Results for 'Rachel R. McKinnon'

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  1.  92
    What I Learned in the Lunch Room About Assertion and Practical Reasoning.Rachel R. McKinnon - 2012 - Logos and Episteme 3 (4):565-569.
    It is increasingly argued that there is a single unified constitutive norm of both assertion and practical reasoning. The most common suggestion is that knowledge is this norm. If this is correct, then we would expect that a diagnosis of problematic assertions should manifest as problematic reasons for acting. Jennifer Lackey has recently argued that assertions epistemically grounded in isolated second-hand knowledge (ISHK) are unwarranted. I argue that decisions epistemically grounded in premises based on ISHK also seem inappropriate. I finish (...)
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  2. On an Alleged Case of Propaganda: Reply to McKinnon.Sophie R. Allen, Elizabeth Finneron-Burns, Mary Leng, Holly Lawford-Smith, Jane Clare Jones, Rebecca Reilly-Cooper & R. J. Simpson - manuscript
    In her recent paper ‘The Epistemology of Propaganda’ Rachel McKinnon discusses what she refers to as ‘TERF propaganda’. We take issue with three points in her paper. The first is her rejection of the claim that ‘TERF’ is a misogynistic slur. The second is the examples she presents as commitments of so-called ‘TERFs’, in order to establish that radical (and gender critical) feminists rely on a flawed ideology. The third is her claim that standpoint epistemology can be used (...)
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  3.  31
    Telling the Patient's Story: Using Theatre Training to Improve Case Presentation Skills.Rachel R. Hammer, Johanna D. Rian, Jeremy K. Gregory, J. Michael Bostwick, Candace Barrett Birk, Louise Chalfant, Paul D. Scanlon & Daniel K. Hall-Flavin - 2011 - Medical Humanities 37 (1):18-22.
    A medical student's ability to present a case history is a critical skill that is difficult to teach. Case histories presented without theatrical engagement may fail to catch the attention of their intended recipients. More engaging presentations incorporate ‘stage presence’, eye contact, vocal inflection, interesting detail and succinct, well organised performances. They convey stories effectively without wasting time. To address the didactic challenge for instructing future doctors in how to ‘act’, the Mayo Medical School and The Mayo Clinic Center for (...)
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  4. Epistemic Injustice.Rachel McKinnon - 2016 - Philosophy Compass 11 (8):437-446.
    There's been a great deal of interest in epistemology regarding what it takes for a hearer to come to know on the basis of a speaker's say-so. That is, there's been much work on the epistemology of testimony. However, what about when hearers don't believe speakers when they should? In other words, what are we to make of when testimony goes wrong? A recent topic of interest in epistemology and feminist philosophy is how we sometimes fail to believe speakers due (...)
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  5.  10
    Direct Medical Cost of Hospitalization for Acute Stroke in Lebanon: A Prospective Incidence-Based Multicenter Cost-of-Illness Study.Rachel R. Abdo, Halim M. Abboud, Pascale G. Salameh, Najo A. Jomaa, Rana G. Rizk & Hassan H. Hosseini - 2018 - Inquiry: The Journal of Health Care Organization, Provision, and Financing 55:004695801879297.
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  6. The Epistemology of Propaganda.Rachel McKinnon - 2018 - Philosophy and Phenomenological Research 96 (2):483-489.
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  7.  35
    Book ReviewsJ. M. Bernstein, Adorno: Disenchantment and Ethics.Cambridge: Cambridge University Press, 2001. Pp. 460. $70.00 ; $26.00. [REVIEW]Rachel R. Rosner - 2004 - Ethics 114 (3):605-607.
  8.  53
    Do Readers Mentally Represent Characters' Emotional States?Morton Ann Gernsbacher, H. Hill Goldsmith & Rachel R. W. Robertson - 1992 - Cognition and Emotion 6 (2):89-111.
  9. Norms of Assertion: Truth, Lies, and Warrant.Rachel McKinnon - 2015 - Palgrave-Macmillan.
    This book is about the norms of the speech act of assertion. This is a topic of lively contemporary debate primarily carried out in epistemology and philosophy of language. Suppose that you ask me what time an upcoming meeting starts, and I say, “4 p.m.” I’ve just asserted that the meeting starts at 4 p.m. Whenever we make claims like this, we’re asserting. The central question here is whether we need to know what we say, and, relatedly, whether what we (...)
     
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  10. The Supportive Reasons Norm of Assertion.Rachel McKinnon - 2013 - American Philosophical Quarterly 50 (2):121-135.
