Results for 'William J. Haas'

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  1.  55
    The J.H.B. bookshelf.Shirley A. Roe, Ronald Rainger, John F. Cornell, James J. Bono, Pietro Corsi & William J. Haas - 1985 - Journal of the History of Biology 18 (3):439-446.
  2. A. M. Haas: Nim din selbes war. [REVIEW]William J. Hoye - 1975 - Philosophische Rundschau 21:148.
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  3.  30
    Avian Formation on a South-Facing Slope along the Northwest Rim of the Argyre Basin.Michael A. Dale, George J. Haas, James S. Miller, William R. Saunders, A. J. Cole, Joseph M. Friedlander & Susan Orosz - 2011 - Journal of Scientific Exploration 25 (3).
    This is a description of an avian-shaped feature that rests below a network of cellular structures found on a mound within the Argyre Basin of Mars in Mars Global Surveyor image M14-02185, acquired on April 30, 2000, and released to the public on April 4, 2001. The area examined is located near 48.0° South, 55.1° West. The formation is approximately 2,400 meters long from the tip of its beak to the tip of its farthest tail feather. There is a minimum (...)
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  4.  30
    China Voyager: Gist Gee's Life in Science. William J. Haas.Zuoyue Wang & Jeddiah Kroncke - 1999 - Isis 90 (4):845-846.
  5. (1 other version)Logical foundations for belief representation.William J. Rapaport - 1986 - Cognitive Science 10 (4):371-422.
    This essay presents a philosophical and computational theory of the representation of de re, de dicto, nested, and quasi-indexical belief reports expressed in natural language. The propositional Semantic Network Processing System (SNePS) is used for representing and reasoning about these reports. In particular, quasi-indicators (indexical expressions occurring in intentional contexts and representing uses of indicators by another speaker) pose problems for natural-language representation and reasoning systems, because--unlike pure indicators--they cannot be replaced by coreferential NPs without changing the meaning of the (...)
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  6. Philosophy of Computer Science.William J. Rapaport - 2005 - Teaching Philosophy 28 (4):319-341.
    There are many branches of philosophy called “the philosophy of X,” where X = disciplines ranging from history to physics. The philosophy of artificial intelligence has a long history, and there are many courses and texts with that title. Surprisingly, the philosophy of computer science is not nearly as well-developed. This article proposes topics that might constitute the philosophy of computer science and describes a course covering those topics, along with suggested readings and assignments.
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  7. How Helen Keller Used Syntactic Semantics to Escape from a Chinese Room.William J. Rapaport - 2006 - Minds and Machines 16 (4):381-436.
    A computer can come to understand natural language the same way Helen Keller did: by using “syntactic semantics”—a theory of how syntax can suffice for semantics, i.e., how semantics for natural language can be provided by means of computational symbol manipulation. This essay considers real-life approximations of Chinese Rooms, focusing on Helen Keller’s experiences growing up deaf and blind, locked in a sort of Chinese Room yet learning how to communicate with the outside world. Using the SNePS computational knowledge-representation system, (...)
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  8. What Is the “Context” for Contextual Vocabulary Acquisition?William J. Rapaport - 2003 - Proceedings of the 4th Joint International Conference on Cognitive Science/7th Australasian Society for Cognitive Science Conference 2:547-552.
    “Contextual” vocabulary acquisition is the active, deliberate acquisition of a meaning for a word in a text by reasoning from textual clues and prior knowledge, including language knowledge and hypotheses developed from prior encounters with the word, but without external sources of help such as dictionaries or people. But what is “context”? Is it just the surrounding text? Does it include the reader’s background knowledge? I argue that the appropriate context for contextual vocabulary acquisition is the reader’s “internalization” of the (...)
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  9. Non-Existent Objects and Epistemological Ontology.William J. Rapaport - 1985 - Grazer Philosophische Studien 25 (1):61-95.
    This essay examines the role of non-existent objects in "epistemological ontology" — the study of the entities that make thinking possible. An earlier revision of Meinong's Theory of Objects is reviewed, Meinong's notions of Quasisein and Außersein are discussed, and a theory of Meinongian objects as "combinatorially possible" entities is presented.
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  10. Critical Review of Minds, Brains and Science.William J. Rapaport - 1988 - Noûs 22 (4):585-609.
    Critical Review of Searle's Minds, Brains and Science.
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  11. Cognitive and Computer Systems for Understanding Narrative Text.William J. Rapaport, Erwin M. Segal, Stuart C. Shapiro, David A. Zubin, Gail A. Bruder, Judith Felson Duchan & David M. Mark - manuscript
    This project continues our interdisciplinary research into computational and cognitive aspects of narrative comprehension. Our ultimate goal is the development of a computational theory of how humans understand narrative texts. The theory will be informed by joint research from the viewpoints of linguistics, cognitive psychology, the study of language acquisition, literary theory, geography, philosophy, and artificial intelligence. The linguists, literary theorists, and geographers in our group are developing theories of narrative language and spatial understanding that are being tested by the (...)
