Results for 'D. W. Choi'

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  1.  50
    Analysis of expressed sequence tag loci on wheat chromosome group 4. Miftahudin, K. Ross, X. -F. Ma, A. A. Mahmoud, J. Layton, M. A. Rodriguez Milla, T. Chikmawati, J. Ramalingam, O. Feril, M. S. Pathan, G. Surlan Momirovic, S. Kim, K. Chema, P. Fang, L. Haule, H. Struxness, J. Birkes, C. Yaghoubian, R. Skinner, J. McAllister, V. Nguyen, L. L. Qi, B. Echalier, B. S. Gill, A. M. Linkiewicz, J. Dubcovsky, E. D. Akhunov, J. Dvořák, M. Dilbirligi, K. S. Gill, J. H. Peng, N. L. V. Lapitan, C. E. Bermudez-Kandianis, M. E. Sorrells, K. G. Hossain, V. Kalavacharla, S. F. Kianian, G. R. Lazo, S. Chao, O. D. Anderson, J. Gonzalez-Hernandez, E. J. Conley, J. A. Anderson, D. -W. Choi, R. D. Fenton, T. J. Close, P. E. McGuire, C. O. Qualset, H. T. Nguyen & J. P. Gustafson - unknown
    A total of 1918 loci, detected by the hybridization of 938 expressed sequence tag unigenes from 26 Triticeae cDNA libraries, were mapped to wheat homoeologous group 4 chromosomes using a set of deletion, ditelosomic, and nulli-tetrasomic lines. The 1918 EST loci were not distributed uniformly among the three group 4 chromosomes; 41, 28, and 31% mapped to chromosomes 4A, 4B, and 4D, respectively. This pattern is in contrast to the cumulative results of EST mapping in all homoeologous groups, as reported (...)
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  2.  19
    A chromosome bin map of 2148 expressed sequence tag loci of wheat homoeologous group 7.K. G. Hossain, V. Kalavacharla, G. R. Lazo, J. Hegstad, M. J. Wentz, P. M. A. Kianian, K. Simons, S. Gehlhar, J. L. Rust, R. R. Syamala, K. Obeori, S. Bhamidimarri, P. Karunadharma, S. Chao, O. D. Anderson, L. L. Qi, B. Echalier, B. S. Gill, A. M. Linkiewicz, A. Ratnasiri, J. Dubcovsky, E. D. Akhunov, J. Dvořák, Miftahudin, K. Ross, J. P. Gustafson, H. S. Radhawa, M. Dilbirligi, K. S. Gill, J. H. Peng, N. L. V. Lapitan, R. A. Greene, C. E. Bermudez-Kandianis, M. E. Sorrells, O. Feril, M. S. Pathan, H. T. Nguyen, J. L. Gonzalez-Hernandez, E. J. Conley, J. A. Anderson, D. W. Choi, D. Fenton, T. J. Close, P. E. McGuire, C. O. Qualset & S. F. Kianian - unknown
    The objectives of this study were to develop a high-density chromosome bin map of homoeologous group 7 in hexaploid wheat, to identify gene distribution in these chromosomes, and to perform comparative studies of wheat with rice and barley. We mapped 2148 loci from 919 EST clones onto group 7 chromosomes of wheat. In the majority of cases the numbers of loci were significantly lower in the centromeric regions and tended to increase in the distal regions. The level of duplicated loci (...)
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  3.  41
    Linear analysis of the viscoelastic response of polymer micro-pillars using the open-loop flat punch indentation test.J. -H. Kim, S. -J. Jeong, H. -J. Lee, S. -W. Han, B. -I. Choi, S. -H. Park & D. -Y. Yang - 2006 - Philosophical Magazine 86 (33-35):5679-5690.
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  4.  20
    A 2600-locus chromosome bin map of wheat homoeologous group 2 reveals interstitial gene-rich islands and colinearity with rice. [REVIEW]E. J. Conley, V. Nduati, J. L. Gonzalez-Hernandez, A. Mesfin, M. Trudeau-Spanjers, S. Chao, G. R. Lazo, D. D. Hummel, O. D. Anderson, L. L. Qi, B. S. Gill, B. Echalier, A. M. Linkiewicz, J. Dubcovsky, E. D. Akhunov, J. Dvořák, J. H. Peng, N. L. V. Lapitan, M. S. Pathan, H. T. Nguyen, X. -F. Ma, Miftahudin, J. P. Gustafson, R. A. Greene, M. E. Sorrells, K. G. Hossain, V. Kalavacharla, S. F. Kianian, D. Sidhu, M. Dilbirligi, K. S. Gill, D. W. Choi, R. D. Fenton, T. J. Close, P. E. McGuire, C. O. Qualset & J. A. Anderson - unknown
    The complex hexaploid wheat genome offers many challenges for genomics research. Expressed sequence tags facilitate the analysis of gene-coding regions and provide a rich source of molecular markers for mapping and comparison with model organisms. The objectives of this study were to construct a high-density EST chromosome bin map of wheat homoeologous group 2 chromosomes to determine the distribution of ESTs, construct a consensus map of group 2 ESTs, investigate synteny, examine patterns of duplication, and assess the colinearity with rice (...)
