. 0, 60. 6849 Trap. Beskrivelse Af Kongeriget Danmark. 3 «Édit. Under Medvirkning. [REVIEW]E. Scheider - 1903 - Revue d'Histoire Ecclésiastique 4:399.
  14.  53
    Gert J.J. Biesta, Beyond Learning: Democratic Education for a Human Future.Megan J. Laverty - 2009 - Studies in Philosophy and Education 28 (6):569-576.
  15.  31
    Can You Hear Me Now? Jean-Jacques Rousseau on Listening Education.Megan J. Laverty - 2011 - Educational Theory 61 (2):155-169.
    In this essay Megan J. Laverty argues that Jean-Jacques Rousseau's conception of humane communication and his proposal for teaching it have implications for our understanding of the role of listening in education. She develops this argument through a close reading of Rousseau's most substantial work on education, Emile: Or, On Education. Laverty elucidates Rousseau's philosophy of communication, beginning with his taxonomy of the three voices—articulate, melodic, and accentuated—illustrating the ways in which they both enhance and obfuscate understanding. Next, Laverty (...)
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  16.  54
    Counterparts and Compositional Nihilism: A Reply to A. J. Cotnoir.Megan Wallace - 2013 - Thought: A Journal of Philosophy 2 (2):242-247.
  17.  2
    Andrew J. Mitchell and Peter Trawny : Heidegger’s Black Notebooks: Responses to Anti-Semitism.Megan Altman - forthcoming - Human Studies:1-7.
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  18.  28
    The Inventor of the Scholar-Monk: Megan Hale Williams on Jerome.Bart J. Koet - 2009 - Bijdragen 70 (4):458-467.
    Although this review article is only about one book and about one man, it discloses a whole world, the world of Jerome, saint, scholar and stimulator of ascetism and of the study of the Bible. It is the merit of the book reviewed here to bring interesting insights into this other world, the emerging society of monks who were scholars and ascetic. In that world Jerome is one of the most fascinating patristic scholars. His choice for translating the Hebrew Bible (...)
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  19.  14
    Review of Francisco J. Gonzalez, Plato and Heidegger: A Question of Dialogue[REVIEW]Megan Halteman-Zwart - 2010 - Notre Dame Philosophical Reviews 2010 (5).
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  20.  5
    Bronwyn Rebekah McFarland‐Icke. Nurses in Nazi Germany: Moral Choice in History. Xvi + 343 Pp., Bibl., Index. Princeton, N.J.: Princeton University Press, 1999. $35, £21.95. [REVIEW]Megan‐Jane Johnstone - 2002 - Isis 93 (4):734-735.
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  21. Richard J. Bernstein and the Expansion of American Philosophy: Thinking the Plural.Marcia Morgan & Megan Craig (eds.) - 2016 - Lexington Books.
    This book highlights, scrutinizes, and deploys Bernstein’s philosophical research as it has intersected and impacted American and European philosophy. The chapters show the breadth and scope of his work while expanding key insights into new contexts and testing his work against thinkers outside the canon of his own scholarship.
     
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  22. Thinking The Plural: Richard J. Bernstein and the Expansion of American Philosophy.Marcia Morgan & Megan Craig (eds.) - 2016 - Rowman & Littlefield.
     
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  23.  7
    “There Is No Substitute for a Sense of Reality”: Humanizing the Humanities.Megan J. Laverty - 2015 - Educational Theory 65 (6):635-654.
    Do the humanities have a future? In the face of an increased emphasis on the so-called practical applicability of education, some educators worry that the presence of humanistic study in schools and universities is gravely threatened. In the short-term, scholars have rallied to defend the humanities by demonstrating how they do, in fact, advance our practical interests. Martha Nussbaum, for example, argues that the humanities uniquely support democratic citizenship by cultivating critical thinking and narrative imagination — two skills needed for (...)
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  24.  29
    Diy Citizenship: Critical Making and Social Media.Matt Ratto & Megan Boler (eds.) - 2014 - MIT Press.
