Results for 'Mark E. Button'

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  1.  12
    Shame, Political Accountability, and the Ethical Life of Politics: Critical Exchange on Jill Locke’s Democracy and the Death of Shame and Mark E. Button’s Political Vices.Jill Locke & Mark E. Button - 2019 - Political Theory 47 (3):391-408.
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  2.  1
    Contract, Culture, and Citizenship: Transformative Liberalism From Hobbes to Rawls.Mark E. Button - 2010 - Pennsylvania State University Press.
    The idea of the social contract has typically been seen in political theory as legitimating the exercise of governmental power and creating the moral basis for political order. Mark Button wants to draw our attention to an equally crucial, but seldom emphasized, role for the social contract: its educative function in cultivating the habits and virtues that citizens need to fulfill the promises that the social contract represents. In this book, he retells the story of social contract theory (...)
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  3.  7
    Review of Mark E. Button, Contract, Culture, and Citizenship: Transformative Liberalism From Hobbes to Rawls[REVIEW]Anna Stilz - 2009 - Notre Dame Philosophical Reviews 2009 (1).
  4.  3
    Political Vices. By Mark E. Button. Pp. Xii, 228, Oxford: Oxford University Press, 2016, £56.00.Peter Admirand - 2019 - Heythrop Journal 60 (6):932-933.
  5.  18
    Reading Emerson in Neoliberal Times.Mark E. Button - 2015 - Political Theory 43 (3):312-333.
    Nineteenth-century American political thinkers like Emerson, Thoreau, and Whitman advocated for and sought to exemplify a life of self-direction and critical self-reflection, or personal autonomy, as a means of contesting entrenched routines of democratic-capitalist normalization and as a way of resisting a host of institutional disciplinary pressures. Today, the ideal of personal autonomy within a diverse liberal society is branded by many as a form of “comprehensive” disciplinary normalization in its own right. In this essay I offer a reconsideration of (...)
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  6.  17
    Contract, Culture, and Citizenship: Transformative Liberalism From Hobbes to Rawls.Mark E. Button - 2008 - Pennsylvania State University Press.
    "Explores the concept of the social contract and how it shapes citizenship. Argues that the modern social contract is an account of the ethical and cultural conditions upon which modern citizenship depends"--Provided by publisher.
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  7.  7
    Accounting for Blind Sports: From Oedipus to Democratic Epistemology.Mark E. Button - 2011 - Political Theory 39 (6):695-723.
    This essay is concerned with the challenges that moral " blind spots " create for the presence and endurance of democratic virtues under conditions of pluralism. A moral blind spot refers to the occlusions in individual moral perceptions and the limits that circumscribe moral sympathies owing to our ineluctable partialities as socially embedded beings. Blind spots constitute a tragic feature of human perception and moral judgment that facilitate and undermine human agency at once. Yet, far more problematic from the perspective (...)
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  8. Designing Deliberative Democracy: The British Columbia Citizens' Assembly.Mark E. Warren & Hilary Pearse (eds.) - 2008 - Cambridge University Press.
    Is it possible to advance democracy by empowering ordinary citizens to make key decisions about the design of political institutions and policies? In 2004, the government of British Columbia embarked on a bold democratic experiment: it created an assembly of 160 near-randomly selected citizens to assess and redesign the province's electoral system. The British Columbia Citizens' Assembly represents the first time a citizen body has had the power to reform fundamental political institutions. It was an innovative gamble that has been (...)
     
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  9.  16
    A Modern Learning Theory Perspective on the Etiology of Panic Disorder.Mark E. Bouton, Susan Mineka & David H. Barlow - 2001 - Psychological Review 108 (1):4-32.
  10.  1
    The Fundamental Crisis in Psychiatry: Unreliability of Diagnosis.Kenneth Mark Colby & James E. Spar - 1983 - Charles C Thomas.
