Results for 'R. Mutz'

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  1.  63
    Citation Counts for Research Evaluation: Standards of Good Practice for Analyzing Bibliometric Data and Presenting and Interpreting Results.L. Bornmann, R. Mutz, C. Neuhaus & HD Daniel - 2008 - Ethics in Science and Environmental Politics 8 (1):93-102.
  2. "In hoc signo vinces" albo rzecz o starych łódzkich dowcipach.Małgorzata Półrola - 2009 - Acta Universitatis Lodziensis. Folia Germanica 5:303-317.
    Der vorliegende Beitrag ist als ein Versuch zu verstehen, dem polnischen Leser eine recht seltsame Position aus der Reihe der deutschsprachigen Lodzaica, nämlich die 1913 im Verlag August Grüning in Pabianice herausgegebene Sammlung von Witzen und Anekdoten mit dem Titel 'Ne Mütze voll Witze aus Lodz und Pabianice’, näherzubringen. Der Verfasser des schmalen Bändchens, der sich hinter dem Pseudonym Wilfried Spectator verbirgt, ist Reinhold Piel, ein Deutscher aus Pabianice. Als Satelitenstadt von Łódź, der sich damals sehr rasch entwickelnden Textilmetropole, bildete (...)
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  3.  40
    I—R. Jay Wallace: Duties of Love.R. Jay Wallace - 2012 - Aristotelian Society Supplementary Volume 86 (1):175-198.
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  4. I—R. M. Sainsbury and Michael Tye: An Originalist Theory of Concepts.R. M. Sainsbury & Michael Tye - 2011 - Aristotelian Society Supplementary Volume 85 (1):101-124.
    We argue that thoughts are structures of concepts, and that concepts should be individuated by their origins, rather than in terms of their semantic or epistemic properties. Many features of cognition turn on the vehicles of content, thoughts, rather than on the nature of the contents they express. Originalism makes concepts available to explain, with no threat of circularity, puzzling cases concerning thought. In this paper, we mention Hesperus/Phosphorus puzzles, the Evans-Perry example of the ship seen through different windows, and (...)
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  5.  88
    The Objectivity of Morality: R. G. Swinburne.R. G. Swinburne - 1976 - Philosophy 51 (195):5-20.
    If I say “we are now living in England” or “grass is green in summer’ or ‘the cat is on the mat’ what I say will normally be true or false—the statements are true if they correctly report how things are, or correspond to the facts; and if they do not do these things, they are false. Such a statement will only fail to have a truth-value if its referring expressions fail to refer ; or if the statement lies on (...)
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  6.  2
    R. Buckminster Fuller on Education.R. Buckminster Fuller - 1979 - University of Massachusetts Press.
  7.  19
    The Accidental Theorist: Diana Mutz's Normative and Empirical Insights.Ben Berger - 2013 - Critical Review: A Journal of Politics and Society 25 (2):181-198.
    ABSTRACT On the surface, Diana Mutz's Hearing the Other Side is a work about empirical realities. But it is also an exercise in normative theory. Mutz's chief empirical findings are that people who are exposed to political disagreement tend to become less politically active and that, conversely, political activists tend not to hear views that challenge their own. These findings raise the question of whether participatory and deliberative ideals are compatible with each other, and, in addition, whether they (...)
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  8.  52
    Completely Mitotic R.E. Degrees.R. G. Downey & T. A. Slaman - 1989 - Annals of Pure and Applied Logic 41 (2):119-152.
  9.  52
    R. Budd Dwyer: A Case Study in Newsroom Decision Making.Patrick R. Parsons & William E. Smith - 1988 - Journal of Mass Media Ethics 3 (1):84 – 94.
    In late January of 1987, the State Treasurer of Pennsylvania, R. Budd Dwyer, shot himself to death in front of a dozen reporters and camera crews during a news conference in his office. Much was subsequently made in the popular press, and within the profession, about the difficult ethical decision television journalists were faced with in determining how much of the very graphic suicide tape to air. A review of the literature in this area suggests, however, that journalists have established (...)
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  10.  60
    Normativity and the Will: R. Jay Wallace.R. Jay Wallace - 2004 - Royal Institute of Philosophy Supplement 55:195-216.
    If there is room for a substantial conception of the will in contemporary theorizing about human agency, it is most likely to be found in the vicinity of the phenomenon of normativity. Rational agency is distinctively responsive to the agent's acknowledgment of reasons, in the basic sense of considerations that speak for and against the alternatives for action that are available. Furthermore, it is natural to suppose that this kind of responsiveness to reasons is possible only for creatures who possess (...)
