Results for 'Graham Little'

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  1.  10
    Current Socioeconomic Status Correlates With Brain Volumes in Healthy Children and Adolescents but Not in Children With Prenatal Alcohol Exposure.Kaitlyn McLachlan, Dongming Zhou, Graham Little, Carmen Rasmussen, Jacqueline Pei, Gail Andrew, James N. Reynolds & Christian Beaulieu - 2020 - Frontiers in Human Neuroscience 14.
  2. Logic: a very short introduction.Graham Priest - 2000 - New York: Oxford University Press.
    Logic is often perceived as having little to do with the rest of philosophy, and even less to do with real life. In this lively and accessible introduction, Graham Priest shows how wrong this conception is. He explores the philosophical roots of the subject, explaining how modern formal logic deals with issues ranging from the existence of God and the reality of time to paradoxes of probability and decision theory. Along the way, the basics of formal logic are (...)
  3.  68
    Deliberative democracy and the environment.Graham Smith - 2003 - New York: Routledge.
    One of the key questions to have exercised green political theorists in recent years concerns the relationship of the environment 'agenda' and democracy. Both environmentalists and democrats have a tendency to think of each other as natural bedfellows but in fact there is little theoretical or practical reason why they should be. Indeed some theorists have argued that the environmental movement has grown from fundamentally authoritarian roots and it is arguable that the only really effective way of implementing environmental (...)
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  4. The Five-Category Ontology? E.J. Lowe and the Ontology of the Divine.Graham Renz - 2021 - TheoLogica: An International Journal for Philosophy of Religion and Philosophical Theology 5:81-99.
    E.J.Lowe was a prominent and theistically–inclined philosopher who developed and defended a four–category ontology with roots in Aristotle’s Categories. But Lowe engaged in little philosophical theology and said even less about how a divine being might fit into his considered ontology. This paper explores ways in which the reality of a divine being might be squared with Lowe’s ontology. I motivate the exploration with a puzzle that suggests Lowe must reject either divine aseity or the traditional view that God (...)
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  5.  68
    Technology, Objects and Things in Heidegger.Graham Harman - 2010 - Cambridge Journal of Economics 34 (1):17-25.
    Martin Heidegger is famous for his early analysis of tools, and equally famous for his later reflections on technology. This might suggest an easy literal reading of these themes in his work along the following lines: ‘Heidegger began his career fascinated by low-tech hardware such as hammers and drills, but later took an interest in advanced devices such as hydroelectric dams’. But such a literal interpretation would miss the point, since neither Heidegger's tool analysis nor his views on technology are (...)
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  6. What is God's Power?Graham Renz - 2021 - European Journal for Philosophy of Religion 13 (3):87-112.
    Theists claim that God can make a causal difference in the world. That is, theists believe that God is causally efficacious, has power. Discussion of divine power has centered on understanding better the metaphysics of creation and sustenance, special intervention, governance, and providing an account of omnipotence consistent with other divine attributes, such as omnibenevolence. But little discussion has centered on what, deep down ontologically, God’s power is. I show that a number of prominent accounts of power fail to (...)
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  7.  6
    The universe speaks in numbers: how modern math reveals nature's deepest secrets.Graham Farmelo - 2019 - New York: Basic Books.
    How math helps us solve the universe's deepest mysteries You must be able to test any physical theory in the real world. To most physicists, this is obvious. But since the 1980s, experimental physics has yielded vanishingly little insight into the fundamental physics of the universe. Meanwhile, some physicists have begun to probe the universe not with proton beams, but with pure math. They're less concerned with testable theories than with the drive to explain nature with mathematical beauty. This (...)
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  8. Dialetheism.Francesco Berto, Graham Priest & Zach Weber - 2008 - Stanford Encyclopedia of Philosophy 2018 (2018).
    A dialetheia is a sentence, A, such that both it and its negation, ¬A, are true (we shall talk of sentences throughout this entry; but one could run the definition in terms of propositions, statements, or whatever one takes as her favourite truth-bearer: this would make little difference in the context). Assuming the fairly uncontroversial view that falsity just is the truth of negation, it can equally be claimed that a dialetheia is a sentence which is both true and (...)
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  9. Coercion, Authority, and Democracy.Grahame Booker - 2009 - Dissertation, Waterloo
    As a classical liberal, or libertarian, I am concerned to advance liberty and minimize coercion. Indeed on this view liberty just is the absence of coercion or costs imposed on others. In order to better understand the notion of coercion I discuss Robert Nozick's classic essay on the subject as well as more recent contributions. I then address the question of whether law is coercive, and respond to Edmundson and others who think that it isn't. Assuming that the law is (...)
