Results for 'J. Mark Lambright'

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  1.  62
    Introduction: Sharing Data in a Medical Information Commons.Amy L. McGuire, Mary A. Majumder, Angela G. Villanueva, Jessica Bardill, Juli M. Bollinger, Eric Boerwinkle, Tania Bubela, Patricia A. Deverka, Barbara J. Evans, Nanibaa' A. Garrison, David Glazer, Melissa M. Goldstein, Henry T. Greely, Scott D. Kahn, Bartha M. Knoppers, Barbara A. Koenig, J. Mark Lambright, John E. Mattison, Christopher O'Donnell, Arti K. Rai, Laura L. Rodriguez, Tania Simoncelli, Sharon F. Terry, Adrian M. Thorogood, Michael S. Watson, John T. Wilbanks & Robert Cook-Deegan - 2019 - Journal of Law, Medicine and Ethics 47 (1):12-20.
    Drawing on a landscape analysis of existing data-sharing initiatives, in-depth interviews with expert stakeholders, and public deliberations with community advisory panels across the U.S., we describe features of the evolving medical information commons. We identify participant-centricity and trustworthiness as the most important features of an MIC and discuss the implications for those seeking to create a sustainable, useful, and widely available collection of linked resources for research and other purposes.
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  2.  3
    In Place of a Conclusion: The Common School and the Melting Pot.J. Mark Halstead - 2008-10-10 - In Mark Halstead & Graham Haydon (eds.), The Common School and the Comprehensive Ideal. Wiley‐Blackwell. pp. 322–334.
    This chapter contains sections titled: The Common School, Culture and Religion Justifications for the Common School Burdens and Dilemmas of the Common School Responding to Cultural Difference Conclusion References.
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  3. Artificial Intelligence Is Stupid and Causal Reasoning Will Not Fix It.J. Mark Bishop - 2021 - Frontiers in Psychology 11.
    Artificial Neural Networks have reached “grandmaster” and even “super-human” performance across a variety of games, from those involving perfect information, such as Go, to those involving imperfect information, such as “Starcraft”. Such technological developments from artificial intelligence (AI) labs have ushered concomitant applications across the world of business, where an “AI” brand-tag is quickly becoming ubiquitous. A corollary of such widespread commercial deployment is that when AI gets things wrong—an autonomous vehicle crashes, a chatbot exhibits “racist” behavior, automated credit-scoring processes (...)
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  4. Mindfulness: diverse perspectives on its meaning, origins, and multiple applications at the intersection of science and dharma.J. Mark G. Williams & Jon Kabat-Zinn - 2011 - Contemporary Buddhism 12 (1):1-18.
    (2011). Mindfulness: diverse perspectives on its meaning, origins, and multiple applications at the intersection of science and dharma. Contemporary Buddhism: Vol. 12, Mindfulness: diverse perspectives on its meaning, origins, and multiple applications at the intersection of science and dharma, pp. 1-18. doi: 10.1080/14639947.2011.564811.
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  5.  43
    Depression, SSRIs, and the supposed obligation to suffer mentally.J. Mark Olsen - 2006 - Kennedy Institute of Ethics Journal 16 (3):283-303.
    : Within both popular and academic literature, concerns have been expressed about the implications of antidepressant use on character development. In this paper, I identify specific versions of these worries and argue that they are misguided. I begin by arguing that the obligation to suffer if it will bring about a noble character is imagined. Legitimate concerns about character enhancement remain, but they do not count against most antidepressant use. Thus there is no moral prohibition against antidepressant use. Furthermore, some (...)
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  6.  11
    Capture andrumination,functionalavoidance, and executive control : Three processes that underlie overgeneral memory.J. Mark G. Williams - 2006 - Cognition and Emotion 20 (3-4):548-568.
  7.  21
    Emotional Disturbance and the Specificity of Autobiographical Memory.J. Mark G. Williams & Barbara H. Dritschel - 1988 - Cognition and Emotion 2 (3):221-234.
  8.  7
    Types of reaction.J. Mark Baldwin - 1895 - Psychological Review 2 (3):259-273.
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  9.  30
    Islamic values: a distinctive framework for moral education?J. Mark Halstead - 2007 - Journal of Moral Education 36 (3):283-296.
    The first half of this Editorial examines the implications of the close link between morality and religion in Islamic thinking. There is no separate discipline of ethics in Islam, and the comparative importance of reason and revelation in determining moral values is open to debate. For most Muslims, what is considered halāl (permitted) and harām (forbidden) in Islam is understood in terms of what God defines as right and good. There are three main kinds of values: (a) akhlāq, which refers (...)
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  10. Values in Sex Education: From Principles to Practice.J. Mark Halstead - 2003 - Routledgefalmer. Edited by Michael J. Reiss.
    This absorbing and accessible book provides an analysis of the principles, policy and practice of sex education. Utilizing unpublished research, the authors critically examine sex education within the growing discourse on the teaching of values and citizenship education.
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  11.  16
    On selective thinking.J. Mark Baldwin - 1898 - Psychological Review 5 (1):1-24.
  12.  10
    The influence of Darwin on theory of knowledge and philosophy.J. Mark Baldwin - 1909 - Psychological Review 16 (3):207-218.
  13. A Certain Rectitude of Order: Jesus and Justification according to Aquinas.J. Mark Armitage - 2008 - The Thomist 72 (1):45-66.
     
