Results for 'R. Kantety'

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  1.  19
    Group 3 chromosome bin maps of wheat and their relationship to rice chromosome 1.J. D. Munkvold, R. A. Greene, C. E. Bermudez-Kandianis, C. M. La Rota, H. Edwards, S. F. Sorrells, T. Dake, D. Benscher, R. Kantety, A. M. Linkiewicz, J. Dubcovsky, E. D. Akhunov, J. Dvořák, Miftahudin, J. P. Gustafson, M. S. Pathan, H. T. Nguyen, D. E. Matthews, S. Chao, G. R. Lazo, D. D. Hummel, O. D. Anderson, J. A. Anderson, J. L. Gonzalez-Hernandez, J. H. Peng, N. Lapitan, L. L. Qi, B. Echalier, B. S. Gill, K. G. Hossain, V. Kalavacharla, S. F. Kianian, D. Sandhu, M. Erayman, K. S. Gill, P. E. McGuire, C. O. Qualset & M. E. Sorrells - unknown
    The focus of this study was to analyze the content, distribution, and comparative genome relationships of 996 chromosome bin-mapped expressed sequence tags accounting for 2266 restriction fragments on the homoeologous group 3 chromosomes of hexaploid wheat. Of these loci, 634, 884, and 748 were mapped on chromosomes 3A, 3B, and 3D, respectively. The individual chromosome bin maps revealed bins with a high density of mapped ESTs in the distal region and bins of low density in the proximal region of the (...)
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  2.  60
    F. R. D. Goodyear: Tacitus. (Greece and Rome, New Surveys in the Classics, 4.) Pp. 44. Oxford: Clarendon Press, 1970. Paper, 35p.R. H. Martin - 1977 - The Classical Review 27 (1):117-117.
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  3.  93
    Theory and practice in education.R. F. Dearden - 1980 - Journal of Philosophy of Education 14 (1):17–29.
    R F Dearden; Theory and Practice in Education, Journal of Philosophy of Education, Volume 14, Issue 1, 30 May 2006, Pages 17–29, https://doi.org/10.1111/j.1467-.
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  4.  13
    The Ancient Concept of Progress: And Other Essays on Greek Literature and Belief.E. R. Dodds - 1973 - New York: Oxford University Press UK.
    This provocative collection of essays written by the influential Greek scholar E. R. Dodds between 1929 and 1971. represents the wide range of his literary and philosophical interests. Insightful and learned, the essays combine profound scholarship with the lucid humanity of a teacher awareof the special value of Greek studies in the modern world.
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  5.  73
    Sleeping Beauty: a simple solution.R. Weintraub - 2004 - Analysis 64 (1):8-10.
    I defend the suggestion that the rational probability in the Sleeping Beauty paradox is one third. The reasoning in its favour is familiar: for every heads-waking, there are two tails-wakings. To complete the defense, I rebut the reasoning which purports to justify the competing suggestion – that the correct probability is half – by undermining its premise, that no new information has been received.
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  6.  16
    Towards an environmentally sensitive healthcare ethics: ten tasks and one model.Kristine Bærøe, Anand Singh Bhopal & TOrbjørn Gundersen - 2024 - Journal of Medical Ethics 50 (6):382-383.
    In the face of environmental crises such as climate change, pollution and biodiversity loss—which all adversely impact on health—Gils-Schmidt and Salloch explore whether physicians can be justified in taking climate issues into account in clinical care.1 While their approach centres on the ‘climate-sensitive’ decisions, physicians can carry out on the micro-level of clinical decision-making, they encourage further discussions on how climate-related issues can be included across different levels of decision-making in healthcare. We propose a list of tasks and a model (...)
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  7. Professions and professionalism.R. S. Downie - 1990 - Journal of Philosophy of Education 24 (2):147–159.
    R S Downie; Professions and Professionalism, Journal of Philosophy of Education, Volume 24, Issue 2, 30 May 2006, Pages 147–159, https://doi.org/10.1111/j.1467-.
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  8.  22
    Philosophy of Medicine: An Introduction.R. Paul Thompson & Ross Upshur - 2016 - New York: Routledge. Edited by Ross Upshur.
    What kind of knowledge is medical knowledge? Can medicine be explained scientifically? Is disease a scientific concept, or do explanations of disease depend on values? What is ‘evidence-based’ medicine? Are advances in neuroscience bringing us closer to a scientific understanding of the mind? The nature of medicine raises fundamental questions about explanation, causation, knowledge and ontology – questions that are central to philosophy as well as medicine. In this book Paul R. Thompson and Ross E. G. Upshur introduce the fundamental (...)
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  9.  36
    The generalized Sleeping Beauty problem: a challenge for thirders.R. White - 2006 - Analysis 66 (2):114-119.
