Results for 'Elizabeth S. Poole'

968 found
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  1.  24
    The ribosome: lifting the veil from a fascinating organelle.Warren P. Tate & Elizabeth S. Poole - 2004 - Bioessays 26 (5):582-588.
    It was first suggested that the ribosome is associated with protein synthesis in the 1950s. Initially, its components were revealed as surface‐accessible proteins and as molecules of RNA apparently providing a scaffold for subunit shape. Attributing function to the proteins proved difficult, although bacterial protein L11 proved essential for binding one of the decoding protein release factors (RFs). With the discovery that RNA could be a catalyst, interest focussed on the rRNA that, in partnership with mRNA and tRNAs, could potentially (...)
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  2. (1 other version)The epistemology of democracy.Elizabeth Anderson - 2006 - Episteme 3 (1-2):8-22.
    Th is paper investigates the epistemic powers of democratic institutions through an assessment of three epistemic models of democracy : the Condorcet Jury Th eorem, the Diversity Trumps Ability Th eorem, and Dewey's experimentalist model. Dewey's model is superior to the others in its ability to model the epistemic functions of three constitutive features of democracy : the epistemic diversity of participants, the interaction of voting with discussion, and feedback mechanisms such as periodic elections and protests. It views democracy as (...)
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  3.  27
    The Buddha through Christian Eyes.Elizabeth J. Harris - 1999 - Buddhist-Christian Studies 19 (1):101-105.
    In lieu of an abstract, here is a brief excerpt of the content:The Buddha through Christian EyesElizabeth J. HarrisIt was in Sri Lanka in 1984 that I had my first ‘encounter’ with the Buddha. When at the ancient city of Anuradhapura, I stole away from the group I was with to return for a few minutes to the shrine room adjacent to the sacred bo tree, the one believed to have grown from a cutting of the original tree under which (...)
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  4.  39
    Intergroup Cooperation in Common Pool Resource Dilemmas.Jathan Sadowski, Susan G. Spierre, Evan Selinger, Thomas P. Seager, Elizabeth A. Adams & Andrew Berardy - 2015 - Science and Engineering Ethics 21 (5):1197-1215.
    Fundamental problems of environmental sustainability, including climate change and fisheries management, require collective action on a scale that transcends the political and cultural boundaries of the nation-state. Rational, self-interested neoclassical economic theories of human behavior predict tragedy in the absence of third party enforcement of agreements and practical difficulties that prevent privatization. Evolutionary biology offers a theory of cooperation, but more often than not in a context of discrimination against other groups. That is, in-group boundaries are necessarily defined by those (...)
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  5.  34
    Criteria For the Fairness of Health Financing Decisions: A Scoping Review.Elina Dale, Elizabeth Peacocke, Espen Movik, Alex Voorhoeve, Trygve Ottersen, Ole Frithjof Norheim, Christoph Kurowski, Unni Gopinathan & David B. Evans - 2023 - Health Policy and Planning 38 (1):i13–i35.
    Due to constraints on institutional capacity and financial resources, the road to universal health coverage (UHC) involves difficult policy choices. To assist with these choices, scholars and policy makers have done extensive work on criteria to assess the substantive fairness of health financing policies: their impact on the distribution of rights, duties, benefits and burdens on the path towards UHC. However, less attention has been paid to the procedural fairness of health financing decisions. The Accountability for Reasonableness Framework (A4R), which (...)
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  6.  22
    Promoting Gender Equity in Grant Making: What Can a Funder Do?Sindy N. Escobar Alvarez, Reshma Jagsi, Stephanie B. Abbuhl, Carole J. Lee & Elizabeth R. Myers - 2019 - The Lancet 393 (10171):e9-e11.
    The Doris Duke Charitable Foundation's competitive career development award selects awardees annually. This paper describes changes DDCF made to its grants making process to improve gender representation in its applicant and awardee pools.
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  7.  92
    Patterns of Moral Complexity.Elizabeth S. Anderson - 1990 - Philosophical Review 99 (3):472.
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  8. Hume's A Treatise of Human Nature: A Critical Guide.Elizabeth S. Radcliffe (ed.) - forthcoming - Cambridge: Cambridge University Press.
    This collection contains fourteen critical essays on Hume's *A Treatise of Human Nature*, plus an Introduction: 1 The Association of Ideas in Hume’s Treatise (John P. Wright), 2 Methodizing Hume’s Metaphysics (Donald L. M. Baxter), 3 Hume on Belief (Jennifer Smalligan Marǔsić), 4 “All the Logic I think Proper to Employ”: Hume’s Rules by which to Judge of Causes and Effects (Hsueh Qu), 5 Imagining the Unseen: The External World of Hume’s Treatise (Angela Coventry), 6 The Updating Problem for Hume’s (...)
     
