Search results for 'Avi Shmida' (try it on Scholar)

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  1. Oren Hasson, Dan Cohen & Avi Shmida (1992). Providing or Hiding Information: On the Evolution of Amplifiers and Attenuators of Perceived Quality Differences. Acta Biotheoretica 40 (4).score: 240.0
    In many coevolutionary systems members of one party select members of a second party based on quality differences existing among members of the latter (e.g., predators and prey, pollinators and flowers, etc.). We examined the fate of characters that increase (amplifiers) or decrease (attenuators) the perceived amplitude of differences in the quality upon which choice of the selecting party is based. We found that the evolution of such characters depends on (i) the relationship between the cost of the character and (...)
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  2. Goldstein Avi (2011). Early and Late Retrieval Processes: A MEG Study of Neural Dynamics Related to Inter-Temporal Context Effects. Frontiers in Human Neuroscience 5.score: 30.0
  3. Gilad B. Avi & Yoad Winter (2003). Monotonicity and Collective Quantification. Journal of Logic, Language and Information 12 (2):127--151.score: 30.0
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  4. Kadish Seth Avi (2003). The Medieval Hebrew Encyclopedias of Science and Philosophy: Proceedings of the Bar-Ilan University Conference. Journal of the History of Philosophy 41 (2).score: 30.0
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  5. Lance Fortnow (1991). Review: Shafi Goldwasser, Silvio Micali, Charles Rackoff, The Knowledge Complexity of Interactive Proof Systems ; Oded Goldreich, Silvio Micali, Avi Wigderson, J. Gruska, B. Rovan, J. Wiedermann, Proofs That Release Minimum Knowledge ; Oded Goldreich, Rolf Herken, Randomness, Interactive Proofs, and Zero-Knowledge--A Survey. [REVIEW] Journal of Symbolic Logic 56 (3):1092-1094.score: 9.0
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  6. Michael W. Hickson (2010). Review of Neven Leddy, Avi S. Lifschitz (Eds.), Epicurus in the Enlightenment. [REVIEW] Notre Dame Philosophical Reviews 2010 (6).score: 9.0
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  7. Corey W. Dyck (2013). Review of Avi Lifschitz, Language and Enlightenment: The Berlin Debates of the Eighteenth Century, Oxford University Press, 2012. [REVIEW] Notre Dame Philosophical Reviews 1 (2013).score: 9.0
  8. D. M. Lewis (1977). The Jews of Palestine M. Avi-Yonah: The Jews of Palestine: A Political History From the Bar Kokhba War to the Arab Conquest. Pp. Xviii + 286; 3 Maps, 2 Diagrams. Oxford: Basil Blackwell, 1976. Cloth, £8. [REVIEW] The Classical Review 27 (02):233-234.score: 9.0
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  9. Lance Fortnow (1991). Goldwasser Shafi, Micali Silvio, and Rackoff Charles. The Knowledge Complexity of Interactive Proof Systems. SIAM Journal on Computing, Vol. 18 (1989), Pp. 186–208. Goldreich Oded, Micali Silvio, and Wigderson Avi. Proofs That Release Minimum Knowledge. Mathematical Foundations of Computer Science 1986, Proceedings of the 12th Symposium, Bratislava, Czechoslovakia, August 25–29, 1986, Edited by Gruska J., Rovan B., and Wiedermann J., Lecture Notes in Computer Science, Vol. 233, Springer-Verlag, Berlin ... [REVIEW] Journal of Symbolic Logic 56 (3):1092-1094.score: 9.0
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  10. A. M. Woodward (1940). Abbreviations in Greek Inscriptions of the Near East M. Avi-Yonah: Abbreviations in Greek Inscriptions (The Near East, 200 B.C.—A.D. 1100). Pp. 125. (The Quarterly Ofthe Department of Antiquities in Palestine: Supplement to Vol. Ix.)London: Milford, 1940. Paper. 8s. Net. [REVIEW] The Classical Review 54 (04):206-207.score: 9.0
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  11. J. Beinin (2001). Separate and Unequal: The Inside Story of Israeli Rule in East Jerusalem. By Amir S. Cheshin, Bill Hutman and Avi Melamed. [REVIEW] The European Legacy 6 (4):519-519.score: 9.0
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  12. Andrea R. English (2014). Reply to Avi I. Mintz's Review of Discontinuity in Learning: Dewey, Herbart, and Education as Transformation. Studies in Philosophy and Education 33 (4):459-462.score: 9.0
    Current educational policy is leading teachers, schools, and society at large to fixate on the outcomes of learning. In Discontinuity in Learning, I shift the focus to the process of learning and ask, How is it that we come to new ideas, find cooperative ways of interacting with others, or take on a different perspective? Or, more simply, How do we learn? I believe that until we answer this question, we cannot begin to educate another person.My aim in the book (...)
