Results for 'Phillip C. Arena'

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  1.  66
    Welfare and Environmental Implications of Farmed Sea Turtles.Phillip C. Arena, Clifford Warwick & Catrina Steedman - 2014 - Journal of Agricultural and Environmental Ethics 27 (2):309-330.
    Various captivity-related health problems have been described as arising in the farming of sea turtles at the Cayman Turtle Farm (CTF). Our study included a desktop review of turtle farming, direct onsite inspection at the CTF, assessment of visual materials and reports provided by investigators from the World Society for the Protection of Animals (WSPA), and a limited analysis of water quality for potential pathogens. In particular, we assessed physical and behavioural condition of animals for signs of stress, injury and (...)
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  2. Leading cultural change.Phillip C. Schlechty - 1988 - In Ann Lieberman (ed.), Building a professional culture in schools. New York: Teachers College Press. pp. 185--221.
     
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  3.  4
    Changing concepts of the precentral motor area.C. G. Phillips - 1966 - In John C. Eccles (ed.), Brain and Conscious Experience: Study Week September 28 to October 4, 1964, of the Pontificia Academia Scientiarum. Springer. pp. 389--421.
  4. Thomas Stuart Willan 1910-1994.C. B. Phillips - 1999 - In Phillips C. B. (ed.), Proceedings of the British Academy, Volume 101: 1998 Lectures and Memoirs. pp. 563.
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  5.  19
    The Ethics of a Co-regulatory Model for Farm Animal Welfare Research.C. J. C. Phillips & J. C. Petherick - 2015 - Journal of Agricultural and Environmental Ethics 28 (1):127-142.
    Standards for farm animal welfare are variously managed at a national level by government-led regulatory control, by consumer-led welfare economics and co-regulated control in a partnership between industry and government. In the latter case the control of research to support animal welfare standards by the relevant industry body may lead to a conflict of interest on the part of researchers, who are dependent on industry for continued research funding. We examine this dilemma by reviewing two case studies of research published (...)
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  6.  47
    Stress in political theory.Phillip C. Chapman - 1969 - Ethics 80 (1):38-49.
    The article attempts to give a coherent expression to a recurrent theme in the history of political theory. The theme is that men and communities must be subjected to stress in various forms (e.g., Poverty, Insecurity, Conflict, Dissension) in order to maintain whatever faculties, qualities, capabilities and institutions they regard as (a) practically necessary in the long run, or (b) an essential part of their conception of a good life. The ideas dealt with have been drawn from philosophers, political scientists (...)
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  7.  20
    The role of the social scientist in the school of education.Phillip C. Schlechty & James L. Morrison - 1977 - Educational Studies 8 (3):241-252.
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  8. A cortical network for semantics: (de)constructing the N400.E. Lau, C. Phillips & D. Poeppel - 2008 - Nature Reviews Neuroscience 9:920-933.
    Measuring event-related potentials (ERPs) has been fundamental to our understanding of how language is encoded in the brain. One particular ERP response, the N400 response, has been especially influential as an index of lexical and semantic processing. However, there remains a lack of consensus on the interpretation of this component. Resolving this issue has important consequences for neural models of language comprehension. Here we show that evidence bearing on where the N400 response is generated provides key insights into what it (...)
     
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  9.  19
    A Note on the Negative Norm.C. W. Phillips - 1946 - Modern Schoolman 23 (2):55-60.
  10.  38
    Sustainability in cattle production systems.C. J. C. Phillips & J. Tind Sorensen - 1993 - Journal of Agricultural and Environmental Ethics 6 (1):61-73.
    Cattle production has the potential of being an important component of sustainable agriculture globally. The ability to transform feed not suitable for humans into high-quality food will be of great importance in the long-term for feeding a growing population. Other aspects such as preservation of landscape values and maintenance of rural communities are highly appreciated values, especially in the industrialized part of the world.To exploit the sustainable potential of cattle production systems, problems of pollution (such as ozone destruction, acid rain, (...)
