Results for 'Nicholas C. Sinclair'

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  1.  15
    Proceedings of the Seventh Annual Deep Brain Stimulation Think Tank: Advances in Neurophysiology, Adaptive DBS, Virtual Reality, Neuroethics and Technology.Adolfo Ramirez-Zamora, James Giordano, Aysegul Gunduz, Jose Alcantara, Jackson N. Cagle, Stephanie Cernera, Parker Difuntorum, Robert S. Eisinger, Julieth Gomez, Sarah Long, Brandon Parks, Joshua K. Wong, Shannon Chiu, Bhavana Patel, Warren M. Grill, Harrison C. Walker, Simon J. Little, Ro’ee Gilron, Gerd Tinkhauser, Wesley Thevathasan, Nicholas C. Sinclair, Andres M. Lozano, Thomas Foltynie, Alfonso Fasano, Sameer A. Sheth, Katherine Scangos, Terence D. Sanger, Jonathan Miller, Audrey C. Brumback, Priya Rajasethupathy, Cameron McIntyre, Leslie Schlachter, Nanthia Suthana, Cynthia Kubu, Lauren R. Sankary, Karen Herrera-Ferrá, Steven Goetz, Binith Cheeran, G. Karl Steinke, Christopher Hess, Leonardo Almeida, Wissam Deeb, Kelly D. Foote & Okun Michael S. - 2020 - Frontiers in Human Neuroscience 14.
  2.  20
    The Development of a Scientific Specialty: The Phage Group and the Origins of Molecular Biology.Nicholas C. Mullins - 1972 - Minerva 10 (1):51-82.
  3.  7
    Philosophical Reflections on Editing.Nicholas C. Burbules - 2014 - Educational Theory 64 (4):317-331.
    In this essay Nicholas C. Burbules reviews his experiences and the lessons he learned as editor of Educational Theory for more than twenty years, and he explores some of the normative choices that are inevitably made by any editor in carrying out his or her role. Burbules examines the relationship of a journal to its intellectual field; the review process; communications and interactions with authors; the process of editing and revising manuscripts; questions of representativeness in a theoretically pluralistic field; (...)
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  4.  42
    Tacit Teaching.Nicholas C. Burbules - 2008 - Educational Philosophy and Theory 40 (5):666-677.
    This essay reflects upon certain aspects of Wittgenstein's own practices as a teacher. Doing philosophy always took priority for Wittgenstein, whether this was in oral or written form: it was important to show the deep puzzles in our language (and our culture and thinking) as a step toward dissolving them. In this respect, one can teach only as a guide; it is a matter of showing more than saying. Wittgenstein's approach suggests a model that I will call tacit teaching. Tacit (...)
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  5.  42
    How We Use and Are Used by Social Media in Education.Nicholas C. Burbules - 2016 - Educational Theory 66 (4):551-565.
    In this article, Nicholas C. Burbules explores the effects of various social media on the ways people communicate, and the implications of these effects for the use of social media in educational contexts. Facebook, Twitter, and a host of other applications are being used in increasing numbers, especially by young people. It is where they live, share, and learn, so it is to be expected that educators would want to find ways to use these technologies to engage them. At (...)
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  6. Lyotard on Wittgenstein: The Differend, Language Games, and Education.Nicholas C. Burbules - 2000 - In Pradeep Ajit Dhillon & Paul Standish (eds.), Lyotard: Just Education. Routledge. pp. 36--53.
     
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  7.  21
    Thoughts on Phronesis.Nicholas C. Burbules - 2019 - Ethics and Education 14 (2):126-137.
    ABSTRACTThis essay explores the concept of phronesis in two contexts: phronesis as a virtue, in fact a meta-virtue because it guides the exercise of other virtues; and phronesis as an element in theories of practice. I argue that these two aspects are closely related, because ethics – especially virtue ethics – is best understood as a kind of practice. The second part of the essay explores some of the consequences of thinking about ethics in this way.
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  8.  32
    Reasonable Doubt: Toward a Postmodern Defense of Reason as an Educational Aim.Nicholas C. Burbules - 1995 - In Wendy Kohli (ed.), Critical Conversations in Philosophy of Education. Routledge. pp. 82--102.
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  9.  41
    Education as Initiation Into Practices.Paul Smeyers & Nicholas C. Burbules - 2006 - Educational Theory 56 (4):439-449.
  10.  19
    Education Under Siege.Nicholas C. Burbules - 1986 - Educational Theory 36 (3):301-313.
  11.  22
    Rationality and Reasonableness: A Discussion of Harvey Siegel's Relativism Refuted and Educating Reason.Nicholas C. Burbules - 1991 - Educational Theory 41 (2):235-252.
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  12. Postmodernism and Education.Nicholas C. Burbules - 2009 - In Harvey Siegel (ed.), The Oxford Handbook of Philosophy of Education. Oxford University Press.
     