    Today, DIY -- do-it-yourself -- describes more than self-taught carpentry. Social media enables DIY citizens to organize and protest in new ways and to repurpose corporate content in order to offer political counternarratives. This book examines the usefulness and limits of DIY citizenship, exploring the diverse forms of political participation and "critical making" that have emerged in recent years. The authors and artists in this collection describe DIY citizens whose activities range from activist fan blogging and video production to knitting (...)
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  25.  14
    A Proximal Perspective on Disgust.Richard J. Stevenson, Trevor I. Case, Megan J. Oaten, Lorenzo Stafford & Supreet Saluja - 2019 - Emotion Review 11 (3):209-225.
    The functional basis of disgust in disease avoidance is widely accepted; however, there is disagreement over what disgust is. This is a significant problem, as basic questions about disgust require...
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  26.  4
    Causal Relations Drive Young Children’s Induction, Naming, and Categorization.John E. Opfer & Megan J. Bulloch - 2007 - Cognition 105 (1):206-217.
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  27.  26
    Learning Our Concepts.Megan J. Laverty - 2009 - Philosophy of Education 43 (Supplement s1):27-40.
    Richard Stanley Peters appreciates the centrality of concepts for everyday life, however, he fails to recognize their pedagogical dimension. He distinguishes concepts employed at the first-order from second-order conceptual clarification. This distinction serves to elevate the discipline of philosophy at the expense of our ordinary language-use. I revisit this distinction and argue that our first-order use of concepts encompasses second-order concern. Individuals learn and teach concepts as they use them. Conceptual understanding is an obligation that all individuals, and not just (...)
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  28.  8
    Women’s Empowerment and Family Planning: A Review of the Literature. [REVIEW]Ndola Prata, Ashley Fraser, Megan J. Huchko, Jessica D. Gipson, Mellissa Withers, Shayna Lewis, Erica J. Ciaraldi & Ushma D. Upadhyay - 2017 - Journal of Biosocial Science 49 (6):713-743.
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  29.  4
    The Immediate and Delayed Effects of TV: Impacts of Gender and Processed-Food Intake History.Heather M. Francis, Richard J. Stevenson, Megan J. Oaten, Mehmet K. Mahmut & Martin R. Yeomans - 2017 - Frontiers in Psychology 8.
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  30.  8
    Philosophy in Schools: Then and Now.Megan J. Laverty - 2014 - Journal of Philosophy in Schools 1 (1).
    It is twelve years since the article you are about to read was published. During that time, the philosophy in schools movement has expanded and diversified in response to curriculum developments, teaching guides, web-based resources, dissertations, empirical research and theoretical scholarship. Philosophy and philosophy of education journals regularly publish articles and special issues on pre-college philosophy. There are more opportunities for undergraduate and graduate philosophy students to practice and research philosophy for/with children in schools. The Ontario Philosophy Teachers Association reports (...)
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  31.  19
    Listening: An Exploration of Philosophical Traditions.Sophie Haroutunian-Gordon & Megan J. Laverty - 2011 - Educational Theory 61 (2):117-124.
  32.  10
    Thinking My Way Back to You: John Dewey on the Communication and Formation of Concepts.Megan J. Laverty - 2016 - Educational Philosophy and Theory 48 (10):1029-1045.
    Contemporary educational theorists focus on the significance of Dewey’s conception of experience, learning-by-doing and collateral learning. In this essay, I reexamine the chapters of Dewey’s Democracy and Education, that pertain to thinking and highlight their relationship to Dewey’s How We Think: A Restatement of the Relation of Reflective Thinking in the Educative Process—another book written explicitly for teachers. In How We Think Dewey explains that nothing is more important in education than the formation of concepts. Concepts introduce permanency into an (...)
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  33.  10
    The World of Instruction: Undertaking the Impossible.Megan J. Laverty - 2014 - Ethics and Education 9 (1):42-53.
    Throughout history, philosophers have reflected on educational questions. Some of their ideas emerged in defense of, or opposition to, skepticism about the possibility of formal teaching and learning. These philosophers include Plato, Augustine, St Thomas Aquinas, Søren Kierkegaard, Martin Heidegger, and Ludwig Wittgenstein. Together, they comprise a tradition that establishes the impossibility of instruction and the imperative to undertake it. The value of this tradition for contemporary education is that it redirects attention away from performance assessments and learning outcomes to (...)