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  13. Mordekhai Gros (2003). Sefer Maḥshavah Aḥat: Shelemut ʻamalah Shel Torah: Zakut U-Vehirut Ha-Maḥshavah Ṿeha-Daʻat Be-Darko Shel Baʻal Avi ʻezri. M. Gros.score: 9.0
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  14. Yeshayahu Leibowitz (2006). Ṿikuḥim ʻal Emunah Ṿe-Filosofyah: Prof. Aviʻezer Ravitsḳi Meśoḥeaḥ ʻim Prof. Yeshaʻyahu Leboṿits. Miśrad Ha-Biṭaḥon.score: 9.0
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  15. Yeshayahu Leibowitz (2013). Lebovits Mitpalmes: Timlul Ṿe-Teʻud Ṿideʼo Shel 13 Sheʻot Pulmus: Yeshaʻayahu Leibovits Mitpalmes Be-Hanḥayat Yonah Hadari ʻim Avi Śagi, Zeʼev Harvi, Mosheh Halberṭal, Tamar Ros, Yaʻaḳov Leṿinger, Eliʻezer Goldman, Asa Kasher, ʻazmi Basharah Ṿe-Yosi Ziv. [REVIEW] Karmel.score: 9.0
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  16. P. Rooney (1996). AVI Sagi and Daniel Statman. Religion and Morality. Journal of Applied Philosophy 13:120-121.score: 9.0
     
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  17. Elizabeth Shaw (2004). Review of Albert Camus and the Philosophy of the Absurd, by Avi Sagi. [REVIEW] Review of Metaphysics 57 (4):865-867.score: 9.0
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  18. Ḥayim Meʼir Shraiber & Gedalyah Grinboim (eds.) (2009). Sefer Darkhe Eliyahu: Netivot Ṿe-Orḥot Ḥayim Ba-ʻavodat Ha-Midot Ben Adam la-Ḥavero ... Le-ʻilui Nishmat Avi Mori R. Eliyahu B.R. Yehudah Zal .. [REVIEW] Mekhon Torat Mosheh Ṿiz'nits.score: 9.0
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  19. Neven Leddy & Avi Lifschitz (eds.) (2009). Epicurus in the Enlightenment. Voltaire Foundation.score: 6.0
    Eighteenth-century Epicureanism is often viewed as radical, anti-religious, and politically dangerous. But to what extent does this simplify the ancient philosophy and underestimate its significance to the Enlightenment? Through a pan-European analysis of Enlightenment centres from Scotland to Russia via the Netherlands, France and Germany, contributors argue that elements of classical Epicureanism were appropriated by radical and conservative writers alike. They move beyond literature and political theory to examine the application of Epicurean ideas in domains as diverse as physics, natural (...)
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  20. Avi I. Mintz (2012). The Happy and Suffering Student? Rousseau's Emile and the Path Not Taken in Progressive Educational Thought. Educational Theory 62 (3):249-265.score: 6.0
    One of the mantras of progressive education is that genuine learning ought to be exciting and pleasurable, rather than joyless and painful. To a significant extent, Jean-Jacques Rousseau is associated with this mantra. In a theme of Emile that is often neglected in the educational literature, however, Rousseau stated that “to suffer is the first thing [Emile] ought to learn and the thing he will most need to know.” Through a discussion of Rousseau's argument for the importance of an education (...)
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  21. Michael W. Hickson & Thomas M. Lennon (2009). The Real Significance of Bayle's Authorship of the Avis. British Journal for the History of Philosophy 17 (1):191 – 205.score: 4.0
    Did Bayle write the Avis aux réfugiés? Although the long debate over this question might not be over, we are convinced that strong probability supports Gianluca Mori's position that Bayle was indeed its sole author. We are also convinced, however, that the significance that Mori assigns to Bayle's authorship gets it exactly the wrong way around, for while Mori is right that the Avis is not only consistent but also representative of the views espoused by Bayle in his subsequent work (...)
