Results for 'R. S. Boyer'

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  1. Computer Proofs of Limit Theorems.W. W. Bledsoe, R. S. Boyer & W. H. Henneman - 1972 - Artificial Intelligence 3:27-60.
  2. Primitive Recursive Program Transformation.J. S. Moore, R. S. Boyer & R. E. Shostak - unknown
    arbitrary flowchart programs by introducing a new recursive function for each tag point. In the above example, one obtains: int = int1, p..... 1 h ), w...., y2r )_.
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  3.  21
    Book Review Section 6. [REVIEW]Michael S. Littleford, William Hare, Dale L. Brubaker, Louise M. Berman, Lawrence M. Knolle, Raymond C. Carleton, James La Point, Edmonia W. Davidson, Joseph Michel, William H. Boyer, Carol Ann Moore, Walter Doyle, Paul Saettler, John P. Driscoll, Lane F. Birkel, Emma C. Johnson, Bernard Cleveland, Patricia J. R. Dahl, J. M. Lucas, Albert Montare & Lennart L. Kopra - 1974 - Educational Studies 5 (4):292-309.
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  4.  92
    A Reanalysis of B 0 -B̄ 0 Mixing in E + E - Annihilation at 29 GeV.A. J. Weir, G. Abrams, C. E. Adolphsen, J. P. Alexander, M. Alvarez, D. Amidei, A. R. Baden, B. C. Barish, T. Barklow, B. A. Barnett, I. Bartelt, D. Blockus, G. Bonvicini, A. Boyarski, J. Boyer, B. Brabson, A. Breakstone, J. M. Brom, F. Bulos, P. R. Burchat, D. L. Burke, F. Butler, F. Calvino, R. J. Cence, J. Chapman, D. Cords, D. P. Coupal, H. C. Destaebler, J. M. de DorfanDorfan, P. S. Drell, G. J. Feldman, E. Fernandez, R. C. Field, W. T. Ford, C. Fordham, R. Frey, D. Fujino, K. K. Gan, G. Gidal, L. Gladney, T. Glanzman, M. S. Gold, G. Goldhaber, A. Green, P. Grosse-Wiesmann, J. Haggerty, G. Hanson, R. Harr, F. A. Harris, C. M. Hawkes, K. Hayes, D. Herrup, C. A. Heusch, T. Himel, R. J. Hollebeek, D. Hutchinson, J. Hylef, W. R. Innes, M. Jaffre, J. A. Jaros, I. Juricic, J. A. Kadyk, D. Karlen, J. Kent, S. R. Klein, W. Koska, W. Kozanecki, A. J. Lankford, R. R. Larsen, B. W. LeClaire, M. E. Levi, A. M. Litke, N. S. Lockyer, V. Lüth, J. A. J. Matthews, B. D. di MeyerMilliken, K. C. Moffeit, L. Müller, J. Nash, M. E. Nelson, D. Nitz, H. Ogren, R. A. Ong & O'Shaughness - unknown
    Data taken by the Mark II detector at the PEP storage ring was used to measure the rate of dilepton production in multihadronic events produced by e+e- annihilation at √s=29 GeV. We determine the probability that a hadron initially containing a b quark decays to a positive lepton to be 0.17-0.08+0.15, with 90% confidence level limits of 0.06 and 0.38. © 1990.
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  5. Implicit Learning: News From the Front.Axel Cleeremans, Arnaud Destrebecqz & Maud Boyer - 1998 - Trends in Cognitive Sciences 2 (10):406-416.
    69 Thompson-Schill, S.L. _et al. _(1997) Role of left inferior prefrontal cortex 59 Buckner, R.L. _et al. _(1996) Functional anatomic studies of memory in retrieval of semantic knowledge: a re-evaluation _Proc. Natl. Acad._ retrieval for auditory words and pictures _J. Neurosci. _16, 6219–6235 _Sci. U. S. A. _94, 14792–14797 60 Buckner, R.L. _et al. _(1995) Functional anatomical studies of explicit and 70 Baddeley, A. (1992) Working memory: the interface between memory implicit memory retrieval tasks _J. Neurosci. _15, 12–29 and cognition (...)
