Results for 'Julie A. Champagne'

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  1.  47
    Cumulative Index Volumes 1–30 (1968–1997) of Man and World.Alexandria Pallas & Julie A. Champagne - 1998 - Continental Philosophy Review 31 (4):353-387.
  2.  97
    Gender, Metaphor, and the Definition of Economics: Julie A. Nelson.Julie A. Nelson - 1992 - Economics and Philosophy 8 (1):103-125.
    Let me make it clear from the outset that my main point is not either of the following: one, that there should be more women economists and research on “women's issues”, or two, that women as a class do, or should do, economics in a manner different from men. My argument is different and has to do with trying to gain an understanding of how a certain way of thinking about gender and a certain way of thinking about economics have (...)
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  3.  78
    A Response to Bruni and Sugden: Julie A. Nelson.Julie A. Nelson - 2009 - Economics and Philosophy 25 (2):187-193.
    An article by Luigino Bruni and Robert Sugden published in this journal argues that market relations contain elements of what they call ‘fraternity’. This Response demonstrates that my own views on interpersonal relations and markets – which originated in the feminist analysis of caring labour – are far closer to Bruni and Sugden's than they acknowledge in their article, and goes on to discuss additional important dimensions of sociality that they neglect.
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  4.  2
    Review of an Advanced Introduction to Feminist Economics. [REVIEW]Julie A. Nelson - forthcoming - Tandf: Journal of Economic Methodology:1-3.
  5. Review of an Advanced Introduction to Feminist Economics. [REVIEW]Julie A. Nelson - forthcoming - Journal of Economic Methodology:1-3.
    In fewer than 200 pages, Joyce P. Jacobsen, a long-time feminist economist and current President of Hobart and William Smith Colleges, skillfully summarizes feminist contributions to economics acro...
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  6.  2
    The Racial Horizon of Utopia: Unthinking the Future of Race in Late Twentieth-Century American Utopian Novels.Julie A. Fiorelli - 2022 - Utopian Studies 33 (1):183-186.
  7. Threshold Concepts on the Edge.Julie A. Timmermans & Ray Land (eds.) - 2019 - Brill | Sense.
    _Threshold Concepts on the Edge_ explores new directions in threshold concept research and practice and is of relevance to teachers, learners, educational researchers and academic developers.
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  8.  3
    To: “Surface to Subsurface Correlation of the Middle-Upper Triassic Shublik Formation Within a Revised Sequence Stratigraphic Framework,” William A. Rouse, Katherine J. Whidden, Julie A. Dumoulin, and David W. Houseknecht, Interpretation, 8, No. 2, SJ1–SJ16, Doi: 10.1190/INT-2019-0195.1. [REVIEW]William A. Rouse, Katherine J. Whidden, Julie A. Dumoulin & David W. Houseknecht - 2020 - Interpretation 8 (3):Y1-Y1.
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  9.  87
    Case Studies of Ethics Scandals: Effects on Ethical Perceptions of Finance Students.Julie A. B. Cagle & Melissa S. Baucus - 2006 - Journal of Business Ethics 64 (3):213-229.
    Ethics instructors often use cases to help students understand ethics within a corporate context, but we need to know more about the impact a case-based pedagogy has on students’ ability to make ethical decisions. We used a pre- and post-test methodology to assess the effect of using cases to teach ethics in a finance course. We also wanted to determine whether recent corporate ethics scandals might have impacted students’ perceptions of the importance and prevalence of ethics in business, so we (...)
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  10.  10
    Working Memory Training and CBT Reduces Anxiety Symptoms and Attentional Biases to Threat: A Preliminary Study.Julie A. Hadwin & Helen J. Richards - 2016 - Frontiers in Psychology 7.
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  11. Social Conscience and Responsibility: Teaching the Common Good in Secondary Education.Jane E. Bleasdale & Julie A. Sullivan (eds.) - 2020 - Rowman & Littlefield Publishers.
