Results for 'Mieke Sterken'

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  1.  30
    ICTs, Data and Vulnerable People: A Guide for Citizens.Alexandra Castańeda, Andreas Matheus, Andrzej Klimczuk, Anna BertiSuman, Annelies Duerinckx, Christoforos Pavlakis, Corelia Baibarac-Duignan, Elisabetta Broglio, Federico Caruso, Gefion Thuermer, Helen Feord, Janice Asine, Jaume Piera, Karen Soacha, Katerina Zourou, Katherin Wagenknecht, Katrin Vohland, Linda Freyburg, Marcel Leppée, Marta CamaraOliveira, Mieke Sterken & Tim Woods - 2021 - Bilbao: Upv-Ehu.
    ICTs, personal data, digital rights, the GDPR, data privacy, online security… these terms, and the concepts behind them, are increasingly common in our lives. Some of us may be familiar with them, but others are less aware of the growing role of ICTs and data in our lives - and the potential risks this creates. These risks are even more pronounced for vulnerable groups in society. People can be vulnerable in different, often overlapping, ways, which place them at a disadvantage (...)
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  2.  59
    Workshop Report: Creating a Citizens’ Information Pack on Ethical and Legal Issues Around Icts: What Should Be Included?Janice Asine, Corelia Baibarac-Duignan, Elisabetta Broglio, Alexandra Castańeda, Helen Feord, Linda Freyburg, Marcel Leppée, Andreas Matheus, Marta Camara Oliveira, Christoforos Pavlakis, Jaume Peira, Karen Soacha, Gefion Thuermer, Katrin Vohland, Katherin Wagenknecht, Tim Woods, Katerina Zourou, Federico Caruso, Annelies Duerinckx, Andrzej Klimczuk, Mieke Sterken & Anna Berti Suman - 2020 - European Citizen Science Association.
    The aim of this workshop was to ask potential end-users of the citizens’ information pack on legal and ethical issues around ICTs the following questions: What is your knowledge of the EU’s General Data Protection Regulation, and what actions have you taken in response to these regulations? What challenges are you experiencing in ensuring the protection and security of your project data, and compliance with the GDPR, within existing data management processes/systems? What information/tools/resources do you need to overcome these challenges? (...)
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  3.  12
    A Special Guest Of Text Matters. Mieke Bal: “Writing With Images”.Dorota Filipczak & Mieke Bal - 2014 - Text Matters - a Journal of Literature, Theory and Culture 4 (4):15-27.
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  4. Linguistic Interventions and Transformative Communicative Disruption.Rachel Katharine Sterken - 2020 - In Herman Cappelen, David Plunkett & Alexis Burgess (eds.), Conceptual Engineering and Conceptual Ethics. Oxford: Oxford University Press. pp. 417-434.
    What words we use, and what meanings they have, is important. We shouldn't use slurs; we should use 'rape' to include spousal rape (for centuries we didn’t); we should have a word which picks out the sexual harassment suffered by people in the workplace and elsewhere (for centuries we didn’t). Sometimes we need to change the word-meaning pairs in circulation, either by getting rid of the pair completely (slurs), changing the meaning (as we did with 'rape'), or adding brand new (...)
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  5. Generics in Context.Rachel Sterken - 2015 - Philosophers' Imprint 15.
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  6. Leslie on Generics.Rachel Katharine Sterken - 2015 - Philosophical Studies 172 (9):2493-2512.
    This paper offers three objections to Leslie’s recent and already influential theory of generics :375–403, 2007a, Philos Rev 117:1–47, 2008): her proposed metaphysical truth-conditions are subject to systematic counter-examples, the proposed disquotational semantics fails, and there is evidence that generics do not express cognitively primitive generalisations.
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  7.  54
    Generics, Covert Structure and Logical Form.Rachel Katharine Sterken - 2016 - Mind and Language 31 (5):503-529.
    The standard view amongst philosophers of language and linguists is that the logical form of generics is quantificational and contains a covert, unpronounced quantifier expression Gen. Recently, some theorists have begun to question the standard view and rekindle the competing proposal, that generics are a species of kind-predication. These theorists offer some forceful objections to the standard view, and new strategies for dealing with the abundance of linguistic evidence in favour of the standard view. I respond to these objections and (...)