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  10.  37
    What happened to participatory research at the International Potato Center?Graham Thiele, Elske van de Fliert & Dindo Campilan - 2001 - Agriculture and Human Values 18 (4):429-446.
    During the 1980s, when a flexibleapproach to research, known asfarmer-back-to-farmer, was developed, theInternational Potato Center (CIP) became famousfor participatory research. Subsequently itappeared to have lost leadership in this field.This article documents participatory researchactivities in CIP over the past thirty years tofind out what happened. Even in the 1980s,implementation of participatory research wasactually limited. Participatory research in thecenter grew unevenly, with little clearencouragement from the CGIAR. Decentralizationof social scientists in the 1990s led to thefragmentation of participatory research and, inthe absence (...)
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  11.  9
    What happened to participatory research at the International Potato Center?Graham Thiele, Elske Fliert & Dindo Campilan - 2001 - Agriculture and Human Values 18 (4):429-446.
    During the 1980s, when a flexibleapproach to research, known asfarmer-back-to-farmer, was developed, theInternational Potato Center (CIP) became famousfor participatory research. Subsequently itappeared to have lost leadership in this field.This article documents participatory researchactivities in CIP over the past thirty years tofind out what happened. Even in the 1980s,implementation of participatory research wasactually limited. Participatory research in thecenter grew unevenly, with little clearencouragement from the CGIAR. Decentralizationof social scientists in the 1990s led to thefragmentation of participatory research and, inthe absence (...)
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  12.  92
    Towards Speculative Realism: Essays and Lectures.Graham Harman - 2010 - Zero Books.
    These writings chart Harman's rise from Chicago sportswriter to co-founder of one of Europe's most promising philosophical movements: Speculative Realism. In 1997, Graham Harman was an obscure graduate student covering Chicago sporting events for a California website. Unpublished in philosophy at the time, he was already a popular conference speaker on Heidegger and related themes. Little more than a decade later, as the author of stimulating and highly visible books on continental philosophy, he was Associate Vice Provost for (...)
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  13.  14
    Rethinking the Lord Chancellor’s role in judicial appointments.Graham Gee - 2017 - Legal Ethics 20 (1):4-20.
    The judicial appointments regime in England and Wales is unbalanced. The pre-2005 appointments regime conferred excessive discretion on the Lord Chancellor, but the post-2005 regime has gone much too far in the opposite direction. Today, the Lord Chancellor is almost entirely excluded from the process of selecting lower level judges and enjoys only limited say over the selection of senior judges. In this article I argue that the current regime places too little weight on the sound reasons for involving (...)
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  14. What is philosophy?Graham Priest - 2006 - Philosophy 81 (2):189-207.
    ‘What is philosophy?’ is a question that every professional philosopher must ask themself sometimes. In a sense, of course, they know: they spend much time doing it. But in another sense, the answer to the question is not at all obvious. In the same way, any person knows by acquaintance what breathing is; but this does not mean that they know the nature of breathing: its mechanism and function. The nature of breathing, in this sense, is now well understood; the (...)
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  15. Non-Naturalist Moral Realism, Autonomy and Entanglement.Graham Oddie - 2018 - Topoi 37 (4):607-620.
    It was something of a dogma for much of the twentieth century that one cannot validly derive an ought from an is. More generally, it was held that non-normative propositions do not entail normative propositions. Call this thesis about the relation between the natural and the normative Natural-Normative Autonomy. The denial of Autonomy involves the entanglement of the natural with the normative. Naturalism entails entanglement—in fact it entails the most extreme form of entanglement—but entanglement does not entail naturalism. In a (...)
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  16.  24
    Psychology and the Churches in Britain 1919-39: symptoms of conversion.Graham Richards - 2000 - History of the Human Sciences 13 (2):57-84.
    The encounter between the Christian Churches and Psychology has, for all its evident cultural importance, received little attention from disciplinary historians. During the period between the two world wars in Britain this encounter was particularly visible and, as it turned out, for the most part relatively amicable. Given their ostensive rivalry this is, on the face of it, somewhat surprising. Closer examination, however, reveals a substantial convergence and congruence of interests between them within the prevailing cultural climate, and considerable (...)
