Results for 'Norman G. Poythress'

939 found
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  1.  29
    Obtaining Informed Consent for Research: A Model for Use with Participants Who are Mentally Ill.Norman G. Poythress - 2002 - Journal of Law, Medicine and Ethics 30 (3):367-374.
    An issue of ongoing concern to clinical investigators, medical ethicists, and institutional review board members is the problem of obtaining informed consent in research that involves people with mental illness as research participants. Although the presence of a mental disorder per se does not render a person incapable of giving informed consent, some individuals afflicted with significant cognitive impairment, formal thought disorder, substantial anxiety or depression, or a variety of other symptoms may be impaired in their capacity to comprehend consent (...)
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  2. Students' perceptions of tentativeness in science: Development, use, and sources of change.Norman G. Lederman & Molly O'Malley - 1990 - Science Education 74 (2):225-239.
     
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  3.  20
    Suchting on the nature of scientific thought: Are we anchoring curricula in quicksand?Norman G. Lederman - 1995 - Science & Education 4 (4):371-377.
  4.  61
    Assessing the nature of science: What is the nature of our assessments?Norman G. Lederman, Philip D. Wade & Randy L. Bell - 1998 - Science & Education 7 (6):595-615.
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  5.  12
    Health Care for Veterans: The Limits of Obligation.Norman G. Levinsky - 1986 - Hastings Center Report 16 (4):10-15.
    The federal government has a generally unquestioned obligation to provide health care to veterans for diseases or disabilities acquired during military service. Much argued, however, is the government's obligation to offer care for nonservice‐connected disorders. The Reagan administration has sharpened the debate recently by attempting to impose a means test on veterans over sixty‐five who are seeking such care. But the controversy focuses on the wrong issue. Society has a moral obligation to provide adequate health care to all citizens but (...)
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  6. (1 other version)Science teachers' conceptions of the nature of science: Do they really influence teaching behavior?Norman G. Lederman & Dana L. Zeidler - 1987 - Science Education 71 (5):721-734.
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  7.  87
    Oslo.Norman G. Finkelstein - 1998 - Radical Philosophy Review 1 (2):133-140.
    The author compares the strategies used in the conquest of the American West, the imperialism of the Third Reich, the creation of Bantustans in South Africa, and cautions against sanguine readings of the Oslo Peace Talks between Israel and Palestine. He concludes that the current agreements are in fact the last stages of Israeli conquest of Palestine.
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  8. Understandings of the nature of science and decision making on science and technology based issues.Randy L. Bell & Norman G. Lederman - 2003 - Science Education 87 (3):352-377.
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  9.  8
    Publication Ethics: Obligations of authors, peer-reviewers, and editors.G. Van Norman & Stephen Jackson - 2010 - In Gail A. Van Norman, Stephen Jackson, Stanley H. Rosenbaum & Susan K. Palmer (eds.), Clinical Ethics in Anesthesiology: A Case-Based Textbook. Cambridge University Press.
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  10. Metamorphosis, adaptation, or evolution?: Preservice science teachers' concerns and perceptions of teaching and planning.Norman G. Lederman & Julie Gess‐Newsome - 1991 - Science Education 75 (4):443-456.
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  11.  29
    Teaching Nature of Scientific Knowledge to Kindergarten Through University Students.Norman G. Lederman, Fouad Abd-El-Khalick & Mike U. Smith - 2019 - Science & Education 28 (3):197-203.
  12.  33
    Mendelian Genetics as a Platform for Teaching About Nature of Science and Scientific Inquiry: The Value of Textbooks.Megan F. Campanile, Norman G. Lederman & Kostas Kampourakis - 2015 - Science & Education 24 (1-2):205-225.
  13. Developing views of nature of science in an authentic context: An explicit approach to bridging the gap between nature of science and scientific inquiry.Reneé S. Schwartz, Norman G. Lederman & Barbara A. Crawford - 2004 - Science Education 88 (4):610-645.
     
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  14. Science teachers' diagnosis and understanding of students' preconceptions.Judith A. Morrison & Norman G. Lederman - 2003 - Science Education 87 (6):849-867.
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  15. The nature of science and instructional practice: Making the unnatural natural.Fouad Abd-El-Khalick, Randy L. Bell & Norman G. Lederman - 1998 - Science Education 82 (4):417-436.
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  16. Preservice biology teachers' knowledge structures as a function of professional teacher education: A year‐long assessment.Julie Gess‐Newsome & Norman G. Lederman - 1993 - Science Education 77 (1):25-45.
  17. Fallacies and student discourse: Conceptualizing the role of critical thinking in science education.Dana L. Zeidler, Norman G. Lederman & Stephen C. Taylor - 1992 - Science Education 76 (4):437-450.