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  11.  60
    Strategic and Moral Dilemmas of Corporate Philanthropy in Developing Countries: Heineken in Sub-Saharan Africa.Katinka C. Van Cranenburgh & Daniel Arenas - 2014 - Journal of Business Ethics 122 (3):523-536.
    This case study illustrates the dilemmas facing multinational companies in meeting social challenges in Sub-Saharan Africa. It also discusses the purpose, responsibilities and limitations of business involvement in social development. From a business standpoint, social challenges in developing countries differ greatly from those in nations where governments or markets effectively provide for the population’s health needs. The case illustrates what led a multinational to set up a corporate foundation and focuses on three strategic and operational dilemmas it ran up against. (...)
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  12. Proceedings of the British Academy, Volume 101: 1998 Lectures and Memoirs.C. B. Phillips - 1999
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  13.  14
    Nutrition, dehydration and the terminally ill.P. Stone & C. Phillips - 1995 - Journal of Medical Ethics 21 (1):55-55.
  14.  35
    An Exploratory Study of the Decision to Refrain from Killing in the Accounts of Military and Police Personnel.Katherine Baggaley, Olga Marques & Phillip C. Shon - 2019 - Journal of Military Ethics 18 (1):20-34.
    ABSTRACTAlthough previous studies have examined killing as an outcome-oriented measure, few have explored non-killing as a socially organized process. Using letters written by soldiers, police offi...
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  15.  46
    Book Reviews Section 2.Robert F. Bieler, Paul B. Pederson, Robert L. Church, N. Ray Hiner, Edward J. Power, Michael J. Parsons, Stewart E. Fraser, June T. Fox, Monroe C. Beardsley, Richard Gambino, Richard D. Mosier, David Lawson, Frederick C. Gruber, David L. Kirp, Russell L. Curtis, Jerry Miner, Geneva Gay, Phillip C. Smith & Emma M. Capelluzzo - 1972 - Educational Studies 3 (2):99-112.
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  16.  46
    Book Reviews Section 4.Frederic B. Mayo Jr, John Bruce Francis, John S. Burd, Wilson A. Judd, Eunice S. Matthew, William F. Pinar, Paul Erickson, Charles John Stark, Walter H. Clark Jr, Irvin David Glick, Howard D. Bruner, John Eddy, David L. Pagni, Gloria J. Abbington, Michael L. Greenbaum, Phillip C. Frey, Robert G. Owens, Royce W. van Norman, M. Bruce Haslam, Eugene Hittleman, Sally Geis, Robert H. Graham, Ogden L. Glasow, A. L. Fanta & Joseph Fashing - 1973 - Educational Studies 4 (4):198-200.
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  17.  21
    Ethical Issues Concerning the Public Viewing of Media Broadcasts of Animal Cruelty.C. M. Tiplady, D. B. Walsh & C. J. C. Phillips - 2015 - Journal of Agricultural and Environmental Ethics 28 (4):635-645.
    Undercover filming is a method commonly used by animal activist groups to expose animal cruelty and it is important to consider the effects of publically releasing video footage of cruel practices on the viewers’ mental health. Previously, we reported that members of the Australian public were emotionally distressed soon after viewing media broadcasts of cruelty to Australian cattle exported for slaughter in Indonesia in 2011. To explore if there were any long term impacts from exposure to media on this issue, (...)
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  18.  33
    Social Shareholder Engagement: The Dynamics of Voice and Exit. [REVIEW]Jennifer Goodman, Céline Louche, Katinka C. van Cranenburgh & Daniel Arenas - 2014 - Journal of Business Ethics 125 (2):1-18.