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  5.  64
    Proceedings of the Ninth Annual Deep Brain Stimulation Think Tank: Advances in Cutting Edge Technologies, Artificial Intelligence, Neuromodulation, Neuroethics, Pain, Interventional Psychiatry, Epilepsy, and Traumatic Brain Injury.Joshua K. Wong, Günther Deuschl, Robin Wolke, Hagai Bergman, Muthuraman Muthuraman, Sergiu Groppa, Sameer A. Sheth, Helen M. Bronte-Stewart, Kevin B. Wilkins, Matthew N. Petrucci, Emilia Lambert, Yasmine Kehnemouyi, Philip A. Starr, Simon Little, Juan Anso, Ro’ee Gilron, Lawrence Poree, Giridhar P. Kalamangalam, Gregory A. Worrell, Kai J. Miller, Nicholas D. Schiff, Christopher R. Butson, Jaimie M. Henderson, Jack W. Judy, Adolfo Ramirez-Zamora, Kelly D. Foote, Peter A. Silburn, Luming Li, Genko Oyama, Hikaru Kamo, Satoko Sekimoto, Nobutaka Hattori, James J. Giordano, Diane DiEuliis, John R. Shook, Darin D. Doughtery, Alik S. Widge, Helen S. Mayberg, Jungho Cha, Kisueng Choi, Stephen Heisig, Mosadolu Obatusin, Enrico Opri, Scott B. Kaufman, Prasad Shirvalkar, Christopher J. Rozell, Sankaraleengam Alagapan, Robert S. Raike, Hemant Bokil, David Green & Michael S. Okun - 2022 - Frontiers in Human Neuroscience 16.
    DBS Think Tank IX was held on August 25–27, 2021 in Orlando FL with US based participants largely in person and overseas participants joining by video conferencing technology. The DBS Think Tank was founded in 2012 and provides an open platform where clinicians, engineers and researchers can freely discuss current and emerging deep brain stimulation technologies as well as the logistical and ethical issues facing the field. The consensus among the DBS Think Tank IX speakers was that DBS expanded in (...)
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  6. Cognitive contours: recent work on cross-cultural psychology and its relevance for education.W. Martin Davies - 2006 - Studies in Philosophy and Education 26 (1):13-42.
    This paper outlines new work in cross-cultural psychology largely drawn from Nisbett, Choi, and Smith (Cognition, 65, 15–32, 1997); Nisbett, Peng, Choi, & Norenzayan, Psychological Review, 108(2), 291–310, 2001; Nisbett, The Geography of Thought: How Asians and Westerners Think Differently...and Why. New York: Free Press 2003), Ji, Zhang and Nisbett (Journal of Personality and Social Psychology, 87(1), 57–65, 2004), Norenzayan (2000) and Peng (Naive Dialecticism and its Effects on Reasoning and Judgement about Contradiction. University of Michigan, Ann Arbor, (...)
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  7.  85
    The Dead Donor Rule: Can It Withstand Critical Scrutiny?F. G. Miller, R. D. Truog & D. W. Brock - 2010 - Journal of Medicine and Philosophy 35 (3):299-312.
    Transplantation of vital organs has been premised ethically and legally on "the dead donor rule" (DDR)—the requirement that donors are determined to be dead before these organs are procured. Nevertheless, scholars have argued cogently that donors of vital organs, including those diagnosed as "brain dead" and those declared dead according to cardiopulmonary criteria, are not in fact dead at the time that vital organs are being procured. In this article, we challenge the normative rationale for the DDR by rejecting the (...)
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  8. Standing on the Shoulders of Goffman: Advancing a Relational Research Agenda on Stigma.Ana M. Aranda, Wesley S. Helms, Karen D. W. Patterson, Thomas J. Roulet & Bryant Ashley Hudson - 2023 - Business and Society 62 (7):1339-1377.
