Results for 'Mathew J. Thayer'

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  1.  30
    Mammalian chromosomes contain cis‐acting elements that control replication timing, mitotic condensation, and stability of entire chromosomes.Mathew J. Thayer - 2012 - Bioessays 34 (9):760-770.
    Recent studies indicate that mammalian chromosomes contain discretecis‐acting loci that control replication timing, mitotic condensation, and stability of entire chromosomes. Disruption of the large non‐coding RNA gene ASAR6 results in late replication, an under‐condensed appearance during mitosis, and structural instability of human chromosome 6. Similarly, disruption of the mouse Xist gene in adult somatic cells results in a late replication and instability phenotype on the X chromosome. ASAR6 shares many characteristics with Xist, including random mono‐allelic expression and asynchronous replication timing. (...)
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  2. Logical positivism and religious language.J. Mathew - 1998 - Journal of Dharma 23 (2):163-182.
     
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  3.  8
    The ailing NHSC scholarship program: government battles recipient in default.J. E. Mathews - 1992 - Journal of Law, Medicine and Ethics 21 (2):262-264.
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  4.  21
    On PragmatismThe Origins of Pragmatism: Studies in the Philosophy of Charles Sanders Peirce and William James.Meaning and Action: A Critical History of Pragmatism.Douglas Greenlee, A. J. Ayer & H. S. Thayer - 1969 - Journal of the History of Ideas 30 (4):603.
  5.  30
    Intra-Individual Variability in Vagal Control Is Associated With Response Inhibition Under Stress.Derek P. Spangler, Katherine R. Gamble, Jared J. McGinley, Julian F. Thayer & Justin R. Brooks - 2018 - Frontiers in Human Neuroscience 12:419749.
    Dynamic intra-individual variability (IIV) in cardiac vagal control across multiple situations is believed to contribute to adaptive cognition under stress; however, a dearth of research has empirically tested this notion. To this end, we examined 25 U.S. Army Soldiers (all male, Mean Age= 30.73, SD = 7.71) whose high-frequency heart rate variability (HF-HRV) was measured during a resting baseline and during three conditions of a shooting task (training, low stress, high stress). Response inhibition was measured as the correct rejection of (...)
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  6.  19
    Teaching in Higher Education Series.B. Cockburn, A. Ross & J. Mathews - 1979 - British Journal of Educational Studies 27 (1):81-84.
  7.  19
    Partial pair correlation functions and viscosity of liquid Al–Si hypoeutectic alloys via high-energy X-ray diffraction experiments.Prakash Srirangam, Manickaraj Jeyakumar, Mathew J. Kramer & Sumanth Shankar - 2011 - Philosophical Magazine 91 (30):3867-3904.
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  8.  18
    Relational ontologies.Barbara J. Thayer-Bacon - 2017 - New York: Peter Lang.
    Relational Ontologies uses the metaphor of a fishing net to represent the epistemological and ontological beliefs that we weave together for our children, to give meaning to their experiences and to help sustain them in their lives. The book describes the epistemological threads we use to help determine what we catch up in our net as the warp threads, and our ontological threads as the weft threads. It asks: what kind of fishing nets are we weaving for our children to (...)
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  9.  42
    Radical Democratic Communities Always-in-the-Making.Barbara J. Thayer-Bacon - 2001 - Studies in Philosophy and Education 20 (1):5-25.
    This article explores the centralpragmatist and feminist philosophical assumption thatknowers can not be separated from what is known, thatthere is a dialectical relationship between socialbeings and ideas that is dynamic, flexible, andreciprocal. The author seeks a closer examination ofconstructive thinking in relation to the practice ofthinking constructively within social communities. She discusses social communities that constructknowledge as radical democratic communitiesalways-in-the-making, and the skills of communicatingand relating which help knowers be able to activelyparticipate in the construction of knowledge. Giventhe fallibility of (...)
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  10.  39
    Democratic classroom communities.Barbara J. Thayer-Bacon - 1996 - Studies in Philosophy and Education 15 (4):333-351.
    I explore democractic communities using the classroom community as a metaphor. I suggest that democracies do justice to individuals as well as groups, because of the democratic focus on the interconnected, interdependent, interactive relationship that exists between selves and communities. However, the concept of ‘community’ has problems and contradictions as well. Through the examples of Summerhill and Montessori schools it is easier to see a necessary quality of democratic communities that needs highlighting. That quality is caring. Making the connection between (...)
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  11.  31
    Homogeneity and diversity: comparing Japanese and American perspectives on harmony and disagreement.Barbara J. Thayer-Bacon - 2009 - Ethics and Education 4 (2):153-162.
