Search results for 'Kun Young Chung' (try it on Scholar)

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  1. Mohamed M. Ahmed, Kun Young Chung & John W. Eichenseher (2003). Business Students' Perception of Ethics and Moral Judgment: A Cross-Cultural Study. [REVIEW] Journal of Business Ethics 43 (1-2):89 - 102.score: 870.0
    Business relations rely on shared perceptions of what is acceptable/expected norms of behavior. Immense expansion in transnational business made rudimentary consensus on acceptable business practices across cultural boundaries particularly important. Nonetheless, as more and more nations with different cultural and historical experiences interact in the global economy, the potential for misunderstandings based on different expectations is magnified. Such misunderstandings emerge in a growing literature on "improper" business practices – articulated from a narrow cultural perspective. This paper reports an ongoing research (...)
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  2. Kun Young Chung, John W. Eichenseher & Teruso Taniguchi (2008). Ethical Perceptions of Business Students: Differences Between East Asia and the USA and Among "Confucian" Cultures. [REVIEW] Journal of Business Ethics 79 (1/2):121 - 132.score: 870.0
    This paper reports the results of a survey of 842 undergraduate business students in four nations - the United States of America (the USA), the Peoples' Republic of China (the PRC), Japan, and the Republic of Korea (the ROK). This survey asked students to respond to four scenarios with potentially unethical business behavior and a string of questions related to the importance of ethics in business strategy and in personal behaviors. Based on arguments related to differences in recent historical experiences, (...)
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  3. Dae-Ryun Chung (2008). A Study on Developing Picture Books and Parent-Teacher Manuals for Philosophy for Korean Young Children. Proceedings of the Xxii World Congress of Philosophy 27:111-122.score: 420.0
    This paper is a short report about a series of picture books and manuals designed for P4C (especially Philosophy for Korean Young Children). There were not proper educational reading materials or books to help Korean young children to think by (or for) themselves and dialogue with. Dr. Sharp’s is a very helpful guidebook for young children to think by themselves, dialogue with friends, and discuss with others (peers, older or younger children, teacher and parents, etc.). (...)
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  4. Chun-Hee Lee & Daeryun Chung (2008). Young Children's Caring Thinking. Proceedings of the Xxii World Congress of Philosophy 27:45-54.score: 420.0
    The purpose of this paper was to enhance caring thinking of young children through the community of philosophical inquiry. To find out how young children's caring thinking is expressed in the community of inquiry, the inquiry has been conducted against 5-year old children for 12 weeks a total of 24 times and the whole process has been recorded. Then, the collected data have been thoroughly analyzed. According to the analysis, young children with the community of inquiry showed (...)
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  5. Hyun-Joo Lee & Dae-Ryun Chung (2008). 한국 유아를 위한 철학적 탐구공동체 활동의 실제. Proceedings of the Xxii World Congress of Philosophy 27:123-139.score: 300.0
    This paper is about activities of ‘community of inquiry’ on the basis of Lipman’s model applied at a kindergarten in Seoul, Korea. The activities of community of inquiry, basically, includes a series of activities, for example, reading textbooks, making up questions, discussing on themes, working out exercises and further responding. At the beginning of P4C lessons, young children had difficulties in reading texts with no pictures, and making up questions. Having philosophy lessons repeatedly, they were accustomed to the activities, (...)
