Results for 'Rosa Duarte'

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  1.  15
    Politização e consciência histórica em jovens brasileiros, argentinos e uruguaios.Geni Rosa Duarte & Luis Fernando Cerri - 2012 - Dialogos 16 (Supl.).
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  2.  8
    Os Que Estão, Os Que Chegam: Memórias, Narrativas E Patrimônio.Geni Rosa Duarte - 2014 - Dialogos 18 (isupl):131-153.
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  3.  3
    Broader Versus Closer Social Interactions in Smoking.Rosa Duarte, José-Julián Escario & José-Alberto Molina - 2014 - Mind and Society 13 (2):183-194.
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  4.  19
    Social Acceleration: A New Theory of Modernity.Hartmut Rosa - 2013 - Columbia University Press.
    Hartmut Rosa advances an account of the temporal structure of society from the perspective of critical theory.
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  5.  33
    Political Diversity Will Improve Social Psychological Science.José L. Duarte, Jarret T. Crawford, Charlotta Stern, Jonathan Haidt, Lee Jussim & Philip E. Tetlock - 2015 - Behavioral and Brain Sciences 38:1-54.
  6.  50
    Working with Corporate Social Responsibility in Brazilian Companies: The Role of Managers' Values in the Maintenance of CSR Cultures. [REVIEW]Fernanda Duarte - 2010 - Journal of Business Ethics 96 (3):355 - 368.
    Corporate social responsibility (CSR) refers to the duty of management to consider and respond to issues beyond the organization's economic and legal requirements in line with social and environmental values. However, 'management' is constituted by real people responsible for routine decisions and formulation and implementation of policies. It can be said therefore that the ethical ideals and beliefs of these individuals - in particular their personal values - play an important role in their decisions. It is contended in this article (...)
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  7.  4
    Working with Corporate Social Responsibility in Brazilian Companies: The Role of Managers’ Values in the Maintenance of CSR Cultures.Fernanda Duarte - 2010 - Journal of Business Ethics 96 (3):355-368.
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  8. Matter and Form in Early Modern Science and Philosophy Ed. By Gideon Manning (Review). [REVIEW]Shane Duarte - 2013 - Journal of the History of Philosophy 51 (4):681-682.
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  9.  13
    Bringing Tacit Knowledge Back to Contributory and Interactional Expertise: A Reply to Goddiksen.Luis I. Reyes-Galindo & Tiago Ribeiro Duarte - 2015 - Studies in History and Philosophy of Science Part A 49:99-102.
  10. Justification and the Uniqueness Thesis.Luis Rosa - 2012 - Logos and Episteme (4):571-577.
    In this paper, I offer two counterexamples to the so-called ‘Uniqueness Thesis.’ As one of these examples rely on the thesis that it is possible for a justified belief to be based on an inconsistent body of evidence, I also offer reasons for this further thesis. On the assumption that doxastic justification entails propositional justification, the counterexamples seem to work.
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  11.  9
    Resting Alpha Activity Predicts Learning Ability in Alpha Neurofeedback.Feng Wan, Wenya Nan, Mang I. Vai & Agostinho Rosa - 2014 - Frontiers in Human Neuroscience 8.
  12.  22
    Lean Six Sigma: A New Approach to the Management of Patients Undergoing Prosthetic Hip Replacement Surgery.Giovanni Improta, Giovanni Balato, Maria Romano, Francesco Carpentieri, Paolo Bifulco, Mario Alessandro Russo, Donato Rosa, Maria Triassi & Mario Cesarelli - 2015 - Journal of Evaluation in Clinical Practice 21 (4):662-672.
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  13. Aristotle's Theology and its Relation to the Science of Being Qua Being.Shane Duarte - 2007 - Apeiron 40 (3):267-318.
    The paper proposes a novel understanding of how Aristotle’s theoretical works complement each other in such a way as to form a genuine system, and this with the immediate (and ostensibly central) aim of addressing a longstanding question regarding Aristotle’s ‘first philosophy’—namely, is Aristotle’s first philosophy a contribution to theology, or to the science of being in general? Aristotle himself seems to suggest that it is in some ways both, but how this can be is a very difficult question. My (...)