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  6.  51
    Search for B-Decay to Higgs Bosons for Higgs Boson Masses Between 50 and 210 MeV/C 2.A. Snyder, W. N. Murray, G. Abrams, C. E. Adolphsen, C. Akerlof, J. P. Alexander, M. Alvarez, D. Amidel, A. R. Baden, B. C. Barish, T. Barklow, B. A. Barnett, J. Bartelt, D. Blockus, G. Bonvicini, A. Boyarski, J. Boyer, B. Brabson, A. Breakstone, J. M. Brom, F. Bulos, P. R. Burchat, D. L. Burke, F. Butler, F. Calvino, R. J. Cence, J. Chapman, D. Cords, D. P. Coupal, H. C. Destaebler, J. M. de DorfanDorfan, P. S. Drell, G. J. Feldman, E. Fernandez, R. C. Field, W. T. Ford, C. Fordham, R. Frey, D. Fujino, K. K. Gan, G. Gidal, L. Gladney, T. Glanzman, M. S. Gold, G. Goldhaber, P. Grosse-Wiesmann, J. Haggerty, G. Hanson, R. Harr, F. A. Harris, C. M. Hawkes, K. Hayes, D. Herrup, C. A. Heusch, T. Himel, R. J. Hollebeek, D. Hutchinson, J. Hylen, W. R. Innes, M. Jaffre, J. A. Jaros, I. Juricic, J. A. Kadyk, D. Karlen, J. Kent, S. R. Klein, W. Koska, W. Kozanecki, A. J. Lankford, R. R. Larsen, B. W. Leclaire, M. E. Levi, A. M. Litke, N. S. Lockyer, V. Lüth, J. A. J. Matthews, B. D. di MeyerMilliken, K. C. Moffeit, L. Müller, J. Nash, M. E. Nelson, D. Nitz, H. Ogren & R. A. Ong - unknown
    We use data from the Mark II experiment at PEP to search for the process B→h0X for mh0 between 50 and 210 MeV/c2. No evidence for the Higgs boson is seen in this mass range. The limit obtained rules out the standard Higgs boson for masses between 70 and 210 MeV/c2 and significantly constrains extensions of the Higgs sector. © 1989.
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  7.  11
    Boyer, Amalia. “Cuerpos, imaginarios y potencias.”.Juliana Monroy Ortiz - 2016 - Ideas Y Valores 65 (160):283-286.
    La noción de interpretación desarrollada en el racionalismo crítico de Karl R. Popper muestra atributos específicos que la distinguen de modo sustancial de la interpretación constitutiva de la experiencia que tanto N. R. Hanson como Th. Kuhn defienden en sus respectivas propuestas. Se muestra que la interpretación del modelo popperiano queda atrapada en una epistemología de corte empirista que la separa de modo radical de toda hermenéutica filosófica. The notion of interpretation developed in the critical rationalism of Karl R. Popper (...)
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  8. Psychological Man.Robert Boyers (ed.) - 1975 - Harper & Row.
    Boyers, R. and Orrill, R. Preface.--Rieff, P. The impoverishment of Western culture.--Rieff, P. Observations on the therapeutic.--Kolakowski, L. The psychoanalytic theory of culture.--Jones, J. Five versions of psychological man.--Cioran, E. M. Civilized man.--Jameson, F. Herbert Marcuse.--Beldoch, M. The therapeutic as narcissist.--Huizinga, J. Puerilism.--Brown, N. O. Rieff's "fellow teachers."--Nelson, B. and Wrong, D. Perspectives on the therapeutic in the context of contemporary sociology.--Sedgwick, P. Mental illness is illness.--Foucoult, M. History, discourse and discontinuity.