    My article aims to develop a relational, pluralistic political theory that moves beyond standard theories of liberal democracy, and to consider how such a theory translates into our public school settings. I use a narrative style argument to share stories that focus on homogeneity and diversity from my visit to a Japanese elementary school, as I consider, drawing on the work of Chantal Mouffe, the important role harmony and disagreement, and a tension between homogeneity and diversity, play in encouraging citizens (...)
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  12.  44
    A Conceptual Model for the Translation of Bioethics Research and Scholarship.Debra J. H. Mathews, D. Micah Hester, Jeffrey Kahn, Amy McGuire, Ross McKinney, Keith Meador, Sean Philpott-Jones, Stuart Youngner & Benjamin S. Wilfond - 2016 - Hastings Center Report 46 (5):34-39.
    While the bioethics literature demonstrates that the field has spent substantial time and thought over the last four decades on the goals, methods, and desired outcomes for service and training in bioethics, there has been less progress defining the nature and goals of bioethics research and scholarship. This gap makes it difficult both to describe the breadth and depth of these areas of bioethics and, importantly, to gauge their success. However, the gap also presents us with an opportunity to define (...)
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  13.  6
    Expanding the Discourse on Feminist Epistemologies.Barbara J. Thayer-Bacon - 2009 - Philosophy of Education 65:413-416.
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  14.  70
    Beyond liberal democracy: Dewey's renascent liberalism.Barbara J. Thayer-Bacon - 2006 - Education and Culture 22 (2):19-30.
    : My project aims to develop a relational, pluralistic political theory that moves us beyond liberal democracy, and to consider how such a theory translates into our public school settings. In this essay I argue that Dewey offers us possibilities for moving beyond one key assumption of classical liberalism, individualism, with his theory of social transaction. I focus my discussion for this paper on Dewey's renascent liberal democracy. I move from a discussion of Dewey's liberal democratic theory to what a (...)
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  15.  29
    Democracies Always in the Making: Historical and Current Philosophical Issues for Education.Barbara J. Thayer-Bacon - 2013 - Lanham: R&L Education.
    Democracies Always in the Making develops Barbara Thayer-Bacon’s relational and pluralistic democratic theory, as well as translates that socio-political philosophical theory into educational theory and recommendations for school reform in American public schools. Democracy is a goal, an ideal which we must continually strive for that can guide us in our decision-making, as we continue to live in a world that is unpredictable, flawed, and limited in terms of its resources.
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  16. Storywrangler: A massive exploratorium for sociolinguistic, cultural, socioeconomic, and political timelines using Twitter.Thayer Alshaabi, Jane L. Adams, Michael V. Arnold, Joshua R. Minot, David R. Dewhurst, Andrew J. Reagan, Christopher M. Danforth & Peter Sheridan Dodds - manuscript
    In real-time, Twitter strongly imprints world events, popular culture, and the day-to-day; Twitter records an ever growing compendium of language use and change; and Twitter has been shown to enable certain kinds of prediction. Vitally, and absent from many standard corpora such as books and news archives, Twitter also encodes popularity and spreading through retweets. Here, we describe Storywrangler, an ongoing, day-scale curation of over 100 billion tweets containing around 1 trillion 1-grams from 2008 to 2020. For each day, we (...)
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  17.  30
    The Therapeutic “Mis”conception: An Examination of its Normative Assumptions and a Call for its Revision.Debra J. H. Mathews, Joseph J. Fins & Eric Racine - 2018 - Cambridge Quarterly of Healthcare Ethics 27 (1):154-162.
    Dissecting Bioethics, edited by Tuija Takala and Matti Hayry, welcomes contributions on the conceptual and theoretical dimensions of bioethics. The department is dedicated to the idea that words defined by bioethicists and others should not be allowed to imprison people’s actual concerns, emotions, and thoughts. Papers that expose the many meanings of a concept, describe the different readings of a moral doctrine, or provide an alternative angle to seemingly self-evident issues are particularly appreciated. To submit a paper or to discuss (...)
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  18.  27
    Redefining Work and Education in the Technological Revolution.Barbara J. Thayer-Bacon - 2019 - Studies in Philosophy and Education 38 (6):581-590.
    Just as Dewey argued during the industrial revolution, from the 1890s–1930s, and Martin argued in the 1960s–1990s with our “second wave” working revolution : today’s times are out of joint, potentially dangerous conflicts exist, and teachers have some responsibility in making things right. We are in another social revolution, as work is changing significantly again, due to advances in technology. Let’s call these current changes in work the technology revolution. Again, we need to rethink our school structures, curriculum, and pedagogy. (...)
