Results for 'S. R. J.'

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  1.  31
    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 (...)
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  2.  89
    Adjudication Under Bentham's Pannomion: J. R. Dinwiddy.J. R. Dinwiddy - 1989 - Utilitas 1 (2):283-289.
  3.  23
    Hume's Impressions: R.J. Butler.R. J. Butler - 1975 - Royal Institute of Philosophy Supplement 9:122-136.
    It is a pleasure to read Hume, and to watch him explore recalcitrant problems with agility of mind and grace of style. Ironically these twin abilities have (...)
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  4.  39
    Language, Newspeak and Logic: S. R. Sutherland.S. R. Sutherland - 1991 - Royal Institute of Philosophy Supplement 30:77-87.
    Some books are like parents, grandparents or old friends. They have been with us from our earliest days and one treats them almost with familiarity. They belong (...)
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  5. Passive Avoidance Learning in Individuals with Psychopathy: Modulation by Reward but Not by Punishment.R. J. R. Blair, D. G. V. Mitchell, A. Leonard, S. Budhani, K. S. Peschardt & C. Newman - 2004 - Personality and Individual Differences 37:1179–1192.
    This study investigates the ability of individuals with psychopathy to perform passive avoidance learning and whether this ability is modulated by level of reinforcement/punishment. Nineteen psychopathic (...)and 21 comparison individuals, as defined by the Hare Psychopathy Checklist Revised (Hare, 1991), were given a passive avoidance task with a graded reinforcement schedule. Response to each rewarding number gained a point reward specific to that number (i.e., 1, 700, 1400 or 2000 points). Response to each punishing number lost a point punishment specific to that number (i.e., the loss of 1, 700, 1400 or 2000 points). In line with predictions, individuals with psychopathy made more passive avoidance errors than the comparison individuals. In addition, while the performance of both groups was modulated by level of reward, only the performance of the comparison population was modulated by level of punishment. The results are interpreted with reference to a computational account of the emotional learning impairment in individuals with psychopathy. (shrink)
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  6.  9
    The Changing Work of Infant Teachers: Some Policy Issues.R. J. Campbell, L. Evans, S. R. St J. Neill & A. Packwood - 1992 - British Journal of Educational Studies 40 (2):149-162.
  7.  34
    Cagnat's Roman Antiquities Lexique des Antiquités Romaines, Rédigé Sous la Direction de R. Cagnat, Par G. Goyau, Avec la Collaboration de Plusieurs Élèves de L'École Normale Supérieure. Paris: Thorin. 1895. 7 Fr[REVIEW]S. R. J. - 1895 - The Classical Review 9 (04):229-.
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  8.  48
    The Philosopher's Contribution to Educational Research.R. S. Peters & J. P. White - 1969 - Educational Philosophy and Theory 1 (2):1–15.
  9. R. J. Benton, Kant's Second Critique and the Problem of Transcendental Arguments[REVIEW]J. S. Morgan - 1979 - Kant-Studien 70 (3):341.
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  10.  7
    Die Bergwerkssklaven von Laureion[REVIEW]R. J. Hopper & S. Lauffer - 1959 - Journal of Hellenic Studies 79:185-186.
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  11.  47
    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 (...)
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  12.  19
    Church's Thesis and Cognitive Science.R. J. Nelson - 1987 - Notre Dame Journal of Formal Logic 28 (4):581-614.
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  13. The Ethics of Piracy in the Music Industry.S. R. Ponelis & J. J. Britz - 2009 - Journal of Information Ethics 18 (2):14-26.
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  14.  14
    The Changing Work of Infant Teachers: Some Policy Issues.R. J. Campbell, L. Evans, S. R. St John Neill & A. Packwood - 1992 - British Journal of Educational Studies 40 (2):149 - 162.
  15.  3
    Secondary Teachers at Work.R. J. Campbell & S. R. St J. Neill - 1995 - British Journal of Educational Studies 43 (3):336-336.
  16.  6
    Contemplation et vie Contemplative Selon Platon[REVIEW]R. S. & A. J. Festugiere - 1938 - Journal of Philosophy 35 (2):48.
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  17.  4
    J. S. Mill.R. J. Halliday - 1976 - Philosophical Quarterly 26 (103):193-194.
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  18. Political Liberalism and Political Community.R. J. Leland & Han van Wietmarschen - 2017 - Journal of Moral Philosophy 14 (2):142-167.