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  10.  15
    Back to the 3 R’s: Rights, Responsibilities and Reasoning.Kenneth R. Westphal - 2016 - SATS 17 (1):21-60.
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  11. Tuḥfat al-abrār: sharḥ Ayyuhā al-walad al-muḥibb.Nūr al-Dīn Qūṭayṭ - 2010 - al-Munūfīyah, Miṣr: Ṣawt al-Qalam al-ʻArabī.
  12.  71
    Towards an axiology of knowledge.R. W. K. Paterson - 1979 - Journal of Philosophy of Education 13 (1):91–100.
    R W K Paterson; Towards an Axiology of Knowledge, Journal of Philosophy of Education, Volume 13, Issue 1, 30 May 2006, Pages 91–100, https://doi.org/10.1111/j.1.
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  13.  31
    An Historian's Approach to Religion.R. J. Adam - 1959 - Philosophical Quarterly 9 (34):94.
  14.  15
    In the Grip of Disease: Studies in the Greek Imagination.G. E. R. Lloyd - 2003 - Oxford University Press UK.
    This original and lively book explores Greek ideas about health and disease and their influence on Greek thought. Fundamental issues such as causation and responsibility, purification and pollution, mind-body relations and gender differences, authority and the expert and who can challenge them, reality and appearances, good government, happiness, and good and evil themselves are deeply implicated. Using the evidence not just from Greek medical theory and practice but also from epic, lyric, tragedy, historiography, philosophy, and religion, G. E. R. Lloyd (...)
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  15.  41
    The essential divine-perfection objection to the free-will defence: Alexander R. Pruss.Alexander R. Pruss - 2008 - Religious Studies 44 (4):433-444.
    The free-will defence holds that the value of significant free will is so great that God is justified in creating significantly free creatures even if there is a risk or certainty that these creatures will sin. A difficulty for the FWD, developed carefully by Quentin Smith, is that God is unable to do evil, and yet surely lacks no genuinely valuable kind of freedom. Smith argues that the kind of freedom that God has can be had by creatures, without a (...)
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  16. Principii di logica reale: lezioni fatte nel secondo corso del R. liceo "Umberto I" di Roma.Nicolò R. D' Alfonso - 1894 - Torino: G. B. Paravia e c..
     
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  17.  11
    The Phaedo: Ed. with intro., notes, and app.R. D. Plato & Archer-Hind - 1973 - London,: Beaufort Books. Edited by Patrick Duncan.
  18.  14
    Professions and Professionalism.R. S. Downie - 1990 - Journal of Philosophy of Education 24 (2):147-159.
    R S Downie; Professions and Professionalism, Journal of Philosophy of Education, Volume 24, Issue 2, 30 May 2006, Pages 147–159, https://doi.org/10.1111/j.1467-.
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  19.  19
    Education, Love of One’s Subject, and the Love of Truth.R. K. Elliott - 1974 - Journal of Philosophy of Education 8 (1):135-153.
    R K Elliott; Education, Love of One’s Subject, and the Love of Truth, Journal of Philosophy of Education, Volume 8, Issue 1, 30 May 2006, Pages 135–153, https:/.
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  20.  9
    The Principles of History: And Other Writings in Philosophy of History.R. G. Collingwood (ed.) - 1999 - New York: Oxford University Press UK.
    Published here for the first time in paperback is much of a final and long-anticipated work on philosophy of history by the renowned Oxford philosopher, historian, and archaeologist R. G. Collingwood. The original text of this uncompleted work was only recently discovered in the archives of Oxford University Press. Also found there were two conclusions written by Collingwood for lectures which were eventually revised and published as The Idea of Nature, but which have relevance to his philosophy of history as (...)
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  21.  42
    Education, love of one's subject, and the love of truth.R. K. Elliott - 1974 - Journal of Philosophy of Education 8 (1):135–153.
    R K Elliott; Education, Love of One’s Subject, and the Love of Truth, Journal of Philosophy of Education, Volume 8, Issue 1, 30 May 2006, Pages 135–153, https:/.
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  22.  27
    Versions of creativity.R. K. Elliott - 1971 - Journal of Philosophy of Education 5 (2):139–152.
    R K Elliott; Versions of Creativity, Journal of Philosophy of Education, Volume 5, Issue 2, 30 May 2006, Pages 139–152, https://doi.org/10.1111/j.1467-9752.1971.
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  23.  29
    Towards an Axiology of Knowledge.R. W. K. Paterson - 1979 - Journal of Philosophy of Education 13 (1):91-100.
    R W K Paterson; Towards an Axiology of Knowledge, Journal of Philosophy of Education, Volume 13, Issue 1, 30 May 2006, Pages 91–100, https://doi.org/10.1111/j.1.