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  12. Yes, She Was!: Reply to Ford’s “Helen Keller Was Never in a Chinese Room”.William J. Rapaport - 2011 - Minds and Machines 21 (1):3-17.
    Ford’s Helen Keller Was Never in a Chinese Room claims that my argument in How Helen Keller Used Syntactic Semantics to Escape from a Chinese Room fails because Searle and I use the terms ‘syntax’ and ‘semantics’ differently, hence are at cross purposes. Ford has misunderstood me; this reply clarifies my theory.
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  13.  13
    A Philosophy of the Practice of Dentistry.Lindsey Dewey Pankey & William J. Davis - 1985 - Medical College of Ohio Press.
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  14. Contextual Vocabulary Acquisition: A Computational Theory and Educational Curriculum.William J. Rapaport & Michael W. Kibby - 2002 - In Nagib Callaos, Ana Breda & Ma Yolanda Fernandez J., Proceedings of the 6th World Multiconference on Systemics, Cybernetics and Informatics. International Institute of Informatics and Systemics.
    We discuss a research project that develops and applies algorithms for computational contextual vocabulary acquisition (CVA): learning the meaning of unknown words from context. We try to unify a disparate literature on the topic of CVA from psychology, first- and secondlanguage acquisition, and reading science, in order to help develop these algorithms: We use the knowledge gained from the computational CVA system to build an educational curriculum for enhancing students’ abilities to use CVA strategies in their reading of science texts (...)
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  15. In Defense of Contextual Vocabulary Acquisition: How to Do Things with Words in Context.William J. Rapaport - 2005 - In Anind Dey, Boicho Kokinov, David Leake & Roy Turner, Proceedings of the 5th International and Interdisciplinary Conference on Modeling and Using Context. Springer-Verlag Lecture Notes in Artificial Intelligence 3554. pp. 396--409.
    Contextual vocabulary acquisition (CVA) is the deliberate acquisition of a meaning for a word in a text by reasoning from context, where “context” includes: (1) the reader’s “internalization” of the surrounding text, i.e., the reader’s “mental model” of the word’s “textual context” (hereafter, “co-text” [3]) integrated with (2) the reader’s prior knowledge (PK), but it excludes (3) external sources such as dictionaries or people. CVA is what you do when you come across an unfamiliar word in your reading, realize that (...)
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  16.  16
    The role of hunger in schedule-induced polydipsia.Virginia Bruce-Wolfe, William J. Freed & Joseph Mendelson - 1976 - Bulletin of the Psychonomic Society 7 (6):536-538.
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  17.  15
    Final Comments.David M. Adams & William J. Winslade - 2011 - Journal of Clinical Ethics 22 (4):358-362.
    We argued in our joint article that the facilitated consensus model of clinical ethics consultation is incomplete because it does not address the problem of what we have called “unsettled cases.” Sabrina Derrington and April Dworetz, Mark Aulisio, and Al Jonsen have each usefully challenged our claims and conclusions. In this brief article we respond to some of their arguments.
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  18. CASTANEDA, Hector-Neri (1924–1991).William J. Rapaport - 2005 - In John R. Shook, The Dictionary of Modern American Philosophers, 1860-1960. Thoemmes Press.
    H´ector-Neri Casta˜neda-Calder´on (December 13, 1924–September 7, 1991) was born in San Vicente Zacapa, Guatemala. He attended the Normal School for Boys in Guatemala City, later called the Military Normal School for Boys, from which he was expelled for refusing to fight a bully; the dramatic story, worthy of being filmed, is told in the “De Re” section of his autobiography, “Self-Profile” (1986). He then attended a normal school in Costa Rica, followed by studies in philosophy at the University of San (...)
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  19. Toward Understanding Original Sin in Augustine's "Confessions".William J. O'Brien - 1974 - Thought: Fordham University Quarterly 49 (4):436-446.
  20.  14
    Own yourself: how to form your conscience.William J. O'Malley - 2016 - New York: Paulist Press.
    Own Yourself is "hands-on" course in ethics and morality. Its goal is to assist students to come to know who they genuinely are and who they want to become as they move into adulthood.
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  21.  51
    Some Aspects of Current British Realism.William J. O’Meara - 1932 - Proceedings and Addresses of the American Philosophical Association 8:78.
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  22. Jonathan Edwards and the hiddenness of God.William J. Wainwright - 2001 - In Daniel Howard-Snyder & Paul Moser, Divine Hiddenness: New Essays. New York, NY: Cambridge University Press. pp. 98--119.