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  14.  81
    Chesterton, Gilson and St. Thomas.J. Mark Armitage - 2007 - The Chesterton Review 33 (1-2):159-177.
  15.  18
    Chesterton, Gilson and St. Thomas.J. Mark Armitage - 2007 - The Chesterton Review 33 (1-2):159-177.
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  16.  14
    Conflicts of Interest in Japanese Insolvencies: The Problem of Bank Rescues.J. Mark Ramseyer & Yoshiro Miwa - 2005 - Theoretical Inquiries in Law 6 (2):301-340.
    Economists and legal scholars routinely posit an implicit contract between Japanese firms and their principal lender. Under this arrangement, the bank implicitly agrees to rescue the firm when times turn bad. Out of court, it rescues the firm from insolvency. Not only does it save the investments specific to the troubled firm, it lowers the use of costly bankruptcy proceedings and cuts the costs of those bankruptcy procedures firms do occasionally invoke. Given the creditor-shareholder conflicts of interest that arise as (...)
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  17.  13
    Why Power Companies Build Nuclear Reactors on Fault Lines: The Case of Japan.J. Mark Ramseyer - 2012 - Theoretical Inquiries in Law 13 (2):457-486.
    On March 11, 2011, a magnitude 9.0 earthquake and thirty-eightmeter high tsunami destroyed Tokyo Electric’s Fukushima nuclear power complex. The disaster was not a high-damage, low-probability event. It was a high-damage, high-probability event. Massive earthquakes and tsunamis assault the coast every century. Tokyo Electric built its reactors as it did because it would not pay the full cost of a meltdown anyway. Given the limited liability at the heart of corporate law, it could externalize the cost of running reactors. In (...)
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  18.  22
    Consciousness and Evolution.J. Mark Baldwin - 1896 - Psychological Review 3 (3):300-309.
  19.  4
    Personality-suggestion.J. Mark Baldwin - 1894 - Psychological Review 1 (3):274-279.
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  20.  8
    The origin of a 'Thing' and its nature.J. Mark Baldwin - 1895 - Psychological Review 2 (6):551-573.
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  21. Reading kuki shzs : The structure of Iki in the shadow of laffaire Heidegger.J. Mark Mikkelsen - 2004 - In Hiroshi Nara (ed.), The structure of detachment: the aesthetic vision of Kuki Shuzo. University of Hawaii Press.
     