  11. Handbook of Demonstrations and Activities in the Teaching of Psychology, Second Edition: Volume I: Introductory, Statistics, Research Methods, and History.Mark E. Ware & David E. Johnson (eds.) - 2000 - Psychology Press.
    For those who teach students in psychology, education, and the social sciences, the _Handbook of Demonstrations and Activities in the Teaching of Psychology, Second Edition_ provides practical applications and rich sources of ideas. Revised to include a wealth of new material, these invaluable reference books contain the collective experience of teachers who have successfully dealt with students' difficulty in mastering important concepts about human behavior. Each volume features a table that lists the articles and identifies the primary and secondary courses (...)
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  12.  3
    The Cambridge Companion to Liberalism.Steven Wall (ed.) - 2015 - Cambridge University Press.
    The political philosophy of liberalism was first formulated during the Enlightenment in response to the growth of the modern nation-state and its authority and power over the individuals living within its boundaries. Liberalism is now the dominant ideology in the Western world, but it covers a broad swathe of different ideas and traditions and its essential features can be hard to define. The Cambridge Companion to Liberalism offers a rich and accessible exploration of liberalism as a tradition of political thought. (...)
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  13.  41
    International Handbook of Philosophy of Education.Ann Chinnery, Nuraan Davids, Naomi Hodgson, Kai Horsthemke, Viktor Johansson, Dirk Willem Postma, Claudia W. Ruitenberg, Paul Smeyers, Christiane Thompson, Joris Vlieghe, Hanan Alexander, Joop Berding, Charles Bingham, Michael Bonnett, David Bridges, Malte Brinkmann, Brian A. Brown, Carsten Bünger, Nicholas C. Burbules, Rita Casale, M. Victoria Costa, Brian Coyne, Renato Huarte Cuéllar, Stefaan E. Cuypers, Johan Dahlbeck, Suzanne de Castell, Doret de Ruyter, Samantha Deane, Sarah J. DesRoches, Eduardo Duarte, Denise Egéa, Penny Enslin, Oren Ergas, Lynn Fendler, Sheron Fraser-Burgess, Norm Friesen, Amanda Fulford, Heather Greenhalgh-Spencer, Stefan Herbrechter, Chris Higgins, Pádraig Hogan, Katariina Holma, Liz Jackson, Ronald B. Jacobson, Jennifer Jenson, Kerstin Jergus, Clarence W. Joldersma, Mark E. Jonas, Zdenko Kodelja, Wendy Kohli, Anna Kouppanou, Heikki A. Kovalainen, Lesley Le Grange, David Lewin, Tyson E. Lewis, Gerard Lum, Niclas Månsson, Christopher Martin & Jan Masschelein (eds.) - 2018 - Springer Verlag.
    This handbook presents a comprehensive introduction to the core areas of philosophy of education combined with an up-to-date selection of the central themes. It includes 95 newly commissioned articles that focus on and advance key arguments; each essay incorporates essential background material serving to clarify the history and logic of the relevant topic, examining the status quo of the discipline with respect to the topic, and discussing the possible futures of the field. The book provides a state-of-the-art overview of philosophy (...)
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  14. German and Austrian-German Historical Thought in the Modern Era.Mark E. Blum - 2019 - Lexington Books.
    This study examines how Germany and Austria each generated a normative narrative structure that became a template for the historians and others who formulated history within the two cultures. The author demonstrates these narrative structures and indicates both their strengths and weaknesses and ways to broaden their understandings.
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  15. Vector Reliability: A New Approach to Epistemic Justification.Mark E. Wunderlich - 2003 - Synthese 136 (2):237 - 262.
    Critics of reliability theories of epistemic justificationoften claim that the `generality problem' is an insurmountabledifficulty for such theories. The generality problem is theproblem of specifying the level of generality at which abelief-forming process is to be described for the purposeof assessing its reliability. This problem is not asintractable as it seems. There are illuminating solutionsto analogous problems in the ethics literature. Reliabilistsought to attend to utilitarian approaches to choices betweeninfinite utility streams; they also ought to attend towelfarist approaches to social (...)