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  14.  15
    It May Be Harder Than We Thought, but Political Diversity Will Improve Social Psychological Science.Jarret T. Crawford, José L. Duarte, Jonathan Haidt, Lee Jussim, Charlotta Stern & Philip E. Tetlock - 2015 - Behavioral and Brain Sciences 38.
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  15.  20
    Social Responsibility: A New Paradigm of Hospital Governance? [REVIEW]Cristina Brandão, Guilhermina Rego, Ivone Duarte & Rui Nunes - 2013 - Health Care Analysis 21 (4):390-402.
    Changes in modern societies originate the perception that ethical behaviour is essential in organization’s practices especially in the way they deal with aspects such as human rights. These issues are usually under the umbrella of the concept of social responsibility. Recently the Report of the International Bioethics Committee of UNESCO on Social Responsibility and Health has addressed this concept of social responsibility in the context of health care delivery suggesting a new paradigm in hospital governance. The objective of this paper (...)
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  16.  11
    Musical Training as an Alternative and Effective Method for Neuro-Education and Neuro-Rehabilitation.Clément François, Jennifer Grau-Sánchez, Esther Duarte & Antoni Rodriguez-Fornells - 2015 - Frontiers in Psychology 6.
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  17. Leibniz and Monadic Domination.Shane Duarte - 2012 - Oxford Studies in Early Modern Philosophy 6:209-48.
    In this paper, I aim to offer a clear explanation of what monadic domination, understood as a relation obtaining exclusively among monads, amounts to in the philosophy of Leibniz (and this insofar as monadic domination is conceived by Leibniz not to account for the substantial unity of composite substances). Central to my account is the Aristotelian notion of a hierarchy of activities, as well as a particular understanding of the relations that obtain among the perceptions of monads that stand in (...)
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  18. Ideas and Confusion in Leibniz.Shane Duarte - 2009 - British Journal for the History of Philosophy 17 (4):705-733.
    According to Margaret Wilson, Leibniz is inconsistent when it comes to the question of whether one can have distinct ideas of sensible qualities, and this because he sometimes conceives of sensible qualities as sensations and sometimes conceives of them as complexes of primary qualities. When he conceives of them as sensations, he denies that we can have distinct ideas of sensible qualities; when he conceives of them as complexes of primary qualities, he asserts that we can. In this paper I (...)
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  19.  7
    Cerebellum and Processing of Negative Facial Emotions: Cerebellar Transcranial DC Stimulation Specifically Enhances the Emotional Recognition of Facial Anger and Sadness.Roberta Ferrucci, Gaia Giannicola, Manuela Rosa, Manuela Fumagalli, Paulo Sergio Boggio, Mark Hallett, Stefano Zago & Alberto Priori - 2012 - Cognition and Emotion 26 (5):786-799.
  20.  45
    Leibniz and Prime Matter.Shane Duarte - 2015 - Journal of the History of Philosophy 53 (3):435-460.
    I argue that the prime matter that Leibniz posits in every created monad is understood by him to be a mere defect or negation, and not something real and positive. Further, I argue that Leibniz’s talk of prime matter in every created monad is inspired by the thirteenth-century doctrine of spiritual matter, but that such talk is simply one way in which Leibniz frames a point that he frequently makes elsewhere—namely, that each creaturely essence incorporates a limitation that is the (...)
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  21. Retrieving Immortal Questions, Initiating Immortal Conversations.Eduardo M. Duarte - 2012 - Philosophical Studies in Education 43:43 - 61.
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  22. A Subject in Search of Meaning: Frailty and Dignity in Very Old Age.F. Blanchard, F. Duarte & F. Munsch - 2000 - Diogenes 48 (190):84-93.
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  23.  27
    Body, Technology and Society: A Dance of Encounters.Bárbara Nascimento Duarte & Enno Park - 2014 - NanoEthics 8 (3):259-261.
    In the special section ‘Body Hacking: Self-Made Cyborgs and Visions of Transhuman Corporeality’, attention is drawn to cyborgism, a set of cultural and very personal practices of experimentation with the human body that often take place outside the confines of institutionalised technoscience. Known, for example, as ‘body hackers’, ‘grinders’ or ‘self-made cyborgs’ and engaging in unusual forms of body modification, the practitioners are enthusiasts who do not necessarily have any ‘disability’ in the conventional sense of the term. They consider the (...)