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  22. Nissim Francez, Roy Dyckhoff & Gilad Ben-Avi (2010). Proof-Theoretic Semantics for Subsentential Phrases. Studia Logica 94 (3):381 - 401.score: 3.0
    The paper briefly surveys the sentential proof-theoretic semantics for fragment of English. Then, appealing to a version of Frege’s context-principle (specified to fit type-logical grammar), a method is presented for deriving proof-theoretic meanings for sub-sentential phrases, down to lexical units (words). The sentential meaning is decomposed according to the function-argument structure as determined by the type-logical grammar. In doing so, the paper presents a novel proof-theoretic interpretation of simple type, replacing Montague’s model-theoretic type interpretation (in arbitrary Henkin models). The domains (...)
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  23. Mark E. Jonas (2010). When Teachers Must Let Education Hurt: Rousseau and Nietzsche on Compassion and the Educational Value of Suffering. Journal of Philosophy of Education 44 (1):45-60.score: 3.0
    Avi Mintz (2008) has recently argued that Anglo-American educators have a tendency to alleviate student suffering in the classroom. According to Mintz, this tendency can be detrimental because certain kinds of suffering actually enhance student learning. While Mintz compellingly describes the effects of educator's desires to alleviate suffering in students, he does not examine one of the roots of the desire: the feeling of compassion or pity (used as synonyms here). Compassion leads many teachers to unreflectively alleviate student struggles. While (...)
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  24. Avi Sagi (1999). Religious Pluralism Assessed. Sophia 38 (2):93-115.score: 3.0
    Exclusivism is a highly appealing option in religious terms. It reflects the believers’ commitment to their religion as well as their conviction that their religion is true, and that other religions are therefore false. My central argument is that the justification of inter-religious pluralism, while not less well established than that of exclusivism, successfully preserves the social intuitions of religious devotion and commitment. The effect of this justification, which remains valid despite objections raised against various forms of inter-religious pluralism, is (...)
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  25. Avi Sagi (1997). Yeshayahu Leibowitz – a Breakthrough in Jewish Philosophy: Religion Without Metaphysics. Religious Studies 33 (2):203-216.score: 3.0
    This article is an analysis of the theological-philosophical revolution that Leibowitz's thought represents in the philosophy of religion in general and in Jewish philosophy in particular. This revolution relies on a positivist viewpoint, which denies any possibility of making statements about God. In his approach, statements about God are interpreted as statements denoting the relationship between the individual and God. Conventional religious beliefs -- such as the belief in the creation or in revelation -- become meaningless. Leibowitz therefore suggests a (...)
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  26. Avi Sion (1990). Future Logic: Categorical and Conditional Deduction and Induction of the Natural, Temporal, Extensional, and Logical Modalities. Lulu.com.score: 3.0
    Future Logic is an original and wide-ranging treatise of formal logic. It deals with deduction and induction, of categorical and conditional propositions, involving the natural, temporal, extensional, and logical modalities. This is the first work ever to strictly formalize the inductive processes of generalization and particularization, through the novel methods of factorial analysis, factor selection and formula revision. This is the first work ever to develop a formal logic of the natural, temporal and extensional types of conditioning (as distinct from (...)
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  27. Avi Mintz (2009). Has Therapy Intruded Into Education? Journal of Philosophy of Education 43 (4):633-647.score: 3.0
    For over fifty years, scholars have argued that a therapeutic ethos has begun to change how people think about themselves and others. There is also a growing concern that the therapeutic ethos has influenced educational theory and practice, perhaps to their detriment. This review article discusses three books, The Dangerous Rise of Therapeutic Education (by Kathryn Ecclestone and Dennis Hayes), Aristotle, Emotions, and Education (by Kristján Kristjánsson), and The Therapy of Education (by Paul Smeyers, Richard Smith and Paul Standish), that (...)
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  28. Avi Sagi (1997). L. E. Goodman. God of Abraham. Pp. 364 (New York & Oxford: Oxford University Press, 1996.). Religious Studies 33 (3):349-360.score: 3.0
  29. Lawrence Horwitz, Avi Gershon & Marcelo Schiffer (2011). Hamiltonian Map to Conformal Modification of Spacetime Metric: Kaluza-Klein and TeVeS. [REVIEW] Foundations of Physics 41 (1):141-157.score: 3.0
    It has been shown that the orbits of motion for a wide class of non-relativistic Hamiltonian systems can be described as geodesic flows on a manifold and an associated dual by means of a conformal map. This method can be applied to a four dimensional manifold of orbits in spacetime associated with a relativistic system. We show that a relativistic Hamiltonian which generates Einstein geodesics, with the addition of a world scalar field, can be put into correspondence in this way (...)