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  16. Democracy and Association.Mark E. Warren, Nina Eliasoph, Amy Gutmann & John Ehrenberg - 2002 - Political Theory 30 (2):289-298.
  17. Missing the Mark: Sin and Its Consequences in Biblical Theology.Mark E. Biddle - 2005
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  18.  11
    Vector Reliability: A New Approach to Epistemic Justification.Mark E. Wunderlich - 2003 - Synthese 136 (2):237-262.
    Critics of reliability theories of epistemic justificationoften claim that the `generality problem' is an insurmountabledifficulty for such theories. The generality problem is theproblem of specifying the level of generality at which abelief-forming process is to be described for the purposeof assessing its reliability. This problem is not asintractable as it seems. There are illuminating solutionsto analogous problems in the ethics literature. Reliabilistsought to attend to utilitarian approaches to choices betweeninfinite utility streams; they also ought to attend towelfarist approaches to social (...)
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  19. Mark E. Cory.E. Cory - 1989 - In Richard Kostelanetz (ed.), Esthetics Contemporary. Prometheus Books. pp. 405.
     
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  20. When Teachers Must Let Education Hurt: Rousseau and Nietzsche on Compassion and the Educational Value of Suffering.Mark E. Jonas - 2010 - Journal of Philosophy of Education 44 (1):45-60.
    Avi Mintz has recently argued that Anglo-American educators have a tendency to alleviate student suffering in the classroom. According to Mintz, this tendency can be detrimental because certain kinds of suffering actually enhance student learning. While Mintz compellingly describes the effects of educator's desires to alleviate suffering in students, he does not examine one of the roots of the desire: the feeling of compassion or pity. Compassion leads many teachers to unreflectively alleviate student struggles. While there are certainly times when (...)
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  21.  85
    What Should We Expect From More Democracy?Mark E. Warren - 1996 - Political Theory 24 (2):241-270.
  22. A Evaluation of Nietzsche’s Anti-Democratic Pedagogy: The Overman, Perspectivism, and Self-Overcoming.Mark E. Jonas - 2009 - Studies in Philosophy and Education 28 (2):153-169.
    In this paper, I argue that Friedrich Nietzsche’s concept of self-overcoming has been largely misinterpreted in the philosophy of education journals. The misinterpretation partially stems from a misconstruction of Nietzsche’s perspectivism, and leads to a conception of self-overcoming that is inconsistent with Nietzsche’s educational ideals. To show this, I examine some of the prominent features of the so-called “debate” of the 1980s surrounding Nietzsche’s conception of self-overcoming. I then offer an alternative conception that is more consistent with Nietzsche’s thought, and (...)
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  23.  30
    Education for Epiphany: The Case of Plato's Lysis.Mark E. Jonas - 2015 - Educational Theory 65 (1):39-51.
    While a great deal has been written on Plato's Lysis in philosophy and philology journals over the last thirty years, nothing has been published on Lysis in the major Anglo-American philosophy of education journals during that time. Nevertheless, this dialogue deserves attention from educators. In this essay, Mark Jonas argues that Lysis can serve as a model for educators who want to move their students beyond mere aporia, but also do not want to dictate answers to students. Although the (...)
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  24. Finding Truth in 'Lies': Nietzsche's Perspectivism and its Relation to Education.Mark E. Jonas & Yoshiaki M. Nakazawa - 2008 - Journal of Philosophy of Education 42 (2):269-285.
    In his 2001 article 'Teaching to Lie and Obey: Nietzsche on Education', Stefan Ramaekers defends Nietzsche's concept of perspectivism against the charge that it is relativistic. He argues that perspectivism is not relativistic because it denies the dichotomy between the 'true' world and the 'seeming' world, a dichotomy central to claims to relativism. While Ramaekers' article is correct in denying relativistic interpretations of perspectivism it does not go far enough in this direction. In fact, the way Ramaekers makes his case (...)