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  19. A feminine reconceptualization of critical thinking theory.Barbara J. Thayer-Bacon - 1992 - Journal of Thought 27:3-4.
  20.  5
    On Student Evaluation.Barbara J. Thayer-Bacon - 2008 - Philosophy of Education 64:354-357.
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  21.  17
    Setting the Stage.Barbara J. Thayer-Bacon - forthcoming - Journal of Thought.
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  22.  24
    Living During a Technological Revolution.Barbara J. Thayer-Bacon - 2019 - Studies in Philosophy and Education 38 (6):577-579.
  23.  22
    Activation, manifest anxiety, and verbal learning.Robert E. Thayer & Sheila J. Cox - 1968 - Journal of Experimental Psychology 78 (3p1):524.
  24.  36
    Leaders in philosophy of education: Intellectual self portraits (review).Barbara J. Thayer-Bacon - 2008 - Education and Culture 24 (2):pp. 63-69.
  25.  28
    Vulnerable Children and Moral Responsibility: Loss of Humanity.Barbara J. Thayer-Bacon - 2020 - Educational Theory 70 (6):701-716.
  26.  12
    Language matters.Debra J. H. Mathews - 2014 - Journal of Medical Ethics 40 (11):733-734.
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  27.  29
    Exploring William James’s Radical Empiricism and Relational Ontologies for Alternative Possibilities in Education.Barbara J. Thayer-Bacon - 2016 - Studies in Philosophy and Education 36 (3):299-314.
    In A Pluralistic Universe, James argues that the world we experience is more than we can describe. Our theories are incomplete, open, and imperfect. Concepts function to try to shape, organize, and describe this open, flowing universe, while the universe continually escapes beyond our artificial boundaries. For James and myself, the universe is unfinished, a “primal stuff” or “pure experience.” However, James starts with parts and moves to wholes, and I want to start from wholes and move to parts and (...)
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  28.  81
    Closing the split between practical and theoretical reasoning: Knowers and the known.Barbara J. Thayer-Bacon - 1999 - Educational Philosophy and Theory 31 (3):341–358.
  29.  58
    Learning to trust our students.Barbara J. Thayer-Bacon - 2012 - Ethics and Education 7 (2):149-161.
    Thayer-Bacon uses this opportunity to further explore Rancière's ideas concerning equality as described in The Ignorant Schoolmaster and their connection to democracy, as he explains in Hatred of Democracy. For Rancière, intelligence and equality are synonymous terms, just as reason and will are synonymous terms. Rancière recommends the only way to really teach a student is by viewing the student as an equal. Thayer-Bacon learned to view students as equals through her experience as a Montessori teacher, and so (...)
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  30. Nurturing a Democratic Community in the Classroom.Barbara J. Thayer-Bacon - 2011 - Studies in Philosophy and Education 30 (5):491-497.
    Thayer-Bacon tells her story in a conversational tone that traces her personal and professional roots as she describes various chapters of her life: first as a philosopher, how she became involved in education, and then how that involvement became a career as a philosopher of education, in a large teacher education program, and now at a research institution. She sketches her philosophical contributions, as a pragmatist, feminist, postmodernist, and cultural studies scholar, to philosophy, philosophy of education, and education.
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  31. Personal identity and fractured selves: perspectives from philosophy, ethics, and neuroscience.Debra J. H. Mathews, Hilary Bok & Peter V. Rabins (eds.) - 2009 - Baltimore: Johns Hopkins University Press.
    This book brings together some of the best minds in neurology and philosophy to discuss the concept of personal identity and the moral dimensions of treating ...
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  32.  35
    Generous reading: Author response to McKenzie.Barbara J. Thayer-Bacon - 2003 - Educational Philosophy and Theory 35 (4):467–470.
  33. John Dewey and Feminism.Barbara J. Thayer-Bacon - 2019 - In Charles L. Lowery & Patrick M. Jenlink (eds.), The Handbook of Dewey’s Educational Theory and Practice. Boston: Brill | Sense.
  34.  36
    Semiotics Education Experience – Edited by I. Semetsky.Barbara J. Thayer-Bacon - 2012 - Educational Philosophy and Theory 44 (8):904-906.
  35.  39
    A New Editor-in-Chief for Studies in Philosophy and Education.Barbara J. Thayer-Bacon - 2014 - Studies in Philosophy and Education 34 (1):5-8.
    This issue marks the beginning of a new editor-in-chief for Studies in Philosophy and Education . I am excited to begin my tenure in this role, and to continue developing the long-standing strength and quality of this journal, which enjoys a 54-year history of continual support from editors in the fields of philosophy, philosophy of education, social science, and educational policy, in support of addressing philosophical, theoretical, normative and conceptual problems and issues in educational research, policy and practice.Let me introduce (...)