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  22.  40
    Schooling and Cultural Maintenance for Religious Minorities in the Liberal State.J. Mark Halstead - 2003 - In Kevin McDonough & Walter Feinberg (eds.), Citizenship and Education in Liberal-Democratic Societies: Teaching for Cosmopolitan Values and Collective Identities. Oxford University Press.
    This is the last of the four essays in Part II of the book on liberalism and traditionalist education; all four are by authors who would like to find ways for the liberal state to honour the self-definitions of traditional cultures and to find ways of avoiding a confrontation with differences. One of the tasks of the book is to separate out different kinds of affiliation and the extent to which the arguments made about cultural recognition can be extended to (...)
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  23.  23
    Breast cancer screening in younger women: evidence and decision making.J. Mark Elwood - 1997 - Journal of Evaluation in Clinical Practice 3 (3):179-186.
  24.  9
    Determinate evolution.J. Mark Baldwin - 1897 - Psychological Review 4 (4):393-401.
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  25.  4
    Mind and body, from the genetic point of view.J. Mark Baldwin - 1903 - Psychological Review 10 (3):225-247.
  26.  13
    Psychology past and present.J. Mark Baldwin - 1894 - Psychological Review 1 (4):363-391.
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  27.  10
    The limits of pragmatism.J. Mark Baldwin - 1904 - Psychological Review 11 (1):30-60.
  28.  22
    The `type-theory' of reaction.J. Mark Baldwin - 1896 - Mind 5 (17):81-90.
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  29.  17
    In place of a conclusion: The common school and the melting pot.J. Mark Halstead - 2007 - Journal of Philosophy of Education 41 (4):829–842.
    Drawing substantially on the arguments put forward by the contributors to this Special Issue, this final article examines the two main purposes of the common school in contemporary western societies: to develop a set of shared values and a unified sense of citizenship, on the one hand, and to iron out disadvantage and equalise opportunities, on the other. Four main justifications for the common school are discussed—its symbolic value, its compatibility with liberal values, its inclusiveness and its provision of practical (...)
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  30.  30
    Teaching about love.J. Mark Halstead - 2005 - British Journal of Educational Studies 53 (3):290-305.
    After a brief discussion of the concept of love and contemporary attitudes towards it, the article examines previously unpublished findings about children's ways of thinking about love, using evidence drawn from a research project on the developing sexual values of 9 and 10 year-old children. Love features extensively in their discussions and appears central to their worldview. They are aware of some of the complexities of love, and would value opportunities to discuss it further. The article concludes with a discussion (...)
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  31.  5
    Analytic Psychology.J. Mark Baldwin - 1897 - International Journal of Ethics 7 (4):522-524.
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  32. Applications morales et sociales de la théorie du développement mental, Étude de Psychologie sociale, 1 vol.J. Mark Baldwin - 1898 - Revue de Métaphysique et de Morale 6 (1):7-8.
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  33.  12
    Analytic Psychology.G. F. Stout.J. Mark Baldwin - 1897 - International Journal of Ethics 7 (4):522-524.
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  34.  2
    A scheme of classification for psychology.J. Mark Baldwin - 1901 - Psychological Review 8 (1):60-63.
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  35.  7
    Darwinism and logic: A reply to Professor Creighton.J. Mark Baldwin - 1909 - Psychological Review 16 (6):431-436.
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  36.  1
    Discussion and reports: Notes on social psychology and other things.J. Mark Baldwin - 1902 - Psychological Review 9 (1):57-69.
  37.  4
    Discussion and reports: Dr. Bosanquet on 'imitation'.J. Mark Baldwin - 1902 - Psychological Review 9 (6):597-603.
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  38.  5
    Dr. Bosanquet on imitation and selective thinking.J. Mark Baldwin - 1903 - Psychological Review 10 (1):51-63.
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  39.  3
    Discussion: The origin of emotional expression.J. Mark Baldwin - 1894 - Psychological Review 1 (6):610-623.
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  40.  8
    "Experience, habit and attention": Comment.J. Mark Baldwin - 1907 - Psychological Review 14 (4):297-298.
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  41.  22
    Feeling, belief, and judgment.J. Mark Baldwin - 1892 - Mind 1 (3):403-408.
  42.  39
    Internal speech and song.J. Mark Baldwin - 1893 - Philosophical Review 2 (4):385-407.
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  43.  8
    Introduction to experimental logic.J. Mark Baldwin - 1906 - Psychological Review 13 (6):388-395.
  44. Knowledge and Imagination.J. Mark Baldwin - 1908 - Philosophical Review 17:679.
     
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  45.  19
    Knowledge and Imagination.J. Mark Baldwin - 1908 - Psychological Review 15 (3):181-196.
  46. Logical Community and the Difference of Discernibles.J. Mark Baldwin - 1908 - Philosophical Review 17:563.
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  47.  3
    Logical community and the difference of discernibles.J. Mark Baldwin - 1907 - Psychological Review 14 (6):395-402.
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  48.  11
    L'aboutissement de la médiation téléologique : L'intuition pratique.J. -Mark Baldwin - 1923 - Revue de Métaphysique et de Morale 30 (1):1 - 12.
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  49.  11
    L'aboutissement de la médiation logique : L'intuition.J. Mark Baldwin - 1922 - Revue de Métaphysique et de Morale 29 (4):393 - 410.
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  50. Mind and Body from the Genetic Point of View.J. Mark Baldwin - 1903 - Philosophical Review 12:563.
     
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