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  24.  37
    Locke's "Essay, Book I": The Question-Begging Status of the Anti-Nativist Arguments.Raffaella Rosa - 2004 - Philosophy and Phenomenological Research 69 (1):37 - 64.
    In this paper I argue against the received view that the anti-nativist arguments of Book I of Locke's Essay conclusively challenge nativism. I begin by reconstructing the chief argument of Book I and its corollary arguments. I call attention to their dependence on (what I label) "the Awareness Principle", viz., the view that there are no ideas in the mind of which the mind either isn't currently aware or hasn't been aware in the past. I then argue that the arguments' (...)
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  25.  12
    Entangled Agencies: New Individual Practices of Human-Technology Hybridism Through Body Hacking.Bárbara Nascimento Duarte - 2014 - NanoEthics 8 (3):275-285.
    This essay develops its idiosyncrasy by concentrating primarily on the trend of body hacking. The practitioners, self-defined as body hackers, self-made cyborgs or grinders, work in different ways to develop functional and physiological modifications through the contributions of technology. Their goal is to develop by themselves an empirically man-technique fusion. These dynamic “scientific” subcultures are producing astonishing innovations. From pocket-sized kits that sample human DNA, microchip implants that keep tabs on our internal organs, blood sugar levels or moods, and even (...)
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  26. Reflections on Brazilian Amazonia and International Policies.L. C. Duarte - 2000 - Diogenes 48 (191):135-138.
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  27.  28
    Cultural Relativism and Social Criticism From a Taylorian Perspective.Hartmut Rosa - 1996 - Constellations 3 (1):39-60.
  28.  48
    Review of Michael Fielding and Peter Moss: Radical Education and the Common School. [REVIEW]Eduardo M. Duarte - 2012 - Studies in Philosophy and Education 31 (5):491-500.
  29. New Expeditions: Itineraries, Migrations, Excursions.N. Rosa - 2002 - Diogenes 49 (193):12-26.
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  30. In the Time of Thinking Differently.E. M. Duarte - forthcoming - Philosophy of Education.
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  31.  41
    High-Speed Society: Social Acceleration, Power, and Modernity.Hartmut Rosa & William E. Scheuerman (eds.) - 2009 - Pennsylvania State University Press.
    "Examines the processes of acceleration in politics, economic, culture, and society at large.
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  32.  39
    Linguistic Objectivity in Norm Sentences: Alternatives in Literal Meaning.David Duarte - 2011 - Ratio Juris 24 (2):112-139.
    Assuming that legal science, specifically with regard to interpretation, has to provide the tools to reduce the uncertainty of legal solutions arising from the use of natural languages by legal orders, it becomes a central matter to identify, in this limited domain, the spectrum of semantic variation (and its boundaries) that language brings to the definition of a norm expressed by a norm sentence. It is in this framework that the present paper, analyzing norm sentences as a specific kind of (...)
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  33.  79
    Comment on “Dependence of Gravitational Action on Chemical Composition: New Series of Experiments” by M.M. Torino Plateau Rosa - 2001 - Apeiron 8 (1).
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  34. Kommunitarismus.Hartmut Rosa - 2006 - In Marcus Düwell, Christoph Hübenthal & Micha H. Werner (eds.), Handbuch Ethik. J.B. Metzler. pp. 2--218.
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  35.  44
    Heidegger and Foucault, Critics of Modernity: Humanism, Technics and Biopolitics.André Duarte - 2006 - Trans/Form/Ação 29 (2):95-114.
    I intend to discuss Foucault's and Heidegger's critical diagnosis of Modernity emphasizing its continuities. Generally speaking, it is possible to argue that in Heidegger philosophical reflection assumes itself as essentially historical, while in Foucault's case historical investigation assumes itself as an essentially philosophical task. Although recognizing the differences between Foucault's and Heidegger's general theoretical approaches, I argue that both consider that, in order to understand who we are today, it is necessary to elaborate a critical understanding of Modernity. In both (...)