     
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  18. Inquiry in science education: International perspectives.Fouad Abd‐El‐Khalick, Saouma Boujaoude, Richard Duschl, Norman G. Lederman, Rachel Mamlok‐Naaman, Avi Hofstein, Mansoor Niaz, David Treagust & Hsiao‐lin Tuan - 2004 - Science Education 88 (3):397-419.
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  19.  38
    The Nature of Science and Science Education: A Bibliography.Randy Bell, Fouad Abd-El-Khalick, Norman G. Lederman, William F. Mccomas & Michael R. Matthews - 2001 - Science & Education 10 (1):187-204.
    Research on the nature of science and science education enjoys a longhistory, with its origins in Ernst Mach's work in the late nineteenthcentury and John Dewey's at the beginning of the twentieth century.As early as 1909 the Central Association for Science and MathematicsTeachers published an article – ‘A Consideration of the Principles thatShould Determine the Courses in Biology in Secondary Schools’ – inSchool Science and Mathematics that reflected foundational concernsabout science and how school curricula should be informed by them. Sincethen (...)
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  20.  41
    [White Paper] Space Biology Reference Experiment Campaigns for High Fidelity Plant Physiology.D. Marshall Porterfield, Richard Barker, Gilbert Cauthorn, Laurence B. Davin, Jose Luiz de Oliveira Schiavon, Justin Elser, Simon Gilroy, Parul Gupta, Raúl Herranz, Christina M. Johnson, Kyra R. Keenan, John Z. Kiss, Colin P. S. Kruse, Norman G. Lewis, Carolina Livi, Aránzazu Manzano, Danilo C. Massuela, Sigrid S. Reinsch, Sreeskandarajan Sutharzan, Dana Tulodziecki, Wagner A. Vendrame & Madelyn J. Whitaker - unknown
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  21.  6
    Die Unauflöslichkeit der Ehe.Norman H. G. Robinson - 1975 - Zeitschrift Für Evangelische Ethik 19 (1):102-128.
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  22.  23
    On the analysis of performance operating characteristics.Donald A. Norman & Daniel G. Bobrow - 1976 - Psychological Review 83 (6):508-510.
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  23. Chips, tags and scanners: Ethical challenges for radio frequency identification. [REVIEW]Dara J. Glasser, Kenneth W. Goodman & Norman G. Einspruch - 2007 - Ethics and Information Technology 9 (2):101-109.
    Radio Frequency Identification (RFID) systems identify and track objects, animals and, in principle, people. The ability to gather information obtained by tracking consumer goods, government documents, monetary transactions and human beings raises a number of interesting and important privacy issues. Moreover, RFID systems pose an ensemble of other ethical challenges related to appropriate uses and users of such systems. This paper reviews a number of RFID applications with the intention of identifying the technology’s benefits and possible misuses. We offer an (...)
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  24. Comprehending Adverbs of Doubt and Certainty in Health Communication: A Multidimensional Scaling Approach.Norman S. Segalowitz, Marina M. Doucerain, Renata F. I. Meuter, Yue Zhao, Julia Hocking & Andrew G. Ryder - 2016 - Frontiers in Psychology 7:179920.
    This research explored the feasibility of using multidimensional scaling (MDS) analysis in novel combination with other techniques to study comprehension of epistemic adverbs expressing doubt and certainty (e.g., evidently, obviously, probably ) as they relate to health communication in clinical settings. In Study 1, Australian English speakers performed a dissimilarity-rating task with sentence pairs containing the target stimuli, presented as “doctors' opinions.” Ratings were analyzed using a combination of cultural consensus analysis (factor analysis across participants), weighted-data classical-MDS, and cluster analysis. (...)
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  25.  33
    Maine de Biran: Reformer of Empiricism, 1766-1824.Positivist Thought in France During the Second Empire, 1852-1870.Norman Kretzmann, Philip P. Hallie & D. G. Charlton - 1960 - Journal of Philosophy 57 (14):481.
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  26. A Discussion Between Wittgenstein and Moore on Certainty : From the Notes of Norman Malcolm.Ludwig Wittgenstein, G. E. Moore, Norman Malcolm & Gabriel Citron - 2015 - Mind 124 (493):73-84.
    In April 1939, G. E. Moore read a paper to the Cambridge University Moral Science Club entitled ‘Certainty’. In it, amongst other things, Moore made the claims that: the phrase ‘it is certain’ could be used with sense-experience-statements, such as ‘I have a pain’, to make statements such as ‘It is certain that I have a pain’; and that sense-experience-statements can be said to be certain in the same sense as some material-thing-statements can be — namely in the sense that (...)
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  27.  23
    Sippar-Amnānum: The Ur-Utu Archive, Vol. 1Sippar-Amnanum: The Ur-Utu Archive, Vol. 1.Norman Yoffee, K. van Lerberghe & G. Voet Mesopotamian - 1997 - Journal of the American Oriental Society 117 (4):734.