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  6. Seon-Ho Park, Young-Ju Han & Tai-Myoung Chung (2007). Context-Aware Security Management System for Pervasive Computing Environment. In. In D. C. Richardson B. Kokinov (ed.), Modeling and Using Context. Springer. 384--396.score: 240.0
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  7. Sang Mi Park, S. I. Cho, Soong Nang Jang, Young Tae Cho & Hai Won Chung (2008). The Preference for an Additional Child Among Married Women in Seoul, Korea. Journal of Biosocial Science 40 (2):269.score: 240.0
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  8. Wei‐Ching Chung, Pao‐Luo Fan, Herng‐Chia Chiu, Chun‐Yuh Yang, Kun‐Lun Huang & Dong‐Sheng Tzeng (2010). Operating Room Cost for Coronary Artery Bypass Graft Procedures: Does Experience or Severity of Illness Matter? Journal of Evaluation in Clinical Practice 16 (6):1063-1070.score: 240.0
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  9. Sunya T. Collier, Dean Cristol, Sandra Dean, Nancy Fichtman Dana, Donna H. Foss, Rebecca K. Fox, Nancy P. Gallavan, Eric Greenwald, Leah Herner-Patnode, James Hoffman, Fred A. J. Korthagen, Barbara Larrivee Hea-Jin Lee, Jane McCarthy, Christie McIntyre, D. John McIntyre, Rejoyce Soukup Milam, Melissa Mosley, Lynn Paine, Walter Polka, Linda Quinn, Mistilina Sato, Jason Jude Smith, Anne Rath, Audra Roach, Katie Russell, Kelly Vaughn, Jian Wang, Angela Webster-Smith, Ruth Chung Wei, C. Stephen White, Rachel Wlodarksy, Diane Yendol-Hoppey & Martha Young (2010). The Purposes, Practices, and Professionalism of Teacher Reflectivity: Insights for Twenty-First-Century Teachers and Students. R&L Education.score: 240.0
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  10. Charles W. Kalish, Sunae Kim & Andrew G. Young (2012). How Young Children Learn From Examples: Descriptive and Inferential Problems. Cognitive Science 36 (8):1427-1448.score: 210.0
    Three experiments with preschool- and young school-aged children (N = 75 and 53) explored the kinds of relations children detect in samples of instances (descriptive problem) and how they generalize those relations to new instances (inferential problem). Each experiment initially presented a perfect biconditional relation between two features (e.g., all and only frogs are blue). Additional examples undermined one of the component conditional relations (not all frogs are blue) but supported another (only frogs are blue). Preschool-aged children did not (...)
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  11. H. D. Ellis, A. H. Quaylea, A. W. Young & K. W. de Pauw (1997). Response From Ellis, Young, Quayle and de Pauw. Trends in Cognitive Sciences 1 (5):158.score: 180.0
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  12. Andrew W. Young & John P. Aggleton (1997). Response From Young and Aggleton. Trends in Cognitive Sciences 1 (2):47-48.score: 180.0
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  13. A. W. Young, R. Sprengelmeyer, M. Phillips & A. J. Calder (1997). Response From Young, Sprengelmeyer, Phillips and Calder. Trends in Cognitive Sciences 1 (9):322-325.score: 180.0
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  14. H. M. Kraemer Jr & S. B. Young (2003). When Things Go Wrong: Managing Crisis. A Talk with Harry M. Jansen Kraemer, Jr., and Sally Benjamin Young. Interview by Thomasine Kushner. [REVIEW] Cambridge Quarterly of Healthcare Ethics: Cq: The International Journal of Healthcare Ethics Committees 13 (2):193-199.score: 180.0
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  15. Hennie Lötter (1999). Rawls, Young, and the Scope of Justice. Theoria 46 (94):90-107.score: 24.0
    What is justice all about? What is the scope of the concept of justice? What issues can legitimately be evaluated in terms of justice? In her book Justice and the Politics of Difference, Iris Marion Young challenges the concept of justice as defined by John Rawls and used by many others in the philosophical debates that responded to Rawls’s, A Theory of Justice (1971). Is Young’s critique on the prevailing use of the concept of justice and contemporary theories (...)
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  16. Helen De Cruz (2013). Is Teaching Children Young Earth Creationism Child Abuse? The Philosophers' Magazine 63:21-23.score: 24.0
    Richard Dawkins has argued on several occasions that bringing up your child religiously is a form of child abuse. According to Dawkins, teaching children about religion is fine (it helps them to understand cultural references, for instance), but indoctrinating children – by which Dawkins means any form of education that teaches religious beliefs as facts – is morally wrong and harmful. Dawkins is not alone: the American theoretical physicist Lawrence Krauss, for instance, recently argued that teaching Young Earth Creationism (...)
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  17. Marco F. H. Schmidt, Hannes Rakoczy & Michael Tomasello (2011). Young Children Attribute Normativity to Novel Actions Without Pedagogy or Normative Language. Developmental Science 14 (3):530-539.score: 24.0
    Young children interpret some acts performed by adults as normatively governed, that is, as capable of being performed either rightly or wrongly. In previous experiments, children have made this interpretation when adults introduced them to novel acts with normative language (e.g. ‘this is the way it goes’), along with pedagogical cues signaling culturally important information, and with social-pragmatic marking that this action is a token of a familiar type. In the current experiment, we exposed children to novel actions with (...)
