Results for 'Cheng-Hung Tsai'

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  1.  11
    Are We Rational or Not? The Exploration of Voter Choices During the 2016 Presidential and Legislative Elections in Taiwan.I.-Ching Lee, Eva E. Chen, Nai-Shing Yen, Chia-Hung Tsai & Hsu-Po Cheng - 2017 - Frontiers in Psychology 8.
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  2.  10
    Is There a Processing Preference for Object Relative Clauses in Chinese? Evidence From ERPs.Talat Bulut, Shih-Kuen Cheng, Kun-Yu Xu, Daisy L. Hung & Denise H. Wu - 2018 - Frontiers in Psychology 9.
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  3.  25
    Using Paper Chart Based Clinical Reminders to Improve Guideline Adherence to Lipid Management.Chi‐Sheng Hung, Jou‐Wei Lin, Juey‐Jen Hwang, Ru‐Yi Tsai & Ai‐Tzu Li - 2008 - Journal of Evaluation in Clinical Practice 14 (5):861-866.
  4.  9
    Female Listeners’ Autonomic Responses to Dramatic Shifts Between Loud and Soft Music/Sound Passages: A Study of Heavy Metal Songs.Tzu-Han Cheng & Chen-Gia Tsai - 2016 - Frontiers in Psychology 7.
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  5. Xunzi and Virtue Epistemology.Cheng-Hung Tsai - 2014 - Universitas 41 (3):121-142.
    Regulative virtue epistemology argues that intellectual virtues can adjust and guide one’s epistemic actions as well as improve on the quality of the epistemic actions. For regulative virtue epistemologists, intellectual virtues can be cultivated to a higher degree; when the quality of intellectual virtue is better, the resulting quality of epistemic action is better. The intellectual virtues that regulative epistemologists talk about are character virtues (such as intellectual courage and open-mindedness) rather than faculty virtues (such as sight and hearing), since (...)
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  6. Technê and Understanding.Cheng-Hung Tsai - 2014 - National Taiwan University Philosophical Review 47:39-60.
    How can we acquire understanding? Linda Zagzebski has long claimed that understanding is acquired through, or arises from, mastering a particular practical technê. In this paper, I explicate Zagzebski’s claim and argue that the claim is problematic. Based on a critical examination of Zagzebski’s claim, I propose, in conclusion and in brief, a new claim regarding the acquisition of understanding.
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  7.  73
    The Structure of Practical Expertise.Cheng-Hung Tsai - 2014 - Philosophia 42 (2):539-554.
    Anti-intellectualists in epistemology argue for the thesis that knowing-how is not a species of knowing-that, and most of them tend to avoid any use of the notion “knowing-that” in their explanation of intelligent action on pain of inconsistency. Intellectualists tend to disprove anti-intellectualism by showing that the residues of knowing-that remain in the anti-intellectualist explanation of intelligent action. Outside the field of epistemology, some philosophers who try to highlight the nature of their explanation of intelligent action in certain fields, such (...)
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  8. Linguistic Know-How: The Limits of Intellectualism.Cheng-Hung Tsai - 2011 - Theoria 77 (1):71-86.
    In “Knowing How”, Jason Stanley and Timothy Williamson (2001) propose an intellectualist account of knowledge-how, according to which all knowledge-how is a type of propositional knowledge about ways to act. In this article, I examine this intellectualist account by applying it to the epistemology of language. I argue that (a) Stanley and Williamson mischaracterize the concept of knowledge-how in the epistemology of language, and (b) intellectualism about knowledge of language fails in its explanatory task. One lesson that can be drawn (...)
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  9. The Metaepistemology of Knowing-How.Cheng-Hung Tsai - 2011 - Phenomenology and the Cognitive Sciences 10 (4):541-556.
    Knowing-how is currently a hot topic in epistemology. But what is the proper subject matter of a study of knowing-how and in what sense can such a study be regarded as epistemological? The aim of this paper is to answer such metaepistemological questions. This paper offers a metaepistemology of knowing-how, including considerations of the subject matter, task, and nature of the epistemology of knowing-how. I will achieve this aim, first, by distinguishing varieties of knowing-how and, second, by introducing and elaborating (...)
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  10.  7
    Liao’s Moral Intuitionism.Cheng-Hung Tsai - 2018 - In Tzu-wei Hung & Duen-Min Deng (eds.), Enlightenment and Rebellion: 100 Years of Taiwanese Philosophy. Taipei, Taiwan: National Taiwan University Press. pp. 155-184.