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  17. Dialetheism.Graham Priest - 2008 - Stanford Encyclopedia of Philosophy.
    A dialetheia is a sentence, A, such that both it and its negation, A, are true (we shall talk of sentences throughout this entry; but one could run the definition in terms of propositions, statements, or whatever one takes as her favourite truth bearer: this would make little difference in the context). Assuming the fairly uncontroversial view that falsity just is the truth of negation, it can equally be claimed that a dialetheia is a sentence which is both true (...)
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  18. To be and not to be - that is the answer. On Aristotle on the Law of Non-Contradiction.Graham Priest - 1998 - History of Philosophy & Logical Analysis 1.
    In Metaphysics III, Chapter 4, Aristotle sets out and defends the Law of Non-Contradiction. The arguments are, however, rather less satisfactory than one might have expected, given the enormous historical influence the text has had. His major argument is a particularly tangled one, and the others are often little more than throw-away remarks. This essay is a commentary on the chapter, but its aim is less to interpret the text , than to see whether there is anything that Aristotle (...)
     
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  19.  4
    Research for Development: Why Is There So Little Of It?Graham Mytton - 2012 - Transformation: An International Journal of Holistic Mission Studies 29 (1):73-88.
    This lecture attempts to outline the fact that development projects around the world are still based on too little actual field work research. In this presentation, Graham Mytton, who has been involved in several development projects in countries as diverse as Tanzania, the Gambia, Sierra Leone, Sudan, East Timor and Nigeria, is convinced that performance of projects could be much improved through better and targeted research. Using the example of a project in Tanzania in 2000, where a promotional (...)
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  20.  10
    Hated without a reason (injustice personalised): A case study.Graham A. Duncan - 2021 - HTS Theological Studies 77 (4):1-9.
    This is the second part of an investigation of the subject of injustice relating to the issue of human sexuality in a mainstream South African Christian denomination. The first paper, entitled 'Hated without a reason I - Contending with issues of human sexuality in a South African ecclesial context: A case study of the Uniting Presbyterian Church in Southern Africa', sought to trace the development of the issue from 1999 to 2016. This article considers the issue from the standpoint of (...)
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  21.  10
    Hated without a reason – Contending with issues of human sexuality in a South African ecclesial context: A case study.Graham A. Duncan - 2021 - HTS Theological Studies 77 (4):1-8.
    The mainline churches in South Africa are in turmoil internally as a result of divisions arising out of issues related to human sexuality. These issues have serious implications for these churches, church families within them, and the relationship of these churches with one another and with the state. There is little open space for debate as discussions are hampered by a variety of theological perspectives on the authority of scripture, some of which are fixed and absolutised. This is a (...)
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  22.  11
    John Knox Bokwe (1855–1922): A model of creative tension in the late 19th and early 20th-century South Africa.Graham A. Duncan - 2022 - HTS Theological Studies 78 (4):10.
    The year 2022 marks a century since the death of Reverend John Knox Bokwe, a minister of the United Free Church of Scotland Mission in South Africa. Although little known, Bokwe was an important member of the emerging African intellectual elite towards the end of the 19th century. He demonstrated the creative tension that arises when two cultures encounter each other as he confronted and made sense of the historical meaning of modernity. He emphasised the value of his traditional (...)
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  23. Can Parts of Space Move? On Paragraph Six of Newton’s Scholium.Graham Nerlich - 2005 - Erkenntnis 62 (1):119--135.
    Paragraph 6 of Newtons Scholium argues that the parts of space cannot move. A premise of the argument – that parts have individuality only through an order of position – has drawn distinguished modern support yet little agreement among interpretations of the paragraph. I argue that the paragraph offers an a priori, metaphysical argument for absolute motion, an argument which is invalid. That order of position is powerless to distinguish one part of Euclidean space from any other has gone (...)
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  24.  23
    Some Sources for Hume's Opening Remarks to Treatise I.IV.III.Graham Solomon - 1990 - Hume Studies 16 (1):57-66.
    In lieu of an abstract, here is a brief excerpt of the content:Some Sources for Hume's Opening Remarks to Treatise LIVJII Graham Solomon Hume opens Book I, Part IV, Section III of the Treatise with these remarks: Several moralists have recommended it as an excellent method ofbecoming acquainted with our own hearts, and knowing our progress in virtue, to recollect our dreams in a morning, and examine them with the same rigour, that we wou'd our most serious and deliberate (...)
