Search results for 'Lei Young' (try it on Scholar)

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  1.  12
    Daniel Gibson, Benders G., A. Gwynedd, Cynthia Andrews-Pfannkoch, Evgeniya Denisova, Baden-Tillson A., Zaveri Holly, Stockwell Jayshree, B. Timothy, Anushka Brownley, David Thomas, Algire W., A. Mikkel, Chuck Merryman, Lei Young, Vladimir Noskov, Glass N., I. John, J. Craig Venter, Clyde Hutchison, Smith A. & O. Hamilton (2008). Complete Chemical Synthesis, Assembly, and Cloning of a Mycoplasma Genitalium Genome. Science 319 (5867):1215--1220.
    We have synthesized a 582,970-base pair Mycoplasma genitalium genome. This synthetic genome, named M. genitalium JCVI-1.0, contains all the genes of wild-type M. genitalium G37 except MG408, which was disrupted by an antibiotic marker to block pathogenicity and to allow for selection. To identify the genome as synthetic, we inserted "watermarks" at intergenic sites known to tolerate transposon insertions. Overlapping "cassettes" of 5 to 7 kilobases (kb), assembled from chemically synthesized oligonucleotides, were joined by in vitro recombination to produce intermediate (...)
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  2.  14
    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.
    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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  3.  3
    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 13 (2):193-199.
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  4.  4
    Andrew W. Young & John P. Aggleton (1997). Response From Young and Aggleton. Trends in Cognitive Sciences 1 (2):47-48.
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  5.  1
    James O. Young (1996). Inquiry in the Arts and Sciences: James O. Young. Philosophy 71 (276):255-273.
    In his 1836 lectures to the Royal Institute, the great landscape painter John Constable stated that ‘Painting is a science, and should be pursued as an inquiry into the laws of nature.’ Landscape, he went on to say, should ‘be considered a branch of natural philosophy, of which pictures are but the experiments.’ 1 Constable makes two claims in this striking passage. The first is that painting is a form of inquiry. This is, by itself, a bold claim, but Constable (...)
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  6.  2
    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.
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  7.  2
    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.
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  8. R. Young (1982). ATTHEWS, G. B.: "Philosophy and the Young Child". [REVIEW] Australasian Journal of Philosophy 60:196.
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  9. D. N. De L. Young (1970). The Sangha in Buddhist History1: D. N. DE L. YOUNG. Religious Studies 6 (3):243-252.
    Of all the distinctive features of the Buddhist religion, one of the most neglected is the sangha . Scholars give much attention to the study of texts and commentaries, the analysis of doctrines and the classification of schools. But the core of the Buddhist religion is the sangha , the community of bhikkhus around whose corporate life the religion is moulded. It is the existence and structure of the sangha which has shaped the history of Buddhism, enabled it to take (...)
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  10. Kim Heup Young (2014). 6. The Word Made Flesh: Ryu Young-Mo’s Christo-Dao: A Korean Perspective. In Christoph Schwöbel & Anselm K. Min (eds.), Word and Spirit: Renewing Christology and Pneumatology in a Globalizing World. De Gruyter 113-130.
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  11.  43
    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.
    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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  12.  21
    Marco F. H. Schmidt & Michael Tomasello (2012). Young Children Enforce Social Norms. Current Directions in Psychological Science 21 (4):232-236.
    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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  13. Helen De Cruz (2013). Is Teaching Children Young Earth Creationism Child Abuse? The Philosophers' Magazine 63:21-23.
    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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  14.  79
    Hennie Lötter (1999). Rawls, Young, and the Scope of Justice. Theoria 46 (94):90-107.
    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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  15.  17
    Felipe W. Martinez, Nancy Fumero & Ben Segal (2013). Grande Sertão: Veredas by João Guimarães Rosa. Continent 3 (1):27-43.
    INTRODUCTION BY NANCY FUMERO What is a translation that stalls comprehension? That, when read, parsed, obfuscates comprehension through any language – English, Portuguese. It is inevitable that readers expect fidelity from translations. That language mirror with a sort of precision that enables the reader to become of another location, condition, to grasp in English in a similar vein as readers of Portuguese might from João Guimarães Rosa’s GRANDE SERTÃO: VEREDAS. There is the expectation that translations enable mobility. That what (...)