  11. Practical Knowledge of Language.Cheng-Hung Tsai - 2010 - Philosophia 38 (2):331-341.
    One of the main challenges in the philosophy of language is determining the form of knowledge of the rules of language. Michael Dummett has put forth the view that knowledge of the rules of language is a kind of implicit knowledge; some philosophers have mistakenly conceived of this type of knowledge as a kind of knowledge-that . In a recent paper in this journal, Patricia Hanna argues against Dummett’s knowledge-that view and proposes instead a knowledge-how view in which knowledge of (...)
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  12.  32
    On How to Defend or Disprove the Universality Thesis.Cheng-Hung Tsai & Chinfa Lien - 2018 - In Masaharu Mizumoto, Stephen Stich & Eric McCready (eds.), Epistemology for the Rest of the World. New York, USA: Oxford University Press. pp. 267-278.
  13.  3
    Farmers’ Work-Life Quality and Entrepreneurship Will in China.Fan-Zhu Kong, Lily Zhao, Xiao-Bing Zhang, Cheng-Hung Tsai & David D. Lin - 2019 - Frontiers in Psychology 10.
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  14.  36
    Can Knowing-How Skepticism Exist?Cheng-Hung Tsai - 2006 - Electronic Journal of Analytic Philosophy.
  15.  97
    Ethical Expertise and the Articulacy Requirement.Cheng-Hung Tsai - 2016 - Synthese 193 (7):2035-2052.
    Recently virtue ethicists, such as Julia Annas and Matt Stichter, in order to explain what a moral virtue is and how it is acquired, suggest modeling virtue on practical expertise. However, a challenging issue arises when considering the nature of practical expertise especially about whether expertise requires articulacy, that is, whether an expert in a skill is required to possess an ability to articulate the principles underlying the skill. With regard to this issue, Annas advocates the articulacy requirement, while Stichter (...)
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  16. A Virtue Semantics.Cheng-Hung Tsai - 2008 - South African Journal of Philosophy 27 (1):27-39.
    In this paper, I propose a virtue-theoretic approach to semantics, according to which the study of linguistic competence in particular, and the study of meaning and language in general, should focus on a speaker's interpretative virtues, such as charity and interpretability, rather than the speaker's knowledge of rules. The first part of the paper proffers an argument for shifting to virtue semantics, and the second part outlines the nature of such virtue semantics.
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  17. Generalizing and Normalizing Quine's Epistemology.Cheng-Hung Tsai - 2002 - Philosophical Writings 19:3-21.
    The aim of this paper is twofold: First, to generalize Quine's epistemology, to show that what Quine refutes for traditional epistemology is not only Cartesian foundationalism and Carnapian reductionism, but also any epistemological program if it takes atomic verificationist semantics or supernaturalism, which are rooted in the linguistic/factual distinction of individual sentences, as its underlying system. Thus, we will see that the range of naturalization in the Quinean sense is not as narrow as his critics think. Second, to normalize Quine's (...)
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  18. On the Epistemology of Language.Cheng-Hung Tsai - 2006 - Southern Journal of Philosophy 44 (4):677-696.
    Epistemology of language, a branch of both epistemology and the philosophy of language, asks what knowledge of language consists in. In this paper, I argue that such an inquiry is a pointless enterprise due to its being based upon the incorrect assumption that linguistic competence requires knowledge of language. However, I do not think the phenomenon of knowledge of language is trivial. I propose a virtue-theoretic account of linguistic competence, and then explain the phenomenon from a virtue-semantic point of view.
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  19.  88
    Knowledge of Language in Action.Cheng-Hung Tsai - 2015 - Philosophical Explorations 18 (1):68-89.
    Knowledge of a language is a kind of knowledge, the possession of which enables a speaker to understand and perform a variety of linguistic actions in that language. In this paper, I pursue an agency-oriented approach to knowledge of language. I begin by examining two major agency-oriented models of knowledge of language: Michael Dummett's Implicit Knowledge Model and Jennifer Hornsby's Practical Knowledge Model. I argue that each of these models is inadequate for different reasons. I present an Acquaintance Knowledge Model, (...)
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  20.  65
    Can, or Should, Dummett Solve the Delivery Problem?Cheng-Hung Tsai - 2006 - Auslegung 28 (1):21-43.