    In this paper I present my proposal for the central norm governing the practice of assertion, which I call the Supportive Reasons Norm of Assertion (SRNA). The critical features of this norm are that it's highly sensitive to the context of assertion, such that the requirements for warrantedly asserting a proposition shift with changes in context, and that truth is not a necessary condition for warrantedly asserting. In fact, I argue that there are some cases where a speaker may warrantedly (...)
     
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  11. Trans*Formative Experiences.Rachel McKinnon - 2015 - Res Philosophica 92 (2):419-440.
    What happens when we consider transformative experiences from the perspective of gender transitions? In this paper I suggest that at least two insights emerge. First, trans* persons’ experiences of gender transitions show some limitations to L.A. Paul’s (forthcoming) decision theoretic account of transformative decisions. This will involve exploring some of the phenomenology of coming to know that one is trans, and in coming to decide to transition. Second, what epistemological effects are there to undergoing a transformative experience? By connecting some (...)
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  12. Stereotype Threat and Attributional Ambiguity for Trans Women.Rachel McKinnon - 2014 - Hypatia 29 (1):857-872.
    In this paper I discuss the interrelated topics of stereotype threat and attributional ambiguity as they relate to gender and gender identity. The former has become an emerging topic in feminist philosophy and has spawned a tremendous amount of research in social psychology and elsewhere. But the discussion, at least in how it connects to gender, is incomplete: the focus is only on cisgender women and their experiences. By considering trans women's experiences of stereotype threat and attributional ambiguity, we gain (...)
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  13.  40
    Infant Memory for Musical Experiences.Jenny R. Saffran, Michelle M. Loman & Rachel R. W. Robertson - 2000 - Cognition 77 (1):B15-B23.
  14.  77
    Getting Luck Properly Under Control.Rachel McKinnon - 2013 - Metaphilosophy 44 (4):496-511.
    This article proposes a new account of luck and how luck impacts attributions of credit for agents' actions. It proposes an analogy with the expected value of a series of wagers and argues that luck is the difference between actual outcomes and expected value. The upshot of the argument is that when considering the interplay of intention, chance, outcomes, skill, and actions, we ought to be more parsimonious in our attributions of credit when exercising a skill and obtaining successful outcomes, (...)
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  15.  42
    You Make Your Own Luck.Rachel McKinnon - 2014 - Metaphilosophy 45 (4-5):558-577.
    This essay takes up two questions. First, what does it mean to say that someone creates her own luck? At least colloquially speaking, luck is conceived as something out of an agent's control. So how could an agent increase or decrease the likelihood that she'll be lucky? Building on some recent work on the metaphysics of luck, the essay argues that there is a sense in which agents can create their own luck because people with more skill tend to have (...)
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  16.  32
    How to Be an Optimist About Aesthetic Testimony.Rachel McKinnon - 2017 - Episteme 14 (2):177-196.
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  17.  97
    Lotteries, Knowledge, and Irrelevant Alternatives.Rachel Mckinnon - 2013 - Dialogue 52 (3):523-549.
    The lottery paradox plays an important role in arguments for various norms of assertion. Why is it that, prior to information on the results of a draw, assertions such as, “My ticket lost,” seem inappropriate? This paper is composed of two projects. First, I articulate a number of problems arising from Timothy Williamson’s analysis of the lottery paradox. Second, I propose a relevant alternatives theory, which I call the Non-Destabilizing Alternatives Theory , that better explains the pathology of asserting lottery (...)
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  18. How Do You Know That 'How Do You Know?' Challenges a Speaker's Knowledge?Rachel McKinnon - 2012 - Pacific Philosophical Quarterly 93 (1):65-83.
    It is often argued that the general propriety of challenging an assertion with ‘How do you know?’ counts as evidence for the Knowledge Norm of Assertion (KNA). Part of the argument is that this challenge seems to directly challenge whether a speaker knows what she asserts. In this article I argue for a re-interpretation of the data, the upshot of which is that we need not interpret ‘How do you know?’ as directly challenging a speaker's knowledge; instead, it's better understood (...)
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  19. Irksome Assertions.Rachel McKinnon & John Turri - 2013 - Philosophical Studies 166 (1):123-128.
    The Knowledge Account of Assertion (KAA) says that knowledge is the norm of assertion: you may assert a proposition only if you know that it’s true. The primary support for KAA is an explanatory inference from a broad range of linguistic data. The more data that KAA well explains, the stronger the case for it, and the more difficult it is for the competition to keep pace. In this paper we critically assess a purported new linguistic datum, which, it has (...)
