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Philosophy of Social Science

Edited by Michiru Nagatsu (University of Helsinki, Tallinn University of Technology)
Assistant editors: Päivi Seppälä, Alessandra Basso, Tarna Kannisto
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  1. added 2015-07-29
    Todd Davies (2008). A Behavioral Perspective on Technology Evolution and Domain Name Regulation. Pacific McGeorge Global Business and Development Law Journal 21 (1):1-25.
    This paper argues that private property and rights assignment, especially as applied to communication infrastructure and information, should be informed by advances in both technology and our understanding of psychology. Current law in this area in the United States and many other jurisdictions is founded on assumptions about human behavior that have been shown not to hold empirically. A joint recognition of this fact, together with an understanding of what new technologies make possible, leads one to question basic assumptions about (...)
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  2. added 2015-07-28
    Richard Moore & Claudio Tennie (2015). Cognitive Mechanisms Matter - but They Do Not Explain the Absence of Teaching in Chimpanzees. Behavioral and Brain Sciences 38:e50.
  3. added 2015-07-27
    Ana Cristina Zimmermann & W. John Morgan (forthcoming). A Time for Silence? Its Possibilities for Dialogue and for Reflective Learning. Studies in Philosophy and Education:1-15.
    From the beginning of history sounds have played a fundamentally important role in humanity’s development as ways of expression and of communication. However in contemporary western society, and indeed globally, we are experiencing an excess of speech and a relentless encouragement to expression. Such excess indicates a misunderstanding about what expression and dialogue should be. This condition encourages us to think about silence, solitude and contemplation and the role they might play in restoring the realm of personal understanding of the (...)
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  4. added 2015-07-25
    Ittay Nissan-Rozen (forthcoming). Against Moral Hedging. Economics and Philosophy.
    It has been argued by several philosophers that a morally motivated rational agent who has to make decisions under conditions of moral uncertainty ought to maximize expected moral value in his choices, where the expectation is calculated relative to the agent's moral uncertainty. I present a counter-example to this thesis and to a larger family of decision rules for choice under conditions of moral uncertainty. Based on this counter-example, I argue against the thesis and suggest a reason for its failure (...)
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  5. added 2015-07-25
    Ittay Nissan-Rozen (forthcoming). Book Review on "the Limits of Kindness". [REVIEW] Economics and Philosophy.
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  6. added 2015-07-25
    Sarah B. Shear (forthcoming). Its Time to Unsettle the Settler Narrative: A Review of Why You Can׳T Teach United States History Without American Indians. [REVIEW] Journal of Social Studies Research.
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  7. added 2015-07-21
    Simone Aurora (2015). A Forgotten Source in the History of Linguistics: Husserl's Logical Investigations. Bulletin d'Analyse Phénoménologique 11 (5).
    In appearance, Husserl’s writings seem not to have had any influence on linguistic research, nor does what the German philosopher wrote about language seem to be worth a place in the history of linguistics. The purpose of the paper is exactly to contrast this view, by reassessing both the position and the role of Husserl’s early masterpiece — the Logical Investigations — within the history of linguistics. To this end, I will focus mainly on the third (On the theory of (...)
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  8. added 2015-07-20
    Jennifer Tatebe (forthcoming). The Ethics of Difference: Ethical Dilemmas of External Researchers. Journal of Academic Ethics:1-9.
    This paper examines the ethics review process for external researchers. Analysis of some ethical concerns and dilemmas experienced while conducting a multi-site study illustrates the complexities of researching in different contexts. Reflections on identity politics, and ethics review policies and practices expose the tensions between research ethics as a process, and development of ethical thinking and practice. The article concludes by articulating a new vision of ethics reviews for external researchers, which emphasise the need to develop long-term ethical thinking and (...)
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  9. added 2015-07-20
    Walter Feinberg (forthcoming). Review of Jack Russell Weinstein, Adam Smith’s Pluralism: Rationality, Education, and Moral Sentiments. [REVIEW] Studies in Philosophy and Education:1-3.
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  10. added 2015-07-19
    Robert S. Taylor, Exit Left: Markets and Mobility in Republican Thought.