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  8.  95
    The Meaning of Generics.Rachel Katharine Sterken - 2017 - Philosophy Compass 12 (8):e12431.
    This article discusses recent theories of the meaning of generics. The discussion is centred on how the theories differ in their approach to addressing the primary difficulty in providing a theory of generic meaning: The notoriously complex ways in which the truth conditions of generics seem to vary. In addition, the article summarizes considerations for and against each theory.
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  9. Generics, Content and Cognitive Bias.Rachel Katharine Sterken - 2015 - Analytic Philosophy 56 (1):75-93.
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  10. What’s New About Fake News?Jessica Pepp, Eliot Michaelson & Rachel Sterken - 2019 - Journal of Ethics and Social Philosophy 16 (2).
    The term "fake news" ascended rapidly to prominence in 2016 and has become a fixture in academic and public discussions, as well as in political mud-slinging. In the flurry of discussion, the term has been applied so broadly as to threaten to render it meaningless. In an effort to rescue our ability to discuss—and combat—the underlying phenomenon that triggered the present use of the term, some philosophers have tried to characterize it more precisely. A common theme in this nascent philosophical (...)
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  11.  44
    Why Boys Achieve Less at School Than Girls: The Difference Between Boys' and Girls' Academic Culture.Mieke Van Houtte * - 2004 - Educational Studies 30 (2):159-173.
    Recently, research into gender differences in achievement has mainly concentrated on the underperformance of boys in comparison with girls. Qualitative research in particular points to the importance of the gender-specific cultures adolescents experience. The purpose of this article is to test quantitatively the explanatory value of academic culture with respect to the stated gender differences in achievement. Use is made of data of 3760 pupils in the third and the fourth year of secondary education in a sample of 34 schools (...)
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  12.  36
    The Structures of Social Structural Explanation: Comments on Haslanger’s What is (Social) Structural Explanation?Rachel Katharine Sterken - 2018 - Disputatio 10 (50):173-199.
    In a recent paper, Sally Haslanger argues for the importance of structural explanation. Roughly, a structural explana- tion of the behaviour of a given object appeals to features of the struc- tures—physical, social, or otherwise—the object is embedded in. It is opposed to individualistic explanations, where what is appealed to is just the object and its properties. For example, an individualistic explanation of why someone got the grade they did might appeal to features of the essay they wrote—its being well-written, (...)
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  13.  68
    Why We Should Keep Talking About Fake News.Jessica Pepp, Eliot Michaelson & Rachel Sterken - forthcoming - Inquiry: An Interdisciplinary Journal of Philosophy.
    In response to Habgood-Coote (2019) and a growing number of scholars who argue that academics and journalists should stop talking about fake news and abandon the term, we argue that the reasons which have been offered for eschewing the term 'fake news' are not sufficient to justify such abandonment. Prima facie, then, we take ourselves and others to be justified in continuing to talk about fake news.
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  14.  16
    Gender Context of the School and Study Culture, or How the Presence of Girls Affects the Achievement of Boys.Mieke Van Houtte * - 2004 - Educational Studies 30 (4):409-423.
    This paper builds on my previous research, explaining the differential achievement of boys and girls in secondary education by the fact that boys' culture is less study orientated than girls' culture. The central question of the present paper is whether the presence of girls at school affects the boys' study culture and, by consequence, boys' achievement. The research is based on data of 877 boys and 714 girls, attending the fifth year of a sample of 15 general secondary schools. It (...)
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  15. How Do Models Give Us Knowledge? The Case of Carnot’s Ideal Heat Engine.Tarja Knuuttila & Mieke Boon - 2011 - European Journal for Philosophy of Science 1 (3):309-334.
    Our concern is in explaining how and why models give us useful knowledge. We argue that if we are to understand how models function in the actual scientific practice the representational approach to models proves either misleading or too minimal. We propose turning from the representational approach to the artefactual, which implies also a new unit of analysis: the activity of modelling. Modelling, we suggest, could be approached as a specific practice in which concrete artefacts, i.e., models, are constructed with (...)
