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

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Profile: Rebecca Young (University of Queensland)
  1. Liane Young, Fiery Cushman, Marc Hauser & and Rebecca Saxe (2007). The Neural Basis of the Interaction Between Theory of Mind and Moral Judgment. Proceedings of the National Academy of Sciences 104 (20):8235-8240.score: 150.0
    Is the basis of criminality an act that causes harm, or an act undertaken with the belief that one will cause harm? The present study takes a cognitive neuroscience approach to investigating how information about an agent’s beliefs and an action’s conse- quences contribute to moral judgment. We build on prior devel- opmental evidence showing that these factors contribute differ- entially to the young child’s moral judgments coupled with neurobiological evidence suggesting a role for the right tem- poroparietal junction (...)
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  2. 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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  3. Liane Young, Shaun Nichols & Rebecca Saxe (2010). Investigating the Neural and Cognitive Basis of Moral Luck. [REVIEW] Review of Philosophy and Psychology 1 (3):333-349.score: 120.0
    Moral judgments, we expect, ought not to depend on luck. A person should be blamed only for actions and outcomes that were under the person’s control. Yet often, moral judgments appear to be influenced by luck. A father who leaves his child by the bath, after telling his child to stay put and believing that he will stay put, is judged to be morally blameworthy if the child drowns (an unlucky outcome), but not if his child stays put and doesn’t (...)
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  4. Liane Young & Rebecca Saxe (2010). It's Not Just What You Do, but What's on Your Mind: A Review of Kwame Anthony Appiah's “Experiments in Ethics”. [REVIEW] Neuroethics 3 (3):201-207.score: 120.0
    What is the impact of science on philosophy? In “Experiments in Ethics”, Kwame Anthony Appiah addresses this question for morality and ethics. Appiah suggests that scientific results may undermine moral intuitions by undermining our confidence in the actual sources of our intuitions, or by invalidating our factual assumptions about the causes of human behavior. Appiah worries that scientific results showing situational causes on human behavior force us to abandon the intuition, formalized in virtue ethics, that what matters is “who you (...)
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  5. Liane Young & Rebecca Saxe (2011). Moral Universals and Individual Differences. Emotion Review 3 (3):323-324.score: 120.0
    Contemporary moral psychology has focused on the notion of a universal moral sense, robust to individual and cultural differences. Yet recent evidence has revealed individual differences in the psychological processes for moral judgment: controlled cognition, mental-state reasoning, and emotional responding. We discuss this evidence and its relation to cross-cultural diversity in morality.
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  6. Liane Young & Rebecca Saxe (2011). When Ignorance is No Excuse: Different Roles for Intent Across Moral Domains. Cognition 120 (2):202-214.score: 120.0
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  7. Ruth Ann Atchley, Stephen S. Ilardi, Keith M. Young, Natalie N. Stroupe, Aminda J. O'Hare, Steven L. Bistricky, Elizabeth Collison, Linzi Gibson, Jonathan Schuster & Rebecca J. Lepping (2012). Depression Reduces Perceptual Sensitivity for Positive Words and Pictures. Cognition and Emotion 26 (8):1359-1370.score: 120.0
  8. 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: 120.0
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  9. 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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  10. Mindy Thompson Fullilove, Rebecca Young, Paula G. Panzer & Philip Muskin (1993). Psychosocial Issues in the Management of Patients with Tuberculosis. Journal of Law, Medicine and Ethics 21 (3-4):324-331.score: 120.0
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  11. John F. Kilner, Rebecca D. Pentz, Frank E. Young & Richard Ashcroft (2000). Book Reviews-Genetic Ethics: Do the Ends Justify the Genes? Bioethics-Oxford 14 (3):274-275.score: 120.0
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  12. 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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  13. Rebecca A. Martusewicz, Pamela K. Smith, Sandra Spickard Prettyman, Chloe Wilson, Joe Bishop, Jeff Edmundson, Kelly Young, Steven Mackie, Richard Brosio & Abraham DeLeon (2013). Editorial Board EOV. Educational Studies 49 (6).score: 120.0
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  14. Ross H. Nehm & Rebecca Young (2008). “Sex Hormones” in Secondary School Biology Textbooks. Science and Education 17 (10):1175-1190.score: 120.0
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  15. 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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  16. 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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  17. Liane Young & Rebecca Saxe (2011). The Role of Intent for Distinct Moral Domains. Cognition 120:202-214.score: 120.0
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  18. Letitia Meynell (2013). Delusions of Gender: How Our Minds, Society, and Neurosexism Create Difference. By Cordelia Fine. New York: W. W. Norton & Company, 2010. Brain Storm: The Flaws in the Science of Sex Differences. By Rebecca M. Jordan‐Young. Cambridge, Mass.: Harvard University Press, 2010. [REVIEW] Hypatia 28 (3):684-689.score: 36.0
  19. Erika Lorraine Milam (2011). Rebecca M. Jordan-Young, Brain Storm: The Flaws in the Science of Sex Differences (Cambridge, MA: Harvard University Press, 2010), Xiv + 394 Pp., Illus., $35.00. [REVIEW] Journal of the History of Biology 44 (1):163-165.score: 36.0
  20. 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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  21. 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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  22. 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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  23. 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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  24. 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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  25. 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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  26. 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
  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: 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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  28. 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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  29. 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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  30. 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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  31. Kenneth E. Bailey (1976). God is ...: Dialogues on the Nature of God for Young People. Mandate Press.score: 15.0
     
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  32. 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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  33. Ann Dowker (2014). Young Children's Use of Derived Fact Strategies for Addition and Subtraction. Frontiers in Human Neuroscience 7.score: 15.0
  34. 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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  35. 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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  36. 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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  37. 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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  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: 15.0
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  39. 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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  40. Rick Welsh & Rebecca Young Rivers (2011). Environmental Management Strategies in Agriculture. Agriculture and Human Values 28 (3):297-302.score: 15.0
    There is a large literature on technology adoption and environmental management in agriculture. Included in this literature are debates about the role world view or attitudinal variables play in adoption decisions, and whether smaller farms or larger farms exhibit superior environmental performance or differ in commitment to environmental values. In this paper we attempt to extend the literature in this area by proposing and measuring discrete environmental management approaches among sixty-six farmers in Northern New York. Using key informants interviews, purposeful (...)
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  41. 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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  42. Greg Restall, Rebecca Kukla & Mark Lance, Appendix to Rebecca Kukla and Mark Lance 'Yo!' And 'Lo!': The Pragmatic Topography of the Space of Reasons.score: 12.0
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  43. 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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  44. 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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  45. 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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  46. 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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  47. Rebecca Jordan-Young & Raffaella I. Rumiati (2012). Hardwired for Sexism? Approaches to Sex/Gender in Neuroscience. Neuroethics 5 (3):305-315.score: 12.0
    Evidence has long suggested that ‘hardwiring’ is a poor metaphor for brain development. But the metaphor may be an apt one for the dominant paradigm for researching sex differences, which pushes most neuroscience studies of sex/gender inexorably towards the ‘discovery’ of sex/gender differences, and makes contemporary gender structures appear natural and inevitable. The argument we forward in this paper is twofold. In the first part of the paper, we address the dominant ‘hardwiring’ paradigm of sex/gender research in contemporary neuroscience, which (...)
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  48. 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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  49. 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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  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: 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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