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  11. HARE, R. M. - The Language of Morals. [REVIEW]R. B. Braithwaite - 1954 - Mind 63:249.
     
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  12. Could Kant Have Been A Utilitarian?*: R. M. Hare.R. M. Hare - 1993 - Utilitas 5 (1):1-16.
    … the supreme end, the happiness of all mankind. The law concerning punishment is a Categorical Imperative; and woe to him who rummages around in the winding paths of a theory of happiness, looking for some advantage to be gained by releasing the criminal from punishment or by reducing the amount of it.
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  13.  7
    Sportbegeisterte Jungen, Sportabstinente Mädchen? Eine Quantitative Analyse der Sportvereinszugehörigkeit von Jungen Und Mädchen MIT Ausländischer Herkunft / Boys Who Love Sports, Girls Who Don’T? A Quantitative Study of Sports Club Participation Among Immigrant Boys and Girls.Michael Mutz - 2009 - Sport Und Gesellschaft 6 (2):95-121.
    Zusammenfassung Der Beitrag legt Befunde zur Beteiligung von 15-jährigen Jugendlichen mit Migrationshintergrund am vereinsorganisierten Sport vor. Die Sportvereinszugehörigkeit wird aus einer geschlechterdifferentiellen Perspektive analysiert, aber auch mit der sprachlichen Akkulturation und der sozialstrukturellen Integration der Familie in Beziehung gesetzt. Die Ergebnisse zeigen, dass es sich bei den Jugendlichen mit Migrationshintergrund um eine sehr heterogene Gruppe handelt, die in Teilen durch eine sehr große Nähe, in Teilen aber auch durch eine sehr große Ferne zum Vereinssport gekennzeichnet ist. Vor allem bei den (...)
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  14.  15
    A Note on ${\bf R}$-Mingle and Sobociński's Three-Valued Logic.R. Zane Parks - 1972 - Notre Dame Journal of Formal Logic 13 (2):227-228.
  15.  31
    The Christian Wager: R. G. SWINBURNE.R. G. Swinburne - 1969 - Religious Studies 4 (2):217-228.
    On what grounds will the rational man become a Christian? It is often assumed by many, especially non-Christians, that he will become a Christian if and only if he judges that the evidence available to him shows that it is more likely than not that the Christian theological system is true, that, in mathematical terms, on the evidence available to him, the probability of its truth is greater than half. It is the purpose of this paper to investigate whether or (...)
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  16.  39
    PFA Implies ADL(R).John R. Steel - 2005 - Journal of Symbolic Logic 70 (4):1255 - 1296.
  17. A Philosophical Autobiography: R. M. Hare.R. M. Hare - 2002 - Utilitas 14 (3):269-305.
    I had a strange dream, or half-waking vision, not long ago. I found myself at the top of a mountain in the mist, feeling very pleased with myself, not just for having climbed the mountain, but for having achieved my life's ambition, to find a way of answering moral questions rationally. But as I was preening myself on this achievement, the mist began to clear, and I saw that I was surrounded on the mountain top by the graves of all (...)
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  18.  14
    Educability and Group Differences By Arthur R. Jensen.R. Darrell Bock - 1974 - Perspectives in Biology and Medicine 17 (4):594-597.
  19.  6
    Some Properties of R-Maximal Sets and Q 1,N -Reducibility.R. Sh Omanadze - 2015 - Archive for Mathematical Logic 54 (7-8):941-959.
    We show that the c.e. Q1,N\documentclass[12pt]{minimal} \usepackage{amsmath} \usepackage{wasysym} \usepackage{amsfonts} \usepackage{amssymb} \usepackage{amsbsy} \usepackage{mathrsfs} \usepackage{upgreek} \setlength{\oddsidemargin}{-69pt} \begin{document}$${Q_{1,N}}$$\end{document}-degrees are not an upper semilattice. We prove that if M is an r-maximal set, A is an arbitrary set and M≡Q1,NA\documentclass[12pt]{minimal} \usepackage{amsmath} \usepackage{wasysym} \usepackage{amsfonts} \usepackage{amssymb} \usepackage{amsbsy} \usepackage{mathrsfs} \usepackage{upgreek} \setlength{\oddsidemargin}{-69pt} \begin{document}$${M \equiv{}_ {Q_{1,N}}A}$$\end{document}, then M≤mA\documentclass[12pt]{minimal} \usepackage{amsmath} \usepackage{wasysym} \usepackage{amsfonts} \usepackage{amssymb} \usepackage{amsbsy} \usepackage{mathrsfs} \usepackage{upgreek} \setlength{\oddsidemargin}{-69pt} \begin{document}$${M\leq{}_{m} A}$$\end{document}. Also, if M1 and M2 are r-maximal sets, A and B are major subsets of M1 and M2, respectively, and M1\A≡Q1,NM2\B\documentclass[12pt]{minimal} \usepackage{amsmath} (...)