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  25.  29
    Francine F. Abeles; Mark E. Fuller . Modern Logic, 1850–1950, East and West. Xiii + 258 Pp., Figs. Basel: Springer, 2016. $69.99. [REVIEW]Andrew Aberdein - 2017 - Isis 108 (3):719-720.
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  26.  10
    Balag-Compositions: Sumerian Lamentation Liturgies of the Second and First Millennium B. C.S. David Sperling & Mark E. Cohen - 1980 - Journal of the American Oriental Society 100 (3):371.
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  27.  41
    The Future of Public Deliberation on Health Issues.Julia Abelson, Mark E. Warren & Pierre-Gerlier Forest - 2012 - Hastings Center Report 42 (2):27-29.
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  28.  6
    Interpretation as Abduction.Jerry R. Hobbs, Mark E. Stickel, Douglas E. Appelt & Paul Martin - 1993 - Artificial Intelligence 63 (1-2):69-142.
  29.  16
    Finding Truth in ‘Lies’: Nietzsche's Perspectivism and its Relation to Education.Mark E. Jonas & Yoshiaki M. Nakazawa - 2008 - Journal of Philosophy of Education 42 (2):269-285.
    In his 2001 article ‘Teaching to Lie and Obey: Nietzsche on Education’, Stefan Ramaekers defends Nietzsche's concept of perspectivism against the charge that it is relativistic. He argues that perspectivism is not relativistic because it denies the dichotomy between the ‘true’ world and the ‘seeming’ world, a dichotomy central to claims to relativism. While Ramaekers' article is correct in denying relativistic interpretations of perspectivism it does not go far enough in this direction. In fact, the way Ramaekers makes his case (...)
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  30. How to Study Adaptation (and Why to Do It That Way).Mark E. Olson & Alfonso Arroyo-Santos - 2015 - Quarterly Review of Biology 90 (2):167-191.
    Some adaptationist explanations are regarded as maximally solid and others fanciful just-so stories. Just-so stories are explanations based on very little evidence. Lack of evidence leads to circular-sounding reasoning: “this trait was shaped by selection in unseen ancestral populations and this selection must have occurred because the trait is present.” Well-supported adaptationist explanations include evidence that is not only abundant but selected from comparative, populational, and optimality perspectives, the three adaptationist subdisciplines. Each subdiscipline obtains its broad relevance in evolutionary biology (...)
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  31.  34
    What Should and Should Not Be Said: Deliberating Sensitive Issues.Mark E. Warren - 2005 - Journal of Social Philosophy 37 (2):163–181.
  32.  75
    What Can Democratic Participation Mean Today?Mark E. Warren - 2002 - Philosophy Today 30 (5):677-701.
  33.  79
    Dewey's Conception of Interest and its Significance for Teacher Education.Mark E. Jonas - 2011 - Educational Philosophy and Theory 43 (2):112-129.
    Many teachers in teacher education programs are cursorily introduced to Dewey's ‘epochmaking’ ideas on interest and effort through discussions based on the need for child-centered pedagogies that utilize students' interests. Unfortunately, this strategy often tacitly encourages teachers to over-rely on students' interests. In this paper, I recommend a way of introducing Dewey's conception of interest that avoids the common pitfall of over-reliance on students' interests. I argue that if we focus on the changes Dewey made to the expression of his (...)
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  34.  8
    Mendeleyev Revisited.E. G. Marks & J. A. Marks - 2021 - Foundations of Chemistry 23 (2):215-223.
    Despite the periodic table having been discovered by chemists half a century before the discovery of electronic structure, modern designs are invariably based on physicists’ definition of periods. This table is a chemists’ table, reverting to the phenomenal periods that led to the table’s discovery. In doing so, the position of hydrogen is clarified.