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  25.  16
    Theology and Logic: The Case of Ebeling.Graham White - 1987 - Modern Theology 3 (1):211--225.
    We examine Gerhard Ebeling's arguments against the use of logic in theology and find them unconvincing, mainly because Ebeling knows very little about logic as practiced.
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  26.  23
    Artistic Value: Its scope and limits (and a little something about sport).Graham McFee - unknown
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  27.  10
    9. rules and reasoning.Graham Haydon - 1999 - Journal of Philosophy of Education 33 (1):77–88.
    Whatever may be the case for philosophy in general, philosophy of education has had rather little to say about violence. The Journal of Philosophy of Education, for instance, from its conception in the 1960s under the title of Proceedings of the Philosophy of Education Society of Great Britain, has contained very little discussion of violence. There have been occasional papers in which violence is referred to, from discussions of the justification of punishment in schools, which include corporal punishment (...)
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  28.  45
    2. right, wrong and murder.Graham Haydon - 1999 - Journal of Philosophy of Education 33 (1):11–22.
    Whatever may be the case for philosophy in general, philosophy of education has had rather little to say about violence. The Journal of Philosophy of Education, for instance, from its conception in the 1960s under the title of Proceedings of the Philosophy of Education Society of Great Britain, has contained very little discussion of violence. There have been occasional papers in which violence is referred to, from discussions of the justification of punishment in schools, which include corporal punishment (...)
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  29.  20
    2. Right, Wrong and Murder.Graham Haydon - 1999 - Journal of Philosophy of Education 33 (1):11-22.
    Whatever may be the case for philosophy in general, philosophy of education has had rather little to say about violence. The Journal of Philosophy of Education, for instance, from its conception in the 1960s under the title of Proceedings of the Philosophy of Education Society of Great Britain, has contained very little discussion of violence. There have been occasional papers in which violence is referred to, from discussions of the justification of punishment in schools, which include corporal punishment (...)
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  30.  20
    15. the moral development of society.Graham Haydon - 1999 - Journal of Philosophy of Education 33 (1):145–152.
    As I stressed in Chapter 13, I have by no means addressed all aspects of moral education in this book, let alone all aspects of personal and social education or of a school's concern for spiritual, moral, social and cultural development. Even within the notion of `moral development' there is much about which I have said little. In Chapter 3 I sketched a rather crude notion of moral development by which it could be said that someone has developed morally (...)
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  31.  6
    15. The Moral Development of Society.Graham Haydon - 1999 - Journal of Philosophy of Education 33 (1):145-152.
    As I stressed in Chapter 13, I have by no means addressed all aspects of moral education in this book, let alone all aspects of personal and social education or of a school's concern for spiritual, moral, social and cultural development. Even within the notion of `moral development' there is much about which I have said little. In Chapter 3 I sketched a rather crude notion of moral development by which it could be said that someone has developed morally (...)
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  32.  6
    15. The Moral Development of Society.Graham Haydon - 1999 - Journal of Philosophy of Education 33 (1):145-152.
    As I stressed in Chapter 13, I have by no means addressed all aspects of moral education in this book, let alone all aspects of personal and social education or of a school's concern for spiritual, moral, social and cultural development. Even within the notion of `moral development' there is much about which I have said little. In Chapter 3 I sketched a rather crude notion of moral development by which it could be said that someone has developed morally (...)
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  33.  21
    6. Virtue‐talk about Violence.Graham Haydon - 1999 - Journal of Philosophy of Education 33 (1):51–58.
    I have given some reasons for doubting whether a language of virtues can do the job which a publicly shared understanding of morality, in modern conditions, requires. It might be, however, that there is a particular role for the language of virtues where violence is the focus; in this chapter I shall consider that possibility. In the philosophical literature on moral education there seems to be little to draw on in this respect. That may be because writers using a (...)
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  34.  4
    6. Virtue-talk about Violence.Graham Haydon - 1999 - Journal of Philosophy of Education 33 (1):51-58.
    I have given some reasons for doubting whether a language of virtues can do the job which a publicly shared understanding of morality, in modern conditions, requires. It might be, however, that there is a particular role for the language of virtues where violence is the focus; in this chapter I shall consider that possibility. In the philosophical literature on moral education there seems to be little to draw on in this respect. That may be because writers using a (...)
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  35.  15
    8. what is wrong with rules?Graham Haydon - 1999 - Journal of Philosophy of Education 33 (1):67–76.