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  36.  30
    Bottom Up Ethics - Neuroenhancement in Education and Employment.Debra J. H. Mathews, Hilary Bok & Alisa Carse - 2018 - Neuroethics 11 (3):309-322.
    Neuroenhancement involves the use of neurotechnologies to improve cognitive, affective or behavioural functioning, where these are not judged to be clinically impaired. Questions about enhancement have become one of the key topics of neuroethics over the past decade. The current study draws on in-depth public engagement activities in ten European countries giving a bottom-up perspective on the ethics and desirability of enhancement. This informed the design of an online contrastive vignette experiment that was administered to representative samples of 1000 respondents (...)
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  37.  20
    Passionate to be a social entrepreneur in Saudi Arabia: A moderated mediation analysis of social entrepreneurial intention.Wassim J. Aloulou, Eidah A. Algarni, Veland Ramadani & Mathew Hughes - 2023 - Business Ethics, the Environment and Responsibility 32 (2):698-712.
    This study aims to unravel the determinants of social entrepreneurial intention (SEI). Using a moderated mediation approach, we examine the direct and indirect effects of prior experience with social problems, proactive personality, and social self-efficacy on SEI via social entrepreneurial passion for founding (SEP) as a mediator. This study is based on data collected from a survey using questionnaires completed by 283 Saudis. To analyze data and test the developed hypotheses, we used exploratory and confirmatory factor analyses followed by structural (...)
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  38.  29
    Introduction.Barbara J. Thayer-Bacon - 2001 - Studies in Philosophy and Education 20 (1):1-4.
  39.  11
    Dear Dean Rider and Department Heads McCallum and Bell.Barbara J. Thayer-Bacon - 2013 - Journal of Thought 48 (1):6.
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  40.  30
    More or Less on Metaphor: A Response Dr. M. Yob.Barbara J. Thayer-Bacon - 2003 - Studies in Philosophy and Education 22 (2):139-143.
  41.  25
    What comes after postmodernism? Going fishing.Barbara J. Thayer-Bacon - 2018 - Educational Philosophy and Theory 50 (14):1614-1615.
  42.  15
    Closing the Split between Practical and Theoretical Reasoning: knowers and the known.Barbara J. Thayer-Bacon - 1999 - Educational Philosophy and Theory 31 (3):341-358.
  43. Exploring Caring and the Private/Public Split.B. J. Thayer-Bacon - 1998 - Journal of Thought 33:27-40.
  44.  16
    Generous Reading: Author response to McKenzie.Barbara J. Thayer-Bacon - 2003 - Educational Philosophy and Theory 35 (4):467-470.
  45.  6
    More Thoughts on a Pedagogy of the Vague.Barbara J. Thayer-Bacon - 2002 - Philosophy of Education 58:424-427.
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  46.  8
    Vulnerable Children and Moral Responsibility: Loss of Humanity.Barbara J. Thayer-Bacon - 2019 - Philosophy of Education 75:448-460.
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  47.  3
    Walking in a Minefield.Barbara J. Thayer-Bacon - 2010 - Philosophy of Education 66:79-81.
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  48. What is collaboration? Diverse perspectives.B. J. Thayer-Bacon & S. Pack-Brown - 2000 - Journal of Thought 35 (2):45-58.
     
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  49. Free Will, Self-Governance and Neuroscience: An Overview.Alisa Carse, Hilary Bok & Debra J. H. Mathews - 2018 - Neuroethics 11 (3):237-244.
    Given dramatic increases in recent decades in the pace of scientific discovery and understanding of the functional organization of the brain, it is increasingly clear that engagement with the neuroscientific literature and research is central to making progress on philosophical questions regarding the nature and scope of human freedom and responsibility. While patterns of brain activity cannot provide the whole story, developing a deeper and more precise understanding of how brain activity is related to human choice and conduct is crucial (...)
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  50.  18
    Contradictions of democratic education: International teachers’ perspectives on democracy in American schools.Sarah A. Mathews, Mindy J. Spearman & S. Megan Che - 2013 - Journal of Social Studies Research 37 (4):185-193.
    This study highlights a range of perspectives offered by 11 international teachers, participating in a cultural immersion experience, as they reflect on how they saw democracy manifested at their school internships. Teachers from six different countries studied and taught in a rural community in the Southern United States, where a medium-sized research university hosted the teachers as part of a federally-funded program during an academic semester. As a part of a larger qualitative research study analyzing the international teachers’ perception of (...)
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