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

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  1. 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: 150.0
    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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  2. 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.score: 120.0
    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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  3. 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: 120.0
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  4. 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: 120.0
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  5. 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: 120.0
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  6. Andrew W. Young & John P. Aggleton (1997). Response From Young and Aggleton. Trends in Cognitive Sciences 1 (2):47-48.score: 120.0
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  7. Hennie Lötter (1999). Rawls, Young, and the Scope of Justice. Theoria 46 (94):90-107.score: 18.0
    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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  8. Helen De Cruz (2013). Is Teaching Children Young Earth Creationism Child Abuse? The Philosophers' Magazine 63:21-23.score: 18.0
    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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  9. 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: 18.0
    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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  10. Marco F. H. Schmidt & Michael Tomasello (2012). Young Children Enforce Social Norms. Current Directions in Psychological Science 21 (4):232-236.score: 18.0
    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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  11. 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: 18.0
    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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  12. 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: 18.0
    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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  13. Julio Esteves (2011). A teoria kantiana do respeito pela lei moral e da determinação da vontade. Trans/Form/Ação 32 (2):75-89.score: 18.0
    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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  14. Luiz Felipe Netto de Andrade E. Silva Sahd (2011). Teorias da lei natural: Pufendorf e Rousseau. Trans/Form/Ação 30 (2):219-234.score: 18.0
    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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  15. Frank Thomas Sautter (2006). Um breve estudo histórico-analítico da Lei de Hume. Trans/Form/Ação 29 (2):241-248.score: 18.0
    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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  16. 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: 15.0
  17. Edward R. Floyd (2007). Welcher Weg? A Trajectory Representation of a Quantum Young's Diffraction Experiment. Foundations of Physics 37 (9):1403-1420.score: 15.0
    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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  18. Nina Johannesen (2013). Overflowing Every Idea of Age, Very Young Children as Educators. Studies in Philosophy and Education 32 (3):285-296.score: 15.0
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  19. 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: 15.0
    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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  20. 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.score: 15.0
    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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  21. 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: 15.0
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  22. Kenneth E. Bailey (1976). God is ...: Dialogues on the Nature of God for Young People. Mandate Press.score: 15.0
     
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  23. 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: 15.0
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  24. Ann Dowker (2014). Young Children's Use of Derived Fact Strategies for Addition and Subtraction. Frontiers in Human Neuroscience 7.score: 15.0
  25. 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: 15.0
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  26. Walter S. Hunter & Susan Carson Bartlett (1948). Double Alternation Behavior in Young Children. Journal of Experimental Psychology 38 (5):558.score: 15.0
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  27. Heup Young Kim (2008). Ryu Young-Mo's Understanding of Christ. Proceedings of the Xxii World Congress of Philosophy 50:341-349.score: 15.0
    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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  28. Michalis Kontopodis (2011). Transforming the Power of Education for Young Minority Women: Narrations, Metareflection, and Societal Change. Ethos 39 (1):76-97.score: 15.0
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  29. 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: 15.0
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  30. 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: 15.0
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  31. Michel Janssen, Einstein: The Old Sage and the Young Turk.score: 12.0
    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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  32. Ranjoo Seodu Herr (2008). Politics of Difference and Nationalism: On Iris Young's Global Vision. Hypatia 23 (3):pp. 39-59.score: 12.0
    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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  33. Christian Barry & Luara Ferracioli (2013). Young on Responsibility and Structural Injustice. Criminal Justice Ethics 32 (3):247-257.score: 12.0
    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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  34. 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: 12.0
    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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  35. Gareth B. Matthews (1980). Philosophy and the Young Child. Harvard University Press.score: 12.0
    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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  36. Carleton B. Christensen (1999). What Does (the Young) Heidegger Mean by the Seinsfrage? Inquiry 42 (3 & 4):411 – 437.score: 12.0
    Heidegger's central concern is the question of being (Seinsfrage). The paper reconstructs this question at least for the young (pre- Kehre) Heidegger in the light of two interconnected hypotheses: (1) the substantial content of the question of being can be identified by seeing it as a response to (Marburg) neo-Kantianism; and (2) this content centres around the claim that, pace the neo-Kantians, 'epistemological' concerns are grounded in 'ontological' ones, for which reason 'ontology' must precede 'epistemology' as a form of (...)