    Investors concerned about the social and environmental impact of the companies they invest in are increasingly choosing to use voice over exit as a strategy. This article addresses the question of how and why the voice and exit options (Hirschman 1970) are used in social shareholder engagement (SSE) by religious organisations. Using an inductive case study approach, we examine seven engagements by three religious organisations considered to be at the forefront of SSE. We analyse the full engagement process rather than (...)
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  19.  9
    A companion to John Dewey's Democracy and education.D. C. Phillips - 2016 - London: University of Chicago Press. Edited by John Dewey.
    Education as a necessity of life -- Education as a social function -- Education as direction -- Education as growth -- Preparation, unfolding, and formal discipline -- Education as conservative and progressive -- The democratic conception in education -- Aims in education -- Natural development and social efficiency as aims -- Interest and discipline -- Experience and thinking -- Thinking in education -- The nature of method -- The nature of subject matter -- Play and work in the curriculum -- (...)
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  20.  74
    The niche construction perspective: a critical appraisal.Thomas C. Scott-Phillips, Kevin N. Laland, David M. Shuker, Thomas E. Dickins & Stuart A. West - unknown
    Niche construction refers to the activities of organisms that bring about changes in their environments, many of which are evolutionarily and ecologically consequential. Advocates of niche construction theory (NCT) believe that standard evolutionary theory fails to recognize the full importance of niche construction, and consequently propose a novel view of evolution, in which niche construction and its legacy over time (ecological inheritance) are described as evolutionary processes, equivalent in importance to natural selection. Here, we subject NCT to critical evaluation, in (...)
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  21.  54
    Signalling signalhood and the emergence of communication.Thomas C. Scott-Phillips, Simon Kirby & Graham R. S. Ritchie - 2009 - Cognition 113 (2):226-233.
  22. Management of dyspnea.W. LeBlanc Thomas, C. Currow David, L. Phillips Jane & Amy Abernethy - 2014 - In Timothy E. Quill & Franklin G. Miller (eds.), Palliative care and ethics. New York: Oxford University Press.
     
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  23.  66
    Evolutionary theory and the ultimate-proximate distinction in the human behavioral sciences.T. C. Scott-Phillips, T. E. Dickins & S. A. West - unknown
    To properly understand behavior, we must obtain both ultimate and proximate explanations. Put briefly, ultimate explanations are concerned with why a behavior exists, and proximate explanations are concerned with how it works. These two types of explanation are complementary and the distinction is critical to evolutionary explanation. We are concerned that they have become conflated in some areas of the evolutionary literature on human behavior. This article brings attention to these issues. We focus on three specific areas: the evolution of (...)
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  24. Postpositivism and Educational Research.D. C. Phillips & Nicholas C. Burbules - 2001 - British Journal of Educational Studies 49 (1):109-111.
     
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  25.  22
    Mass Terms and Model-Theoretic Semantics.Phillip Bricker & Harry C. Bunt - 1988 - Journal of Symbolic Logic 53 (2):653.
  26.  29
    The Evolution of Relevance.Thomas C. Scott-Phillips - 2010 - Cognitive Science 34 (4):583-601.
    With human language, the same utterance can have different meanings in different contexts. Nevertheless, listeners almost invariably converge upon the correct intended meaning. The classic Gricean explanation of how this is achieved posits the existence of four maxims of conversation, which speakers are assumed to follow. Armed with this knowledge, listeners are able to interpret utterances in a contextually sensible way. This account enjoys wide acceptance, but it has not gone unchallenged. Specifically, Relevance Theory offers an explicitly cognitive account of (...)
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  27.  13
    A History of Greek Philosophy.Phillip De Lacy & W. K. C. Guthrie - 1964 - American Journal of Philology 85 (4):435.
  28.  53
    The contested nature of empirical educational research (and why philosophy of education offers little help).D. C. Phillips - 2005 - Journal of Philosophy of Education 39 (4):577–597.