  23.  30
    Selected Papers on Comparative Tai Studies.David B. Solnit, William J. Gedney, Robert J. Bickner, John Hartmann, Thomas John Hudak & Patcharin Peyasantiwong - 1991 - Journal of the American Oriental Society 111 (2):405.
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  24.  52
    What can particle physicists count on?David Gooding, William J. McKinney, Harry M. Marks, Jeff Hughes & Alan Chalmers - 1999 - Metascience 8 (3):356-392.
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  25. A Triage Theory of Grading: The Good, the Bad, and the Middling.William J. Rapaport - 2011 - Teaching Philosophy 34 (4):347–372.
    This essay presents and defends a triage theory of grading: An item to be graded should get full credit if and only if it is clearly or substantially correct, minimal credit if and only if it is clearly or substantially incorrect, and partial credit if and only if it is neither of the above; no other (intermediate) grades should be given. Details on how to implement this are provided, and further issues in the philosophy of grading (reasons for and against (...)
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  26.  28
    Correction to: The Effect of What We Think may Happen on our Judgments of Responsibility.Felipe De Brigard & William J. Brady - 2018 - Review of Philosophy and Psychology 9 (2):447-447.
    On pages 263, 265, and 266, incorrect degrees of freedom and t values were reported. The statistical conclusions are not affected by these reporting errors, but the corrected values are shown below.
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  27.  92
    Heidegger’s Critique of Science.William J. Richardson - 1968 - New Scholasticism 42 (4):511-536.
  28.  56
    Accepting the Likelihood of Ambiguity and Disagreement on Moral Matters.Carlos Ríos-Velázquez, William J. Frey, Erika Jaramillo-Giraldo & Morgan Echeverry-Solarte - 2013 - Teaching Ethics 13 (2):55-72.
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  29.  58
    The Liturgical Form of Augustine’s Conversion Narrative and its Theological Significance.William J. O’Brien - 1978 - Augustinian Studies 9:45-58.
  30.  21
    Sharecropping in the Yemen: A Study in Islamic Theory, Custom and Pragmatism.Daniel Martin Varisco & William J. Donaldson - 2001 - Journal of the American Oriental Society 121 (2):338.
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  31. Meinong, Defective Objects, and (Psycho-)Logical Paradox.William J. Rapaport - 1982 - Grazer Philosophische Studien 18 (1):17-39.
    Alexius Meinong developed a notion of defective objects in order to account for various logical and psychological paradoxes. The notion is of historical interest, since it presages recent work on the logical paradoxes by Herzberger and Kripke. But it fails to do the job it was designed for. However, a technique implicit in Meinong's investigation is more successful and can be adapted to resolve a similar paradox discovered by Romane Clark in a revised version of Meinong's Theory of Objects due (...)
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  32.  29
    Mental health services within the new York state department of correctional services: An examination of best policies and practices.William J. Morgan Jr - unknown
    A significant number of inmates with mental illness reside within the New York State Department of Corrections (NYSDOCS). New York State has taken the initiative to provide mentally ill inmates with necessary services through a collaboration of the New York State Department of Correctional Services and the New York State Office of Mental Health (NYSOMH). The collaboration results in a mental health delivery system that provides many essential services to mentally ill inmates. This paper focuses on the organization of mental (...)
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  33.  30
    How does a key fit a flexible lock? Structure and dynamics in receptor function.Richard R. Neubig & William J. Thomsen - 1989 - Bioessays 11 (5):136-141.
    The preceding five years have brought remarkable advances in our understanding of the primary structure of drug receptors. The roles of certain amino acid residues in binding drugs and effecting receptor function have been proposed. As even more detailed structures become available, the goal of rational design of drug molecules based on predicted fits between the drug and its receptor will be near at hand. Although none of the classical receptors has yet yielded to X‐ray crystallographic analysis, the methods of (...)
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  34.  30
    St John Fisher's defence of the holy priesthood.William J. O'rourke - 1967 - Heythrop Journal 8 (3):260-293.
  35.  53
    Hearts and minds.Cassandra Pinnick, William J. McKinney & Steve Fuller - 1998 - Metascience 7 (1):7-39.
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  36.  34
    Is post-marketing drug follow-up research or advertising?Gary B. Weiss & William J. Winslade - 1986 - IRB: Ethics & Human Research 9 (4):10-11.
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  37.  37
    Ethical concerns of staff in a rehabilitation center.Jenny M. Young & William J. Sullivan - 2001 - HEC Forum 13 (4):361-367.