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  20.  46
    R.S. Peters and Moral Education, 1: The Justification of Procedural Principles.R. J. Royce - 1983 - Journal of Moral Education 12 (3):174-181.
    Abstract In this article, which is the first of two to examine the ideas of R. S. Peters on moral education, consideration is given to his justificatory arguments found in Ethics and Education. Here he employs presupposition arguments to show to what anyone engaging in moral discourse is committed. The result is a group of procedural principles which are recommended to be employed in moral education. This article is an attempt to examine the presupposition arguments Peters employs, to comment on (...)
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  21.  28
    Splitting Properties of R. E. Sets and Degrees.R. G. Downey & L. V. Welch - 1986 - Journal of Symbolic Logic 51 (1):88-109.
  22. Education and the Development of Reason. Edited by R.F. Dearden, P.H. Hirst and R.S. Peters. --.R. F. Dearden, R. S. Peters & Paul Heywood Hirst - 1972 - Routledge and Kegan Paul.
     
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  23.  22
    The Lonely Crowd: A Study of the Changing American Character. By R. L. Meier and E. C. Banfield.R. L. Meier - 1951 - Ethics 62 (2):135-136.
  24.  39
    Classifications of Degree Classes Associated with R.E. Subspaces.R. G. Downey & J. B. Remmel - 1989 - Annals of Pure and Applied Logic 42 (2):105-124.
    In this article we show that it is possible to completely classify the degrees of r.e. bases of r.e. vector spaces in terms of weak truth table degrees. The ideas extend to classify the degrees of complements and splittings. Several ramifications of the classification are discussed, together with an analysis of the structure of the degrees of pairs of r.e. summands of r.e. spaces.
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  25. Ultimate Responsibility and Dumb Luck*: ALFRED R. MELE.Alfred R. Mele - 1999 - Social Philosophy and Policy 16 (2):274-293.
    My topic lies on conceptual terrain that is quite familiar to philosophers. For others, a bit of background may be in order. In light of what has filtered down from quantum mechanics, few philosophers today believe that the universe is causally deterministic. That is, to use Peter van Inwagen's succinct definition of “determinism,” few philosophers believe that “there is at any instant exactly one physically possible future.” Even so, partly for obvious historical reasons, philosophers continue to argue about whether free (...)
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  26. ACT-R: A Higher-Level Account of Processing Capacity.John R. Anderson, Christian Lebiere, Marsha Lovett & Lynne Reder - 1998 - Behavioral and Brain Sciences 21 (6):831-832.
    We present an account of processing capacity in the ACT-R theory. At the symbolic level, the number of chunks in the current goal provides a measure of relational complexity. At the subsymbolic level, limits on spreading activation, measured by the attentional parameter W, provide a theory of processing capacity, which has been applied to performance, learning, and individual differences data.
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  27.  30
    Philosophies of Education: R. J. Haack.R. J. Haack - 1976 - Philosophy 51 (196):159-176.
    It is commonly supposed that the philosophy of education is not a reputable area of concern for a philosopher. I have never heard a coherent, sustained and successful case made for this view. Only vague remarks about ‘autonomy’ and narrowly protectionist views of philosophy are ventured. So I shall not discuss the matter further. I shall simply be content to side with Plato, Aristotle, Comenius, Locke, Rousseau, Kant, Mill and Dewey, who thought that educational issues fell within the province of (...)
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  28.  90
    The Cambridge Companion to Plato’s R Epublic.G. R. F. Ferrari (ed.) - 2007 - Cambridge University Press.
    This Companion provides a fresh and comprehensive account of this outstanding work, which remains among the most frequently read works of Greek philosophy, indeed of Classical antiquity in general. The sixteen essays, by authors who represent various academic disciplines, bring a spectrum of interpretive approaches to bear in order to aid the understanding of a wide-ranging audience, from first-time readers of the Republic who require guidance, to more experienced readers who wish to explore contemporary currents in the work’s interpretation. The (...)