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  9.  91
    Hume’s Psychology of the Passions: The Literature and Future Directions.Elizabeth S. Radcliffe - 2015 - Journal of the History of Philosophy 53 (4):565-605.
    in a recent article entitled “Hume on the Passions,” Stephen Buckle opens with the claim that Hume’s theory of the passions has largely been neglected. “Apart from a couple of famous sections in the Treatise concerning the sources of action,” he writes, “the subject matter has rarely excited interest.”1 His analysis of why the subject of the passions in Hume has been uninspiring points to the fact that readers have largely misunderstood the point of Hume’s theory. They usually regard the (...)
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  10. Hume on Motivating Sentiments, the General Point of View, and the Inculcation of "Morality".Elizabeth S. Radcliffe - 1994 - Hume Studies 20 (1):37-58.
    That Hume 's theory can be interpreted in two widely divergent ways-as a version of sentimentalism and as an ideal observer theory-is symptomatic of a puzzle ensconced in Hume 's theory. How can the ground of morality be internal and motivating when an inference to the feelings of a spectator in "the general point of view" is typically necessary to get to genuine moral distinctions? This paper considers and rejects the suggestion that in moral education, for Hume, the inculcation of (...)
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  11. Perceiving and reasoning about objects: Insights from infants.Elizabeth S. Spelke & Gretchen A. Van de Walle - 1993 - In Naomi Eilan, Rosaleen A. McCarthy & Bill Brewer (eds.), Spatial representation: problems in philosophy and psychology. Cambridge: Blackwell.
     
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  12.  80
    Reasons From The Humean Perspective.Elizabeth S. Radcliffe - 2012 - Philosophical Quarterly 62 (249):777-796.
    Humeans about practical reasoning have tried to explain how some of our desires are reason‐giving and some are not. On one account, we act from reasons only when we act on desires that cohere in a consistent set. On another account, we act on reasons only when we act on desires that do not undermine our values. Both accounts are problematic. First, the notion of a consistent set of desires is vague and introduces a criterion not necessarily rooted in the (...)
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  13.  86
    Principles of object perception.Elizabeth S. Spelke - 1990 - Cognitive Science 14 (1):29--56.
    Research on human infants has begun to shed light on early-developing processes for segmenting perceptual arrays into objects. Infants appear to perceive objects by analyzing three-dimensional surface arrangements and motions. Their perception does not accord with a general tendency to maximize figural goodness or to attend to nonaccidental geometric relations in visual arrays. Object perception does accord with principles governing the motions of material bodies: Infants divide perceptual arrays into units that move as connected wholes, that move separately from one (...)
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  14. Number-space mapping in human infants.Elizabeth S. Spelke & William James Hall - unknown
    Mature representations of number are built on a core system of numerical representation that connects to spatial representations in the form of a ‘mental number line’. The core number system is functional in early infancy, but little is known about the origins of the mapping of numbers onto space. Here we show that preverbal infants transfer the discrimination of an ordered series of numerosities to the discrimination of an ordered series of line lengths. Moreover, infants construct relationships between individual numbers (...)
     
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  15. The Humean Theory of Motivation and its Critics.Elizabeth S. Radcliffe - 2008 - In Elizabeth Schmidt Radcliffe (ed.), A Companion to Hume. Malden, MA: Wiley-Blackwell. pp. 477–492.
    This chapter contains section titled: The Defense of the Humean Theory of Motivation in Hume Challenges to the Humean Theory of Motivation Hume's Legacy References Further Reading.
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  16.  94
    Language and number: a bilingual training study.Elizabeth S. Spelke - 2001 - Cognition 78 (1):45-88.
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  17. Some Vexations about Character in Hume's Treatise.Elizabeth S. Radcliffe - forthcoming - In Hume's _A Treatise of Human Nature_: A Critical Guide. Cambridge: Cambridge University Press.
    “Some Vexations about Character in Hume’s Treatise” (chapter 11), highlights Hume’s key observations about character and the problems they create, given other claims in the _Treatise_. I address three questions: whether Hume can sensibly talk about enduring traits that constitute character, given his depiction of the mind as constantly in flux; whether character is “objective” or a creation of spectators; and whether Hume’s treatment of virtue and vice is only descriptive of how we derive our moral categories, or also contains (...)
     