    How can people best protect themselves from the arbitrary power of abusive spouses, tyrannical bosses, and corrupt politicians? I argue in my book that in each of these three spheres, the answer is the same: exit. By promoting open and competitive markets and providing the information and financial resources necessary to enable exit, we can empower people’s voices and offer them an escape from abuse and exploitation. This will advance a conception of freedom, viz. freedom as non-domination (FND), that is (...)
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  11. added 2015-07-19
    Tricia Bertram Gallant, Nancy Binkin & Michael Donohue (forthcoming). Students at Risk for Being Reported for Cheating. Journal of Academic Ethics:1-12.
    Student cheating has always been a problem in higher education, but detection of cheating has become easier with technology. As a result, more students are being caught and reported for cheating. While reporting cheating is not a negative, the rippling effects of reported cheating may be felt by some populations more than others. Thus, preventing cheating would be a preferable option for all involved.Identifying those at risk for being reported for cheating is a first step in developing preventive measures. Previous (...)
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  12. added 2015-07-19
    Jacob W. Neumann (forthcoming). A Limited, Apolitical, and Open Paulo Freire. Educational Philosophy and Theory:1-11.
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  13. added 2015-07-17
    Chris Higgins (forthcoming). Review of Jack Russell Weinstein, Adam Smith’s Pluralism: Rationality, Education, and Moral Sentiments. [REVIEW] Studies in Philosophy and Education:1-5.
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  14. added 2015-07-17
    Johannes Himmelreich (forthcoming). From Individual to Collective Intentionality: New Essays, Edited by Sara Rachel Chant, Frank Hindriks and Gerhard Preyer. Oxford University Press, 2014, 225 Pages. [REVIEW] Economics and Philosophy:1-8.
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  15. added 2015-07-15
    Thaddeus Metz (forthcoming). Confucianism. In Paul Smeyers (ed.), International Handbook of Philosophy of Education. Springer
    An overview of key themes in the philosophy of education from a Confucian perspective, and their application to some contemporary debates, particularly regarding the final ends of higher education.
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  16. added 2015-07-15
    Pinhas Luzon (2015). The Eros of Counter Education. Journal of Philosophy of Education 49 (2):n/a-n/a.
    Erotic Counter Education is the educational position of the late Ilan Gur- Ze'ev. In ECE Gur-Ze'ev combines two opposing positions in the philosophy of education, one teleological and anti-utopian, the other teleological and utopian. In light of this unique combination, I ask what mediates between these two poles and suggest that the answer lies in the concept of eros. Following a preliminary presentation of the concept of eros in ECE, I define it as a form of transcendental cognition that distinguishes (...)
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  17. added 2015-07-15
    John White (2015). Moral Education and Education in Altruism: Two Replies to Michael Hand. Journal of Philosophy of Education 49 (2).
    This article is a critical discussion of two recent papers by Michael Hand on moral education. The first is his ‘Towards a Theory of Moral Education’, published in the Journal of Philosophy of Education in 2014. The second is a chapter called ‘Beyond Moral Education?’ in an edited book of new perspectives on my own work in philosophy and history of education, published in the same year. His two papers are linked in that he applies the theory outlined in the (...)
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  18. added 2015-07-15
    Eric Dayton (2015). On the Spiritual Dimension of Education: Finding a Common Ground. Journal of Philosophy of Education 49 (2).
    Questions about the place of spirituality in publicly funded schools are made difficult in a multicultural secular society. I discuss the work of Paulus Geheeb and Rabindranath Tagore, two great 20th century educational innovators, to offer, by way of an argument from analogy with the social importance of moral education, a common ground for spiritual education.
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  19. added 2015-07-13
    Olle Blomberg (forthcoming). Common Knowledge and Reductionism About Shared Agency. Australasian Journal of Philosophy:1-12.
    Most reductionist accounts of intentional joint action include a condition that it must be common knowledge between participants that they have certain intentions and beliefs that cause and coordinate the joint action. However, this condition has typically simply been taken for granted rather than argued for. The condition is not necessary for ensuring that participants are jointly responsible for the action in which each participates, nor for ensuring that each treats the others as partners rather than as social tools. It (...)
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  20. added 2015-07-10
    Lisa Brown Buchanan (forthcoming). Elementary Preservice Teachers׳ Navigation of Racism and Whiteness Through Inquiry with Historical Documentary Film. Journal of Social Studies Research.