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  28.  34
    Reasons for Actions: A Critique of Utilitarian Rationality.G. R. Grice & Richard Norman - 1972 - Philosophical Quarterly 22 (89):377.
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  29.  60
    Current Emotion Research in Psychophysiology: The Neurobiology of Evaluative Bivalence.Greg J. Norman, Catherine J. Norris, Jackie Gollan, Tiffany A. Ito, Louise C. Hawkley, Jeff T. Larsen, John T. Cacioppo & Gary G. Berntson - 2011 - Emotion Review 3 (3):349-359.
    Evaluative processes have their roots in early evolutionary history, as survival is dependent on an organism’s ability to identify and respond appropriately to positive, rewarding or otherwise salubrious stimuli as well as to negative, noxious, or injurious stimuli. Consequently, evaluative processes are ubiquitous in the animal kingdom and are represented at multiple levels of the nervous system, including the lowest levels of the neuraxis. While evolution has sculpted higher level evaluative systems into complex and sophisticated information-processing networks, they do not (...)
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  30.  33
    Achievable benchmarks of care: the ABC TM s of benchmarking.Norman W. Weissman, Jeroan J. Allison, Catarina I. Kiefe, Robert M. Farmer, Michael T. Weaver, O. Dale Williams, Ian G. Child, Judy H. Pemberton, Kathleen C. Brown & C. Suzanne Baker - 1999 - Journal of Evaluation in Clinical Practice 5 (3):269-281.
  31.  23
    Protecting people who decline to participate in research: an example from a prison setting.P. G. Stiles, M. Epstein, N. Poythress & J. F. Edens - 2012 - IRB: Ethics & Human Research 34 (2):15-18.
    Although there is great concern about protecting those who participate in research, little if any concern has been expressed in the literature about protecting “decliners”—individuals who were invited to participate, but did not. However, there are several situations in which potential participants may experience negative consequences if they choose not to participate—for example, the prison setting, where the power imbalance is obvious and the history of research is not a positive one. We offer several options to protect decliners from possible (...)
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  32.  23
    The effect of negative incentives in serial learning: VI. Response repetition as a function of an isolated electric shock punishment.G. Raymond Stone & Norman Walter - 1951 - Journal of Experimental Psychology 41 (6):411.
  33.  55
    Emotion, Somatovisceral Afference, and Autonomic Regulation.Greg J. Norman, Gary G. Berntson & John T. Cacioppo - 2014 - Emotion Review 6 (2):113-123.
    The precise relationship between the autonomic nervous system and emotion has been a topic of intense debate and research throughout the history of modern psychology. The present article considers some of the more influential theoretical frameworks that continue to drive contemporary research on the relationship between emotion and physiological processes. In particular, we highlight the multiple routes through which somatovisceral afference influences emotion and how this relates to the topic of emotion-specific patterns of autonomic nervous system activity.
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  34. Computational models of episodic memory.Kenneth A. Norman, G. J. Detre & Sean M. Polyn - 2008 - In Ron Sun (ed.), The Cambridge handbook of computational psychology. New York: Cambridge University Press. pp. 189--224.
     
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  35. (1 other version)Sweatshops and Respect for Persons.Denis G. Arnold & Norman E. Bowie - 2003 - Business Ethics Quarterly 13 (2):221-242.
    This article applies the Kantian doctrine of respect for persons to the problem of sweatshops. We argue that multinational enterprises are properly regarded as responsible for the practices of their subcontractors and suppliers. We then argue that multinationalenterprises have the following duties in their off-shore manufacturing facilities: to ensure that local labor laws are followed; to refrain from coercion; to meet minimum safety standards; and to provide a living wage for employees. Finally, we consider and reply to the objection that (...)
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  36. New books. [REVIEW]G. J. Warnock, Gerd Buchdahl, J. N. Findlay, Jenny Teichmann, Stuart Hampshire, J. A. Faris, Norman Brown, Peter Diamadopoulos & Alan R. White - 1960 - Mind 69 (273):99-118.
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  37.  22
    GUS, a frame-driven dialog system.Daniel G. Bobrow, Ronald M. Kaplan, Martin Kay, Donald A. Norman, Henry Thompson & Terry Winograd - 1977 - Artificial Intelligence 8 (2):155-173.
  38.  36
    Introduction.Deborah G. Johnson, Norman E. Bowie & Thomas Donaldson - 2015 - Journal of Business Ethics 127 (4):695-697.
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  39. Models of group selection.Deborah G. Mayo & Norman L. Gilinsky - 1987 - Philosophy of Science 54 (4):515-538.