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  35.  31
    Three Misunderstandings of Plato's Theory of Moral Education.Mark E. Jonas - 2016 - Educational Theory 66 (3):301-322.
    In this essay, Mark Jonas argues that there are three broadly held misconceptions of Plato's philosophy that work against his relevance for contemporary moral education. The first is that he is an intellectualist who is concerned only with the cognitive aspect of moral development and does not sufficiently emphasize the affective and conative aspects; the second is that he is an elitist who believes that only philosopher-kings can attain true knowledge of virtue and it is they who should govern (...)
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  36.  64
    Thinking in Continua: Beyond the Adaptive Radiation Metaphor.Mark E. Olson & Alfonso Arroyo-Santos - 2009 - Bioessays 31 (12):1337-1346.
    ‘‘Adaptive radiation’’ is an evocative metaphor for explosive evolutionary divergence, which for over 100 years has given a powerful heuristic to countless scientists working on all types of organisms at all phylogenetic levels. However, success has come at the price of making ‘‘adaptive radiation’’ so vague that it can no longer reflect the detailed results yielded by powerful new phylogeny-based techniques that quantify continuous adaptive radiation variables such as speciation rate, phylogenetic tree shape, and morphological diversity. Attempts to shoehorn the (...)
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  37.  17
    Infinitary Intuitionistic Logic From a Classical Point of View.Mark E. Nadel - 1978 - Annals of Mathematical Logic 14 (2):159-191.
  38.  34
    Responsible Leadership: A Mapping of Extant Research and Future Directions.Christof Miska & Mark E. Mendenhall - 2018 - Journal of Business Ethics 148 (1):117-134.
    Recently, the increasing interest in responsible leadership (RL) has produced a research field rich in theoretical and conceptual potential, with diverse research foci, theoretical foundations, and methodological approaches. While these developments have demarcated the field from other leadership-oriented disciplines, they have equally courted fragmentation and ambiguity in terms of the field’s positioning within the greater body of leadership studies. To map the theoretical, methodological, and empirical state of the art of the RL field, we outline recent developments and delineate important (...)
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  39.  61
    Roberts on Depletion: How Much Better Can We Do for Future People?Mark E. Greene - 2016 - Utilitas 28 (1):108-118.
    Suppose that Depletion will reduce the well-being of future people. Many of us would like to say that Depletion is wrong because of the harm to future people. However, it can easily be made to seem that Depletion is actually harmless – this is the non-identity problem. I discuss a particularly ingenious attempt by Melinda Roberts to attribute a harm to Depletion. I will argue that the magnitude of Roberts's harm is off target by many orders of magnitude: it is (...)
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  40. Behavior Systems and the Contextual Control of Anxiety, Fear, and Panic.Mark E. Bouton - 2005 - In Lisa Feldman Barrett, Paula M. Niedenthal & Piotr Winkielman (eds.), Emotion and Consciousness. Guilford Press.
  41.  75
    The Two Faces of Chemistry: Can They Be Reconciled? [REVIEW]Mark E. Eberhart & Travis E. Jones - 2013 - Foundations of Chemistry 15 (3):277-285.
    Shortly before his death, Richard Bader commented in this Journal on the dichotomy that exists within chemistry and between chemists. We believe that the dichotomy results from different goals and objectives inherent in the chemical disciplines. At one extreme are designers who synthesize new molecules with interesting properties. For these chemists, the rationale underpinning molecular synthesis is far less important than the end product—the molecules themselves. At the other extreme are the chemists who seek a fundamental understanding of molecular properties. (...)
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  42.  91
    Appetite, Reason, and Education in Socrates' 'City of Pigs'.Mark E. Jonas, Yoshiaki M. Nakazawa & James Braun - 2012 - Phronesis 57 (4):332-357.
