Results for 'Patricia M. Greer'

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  1.  36
    Book reviews and notices. [REVIEW]Robert Menzies, Julius Lipner, Pradip Bhattacharya, Christian K. Wedemeyer, Carl Olson, Kate Brittlebarik, Karen Pechilis Prentiss, David Carpenter, Anne E. Monius, Robin Rinehart, Patricia M. Greer, John Grimes, Srimati Basu, Lorilai Biernacki, Reid B. Locklin, Srimati Basu, Michael H. Eisher, Doris R. Jakobsh, Steve Derné, Gail M. Harley, Gavin Flood, Frederick M. Smith & Ariel Glucklich - 2002 - International Journal of Hindu Studies 6 (1):75-110.
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  2.  13
    Practical Considerations for Reviving the CPR/DNR Conversation.Patricia Diane Scripko & David Matthew Greer - 2010 - American Journal of Bioethics 10 (1):74-75.
  3.  53
    Language, tools and brain: The ontogeny and phylogeny of hierarchically organized sequential behavior.Patricia M. Greenfield - 1991 - Behavioral and Brain Sciences 14 (4):531-551.
    During the first two years of human life a common neural substrate underlies the hierarchical organization of elements in the development of speech as well as the capacity to combine objects manually, including tool use. Subsequent cortical differentiation, beginning at age two, creates distinct, relatively modularized capacities for linguistic grammar and more complex combination of objects. An evolutionary homologue of the neural substrate for language production and manual action is hypothesized to have provided a foundation for the evolution of language (...)
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  4.  14
    The role of honour concerns in emotional reactions to offences.Patricia M. Rodriguez Mosquera, Antony S. R. Manstead & Agneta H. Fischer - 2002 - Cognition and Emotion 16 (1):143-163.
  5.  63
    Saints and Heroes: A Plea for the Supererogatory.Patricia M. McGoldrick - 1984 - Philosophy 59 (230):523 - 528.
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  6.  6
    Merleau-Ponty: Space, Place, Architecture.Patricia M. Locke & Rachel McCann (eds.) - 2015 - Ohio University Press.
    The first collection devoted to Merleau-Ponty's contributions to our understanding of architecture and place.
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  7.  44
    The friendship model of physician/patient relationship and patient autonomy.Patricia M. L. Illingworth - 1988 - Bioethics 2 (1):22–36.
  8. Intersubjectivity and domination: A feminist investigation of the sociology of Alfred Schutz.Patricia M. Lengermann & Jill Niebrugge - 1995 - Sociological Theory 13 (1):25-36.
    This paper argues the case for a renewed interest in Schutz's work by extending his theory of the conscious subject to the feminist concern with the issue of domination. We present a theoretical analysis of the subjective and intersubjective experiences of individuals relating to each other as dominant and subordinate; as our theoretical point of departure we use Schutz's concepts of the we-relation, the assumption of reciprocity of perspectives, typification, working, taken-for-grantedness, and relevance. Schutz's sociology of the conscious subject is (...)
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  9.  31
    Shackling the Imagination: Education for Virtue in Plato and Rousseau.Patricia M. Lines - 2009 - Humanitas: Interdisciplinary journal (National Humanities Institute) 22 (1):40-68.
  10. Classical feminist social theory.Patricia M. Lengermann & Jill Niebrugge-Brantley - 2001 - In Barry Smart & George Ritzer (eds.), Handbook of Social Theory. Sage Publications.
  11.  29
    The Classrooms All Young Children Need: Lessons in Teaching From Vivian Paley.Patricia M. Cooper - 2009 - University of Chicago Press.
    In The Classrooms All Young Children Need, Patricia M. Cooper takes a synoptic view of Paley’s many books and articles, charting the evolution of Paley’s ...
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  12.  1
    The Classrooms All Young Children Need: Lessons in Teaching From Vivian Paley.Patricia M. Cooper - 2011 - University of Chicago Press.
    Teacher and author Vivian Paley is highly regarded by parents, educators, and other professionals for her original insights into such seemingly everyday issues as play, story, gender, and how young children think. In _The Classrooms All Young Children Need_, Patricia M. Cooper takes a synoptic view of Paley’s many books and articles, charting the evolution of Paley’s thinking while revealing the seminal characteristics of her teaching philosophy. This careful analysis leads Cooper to identify a pedagogical model organized around two (...)
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  13.  57
    From hand to mouth.Patricia M. Greenfield - 1991 - Behavioral and Brain Sciences 14 (4):577-595.
  14. Mountains and Passes: Traversing the Landscape of Ethics and Student Affairs Administration.Patricia M. Lampkin - 1999 - National Association of Student Personnel Administration.