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  16.  34
    Why Boys Achieve Less at School Than Girls: The Difference Between Boys' and Girls' Academic Culture.Mieke Van Houtte* - 2004 - Educational Studies 30 (2):159-173.
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  17.  47
    Epistemology for Interdisciplinary Research – Shifting Philosophical Paradigms of Science.Mieke Boon & Sophie Van Baalen - 2018 - European Journal for Philosophy of Science 9 (1):16.
    In science policy, it is generally acknowledged that science-based problem-solving requires interdisciplinary research. For example, policy makers invest in funding programs such as Horizon 2020 that aim to stimulate interdisciplinary research. Yet the epistemological processes that lead to effective interdisciplinary research are poorly understood. This article aims at an epistemology for interdisciplinary research, in particular, IDR for solving ‘real-world’ problems. Focus is on the question why researchers experience cognitive and epistemic difficulties in conducting IDR. Based on a study of educational (...)
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  18.  36
    How Science is Applied in Technology.Mieke Boon - 2006 - International Studies in the Philosophy of Science 20 (1):27 – 47.
    Unlike basic sciences, scientific research in advanced technologies aims to explain, predict, and (mathematically) describe not phenomena in nature, but phenomena in technological artefacts, thereby producing knowledge that is utilized in technological design. This article first explains why the covering-law view of applying science is inadequate for characterizing this research practice. Instead, the covering-law approach and causal explanation are integrated in this practice. Ludwig Prandtl's approach to concrete fluid flows is used as an example of scientific research in the engineering (...)
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  19.  23
    Moral Problems Experienced by Nurses When Caring for Terminally Ill People: A Literature Review.Jean-Jacques Georges & Mieke Grypdonck - 2002 - Nursing Ethics 9 (2):155-178.
    This article is a review of the literature on the subject of how nurses who provide palliative care are affected by ethical issues. Few publications focus directly on the moral experience of palliative care nurses, so the review was expanded to include the moral problems experienced by nurses in the care of the terminally ill patients. The concepts are first defined, and then the moral attitudes of nurses, the threats to their moral integrity, the moral problems that are perceived by (...)
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  20. In Defense of Engineering Sciences.Mieke Boon - 2011 - Techne 15 (1):49-71.
    This article presents an overview of discussions in the philosophy of technology on epistemological relations between science and technology, illustrating that often several mutually entangled issues are at stake. The focus is on conceptual and ideological issues concerning the relationship between scientific and technological knowledge. It argues that a widely accepted hierarchy between science and technology, which echoes classic conceptions of epistêmê and technê, engendered the need of emancipating technology from science, thus shifting focus to epistemic aspects of engineering design (...)
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  21.  10
    The role of disciplinary perspectives in an epistemology of scientific models.Mieke Boon - 2020 - European Journal for Philosophy of Science 10 (3):1-34.
    The purpose of this article is to develop an epistemology of scientific models in scientific research practices, and to show that disciplinary perspectives have crucial role in such an epistemology. A transcendental approach is taken, aimed at explanations of the kinds of questions relevant to the intended epistemology, such as “How is it possible that models provide knowledge about aspects of reality?” The approach is also pragmatic in the sense that the questions and explanations must be adequate and relevant to (...)
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  22.  40
    Scientific Concepts in the Engineering Sciences.Mieke Boon - 2012 - In Uljana Feest & Friedrich Steinle (eds.), Scientific Concepts and Investigative Practice. De Gruyter. pp. 3--219.
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  23.  31
    Diagrammatic Models in the Engineering Sciences.Mieke Boon - 2008 - Foundations of Science 13 (2):127-142.
    This paper is concerned with scientific reasoning in the engineering sciences. Engineering sciences aim at explaining, predicting and describing physical phenomena occurring in technological devices. The focus of this paper is on mathematical description. These mathematical descriptions are important to computer-aided engineering or design programs (CAE and CAD). The first part of this paper explains why a traditional view, according to which scientific laws explain and predict phenomena and processes, is problematic. In the second part, the reasons of these methodological (...)