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  12.  30
    The Power of Stereotyping and Confirmation Bias to Overwhelm Accurate Assessment: The Case of Economics, Gender, and Risk Aversion.Julie A. Nelson - 2014 - Journal of Economic Methodology 21 (3):211-231.
    Behavioral research has revealed how normal human cognitive processes can tend to lead us astray. But do these affect economic researchers, ourselves? This article explores the consequences of stereotyping and confirmation bias using a sample of published articles from the economics literature on gender and risk aversion. The results demonstrate that the supposedly ‘robust’ claim that ‘women are more risk averse than men’ is far less empirically supported than has been claimed. The questions of how these cognitive biases arise and (...)
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  13. A Real Class Act: Searching for Identity in the 'Classless' Society.Julie A. Charlip - 1995 - In C. L. Barney Dewes & Carolyn Leste Law (eds.), This Fine Place so Far From Home: Voices of Academics From the Working Class. Temple University Press. pp. 26--40.
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  14. The Development of a College Biology Self-Efficacy Instrument for Nonmajors.Julie A. Baldwin, Diane Ebert-May & Dennis J. Burns - 1999 - Science Education 83 (4):397-408.
  15.  94
    Economists, Value Judgments, and Climate Change: A View From Feminist Economics.Julie A. Nelson - manuscript
    A number of recent discussions about ethical issues in climate change, as engaged in by economists, have focused on the value of the parameter representing the rate of time preference within models of optimal growth. This essay examines many economists' antipathy to serious discussion of ethical matters, and suggests that the avoidance of questions of intergenerational equity is related to another set of value judgments concerning the quality and objectivity of economic practice. Using insights from feminist philosophy of science and (...)
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  16. Feminist Philosophies of Love and Work.Julie A. Nelson & Paula England - 2002 - Hypatia 17 (2):1-18.
    : Can work be done for pay, and still be loving? While many feminists believe that marketization inevitably leads to a degradation of social connections, we suggest that markets are themselves forms of social organization, and that even relationships of unequal power can sometimes include mutual respect. We call for increased attention to specific causes of suffering, such as greed, poverty, and subordination. We conclude with a summary of contributions to this Special Issue.
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  17. ""Constructing a" Performance Ethic": The Discourse and Practices of the House Rabbit Society.Julie A. Smith - 2003 - Society and Animals 11 (2):181-198.
     
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  18.  53
    Political Practices of Care: Needs and Rights.Julie A. White & Joan C. Tronto - 2004 - Ratio Juris 17 (4):425-453.
  19.  1
    Expanding Curriculum Theory: Dis/Positions and Lines of Flight.William M. Reynolds & Julie A. Webber (eds.) - 2004 - Routledge.
    This book brings together some of the newest work in curriculum studies to explore central questions that swirl inside of the field: What counts as curriculum research? What procedures are considered legitimate for the production of knowledge? What forms shape the making of explanations? What constitutes proof? It forefronts work by curriculum theorists who are interested in looking at educational problems from a vantage point that questions current models of research--one that suggests adopting "lines of flight" or multiplicities that offer (...)
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  20.  20
    A Review of Theory of Mind Interventions for Children and Adolescents with Autism Spectrum Conditions. [REVIEW]Julie A. Hadwin & Hanna Kovshoff - 2013 - In Simon Baron-Cohen, Michael Lombardo & Helen Tager-Flusberg (eds.), Understanding Other Minds: Perspectives From Developmental Social Neuroscience. Oxford University Press. pp. 413.
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  21. A Picture of Gender.Julie A. Nelson - forthcoming - Hypatia.
     
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  22.  28
    Is EconomIcs a natural scIEncE?Julie A. Nelson - 2004 - Social Research: An International Quarterly 71 (2):211-222.