    This book uses the analogy of three mountains on the horizon that must be traveled in order to explore ethics in relation to student affairs. It contends there are three major approaches to ethics that represent three major approaches to the moral life: (1) principles-based; (2) case-based; and (3) virtues-based. In order to facilitate a person's experiences in using these approaches, an overview is presented, with an assessment of the strengths and weaknesses of the approaches. The chapters refer to an (...)
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  15. Kant's sublime: A form of pure aesthetic reflective judgment.Patricia M. Matthews - 1996 - Journal of Aesthetics and Art Criticism 54 (2):165-180.
  16.  48
    Hutcheson on the idea of beauty.Patricia M. Matthews - 1998 - Journal of the History of Philosophy 36 (2):233-259.
    Hutcheson on the I dea of B eauty PATRICIA M. MATTHEWS IN "POPPIES ON THE WHEAT," Helen Jackson compares the farmer's experience of "counting the bread and wine by autumn's gain" to the pleasure she feels on her observation of the same farm: A tropic tide of air with ebb and flow Bathes all the fields of wheat until they glow Like flashing seas of green, which toss and beat Around the vines? Although we may express ourselves less poetically, (...)
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  17.  89
    Aesthetic appreciation of art and nature.Patricia M. Matthews - 2001 - British Journal of Aesthetics 41 (4):395-410.
  18.  53
    Antigone’s Claim, Kinship Between Life and Death. [REVIEW]Patricia M. Locke - 2002 - The Owl of Minerva 33 (2):251-254.
    In this slim volume of three lectures, Judith Butler reads Sophocles’ Antigone with a care often reserved for Oedipus himself. She takes on Hegel’s interpretation of the play, found primarily in the Phenomenology and the Philosophy of Right. While Butler intends to challenge Hegel’s reading, she begins the book with an epigraph from the Aesthetics: “They are gripped and shattered by something intrinsic to their own being.” It is this engagement with the texts, the sense that Antigone’s fate is our (...)
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  19.  51
    Incommensurability.Patricia M. Locke - 2003 - Hypatia 18 (4):1-2.
  20. Paradigms of cultural thought.Patricia M. Greenfield - 2005 - In K. Holyoak & B. Morrison (eds.), The Cambridge Handbook of Thinking and Reasoning. Cambridge University Press. pp. 663--682.
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  21.  5
    Attachment Relationships as Semiotic Scaffolding Systems.Patricia M. Crittenden & Andrea Landini - 2015 - Biosemiotics 8 (2):257-273.
    This paper describes the semiotic process by which parents, as attachment figures, enable infants to learn to make meaning. It also applies these ideas to psychotherapy, with the therapist functioning as transitional attachment figures to patients where therapy attempts to change semiotic processes that have led to maladaptive behavior. Three types of semiotic processes are described in attachment terminology and these are offered as possible precursors of a neuro-behavioral nosology tying mental illness to adaptation. Non-conscious biosemiotic processes in infant-parent attachment (...)
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  22.  61
    The Concept of Style.Patricia M. Locke - 1988 - Review of Metaphysics 41 (3):627-628.
    Style is a complex and problematic term in the critical vocabulary of several disciplines. The eleven authors represented in this volume draw on art history, philosophy, literary theory, and musicology to take on the task of defining "style" precisely, not only within their fields but with cross-disciplinary emphasis. First published in 1979, these essays resulted from lectures given at the Summer Institute in Aesthetics held in Boulder, Colorado, in 1977. Despite the intervening effect of deconstruction, which is barely mentioned, they (...)
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  23. The professional development of college science professors as science teacher educators.Patricia M. Fedock, Ron Zambo & William W. Cobern - 1996 - Science Education 80 (1):5-19.
     
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  24.  40
    Stylistics: Rethinking the Artforms after HegelSystematic Aesthetics.Patricia M. Locke - 1998 - The Owl of Minerva 30 (1):137-140.
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  25.  41
    Hegel's Theory of Aesthetic Judgment.Patricia M. Locke - 1997 - The Owl of Minerva 29 (1):84-86.
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  26.  38
    Desire, Dialectic and Otherness: An Essay on Origins.Patricia M. Locke - 1988 - Review of Metaphysics 41 (4):826-828.
    The key word in the title is 'otherness', since this book aims to show how even Hegel, the master of dialectic, fails to adequately explain the phenomenon of otherness. Desmond claims that the common experience of difference can be thought of from four basic perspectives of which dialectic is one. Dialectic has advantages over two of them, yet the last category, the metaxological, is best able to account for the intentional infinity that human beings have paradoxically within the finite boundaries (...)