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  21. added 2015-07-10
    John Calvert (forthcoming). Luck, Choice, and Educational Equality. Educational Philosophy and Theory:1-14.
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  22. added 2015-07-09
    James Edwin Mahon, The Definition of Lying and Deception. Stanford Encyclopedia of Philosophy.
    Survey of different definitions of lying and deceiving, with an emphasis on the contemporary debate between Thomas Carson, Roy Sorensen, Don Fallis, Jennifer Saul, Paul Faulkner, Jennifer Lackey, David Simpson, Andreas Stokke, Jorg Meibauer, Seana Shiffrin, and James Mahon, among others, over whether lies always aim to deceive. Related questions include whether lies must be assertions, whether lies always breach trust, whether it is possible to lie without using spoken or written language, whether lies must always be false, whether lies (...)
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  23. added 2015-07-08
    Christian List, What is It Like to Be a Group Agent?
    The existence of group agents is relatively widely accepted. Examples are corporations, courts, NGOs, and even entire states. But should we also accept that there is such a thing as group consciousness? In this paper, I give an overview of some of the key issues in this debate and sketch a tentative argument for the view that group agents lack phenomenal consciousness, contrary to a recent suggestion by Schwitzgebel (2015). In developing my argument, I draw on integrated information theory, a (...)
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  24. added 2015-07-07
    Wesley D. Cray (2015). Yellowism and Ontology: A Skeptical Analysis. Contemporary Aesthetics 13.
    When Vladimir Umanets entered the Tate Modern on October 7, 2012 and defaced Rothko's Black on Maroon, he was operating, not as an artist or a vandal, but as a Yellowist. Yellowism is neither art nor anti-art but is instead a supposedly new cultural element that exists for its own sake and is about nothing but the color yellow. It might be tempting to write Yellowism and the Rothko defacement off as a mere prank or as pseudo-intellectual fraud, but I (...)
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  25. added 2015-07-06
    Terence Rajivan Edward, Cartesian Dualism and the Study of Cultural Artefacts.
    This paper evaluates an argument according to which many anthropologists commit themselves to Cartesian dualism, when they talk about meanings. This kind of dualism, it is argued, makes it impossible for anthropologists to adequately attend to material artefacts. The argument is very original, but it is also vulnerable to a range objections.
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  26. added 2015-07-01
    Michalinos Zembylas (2015). Foucault and Human Rights: Seeking the Renewal of Human Rights Education. Journal of Philosophy of Education 49 (2).
    This article takes up Foucault's politics of human rights and suggests that it may constitute a point of departure for the renewal of HRE, not only because it rejects the moral superiority of humanism—the grounding for the dominant liberal framework of international human rights—but also because it makes visible the complexities of human rights as illimitable and as strategic tools for new political struggles. Enriching human rights critiques has important implications for HRE, precisely because these critiques prevent the dominance of (...)
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  27. added 2015-07-01
    Anders Schinkel, Doret J. Ruyter & Aharon Aviram (2015). Education and Life's Meaning. Journal of Philosophy of Education 49 (2):n/a-n/a.
    There are deep connections between education and the question of life's meaning, which derive, ultimately, from the fact that, for human beings, how to live—and therefore, how to raise one's children—is not a given but a question. One might see the meaning of life as constitutive of the meaning of education, and answers to the question of life's meaning might be seen as justifying education. Our focus, however, lies on the contributory relation: our primary purpose is to investigate whether and (...)
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  28. added 2015-07-01
    Michael Fordham (2015). Teachers and the Academic Disciplines. Journal of Philosophy of Education 49 (2):n/a-n/a.
    Alasdair MacIntyre's argument, that teaching is not a social practice, has been extensively criticised, and indeed teaching is normally understood more generally to be a form of generic activity that is a practice in its own right. His associated proposition, that teachers are practitioners of the discipline they teach, has, however, received considerably less attention. MacIntyre himself recognised that for teachers to be understood as being part of the discipline they teach, a broader definition of what is meant by ‘discipline’ (...)
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  29. added 2015-06-30
    Simon Keller (2015). Motives to Assist and Reasons to Assist: The Case of Global Poverty. Journal of Practical Ethics 3 (1):37-63.