    Advocates of a more socially responsible discipline of economics often emphasize the purposive and unpredictable nature of human economic behavior, contrasting this to the presumably deterministic behavior of natural forces. This essay argues that such a distinction between “social” and “natural” sciences is in fact counterproductive, especially when issues of ecological sustainability are concerned. What is needed instead is a better notion of science—“science-with-wonder”—which grounds serious science in relational, non-Newtonian thinking.
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  23.  19
    Is Economics a Natural Science?Julie A. Nelson - 2005 - Cosmos and History : The Journal of Natural and Social Philosophy 1 (2):261-269.
    Advocates of a more socially responsible discipline of economics often emphasize the purposive and unpredictable nature of human economic behavior, contrasting this to the presumably deterministic behavior of natural forces. This essay argues that such a distinction between “social” and “natural” sciences is in fact counterproductive, especially when issues of ecological sustainability are concerned. What is needed instead is a better notion of science—“science-with-wonder”—which grounds serious science in relational, non-Newtonian thinking.
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  24. Clocks, Creation and Clarity: Insights on Ethics and Economics From a Feminist Perspective.Julie A. Nelson - 2004 - Ethical Theory and Moral Practice 7 (4):381-398.
    This essay discusses the origins, biases, and effects on contemporary discussions of economics and ethics of the unexamined use of the metaphor an economy is a machine. Both neoliberal economics and many critiques of capitalist systems take this metaphor as their starting point. The belief that economies run according to universal laws of motion, however, is shown to be based on a variety of rationalist thinking that – while widely held – is inadequate for explaining lived human experience. Feminist scholarship (...)
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  25.  28
    Thinking About Gender.Julie A. Nelson - 1992 - Hypatia 7 (3):138-154.
    I present a way of thinking about gender that I have found helpful in evaluating various proposed feminist projects. By considering gender and value as independent dimensions, relationships of "difference" can be more clearly perceived as involving relationships of lack, of complementarity, or of perversion. I illustrate the use of my gender/value "compass" with applications to questions of self-identity, rationality, and knowledge. This way of thinking about gender allows a conceptualization of feminism that neither erases nor emphasizes gender distinctions.
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  26.  6
    Perspectives on Precision Medicine in a Tribally Managed Primary Care Setting.Julie A. Beans, R. Brian Woodbury, Kyle A. Wark, Vanessa Y. Hiratsuka & Paul Spicer - 2020 - AJOB Empirical Bioethics 11 (4):246-256.
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  27. Learning to Teach Science in Contemporary and Equitable Ways: The Successes and Struggles of First‐Year Science Teachers.Julie A. Bianchini, Carol C. Johnston, Susannah Y. Oram & Lynnette M. Cavazos - 2003 - Science Education 87 (3):419-443.
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  28. Learning to Teach in a Diverse Setting: A Case Study of a Multicultural Science Education Enthusiast.Julie A. Luft, Jacki Bragg & Chris Peters - 1999 - Science Education 83 (5):527-543.
     
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  29.  4
    Feminist Philosophies of Love and Work.Julie A. Nelson & Paula England - 2002 - Hypatia 17 (2):1-18.
    Can work be done for pay, and still be loving? While many feminists believe that marketization inevitably leads to a degradation of social connections, we suggest that markets are themselves forms of social organization, and that even relationships of unequal power can sometimes include mutual respect. We call for increased attention to specific causes of suffering, such as greed, poverty, and subordination. We conclude with a summary of contributions to this Special Issue.
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  30.  20
    Preservation of Person-Specific Semantic Knowledge in Semantic Dementia: Does Direct Personal Experience Have a Specific Role?Julie A. Péron, Pascale Piolino, Sandrine Le Moal-Boursiquot, Isabelle Biseul, Emmanuelle Leray, Laetitia Bon, Béatrice Desgranges, Francis Eustache & Serge Belliard - 2015 - Frontiers in Human Neuroscience 9.
  31. Challenging the One Best System: The Portfolio Management Model and Urban School Governance.Katrina E. Bulkley, Julie A. Marsh, Katharine O. Strunk, Douglas N. Harris & Ayesha K. Hashim - 2020 - Harvard Education Press.