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  27.  19
    Merold Westphal, "Hegel, Freedom, and Modernity". [REVIEW]Patricia M. Locke - 1994 - Journal of the History of Philosophy 32 (1):148.
  28.  22
    Philosophy and Art.Patricia M. Locke - 1992 - Review of Metaphysics 45 (4):849-850.
    This collection of essays has the advantages and disadvantages of having been given, for the most part, as lectures. At their best, the voices are lively and fresh. Ted Cohen's essay on the artistic merit of television, in particular, the effect of watching baseball on television, is quite good. He sets philosophers the task of describing television's transformation of character and of time and space. He cautions against looking at television shows as if we were seeing movies, for that looking (...)
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  29.  19
    Hegel and His Critics: Philosophy in the Aftermath of Hegel.Patricia M. Locke - 1991 - Review of Metaphysics 44 (3):623-624.
    Philosophy in the "aftermath" of Hegel is an apt subtitle for this collection of essays from the Ninth Biennial Meeting of the Hegel Society of America. A dozen articles, most with commentaries, show the healthy diversity of Hegelian summer crops springing up after the seemingly devastating mowing of his system by nineteenth- and twentieth-century philosophers. While the major critics are given their due, the general consensus of these articles is that Hegel's thought withstands their attacks.
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  30.  24
    Reading the Book of Nature: A Phenomenological Study of Creative Expression in Science and Painting.Patricia M. Locke - 1990 - Review of Metaphysics 43 (3):637-639.
    There is a striking resemblance between the metaphors Galileo and Cézanne use to describe nature. Galileo claims "this grand book, the universe" is written in a mathematical language that alone can lead us out of the "dark labyrinth" of human ignorance. Cézanne suggests that "to read nature is to see it, as if through a veil" in terms of a harmonious arrangement of colors. The identification of reading with light and clarity about the world, seen against a dark ground that (...)
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  31.  23
    Hegel's Phenomenology of the "We.".Patricia M. Locke - 1989 - Review of Metaphysics 43 (2):413-414.
    The question must be asked: are we, the readers, included in the "we" of the Phenomenology of Spirit? Are we omnipresent, at times distantly observing the emerging shapes of consciousness, at times plunging in to assist the delivery of those shapes? We are dying to know, and David Parry's book satisfies that desire. If readers are to comprehend the unfolding of the Hegelian science, Parry claims, they must imitate the "we's" activity. As participants in the task, readers can answer the (...)
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  32.  16
    Antigone's Flaw.Patricia M. Lines - 1999 - Humanitas 12 (1):4-15.
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  33.  9
    Intimate Intertwining.Patricia M. Locke - 2016 - Chiasmi International 18:247-260.
    Recent biological studies have wrought a sea-change in our understanding of our intimate relations with the microbiota dwelling within or upon the human body. Since these microorganisms are imperceptible, we have access to them only indirectly, through data analysis, rather than through experiments or tools that enhance human observation. Merleau-Ponty’s understanding of the human subject and our relations with animals depends upon perception in a dynamic of reversibility. Thus both the scientific method of approach and the extension of subjectivity to (...)
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  34.  9
    Stylistics: Rethinking the Artforms after Hegel. [REVIEW]Patricia M. Locke - 1998 - The Owl of Minerva 30 (1):137-140.
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  35. Religion and World Order: How are They Related?Patricia M. Mische - 1997 - Bulletin of Science, Technology and Society 17 (4):183-186.
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  36.  20
    Protolanguage in ontogeny and phylogeny Combining deixis and representation.Patricia M. Greenfield, Heidi Lyn & Sue E. Savage-Rumbaugh - 2008 - Interaction Studies 9 (1):34-50.
  37.  63
    Language, tools, and brain revisited.Patricia M. Greenfield - 1998 - Behavioral and Brain Sciences 21 (1):159-163.
    The target article presented a model to stimulate further research and ultimately, a more definitive theory of the ontogeny and phylogeny of hierarchically organized sequential activity. Methodologically, it was intended to stimulate methods for integrating data from different neuropsychological techniques. This response to Givon and Swann focuses on several substantive areas: the role of automaticity in hierarchically organized activity and its neural substrate, the neural ontogeny of planning, cognitive and neural architecture for language functions, and the role of environmental input (...)
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  38.  16
    Processing strategies in the acquisition of relative clauses: Universal principles and language-specific realizations.Patricia M. Clancy, Hyeonjin Lee & Myeong-Han Zoh - 1986 - Cognition 24 (3):225-262.
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  39.  72
    Symbolic interactionism and critical perspective: Divergent or synergistic?Patricia M. Burbank & Diane C. Martins - 2010 - Nursing Philosophy 11 (1):25-41.