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  18.  45
    Core knowledge, language learning, and the origins of morality and pedagogy: Reply to reviews of What babies know.Elizabeth S. Spelke - 2023 - Mind and Language 38 (5):1336-1350.
    The astute reviews by Hamlin and by Revencu and Csibra provide compelling arguments and evidence for the early emergence of moral evaluation, communication, and pedagogical learning. I accept these conclusions but not the reviewers' claims that infants' talents in these domains depend on core systems of moral evaluation or pedagogical communication. Instead, I suggest that core knowledge of people as agents and as social beings, together with infants' emerging understanding of their native language, support learning about people as moral agents, (...)
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  19. Kantian Tunes on a Humean Instrument: Why Hume Is Not Really a Skeptic about Practical Reasoning.Elizabeth S. Radcliffe - 1997 - Canadian Journal of Philosophy 27 (2):247 -.
    The theory that practical reasoning is wholly instrumental says that the only practical function of reason is to tell agents the means to their ends, while their ends are fixed by something other than reason itself. In this essay I argue that Hume has an instrumentalist theory of practical reasoning. This thesis may sound as unexciting as the contention that Kant is a rationalist about morality. For who would have thought otherwise? After all, isn't the ‘instrumentalist’ line in contemporary discussions (...)
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  20.  37
    The Contaminations of Global Capital.Elizabeth S. Anker - 2008 - Theory and Event 11 (3).
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  21. aCCENT TrumpS raCE iN GuiDiNG ChilDrEN'S SOCial prEfErENCES.Elizabeth S. Spelke - unknown
    A series of experiments investigated the effect of speakers’ language, accent, and race on children’s social preferences. When presented with photographs and voice recordings of novel children, 5-year-old children chose to be friends with native speakers of their native language rather than foreign-language or foreign-accented speakers. These preferences were not exclusively due to the intelligibility of the speech, as children found the accented speech to be comprehensible, and did not make social distinctions between foreign-accented and foreign-language speakers. Finally, children chose (...)
     
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  22. Children and the changing world of advertising.Elizabeth S. Moore - 2004 - Journal of Business Ethics 52 (2):161-167.
    Concerns about children's ability to fully comprehend and evaluate advertising messages has stimulated substantial research and heated debate among scholars, business leaders, consumer advocates, and public policy makers for more than three decades. During that time, some very fundamental questions about the fairness of marketing to children have been raised, yet many remain unresolved today. With the emergence of increasingly sophisticated advertising media, promotional offers and creative appeals in recent years, new issues have also developed. This paper provides a basis (...)
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  23. (1 other version)Core knowledge.Elizabeth S. Spelke - 2000 - American Psychologist 55 (11):1233-1243.
    Complex cognitive skills such as reading and calculation and complex cognitive achievements such as formal science and mathematics may depend on a set of building block systems that emerge early in human ontogeny and phylogeny. These core knowledge systems show characteristic limits of domain and task specificity: Each serves to represent a particular class of entities for a particular set of purposes. By combining representations from these systems, however human cognition may achieve extraordinary flexibility. Studies of cognition in human infants (...)
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  24.  29
    Object perception.Elizabeth S. Spelke - 1993 - In Alvin I. Goldman (ed.), Readings in Philosophy and Cognitive Science. Cambridge: MIT Press.
  25.  79
    Hume’s better argument for motivational skepticism.Elizabeth S. Radcliffe & Richard McCarty - 2018 - Philosophical Explorations 21 (1):76-89.
    On a standard interpretation, Hume argued that reason is not practical, because its operations are limited to “demonstration” and “probability.” But recent critics claim that by limiting reason’s operations to only these two, his argument begs the question. Despite this, a better argument for motivational skepticism can be found in Hume’s text, one that emphasizes reason’s inability to generate motive force against contrary desires or passions. Nothing can oppose an impulse but a contrary impulse, Hume believed, and reason cannot generate (...)
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  26. Paper.S. Spelke Elizabeth - unknown
    To whom do children look when deciding on their own preferences? To address this question, 3-year-old children were asked to choose between objects or activities that were endorsed by unfamiliar people who differed in gender, race, or age. In Experiment 1, children demonstrated robust preferences for objects and activities endorsed by children of their own gender, but less consistent preferences for objects and activities endorsed by children of their own race. In Experiment 2, children selected objects and activities favored by (...)
     