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  37. Robert B. Talisse (2005). Deliberativist Responses to Activist Challenges: A Continuation of Young’s Dialectic. Philosophy and Social Criticism 31 (4):423-444.score: 12.0
    In a recent article, Iris Marion Young raises several challenges to deliberative democracy on behalf of political activists. In this paper, the author defends a version of deliberative democracy against the activist challenges raised by Young and devises challenges to activism on behalf of the deliberative democrat. Key Words: activism • deliberative democracy • Discourse • Ideology • public sphere • I. M. Young.
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  38. 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: 12.0
    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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  39. 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: 12.0
    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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  40. Thomas Hobbes (1995). Thomas Hobbes: Three Discourses: A Critical Modern Edition of Newly Identified Work of the Young Hobbes. University of Chicago Press.score: 12.0
    For the first time in three centuries, this book brings back into print three discourses now confirmed to have been written by the young Thomas Hobbes. Their contents may well lead to a resolution of the long-standing controversy surrounding Hobbes's early influences and the subsequent development of his thought. The volume begins with the recent history of the discourses, first published as part of the anonymous seventeenth-century work, Horae Subsecivae . Drawing upon both internal evidence and external confirmation afforded (...)
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  41. Leonardo V. Distaso (2004). The Paradox of Existence: Philosophy and Aesthetics in the Young Schelling. Kluwer Academic Publishers.score: 12.0
    This essay reconstructs Schelling's philosophical development during the years 1794-1800. It emphasizes the role of Kant's heritage within Schelling's early philosophy, and the strong relationship between Schelling and Hölderlin during their Tübingen years. The central question it explores is how the Absolute relates to Finiteness - a relation that constitutes the basis of transcendental idealism as well as the essence of a transcendental philosophy, here radically understood as a philosophy of finitude and as a critical aesthetics. The essay shows the (...)
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  42. Linda McDowell (2001). 'It's That Linda Again': Ethical, Practical and Political Issues Involved in Longitudinal Research with Young Men. Ethics, Place and Environment 4 (2):87 – 100.score: 12.0
    In the last few years, geographers have begun to develop a research interest in children's and young people's attitudes to and relationship with place and locality. While a range of different types of work has been undertaken, most studies are united by their concern for the ethical and practical issues that are raised when children and young people are the subjects of research. In a thought-provoking paper in this journal, Valentine suggested that five main areas of ethical concern (...)
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  43. Allison Weir (2008). Home and Identity: In Memory of Iris Marion Young. Hypatia 23 (3):pp. 4-21.score: 12.0
    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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  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: 12.0
    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. Jane Monica Drexler (2007). Politics Improper: Iris Marion Young, Hannah Arendt, and the Power of Performativity. Hypatia 22 (4):1-15.score: 12.0
    : This essay explores the value of oppositional, performative political action in the context of oppression, domination, and exclusionary political spheres. Rather than adopting Iris Marion Young's approach, Drexler turns to Hannah Arendt's theories of political action in order to emphasize the capacity of political action as action to intervene in and disrupt the constricting, politically devitalizing, necrophilic normalizations of proceduralism and routine, and thus to reorient the importance of contestatory action as enabling and enacting creativity, spontaneity, and resistance.
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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: 12.0
    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: 12.0
    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. Dennis McKerlie (2001). Justice Between the Young and the Old. Philosophy and Public Affairs 30 (2):152–177.score: 12.0
    In a world of limited resources, competition between the young and old prompt difficult questions of justice. In countries with public pension and health care systems, or with aging populations, there is often a concern that members of different generations are not always treated fairly. Dennis McKerlie's monograph examines justice between age-groups with the ultimate goal of a new theory of justice that effectively grapples with those questions In the realm of public policy and medical ethics this is an (...)
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  49. 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: 12.0
    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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  50. Patricia M. Cooper (2009). The Classrooms All Young Children Need: Lessons in Teaching From Vivian Paley. University of Chicago Press.score: 12.0
    In The Classrooms All Young Children Need, Patricia M. Cooper takes a synoptic view of Paley’s many books and articles, charting the evolution of Paley’s ...
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