    The key problem in the controversy over group selection is that of defining a criterion of group selection that identifies a distinct causal process that is irreducible to the causal process of individual selection. We aim to clarify this problem and to formulate an adequate model of irreducible group selection. We distinguish two types of group selection models, labeling them type I and type II models. Type I models are invoked to explain differences among groups in their respective rates of (...)
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  40. Ian Carter is Associate Professor of Political Philosophy at the Univer-sity of Pavia, Italy. His principal books include A Measure of Freedom (1999) and La Liberta Eguale (2005). He and Hillel Steiner and Mat-thew Kramer have recently edited Freedom: A Philosophical Anthology (2007). [REVIEW]G. A. Cohen, Cecile Fabre & Norman Geras - 2009 - In Stephen De Wijze, Matthew H. Kramer & Ian Carter (eds.), Hillel Steiner and the Anatomy of Justice: Themes and Challenges. New York: Routledge. pp. 16--259.
  41.  57
    Comment: Laterality and Evaluative Bivalence: A Neuroevolutionary Perspective.Gary G. Berntson, Greg J. Norman & John T. Cacioppo - 2011 - Emotion Review 3 (3):344-346.
    Rutherford and Lindell (2011) review an extensive literature on lateralization of emotion. As they note, an important issue surrounding this question is the nature of emotion, which bears on what, precisely, is lateralized. The present comments are intended to broaden the context of the review, by considering lateralization from the standpoint of a bivariate model of evaluative processes and a neuroevolutionary perspective.
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  42.  38
    An Understanding Of The BuddhaBuddhist Studies In Honour Of I. B. Horner.B. G. Gokhale, Oscar Shaftel, L. Cousins, A. Kunst & K. R. Norman - 1977 - Journal of the American Oriental Society 97 (1):60.
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  43.  12
    Extended Mahavamsa. Ed. G.P. Malalasekera.K. R. Norman - 1991 - Buddhist Studies Review 8 (1-2):178-179.
    Extended Mahavamsa. Ed. G.P. Malalasekera. Pali Text Society, Oxford 1988. lviii, 380 pp. £12.25.
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  44.  83
    Dancing or Fitness Sport? The Effects of Two Training Programs on Hippocampal Plasticity and Balance Abilities in Healthy Seniors.Kathrin Rehfeld, Patrick Müller, Norman Aye, Marlen Schmicker, Milos Dordevic, Jörn Kaufmann, Anita Hökelmann & Notger G. Müller - 2017 - Frontiers in Human Neuroscience 11.
  45.  43
    Short-term retention of auditory sequences as a function of stimulus duration, intersimulus interval, and encoding technique.John G. Miscik, Jerald M. Smith, Norman H. Hamm, Kenneth A. Deffenbacher & Evan L. Brown - 1972 - Journal of Experimental Psychology 96 (1):147.
  46. New books. [REVIEW]Norman Kemp Smith, H. B. Acton, F. R. Tennant, J. Wisdom, H. J. Paton, John Laird, M. Black, J. O. Wisdom & Alban G. Widgery - 1938 - Mind 47 (188):520-539.
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  47.  48
    H. G. Rice. Recursive real numbers. Proceedings of the American Mathematical Society, vol. 5 , pp. 784–791.Norman Shapiro - 1955 - Journal of Symbolic Logic 20 (2):177.
  48.  7
    Anomalous contrast from an anti-phase domain boundary in beta-brass.S. G. Cupschalk† & Norman Brown† - 1966 - Philosophical Magazine 14 (131):1077-1085.
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  49.  42
    The Effects of Compensation Structures and Monetary Rewards on Managers’ Decisions to Blow the Whistle.Jacob M. Rose, Alisa G. Brink & Carolyn Strand Norman - 2018 - Journal of Business Ethics 150 (3):853-862.
    Recent research indicates that compensation structure can be used by firms to discourage their employees from whistleblowing. We extend the ethics literature by examining how compensation structures and financial rewards work together to influence managers’ decisions to blow the whistle. Results from an experiment indicate that compensation with restricted stock, relative to stock payments that lack restrictions, can enhance the likelihood that managers will blow the whistle when large rewards are available. However, restricted stock can also threaten the effectiveness of (...)
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  50.  64
    Book Reviews Section 4.Frederic B. Mayo Jr, John Bruce Francis, John S. Burd, Wilson A. Judd, Eunice S. Matthew, William F. Pinar, Paul Erickson, Charles John Stark, Walter H. Clark Jr, Irvin David Glick, Howard D. Bruner, John Eddy, David L. Pagni, Gloria J. Abbington, Michael L. Greenbaum, Phillip C. Frey, Robert G. Owens, Royce W. van Norman, M. Bruce Haslam, Eugene Hittleman, Sally Geis, Robert H. Graham, Ogden L. Glasow, A. L. Fanta & Joseph Fashing - 1973 - Educational Studies 4 (4):198-200.
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