    Throughout their history, symbolic interactionism and critical perspective have been viewed as divergent theoretical perspectives with different philosophical underpinnings. A review of their historical and philosophical origins reveals both points of divergence and areas of convergence. Their underlying philosophies of science and views of human freedom are different as is their level of focus with symbolic interactionism having a micro perspective and critical perspective using a macro perspective. This micro/macro difference is reflected in the divergence of their major concepts, goals (...)
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  40.  4
    Céli Dé—Ascetics or Mystics? Máelrúain of Tallaght and Óengus Céle Dé as Case Studies.Patricia M. Rumsey - 2017 - Perichoresis 15 (3):49-66.
    The Céli Dé monks as we see them in the texts associated with their monasteries had a reputation for extreme asceticism. Following their leader, MáelRúain, who had an especially stern reputation for rigorous observance, they believed heaven had to be earned by saying many prayers, by penitential practices and by intense personal effort and striving on the part of each individual monk. To this end, they engaged in such practices as rigorous fasting, long vigils, confession of sins, strict Sabbath observance (...)
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  41.  23
    Educating for Professionalism: What Counts? Who's Counting?Patricia M. Surdyk - 2003 - Cambridge Quarterly of Healthcare Ethics 12 (2):155-160.
    “Character counts at Central High” is the message frequently exhibited on the curbside marquee outside our local secondary school. Its meaning, however, is left to interpretation by those who happen to drive by the electronic display. More than likely, the deceptively simple declaration implies that Central's curriculum and associated activities are value laden, that they somehow address the collective and somewhat ambiguous set of traits we label “character.” It is a hopeful message to those who consider forming the character of (...)
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  42.  5
    Honor and harmed social-image. Muslims’ anger and shame about the cartoon controversy.Patricia M. Rodriguez Mosquera - 2017 - Cognition and Emotion 32 (6):1205-1219.
    ABSTRACTTwo studies examined anger and shame, and their associated appraisals and behavioral intentions, in response to harm to an in-group's social-image. In Study 1, 37 British Muslims reported incidents in which they were devalued as Muslims. In Study 2, 108 British Muslims were presented with objective evidence of their in-group's devaluation: the controversial cartoons about Prophet Muhammad The appraisal of harm to social-image predicted anger and shame, whereas the appraisal of offense only predicted anger. Anger was a more empowering response (...)
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  43.  62
    Errata.Patricia M. Greenfield - 1992 - Behavioral and Brain Sciences 15 (2):423-423.
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  44.  3
    Native American land ethics: Implications for natural resource management.Patricia M. Jostad, Leo H. McAvoy & Daniel McDonald - 1996 - Society and Natural Resources 9 (6):565-581.
    Native American land ethics are not well understood by many governmental natural resource managers. This article presents the results of interviews with selected tribal elders, tribal land managers, and tribal content experts concerning traditional beliefs and values forming a land ethic and how these influence tribal land management practices. The Native American land ethic that emerged from this study includes four belief areas: “All Is Sacred”; ; “Right Action”; ; “All Is Interrelated”; ; and “Mother Earth”;. Traditional Native American beliefs (...)
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  45.  18
    Spatial reversal learning in the lizard Coleonyx variegatus.Patricia M. Kirkish, James L. Fobes & Ann M. Richardson - 1979 - Bulletin of the Psychonomic Society 13 (4):265-267.
  46. Punishment of war crimes by international tribunals.Patricia M. Wald - 2002 - Social Research: An International Quarterly 69 (4):1125-1140.
     
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  47. Problem: The Validity of Sense Perception.M. Patricia - 1938 - Proceedings and Addresses of the American Philosophical Association 14:121.
     
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  48.  42
    Explaining without blaming the victim.Patricia M. L. Illingworth - 1990 - Journal of Social Philosophy 21 (2-3):117-126.
  49.  30
    Developmental processes in the language learning of child and chimp [SR&B].Patricia M. Greenfield - 1978 - Behavioral and Brain Sciences 1 (4):573-574.
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  50.  39
    Author's response.Patricia M. Greenfield - 2001 - Behavioral and Brain Sciences 25 (1):153-154.
    Ronan Reilly's connectionist simulation both strengthens and advances the theoretical model presented in my 1991 target article, “Language, Tools, and Brain: The Ontogeny and Phylogeny of Hierarchically Organized Sequential Behavior.” Reilly has tested the whole ontogenetic model with a single simulation study explicitly planned for this purpose. His methodology has established that the various components of the theoretical model imply and are compatible with one another. It has also indicated how learning can actualize a pre-established ontogenetic sequence of combining lingusitic (...)
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