    This paper suggests that empirical educational research has not, on the whole, been treated well by philosophers of education. A variety of criticisms have been offered, ranging from triviality, conceptual confusion and the impossibility of empirically studying normative processes. Furthermore, many of those who criticise, or dismiss, empirical research do so without subjecting any specific examples to careful scholarly scrutiny. It is suggested that both philosophy of education, and the empirical research enterprise, stand to profit if philosophers pay more attention (...)
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  29.  32
    Technics, Media, Teleology.C. Venn, R. Boyne, J. Phillips & R. Bishop - 2007 - Theory, Culture and Society 24 (7-8):334-341.
  30. Empirical educational research : charting philosophical disagreements in an undisciplined field.D. C. Phillips - 2009 - In Harvey Siegel (ed.), The Oxford handbook of philosophy of education. New York: Oxford University Press.
     
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  31.  2
    Commentary.D. C. Phillips - 1983 - Educational Studies 14 (3):302-305.
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  32.  23
    Was William James Telling the Truth After All?D. C. Phillips - 1984 - The Monist 67 (3):419-434.
    It is a truth of military history that major battles are not clearly understood by the rank-and-file who are embroiled in them. There is a flurry of activity, a “blooming, buzzing confusion,” and anything that moves in the surrounding terrain is likely to be identified as the enemy. Usually it is only after the “tumult and the shouting dies” that a clear picture emerges, and a tally can be obtained of how many of one’s friends were felled by mistake.
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  33.  8
    Does Group Contact Shape Styles of Pictorial Representation? A Case Study of Australian Rock Art.C. Granito, J. J. Tehrani, J. R. Kendal & T. C. Scott-Phillips - 2022 - Human Nature 33 (3):237-260.
    Image-making is a nearly universal human behavior, yet the visual strategies and conventions to represent things in pictures vary greatly over time and space. In particular, pictorial styles can differ in their degree of figurativeness, varying from intersubjectively recognizable representations of things to very stylized and abstract forms. Are there any patterns to this variability, and what might its ecological causes be? Experimental studies have shown that demography and the structure of interaction of cultural groups can play a key role: (...)
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  34.  25
    John Dewey's Philosophy and His Writings on Education.D. C. Phillips - 1970 - Educational Philosophy and Theory 2 (2):47-56.
  35.  33
    The distinguishing features of forms of knowledge.D. C. Phillips - 1971 - Educational Philosophy and Theory 3 (2):27–35.
  36. Can (and Should) Jon Dolle Resist Being Drawn to the Dark Side of the Force?D. C. Phillips - 2008 - Philosophy of Education 64:330-332.
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  37.  2
    Getting It Wrong from the Beginning, But Maybe (Just Maybe) It’s a Start.D. C. Phillips - 2007 - Philosophy of Education 63:319-322.
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  38.  40
    The evolution of communication: Humans may be exceptional.Thomas C. Scott-Phillips - 2010 - Interaction Studies 11 (1):78-99.
    Communication is a fundamentally interactive phenomenon. Evolutionary biology recognises this fact in its definition of communication, in which signals are those actions that cause reactions, and where both action and reaction are designed for that reason. Where only one or the other is designed then the behaviours are classed as either cues or coercion. Since mutually dependent behaviours are unlikely to emerge simultaneously, the symmetry inherent in these definitions gives rise to a prediction that communication will only emerge if cues (...)
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  39.  24
    The mutual relevance of teaching and cultural attraction.Thomas C. Scott-Phillips & Dan Sperber - 2015 - Behavioral and Brain Sciences 38.
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  40.  9
    Philosophy of Religion: A Global Approach.Stephen H. Phillips & Robert C. Solomon - 1996 - Cengage Learning.
    This book is the first philosophy of religion anthology to offer a broad survey of classical and contemporary, Western and non-Western readings. This book includes the standard topics for traditional philosophy of religion courses, as well as ample material for courses incorporating a more global approach. The text also provides abundant pedagogical support for both instructors and stiudents new to the study of non-Western philosophies of religion. It includes such features as an introductory chapter on world religions, introductions to each (...)