    Michael Dummett has long argued that we should ascribe implicit knowledge of a meaning-theory to speakers, and that the task of a theory of meaning is to tell us what such knowledge consists in. But he also sees it as a problem that how implicit knowledge is actually used, that is, how a speaker's metalinguistic knowledge of a meaning-theory issues or delivers the speaker's knowledge of meanings of utterances (the delivery problem). In this paper 1argue that Dummett's instrumental construal of (...)
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  21.  57
    Dummett's Notion of Implicit Knowledge.Cheng-Hung Tsai - 2003 - Philosophical Writings 24:17-35.
    In this paper I evaluate Michael Dummett's notion of implicit knowledge by examining his answers to these two questions: (1) Why should we ascribe knowledge of a meaning-theory of a language to a language-user, and why the mode of this knowledge is implicit, but not pure theoretical, pure practical, or unconscious in a Chomskian sense? (2) How could a meaning-theory, which is known implicitly, function as a rule to be followed by the language-user? To answer (1) I shall construct Dummett's (...)
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  22.  13
    Virtue Semantics: Towards an Agent-Based Theory of Linguistic Understanding.Cheng-Hung Tsai - 2006 - Dissertation, National Taiwan University
  23. What is Beauty and Wherein Does Beauty Lie+ Aesthetics of Tsai, I, Chu, Kuang-Chien, Li, Che-Hou and Wang, Ta-Jen.Ij Hung - 1975 - Chinese Studies in Philosophy 6 (2):69-84.
     
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  24.  14
    Managerial Morality and Philanthropic Decision-Making: A Test of an Agency Model.Cheng-Li Huang & Ju-Lan Tsai - 2015 - Journal of Business Ethics 132 (4):795-811.
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  25.  6
    Predict Forex Trend Via Convolutional Neural Networks.Yun-Cheng Tsai, Jun-Hao Chen & Jun-Jie Wang - forthcoming - Journal of Intelligent Systems.
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  26. Senses of Compositionality and Compositionality of Senses.Cheng-Chih Tsai - 2009 - Linguistic and Philosophical Investigations 8:86-104.
    In The Logical Basis of Metaphysics, Dummett argues at length that Geach has been wrong in taking the sense of a predicate to be a function that sends the sense of a proper name to that of a sentence, and claims that it should instead be a means to determine the referent of the predicate, as is suggested by Frege’s sense-determines-reference (SDR) principle. This disagreement between Dummett and Geach calls for a serious investigation into two of Frege’s sense-related principles, namely (...)
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  27.  3
    Better Cognitive Performance Is Associated With the Combination of High Trait Mindfulness and Low Trait Anxiety.Satish Jaiswal, Shao-Yang Tsai, Chi-Hung Juan, Wei-Kuang Liang & Neil G. Muggleton - 2018 - Frontiers in Psychology 9.
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  28. The Ethics of Killing, an Amoral Enquiry.Cheng-Chih Tsai - 2015 - Applied Ethics Review 59:25-49.
    In ‘What Makes Killing Wrong?’ Sinnott-Armstrong and Miller make the bold claim that killing in itself is not wrong, what is wrong is totally-disabling. In ‘After-Birth Abortion: Why Should the Baby Live?’ Giubilini and Minerva argue for allowing infanticide. Both papers challenge the stigma commonly associated with killing, and emphasize that killing is not wrong at some margins of life. In this paper, we first generalize the above claims to the thesis that there is nothing morally wrong with killing per (...)
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  29.  14
    How Does Emotion Influence Different Creative Performances? The Mediating Role of Cognitive Flexibility.Wei-Lun Lin, Ping-Hsun Tsai, Hung-Yu Lin & Hsueh-Chih Chen - 2014 - Cognition and Emotion 28 (5):834-844.
  30. The Unbearable Lightness of Personal Identity — Messages From Bioethics.Cheng-Chih Tsai - 2013 - In Center for Applied Ethics and Philosophy (ed.), Applied Ethics: Risk, Justice and Liberty: 39-51. Hokkaido University.
    With the advancement of bio-science and bio-technology come nasty new bioethical dilemmas, and some bioethicists have resorted to metaphysics, in particular, the notion of personal identity, to resolve them. I claim, however, that metaphysical accounts of personal identity at present are incapable of withstanding the impact of bioethical dilemmas. Bioethical issues such as criteria of death, brain transplantation, and dementia with/without advance directives invite us to deconstruct three shaky metaphysical notions concerning personal identity so that we can tackle ethical problems (...)