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  9.  1
    R. S. Peters on Education and Ethics.R. S. Peters - 2015 - Routledge.
    R. S. Peters on Education and Ethics reissues seven titles from Peters' life's work. Taking an interdisciplinary approach, the books are concerned with the philosophy of education and ethics. Topics include moral education and learning, authority and responsibility, psychology and ethical development and ideas on motivation amongst others. The books discuss more traditional theories and philosophical thinkers as well as exploring later ideas in a way which makes the subjects they discuss still relevant today.
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  10.  23
    Reason and Passion1: R. S. Peters.R. S. Peters - 1970 - Royal Institute of Philosophy Supplement 4:132-153.
    I Once gave a series of talks to a group of psychoanalysts who had trained together and was rather struck by the statement made by one of them that, psychologically speaking, ‘reason’ means saying ‘No’ to oneself. Plato, of course, introduced the concept of ‘reason’ in a similar way in The Republic with the case of the thirsty man who is checked in the satisfaction of his thirst by reflection on the outcome of drinking. But Plato was also so impressed (...)
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  11.  1
    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.
    This volume critically and constructively discusses philosophical questions which have particular bearing on the formulation of educational aims. The book is divided into three major parts: the first deals with the nature of education, and discusses the various general aims, such as 'mental health', 'socialization' and 'creativity' which have been thought to characterize it; the second section is concerned with the nature of reason and its relationship to feeling, will and action; finally the development of different aspects of reason in (...)
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  12. Rationalism, Humanism, and Democracy: A Commemoration Volume in Honour of Professor R.S. Yadava.R. S. Yadava, V. M. Tarkunde & Krishna Gopal (eds.) - 1985 - Distributors, Anu Books.
     
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  13.  19
    The Empiricist Account of Dispositions: R.S. Woolhouse.R. S. Woolhouse - 1975 - Royal Institute of Philosophy Supplement 9:184-199.
    Besides the observable properties it exhibits and the actual processes it undergoes, a thing is full of threats and promises. The dispositions or capacities of a thing — its flexibility, its inflammability, its solubility — are no less important to us than its overt behaviour, but they strike us by comparison as rather ethereal. And so we are moved to inquire whether we can bring them down to earth; whether, that is, we can explain disposition terms without any reference to (...)
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  14. On a Hypothetical Explanation of the Aharonov-Bohm Effect.R. Blanco - 1999 - Foundations of Physics 29 (5):693-720.
    I study in detail a proposal made by T. H. Boyer in an attempt to explain classically the Aharonov-Bohm (AB) effect. Boyer claims that in an AB experiment, the perturbation the external incident particle produces on the charge and current distributions within the solenoid will affect back the motion of the external particle. With a qualitative analysis based on energetic considerations, Boyer seemed to arrive at the conclusion that this perturbation could give account of the AB effect. (...)
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  15.  45
    The Basis of Plato's Society: J. R. S. Wilson.J. R. S. Wilson - 1977 - Philosophy 52 (201):313-320.
    At the beginning of Book II of the Republic , Glaucon and Adeimantus ask Socrates to tell them what it is to be just or unjust, and why a man should be the former. Socrates suggests in reply that they consider first what it is for a polis to be just or unjust—a polis is bigger than an individual, he says, so its justice should be more readily visible. Now if we were to view in imagination a polis coming into (...)
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  16. John Dewey Reconsidered Edited by R.S. Peters. --.R. S. Peters - 1977 - Routledge and Kegan Paul.
     
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  17.  3
    Plato's Phaedo: A Translation of Plato's Phaedo with Introduction, Notes and Appendices.R. S. Bluck - 1955 - Bobbs-Merrill.
    First published in 2000. Routledge is an imprint of Taylor & Francis, an informa company.
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  18.  73
    An Atmosphere Effect in Formal Syllogistic Reasoning.R. S. Woodworth & S. B. Sells - 1935 - Journal of Experimental Psychology 18 (4):451.
  19. Locke’s Philosophy of Science and Knowledge.R. S. Woolhouse - 1971 - Revue Philosophique de la France Et de l'Etranger 162:214-214.