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  27. The native language of social cognition.Elizabeth S. Spelke - unknown
    What leads humans to divide the social world into groups, preferring their own group and disfavoring others? Experiments with infants and young children suggest these tendencies are based on predispo- sitions that emerge early in life and depend, in part, on natural language. Young infants prefer to look at a person who previously spoke their native language. Older infants preferentially accept toys from native-language speakers, and preschool children preferentially select native-language speakers as friends. Variations in accent are sufficient to evoke (...)
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  28. What makes us Smart? Core knowledge and natural language.Elizabeth S. Spelke - 2003 - In Dedre Gentner & Susan Goldin-Meadow (eds.), Language in Mind: Advances in the Study of Language and Thought. MIT Press. pp. 277--311.
  29. Perceiving bimodally specified events in infancy.Elizabeth S. Spelke - unknown
    Four-month-old infants can perceive bimodally speciiied events. They respond to relationships between the optic and acoustic stimulation that carries information about an object. Infants can do this by detecting the temporal synchrony of an object’s sounds and its optically specified impacts. They are sensitive both to the common tempo and to the simultaneity of such sounds and visible impacts. These findings support the view that intermodal perception depends at least in part on the detection of invariant relationships in patterns of (...)
     
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  30.  79
    Love and benevolence in Hutcheson's and Hume's theories of the passions.Elizabeth S. Radcliffe - 2004 - British Journal for the History of Philosophy 12 (4):631 – 653.
  31. Origins of knowledge.Elizabeth S. Spelke, Karen Breinlinger, Janet Macomber & Kristen Jacobson - 1992 - Psychological Review 99 (4):605-632.
    Experiments with young infants provide evidence for early-developing capacities to represent physical objects and to reason about object motion. Early physical reasoning accords with 2 constraints at the center of mature physical conceptions: continuity and solidity. It fails to accord with 2 constraints that may be peripheral to mature conceptions: gravity and inertia. These experiments suggest that cognition develops concurrently with perception and action and that development leads to the enrichment of conceptions around an unchanging core. The experiments challenge claims (...)
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  32. Perception of unity, persistence, and identity: Thoughts on infants' conceptions of objects.Elizabeth S. Spelke - 1985 - In Jacques Mehler & Robin Fox (eds.), Neonate Cognition: Beyond the Blooming Buzzing Confusion. Lawrence Erlbaum. pp. 89--113.
     
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  33.  7
    ‘When Your Powers Combine, I am Captain Planet’: The Developmental Significance of Individual- and Group-Authored Stories by Preschoolers.Elizabeth S. Richner & A. Geliki Nicolopoulou - 2004 - Discourse Studies 6 (3):347-371.
    This study analyzed 328 single- and group-authored stories composed by nine 4-year-olds in a mixed-age preschool class participating in a peer-oriented storytelling and story-acting practice. Group-authored stories were overwhelmingly told by same-gender groups. The frequencies, developmental trajectories, and functions of group-authored stories were different for girls and boys. Girls told mostly group-authored stories in the fall and single-authored stories in the spring. Group-authoring provided ‘brain-storming sessions’ for narrative experimentation; these stories were longer, with more dramatic problems and more sophisticated character (...)
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  34. (1 other version)Sex differences in intrinsic aptitude for mathematics and science? A critical review.Elizabeth S. Spelke - 2005 - American Psychologist 60 (9):950-958.
  35. Predictive Reaching for Occluded Objects by 6-Month-Old Infants.Elizabeth S. Spelke - unknown
    Infants were presented with an object that moved into reaching space on a path that was either continuously visible or interrupted by an occluder. Infants’ reaching was reduced sharply when an occluder was present, even though the occluder itself was out of reach and did not serve as a barrier to direct reaching for the object. We account for these findings and for the apparently contrasting findings of experiments using preferential looking methods to assess infants’ object representations, by proposing that (...)
     