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  36.  40
    Assessing Quality and Evaluating Performance in Higher Education: Worlds Apart or Complementary Views?Cláudia S. Sarrico, Maria J. Rosa, Pedro N. Teixeira & Margarida F. Cardoso - 2010 - Minerva 48 (1):35-54.
    This paper reflects on quality assessment and performance evaluation in higher education, namely by analysing the insufficient link between those two aspects. We start by reviewing the current state of the art regarding different processes and mechanisms of quality assessment and performance evaluation and discuss some of the major issues regarding the implementation of some of them. In particular, we analyse the current limitations regarding data collected, available and publicised on the performance of HEIs and the problems those limitations bring (...)
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  37.  34
    Heidegger e Foucault, críticos da modernidade: humanismo, técnica e biopolítica.André Duarte - 2006 - Trans/Form/Ação 29 (2):95-114.
    Discute-se o diagnóstico crítico da Modernidade proposto por Heidegger e Foucault enfatizando as suas continuidades. Em linhas gerais, pode-se afirmar que, em Heidegger, é a reflexão filosófica que se assume enquanto essencialmente histórica, ao passo que, para Foucault, é a investigação essencialmente histórica que assume o caráter de reflexão filosófica. No entanto, ainda que a partir de démarches teóricas distintas, ambos consideram que a compreensão a respeito de quem somos, hoje, depende de uma análise da constituição da modernidade como época (...)
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  38.  28
    The Meaning of Time in the Theory of Relativity and “Einstein's Later View of the Twin Paradox”.Waldyr A. Rodrigues & Marcio A. F. Rosa - 1989 - Foundations of Physics 19 (6):705-724.
    The purpose of the present paper is to reply to a misleading paper by M. Sachs entitled “Einstein's later view of the Twin Paradox” (TP) (Found. Phys. 15, 977 (1985)). There, by selecting some passages from Einstein's papers, he tried to convince the reader that Einstein changed his mind regarding the asymmetric aging of the twins on different motions. Also Sachs insinuates that he presented several years ago “convincing mathematical arguments” proving that the theory of relativity does not predict asymmetrical (...)
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  39.  43
    On Defining the Good Life: Liberal Freedom and Capitalist Necessity.Hartmut Rosa - 1998 - Constellations 5 (2):201-214.
  40.  74
    On Identity, Alienation and Consequences of September 11th. An Interview with Charles Taylor.Hartmut Rosa & Arto Laitinen - 2002 - In Arto Laitinen & Nicholas H. Smith (eds.), Perspectives on the Philosophy of Charles Taylor. Acta Philosophica Fennica. pp. 165-195.
    HR/AL: Professor Taylor, what are you working on these days? CT: Well, several things. One of the things I am working on is something I was lecturing this fall at the New School University, and that I have called ‘modern social imaginaries’. It is an attempt to understand western modernity in terms of the different ways in which people imagine their social existence. These imaginaries are a condition for new kinds of practices that are characteristic of modernity. This research is (...)
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  41.  78
    Introduction to Special Volume.Luis Rosa - 2013 - Intuitio 6 (2):189-199.
  42.  84
    A Spontaneous Physics Philosophy on the Concept of Ether Throughout the History of Science: Birth, Death and Revival. [REVIEW]Elaine Maria Paiva de Andrade, Jean Faber & Luiz Pinguelli Rosa - 2013 - Foundations of Science 18 (3):559-577.
    In the course of the history of science, some concepts have forged theoretical foundations, constituting paradigms that hold sway for substantial periods of time. Research on the history of explanations of the action of one body on another is a testament to the periodic revival of one theory in particular, namely, the theory of ether. Even after the foundation of modern Physics, the notion of ether has directly and indirectly withstood the test of time. Through a spontaneous physics philosophical analysis, (...)
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  43.  11
    Hannah Arendt ea exemplaridade subversiva: por uma ética pós-metafísica.Andre de Macedo Duarte - 2007 - Cadernos de Filosofia Alemã 9:27-47.