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  34.  9
    Kant’s Critical Philosophy as Pedagogical Praxis: A Call to Learn to Philosophize.Megan J. Laverty - 2019 - Studies in Philosophy and Education 38 (3):335-338.
  35.  70
    Teaching and Pedagogy.David T. Hansen & Megan J. Laverty - 2010 - In Richard Bailey (ed.), The Sage Handbook of Philosophy of Education. Sage Publication. pp. 223.
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  36.  7
    Reconstruction of Social Studies.William Gaudelli & Megan J. Laverty - 2018 - Education and Culture 34 (1):19.
    The reconstruction of philosophy, of education, and of social ideals and methods thus go hand in hand.In society today, we are inundated with reports on climate change, nuclear accidents, sectarian violence, terrorism, school shootings, police brutality, shrill mainstream politics, dire poverty, civil wars, and migration crises. As we observe their proliferation and escalation, it can feel as if we lack not only solutions to these social ills, but, even more fundamentally, ways to communicate about and make sense of their conditions (...)
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  37.  7
    Adhesion Measurement of a Buried Cr Interlayer on Polyimide.Vera M. Marx, Christoph Kirchlechner, Ivo Zizak, Megan J. Cordill & Gerhard Dehm - 2015 - Philosophical Magazine 95 (16-18):1982-1991.
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  38.  1
    Incompatible with Care: Examining Trisomy 18 Medical Discourse and Families’ Counter-discourse for Recuperative Ethos.Megan J. Thorvilson & Adam J. Copeland - 2018 - Journal of Medical Humanities 39 (3):349-360.
    Parents whose child is diagnosed with a serious disease such as trisomy 18 first rely on the medical community for an accurate description and prognosis. In the case of trisomy 18, however, many families are told the disease is “incompatible with life” even though some children with the condition live for several years. This paper considers parents’ response to current medical discourse concerning trisomy 18 by examining blogs written by the parents of those diagnosed. Using interpretive humanistic reading and foregrounding (...)
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  39.  3
    What Is A Global Experience?William Gaudelli & Megan J. Laverty - 2015 - Education and Culture 31 (2):13-26.
    The perceived importance of a global experience in higher education is hard to underestimate. University presidents are known to boast of their “percentage,” or the proportion of undergraduates who study abroad. At least part of the rationale is a cosmopolitan one: an essential part of being acknowledged as educated derives in part from an appreciation of different cultures and development of worldliness. The expectation is that a global experience will stand out as an enduring memorial of an encounter with others. (...)
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  40.  25
    Obtaining Informed Consent for Genomics Research in Africa: Analysis of H3Africa Consent Documents.Nchangwi Syntia Munung, Patricia Marshall, Megan Campbell, Katherine Littler, Francis Masiye, Odile Ouwe-Missi-Oukem-Boyer, Janet Seeley, D. J. Stein, Paulina Tindana & Jantina de Vries - 2016 - Journal of Medical Ethics 42 (2):132-137.
  41.  3
    Sensitivity of fNIRS to Cognitive State and Load.Frank A. Fishburn, Megan E. Norr, Andrei V. Medvedev & Chandan J. Vaidya - 2014 - Frontiers in Human Neuroscience 8.
  42. The Power of Humility in Sceptical Religion: Why Ietsism is Preferable to J. L. Schellenberg's Ultimism.James Elliott - 2017 - Religious Studies 53 (1):97-116.
    J. L. Schellenberg’s Philosophy of Religion argues for a specific brand of sceptical religion that takes ‘Ultimism’ – the proposition that there is a metaphysically, axiologically, and soteriologically ultimate reality – to be the object to which the sceptical religionist should assent. In this article I shall argue that Ietsism – the proposition that there is merely something transcendental worth committing ourselves to religiously – is a preferable object of assent. This is for two primary reasons. First, Ietsism is far (...)
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  43. Daring to Disturb the Universe: Heidegger’s Authenticity and The Love Song of J. Alfred Prufrock.Dominic Griffiths - 2009 - Literator 30 (2):107-126.