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  18. Young Kun Kim (1978). Hegel's Criticism of Chinese Philosophy. Philosophy East and West 28 (2):173-180.score: 24.0
  19. Marco F. H. Schmidt & Michael Tomasello (2012). Young Children Enforce Social Norms. Current Directions in Psychological Science 21 (4):232-236.score: 24.0
    Social norms have played a key role in the evolution of human cooperation, serving to stabilize prosocial and egalitarian behavior despite the self-serving motives of individuals. Young children’s behavior mostly conforms to social norms, as they follow adult behavioral directives and instructions. But it turns out that even preschool children also actively enforce social norms on others, often using generic normative language to do so. This behavior is not easily explained by individualistic motives; it is more likely a result (...)
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  20. Fenna van Nes (2011). Mathematics Education and Neurosciences: Towards Interdisciplinary Insights Into the Development of Young Children's Mathematical Abilities. Educational Philosophy and Theory 43 (1):75-80.score: 24.0
    The Mathematics Education and Neurosciences project is an interdisciplinary research program that bridges mathematics education research with neuroscientific research. The bidirectional collaboration will provide greater insight into young children's (aged four to six years) mathematical abilities. Specifically, by combining qualitative ‘design research’ with quantitative ‘experimental research’, we aim to come to a more thorough understanding of prerequisites that are involved in the development of early spatial and number sense. The mathematics education researchers are concerned with kindergartner's spatial structuring ability, (...)
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  21. Lisa D. Bendixen & Florian C. Feucht (eds.) (2010). Personal Epistemology in the Classroom: Theory, Research, and Implications for Practice. Cambridge University Press.score: 24.0
    Machine generated contents note: Part I. Introduction: 1. Personal epistemology in the classroom: a welcome and guide for the reader Florian C. Feucht and Lisa D. Bendixen; Part II. Frameworks and Conceptual Issues: 2. Manifestations of an epistemological belief system in pre-k to 12 classrooms Marlene Schommer-Aikins, Mary Bird, and Linda Bakken; 3. Epistemic climates in elementary classrooms Florian C. Feucht; 4. The integrative model of personal epistemology development: theoretical underpinnings and implications for education Deanna C. Rule and Lisa D. (...)
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  22. Yusuke Moriguchi & Kazuo Hiraki (2013). Prefrontal Cortex and Executive Function in Young Children: A Review of NIRS Studies. [REVIEW] Frontiers in Human Neuroscience 7:867.score: 24.0
    Executive function refers to the higher-order cognitive control process for the attainment of a specific goal. There are several subcomponents of executive function, such as inhibition, cognitive shifting, and working memory. Extensive neuroimaging research in adults has revealed that the lateral prefrontal cortex plays an important role in executive function. Developmental studies have reported behavioral evidence showing that executive function changes significantly during preschool years. However, the neural mechanism of executive function in young children is still unclear. This article (...)
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  23. Sang Mi Park, Sung Il Cho, Soong Nang Jang, Young Tae Cho & Hai Won Chung (2008). The Preference for an Additional Child Among Married Women in Seoul, Korea. Journal of Biosocial Science 40 (2).score: 24.0
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  24. Alia Al-Saji (2005). Review of Iris Marion Young, On Female Body Experience: &Quot;throwing Like a Girl" and Other Essays. [REVIEW] Notre Dame Philosophical Reviews 2005 (10).score: 21.0
  25. Nina Johannesen (2013). Overflowing Every Idea of Age, Very Young Children as Educators. Studies in Philosophy and Education 32 (3):285-296.score: 21.0
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  26. Edward R. Floyd (2007). Welcher Weg? A Trajectory Representation of a Quantum Young's Diffraction Experiment. Foundations of Physics 37 (9):1403-1420.score: 21.0
    The double slit problem is idealized by simplifying each slit by a point source. A composite reduced action for the two correlated point sources is developed. Contours of the reduced action, trajectories and loci of transit times are developed in the region near the two point sources. The trajectory through any point in Euclidean 3-space also passes simultaneously through both point sources.
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  27. Elke Kleinau (2012). Botany and the Taming of Female Passion: Rousseau and Contemporary Educational Concepts of Young Women. [REVIEW] Studies in Philosophy and Education 31 (5):465-476.score: 21.0
    Central in the analyses of women’s and gender studies within the history of education has been Rousseau’s (Emil oder Über die Erziehung, 12th edn. Ferdinand Schöningh, Paderborn 1762) educational novel Emile, especially Book 5, which deals with the education of Sophie, Emilie’s future spouse. Given the lasting interest in the person of Rousseau and his work, it is astonishing that there is a work by him, that has not been a focus of analysis in studies on the history of education, (...)