    The principle of assistance says that the global rich should help the global poor because they are able to do so, and at little cost. The principle of contribution says that the rich should help the poor because the rich are partly to blame for the plight of the poor. This paper explores the relationship between the two principles and offers support for one version of the principle of assistance. The principle of assistance is most plausible, the paper argues, when (...)
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  30. added 2015-06-27
    Matt S. Whitt (forthcoming). Other People’s Problems: Student Distancing, Epistemic Responsibility, and Injustice. Studies in Philosophy and Education:1-18.
    In classes that examine entrenched injustices like sexism or racism, students sometimes use “distancing strategies” to dissociate themselves from the injustice being studied. Education researchers argue that distancing is a mechanism through which students, especially students of apparent privilege, deny their complicity in systemic injustice. While I am sympathetic to this analysis, I argue that there is much at stake in student distancing that the current literature fails to recognize. On my view, distancing perpetuates socially sanctioned forms of ignorance and (...)
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  31. added 2015-06-27
    Vasco D’Agnese (forthcoming). Undergoing, Mystery, and Half-Knowledge: John Dewey’s Disquieting Side. Studies in Philosophy and Education:1-20.
    In this article I argue that Dewey, throughout his work, conducted a systematic dismantling of the concept of rationality as mastery and control. Such a dismantling entails, at the same time, the dismantling of the auto-grounded subject, namely, the subject that grounds itself in the power to master experience. The Deweyan challenge to Western ontology goes straight to the core of the subject’s question. Dewey not only systematically challenged the understanding of thinking as a process consciously managed by the subject (...)
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  32. added 2015-06-27
    Jack Russell Weinstein (forthcoming). Adam Smith and the Educative Critique: A Response to My Commentators. Studies in Philosophy and Education:1-10.
    This paper is both a response to the four reviewers in a special symposium on my book Adam Smith’s Pluralism and a substantive discussion of philosophy of education. In it, I introduce what I call “the educative critique,” a mode of analysis similar to Marxist, feminist, or postcolonial critiques, but focusing on the educative role of a text. I argue that choosing education as a theme is itself a solution to interpretive difficulties, not an add-on that only concerns pedagogues and (...)
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  33. added 2015-06-27
    Eric Bredo (forthcoming). Review of Jack Russell Weinstein, Adam Smith’s Pluralism: Rationality, Education, and Moral Sentiments. [REVIEW] Studies in Philosophy and Education:1-5.
    Aspects of Adam Smith’s thought are introduced to help evaluate Weinstein’s reconsideration. Where Newton sought universal principles to explain planetary movement, Smith sought universal principles to explain human conduct. His theory of moral sentiments considered the role of sympathetic responses to others, and the resulting desire to harmonize responses in differing relationships, as a motive for moral thinking and conduct. His theory of reasoning explored the roles of pleasure, surprise, and wonder in sequential phases of thinking. Weinstein finds the pluralism (...)
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  34. added 2015-06-24
    Andrea M. Hawkman, Antonio J. Castro, Linda B. Bennett & Lloyd H. Barrow (forthcoming). Where is the Content?: Elementary Social Studies in Preservice Field Experiences. Journal of Social Studies Research.
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  35. added 2015-06-24
    Koshy Tharakan (2006). Consciousness and Society: In Defence of a Phenomenological Approach to Social Reality. In A. V. Afonso (ed.), Consciousness, Society and Values. Indian Institute of Advanced Study 129-146.
    With the advent of Postmodernism, the recent discussions in Continental thought has called into question the philosophy of the Subject, particularly the Cartesian “cogito” and the related method of reflection. One of the important ramifications of these questioning of the reflective subject is to do with the phenomenological doctrine of intentionality of consciousness. Recently, David Carr, himself a phenomenologist, has advanced a serious objection to the phenomenological approach to social reality. In what follows, I will be attempting a defence of (...)
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  36. added 2015-06-24
    Koshy Tharakan (2004). Paradox of Method: Suresh Chandra on Social Scientific Research. In R. C. Pradhan (ed.), Philosophy of Suresh Chandra. Indian Council of Philosophical Research 270-282.
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  37. added 2015-06-24
    Koshy Tharakan (2004). Understanding Polls and Predictions. Seminar (539).