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  41.  16
    Toward a Sociological Imagination: Bridging Specialized Fields.Bernard Phillips, Harold Kincaid, Thomas Scheff, Chanoch Jacobsen, James C. Kimberly, Richard Lachmann, David R. Maines, David W. Britt, Suzanne M. Retzinger, Thomas J. Scheff & Howard S. Becker - 2002 - Upa.
    Toward A Sociological Imagination builds on the ideas C. Wright Mills expressed in The Sociological Imagination for an approach to the scientific method broad enough to open up to the full range of knowledge within the sociology discipline. In this book, nine sociologists and one philosopher provide detailed tests of the utility of the approach within diverse substantive sociological areas.
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  42.  11
    Theories of Teaching and Learning.D. C. Phillips - 2003 - In Randall Curren (ed.), A Companion to the Philosophy of Education. Oxford, UK: Wiley-Blackwell. pp. 232–245.
    This chapter contains sections titled: Classic Theories of Teaching and Learning John Dewey's Theory of Learning and Teaching Contemporary Constructivist Theories of Teaching and Learning The Contributions of Analytic Philosophy of Education Contemporary Theories of Learning.
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  43.  46
    (RE)Inventing Scheffler, or, Defending Objective Educational Research.D. C. Phillips - 1997 - Studies in Philosophy and Education 16 (1/2):149-158.
    Israel Scheffler's book Science and Subjectivity (1967) was prescient: His criticisms of attacks on the traditional notions of objectivity and truth that underlie modern science are still relevant nearly thirty years later, when postmodernism and some varieties of feminist epistemology are winning many adherents. Two aspects of Scheffler's book are singled out for discussion – his philosophical style, which is marked by careful, well-developed, and detailed argument (in contrast to many contemporary writers in education who have postmodernist leanings, who merely (...)
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  44.  15
    The evolution of communication: Humans may be exceptional.Thomas C. Scott-Phillips - 2010 - Interaction Studies. Social Behaviour and Communication in Biological and Artificial Systemsinteraction Studies / Social Behaviour and Communication in Biological and Artificial Systemsinteraction Studies 11 (1):78-99.
    Communication is a fundamentally interactive phenomenon. Evolutionary biology recognises this fact in its definition of communication, in which signals are those actions that cause reactions, and where both action and reaction are designed for that reason. Where only one or the other is designed then the behaviours are classed as either cues or coercion. Since mutually dependent behaviours are unlikely to emerge simultaneously, the symmetry inherent in these definitions gives rise to a prediction that communication will only emerge if cues (...)
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  45.  15
    Can cultural evolution bridge scientific continents?Thomas C. Scott-Phillips - 2016 - Studies in History and Philosophy of Science Part C: Studies in History and Philosophy of Biological and Biomedical Sciences 57:170-173.
  46. Philosophy of education.D. C. Phillips - 2008 - Stanford Encyclopedia of Philosophy.
  47. What is art? A pragmatic perspective.Thomas C. Scott-Phillips - 2015 - Think 14 (40):87-91.
    What is art? Marcel Duchamp made this question pertinent when he developed his : ordinary, manufactured objects that he presented as art. In this paper, I use pragmatics to argue that, if we accept that art is a form of communication, from artist to audience, then Duchamp was correct to claim that anything can be art, so long as it is presented as such.
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  48.  15
    Coming to grips with radical social constructivisms.Denis C. Phillips - 1997 - Science & Education 6 (1-2):85-104.
  49.  14
    Group-level traits can be studied with standard evolutionary theory.Thomas C. Scott-Phillips & Thomas E. Dickins - 2014 - Behavioral and Brain Sciences 37 (3):273-274.
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  50.  24
    Organicism in the Late Nineteenth and Early Twentieth Centuries.D. C. Phillips - 1907 - Journal of the History of Ideas.
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