Search results for 'Young-joon Park' (try it on Scholar)

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  1. S. B. G. Park & A. H. Young (1994). Connectionism and Psychiatry: A Brief Review. Philosophy, Psychiatry, and Psychology 1 (1):51-58.score: 1200.0
  2. Young-joon Park, K. I. M. Sujin, K. I. M. Aeree, H. A. Seung-yeon, L. E. E. Young-mee, Bong-kyung Shin, L. E. E. Hyun-joo, Soojin Park & K. I. M. Han-kyeom (2009). A Study of Bioethical Knowledge and Perceptions in Korea. Bioethics 24 (6):309-322.score: 290.0
    This study assessed the knowledge and perception of human biological materials (HBM) and biorepositories among three study groups in South Korea. The relationship between the knowledge and the perception among different groups was also examined by using factor and regression analyses. In a self-reporting survey of 440 respondents, the expert group was found more likely to be knowledgeable and positively perceived than the others. Four factors emerged: Sale and Consent, Flexible Use, Self-Confidence, and Korean Bioethics and Biosafety Action restriction perception. (...)
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  3. Young‐Joon Park, Sujin Kim, Aeree Kim, Seung‐Yeon Ha, Young‐Mee Lee, Bong‐Kyung Shin, Hyun‐Joo Lee, Soojin Park & Han‐Kyeom Kim (2010). A Study of Bioethical Knowledge and Perceptions in Korea. Bioethics 24 (6):309-322.score: 290.0
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  4. Young Joon Park & Luís Santos-Pinto (2010). Overconfidence in Tournaments: Evidence From the Field. [REVIEW] Theory and Decision 69 (1):143-166.score: 290.0
    This paper uses a field survey to investigate the quality of individuals’ beliefs of relative performance in tournaments. We consider two field settings, poker and chess, which differ in the degree to which luck is a factor and also in the information that players have about the ability of the competition. We find that poker players’ forecasts of relative performance are random guesses with an overestimation bias. Chess players also overestimate their relative performance but make informed guesses. We find support (...)
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  5. 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 distinguish (...)
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  6. Hee-Young Park (2008). The Greek Theos and its Influence on the Formation of Platonic Philosophy. Proceedings of the Xxii World Congress of Philosophy 2:149-163.score: 120.0
    The purpose of this study is to elucidate how the Greek concept of God influenced the formation of Platonic philosophy by examining the terms 'theios' & Theos, as used in his dialogues. In the first chapter, we have highlighted how the collective representation brought by the immediate ‘participation mystique’ with the sacred force(mana) is evolved into the notion of Daimon or Theos as a mediator which will tie the human-being with the sacred force, & how the Greek Theos evolves from (...)
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  7. Hun-Joon Park (1998). Ethics Sensitivity and Awareness Within Organizations in Kuwait: An Empirical Exploration of Epoused Theory and Theory-in-Use. [REVIEW] Journal of Business Ethics 17 (9-10):965-977.score: 120.0
    This paper highlights the potential harms in the current state of business ethics education and presents an alternative new model of business ethics education. Such potential harms in business ethics education is due largely to restricted cognitive level of reasoning, a limited level of ethical conduct which remains only responsive and adaptive, and the estrangement between strategic thinking and ethical thinking. As a remedy for business ethics education, denatured by these potential harms, a new dynamic model of business ethics education (...)
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  8. Sang-Chul Park (2002). Science Parks in Sweden as Regional Development Strategies: A Case Study on Ideon Science Park. [REVIEW] AI and Society 16 (3):288-298.score: 120.0
  9. Joon Seok Park (2008). Rethinking the Contract as Promise. Proceedings of the Xxii World Congress of Philosophy 40:107-113.score: 120.0
    This paper aims to rethink the reason why nineteenth century common lawyers required a promise to be ‘accepted’. James Gordley expresses his opinion on this matter that they did it just in order to answer the annoying question of why and when a promise was binding. He might be right if he were dealing with the nineteenth century civil lawyers. But he cannot explain why common law of contract still employs the doctrine of consideration and refuses to replace the concept (...)
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  10. Hun-Joon Park (1998). Can Business Ethics Be Taught?: A New Model of Business Ethics Education. Journal of Business Ethics 17 (9/10):965 - 977.score: 120.0
    This paper highlights the potential harms in the current state of business ethics education and presents an alternative new model of business ethics education. Such potential harms in business ethics education is due largely to restricted cognitive level of reasoning, a limited level of ethical conduct which remains only responsive and adaptive, and the estrangement between strategic thinking and ethical thinking. As a remedy for business ethics education, denatured by these potential harms, a new dynamic model of business ethics education (...)