    ARENDT REDEFINE O SENTIDO DA ÉTICA E DA POLÍTICA NUMA CHAVE PÓS-METAFÍSICA, ROMPENDO AS AMARRAS TELEOLÓGICAS E PRESCRITIVAS QUE NORTEARAM O PENSAMENTO FILOSÓFICO SOBRE A AÇÃO POLÍTICA E O COMPORTAMENTO ÉTICO. NESTE PROJETO, ARENDT ENFATIZA O MODO DE SER DA EXEMPLARIDADE SUBVERSIVA COMO CAPACIDADE DE APARECER PUBLICAMENTE E RESISTIR À VIOLÊNCIA, MESMO QUE TAL APARIÇÃO SEJA SILENCIOSA E PASSIVA. PARA DEMONSTRAR O POTENCIAL ÉTICO-POLÍTICO PÓS-METAFÍSICO DA EXEMPLARIDADE SUBVERSIVA, RECORREMOS À ANÁLISE DE TEXTOS NOS QUAIS SE ESBOÇA O PROJETO DE UMA (...)
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  44.  27
    Benjamin's Conception of Language and Adorno's Aesthetic Theory.Rodrigo Duarte - 2005 - Kriterion: Journal of Philosophy 46 (112):321-331.
  45.  46
    Risk Interpretation: Between Doctor and Patient.Fernando Rosa - 2004 - Topoi 23 (2):165-176.
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  46.  25
    Four Levels of Self-Interpretation: A Paradigm for Interpretive Social Philosophy and Political Criticism.H. Rosa - 2004 - Philosophy and Social Criticism 30 (5-6):691-720.
    If we are to find the criteria for critical analyses of social arrangements and processes not in some abstract, universalist framework, but from the guiding ‘self-interpretations’ of the societies in question, as contemporary contextualist and ‘communitarian’ approaches to social philosophy suggest, the vexing question arises as to where these self-interpretations can be found and how they are identified. The paper presents a model according to which there are four interdependent as well as partially autonomous spheres or ‘levels’ of socially relevant (...)
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  47.  52
    Hannah Arendt e a modernidade: esquecimento e redescoberta da política.André Duarte - 2001 - Trans/Form/Ação 24 (1):249-272.
    Para Hannah Arendt, a modernidade configura um período histórico de obscurecimento das determinações políticas democráticas, pois, onde a política não foi reduzida ao plano da violência, como no caso dos fenômenos totalitários, ela foi reduzida ao plano da administração burocrática dos interesses econômicos da sociedade. Neste artigo, pretendo discutir a constituição argumentativa desse diagnóstico, referindo-o à sua raiz de inspiração, isto é, as críticas de Nietzsche e Heidegger à modernidade. Finalmente, procuro demonstrar que Arendt não se limitou a uma concepção (...)
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  48.  37
    Conscientizacion y Comunidad: A Dialectical Description of Education as the Struggle for Freedom.Eduardo Manuel Duarte - 1999 - Studies in Philosophy and Education 18 (6):389-403.
    This paper contributes to those analyses that have discussed Hegel'sinfluence on Freire, and Freire's rethinking of Hegel. Yet, my narrative of the dialectic of conscientizacion, which I presenthere, is a novel attempt to read both thinkers simultaneously.Thus, in this paper I am exploring, and not didactically proving Gadotti's (1994) important, yet unqualified,claim that Hegel's dialectic ``can be considered the principaltheoretical framework of (Freire's) Pedagogy of the Oppressed.It could be said that the whole of his theory of conscientization has its roots (...)
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  49.  5
    Benjamin's Conception of Language and Adorno's Aesthetic Theory.Rodrigo Duarte - 2005 - Kriterion: Journal of Philosophy 46 (112):321-331.
  50.  32
    Educating Citizens for Humanism: Nussbaum and the Education Crisis.Melina Duarte - 2016 - Studies in Philosophy and Education 35 (5):463-476.
    “What purpose does your knowledge serve?” In her book, Not for Profit: Why Democracy Needs the Humanities, Martha Nussbaum states the difference between a democratic education for citizenship and an education for profit, and draws attention to the current education crisis caused by an overvaluation of the latter over the former. An education for democratic citizenship aims to develop three key abilities: critical thinking, the capacity to understand and to transcend parochial attachments, and empathy. An education for profit, however, requires (...)
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