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  29. Ought-Implies-Can: Erasmus Luther and R.M. Hare.Charles R. Pigden - 1990 - Sophia 29 (1):2-30.
    l. There is an antinomy in Hare's thought between Ought-Implies-Can and No-Indicatives-from-Imperatives. It cannot be resolved by drawing a distinction between implication and entailment. 2. Luther resolved this antinomy in the l6th century, but to understand his solution, we need to understand his problem. He thought the necessity of Divine foreknowledge removed contingency from human acts, thus making it impossible for sinners to do otherwise than sin. 3. Erasmus objected (on behalf of Free Will) that this violates Ought-Implies-Can which he (...)
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  30.  27
    Moral Tales: R. A. Sharpe.R. A. Sharpe - 1992 - Philosophy 67 (260):155-168.
    In the 11th chapter of the second book of Samuel, we read how King David saw Bathsheba in the evening: ‘v.2. And it came to pass in an eveningtide, that David arose from off his bed, and walked upon the roof of the king's house: and from the roof he saw a woman washing herself; and the woman was very beautiful to look upon.’.
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  31.  87
    What Logic Should We Think With?: R. M. Sainsbury.R. M. Sainsbury - 2002 - Royal Institute of Philosophy Supplement 51:1-17.
    Logic ought to guide our thinking. It is better, more rational, more intelligent to think logically than to think illogically. Illogical thought leads to bad judgment and error. In any case, if logic had no role to play as a guide to thought, why should we bother with it? The somewhat naïve opinions of the previous paragraph are subject to attack from many sides. It may be objected that an activity does not count as thinking at all unless it is (...)
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  32.  25
    God, Christ and Possibilities: R. L. STURCH.R. L. Sturch - 1980 - Religious Studies 16 (1):81-84.
    I propose to begin with some fairly unexciting and uncontroversial remarks about possibility-statements, and then in their light to examine two problems philosophers have raised about certain statements of this kind which might be made in Christian theology where it touches on the doctrine of the Incarnation.
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  33.  74
    Questions About the Meaning of Life: R. W. HEPBURN.R. W. Hepburn - 1966 - Religious Studies 1 (2):125-140.
    Claims about ‘the meaning of life’ have tended to be made and discussed in conjunction with bold metaphysical and theological affirmations. For life to have meaning, there must be a comprehensive divine plan to give it meaning, or there must be an intelligible cosmic process with a ‘telos’ that a man needs to know if his life is to be meaningfully orientated. Or, it is thought to be a condition of the meaningfulness of life, that values should be ultimately ‘conserved’ (...)
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  34.  52
    Privacy, Control, and Talk of Rights: R. G. FREY.R. G. Frey - 2000 - Social Philosophy and Policy 17 (2):45-67.
    An alleged moral right to informational privacy assumes that we should have control over information about ourselves. What is the philosophical justification for this control? I think that one prevalent answer to this question—an answer that has to do with the justification of negative rights generally—will not do.
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  35.  10
    Aristotle's Criticism of Plato and the Academy. By Glenn R. Morrow.Glenn R. Morrow - 1944 - Ethics 55 (4):314-316.
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  36.  27
    Undecidability of L(F∞) and Other Lattices of R.E. Substructures.R. G. Downey - 1986 - Annals of Pure and Applied Logic 32:17-26.
  37.  21
    Education and Justification: A Reply to R K Elliott.R. Peters - 1977 - Philosophy of Education 11 (1):28-38.
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  38.  57
    A Late and Shifting Foundation: A Commentary on Djulbegovic, B., Guyatt, G. H. & Ashcroft, R. E. (2009) Cancer Control, 16, 158–168. [REVIEW]Mark R. Tonelli - 2009 - Journal of Evaluation in Clinical Practice 15 (6):907-909.
  39.  45
    Education and Justification. A Reply to R K Elliott.R. S. Peters - 1977 - Journal of Philosophy of Education 11 (1):28–38.
  40.  5
    Scales in K(R) at the End of a Weak Gap.J. R. Steel - 2008 - Journal of Symbolic Logic 73 (2):369 - 390.
  41.  26
    R. S. Peters and Moral Education, 2: Moral Education in Practice.R. J. Royce - 1984 - Journal of Moral Education 13 (1):9-16.