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  38.  36
    " I am Spartacus"–privacy enhancing technologies and privacy as a public good.Zbigniew Kwecka, William J. Buchanan & Burkhard Schafer - forthcoming - Artificial Intelligence and Law.
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  39.  25
    From embryonal carcinoma cells to neurons: The P19 pathway.Gerard Bain, William J. Ray, Min Yao & David I. Gottlieb - 1994 - Bioessays 16 (5):343-348.
    The differentiation of mammalian neurons during development is a highly complex process involving regulation and coordination of gene expression at multiple steps. The P19 mouse embryonal carcinoma cell line is a suitable model system with which to analyze regulation of neuronal differentiation. These multipotential cells can be maintained and propagated in tissue culture in an undifferentiated state. Exposure of aggregated P19 cells to retinoic acid results in the differentiation of cells with many fundamental phenotypes of mammalian neurons. Undifferentiated P19 cells (...)
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  40.  98
    Making Choices: A Recasting of Decision Theory.William J. Talbott - 2001 - Mind 110 (439):827-833.
  41.  49
    Between justification and pursuit: Understanding the technological essence of science.William J. McKinney - 1995 - Studies in History and Philosophy of Science Part A 26 (3):455-468.
  42. Ethical Issues in the Use of Computers.William J. Rapaport - 1986 - Teaching Philosophy 9 (3):275-278.
  43.  17
    Paine, Scripture, and Authority: The Age of Reason as Religious and Political Ideal.Edward Hutchins Davidson & William J. Scheick - 1994 - Lehigh University Press.
    His authority is always grounded in the very authority he deposes, with the result that his voice is little more than a theatrical performance that unwittingly re-enacts the rhetorical maneuvers of deposed father figures.
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  44. Philosophy of Artificial Intelligence: A Course Outline.William J. Rapaport - 1986 - Teaching Philosophy 9 (2):103-120.
    In the Fall of 1983, I offered a junior/senior-level course in Philosophy of Artificial Intelligence, in the Department of Philosophy at SUNY Fredonia, after returning there from a year’s leave to study and do research in computer science and artificial intelligence (AI) at SUNY Buffalo. Of the 30 students enrolled, most were computerscience majors, about a third had no computer background, and only a handful had studied any philosophy. (I might note that enrollments have subsequently increased in the Philosophy Department’s (...)
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  45.  73
    Games Lawyers Play: Legal Discovery and Social Epistemology.William J. Talbott - 1998 - Legal Theory 4 (2):93-163.
    In the movieRegarding Henry, the main character, Henry Turner, is a lawyer who suffers brain damage as a result of being shot during a robbery. Before being wounded, the Old Henry Turner had been a successful lawyer, admired as a fierce competitor and well-known for his killer instinct. As a result of the injury to his brain, the New Henry Turner loses the personality traits that had made the Old Henry such a formidable adversary.
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  46. God, the Demon, and the Cogito.William J. Rapaport - manuscript
    The purpose of this essay is to exhibit in detail the setting for the version of the Cogito Argument that appears in Descartes’s Meditations. I believe that a close reading of the text can shed new light on the nature and role of the “evil demon”, on the nature of God as he appears in the first few Meditations, and on the place of the Cogito Argument in Descartes’s overall scheme.
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  47. Philosophy for Children and Other People.William J. Rapaport - 1987 - American Philosophical Association Newsletter on Teaching Philosophy (Summer):19-22.
    It is a matter of fact—and has been so for a considerable amount of time—that philosophy is taught at the pre—college level. However, to teach philosophy at that (or at any) level is one thing; to teach it well is quite another. Fortunately, it can be taught well, as a host of successful experiences and programs have shown. But in what ways can it be taught? Are there differences in the ways in which it can or should be taught at (...)
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  48. Globalizing Democracy and Human Rights.William J. Talbott - 2007 - Philosophical Review 116 (2):294-297.
    Although the focus of "Globalizing Democracy and Human Rights" is practical, Gould does not shy away from hard theoretical questions, such as the relentless debate over cultural relativism, and the relationship between terrorism and democracy.
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  49.  36
    Science and Myth in the Timaeus.William J. Gavin - 1975 - Southwestern Journal of Philosophy 6 (2):7-15.
  50.  51
    Aristophanes Of Byzantium And Problem-Solving In The Museum.William J. Slater - 1982 - Classical Quarterly 32 (02):336-.
    When Festus said to Paul: ‘Much learning doth make thee mad’, Paul's answer was the instinctive defence of a scholar under attack: ‘I am not mad, most noble Festus, but speak forth the words of truth and soberness’. Whether poets were mad or sober has been a question for critics ever since Gorgias pointed out the incompatibility; it is less frequently debated why scholars unlike poets should need to affirm their sobriety. I should like to concentrate on one aspect of (...)
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