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  20.  21
    Robert S. Boyer and J Strother Moore. A Computational Logic. ACM Monograph Series. Academic Press, New York Etc. 1979, Xiv + 397 Pp. - Robert S. Boyer and J Strother Moore. A Computational Logic Handbook. Perspectives in Computing, Vol. 23. Academic Press, Boston Etc. 1988, Xvi + 408 Pp. [REVIEW]Dale Miller - 1990 - Journal of Symbolic Logic 55 (3):1302-1304.
  21.  46
    Glenn R. Morrow: Plato's Epistles. A Translation with Critical Essays and Notes. Pp. 282. Indianapolis and New York: The Bobbs-Merill Company, Inc., 1962. Paper, $1.75. [REVIEW]R. S. Bluck - 1963 - The Classical Review 13 (1):112-113.
  22.  27
    Plato's Theory of 'Being' R. Loriaux: L'être Et la Forme Selon Platon. Essai Sur la Dialectique Platonicienne. Pp. 227. Bruges: Desclée de Brouwer, 1955. Paper, 145 B. Fr. [REVIEW]R. S. Bluck - 1957 - The Classical Review 7 (01):29-30.
  23. "Pistis Sophia. A Gnostic Gospel." G. R. S. Mead. [REVIEW]G. R. S. Mead - 1896 - Ancient Philosophy (Misc) 7:617.
  24.  74
    Plato's Meno.R. S. Bluck - 1961 - Phronesis 6 (1):94-101.
  25. The Concept of Motivation.R. S. PETERS - 1958 - Philosophy 34 (128):72-73.
     
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  26.  3
    Aliotta's La Misura in Psicologia Sperimentale.R. S. Woodworth - 1907 - Journal of Philosophy, Psychology and Scientific Methods 4 (5):131.
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  27. R. S. Peters' Normative Conception of Education and Educational Aims.Michael S. Katz - 2009 - Journal of Philosophy of Education 43 (s1):97-108.
    This article aims to highlight why R. S. Peters' conceptual analysis of ‘education’ was such an important contribution to the normative field of philosophy of education. In the article, I do the following: 1) explicate Peters' conception of philosophy of education as a field of philosophy and explain his approach to the philosophical analysis of concepts; 2) emphasize several (normative) features of Peters' conception of education, while pointing to a couple of oversights; and 3) suggest how Peters' analysis might be (...)
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  28. Locke’s Philosophy of Science and Knowledge.R. S. Woolhouse - 1971 - Philosophy 47 (181):276-278.
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  29.  39
    Commentary on Plato's Euthydemus.R. S. W. Hawtrey - 1935 - American Philosophical Society.
  30.  38
    IV—Leibniz's Reaction to Cartesian Interaction.R. S. Woolhouse - 1986 - Proceedings of the Aristotelian Society 86 (1):69-82.
  31. The Concept of Motivation.R. S. PETERS - 1958 - Les Etudes Philosophiques 14 (2):235-235.
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  32.  48
    The Philosopher's Contribution to Educational Research.R. S. Peters & J. P. White - 1969 - Educational Philosophy and Theory 1 (2):1–15.
  33. A Revision of Imageless Thought.R. S. Woodworth - 1915 - Philosophical Review 24:464.
     
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  34. Leibniz's ' New System' and Associated Contemporary Texts.R. S. Woolhouse & Richard Francks - 1998 - Studia Leibnitiana 30 (2):220-222.
     
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  35.  6
    Comment on W. R. Garner's "Selective Attention to Attributes and to Stimuli.".R. S. Nickerson - 1978 - Journal of Experimental Psychology: General 107 (4):452-456.
  36.  83
    Locke's Philosophy of Science and Knowledge: A Consideration of Some Aspects of An Essay Concerning Human Understanding.R. S. Woolhouse - 1971 - Blackwell.
  37.  29
    Plato's "Meno.".R. S. Bluck - 1963 - Ethics 73 (3):228-229.