    Abstract Peters's views on moral education are to be found in several books and articles written over a period of about 20 years. Two essential elements of his ideas are what he calls procedural principles and basic rules. This article is an attempt to consider his recommendations, particularly in terms of any practical assistance that can be derived from them for those interested in moral education. Close examination reveals some inconsistencies, vagueness and difficulties which suggest problems for his procedural approach (...)
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  42.  24
    Plato's Earlier Dialectic. By R. Robinson. 2nd Edition. Pp. X + 286. Oxford: Clarendon Press, 1953. 25s. [REVIEW]J. Tate & R. Robinson - 1955 - Journal of Hellenic Studies 75:168-169.
  43.  59
    The Greeks and the Irrational. By E. R. Dodds. Pp. Ix + 327. Berkeley and Los Angeles: University of California Press , 1951. 37s. 6d. [REVIEW]H. J. Rose & E. R. Dodds - 1953 - Journal of Hellenic Studies 73 (105):176-177.
    In this philosophy classic, which was first published in 1951, E. R. Dodds takes on the traditional view of Greek culture as a triumph of rationalism. Using the analytical tools of modern anthropology and psychology, Dodds asks, "Why should we attribute to the ancient Greeks an immunity from 'primitive' modes of thought which we do not find in any society open to our direct observation?" Praised by reviewers as "an event in modern Greek scholarship" and "a book which it would (...)
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  44. An Uneasy Case Against Property Rights in Body Parts*: STEPHEN R. MUNZER.Stephen R. Munzer - 1994 - Social Philosophy and Policy 11 (2):259-286.
    This essay deals with property rights in body parts that can be exchanged in a market. The inquiry arises in the following context. With some exceptions, the laws of many countries permit only the donation, not the sale, of body parts. Yet for some years there has existed a shortage of body parts for transplantation and other medical uses. It might then appear that if more sales were legally permitted, the supply of body parts would increase, because people would have (...)
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  45.  34
    Protogeometric Pottery. By V. R. d'A. Desborough. Pp. Xvi + 330, with 38 Plates and 1 Map. Oxford: Clarendon Press, 1952. 105s. [REVIEW]Sylvia Benton & V. R. D'A. Desborough - 1956 - Journal of Hellenic Studies 76:124-124.
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  46.  34
    Russell on Acquaintance: R. M. Sainsbury.R. M. Sainsbury - 1986 - Royal Institute of Philosophy Supplement 20:219-244.
    In Russell's Problems of Philosophy, acquaintance is the basis of thought and also the basis of empirical knowledge. Thought is based on acquaintance, in that a thinker has to be acquainted with the basic constituents of his thoughts. Empirical knowledge is based on acquaintance, in that acquaintance is involved in perception, and perception is the ultimate source of all empirical knowledge.
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  47.  86
    Science, Belief and Behaviour: Essays in Honour of R B Braithwaite.R. B. Braithwaite & D. H. Mellor (eds.) - 1980 - Cambridge University Press.
    This volume is a collection of original essays by eminent philosophers written for R. B. Braithwaite's eightieth birthday to celebrate his work and teaching. In one way or another, all the essays reflect his central concern with the impact of science on our beliefs about the world and the responses appropriate to that. Together they testify to the signal importance of his contributions in areas of philosophy bearing on this concern: the philosophy of science, especially of the statistical sciences, theories (...)
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  48. Humberto R. Maturana and Francisco J. Varela on Science and the Humanities: The Poerksen Interviews.Hans Ulrich Gumbrecht, Humberto R. Maturana & Bernhard Poerksen - forthcoming - Journal of Aesthetic Education.
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  49. The Argument From Design—a Defence: R. G. SWINBURNE.R. G. Swinburne - 1972 - Religious Studies 8 (3):193-205.
    Mr Olding's recent attack on my exposition of the argument from design gives me an opportunity to defend the central theses of my original article. My article pointed out that there were arguments from design of two types—those which take as their premisses regularities of copresence and those which take as their premisses regularities of succession. I sought to defend an argument of the second type. One merit of such an argument is that there is no doubt about the truth (...)
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  50.  12
    Evil, Omniscience and Omnipotence: R. W. K. PATERSON.R. W. K. Paterson - 1979 - Religious Studies 15 (1):1-23.
    There are numerous ‘solutions’ to the problem of evil, from which theists can and do freely take their pick. It is fairly clear that any attempt at a solution must involve a scaling-down of one or more of the assertions out of whose initial conflict the problem arises – either by a downward revision of what we mean by omnipotence, or omniscience, or benevolence, or by minimizing the amount or condensing the varieties of evil actually to be found in the (...)
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