    Drawing from Goffman’s original observations on stigma and the consequences of interactions between the stigmatized and supportive or stigmatizing audiences, we conduct a 20-year review of the diverse literature on stigma to revisit the collective nature of stigmatization processes. We find that studies on stigma’s origins, responses, processes, and outcomes have diverged from Goffman’s relational view of stigma as they have overlooked important relational mechanisms explaining the processes of (de)stigmatization. We draw from those conclusions to justify the need to study (...)
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  9.  17
    Readings in the aesthetics of sport.Harold Thomas Anthony Whiting & D. W. Masterson (eds.) - 1974 - London: Lepus Books : [Distributed by] Kimpton.
  10.  25
    PSDA in the Clinic.F. Rouse, S. Johnson, D. W. Brock, L. Emanuel, S. M. Wolf, D. Mason, M. Mezey, R. B. Purtilo & E. L. McCloskey - 2012 - Hastings Center Report 21 (5):S6-S7.
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  11.  29
    The politics and philosophy of political correctness.Jung Min Choi & John W. Murphy - 1992 - Westport, Conn.: Praeger. Edited by John W. Murphy.
    Choi and Murphy seek to analyze the key facets of the debate over PC. Until now, PC has tended to be treated in news stories, magazines articles, and reports where the examination of PC has been short and under developed--rarely have the writers looked beyond single issues. Choi and Murphy provide a comprehensive examination of PC, from its philosophical underpinnings and historical background, through the significance of post-structural philosophy and postmodern literary criticism.
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  12.  30
    The beleaguered liberal spirit: Laurens van der post's in a province.Chairperson Mitzi C. Andersen & D. W. Lloyd - 1997 - The European Legacy 2 (1):110-114.
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  13.  20
    Hjorth, G., Kechris, AS and Louveau, A., Bore1 equivalence.J. Avigad, B. Courcelle, I. Walukiewicz, D. W. Cunningham, T. Fernando, M. Forti & F. Honaell - 1998 - Annals of Pure and Applied Logic 92 (1):297.
  14.  24
    Peter Meredith Hazzledine.D. M. Dimiduk, Y. -Q. Sun, P. B. Hirsch & G. D. W. Smith - 2005 - Philosophical Magazine 85 (24):2843-2846.
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  15. The theory of knowledge.D. W. Hamlyn - 1970 - London,: Macmillan.
    The book attempts, in as comprehensive a way as possible, to make clear the central issues for the theory of knowledge, so as to provide a framework for that subject and also to indicate something of the way in which, as the author believes, the issues should be faced.
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  16.  72
    Scientism in Chinese thought, 1900-1950.D. W. Y. Kwok - 1971 - New York,: Biblo & Tannen.
  17.  14
    Kant's Aesthetic Theory, by D. W. Crawford.D. W. Theobald - 1975 - Journal of the British Society for Phenomenology 6 (3):201-202.
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  18.  95
    Helvétius and the Problems of Utilitarianism: D. W. Smith.D. W. Smith - 1993 - Utilitas 5 (2):275-289.
  19.  20
    The concept of development.D. W. Hamlyn - 1975 - Journal of Philosophy of Education 9 (1):26–39.
    D W Hamlyn; The Concept of Development, Journal of Philosophy of Education, Volume 9, Issue 1, 30 May 2006, Pages 26–39, https://doi.org/10.1111/j.1467-9752.197.
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  20.  17
    The Concept of Development.D. W. Hamlyn - 1975 - Journal of Philosophy of Education 9 (1):26-39.
    D W Hamlyn; The Concept of Development, Journal of Philosophy of Education, Volume 9, Issue 1, 30 May 2006, Pages 26–39, https://doi.org/10.1111/j.1467-9752.197.
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  21.  34
    Lexical Predictability During Natural Reading: Effects of Surprisal and Entropy Reduction.Matthew W. Lowder, Wonil Choi, Fernanda Ferreira & John M. Henderson - 2018 - Cognitive Science 42 (S4):1166-1183.
    What are the effects of word-by-word predictability on sentence processing times during the natural reading of a text? Although information complexity metrics such as surprisal and entropy reduction have been useful in addressing this question, these metrics tend to be estimated using computational language models, which require some degree of commitment to a particular theory of language processing. Taking a different approach, this study implemented a large-scale cumulative cloze task to collect word-by-word predictability data for 40 passages and compute surprisal (...)
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  22.  62
    The Senses Considered as Perceptual Systems.D. W. Hamlyn & James J. Gibson - 1968 - Philosophical Review 77 (3):361.
  23.  48
    Sources of the Self: The Making of the Modern Identity.D. W. Hamlyn - 1991 - British Journal of Educational Studies 39 (1):101.
  24.  42
    Education and Wittgenstein's philosophy.D. W. Hamlyn - 1989 - Journal of Philosophy of Education 23 (2):213–222.