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  24.  24
    Technological Instruments in Scientific Experimentation.Mieke Boon - 2004 - International Studies in the Philosophy of Science 18 (2 & 3):221 – 230.
  25.  57
    Two Styles of Reasoning in Scientific Practices: Experimental and Mathematical Traditions.Mieke Boon - 2011 - International Studies in the Philosophy of Science 25 (3):255 - 278.
    This article outlines a philosophy of science in practice that focuses on the engineering sciences. A methodological issue is that these practices seem to be divided by two different styles of scientific reasoning, namely, causal-mechanistic and mathematical reasoning. These styles are philosophically characterized by what Kuhn called ?disciplinary matrices?. Due to distinct metaphysical background pictures and/or distinct ideas of what counts as intelligible, they entail distinct ideas of the character of phenomena and what counts as a scientific explanation. It is (...)
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  26.  44
    Telling, Showing, Showing Off.Mieke Bal - 1992 - Critical Inquiry 18 (3):556-594.
    The American Museum of Natural History is monumental not only in its architecture and design but also in its size, scope, and content. This monumental quality suggests in and of itself the primary meaning of the museum inherited from its history: comprehensive collecting as a form of domination.8 In this respect museums belong to an era of scientific and colonial ambition, from the Renaissance through the early twentieth century, with its climactic moment in the second half of the nineteenth century. (...)
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  27.  9
    Vulnerable Workers’ Employability Competences: The Role of Establishing Clear Expectations, Developmental Inducements, and Social Organizational Goals.Mieke Audenaert, Beatrice Van der Heijden, Neil Conway, Saskia Crucke & Adelien Decramer - 2020 - Journal of Business Ethics 166 (3):627-641.
    Using an ethical approach to the study of employability, we question the mainstream approach to career self-direction. We focus on a specific category of employees that has been neglected in past research, namely vulnerable workers who have been unemployed for several years and who have faced multiple psychosocial problems. Building on the Ability-Motivation-Opportunity model, we examine how establishing clear expectations, developmental inducements, and social organizational goals can foster employability competences of vulnerable workers. Our study took place in the particularly relevant (...)
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  28.  29
    The Moral Aspects of Teacher Educators' Practices.Martijn Willemse, Mieke Lunenberg & Fred Korthagen - 2008 - Journal of Moral Education 37 (4):445-466.
    The growing political, social and scientific attention that is being devoted to the moral aspects of teaching has implications for teacher education. This paper reports on a study of the actual moral education practices of 54 teacher educators within one institution. We encouraged these teacher educators to make their values explicit and to explain how they put them into practice. Nine teacher educators were studied in detail. These teacher educators were then stimulated to reflect on their values by completing charts (...)
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  29.  28
    Narratology: Introduction to the Theory of Narrative.Lawrence R. Schehr, Christine van Boheemen & Mieke Bal - 1988 - Substance 17 (1):83.
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  30.  5
    Bullying the Brain? Longitudinal Links Between Childhood Peer Victimization, Cortisol, and Adolescent Brain Structure.Mieke R. du Plessis, Sanny Smeekens, Antonius H. N. Cillessen, Sarah Whittle & Berna Güroǧlu - 2019 - Frontiers in Psychology 9.
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  31.  89
    Social Explanation: Structures, Stories, and Ontology. A Reply to Díaz León, Saul, and Sterken.Sally Haslanger - 2018 - Disputatio 10 (50):245-273.
    In response to commentaries by Esa Díaz León, Jennifer Saul, and Ra- chel Sterken, I develop more fully my views on the role of structure in social and metaphysical explanation. Although I believe that social agency, quite generally, occurs within practices and structures, the relevance of structure depends on the sort of questions we are asking and what interventions we are considering. The emphasis on questions is also relevant in considering metaphysical and meta-metaphysical is- sues about realism with respect (...)
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  32.  10
    When Mindfulness Interacts With Neuroticism to Enhance Transformational Leadership: The Role of Psychological Need Satisfaction.Anouk Decuypere, Mieke Audenaert & Adelien Decramer - 2018 - Frontiers in Psychology 9.