  38. added 2015-06-23
    Alexander M. Sidorkin (forthcoming). Campbell’s Law and the Ethics of Immensurability. Studies in Philosophy and Education:1-12.
    The paper examines “Campbell’s Law”: “The more any quantitative social indicator is used for social decision-making, the more subject it will be to corruption pressures and the more apt it will be to distort and corrupt the social processes it is intended to monitor.” The examination of measurability leads to explaining the reason for existence of a class of unmeasurable phenomena. The author describes a kind of habitus in which a strong taboo against measuring must exist by necessity, not by (...)
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  39. added 2015-06-22
    Igor Jasinski & Tyson E. Lewis (forthcoming). The Educational Community as In-Tentional Community. Studies in Philosophy and Education:1-13.
    This paper reassesses a perennial concern of philosophy of education: the nature of the educational community and the role of the teacher in relation to such a community. As an entry point into this broader question, we turn to Philosophy for children, which has consistently emphasized the importance of community. Yet, not unlike pragmatist notions of community more broadly, the P4C community has largely focused on the goal-directed, purposive, aspect of the process of inquiry. The purpose of our paper is (...)
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  40. added 2015-06-18
    David R. Morrow (2015). Wants and Needs in Mitigation Policy. Climatic Change 130 (3):335–345.
    Disagreements about morally appropriate mitigation policies arise in part from implicit disagreements about the nature and moral significance of needs. One key question is what, if anything, distinguishes “needs” from “mere wants.” One approach, prominent in economics and implemented in existing integrated assessment models of climate change, rejects a hard distinction between needs and wants. An alternative approach, prominent in the philosophical literature on needs, identifies needs with the requirements for autonomous agency, which is the capacity to set and pursue (...)
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  41. added 2015-06-17
    Winston C. Thompson (forthcoming). Review of Jack Russell Weinstein, Adam Smith’s Pluralism: Rationality, Education, and Moral Sentiments. [REVIEW] Studies in Philosophy and Education:1-4.
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  42. added 2015-06-16
    Panu Raatikainen (2015). Ymmärtäminen ja selittäminen ihmistieteissä. Kasvatus 46:281-286.
  43. added 2015-06-13
    Mary S. Morgan (forthcoming). Moving Forward on Models. Journal of Economic Methodology:1-5.
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  44. added 2015-06-11
    Belinda Kenny, Michelle Lincoln & Felicity Killian (forthcoming). Ethics Cases: Do They Elicit Different Levels of Ethical Reasoning? Journal of Academic Ethics:1-17.
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  45. added 2015-06-09
    Gert Biesta (2015). An Appetite for Transcendence: A Response to Doris Santoro’s and Samuel Rocha’s Review of The Beautiful Risk of Education. Studies in Philosophy and Education 34 (4):419-422.
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  46. added 2015-06-08
    Stephanie Collins (2014). Are 'Coalitions of the Willing' Moral Agents? Ethics and International Affairs 28 (1):online only.
    In this reply to an article of Toni Erskine's, I argue that coalitions of the willing are moral agents. They can therefore bear responsibility in their own right.
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  47. added 2015-06-04
    Aris Spanos (forthcoming). Revisiting Haavelmo's Structural Econometrics: Bridging the Gap Between Theory and Data. Journal of Economic Methodology:1-26.
    The objective of the paper is threefold. First, to argue that some of Haavelmo's methodological ideas and insights have been neglected because they are largely at odds with the traditional perspective that views empirical modeling in economics as an exercise in curve-fitting. Second, to make a case that this neglect has contributed to the unreliability of empirical evidence in economics that is largely due to statistical misspecification. The latter affects the reliability of inference by inducing discrepancies between the actual and (...)
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  48. added 2015-06-03
    Ken Binmore (forthcoming). Life and Death. Economics and Philosophy:1-23.
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  49. added 2015-05-30
    Erik Angner (forthcoming). How Economists Work and Think. Journal of Economic Methodology:1-2.
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  50. added 2015-05-30
    Elizabeth M. Grierson (2015). ACCESS: Critical Perspectives on Communication, Cultural and Policy Studies Incorporated with EPAT. Educational Philosophy and Theory 47 (6):541-545.
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