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  20.  67
    Survey Article: On the Nature of the Political Concept of Privilege.Rachel McKinnon & Adam Sennet - 2017 - Journal of Political Philosophy 25 (4):487-507.
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  21.  26
    Transformative Experience. [REVIEW]Rachel McKinnon - 2016 - The Philosophers' Magazine 73:108-109.
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  22.  12
    Asian P. E. N. Anthology.Rachel R. van Meter & F. Sionil Jose - 1969 - Journal of the American Oriental Society 89 (1):215.
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  23.  12
    Dialogue Between a Theist and an Idolator, an 1520 Tract Probably by Rammohun Ray.Rachel R. van Meter & Stephen N. Hay - 1966 - Journal of the American Oriental Society 86 (2):224.
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  24.  5
    Urdu Sahityer Itihas.Rachel R. van Meter & Harendracandra Pal - 1965 - Journal of the American Oriental Society 85 (2):286.
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  25.  7
    Be Careful What You Say! – Evaluative Change Based on Instructional Learning Generalizes to Other Similar Stimuli and to the Wider Category.Camilla C. Luck, Rachel R. Patterson & Ottmar V. Lipp - forthcoming - Tandf: Cognition and Emotion:1-16.
  26. Be Careful What You Say! – Evaluative Change Based on Instructional Learning Generalizes to Other Similar Stimuli and to the Wider Category.Camilla C. Luck, Rachel R. Patterson & Ottmar V. Lipp - 2021 - Cognition and Emotion 35 (1):169-184.
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  27. Sure the Emperor Has No Clothes, but You Shouldn’T Say That.Rachel McKinnon & Paul Simard Smith - 2013 - Philosophia 41 (3):825-829.
    In the norms of assertion literature there has been continued focus on a wide range of odd-sounding assertions that have been collected under the umbrella of Moore’s Paradox. Our aim in these brief remarks is not to attempt to settle the question of what makes an utterance Moorean decisively, but rather to present some new data bearing on it, and to argue that this new data is best explained by a new account of Moorean absurdity.
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  28. Lotteries, Knowledge, and Practical Reasoning.Rachel McKinnon - 2011 - Logos and Episteme 2 (2):225-231.
    This paper addresses an argument offered by John Hawthorne gainst the propriety of an agent’s using propositions she does not know as premises in practical reasoning. I will argue that there are a number of potential structural confounds in Hawthorne’s use of his main example, a case of practical reasoning about a lottery. By drawing these confounds out more explicitly, we can get a better sense of how to make appropriate use of such examples in theorizing about norms, knowledge, and (...)
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  29.  14
    Network Alterations in Comorbid Chronic Pain and Opioid Addiction: An Exploratory Approach.Rachel F. Smallwood, Larry R. Price, Jenna L. Campbell, Amy S. Garrett, Sebastian W. Atalla, Todd B. Monroe, Semra A. Aytur, Jennifer S. Potter & Donald A. Robin - 2019 - Frontiers in Human Neuroscience 13.
  30.  12
    Visions of Eye Commensals: The Known and the Unknown About How the Microbiome Affects Eye Disease.Anthony J. St Leger & Rachel R. Caspi - 2018 - Bioessays 40 (11):1800046.
    Until recently, the ocular surface is thought by many to be sterile and devoid of living microbes. It is now becoming clear that this may not be the case. Recent and sophisticated PCR analyses have shown that microbial DNA‐based “signatures” are present within various ethnic, geographic, and contact lens wearing communities. Furthermore, using a mouse model of ocular surface disease, we have shown that the microbe, Corynebacterium mastitidis (C. mast), can stably colonize the ocular mucosa and that a causal relationship (...)
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  31.  11
    Everyday Ruptures: Children, Youth, and Migration in Global Perspective. Cati Coe, Rachel R. Reynolds, Deborah A. Boehm, Julia Meredith Hess, and Heather Rae‐Espinoza, Eds. Nashville: Vanderbilt. 2011. Vii + 230pp. [REVIEW]Mindy Steinberg & Thomas S. Weisner - 2012 - Ethos: Journal of the Society for Psychological Anthropology 40 (4):1-3.