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  30. Avi Sagi & Daniel Statman (1995). Divine Command Morality and Jewish Tradition. Journal of Religious Ethics 23 (1):39 - 67.score: 3.0
    Given the religious appeal of divine command theories of morality (DCM), and given that these theories are found in both Christianity and Islam, we could expect DCM to be represented in Judaism, too. In this essay, however, we show that hardly any echoes of support for this thesis can be found in Jewish texts. We analyze texts that appear to support DCM and show they do not. We then present a number of sources clearly opposed to DCM. Finally, we offer (...)
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  31. Matthias Baaz (ed.) (2011). Kurt Gödel and the Foundations of Mathematics: Horizons of Truth. Cambridge University Press.score: 3.0
    Machine generated contents note: Part I. Historical Context - Gödel's Contributions and Accomplishments: 1. The impact of Gödel's incompleteness theorems on mathematics Angus Macintyre; 2. Logical hygiene, foundations, and abstractions: diversity among aspects and options Georg Kreisel; 3. The reception of Gödel's 1931 incompletabilty theorems by mathematicians, and some logicians, to the early 1960s Ivor Grattan-Guinness; 4. 'Dozent Gödel will not lecture' Karl Sigmund; 5. Gödel's thesis: an appreciation Juliette C. Kennedy; 6. Lieber Herr Bernays!, Lieber Herr Gödel! Gödel on (...)
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  32. Avi I. Mintz (2011). Four Educators in Plato's Theaetetus. Journal of Philosophy of Education 45 (4):657-673.score: 3.0
    Scholars who have taken interest in Theaetetus' educational theme argue that Plato contrasts an inferior, even dangerous, sophistic education to a superior, philosophical, Socratic education. I explore the contrasting exhortations, methods, ideals and epistemological foundations of Socratic and Protagorean education and suggest that Socrates' treatment of Protagoras as educator is far less dismissive than others claim. Indeed, Plato, in Theaetetus, offers a qualified defence of both Socrates and Protagoras. Socrates and Protagoras each dwell in the middle ground between the extremes (...)
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  33. Gilad Ben-Avi & Yoad Winter (2003). Monotonicity and Collective Quantification. Journal of Logic, Language and Information 12 (2):127-151.score: 3.0
    This article studies the monotonicity behavior of plural determinersthat quantify over collections. Following previous work, we describe thecollective interpretation of determiners such as all, some andmost using generalized quantifiers of a higher type that areobtained systematically by applying a type shifting operator to thestandard meanings of determiners in Generalized Quantifier Theory. Twoprocesses of counting and existential quantification thatappear with plural quantifiers are unified into a single determinerfitting operator, which, unlike previous proposals, both capturesexistential quantification with plural determiners and respects theirmonotonicity (...)
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  34. Avi Lifschitz (2012). The Arbitrariness of the Linguistic Sign: Variations on an Enlightenment Theme. Journal of the History of Ideas 73 (4):537-557.score: 3.0
    From the late seventeenth century to the middle of the eighteenth, an important shift occurred in attitudes to the arbitrariness of the first human words. While authors such as Locke and Pufendorf emphasized linguistic arbitrariness and human liberty, mid-eighteenth-century thinkers highlighted the natural aspects of language and the limited scope of freedom and reason. This change is linked to the contemporary view of the cultural world as a natural artifice, strongly molded by social and environmental factors. The article highlights hitherto (...)
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  35. Philippe de Groote & Makoto Kanazawa (2013). A Note on Intensionalization. Journal of Logic, Language and Information 22 (2):173-194.score: 3.0
    Building on Ben-Avi and Winter’s (2007) work, this paper provides a general “intensionalization” procedure that turns an extensional semantics for a language into an intensionalized one that is capable of accommodating “truly intensional” lexical items without changing the compositional semantic rules. We prove some formal properties of this procedure and clarify its relation to the procedure implicit in Montague’s (1973) PTQ.
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  36. J. L. O'Donovan (1990). Book Review : Eros And The Sacred, by Paul Avis. London, SPCK, 1989. X + 166 Pp. 7.95. [REVIEW] Studies in Christian Ethics 3 (1):119-123.score: 3.0
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  37. Avi Bernstein-Nahar (2004). In the Name of A Narrative Education: Hermann Cohen and Historicism Reconsidered. Journal of Jewish Thought and Philosophy 13 (1):147-185.score: 3.0
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  38. Pierre Bayle, Pensées Diverses Sur la Comète: Avis au Lecteur.score: 3.0
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  39. Bradley W. Bergey & Avi Kaplan (2010). What Do Social Groups Have to Do with Culture? The Crucial Role of Shared Experience. Frontiers in Psychology 1.score: 3.0
    What Do Social Groups have to Do with Culture? The Crucial Role of Shared Experience.