    Whatever may be the case for philosophy in general, philosophy of education has had rather little to say about violence. The Journal of Philosophy of Education, for instance, from its conception in the 1960s under the title of Proceedings of the Philosophy of Education Society of Great Britain, has contained very little discussion of violence. There have been occasional papers in which violence is referred to, from discussions of the justification of punishment in schools, which include corporal punishment (...)
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  36.  17
    Can Parts of Space Move? On Paragraph Six of Newton’s Scholium.Graham Nerlich - 2005 - Erkenntnis 62 (1):119-135.
    Paragraph 6 of Newton's Scholium argues that the parts of space cannot move. A premise of the argument -- that parts have individuality only through an "order of position" -- has drawn distinguished modern support yet little agreement among interpretations of the paragraph. I argue that the paragraph offers an a priori, metaphysical argument for absolute motion, an argument which is invalid. That "order of position" is powerless to distinguish one part of Euclidean space from any other has gone (...)
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  37.  17
    Growing pains: Small-scale farmer responses to an urban rooftop farming and online marketplace enterprise in Montréal, Canada.Monica Allaby, Graham K. MacDonald & Sarah Turner - 2020 - Agriculture and Human Values 38 (3):677-692.
    There is growing interest in the role of new urban agriculture models to increase local food production capacity in cities of the Global North. Urban rooftop greenhouses and hydroponics are examples of such models receiving increasing attention as a technological approach to year-round local food production in cities. Yet, little research has addressed the unintended consequences of new modes of urban farming and food distribution, such as increased competition with existing peri-urban and rural farmers. We examine how small-scale farmers (...)
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  38. Ethical Orientation and Awareness of Tourism Students.Simon Hudson & Graham Miller - 2005 - Journal of Business Ethics 62 (4):383-396.
    The tourism industry is one of the largest industries in the world, and despite recent events that have made its operating environment more complex, the industry continues to grow [Theobald, 2005, Global Tourism, 3rd edn., Butterworth-Heinemann/Elsevier]. Commensurate to the size of the industry is a growth in the number of students pursuing degree courses in tourism around the world. Despite an increasingly sophisticated literature, the relative recency of the industry and its study has meant little attention has been paid (...)
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  39.  5
    Erich Przywara and postmodern natural law: a history of the metaphysics of morals.Graham James McAleer - 2019 - Notre Dame, Indiana: University of Notre Dame Press.
    Graham McAleer's Erich Przywara and Postmodern Natural Law is the first work to present in an accessible way the thinking of Erich Przywara (1889-1972) for an English-speaking audience. Przywara's work remains little known to a broad Catholic audience, but it had a major impact on many of the most celebrated theologians of the twentieth century, including Hans Urs von Balthasar, Karl Rahner, Edith Stein, and Karl Barth. Przywara's ground-breaking text Analogia Entis (The analogy of being) brought theological metaphysics (...)
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  40. Meillassoux’s Virtual Future.Graham Harman - 2011 - Continent 1 (2):78-91.
    continent. 1.2 (2011): 78-91. This article consists of three parts. First, I will review the major themes of Quentin Meillassoux’s After Finitude . Since some of my readers will have read this book and others not, I will try to strike a balance between clear summary and fresh critique. Second, I discuss an unpublished book by Meillassoux unfamiliar to all readers of this article, except those scant few that may have gone digging in the microfilm archives of the École normale (...)
     
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  41.  24
    Why dissent is a vital concept in moral education.Graham P. McDonough - 2010 - Journal of Moral Education 39 (4):421-436.
    Moral education is concerned with depolarising the tension between loyalty and sedition, but little work has been done in the field to describe and map the territory between these poles. This paper proposes that the concept of dissent accomplishes this task and satisfies the need for a construct which describes the condition of sitting apart from those one is a part of. Through a seven‐part descriptive and prescriptive conceptual analysis it is revealed that this kind of ‘loyal disagreement’ depends (...)
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  42.  5
    Logic: A Brief Insight.Graham Priest - 2010 - Sterling.
    Validity : what follows from what? -- Truth functions,or not -- Names and quantifiers : is nothing something? -- Descriptions and existence : did the greeks worship Zeus? -- Self-reference : what is this chapter about? -- Necessity and possibility : what will be must be? -- Conditionals: what's in an if? -- The future and the past : is time real?? -- Identity and change : is anything ever the same? -- Vaguenes : how do you stop sliding down (...)