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  32.  9
    Everyday Ruptures: Children, Youth, and Migration in Global Perspective. CatiCoe, Rachel R.Reynolds, Deborah A.Boehm, Julia MeredithHess, and HeatherRae-Espinoza, Eds. Nashville: Vanderbilt. 2011. Vii + 230pp. [REVIEW]Mindy Steinberg & Thomas S. Weisner - 2012 - Ethos: Journal of the Society for Psychological Anthropology 40 (4):1-3.
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  33.  10
    Four Needles in a Haystack: A Systematic Review Assessing Quality of Health Care in Specialty Practice by Practice Type.Shellie D. Ellis, Saleema A. Karim, Rachel R. Vukas, Daniel Marx & Jalal Uddin - 2018 - Inquiry: The Journal of Health Care Organization, Provision, and Financing 55:004695801878704.
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  34.  53
    fMRI and Cognitive Dysfunction in Schizophrenia.Rachel L. C. Mitchell, Rebecca Elliott & Peter W. R. Woodruff - 2001 - Trends in Cognitive Sciences 5 (2):71-81.
  35.  16
    Qualitative Study of Participants' Perceptions and Preferences Regarding Research Dissemination.Rachel S. Purvis, Traci H. Abraham, Christopher R. Long, M. Kathryn Stewart, T. Scott Warmack & Pearl Anna McElfish - 2017 - Ajob Empirical Bioethics 8 (2):69-74.
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  36.  9
    How to Choose Your Research Organism.Michael R. Dietrich, Rachel A. Ankeny, Nathan Crowe, Sara Green & Sabina Leonelli - 2020 - Studies in History and Philosophy of Science Part C: Studies in History and Philosophy of Biological and Biomedical Sciences 80:101227.
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  37.  4
    Elaine McKinnon Riehm;, Frances Hoffman. Turbulent Times in Mathematics: The Life of J. C. Fields and the History of the Fields Medal. Xii + 257 Pp., Illus., Apps., Bibl., Index. Providence, R.I.: American Mathematical Society, 2011. $45.96. [REVIEW]Deborah Kent - 2014 - Isis 105 (2):457-458.
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  38.  27
    ‘Extreme’ Organisms and the Problem of Generalization: Interpreting the Krogh Principle.Sara Green, Michael R. Dietrich, Sabina Leonelli & Rachel A. Ankeny - 2018 - History and Philosophy of the Life Sciences 40 (4):65.
    Many biologists appeal to the so-called Krogh principle when justifying their choice of experimental organisms. The principle states that “for a large number of problems there will be some animal of choice, or a few such animals, on which it can be most conveniently studied”. Despite its popularity, the principle is often critiqued for implying unwarranted generalizations from optimal models. We argue that the Krogh principle should be interpreted in relation to the historical and scientific contexts in which it has (...)
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  39.  37
    Why Teach Ethics in Science and Engineering?Rachelle D. Hollander, Deborah G. Johnson, Jonathan R. Beckwith & Betsy Fader - 1995 - Science and Engineering Ethics 1 (1):83-87.
    The following views were presented at the Annual Meeting of the American Association for the Advancement of Science Seminar “Teaching Ethics in Science and Engineering”, 10–11 February 1993 organized by Stephanie J. Bird , Penny J. Gilmer and Terrell W. Bynum . Opragen Publications thanks the AAAS, seminar organizers and authors for permission to publish extracts from the conference. The opinions expressed are those of the authors and do not reflect the opinions of AAAS or its Board of Directors.
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  40.  37
    Justification and the Truth-Connection, by Clayton Littlejohn. [REVIEW]Rachel McKinnon - 2014 - Mind 123 (491):931-937.
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  41.  96
    Reasonable Assertions: On Norms of Assertion and Why You Don't Need to Know What You're Talking About.Rachel McKinnon - unknown
    There’s a widespread conviction in the norms of assertion literature that an agent’s asserting something false merits criticism. As Williamson puts it, asserting something false is likened to cheating at the game of assertion. Most writers on the topic have consequently proposed factive norms of assertion – ones on which truth is a necessary condition for the proper performance of an assertion. However, I argue that this view is mistaken. I suggest that we can illuminate the error by introducing a (...)
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  42.  74
    This Paper Took Too Long to Write: A Puzzle About Overcoming Weakness of Will.Rachel McKinnon & Mathieu Doucet - 2015 - Philosophical Psychology 28 (1):49-69.
    The most discussed puzzle about weakness of will (WoW) is how it is possible: how can a person freely and intentionally perform actions that she judges she ought not perform, or that she has resolved not to perform? In this paper, we are concerned with a much less discussed puzzle about WoW?how is overcoming it possible? We explain some of the ways in which previously weak-willed agents manage to overcome their weakness. Some of these are relatively straightforward?as agents learn of (...)