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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: 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. Kyoung-Joon Park (2003). A Critical Study on the Understanding of Pratltyasamutpada-Vada in Korea and Japan. In S. R. Bhatt (ed.), Buddhist Thought and Culture in India and Korea. Indian Council of Philosophical Research. 56.score: 120.0
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  14. 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: 120.0
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  15. 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: 120.0
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  16. Joon S. Park (2003). Towards Secure Collaboration on the Semantic Web. Acm Sigcas Computers and Society 33 (2):1.score: 120.0
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  17. Asanga Tilakaratne, James W. Heisig, Timothy W. Richardson, Mee-Jeong Park, Sang-Suk Oh, Joowon Suh, Mary Shin Kim, Young-Mee Cho, Hyo-Sang Lee & Carol Schulz (2013). Theravada Buddhism: The View of the Elders. Philosophy East and West 63 (2).score: 120.0
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  18. 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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  19. 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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  20. Robert Melchior Figueroa & Gordon Waitt (2008). Cracks in the Mirror: (Un)Covering the Moral Terrains of Environmental Justice at Ulu R U-Kata Tju T a National Park. Ethics, Place and Environment 11 (3):327 – 349.score: 21.0
    The authors' aim is to provide a more complete picture of a non-anthropocentric relational ethics by addressing the failure to account for environmental justice. They argue that environmental ethics is always more than how discourses are layered over place, by situating moral agency through the body's affective repertoire of being-in-the-world. Empirical evidence for their argument is drawn from self-reflexive accounts of young Americans travelling to Ulu r u-Kata Tju t a National Park, Northern Territory, Australia as part of a (...)
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  21. Gordon Waitt & Robert Melchior Figueroa (2008). Cracks in the Mirror: (Un)Covering the Moral Terrains of Environmental Justice at Ulu R U-Kata Tju T a National Park. Ethics, Place and Environment 11 (3):327-349.score: 21.0
    The authors' aim is to provide a more complete picture of a non-anthropocentric relational ethics by addressing the failure to account for environmental justice. They argue that environmental ethics is always more than how discourses are layered over place, by situating moral agency through the body's affective repertoire of being-in-the-world. Empirical evidence for their argument is drawn from self-reflexive accounts of young Americans travelling to Ulu r u-Kata Tju t a National Park, Northern Territory, Australia as part of a (...)
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  22. 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 of justice (...)
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  23. 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 (henceforth (...)
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  24. 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 no (...)
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  25. 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 of (...)
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  26. 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, while (...)
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  27. 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 reviews (...)
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  28. Hendrik Wortmann (2013). Re-Reading Robert E. Park on Social Evolution: An Early Darwinian Conception of Society. Biological Theory 7 (1):69-79.score: 18.0
    Although Darwinian concepts have largely been banned from the social sciences of the last century, they have recently seen a revival in several disciplines such as sociology, anthropology, or economics. Most of the current proponents of evolutionary theorizing in the social sciences avoid references to the older literature on social evolution. On that background, this article presents a contribution to Darwinist thinking in early American sociology that has mainly been overlooked in the literature. As the leading figure of the Human (...)
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  29. 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
  30. 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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  31. 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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  32. 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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  33. 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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  34. Kenneth E. Bailey (1976). God is ...: Dialogues on the Nature of God for Young People. Mandate Press.score: 15.0
     
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  35. 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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  36. María Élida Blasco (2013). Museografía y Recreación de la Historia: La Formación Del Museo Pampeano y Parque “Los Libres Del Sur”Museography and Recreation of History: Creation of the Pampa Museum and “Los Libres Del Sur” Park (Chascomús, 1939-1943). [REVIEW] Corpus.score: 15.0
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  37. Ann Dowker (2014). Young Children's Use of Derived Fact Strategies for Addition and Subtraction. Frontiers in Human Neuroscience 7.score: 15.0
  38. 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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  39. 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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  40. 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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  41. 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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  42. 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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  43. Reiner Leuchter & Jens Trautmann (1998). Stahlwerk-Park Mit. Topos 23:28-34.score: 15.0
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  44. 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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  45. Joe Peters (1998). Transforming the Integrated Conservation and Development Project (ICDP) Approach: Observations From the Ranomafana National Park Project, Madagascar. [REVIEW] Journal of Agricultural and Environmental Ethics 11 (1):17-47.score: 14.0
    Preservation of the biological diversity and ecosystems in protected areas can be achieved through projects linking conservation of the protected areas with improved standards of living for resident peoples within surrounding buffer zones. This is the hypothetical claim of the integrated conservation and development project (ICDP) approach to protected area management. This paper, based on several years of experience with the Ranomafana National Park Project in Madagascar, questions the major assumptions of this approach from ethical and practical perspectives. The (...)
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  46. 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 use (...)
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  47. 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 in the global arena.
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  48. 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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  49. 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. This (...)
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  50. 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 philosophical (...)
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