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  43.  35
    Gold.Graham Harman - 2014 - In Jeffrey Jerome Cohen (ed.), Prismatic Ecology: Ecotheory Beyond Green. University of Minnesota Press. pp. 106-123.
    This chapter follows the fortunes of one specific object that is both widely prized and universally known: gold. It examines the long history of gold from cosmic eons predating humans and considers various structural features of gold that arise from its chemical properties without being reducible to them. After considering examples of the effect of gold on humans, who are dazzled by its splendor, corrupted by its value, and made cruel through their ravenous hunt for the metal, the chapter observes (...)
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  44.  24
    Bibliography.Graham Haydon - 1999 - Journal of Philosophy of Education 33 (1):153–156.
    Whatever may be the case for philosophy in general, philosophy of education has had rather little to say about violence. The Journal of Philosophy of Education, for instance, from its conception in the 1960s under the title of Proceedings of the Philosophy of Education Society of Great Britain, has contained very little discussion of violence. There have been occasional papers in which violence is referred to, from discussions of the justification of punishment in schools, which include corporal punishment (...)
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  45.  11
    12. moral authority.Graham Haydon - 1999 - Journal of Philosophy of Education 33 (1):113–122.
    I have given some reasons for doubting whether a language of virtues can do the job which a publicly shared understanding of morality, in modern conditions, requires. It might be, however, that there is a particular role for the language of virtues where violence is the focus; in this chapter I shall consider that possibility. In the philosophical literature on moral education there seems to be little to draw on in this respect. That may be because writers using a (...)
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  46.  32
    11. moral motivation.Graham Haydon - 1999 - Journal of Philosophy of Education 33 (1):101–112.
    Whatever may be the case for philosophy in general, philosophy of education has had rather little to say about violence. The Journal of Philosophy of Education, for instance, from its conception in the 1960s under the title of Proceedings of the Philosophy of Education Society of Great Britain, has contained very little discussion of violence. There have been occasional papers in which violence is referred to, from discussions of the justification of punishment in schools, which include corporal punishment (...)
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  47.  44
    Research Participants' Views on Ethics in Social Research: Issues for Research Ethics Committees.Jane Lewis & Jenny Graham - 2007 - Research Ethics 3 (3):73-79.
    The study reported in this paper explored the ethical requirements of social research participants, an area where there is still little empirical research, by interviewing people who had participated in one of five recent social research studies. The findings endorse the conceptualization of informed consent as a process rather than a one-off event. Four different dynamics of decision-making were followed by participants in terms of the timing of decisions to participate and the information on which they were based. Multiple (...)
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  48.  46
    Can they Feel? The Capacity for Pain and Pleasure in Patients with Cognitive Motor Dissociation.Mackenzie Graham - 2018 - Neuroethics 12 (2):153-169.
    Unresponsive wakefulness syndrome is a disorder of consciousness wherein a patient is awake, but completely non-responsive at the bedside. However, research has shown that a minority of these patients remain aware, and can demonstrate their awareness via functional neuroimaging; these patients are referred to as having ‘cognitive motor dissociation’. Unfortunately, we have little insight into the subjective experiences of these patients, making it difficult to determine how best to promote their well-being. In this paper, I argue that the capacity (...)
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  49. Melancholic epistemology.George Graham - 1990 - Synthese 82 (3):399-422.
    Too little attention has been paid by philosophers to the cognitive and epistemic dimensions of emotional disturbances such as depression, grief, and anxiety and to the possibility of justification or warrant for such conditions. The chief aim of the present paper is to help to remedy that deficiency with respect to depression. Taxonomy of depression reveals two distinct forms: depression (1) with intentionality and (2) without intentionality. Depression with intentionality can be justified or unjustified, warranted or unwarranted. I argue (...)
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  50. Philosophy of Evidence Based Medicine (Oxford Bibliography: http://www.oxfordbibliographies.com/view/document/obo-9780195396577/obo-9780195396577-0253.xml).Jeremy Howick, Ashley Graham Kennedy & Alexander Mebius - 2015 - Oxford Bibliography.
    Since its introduction just over two decades ago, evidence-based medicine (EBM) has come to dominate medical practice, teaching, and policy. There are a growing number of textbooks, journals, and websites dedicated to EBM research, teaching, and evidence dissemination. EBM was most recently defined as a method that integrates best research evidence with clinical expertise and patient values and circumstances in the treatment of patients. There have been debates throughout the early 21st century about what counts as good research evidence between (...)
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