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  24.  57
    Education and Justification.R. S. Peters - 1977 - Journal of Philosophy of Education 11 (1):28-38.
    R S Peters; Education and Justification, Journal of Philosophy of Education, Volume 11, Issue 1, 30 May 2006, Pages 28–38, https://doi.org/10.1111/j.1467-9752.1.
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  25.  30
    Book Symposium on Kenneth R. Westphal’s How Hume and Kant Reconstruct Natural Law.Kenneth R. Westphal - 2019 - Filozofija I Društvo 30 (2):197-237.
    EDITED BY SLAVENKO ŠLJUKIĆBOOK SYMPOSIUM ON KENNETH R. WESTPHAL’S HOW HUME AND KANT RECONSTRUCT NATURAL LAW.
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  26.  29
    Theory and Practice in Education.R. F. Dearden - 1980 - Journal of Philosophy of Education 14 (1):17-29.
    R F Dearden; Theory and Practice in Education, Journal of Philosophy of Education, Volume 14, Issue 1, 30 May 2006, Pages 17–29, https://doi.org/10.1111/j.1467-.
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  27.  19
    The Concept of Development: A Reply to Professor Hamlyn.R. K. Elliott - 1975 - Journal of Philosophy of Education 9 (1):40-48.
    R K Elliott; The Concept of Development: A Reply to Professor Hamlyn, Journal of Philosophy of Education, Volume 9, Issue 1, 30 May 2006, Pages 40–48, https://d.
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  28.  16
    The Concept of Development: A Reply to Professor Hamlyn.R. K. Elliott - 1975 - Journal of Philosophy of Education 9 (1):40-48.
    R K Elliott; The Concept of Development: A Reply to Professor Hamlyn, Journal of Philosophy of Education, Volume 9, Issue 1, 30 May 2006, Pages 40–48, https://d.
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  29.  14
    The concept of development: A reply to professor Hamlyn.R. K. Elliott - 1975 - Journal of Philosophy of Education 9 (1):40–48.
    R K Elliott; The Concept of Development: A Reply to Professor Hamlyn, Journal of Philosophy of Education, Volume 9, Issue 1, 30 May 2006, Pages 40–48, https://d.
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  30.  17
    Versions of Creativity.R. K. Elliott - 1971 - Journal of Philosophy of Education 5 (2):139-152.
    R K Elliott; Versions of Creativity, Journal of Philosophy of Education, Volume 5, Issue 2, 30 May 2006, Pages 139–152, https://doi.org/10.1111/j.1467-9752.1971.
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  31.  33
    Education and Justification.R. S. Peters - 1977 - Journal of Philosophy of Education 11 (1):28-38.
    R S Peters; Education and Justification, Journal of Philosophy of Education, Volume 11, Issue 1, 30 May 2006, Pages 28–38, https://doi.org/10.1111/j.1467-9752.1.
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  32.  56
    Explanation, Deliberation, and Reasons.R. Jay Wallace - 2003 - Philosophy and Phenomenological Research 67 (2):429-435.
    Jonathan Dancy’s Practical Reality defends a strikingly nonpsychologistic account of motivating reasons for action. When we explain what people do by citing their reasons, we are trying to isolate the considerations that were actually effective in moving them to act. But it is crucial, Dancy contends, that these considerations be understood in a way that preserves their connection to the normative contexts in which the concept of a reason also has a place. The considerations that move agents to act are (...)
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  33.  29
    The Bohr Atom, Models, and Realism.R. I. G. Hughes - 1990 - Philosophical Topics 18 (2):71-84.
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  34.  24
    Why favour simplicity?R. White - 2005 - Analysis 65 (3):205-210.
  35.  54
    Aristotelian and Stoic Conceptions of Necessity in the De Fato of Alexander of Aphrodisias.R. W. Sharples - 1975 - Phronesis 20 (3):247-274.
  36.  19
    'Because I say so!' Some limitations upon the rationalisation of authority.R. T. Allen - 1987 - Journal of Philosophy of Education 21 (1):15–24.
    R T Allen; ‘Because I Say So!’ Some Limitations Upon the Rationalisation of Authority, Journal of Philosophy of Education, Volume 21, Issue 1, 30 May 2006, Page.
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  37.  12
    ‘Because I Say So!’ Some Limitations Upon the Rationalisation of Authority.R. T. Allen - 1987 - Journal of Philosophy of Education 21 (1):15-24.
    R T Allen; ‘Because I Say So!’ Some Limitations Upon the Rationalisation of Authority, Journal of Philosophy of Education, Volume 21, Issue 1, 30 May 2006, Page.
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  38.  39
    The concept of physical education.R. Carlisle - 1969 - Journal of Philosophy of Education 3 (1):5–22.