    We provide a justification for political liberalisms Reciprocity Principle, which states that political decisions must be justified exclusively on the basis of considerations that all reasonable (...)citizens can reasonably be expected to accept. The standard argument for the Reciprocity Principle grounds it in a requirement of respect for persons. We argue for a different, but compatible, justification: the Reciprocity Principle is justified because it makes possible a desirable kind of political community. The general endorsement of the Reciprocity Principle, we will argue, helps realize joint political rule and relationships of civic friendship. The main obstacle to the realization of these values is the presence of reasonable disagreement about religious, moral, and philosophical issues characteristic of liberal societies. We show the Reciprocity Principle helps to overcome this obstacle. (shrink)
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  19.  30
    Life and Letters in Roman Africa. By E. S. Bouchier, M.A. Small 8vo. I Vol. Pp. 128. Oxford: R. H. Blackwell, 1913. 3s. 6d[REVIEW]S. R. J. - 1914 - The Classical Review 28 (1):26-27.
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  20.  43
    The Equestrian Officials of Trajan and Hadrian. Their Careers, with Some Notes on Hadrian's Reforms. By R. H. Lacey. Princeton, 1917[REVIEW]S. R. J. - 1918 - The Classical Review 32 (7-8):197-197.
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  21.  14
    Crossed Fingers and Praying Hands: Remarks on Religious Belief and Superstition: R. J. RAY.R. J. Ray - 1990 - Religious Studies 26 (4):471-482.
    Picture the following scene. A minister takes communion to one of her elderly home-bound members. When she arrives she is met by her parishioner and two (...)visiting friends. She invites both visitors to partake of communion with her and the parishioner. One woman happily agrees to do so. The other woman declines by giving a mini-sermon explaining that because she feels unworthy to partake of the Lord's Supper she would be guilty of sin if she did so. Furthermore, if she took communion in this unworthy state God would cause her to be sick. After communion, the minister inquires if she might wash the communion cups. The woman who participated in the sacrament with the pastor and church member asks if she might perform this function. But then she hesitates and asks with a sense of temerity, “Is it alright if I do so?” “I mean,” she continues, “may be I'm not supposed to wash them. They are holy cups and my hands are so tainted with sin. It might be wrong for me to handle them.” Finally, the shut-in who was the original object of the visit in the first place tells her young, and by now bewildered, pastor, “You know. Last month when you brought me communion my hip was killing me. After you served me the elements the pain just went away. I know the sacrament healed me.” The pastor offers a final prayer not knowing if her words will be heard as a prayer to God or as an incantation or spiritual good-luck charm. (shrink)
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  22.  28
    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 and raise the issue of whether alternative, more positive efforts should be reconsidered. (shrink)
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  23.  19
    A Mind of One's Own: J. R. Lucas.J. R. Lucas - 1993 - Philosophy 68 (266):457-471.
    Whatever good or ill it did to Guy Fawkes, his resuscitation at the hands of Bernard Williams has, by any utilitarian reckoning, been a Good Thing. A (...)
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  24.  52
    Clinical Ethicists' Perspectives on Organisational Ethics in Healthcare Organisations.D. S. Silva, J. L. Gibson, R. Sibbald, E. Connolly & P. A. Singer - 2008 - Journal of Medical Ethics 34 (5):320-323.
    Background: Demand for organisational ethics capacity is growing in health organisations, particularly among managers. The role of clinical ethicists in, and perspective on, organisational ethics has not (...)
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  25. Wilhelm Ostwalds Energetics 1: Origins and Motivations[REVIEW]R. J. Deltete - 2006 - Foundations of Chemistry 9 (1):3-56.
  26.  9
    Brouwer's Cambridge Lectures on Intuitionism.R. J. Grayson - 1983 - Journal of Symbolic Logic 48 (1):214-215.
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  27. Wilhelm Ostwalds Energetics 2: Energetic Theory and Applications, Part I[REVIEW]R. J. Deltete - 2007 - Foundations of Chemistry 9 (3):265-316.
    This is the second of a series of essays on the development and reception of Wilhelm Ostwalds energetics. The first essay described the chemical origins of (...)Ostwalds interest in the energy concept and his motivations for seeking a comprehensive science of energy. The present essay and the next discuss his various attempts, beginning in 1891 and extending over almost 3 years, to develop a consistent and coherent energetic theory. A final essay will consider reactions to this work and Ostwalds replies, and will also seek to evaluate his program of research. Ostwalds projectto reconstruct physics and chemistryas a pure energetics” – is worth attending to for several reasons: first, because Ostwald did ground-breaking work in chemistry (he was awarded a Nobel Prize in 1909 for his studies in catalysis and rates of reaction); second, because an important school of physical chemistry formed around him at Leipzig, a school that promoted his ideas; and, finally, because he was a prominent and vigorous participant in debates at the end of the nineteenth century concerning the proper course of physical theory. (shrink)
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  28.  14
    Which Words Compete? The Dynamics of Similarity During Spoken Word Recognition.James S. Magnuson, J. Dixon, M. K. Tanenhaus & R. N. Aslin - 2007 - Cognitive Science 31 (1).