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  16.  2
    Daniel Simão Nascimento (2015). Lei, Amizade e participação política em Aristóteles após o biological turn, reflexões preliminares sobre um novo paradigma hermenêutico. Archai: Revista de Estudos Sobre as Origens Do Pensamento Ocidental 15 (15):59-70.
    Este artigo tem quatro objetivos. O primeiro deles é mostrar que dois debates contemporâneos de grande importância para a filosofia política aristotélica – a saber, o debate acerca do laço que liga ou deve ligar os cidadãos de uma comunidade política e o debate acerca da importância da participação política no que diz respeito ao alcance da felicidade – devem ser compreendidos em conjunto com o movimento hermenêutico que chamamos hoje de biological turn. Como veremos, a maneira como respondemos a (...)
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  17.  7
    Frank Thomas Sautter (2006). Um breve estudo histórico-analítico da Lei de Hume. Trans/Form/Ação 29 (2):241-248.
    A Lei de Hume, pela qual um dever ser não pode resultar de um ser, e a sua recíproca, pela qual um ser não pode resultar de um dever ser, ocupam posições proeminentes nas discussões de metaética. Neste trabalho mostrarei relações lógicas entre distintas formulações da Lei de Hume e da sua recíproca. Também mostrarei como essas formulações estão relacionadas a teses sustentadas por importantes pensadores como Poincaré, Nelson, Jörgensen e Hare.
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  18.  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.
    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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  19.  4
    Luiz Felipe Netto de Andrade E. Silva Sahd (2011). Teorias da lei natural: Pufendorf e Rousseau. Trans/Form/Ação 30 (2):219-234.
    O presente artigo tem como objetivo reconstruir argumentos centrais desenvolvidos por Jean-Jacques Rousseau. Contra Samuel Pufendorf, Rousseau defende que a justiça não é natural. Ele recusa todo compromisso com a lei natural tradicional para voltar à posição de Thomas Hobbes. Ora, no estado originário de natureza, os princípios racionais da lei natural que expõe Pufendorf não podem ser conhecidos, e, por conseguinte, quando puderem ser conhecidos, não serão aplicados por natureza.
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  20.  1
    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.
    Although a number of aspects of earlier experiences correlate with later civic engagement , the role of different factors in driving the level of young people’s engagement is not clearly understood. This qualitative study set out to understand those factors in Turkey. Eight focus groups were conducted with 55 young Roma and Turkish people, with different groups being conducted according to participants’ ethnicity, gender and age . Analysis revealed specific themes in terms of the political and civic engagement (...)
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  21.  1
    Julio Esteves (2011). A teoria kantiana do respeito pela lei moral e da determinação da vontade. Trans/Form/Ação 32 (2):75-89.
    Este artigo tem por objetivo examinar uma tensão existente no interior da teoria kantiana do respeito pela lei moral. Originalmente, na Fundamentação, o respeito é concebido por Kant como um mero efeito ou subproduto da imediata determinação da vontade pela lei moral. Na segunda Crítica, contudo, Kant parece conceder um papel mais positivo ao respeito, dando a ele a tarefa de enfraquecer a influência exercida pelas inclinações, o que contaria como uma promoção da influência da lei moral sobre a vontade. (...)
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  22.  44
    Rinat M. Nugayev (ed.) (2013). Maxwellian Scientific Revolution: Reconciliation of Research Programmes of Young-Fresnel,Ampere-Weber and Faraday. Kazan University Press.
    Maxwellian electrodynamics genesis is considered in the light of the author’s theory change model previously tried on the Copernican and the Einstein revolutions. It is shown that in the case considered a genuine new theory is constructed as a result of the old pre-maxwellian programmes reconciliation: the electrodynamics of Ampere-Weber, the wave theory of Fresnel and Young and Faraday’s programme. The “neutral language” constructed for the comparison of the consequences of the theories from these programmes consisted in the language (...)
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  23.  8
    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.
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  24.  7
    Michalis Kontopodis (2011). Transforming the Power of Education for Young Minority Women: Narrations, Metareflection, and Societal Change. Ethos: Journal of the Society for Psychological Anthropology 39 (1):76-97.
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  25.  8
    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.
    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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  26.  86
    Alia Al-Saji (2005). Review of Iris Marion Young, On Female Body Experience: "Throwing Like a Girl" and Other Essays. [REVIEW] Notre Dame Philosophical Reviews 2005 (10).