    R Carlisle; The Concept of Physical Education, Journal of Philosophy of Education, Volume 3, Issue 1, 30 May 2006, Pages 5–22, https://doi.org/10.1111/j.1467-97.
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  39.  15
    Happiness and Education.R. F. Dearden - 1968 - Journal of Philosophy of Education 2 (1):17-29.
    R F Dearden; Happiness and Education, Journal of Philosophy of Education, Volume 2, Issue 1, 30 May 2006, Pages 17–29, https://doi.org/10.1111/j.1467-9752.1968.
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  40.  48
    Aestheticism, imagination and schooling: A reply to Ruby Meager.R. K. Elliott - 1981 - Journal of Philosophy of Education 15 (1):33–42.
    R K Elliott; Aestheticism, Imagination and Schooling: a reply to Ruby Meager, Journal of Philosophy of Education, Volume 15, Issue 1, 30 May 2006, Pages 33–42.
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  41.  19
    Aestheticism, Imagination and Schooling: a reply to Ruby Meager.R. K. Elliott - 1981 - Journal of Philosophy of Education 15 (1):33-42.
    R K Elliott; Aestheticism, Imagination and Schooling: a reply to Ruby Meager, Journal of Philosophy of Education, Volume 15, Issue 1, 30 May 2006, Pages 33–42.
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  42.  27
    D. W. Hamlyn on knowledge and the beginnings of understanding.R. K. Elliott - 1980 - Journal of Philosophy of Education 14 (1):109–116.
    R K Elliott; D. W. Hamlyn on Knowledge and the Beginnings of Understanding, Journal of Philosophy of Education, Volume 14, Issue 1, 30 May 2006, Pages 109–116.
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  43.  10
    D. W. Hamlyn on Knowledge and the Beginnings of Understanding.R. K. Elliott - 1980 - Journal of Philosophy of Education 14 (1):109-116.
    R K Elliott; D. W. Hamlyn on Knowledge and the Beginnings of Understanding, Journal of Philosophy of Education, Volume 14, Issue 1, 30 May 2006, Pages 109–116.
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  44.  18
    A Reply to John Kleinig.R. S. Peters - 1973 - Journal of Philosophy of Education 7 (2):167-176.
    R S Peters; A Reply to John Kleinig, Journal of Philosophy of Education, Volume 7, Issue 2, 30 May 2006, Pages 167–176, https://doi.org/10.1111/j.1467-9752.1973.
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  45.  22
    Value Education in a Pluralist Society.R. M. Hare - 1976 - Journal of Philosophy of Education 10 (1):7-23.
    R M Hare; Value Education in a Pluralist Society, Journal of Philosophy of Education, Volume 10, Issue 1, 30 May 2006, Pages 7–23, https://doi.org/10.1111/j.146.
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  46.  23
    Public schools: Private privilege—a reply to Brenda Cohen.R. J. Royce - 1982 - Journal of Philosophy of Education 16 (1):105–113.
    R J Royce; Public Schools: private privilege—a reply to Brenda Cohen, Journal of Philosophy of Education, Volume 16, Issue 1, 30 May 2006, Pages 105–113, https.
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  47.  40
    The Place of the Philebus in Plato's Dialogues1.R. A. H. Waterfield - 1980 - Phronesis 25 (3):270-305.
  48.  46
    Two approaches to the study of the origin of life.R. Hengeveld - 2007 - Acta Biotheoretica 55 (2):97-131.
    This paper compares two approaches that attempt to explain the origin of life, or biogenesis. The more established approach is one based on chemical principles, whereas a new, yet not widely known approach begins from a physical perspective. According to the first approach, life would have begun with—often organic—compounds. After having developed to a certain level of complexity and mutual dependence within a non-compartmentalised organic soup, they would have assembled into a functioning cell. In contrast, the second, physical type of (...)
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  49.  2
    Postscript 2.R. S. Peters - 1973 - Journal of Philosophy of Education 7 (2):179-180.
    R S Peters; Postscript 2, Journal of Philosophy of Education, Volume 7, Issue 2, 30 May 2006, Pages 179–180, https://doi.org/10.1111/j.1467-9752.1973.tb00480.x.
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  50.  24
    The Neurophilosophy of Pain: G. R. Gillett.G. R. Gillett - 1991 - Philosophy 66 (256):191-206.
    The ability to feel pain is a property of human beings that seems to be based entirely in our biological natures and to place us squarely within the animal kingdom. Yet the experience of pain is often used as an example of a mental attribute with qualitative properties that defeat attempts to identify mental events with physiological mechanisms. I will argue that neurophysiology and psychology help to explain the interwoven biological and subjective features of pain and recommend a view of (...)
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