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  36.  33
    Jacob böhme and his relation to Hegel.Elizabeth S. Haldane - 1897 - Philosophical Review 6 (2):146-161.
  37.  20
    (1 other version)Editors' Introduction.Elizabeth S. Radcliffe & Mark G. Spencer - 2022 - Hume Studies 47 (1):7-8.
    This is our initial issue as co-editors of Hume Studies. We thank our predecessors, Ann Levey, Karl Schafer, and Amy M. Schmitter, for their years of editorial oversight and for their assistance in the transition. Some of the papers they began shepherding through the editorial process will be appearing in our issues.Regular readers of the journal will notice that volume 46 is dated 2020, while this first issue of volume 47 is dated April 2022. The journal has been behind the (...)
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  38.  10
    Georg Simmel and the Disciplinary Imaginary.Elizabeth S. Goodstein - 2017 - Stanford, California: Stanford University Press.
    An internationally famous philosopher and best-selling author during his lifetime, Georg Simmel has been marginalized in contemporary intellectual and cultural history. This neglect belies his pathbreaking role in revealing the theoretical significance of phenomena--including money, gender, urban life, and technology--that subsequently became established arenas of inquiry in cultural theory. It further ignores his philosophical impact on thinkers as diverse as Benjamin, Musil, and Heidegger. Integrating intellectual biography, philosophical interpretation, and a critical examination of the history of academic disciplines, this book (...)
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  39.  53
    Hutcheson's Perceptual and Moral Subjectivism.Elizabeth S. Radcliffe - 1986 - History of Philosophy Quarterly 3 (4):407 - 421.
  40.  10
    Family, Friendship, and Neurosis in Les Belles Images.Elizabeth S. Scheiber - 2005 - Simone de Beauvoir Studies 21 (1):103-113.
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  41. Linda Hermer-Vazquez.Elizabeth S. Spelke - unknown
    Under many circumstances, children and adult rats reorient themselves through a process which operates only on information about the shape of the environment (e.g., Cheng, 1986; Hermer & Spelke, 1996). In contrast, human adults relocate themselves more flexibly, by conjoining geometric and nongeometric information to specify their position (Hermer & Spelke, 1994). The present experiments used a dual-task method to investigate the processes that underlie the flexible conjunction of information. In Experiment 1, subjects reoriented themselves flexibly when they performed no (...)
     
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  42.  43
    Francis Bacon and Denis Diderot: Philosophers of science.Elizabeth S. Wrigley - 1968 - Journal of the History of Philosophy 6 (3):289-289.
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  43.  53
    Kenny’s Aquinas on Dispositions for Human Acts.Elizabeth S. Radcliffe - 1984 - New Scholasticism 58 (4):424-446.
  44.  14
    The ethics of listening: creating space for sustainable dialogue.Elizabeth S. Parks - 2019 - Lanham: Lexington Books.
    The importance of ethical listening -- The power of difference and values that unite -- Take off your armor and bring down the walls: adopting a listening posture -- Dolls and cages: listening as investment and care -- Deep listening: remembering and responding with intentional focus -- Hyenas and chickens: listening as invitation -- Hope for sustainable hospitality -- References -- About the author.
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  45.  39
    Précis of What Babies Know.Elizabeth S. Spelke - 2024 - Behavioral and Brain Sciences 47:e120.
    Where does human knowledge begin? Research on human infants, children, adults, and nonhuman animals, using diverse methods from the cognitive, brain, and computational sciences, provides evidence for six early emerging, domain-specific systems of core knowledge. These automatic, unconscious systems are situated between perceptual systems and systems of explicit concepts and beliefs. They emerge early in infancy, guide children's learning, and function throughout life.
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  46. Racial Integration As a Compelling Interest.Elizabeth S. Anderson - unknown
    The premise of this symposium is that the principle and ideal developed in Brown v. Board of Education2 and its successor cases lie at the heart of the rationale for affirmative action in higher education. The principle of the school desegregation cases is that racial segregation is an injustice that demands remediation. The ideal of the school desegregation cases is that racial integration is a positive good, without which “the dream of one Nation, indivisible”3 cannot be realized. Both the principle (...)
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  47.  37
    Us and Them : Scientists' and Animal Rights Campaigners' Views of the Animal Experimentation Debate.Elizabeth S. Paul - 1995 - Society and Animals 3 (1):1-21.
    Animal rights campaigners and scientists working with animals completed anonymous questionnaires in which they were asked to report, not only on their own beliefs and ideas about the animal experimentation debate, but also on those they perceived the opposing group to hold. Both groups of participants tended to have a negative and somewhat extreme view of the other. But they did have an accurate grasp of the arguments and defenses commonly offered on both sides of the debate, and showed some (...)
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  48.  39
    Notes on a criticism.Elizabeth S. Haldane - 1912 - Mind 21 (81):145-147.
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  49.  34
    Hutcheson's Contributions to Action Theory.Elizabeth S. Radcliffe - 2022 - Journal of Scottish Philosophy 20 (2):103-120.
    Jonathan Dancy charges that Hutcheson's distinction between justifying reasons and motivating reasons is unimportant: it is simply between moral reasons and other good reasons. I argue that the distinction is between propositions with different presuppositions and different functions. One identifies qualities of objects that we desire; the other identifies qualities that we approve. I situate Hutcheson in the current debate about the nature of practical reasons. I argue that he avoids problems posed for factivists and for Humeans. On Hutcheson's view, (...)
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  50. Is women's labor a commodity?Elizabeth S. Anderson - 1990 - Philosophy and Public Affairs 19 (1):71-92.
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