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  31.  20
    Killing, a Conceptual Analysis.Cheng-Chih Tsai - 2017 - Ethical Perspectives 24 (3):467-499.
    It is commonly held that killing is morally wrong and that the killers need to be punished, and in marginal cases where killing seems justifiable, we are advised to resort to the ethics of killing for general guidance. It is also commonly held that the notion of killing per se is accountable in terms of ‘causing death’, which is a metaphysical (or even physical) issue, having nothing to do with ethics. However, this dichotomy – between the ethics of killing and (...)
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  32.  2
    Paired Associative Electroacupuncture and Transcranial Magnetic Stimulation in Humans.Yi Huang, Jui-Cheng Chen, Chun-Ming Chen, Chon-Haw Tsai & Ming-Kuei Lu - 2019 - Frontiers in Human Neuroscience 13.
  33.  10
    Classroom Learning Environment, Critical Thinking and Achievement in an Interdisciplinary Subject: A Study of Hong Kong Secondary School Graduates.Zhi Hong Wan & May Hung May Cheng - 2018 - Educational Studies 45 (3):285-304.
    Although the relationship between the classroom learning environment and academic achievement has been explored in subject-free and disciplinary subject contexts, research into this relationship is still lacking in the context of interdisciplinary subjects. This study investigated the relationship between the classroom learning environment and student achievement in an interdisciplinary subject in Hong Kong secondary schools. The mediating role of critical thinking was also explored. The participants were 410 Hong Kong secondary school graduates. The structural equation modelling analyses indicated that the (...)
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  34.  5
    Corrigendum: Better Cognitive Performance Is Associated With the Combination of High Trait Mindfulness and Low Trait Anxiety.Satish Jaiswal, Shao-Yang Tsai, Chi-Hung Juan, Wei-Kuang Liang & Neil G. Muggleton - 2018 - Frontiers in Psychology 9.
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  35.  20
    Becker, Ramsey, and Hi-World Semantics. Toward a Unified Account of Conditionals.Cheng-Chih Tsai - 2016 - Croatian Journal of Philosophy 16 (1):69-89.
    In Lowe (1995), instead of endorsing a Stalnaker/Lewis-style account of counterfactuals, E. J. Lowe claims that a variation of C. I. Lewis’s strict implication alone captures the essence of everyday conditionals and avoids the paradoxes of strict implication. However, Lowe’s approach fails to account for the validity of simple and straightforward arguments such as ‘if 2=3 then 2+1=3+1’, and Heylen & Horsten (2006) even claims that no variation of strict implication can successfully describe the logical behavior of natural language conditionals. (...)
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  36.  15
    On Killing as Causing Death.Cheng-Chih Tsai - 2016 - Prolegomena 15 (2):163-175.
    Common sense has that killing someone amounts to causing the death of someone. This makes killing a physical, biological, or, at best, metaphysical issue, and, as a consequence, the ethics of killing can be dealt with independently of the non-ethical issue of who the killer is. However, in this paper, we show that this is not the case. A physical/biological definition of death plus a metaphysical definition of causation does not exhaust the meaning of killing. Rather, the notion of killing (...)
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  37.  52
    A Token-Based Semantic Analysis of McTaggart's Paradox.Cheng-Chih Tsai - 2011 - Linguistic and Philosophical Investigations 10:107-124.
    In his famous argument for the unreality of time, McTaggart claims that i) being past, being present, and being future are incompatible properties of an event, yet ii) every event admits all these three properties. In this paper, I examine two key concepts involved in the formulation of i) and ii), namely that of “validity” and that of “contradiction”, and for each concept I distinguish a static version and a dynamic version of it. I then arrive at three different ways (...)
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  38.  48
    A Unified Tenseless Theory of Time.Cheng-Chih Tsai - 2011 - Prolegomena 10 (1):5-37.
    Concerning the versions of the Tenseless Theory of Time, the Old Btheory has two: the Date-analysis version and the Token-reflexive version, while the New B-theory has three: the Date-analysis, the Token-reflexive and the Sentence-type versions. Each of these five versions of the B-theory has received serious attacks from the A-theorists, some of whom even claim that the tenseless theory “though still widely held, is a theory in retreat” (Craig 1996), and that “if Quentin Smith (1993) delivered the mortal blow to (...)