  27.  2
    Paulo Martins (2015). Rumor, Lei e Elegia: considerações sobre Propércio 2.7. Archai: Revista de Estudos Sobre as Origens Do Pensamento Ocidental 15 (15):43-58.
    Este artigo observa relações entre a ficção das personae poeticae e realidade histórica em Propércio 2.7. Além de seu valor poético, esta elegia de Propércio nos indica precisamente a fronteira entre realidade e ficção em que a elegia romana está situada. De um lado, observamos o aspecto ficcional de suas personae, de outro lado, podemos vislumbrar aspectos referenciais da sociedade romana do período. Entretanto, as personae podem estar impregnadas de características reais, já que não podemos negar a existência histórica de (...)
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  28.  18
    Nina Johannesen (2013). Overflowing Every Idea of Age, Very Young Children as Educators. Studies in Philosophy and Education 32 (3):285-296.
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  29.  10
    Heup Young Kim (2008). Ryu Young-Mo's Understanding of Christ. Proceedings of the Xxii World Congress of Philosophy 50:341-349.
    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.  1
    M. R. Kuenne (1946). Experimental Investigation of the Relation of Language to Transposition Behavior in Young Children. Journal of Experimental Psychology 36 (6):471.
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  31.  6
    Edward R. Floyd (2007). Welcher Weg? A Trajectory Representation of a Quantum Young's Diffraction Experiment. Foundations of Physics 37 (9):1403-1420.
    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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  32.  3
    Luiz Felipe Netto de Andrade E. Silva Sahd (2012). Rousseau E os limites da Lei natural. Cadernos de Ética E Filosofia Política 21:119-128.
    Pretende-se aqui articular os elementos da crítica de Rousseau à doutirna do direito natural, tal como ela aparece em Hobbes e na tradição jusnaturalista.
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  33.  1
    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.
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  34.  1
    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.
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  35.  1
    Walter S. Hunter & Susan Carson Bartlett (1948). Double Alternation Behavior in Young Children. Journal of Experimental Psychology 38 (5):558.
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  36. Kenneth E. Bailey (1976). God is ...: Dialogues on the Nature of God for Young People. Mandate Press.
     
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  37. William Ellery Samuels, Kate Nicoll & Cindy Trifone (2008). An In-Class, Humane Education Program Can Improve Young Students' Attitudes Toward Animals. Society and Animals 16 (1):45-60.
    All 8 first-grade classes of an elementary school participated in a study of the efficacy of an in-class humane education program that incorporated regular visits from therapy animals. The study also investigated the relative efficacy of a popular, printed humane-education publication, although it was not possible to use this printed material in its optimal manner. The in-class humane-education program—but not the printed material—significantly increased students' self-reported attitudes toward nonhuman animals as compared to those of students who did not participate in (...)
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  38.  1
    Malou Luchtenberg, Els Maeckelberghe, Louise Locock, Lesley Powell & A. A. Eduard Verhagen (2015). Young People's Experiences of Participation in Clinical Trials: Reasons for Taking Part. American Journal of Bioethics 15 (11):3-13.
    Given the lack of knowledge about safety and efficacy of many treatments for children, pediatric clinical trials are important, but recruitment for pediatric research is difficult. Little is known about children's perspective on participating in trials. The purpose of this study was to understand the experiences and motivations of young people who took part in clinical trials. This is a qualitative interview study of 25 young people aged 10–23 who were invited to take part in clinical trials. Interviews (...)
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  39.  35
    Marco F. H. Schmidt, Hannes Rakoczy & Michael Tomasello (forthcoming). Young Children Understand and Defend the Entitlements of Others. Journal of Experimental Child Psychology.
    Human social life is structured by social norms creating both obligations and entitlements. Recent research has found that young children enforce simple obligations against norm violators by protesting. It is not known, however, whether they understand entitlements in the sense that they will actively object to a second party attempting to interfere in something that a third party is entitled to do — what we call counter-protest. In two studies, we found that 3-year-old children understand when a person is (...)
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  40.  7
    Norman Daniels (1988). Am I My Parents' Keeper?: An Essay on Justice Between the Young and the Old. Oxford University Press.