    In Heidegger’s Being and Time certain concepts are discussed which are central to the ontological constitution of Dasein. This paper demonstrates the interesting manner in which some of these concepts can be used in a reading of T.S. Eliot’s The Love Song of J. Alfred Prufrock. A comparative analysis is performed, explicating the relevant Heideggerian terms and then relating them to Eliot’s poem. In this way strong parallels are revealed between the two men’s respective thoughts and distinct modernist sensibilities. Prufrock, (...)
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  44.  27
    Antecedents to the Justification of Norm Violating Behavior Among Business Practitioners.Scott J. Vitell, Megan Keith & Manisha Mathur - 2011 - Journal of Business Ethics 101 (1):163 - 173.
    This study investigates the role that moral identity, religiosity, and the institutionalization of ethics play in determining the extent of justification of norm violating behavior among business practitioners. Moral justification is where a person, rather than assuming responsibility for an outcome, attempts to legitimize ethically questionable behavior. Results of the study indicate that both the internalization and symbolization dimensions of moral identity as well as intrinsic religiosity and the explicit institutionalization of ethics within the organization are significant determinants of the (...)
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  45.  11
    Seeing Human: Distinct and Overlapping Neural Signatures Associated with Two Forms of Dehumanization.Anthony I. Jack, Abigail J. Dawson & Megan E. Norr - 2013 - NeuroImage 79:313-328.
    The process of dehumanization, or thinking of others as less than human, is a phenomenon with significant societal implications. According to Haslam's model, two concepts of humanness derive from comparing humans with either animals or machines: individuals may be dehumanized by likening them to either animals or machines, or humanized by emphasizing differences from animals or machines. Recent work in cognitive neuroscience emphasizes understanding cognitive processes in terms of interactions between distributed cortical networks. It has been found that reasoning about (...)
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  46.  23
    Religiosity, Attitude Toward Business, and Ethical Beliefs: Hispanic Consumers in the United States. [REVIEW]Abhijit M. Patwardhan, Megan E. Keith & Scott J. Vitell - 2012 - Journal of Business Ethics 110 (1):61-70.
    Growth of the Hispanic consumer population in America is changing the marketplace landscape. Due to their considerable buying power, a better understanding of Hispanic consumer behavior has become a necessity. The marketing literature has examined issues regarding religiosity and attitude toward business in regards to consumer ethical beliefs as well as research differentiating consumers on the basis of ethnicity due to their inherently different religious principles. Therefore, the present study contributes to the existing consumer ethics literature by examining the roles (...)
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  47.  14
    Exploring Researchers’ Experiences of Working with a Researcher-Driven, Population-Specific Community Advisory Board in a South African Schizophrenia Genomics Study.Megan M. Campbell, Ezra Susser, Jantina de Vries, Adam Baldinger, Goodman Sibeko, Michael M. Mndini, Sibonile G. Mqulwana, Odwa A. Ntola, Raj S. Ramesar & Dan J. Stein - 2015 - BMC Medical Ethics 16 (1):1-9.
    BackgroundCommunity engagement within biomedical research is broadly defined as a collaborative relationship between a research team and a group of individuals targeted for research. A Community Advisory Board is one mechanism of engaging the community. Within genomics research CABs may be particularly relevant due to the potential implications of research findings drawn from individual participants on the larger communities they represent. Within such research, CABs seek to meet instrumental goals such as protecting research participants and their community from research-related risks, (...)
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  48.  9
    Whither the “Improvement Standard”? Coverage for Severe Brain Injury After Jimmo V. Sebelius.Joseph J. Fins, Megan S. Wright, Claudia Kraft, Alix Rogers, Marina B. Romani, Samantha Godwin & Michael R. Ulrich - 2016 - Journal of Law, Medicine and Ethics 44 (1):182-193.
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  49. Critical Notice of J.P. Moreland's Consciousness and the Existence of God: A Theistic Argument.Graham Oppy - 2011 - European Journal for Philosophy of Religion 3 (1):193-212.
    This paper is a detailed examination of some parts of J. P. Moreland's book on "the argument from consciousness". (There is a companion article that discusses the parts of the book not taken up in this critical notice.).
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  50. Epistemic Evaluations: Consequences, Costs and Benefits.Peter J. Graham, Megan Stotts, Zachary Bachman & Meredith McFadden - 2015 - Social Epistemology Review and Reply Collective 4 (4):7-13.
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