    _In _Challenging the One Best System_, a team of leading education scholars offers a rich comparative analysis of the set of urban education governance reforms collectively known as the “portfolio management model.”_ They investigate the degree to which this model—a system of schools operating under different types of governance and with different degrees of autonomy—challenges the standard structure of district governance famously characterized by David Tyack as “the one best system.” The authors examine the design and enactment of the portfolio (...)
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  32. Expanding Curriculum Theory: Dis/Positions and Lines of Flight.William M. Reynolds & Julie A. Webber (eds.) - 2004 - Routledge.
    _Expanding Curriculum Theory, Second Edition_ carries through the major focus of the original volume—to reflect on the influence of Deleuze and Guattari’s concept of "lines of flight" and its application to curriculum theorizing. What is different is that the lines of flight have since shifted and produced expanded understandings of this concept for curriculum theory and for education in general. This edition reflects the impact of events that have contributed to this shift, in particular the logic of school policy changes (...)
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  33.  17
    Promoting Resource Stewardship: Reducing Inappropriate Free Thyroid Hormone Testing.Julie A. Gilmour, Alanna Weisman, Steven Orlov, Robert J. Goldberg, Alyse Goldberg, Hayley Baranek & Geetha Mukerji - 2017 - Journal of Evaluation in Clinical Practice 23 (3):670-675.
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  34. Value as Relationality: Feminist, Pragmatist, and Process Thought Meet Economics.Julie A. Nelson - 2001 - Journal of Speculative Philosophy 15 (2):137-151.
  35.  23
    Sociology, Economics, and Gender: Can Knowledge of the Past Contribute to a Better Future?Julie A. Nelson - unknown
    This essay explores the profoundly gendered nature of the split between the disciplines of economics and sociology which took place in the late 19th and early 20th centuries, emphasizing implications for the relatively new field of economic sociology. Drawing on historical documents and feminist studies of science, it investigates the gendered processes underlying the divergence of the disciplines in definition, method, and degree of engagement with social problems. Economic sociology has the potential to heal this disciplinary split, but only if (...)
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  36.  19
    Visualization of Whole-Night Sleep EEG From 2-Channel Mobile Recording Device Reveals Distinct Deep Sleep Stages with Differential Electrodermal Activity.Julie A. Onton, Dae Y. Kang & Todd P. Coleman - 2016 - Frontiers in Human Neuroscience 10.
  37. Gender and the Perception of Others: A Critique of Schutzian Analysis.Julie A. Murphy - 1988 - Diálogos. Revista de Filosofía de la Universidad de Puerto Rico 23 (52):121-128.
  38. Lost Thoughts: Implicit Semantic Interference Impairs Reflective Access to Currently Active Information.Julie A. Higgins & Marcia K. Johnson - 2013 - Journal of Experimental Psychology: General 142 (1):6.
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  39.  51
    Early Stress Predicts Age at Menarche and First Birth, Adult Attachment, and Expected Lifespan.James S. Chisholm, Julie A. Quinlivan, Rodney W. Petersen & David A. Coall - 2005 - Human Nature 16 (3):233-265.
  40.  23
    Fearing Fear: Gender and Economic Discourse.Julie A. Nelson - 2015 - Mind and Society 14 (1):129-139.
    Economic discourse—or the lack of it—about fear is gendered on at least three fronts. First, while masculine-associated notions of reason and mind have historically been prioritized in mainstream economics, fear—along with other emotions and embodiment—has tended to be culturally associated with femininity. Research on cognitive “gender schema,” then, may at least partly explain the near absence of discussions of fear within economic research. Second, in the extremely rare cases where fear and emotion are alluded to within the contemporary economics literature (...)
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  41.  26
    Economic Methodology and Feminist Critiques.Julie A. Nelson - 2001 - Journal of Economic Methodology 8 (1):93-97.