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  28. Ann Dowker (2014). Young Children's Use of Derived Fact Strategies for Addition and Subtraction. Frontiers in Human Neuroscience 7.score: 21.0
  29. Heup Young Kim (2008). Ryu Young-Mo's Understanding of Christ. Proceedings of the Xxii World Congress of Philosophy 50:341-349.score: 21.0
    I have been proposing for ‘christo‐dao’ rather than traditional christo-logy or modern christo‐praxis as a more appropriate paradigm for the understanding of Jesus Christ in the new millennium. This christological paradigm shift solicits a radical change of its root-metaphor, from logos (Christ as the incarnate logos) or praxis (Christ as the praxis of God’s reign) to ‘dao’ (Christ as the embodiment of the Dao, the “theanthropocosmic” Way) with a critical new interpretation. For EastAsian Christians, the christological adoption of dao is (...)
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  30. James Garrison (2012). On Cheng Chung-Yings Bentiyong Onto-hermeneutics. Frontiers of Philosophy in China 7 (3):471-480.score: 21.0
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  31. Toben H. Mintz, Elissa L. Newport & Thomas G. Bever (2002). The Distributional Structure of Grammatical Categories in Speech to Young Children. Cognitive Science 26 (4):393-424.score: 21.0
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  32. Ayşenur Ataman, Figen Çok & Tülin Şener (2012). Understanding Civic Engagement Among Young Roma and Young Turkish People in Turkey. Human Affairs 22 (3):419-433.score: 21.0
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  33. Kenneth E. Bailey (1976). God is ...: Dialogues on the Nature of God for Young People. Mandate Press.score: 21.0
     
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  34. E. R. Balken & S. Maurer (1934). Variations in Psychological Measurements Associated with Increased Vitamin B Complex Feeding in Young Children. Journal of Experimental Psychology 17 (1):85.score: 21.0
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  35. Charles L. Goodrick (1973). Maze Learning of Mature-Young and Aged Rats as a Function of Distribution of Practice. Journal of Experimental Psychology 98 (2):344.score: 21.0
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  36. Walter S. Hunter & Susan Carson Bartlett (1948). Double Alternation Behavior in Young Children. Journal of Experimental Psychology 38 (5):558.score: 21.0
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  37. Michalis Kontopodis (2011). Transforming the Power of Education for Young Minority Women: Narrations, Metareflection, and Societal Change. Ethos 39 (1):76-97.score: 21.0
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  38. M. R. Kuenne (1946). Experimental Investigation of the Relation of Language to Transposition Behavior in Young Children. Journal of Experimental Psychology 36 (6):471.score: 21.0
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  39. Michel Janssen, Einstein: The Old Sage and the Young Turk.score: 18.0
    There is a striking difference between the methodology of the young Einstein and that of the old. I argue that Einstein’s switch in the late 1910s from a moderate empiricism to an extreme rationalism should at least in part be understood against the background of his crushing personal and political experiences during the war years in Berlin. As a result of these experiences, Einstein started to put into practice what, drawing on Schopenhauer, he had preached for years, namely to (...)
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  40. Ranjoo Seodu Herr (2008). Politics of Difference and Nationalism: On Iris Young's Global Vision. Hypatia 23 (3):pp. 39-59.score: 18.0
    Iris Marion Young’s politics of difference promotes equality among socially and culturally different groups within multicultural states and advocates group autonomy to empower such groups to develop their own voice. Extending the politics of difference to the international sphere, Young advocates “decentered diverse democratic federalism” that combines local self-determination and cosmopolitanism, while adamantly rejecting nationalism. Herr argues that nationalism, charitably interpreted, is not only consistent with Young’s politics of difference but also necessary for realizing Young’s ideal (...)
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  41. Christian Barry & Luara Ferracioli (2013). Young on Responsibility and Structural Injustice. [REVIEW] Criminal Justice Ethics 32 (3):247-257.score: 18.0
    Our aim in this essay is to critically examine Iris Young’s arguments in her important posthumously published book against what she calls the liability model for attributing responsibility, as well as the arguments that she marshals in support of what she calls the social connection model of political responsibility. We contend that her arguments against the liability model of conceiving responsibility are not convincing, and that her alternative to it is vulnerable to damaging objections.