  38.  41
    Paul R. Halmos. Lectures on Boolean Algebras. D. Van Nostrand Company, Inc., Princeton, Toronto, New York, and London, 1963, V + 147 Pp. [REVIEW]R. S. Pierce - 1966 - Journal of Symbolic Logic 31 (2):253-254.
  39.  48
    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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  40.  6
    A Revision of Imageless Thought.R. S. Woodworth - 1915 - Psychological Review 22 (1):1-27.
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  41. Review: R. Sikorski, T. Traczyk, On Free Products of $Mathfrak{M}$-Distributive Boolean Algebras. [REVIEW]R. S. Pierce - 1967 - Journal of Symbolic Logic 32 (3):414-414.
     
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  42. The Correspondence of Erasmus, Vols. 2 and 3, Letters 142-445 (1501-1516) ; Translated by R.A.B. Mynors and D.F.S. Thompson with Annotations by Wallace K. Ferguson (Vol. 2) and James K. McConica (Vol. 3). Toronto, University of Toronto Press, 1975 and 1976, Pp. Xiii + 374 and Pp. Xvi + 392. [REVIEW]R. S. Sylvester - 1977 - Moreana 14 (1):105-110.
  43. The Correspondence of Erasmus, Vol. 1, Letters 1 to 141, 1484 to 1500, Translated by R.A.B. Mynors and D.F.S. Thomson, Annotated by Wallace K. Ferguson. Toronto, University of Toronto Press, 1974, Pp. Xxviii, + 368. [REVIEW]R. S. Sylvester - 1975 - Moreana 12 (2):33-40.
  44.  18
    Sikorski R. And Traczyk T.. On Free Products of M-Distributive Boolean Algebras. Colloquium Mathematicum, Vol. 11 No. 1 , Pp. 13–16. [REVIEW]R. S. Pierce - 1967 - Journal of Symbolic Logic 32 (3):414-414.
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  45. R.S. Peters and Posthumanist Ecological Identity.James R. Bigari - 2017 - Philosophy of Education 73:356-369.
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  46.  82
    The Influence of Improvement in One Mental Function Upon the Efficiency of Other Functions.R. S. Woodworth & E. L. Thorndike - 1901 - Psychological Review 8 (3):247-261.
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  47.  8
    Leibniz's Principle of Pre-Determinate History.R. S. Woolhouse - 1975 - Studia Leibnitiana 7 (2):207 - 228.
    Parkinson schreibt, es sei nicht klar, daß Alexander selbst von Geburt an Merkmale oder Zeichen des Ortes seines zukünftigen Todes in sich getragen haben müsse, weil der vollständige Begriff von Alexander den Begriff des in Babylon Sterbens enthält. Die vorliegende Interpretation des Prinzips der Vorherbestimmtheit der Geschichte verdeutlicht dies mit Hilfe der bildlichen Ausdrücke, Pläne und Dispositionen und mit Hilfe einer aristotelischen Unterscheidung zwischen "going to be" und "will be" , fur welche ein formaler chronologischer Apparat ausgearbeitet ist. Die Arbeit (...)
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  48. Reading R. S. Peters Today: Analysis, Ethics, and the Aims of Education.Stefaan E. Cuypers & Christopher Martin (eds.) - 2011 - Wiley-Blackwell.
    _Reading R. S. Peters Today: Analysis, Ethics and the Aims of Education_ reassesses British philosopher Richard Stanley Peters’ educational writings by examining them against the most recent developments in philosophy and practice. Critically reassesses R. S. Peters, a philosopher who had a profound influence on a generation of educationalists Brings clarity to a number of key educational questions Exposes mainstream, orthodox arguments to sympathetic critical scrutiny.
     
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  49. Education as Initiation.R. S. Peters - 2007 - In Randall R. Curren (ed.), Philosophy of Education: An Anthology. Blackwell. pp. 192-205.
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  50.  47
    Education and Justification. A Reply to R K Elliott.R. S. Peters - 1977 - Journal of Philosophy of Education 11 (1):28–38.
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