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  13.  53
    How to Improve Your Impact Factor: Questioning the Quantification of Academic Quality.Paul Smeyers & Nicholas C. Burbules - 2011 - Journal of Philosophy of Education 45 (1):1-17.
    A broad-scale quantification of the measure of quality for scholarship is under way. This trend has fundamental implications for the future of academic publishing and employment. In this essay we want to raise questions about these burgeoning practices, particularly how they affect philosophy of education and similar sub-disciplines. First, details are given of how an ‘impact factor’ is calculated. The various meanings that can be attached to it are scrutinised. Second, we examine how impact factors are used to make various (...)
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  14.  54
    A Theory of Power in Education.Nicholas C. Burbules - 1986 - Educational Theory 36 (2):95-114.
  15. Postpositivism and Educational Research.D. C. Phillips & Nicholas C. Burbules - 2001 - British Journal of Educational Studies 49 (1):109-111.
     
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  16.  27
    Knowledge at the Crossroads: Some Alternative Futures of Hypertext Learning Environments.Nicholas C. Burbules & Thomas A. Callister - 1996 - Educational Theory 46 (1):23-50.
  17.  34
    Equal Opportunity or Equal Education?Nicholas C. Burbules - 1990 - Educational Theory 40 (2):221-226.
  18. ‘What It Makes Sense to Say’: Wittgenstein, Rule‐Following and the Nature of Education.Nicholas C. Burbules & Richard Smith - 2005 - Educational Philosophy and Theory 37 (3):425–430.
    In his writings Jim Marshall has helpfully emphasized such Wittgensteinian themes as the multiplicity of language games, the deconstruction of ‘certainty,’ and the contexts of power that underlie discursive systems. Here we focus on another important legacy of Wittgenstein's thinking: his insistence that human activity is rule‐governed. This idea foregrounds looking carefully at the world of education and learning, as against the empirical search for new psychological or other facts. It reminds us that we need to consider, in Peter Winch's (...)
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  19.  22
    Continuity and Diversity in Philosophy of Education: An Introduction.Nicholas C. Burbules - 1991 - Educational Theory 41 (3):257-263.
  20. Knowledge at the Crossroads: Alternative Futures of Hypertext Environments for Learning.Nicholas C. Burbules & Thomas A. Callister - 1996 - Educational Theory 46 (1):23-50.
  21.  82
    Is Management an Art or a Science? A Clue in Consilience.Nicholas C. Peroff - 1999 - Emergence: Complexity and Organization 1 (1):92-109.
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  22. Generalizations of Picard's First Theorem.Nicholas C. Petridis - forthcoming - Eleutheria.
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  23.  47
    Postmodernism for Analytic Philosophers of Education.Nicholas C. Burbules - 2000 - Educational Philosophy and Theory 32 (3):311–314.
  24.  7
    The Dilemma of Philosophy of Education: "Relevance" or Critique? Part Two.Nicholas C. Burbules - 2002 - Educational Theory 52 (3):349-357.
  25.  45
    Helen, Achilles and the Psuchê: Superlative Beauty and Value in the Iliad.Nicholas C. Rynearson - 2013 - Intertexts 17 (1-2):3-21.
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  26. The Dilemma of" Relevance" in the Philosophy of Education.Nicholas C. Burbules - forthcoming - Philosophy of Education.
     