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  43.  5
    Addressing Meso-Level Mechanisms of Racism in Medicine.Ashley C. Rondini, Rachel H. Kowalsky & Miranda R. Waggoner - 2021 - American Journal of Bioethics 21 (2):66-69.
    Racial inequities in medicine are the consequence of intersecting, multidimensional factors. As detailed in the articles by Braddock, Mithani, Cooper, and Boyd, and Yearby, the...
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  44.  64
    What Is ‘The Meaning of Our Cheerfulness’? Philosophy as a Way of Life in Nietzsche and Montaigne.R. Lanier Anderson & Rachel Cristy - 2017 - European Journal of Philosophy 25 (4):1514-1549.
    Robert Pippin has recently raised what he calls ‘the Montaigne problem’ for Nietzsche's philosophy: although Nietzsche advocates a ‘cheerful’ mode of philosophizing for which Montaigne is an exemplar, he signally fails to write with the obvious cheerfulness attained by Montaigne. We explore the moral psychological structure of the cheerfulness Nietzsche values, revealing unexpected complexity in his conception of the attitude. For him, the right kind of cheerfulness is radically non-naïve; it expresses the overcoming of justified revulsion at calamitous aspects of (...)
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  45.  14
    Magnitude of the Frustration Effect as a Function of Confinement and Detention in the Frustrating Situation.John R. McKinnon & Abram Amsel - 1964 - Journal of Experimental Psychology 67 (5):468.
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  46. Reducing Implicit Racial Preferences: II. Intervention Effectiveness Across Time.Calvin K. Lai, Allison L. Skinner, Erin Cooley, Sohad Murrar, Markus Brauer, Thierry Devos, Jimmy Calanchini, Y. Jenny Xiao, Christina Pedram, Christopher K. Marshburn, Stefanie Simon, John C. Blanchar, Jennifer A. Joy-Gaba, John Conway, Liz Redford, Rick A. Klein, Gina Roussos, Fabian M. H. Schellhaas, Mason Burns, Xiaoqing Hu, Meghan C. McLean, Jordan R. Axt, Shaki Asgari, Kathleen Schmidt, Rachel Rubinstein, Maddalena Marini, Sandro Rubichi, Jiyun-Elizabeth L. Shin & Brian A. Nosek - 2016 - Journal of Experimental Psychology: General 145 (8):1001-1016.
  47.  23
    What's in a Name? Conceptual Confusion About Death and Consent in Donation After Cardiac Determination of Death.Mark D. Fox, Rachel Budavich, Scott Gelfand, Michael R. Gomez, Ric T. Munoz & Jan Slater - 2015 - American Journal of Bioethics 15 (8):12-14.
  48.  25
    Positing a Difference Between Acts and Omissions: The Principle of Justice, Rachels' Cases and Moral Weakness.R. Mohindra - 2009 - Journal of Medical Ethics 35 (5):293-299.
    The difficulty in discovering a difference between killing and letting die has led many philosophers to deny the distinction. This paper seeks to develop an argument defending the distinction between killing and letting die. In relation to Rachels’ cases, the argument is that (a) even accepting that Smith and Jones may select equally heinous options from the choices they have available to them, (b) the fact that the choices available to them are different is morally relevant, and (c) this difference (...)
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  49.  6
    Dynamic and Consequential Consistency of Choices Between Paths of Decision Trees.Jerome R. Busemeyer, Ethan Weg, Rachel Barkan, Xuyang Li & Zhengping Ma - 2000 - Journal of Experimental Psychology: General 129 (4):530-545.
  50.  19
    Loving the Mess : Navigating Diversity and Conflict in Social Values for Sustainability.Jasper O. Kenter, Christopher M. Raymond, Carena J. van Riper, Elaine Azzopardi, Michelle R. Brear, Fulvia Calcagni, Ian Christie, Michael Christie, Anne Fordham, Rachelle K. Gould, Christopher D. Ives, Adam P. Hejnowicz, Richard Gunton, Andra‑Ioana Horcea-Milcu, Dave Kendal, Jakub Kronenberg, Julian R. Massenberg, Seb O'Connor, Neil Ravenscroft, Andrea Rawluk, Ivan J. Raymond, Jorge Rodríguez-Morales & Samarthia Thankappan - 2019 - Sustainability Science 14 (5):1439-1461.
    Unidad de excelencia María de Maeztu MdM-2015-0552.
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