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  29.  18
    An Historian's Approach to Religion.R. J. Adam - 1959 - Philosophical Quarterly 9 (34):94.
  30.  16
    Induction and Hypothesis. A Study of the Logic of Confirmation.R. J. Hirst & S. F. Barker - 1960 - Philosophical Quarterly 10 (41):375.
  31.  21
    Critique of Hegel's 'Philosophy of Right'. [REVIEW]J. B. R. - 1971 - Review of Metaphysics 25 (1):131-132.
    Despite the enormous and growing interest in Marx and the availability of Marx's writing in paperback, it is scandalous how little care has been taken in (...)producing careful texts and English translations of Marx's work. O'Malley's edition is an outstanding exception. It is carefully and intelligently edited. The result makes available an extremely interesting text of Marx. A number of scholars have already argued that in this early critique, one can discover some of the earliest formulations of distinctive Marxian themes. Now the reader can judge for himself, for this is the first full English translation of Marx's Critique. But this Critique is not only extremely important for understanding Marx's intellectual development, it also helps to make Hegel's Philosophy of Right come alive. Marx's fundamental ambivalence toward Hegel is evidenced here. It is clear that Marx is still very much under Hegel's influence and we can see how deeply Hegel is shaping Marx's thought, but there is also a toughness and incisiveness in Marx's criticism of Hegel. O'Malley has provided a very extensive introduction which not only provides the necessary background for understanding this text but also explores the role of this work in the totality of Marx's development. Altogether this edition shows a care and judiciousness which is exceptional. It eminently serves the purpose of making an important text accessible.--R. J. B. (shrink)
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  32. Equality of Opportunity for Welfare Defended and Recanted.R. J. Arneson - 1999 - Journal of Political Philosophy 7 (4):488–497.
    Kasper Lippert-Rasmussens interesting criticisms of the ideal of equality of opportunity for welfare provide a welcome occasion for rethinking the requirements of egalitarian distributive justice.1 (...)
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  33. An Ethical Framework for Global Vaccine Allocation.Ezekiel J. Emanuel, Govind Persad, Adam Kern, Allen E. Buchanan, Cecile Fabre, Daniel Halliday, Joseph Heath, Lisa M. Herzog, R. J. Leland, Ephrem T. Lemango, Florencia Luna, Matthew McCoy, Ole F. Norheim, Trygve Ottersen, G. Owen Schaefer, Kok-Chor Tan, Christopher Heath Wellman, Jonathan Wolff & Henry S. Richardson - 2020 - Science 1:DOI: 10.1126/science.abe2803.
    In this article, we propose the Fair Priority Model for COVID-19 vaccine distribution, and emphasize three fundamental values we believe should be considered when distributing a (...)COVID-19 vaccine among countries: Benefiting people and limiting harm, prioritizing the disadvantaged, and equal moral concern for all individuals. The Priority Model addresses these values by focusing on mitigating three types of harms caused by COVID-19: death and permanent organ damage, indirect health consequences, such as health care system strain and stress, as well as economic destruction. It proposes proceeding in three phases: the first addresses premature death, the second long-term health issues and economic harms, and the third aims to contain viral transmission fully and restore pre-pandemic activity. -/- To those who may deem an ethical framework irrelevant because of the belief that many countries will pursue "vaccine nationalism," we argue such a framework still has broad relevance. Reasonable national partiality would permit countries to focus on vaccine distribution within their borders up until the rate of transmission is below 1, at which point there would not be sufficient vaccine-preventable harm to justify retaining a vaccine. When a government reaches the limit of national partiality, it should release vaccines for other countries. -/- We also argue against two other recent proposals. Distributing a vaccine proportional to a country's population mistakenly assumes that equality requires treating differently situated countries identically. Prioritizing countries according to the number of front-line health care workers, the proportion of the population over 65, and the number of people with comorbidities within each country may exacerbate disadvantage and end up giving the vaccine in large part to wealthy nations. (shrink)
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  34.  17
    Auditory S-R Compatibility: Reaction Time as a Function of Ear-Hand Correspondence and Ear-Response-Location Correspondence.J. Richard Simon, James V. Hinrichs & John L. Craft - 1970 - Journal of Experimental Psychology 86 (1):97.