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  27. Modes of Criticality as Modes of Teaching.Nicholas C. Burbules - forthcoming - Philosophy of Education.
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  28. Words and Sentences Over Time: How Facts Are Built and Sustained in a Specialty Area.Nicholas C. Mullins, William E. Snizek & Kay Oehler - 1989 - Science, Technology and Human Values 14 (3):258-274.
    This article uses computerized analysis of text, along with a close reading of text, to trace change and development in Burkitt's lymphoma research. While past researchers have focused on the way a text enters the literature, we wish to learn what happens to knowledge claims after they arrive in the published literature. In order to explain why some claims are successfully solidified into facts while others remain as isolated, unsupported claims, we rely upon the notion of the material and social (...)
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  29.  9
    Moving While Black: Intergroup Attitudes Influence Judgments of Speed.Andreana C. Kenrick, Stacey Sinclair, Jennifer Richeson, Sara C. Verosky & Janetta Lun - 2016 - Journal of Experimental Psychology: General 145 (2):147-154.
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  30. Power, Social Structure, and Advice in American Science: The United States National Advisory System, 1950-1972.Nicholas C. Mullins - 1981 - Science, Technology and Human Values 6 (4):4-19.
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  31.  21
    Theories and Theory Groups Revisited.Nicholas C. Mullins - 1983 - Sociological Theory 1:319-337.
  32. Science: Some Sociological Perspectives.Nicholas C. Mullins - 1973 - Indianapolis: Bobbs-Merrill.
  33.  34
    Like a Version: Playing with Online Identities.Nicholas C. Burbules - 2002 - Educational Philosophy and Theory 34 (4):387–393.
  34.  3
    The Function of 厥 Jywé in the Shang ShūThe Function of Jue Jywe in the Shang Shu.Nicholas C. Bodman - 1948 - Journal of the American Oriental Society 68 (1):52.
  35.  48
    Cosmopolitan Identity and Education.Klas Roth & Nicholas C. Burbules - 2011 - Educational Philosophy and Theory 43 (3):205-208.
  36.  7
    Slowness as a Virtue.Nicholas C. Burbules - 2020 - Journal of Philosophy of Education 54 (5):1443-1452.
    Journal of Philosophy of Education, EarlyView.
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  37.  8
    Why Publish?Nicholas C. Burbules - 2020 - Journal of Philosophy of Education 54 (3):655-665.
    Journal of Philosophy of Education, EarlyView.
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  38. Radical Educational Cynicism and Radical Educational Skepticism.Nicholas C. Burbules - forthcoming - Philosophy of Education.
     
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  39.  27
    Nicholas C. Burbules, Bryan Warnick, Timothy McDonough, and Scott Johnston.Timothy McDonough - 2004 - In Armen Marsoobian & John Ryder (eds.), The Blackwell Guide to American Philosophy. Blackwell. pp. 343.
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  40.  26
    Connection Design.C. J. A. Nicholas - 1985 - Philosophy 2 (2.2):2-3.
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  41.  27
    Jennifer Clapp: Hunger in the Balance: The New Politics of International Food Aid: Cornell University Press, Ithaca, New York, 2012, 201 Pp, ISBN: 978-0-8014-5039-6.Nicholas C. Parker - 2013 - Agriculture and Human Values 30 (4):655-656.
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  42.  27
    The Identity of Schizophrenia: A Multilevel Systems Approach.Nicholas C. Paritsis - 1994 - World Futures 42 (1):107-118.
  43.  1
    Literary Chinese by the Inductive Method, Vol. 1, The Hsiao Ching.Nicholas C. Bodman & Herrlee Glessner Creel - 1950 - Journal of the American Oriental Society 70 (2):137.
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  44.  14
    Coding of Neuronal Differentiation by Calcium Transients.Nicholas C. Spitzer, Nathan J. Lautermilch, Raymond D. Smith & Timothy M. Gomez - 2000 - Bioessays 22 (9):811-817.
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  45.  5
    Visual and Tactile Scanning: Moving Scan Versus Moving Medium.Nicholas C. Noll & Robert J. Weber - 1985 - Bulletin of the Psychonomic Society 23 (6):473-476.
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  46.  59
    The Changing Practices and Social Relations of Education.Paul Smeyers & Nicholas C. Burbules - 2006 - Educational Theory 56 (4):363-369.
  47.  1
    From the Editor.Nicholas C. Burbules - 2004 - Educational Theory 54 (2):117-117.
  48.  10
    Marx, Durkheim, and Alienation: Toward a Heuristic Typology.Nicholas C. Tatsis & George V. Zito - 1974 - Social Theory and Practice 3 (2):223-243.
  49. How Should Exemplars Be Sequenced in Inductive Learning? Empirical Evidence Versus Learners’ Opinions.X. Yan Veronica, C. Soderstrom Nicholas, S. Seneviratna Gayan, Bjork Elizabeth Ligon & A. Bjork Robert - 2017 - Journal of Experimental Psychology: Applied 23 (4):403-416.
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  50.  12
    What Is Mutilation?Nicholas C. Lund-Molfese - 2003 - American Journal of Bioethics 3 (2):64-65.
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