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  42. Gill Valentine (1999). Being Seen and Heard? The Ethical Complexities of Working with Children and Young People at Home and at School. Philosophy and Geography 2 (2):141 – 155.score: 18.0
    In the late 1980s and early 1990s a number of key writers within sociology and anthropology criticised much of the existing research on children within the social sciences as 'adultist'. This has subsequently provoked attempts by academics to define new ways of working with , not on or for, children that have been characterised by a desire to define more mutuality between adult and children in research relationships and to identify new ways that researchers can engage with young people. (...)
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  43. Jagdish Mehra, Kimball A. Milton & Peter Rembiesa (1999). The Young Julian Schwinger. IV. During the Second World War. Foundations of Physics 29 (6):967-1010.score: 18.0
    In this series of articles the early life and work of the young Julian Schwinger are explored. In the present article, Schwinger's work at the MIT Radiation Laboratory during the Second World War is described.
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  44. Jagdish Mehra, Kimball A. Milton & Peter Rembiesa (1999). The Young Julian Schwinger. V. Winding Up at the Radiation Lab, Going to Harvard, and Marriage. Foundations of Physics 29 (7):1119-1162.score: 18.0
    In this series of articles the early life and work of the young Julian Schwinger are explored. In the present article, we discuss Schwinger's winding up his work at the MIT Radiation Laboratory, being offered a tenured professorship at Harvard University, getting married, and settling down into a highly productive teaching and research career.
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  45. Gareth B. Matthews (1980). Philosophy and the Young Child. Harvard University Press.score: 18.0
    In a series of exquisite examples that could only have been gathered by a professional philosopher with an extraordinary respect for young minds, Gareth...
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  46. Jagdish Mehra, Kimball A. Milton & Peter Rembiesa (1999). The Young Julian Schwinger. III. Schwinger Goes to Berkeley. Foundations of Physics 29 (6):931-966.score: 18.0
    In this series of articles the early life and work of the young Julian Schwinger is explored. After a brilliant beginning at Columbia University, where he received his Ph.D., Schwinger went to work with J. Robert Oppenheimer in Berkeley. His stay, work, and interactions with Oppenheimer are discussed.
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  47. Jagdish Mehra, Kimball A. Milton & Peter Rembiesa (1999). The Young Julian Schwinger. I. A New York City Childhood. Foundations of Physics 29 (5):767-786.score: 18.0
    In this series of articles the early life and work of the young Julian Schwinger are explored. In this first article, Schwinger's childhood, growing-up, and early education are discussed.
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  48. Gill Valentine, Ruth Butler & Tracey Skelton (2001). The Ethical and Methodological Complexities of Doing Research with 'Vulnerable' Young People. Ethics, Place and Environment 4 (2):119 – 125.score: 18.0
    In discussing methodological and ethical codes for working with children there is a danger that young people can become homogenised as a social category. In this paper we examine the way in which common methodological and ethical dilemmas, such as accessing potential interviewees or gaining consent, can become more complex and significant when the research involves work with a 'vulnerable' group of children or youth. Here, we draw on our own experience of working with self-identified lesbian and gay (...) people, to demonstrate that research with sexual minorities is particularly sensitive because of the specific laws which frame (or until recently have framed) homosexuality and because of the way in which children are popularly constructed as asexual or innocent. In doing so we also highlight the importance of finding a safe space where interviews can be conducted in privacy and confidence. (shrink)
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  49. Allison Weir (2008). Home and Identity: In Memory of Iris Marion Young. Hypatia 23 (3):pp. 4-21.score: 18.0
    Drawing on Iris Marion Young’s essay, “House and Home: Feminist Variations on a Theme,” Weir argues for an alternative ideal of home that involves: (1) the risk of connection, and of sustaining relationship through conflict; (2) relational identities, constituted through both relations of power and relations of mutuality, love, and flourishing; (3) relational autonomy: freedom as the capacity to be in relationships one desires, and freedom as expansion of self in relationship; and (4) connection to past and future, through (...)
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  50. R. A. Ahmed, P. C. Sorum & E. Mullet (2010). Young Kuwaitis' Views of the Acceptability of Physician-Assisted Suicide. Journal of Medical Ethics 36 (11):671-676.score: 18.0
    Aim To study the views of people in a largely Muslim country, Kuwait, of the acceptability of a life-ending action such as physician-assisted suicide (PAS). Method 330 Kuwaiti university students judged the acceptability of PAS in 36 scenarios composed of all combinations of four factors: the patient's age (35, 60 or 85 years); the level of incurability of the illness (completely incurable vs extremely difficult to cure); the type of suffering (extreme physical pain or complete dependence) and the extent to (...)
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