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  33.  15
    Epistemology for Interdisciplinary Research – Shifting Philosophical Paradigms of Science.Sophie Baalen & Mieke Boon - 2019 - European Journal for Philosophy of Science 9 (1):1-28.
    In science policy, it is generally acknowledged that science-based problem-solving requires interdisciplinary research. For example, policy makers invest in funding programs such as Horizon 2020 that aim to stimulate interdisciplinary research. Yet the epistemological processes that lead to effective interdisciplinary research are poorly understood. This article aims at an epistemology for interdisciplinary research, in particular, IDR for solving ‘real-world’ problems. Focus is on the question why researchers experience cognitive and epistemic difficulties in conducting IDR. Based on a study of educational (...)
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  34.  31
    Mieke Bal's Preposterous Art History.Wayne Andersen - 2001 - The European Legacy 6 (3):353-362.
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  35.  13
    Mieke Bal, Loving Yusuf: Conceptual Travels From Present to Past.Svend Erik Larsen - 2012 - Nordic Journal of Aesthetics 23 (42).
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  36.  18
    Introduction to the Symposium 'Applying Science'.Rens Bod, Mieke Boon & Marcel Boumans - 2006 - International Studies in the Philosophy of Science 20 (1):1 – 3.
    Unlike basic sciences, scientific research in advanced technologies aims to explain, predict, and describe not phenomena in nature, but phenomena in technological artefacts, thereby producing knowledge that is utilized in technological design. This article first explains why the covering‐law view of applying science is inadequate for characterizing this research practice. Instead, the covering‐law approach and causal explanation are integrated in this practice. Ludwig Prandtl’s approach to concrete fluid flows is used as an example of scientific research in the engineering sciences. (...)
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  37. Bal, Mieke'Narratology, Introduction to the Theory of Narrative'.G. Prince - 1988 - Semiotica 68 (3-4):355-366.
     
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  38. An Introduction to Interdisciplinary Research: Theory and Practice.Steph Menken, Machiel Keestra, Lucas Rutting, Ger Post, Mieke de Roo, Sylvia Blad & Linda de Greef (eds.) - 2016 - Amsterdam University Press.
    This book (128 pp.) serves as an introduction and manual to guide students through the interdisciplinary research process. We are becoming increasingly aware that, as a result of technological developments and globalisation, problems are becoming so complex that they can only be solved through cooperation between multiple disciplines. Healthcare, climate change, food security, energy, financial markets and quality of life are just a few examples of issues that require scientists and academics to work in a crossdisciplinary way. As a result (...)
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  39.  3
    Discursive Dynamics in Gender Equality Politics: What About ‘Feminist Taboos’?Mieke Verloo, Petra Meier & Emanuela Lombardo - 2010 - European Journal of Women's Studies 17 (2):105-123.
    Discursive dynamics play an important role in shaping the meanings of gender equality. The article discusses the relation between hegemonic discourses on gender equality policies and feminist taboos. It suggests that feminist scholars could paradoxically be trapped in hegemonic discourses on gender equality policies that may lead to taboos about particular approaches to and interpretations of such policies. Three main feminist hegemonic discourses are considered to act as taboos. They deal with the possibility to overcome patriarchy, the role of elites (...)
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  40.  22
    Between Logic and the World: An Integrated Theory of Generics. [REVIEW]Rachel Katharine Sterken - 2016 - Notre Dame Philosophical Reviews 16.
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  41.  18
    Routledge Handbook of Social and Political Philosophy of Language.Justin Khoo & Rachel Katharine Sterken (eds.) - 2021 - Routledge.
    Part 1. Social and political language: methodological and foundational Issues 1. Conceptual engineering in philosophy (Matti Eklund) 2. Social ontology (Mari Mikkola) 3. An invitation to social and political metasemantics (Derek Ball) 4. Linguistic prescriptivism (Alex Barber) 5. Speech acts (Rachel McKinney and Dan Harris) 6. On the Uselessness of the Distinction between Ideal and Non-Ideal Theory (at least in the Philosophy of Language) (Herman Cappelen and Josh Dever) Part 2. Non-ideal semantics and pragmatics 7. Lying, Deception, and Epistemic Advantage (...)