  42.  17
    The Moral Status of Human‐Animal Chimeras with Human Brain Cells.Julie A. Tannenbaum - 2019 - Hastings Center Report 49 (5):34-36.
    The moral status of human-animal chimeras that have human brain cells is especially concerning. The concern is that such animals have the same high moral status as human beings. Why? Julian Koplin suggests that support for this concern is based on this claim: capacities unique to humans gives one a high or full moral status. Koplin then proceeds to convincingly object this claim. However, I argue that the concern is instead based on a different claim: for those humans who do (...)
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  43.  2
    Extending Research Protections to Tribal Communities.Bobby Saunkeah, Julie A. Beans, Michael T. Peercy, Vanessa Y. Hiratsuka & Paul Spicer - 2021 - American Journal of Bioethics 21 (10):5-12.
    The history of research in American Indian/Alaska Native communities has been marked by unethical practices, resulting in mistrust and reluctance to participate in research. Harms are not l...
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  44.  19
    Low Working Memory Capacity is Only Spuriously Related to Poor Reading Comprehension.Julie A. Van Dyke, Clinton L. Johns & Anuenue Kukona - 2014 - Cognition 131 (3):373-403.
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  45.  1
    We (Have to) Try Harder: Gender and Required Work Effort in Britain and the United States.Julie A. Kmec & Elizabeth H. Gorman - 2007 - Gender and Society 21 (6):828-856.
    Across three decades in both Britain and the United States, surveys indicate that women must work harder than men do. Using data from the 1997 Skills Survey of the Employed British Workforce and the 1997 National Study of the Changing Workforce, the authors investigate two possible explanations for this gap in reports of required effort: gender differences in job characteristics and family responsibilities. In multivariate ordered logistic regressions, extensive measures of job characteristics do not explain the difference between women and (...)
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  46.  10
    Economics and Community Knowledge-Making.Julie A. Nelson - 2021 - Journal of Economic Methodology 28 (1):107-113.
    Knowledge-making is a social activity. In this essay, I discuss how the economics discipline may be becoming a bit more cognizant of this fact, even though it goes against a long habit of imagining...
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  47.  32
    Eliciting and Measuring Children's Anger in the Context of Their Peer Interactions: Ethical Considerations and Practical Guidelines.Julie A. Hubbard - 2005 - Ethics and Behavior 15 (3):247 – 258.
    Ecologically valid procedures for eliciting and measuring children's anger are needed to enhance researchers' theories of children's emotional competence and to guide intervention efforts aimed at reactive aggression. The purpose of this article is to describe a laboratory-based game-playing procedure that has been used successfully to elicit and measure children's anger across observational, physiological, and self-report channels. Steps taken to ensure that participants are treated ethically and fairly are discussed. The article highlights recently published data that emphasize the importance of (...)
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  48. 9. Heavy Drama.Julie A. Carlson - 2011 - In Victoria Myers & Robert Maniquis (eds.), Godwinian Moments: From the Enlightenment to Romanticism. University of Toronto Press. pp. 217-238.
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  49.  45
    Ethics, Evidence and International Debt.Julie A. Nelson - 2009 - Journal of Economic Methodology 16 (2):175-189.
    The assumption that contracts are largely impersonal, rational, voluntary agreements drawn up between self-interested individual agents is a convenient fiction, necessary for analysis using conventional economic methods. Papers prepared for a recent conference on ethics and international debt were shaped by just such an assumption. The adequacy of this approach is, however, challenged by evidence about who is affected by international debt, how contracts are actually made and followed, the behavior of actors in financial markets, and the motivations of scholars (...)
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  50. Toward Inclusive Science Education: University Scientists' Views of Students, Instructional Practices, and the Nature of Science.Julie A. Bianchini, David J. Whitney, Therese D. Breton & Bryan A. Hilton‐Brown - 2002 - Science Education 86 (1):42-78.
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