    The rapidly increasing numbers of elderly people in our society have raised some important moral questions: How should we distribute social resources among different age groups? What does justice require from both the young and the old? In this book, Norman Daniels offers the first systematic philosophical discussion of these urgent questions, advocating what he calls a "lifespan" approach to the problem: Since, as they age, people pass through a variety of institutions, the challenge of caring for the elderly (...)
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  41.  2
    Johannes L. Brandl, Frank Esken, Beate Priewasser & Eva Rafetseder (2015). Young Children’s Protest: What It Can Tell Us About Early Normative Understanding. Phenomenology and the Cognitive Sciences 14 (4):719-740.
    In this paper we address the question how children come to understand normativity through simple forms of social interaction. A recent line of research suggests that even very young children can understand social norms quite independently of any moral context. We focus on a methodological procedure developed by Rakoczy et al., Developmental Psychology, 44, 875–881, that measures children’s protest behaviour when a pre-established constitutive rule has been violated. Children seem to protest when they realize that rule violations are not (...)
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  42. Christian Barry & Luara Ferracioli (2013). Young on Responsibility and Structural Injustice. [REVIEW] Criminal Justice Ethics 32 (3):247-257.
    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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  43.  10
    H. Wimmer (1983). Beliefs About Beliefs: Representation and Constraining Function of Wrong Beliefs in Young Children's Understanding of Deception. Cognition 13 (1):103-128.
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  44.  29
    Johan Tralau (2005). The Effaced Self in the Utopia of the Young Karl Marx. European Journal of Political Theory 4 (4):393-412.
    This article attempts to present a reconstructive interpretation of the utopian self as portrayed in the writings of the young Marx. The main currents of interpretation claim that utopian society enhances individual liberty. However, the argument of this article is that Marx’s utopia entails the opposite, namely, the dissolution of the self. If human alienation in relation to nature is to be overcome, then the difference between man and nature must simply be annihilated. Thus, the utopian self appropriates and (...)
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  45. Sang Ah Lee & Elizabeth S. Spelke, Young Children Reorient by Computing Layout Geometry, Not by Matching Images of the Environment.
    Disoriented animals from ants to humans reorient in accord with the shape of the surrounding surface layout: a behavioral pattern long taken as evidence for sensitivity to layout geometry. Recent computational models suggest, however, that the reorientation process may not depend on geometrical analyses but instead on the matching of brightness contours in 2D images of the environment. Here we test this suggestion by investigating young children's reorientation in enclosed environments. Children reoriented by extremely subtle geometric properties of the (...)
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  46.  39
    Gareth B. Matthews (1980). Philosophy and the Young Child. Harvard University Press.
    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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  47.  15
    Helen Haste & Amy Hogan (2006). Beyond Conventional Civic Participation, Beyond the Moral‐Political Divide: Young People and Contemporary Debates About Citizenship. Journal of Moral Education 35 (4):473-493.
    In Western thought, the relationship between the moral and political domains has been dominated by a version of political philosophy which, based on the distinction between ?public? and ?private?, argues that the moral is different from the political. In parallel, and related to this, has been a delineation of the ?political? as concerned with structural aspects of representative democracy, privileging electoral behaviour in particular. We challenge this distinction on the basis that it is not useful for addressing the motivational dimensions (...)
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  48. Neus Torbisco Casals & Idil Boran (2008). Interview with Iris Marion Young. Hypatia 23 (3):173-181.
    Originally, the idea of interviewing Iris Marion Young in Barcelona came about after she accepted an invitation to give a public lecture at the Law School of Pompeu Fabra University in May 2002. I had first met Iris back in 1999, at a conference in Bristol, England, and I was impressed deeply by her personality and ideas. We kept in touch since then and exchanged papers and ideas. She was very keen to come to Spain (it seems that her (...)
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  49.  78
    Ronald Beiner (2006). Multiculturalism and Citizenship: A Critical Response to Iris Marion Young. Educational Philosophy and Theory 38 (1):25–37.
    What is citizenship? This question goes back to the political philosophy of Aristotle, and how one answers it will be decisive in determining one's vision of political life. In the last ten to fifteen years, the question of citizenship has aroused a renewed set of extremely lively debates within political philosophy, and Iris Marion Young has certainly occupied an important place within these theoretical debates. In particular, Young—especially in her seminal article, Polity and Group Difference: A critique of (...)
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  50.  40
    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.
    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 (...)
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