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  42.  2
    Contentious Citizenship: Feminist Debates and Practices and European Challenges.Mieke Verloo & Emanuela Lombardo - 2009 - Feminist Review 92 (1):108-128.
    Citizenship is both a contentious and contested struggle about the creation of rights, duties, and opportunities. Feminist practices and debates can clarify the meaning of citizenship. This is because the form of feminist practices, characterized by an ongoing struggle, and the content of feminist debates, focusing on gender and other inequalities, recognition of different voices, and critiques of the public and private dichotomy, are particularly suited for dealing with the challenges of contentious and contested processes of citizenship. We argue more (...)
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  43.  2
    'Handhaven'of'herroepen'? De vraagstelling in twaalf gemeentelijke volksraadplegingen in Vlaanderen onderzocht.Mieke Beckers & Jaak Billiet - 2009 - Res Publica: Tijdschrift Voor Politologie 51 (1):53-82.
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  44.  1
    ‘Handhaven’ of ‘herroepen’? De vraagstelling in twaalf gemeentelijke volksraadplegingen in Vlaanderen onderzocht.Mieke Beckers & Jaak Billiet - 2009 - Res Publica 51 (1):53-82.
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  45.  20
    Self-Assurance and Self-Denial: Repositioning the Individual in Contemporary Chinese Society.Mieke Matthyssen & Bart Dessein - forthcoming - Synthesis Philosophica.
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  46.  19
    Zheng Banqiao’s Nande Hutu and “the Art of Being Muddled” in Contemporary China: Guest Editor’s Introduction.Mieke Matthyssen - 2015 - Contemporary Chinese Thought 46 (4):3-25.
    :In 1751, Zheng Banqiao wrote his famous calligraphy Nande hutu. Inquiries into the calligraphy reveal different dimensions of the saying. Its most popular interpretation can be found in self-improvement books on “the art of being muddled”. What academic, official, and popular discourses on the saying have in common is their dialectical reasoning and frequent references to other popular related sayings, to quotes from the ancient classics, and to ancient heroes and historical figures. This issue will explore a few interpretations of (...)
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  47. Market Socialism as a Culture of Cooperation.Mieke Meurs - 1994 - Politics and Society 22 (4):523-533.
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  48. Introduction: Philosophy of Science in Practice. [REVIEW]Rachel Ankeny, Hasok Chang, Marcel Boumans & Mieke Boon - 2011 - European Journal for Philosophy of Science 1 (3):303-307.
    Introduction: philosophy of science in practice Content Type Journal Article Category Editorial Article Pages 303-307 DOI 10.1007/s13194-011-0036-4 Authors Rachel Ankeny, School of History & Politics, University of Adelaide, Napier Building, The University of Adelaide, Adelaide, SA 5005, Australia Hasok Chang, Department of History and Philosophy of Science, University of Cambridge, Free School Lane, Cambridge, CB2 3RH UK Marcel Boumans, Faculty of Economics and Business, University of Amsterdam, Valckenierstraat 65-67, 1018 XE Amsterdam, The Netherlands Mieke Boon, Department of Philosophy, University (...)
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  49.  16
    An Epistemological Shift: From Evidence-Based Medicine to Epistemological Responsibility.Sophie van Baalen & Mieke Boon - 2015 - Journal of Evaluation in Clinical Practice 21 (3):433-439.
  50.  17
    Why Shared Decision Making is Not Good Enough: Lessons From Patients.Gert Olthuis, Carlo Leget & Mieke Grypdonck - 2014 - Journal of Medical Ethics 40 (7):493-495.
    A closer look at the lived illness experiences of medical professionals themselves shows that shared decision making is in need of a logic of care. This paper underlines that medical decision making inevitably takes place in a messy and uncertain context in which sharing responsibilities may impose a considerable burden on patients. A better understanding of patients’ lived experiences enables healthcare professionals to attune to what individual patients deem important in their lives. This will contribute to making medical decisions in (...)
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