    In Book II of the Republic, Socrates briefly depicts a city where each inhabitant contributes to the welfare of all by performing the role for which he or she is naturally suited. Socrates calls this city the `true city ' and the `healthy one'. Nearly all commentators have argued that Socrates' praise of the city cannot be taken at face value, claiming that it does not represent Socrates' preferred community. The point of this paper is to argue otherwise. The claim (...)
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  43.  9
    Plato’s Dialogues to Enhance Learning and Inquiry: Exploring Socrates’ Use of Protreptic for Student Engagement.Mark E. Jonas - 2021 - British Journal of Educational Studies 69 (6):799-802.
  44.  36
    Two Issues in Computer Ethics for Non-Programmers.Mark E. Wunderlich - 2010 - International Journal of Applied Philosophy 24 (2):255-264.
    Two of the distinctive ethical issues that arise for computer users (as opposed to computer programmers) have to do with the file formats that are used to encode information and the licensing terms for computer software. With respect to both issues, most professional philosophers do not recognize the burdens that they impose on others. Once one recognizes these burdens, a very simple argument demands changes in the behavior of the typical computer user: some of the ways we use computers gratuitously (...)
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  45.  65
    Gratitude, Ressentiment, and Citizenship Education.Mark E. Jonas - 2012 - Studies in Philosophy and Education 31 (1):29-46.
    Patricia White (Stud Philos Educ 18:43–52, 1999) argues that the virtue gratitude is essential to a flourishing democracy because it helps foster universal and reciprocal amity between citizens. Citizens who participate in this reciprocal relationship ought to be encouraged to recognize that “much that people do does in fact help to make communal civic life less brutish, pleasanter and more flourishing.” This is the case even when the majority of citizens do not intentionally seek to make civic life better for (...)
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  46.  31
    Indirect Utility, Justice, and Equality in the Political Thought of David Hume.Mark E. Yellin - 2000 - Critical Review: A Journal of Politics and Society 14 (4):375-389.
    Abstract Differing interpretations of the political thought of David Hume have tended to emphasize either conservative, gradualist elements similar to Burke or rationalist aspects similar to Hobbes. The concept of indirect utility as used by Hume reconciles these two approaches. Indirect utility is best illustrated by Hume's conception of justice, in contrast to his conception of benevolence, which yields direct benefits. This understanding of Hume's consequentialism also helps underscore certain egalitarian aspects of Hume's thought.
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  47.  15
    Conducting Ethical Research with Correctional Populations: Do Researchers and IRB Members Know the Federal Regulations?Mark E. Johnson, Christiane Brems, Bridget L. Hanson, Staci L. Corey, Gloria D. Eldridge & Kristen Mitchell - 2014 - Research Ethics 10 (1):6-16.
    Conducting or overseeing research in correctional settings requires knowledge of specific federal rules and regulations designed to protect the rights of individuals in incarceration. To investigate the extent to which relevant groups possess this knowledge, using a 10-item questionnaire, we surveyed 885 IRB prisoner representatives, IRB members and chairs with and without experience reviewing HIV/AIDS correctional protocols, and researchers with and without correctional HIV/AIDS research experience. Across all groups, respondents answered 4.5 of the items correctly. Individuals who have overseen or (...)
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  48.  27
    Towards New Work Arrangements: The Case of Telecommuting.Mark E. Keleher & Glen C. Filson - 1995 - World Futures 44 (2):115-128.
  49.  15
    Foreplay.Mark E. Workman - 1991 - Substance 20 (1):3.
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  50. Book Review: Jeremiah 1–20: A New Translation with Introduction and CommentaryJeremiah 1–20: A New Translation with Introduction and CommentarybyLundbomJack R. AB 21. Doubleday, New York, 1999. 934 Pp. $49.00 . ISBN 0-385-4112-X. [REVIEW]Mark E. Biddle - 2001 - Interpretation: A Journal of Bible and Theology 55 (3):316-316.
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