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  39.  44
    The Genesis of Hi-Worlds: Towards a Principle-Based Possible World Semantics.Cheng-Chih Tsai - 2012 - Erkenntnis 76 (1):101-114.
    A Leibnizian semantics proposed by Becker in 1952 for the modal operators has recently been reviewed in Copeland’s paper The Genesis of Possible World Semantics (Copeland in J Philos Logic 31:99–137, 2002 ), with a remark that “neither the binary relation nor the idea of proving completeness was present in Becker’s work”. In light of Frege’s celebrated Sense-Determines-Reference principle, we find, however, that it is Becker’s semantics, rather than Kripke’s semantics, that has captured the true spirit of Frege’s semantic program. (...)
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  40.  15
    The Prisoner’s Dilemma: From a Logical Point of View.Cheng-Chih Tsai - 2017 - Axiomathes 27 (4):417-436.
    It is generally believed that, for a one-off Prisoner’s Dilemma game, it is logical to defect. However, both players cooperating is apparently a better choice than both defecting, hence the dilemma. In this paper, by resorting to Ramsey’s Test, Kripke’s possible world semantics, and Stalnaker/Lewis-style account of conditionals, I show that the first horn of the Prisoner’s Dilemma is an unsound argument. It originates from failing to differentiate between a possible world and a possible set of possible worlds and failing (...)
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  41.  4
    Methylation, Mutation and Cancer.Peter A. Jones, William M. Rideout, Jiang-Cheng Shen, Charles H. Spruck & Yvonne C. Tsai - 1992 - Bioessays 14 (1):33-36.
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  42.  11
    Anna-Teresa Tymieniecka (Ed.), Phenomenology of Life in a Dialogue Between Chinese and Occidental Philosophy (Analecta Husserliana, The Yearbook of Phenomenological Research XVII). The Netherlands: D. Reidel Publishing Co., 1984, 410 Pp., $110.50 (Cloth). [REVIEW]Cheng-Yun Tsai - 1991 - Journal of Phenomenological Psychology 22 (2):163-165.
  43.  23
    Rectifying Names [Cheng-Ming] in Classical Confucianism.Chung-Ying Cheng - 1977 - Chinese Studies in Philosophy 8 (3):67.
    The concept of rectifying names [cheng-ming] is a familiar one in the Confucian Analects. It occupies an important, if not central, position in the political philosophy of Confucius. Since, according to Confucius, the rectification of names is the basis of the establishment of social harmony and political order, one might suspect that later political theories of Confucian-ists should be traced back to the Confucian doctrine of rectifying names. It need not be added that the theory of rectifying names, as developed (...)
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  44.  3
    Ruyu Hung. Education Between Speech and Writing: Crossing the Boundaries of Dao and Deconstruction.Ruyu Hung, Morimichi Kato, Xu Di & Chia-Ling Wang - forthcoming - Educational Philosophy and Theory:1-20.
  45.  17
    Comments on Cheng's Paper.Teresa M. Cheng - 1973 - In Jaakko Hintikka (ed.), Approaches to Natural Language. D. Reidel Publishing. pp. 435--438.
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  46. Cheng Shu Fen Lei.Hao Cheng - 2006 - Shanghai Ci Shu Chu Ban She.
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  47. Cheng Zhongying Wen Ji.Zhongying Cheng - 2006 - Hubei Ren Min Chu Ban She.
    1 juan, lun Zhong xi zhe xue jing shen -- 2 juan, ru xue yu xin ru xue -- 3 juan, lun li yu guan li -- 4 juan, ben ti quan shi xue.
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  48. Cheng Zhongying Zi Xuan Ji.Zhongying Cheng - 2005 - Shandong Jiao Yu Chu Ban She.
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  49. Fa Zhe Xue Shi Ye Zhong di Cheng Xu Zheng Yi: Yi Cheng Xu Zheng Yi Yan Jiu Zhong de Fen Xi Mo Shi Wei Zhu de Kao Cha = the Philosophy of Law in the Vision of Procedural Justice.Long Cheng - 2011 - She Hui Ke Xue Wen Xian Chu Ban She.
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  50. The Imperative of Understanding: Chinese Philosophy, Comparative Philosophy, and Onto-Hermeneutics: A Tribute Volume Dedicated to Professor Chung-Ying Cheng.Zhongying Cheng & On Cho Ng (eds.) - 2008 - Global Scholarly Publications.
     
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