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  40. Avi Sagi (1992). The Suspension of the Ethical and the Religious Meaning of Ethics in Kierkegaard's Thought. International Journal for Philosophy of Religion 32 (2):83 - 103.score: 3.0
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  41. Maria Korman, Tamar Flash & Avi Karni (2005). Resistance to Interference and the Emergence of Delayed Gains in Newly Acquired Procedural Memories: Synaptic and System Consolidation? Behavioral and Brain Sciences 28 (1):74-75.score: 3.0
    The progressive multistage stabilization of memory (consolidation) relies on post-acquisition neural reorganization. We hypothesize that two processes subserve procedural memory consolidation and are reflected in delayed post-acquisition performance gains: (1) synaptic consolidation, which is classical Hebbian, and (2) in some tasks, concurrently or consequently, “system consolidation,” which might in some skills be sleep-dependent. Behavioral interference may affect either type of consolidation.
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  42. Avi Bernstein-Nahar (2004). In the Name of A Narrative Education: Hermann Cohen and Historicism Reconsidered. Journal of Jewish Thought and Philosophy 13 (1):147-185.score: 3.0
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  43. Avi J. Cohen (1992). Seeing the Light Despite the Heat Post-Mirowski History of Economic Thought. Philosophy of the Social Sciences 22 (1):83-96.score: 3.0
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  44. Nissim Francez & Gilad Ben-avi (2011). Proof-Theoretic Semantic Values for Logical Operators. Review of Symbolic Logic 4 (3):466-478.score: 3.0
    The paper proposes a semantic value for the logical constants (connectives and quantifiers) within the framework of proof-theoretic semantics, basic meaning on the introduction rules of a meaning conferring natural deduction proof system. The semantic value is defined based on Fregecontributions” to sentential meanings as determined by the function-argument structure as induced by a type-logical grammar. In doing so, the paper proposes a novel proof-theoretic interpretation of the semantic types, traditionally interpreted in Henkin models. The compositionality of the resulting attribution (...)
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  45. William J. Behre, Ron Avi Astor & Heather Ann Meyer (2001). Elementary- and Middle-School Teachers' Reasoning About Intervening in School Violence: An Examination of Violence-Prone School Subcontexts. Journal of Moral Education 30 (2):131-153.score: 3.0
    The study compared middle-school and elementary-school teachers' (N = 108) reasoning about their professional roles when violence occurred in "undefined" and potentially violence-prone school subcontexts (e.g. hallways, cafeterias, playgrounds). The study combined concepts from urban planing, architecture, criminology and cognitive developmental domain theory to explore teachers' moral attributions towards school spaces. Participants were asked to locate dangerous locations and discuss their professional roles in those locations. Teachers were also given hypothetical situations where the specific subcontexts (i.e. hallways, classroom, school yard) (...)
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  46. Gilad Ben-Avi & Yoad Winter (2004). Scope Dominance with Monotone Quantifiers Over Finite Domains. Journal of Logic, Language and Information 13 (4):385-402.score: 3.0
    We characterize pairs of monotone generalized quantifiers Q1 and Q2 over finite domains that give rise to an entailment relation between their two relative scope construals. This relation between quantifiers, which is referred to as scope dominance, is used for identifying entailment relations between the two scopal interpretations of simple sentences of the form NP1–V–NP2. Simple numerical or set-theoretical considerations that follow from our main result are used for characterizing such relations. The variety of examples in which they hold are (...)
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  47. Avi Craimer (2009). The Relevance of Identity in Responding to BIID and the Misuse of Causal Explanation. American Journal of Bioethics 9 (1):53-55.score: 3.0
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  48. N. Francez & G. Ben-Avi (forthcoming). Proof-Theoretic Reconstruction of Generalized Quantifiers. Journal of Semantics.score: 3.0
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  49. G. Memeteau (1998). La contraception chez les personnes handicapées mentalesCommentaire de l'avis du CCNE n∘ 19 du 3 avril 1996. Médecine and Droit 1998 (29):15-18.score: 3.0
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  50. A. M. (1998). Paul Avis (Ed.), Divine Revelation. (London: Darton, Longman, & Todd, 1997.) Pp. VIII+215. £12.95 Pbk. Religious Studies 34 (4):509-512.score: 3.0
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