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Profile: Anne Barron (London School of Economics)
  1. Anne Barron (2012). Kant, Copyright and Communicative Freedom. Law and Philosophy 31 (1):1-48.
    The rapid recent expansion of copyright law worldwide has sparked efforts to defend the ‘public domain’ of non-propertized information, often on the ground that an expansive public domain is a condition of a ‘free culture’. Yet questions remain about why the public domain is worth defending, what exactly a free culture is, and what role (if any) authors’ rights might play in relation to it. From the standard liberal perspective shared by many critics of copyright expansionism, the protection of individual (...)
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  2. Gerry McDermott, Douglas M. Fox, Lindsay Epperly, Modi Wetzler, Annelise E. Barron, Mark A. Le Gros & Carolyn A. Larabell (2012). Visualizing and Quantifying Cell Phenotype Using Soft X‐Ray Tomography. Bioessays 34 (4):320-327.
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  3. Anne Barron (2000). Feminism, Aestheticism and the Limits of Law. Feminist Legal Studies 8 (3):275-317.
    This article seeks to identify and address the normative void that resides at the heart of postmodernist-feminist theory, and to propose a philosophical framework – beyond postmodernism, but incorporating its central insights – for thinking through the normative questions with which feminists are inevitably confronted in their engagements with positive law. Two varieties of postmodernist-feminism are identified and critically analysed: the ‘corporeal feminism’ of Elizabeth Grosz and Judith Butler, which seeks to ground feminist critical practice in the irruptive capacities of (...)
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  4. Anne Barron (1992). Lyotard and the Problem of Justice. In Andrew E. Benjamin (ed.), Judging Lyotard. Routledge 26--42.
     
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  5. Hugh Foot & Anne‐Marie Barron (1990). Friendship and Task Management in Children's Peer Tutoring. Educational Studies 16 (3):237-250.
    The role of friendship in mediating children's learning is poorly understood, and conflicting claims exist about the manner in which friendship may influence both the process and outcome of learning. Evidence from studies on peer tutoring suggests that children acting as tutors have difficulty co‐ordinating the physical, informational and social demands of a tutoring task, due to their limited cognitive resources. Eight‐ to nine‐year‐old boys and girls were allocated to friend or non‐friend pairs in one‐to‐one tutoring dyads for the purposes (...)
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