  35. The Tendency of Hume's Skepticism.R. J. Fogelin - 1983 - In Burnyeat (ed.), The Skeptical Tradition.
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  36.  9
    Festschriften.R. J. H. Jenkins, D. Rounds & S. Dow - 1956 - Journal of Hellenic Studies 76:153.
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  37.  6
    Archibald Campbell's Necessity of Revelationthe Science of Human Nature's First Study of Religion.R. J. W. Mills - 2015 - History of European Ideas 41 (6):728-746.
    SummaryThis article argues that Archibald Campbell's Necessity of Revelation can be viewed as the first application of thescience of human nature’, a characteristic branch of (...)the Scottish Enlightenment, to the study of religious belief. Adopting Baconian and Newtonian methodological principles, Campbell set hypotheses, collected historical data, and inferred conclusions about the capabilities of human nature to come to fundamental religious ideas without the aid of revelation. He did so not only to reject thedeistposition on the powers of unassisted human reason, associated with Matthew Tindal's Christianity as Old as the Creation, but also to refute Campbell's conservative critics within the Church of Scotland who had earlier tried him for heresy. Campbell's example is that of a university professor using the experimental study of religion to defeat both radical freethinking and Calvinist orthodoxy. His work is another instance of the complicated relationship between science and religion within eighteenth-century Scotland. (shrink)
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  38.  5
    A Model for in-Reactor Densification of UO2.S. R. Macewen & I. J. Hastings - 1975 - Philosophical Magazine 31 (1):135-143.
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  39.  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 unjusta 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 existence, he goes on, we should see also its justice and injustice coming into existence, and this might help us to discover what these qualities are. (shrink)
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  40.  42
    On Davidson's Paratactic Theory of Oblique Contexts.R. J. Haack - 1971 - Noûs 5 (4):351-361.
  41.  7
    The Zoroastrian Faith: Tradition and Modern Research.J. R. R. & S. A. Nigosian - 1995 - Journal of the American Oriental Society 115 (1):175.
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  42.  7
    Cognitive Structure of Emotion Terms in Indonesia and The Netherlands.Johnny R. J. Fontaine, Ype H. Poortinga, Bernadette Setiadi & Suprapti S. Markam - 2002 - Cognition and Emotion 16 (1):61-86.
  43.  10
    Cagnat's Roman Antiquities[REVIEW]S. R. J. - 1895 - The Classical Review 9 (4):229-229.
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  44.  33
    Ramsay's Roman Antiquities A Manual of Roman Antiquities by William Ramsay, M.A., Revised and Partly Rewritten by Rodolfo Lanciani. London: Griffin and Co. 10s. 6d[REVIEW]S. R. J. - 1895 - The Classical Review 9 (04):230-.
  45.  9
    Ramsay's Roman Antiquities[REVIEW]S. R. J. - 1895 - The Classical Review 9 (4):230-230.
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  46.  3
    The Compton Defect.R. J. Weiss, M. J. Cooper & R. S. Holt - 1977 - Philosophical Magazine 36 (1):193-200.
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  47.  24
    A Cognitive Neuroscience Approach to Generalized Anxiety Disorder and Social Phobia.Karina S. Blair & R. J. R. Blair - 2012 - Emotion Review 4 (2):133-138.
    Generalized anxiety disorder and social phobia are major anxiety disorders identified by the Diagnostic and Statistical Manual of Mental Disorders, 4th edition. They are comorbid, overlap in (...)
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  48.  31
    S-R Compatibility and the Idea of a Response Code.Richard J. Wallace - 1971 - Journal of Experimental Psychology 88 (3):354.
  49.  22
    P. Ribbeck's Senatores Romani[REVIEW]S. R. J. - 1900 - The Classical Review 14 (1):75-75.
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  50.  13
    R.J. Thompsons Groups F and T Are Bi-Interpretable with the Ring of the Integers.Clément Lasserre - 2014 - Journal of Symbolic Logic 79 (3):693-711.
    We show that R.J. Thompsons groupsFandTare bi-interpretable with the ring of the integers. From a result by A. Khélif, these groups are quasi-finitely axiomatizable (...)and prime. So, the groupTprovides an example of a simple group which is quasi-finitely axiomatizable and prime. This answers questions posed by T. Altınel and A. Muranov in [2], and by A. Nies in [12]. (shrink)
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