    D W Hamlyn; Education and Wittgenstein's Philosophy, Journal of Philosophy of Education, Volume 23, Issue 2, 30 May 2006, Pages 213–222, https://doi.org/10.1111.
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  25.  9
    Education and Wittgenstein's Philosophy.D. W. Hamlyn - 1989 - Journal of Philosophy of Education 23 (2):213-222.
    D W Hamlyn; Education and Wittgenstein's Philosophy, Journal of Philosophy of Education, Volume 23, Issue 2, 30 May 2006, Pages 213–222, https://doi.org/10.1111.
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  26.  98
    Individuation and instance ontology.D. W. Mertz - 2001 - Australasian Journal of Philosophy 79 (1):45 – 61.
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  27.  39
    Need philosophy of education be so dreary?D. W. Hamlyn - 1985 - Journal of Philosophy of Education 19 (2):159–165.
    D W Hamlyn; Need Philosophy of Education be so Dreary?, Journal of Philosophy of Education, Volume 19, Issue 2, 30 May 2006, Pages 159–165, https://doi.org/10.1.
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  28.  6
    Need Philosophy of Education be so Dreary?D. W. Hamlyn - 1985 - Journal of Philosophy of Education 19 (2):159-165.
    D W Hamlyn; Need Philosophy of Education be so Dreary?, Journal of Philosophy of Education, Volume 19, Issue 2, 30 May 2006, Pages 159–165, https://doi.org/10.1.
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  29.  9
    Infinitary logic: in memoriam Carol Karp: a collection of papers by various authors.Carol Karp & D. W. Kueker (eds.) - 1975 - New York: Springer Verlag.
    López-Escobar, E. G. K. Introduction.--Kueker, D. W. Back-and-forth arguments and infinitary logics.--Green, J. Consistency properties for finite quantifier languages.--Cunningham, E. Chain models.--Gregory, J. On a finiteness condition for infinitary languages.
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  30.  27
    Toward a general theory of infantile attachment: a comparative review of aspects of the social bond.D. W. Rajecki, Michael E. Lamb & Pauline Obmascher - 1978 - Behavioral and Brain Sciences 1 (3):417-436.
  31.  18
    Essay Review: Renaissance Cosmography: A Navigator's Universe. The “Libro de Cosmographia” of 1538 by Pedro de MedinaA Navigator's Universe. The “Libro de Cosmographia” of 1538 by Pedro de Medina. LambUrsula . Pp. 224. £8·35.D. W. Waters - 1974 - History of Science 12 (3):227-230.
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  32.  2
    The Cook Bicentenary.D. W. Waters - 1968 - British Journal for the History of Science 4 (2):160-165.
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  33.  43
    Knowledge and the beginnings of understanding: A reply to R. K. Elliott.D. W. Hamlyn - 1980 - Journal of Philosophy of Education 14 (2):257–259.
    D W Hamlyn; Knowledge and the Beginnings of Understanding: a reply to R. K. Elliott, Journal of Philosophy of Education, Volume 14, Issue 2, 30 May 2006, Pages.
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  34.  5
    Knowledge and the Beginnings of Understanding: a reply to R. K. Elliott.D. W. Hamlyn - 1980 - Journal of Philosophy of Education 14 (2):257-259.
    D W Hamlyn; Knowledge and the Beginnings of Understanding: a reply to R. K. Elliott, Journal of Philosophy of Education, Volume 14, Issue 2, 30 May 2006, Pages.
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  35.  59
    The teaching of controversial issues.D. W. Dewhurst - 1992 - Journal of Philosophy of Education 26 (2):153–163.
    ABSTRACT The article criticizes certain subjectivist and isolationist stances on controversial issues, and construes the teaching of controversial issues as an interpersonal task. On this view the teacher (1) encourages students to enter into the perspectives of others; (2) establishes points of contact which make reasoned discourse possible; and (3) inducts students into a wider domain where they are provided with knowledge about controversies as well as the skills for handling those controversies. All of this requires considerable intervention on the (...)
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  36. Against Bare Particulars A Response to Moreland and Pickavance.D. W. Mertz - 2003 - Australasian Journal of Philosophy 81 (1):14-20.
    In a recent article [Mertz 2001] in this journal I argued for the virtues of a realist ontology of relation instances (unit attributes). A major strength of this ontology is an assay of ontic ('material') predication that yields an account of individuation without the necessity of positing and defending 'bare particulars'. The crucial insight is that it is the unifying agency or combinatorial aspect of a relation instance as predicable that is for ontology the principium individuationis [Mertz 2002; 1996]. Or (...)
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  37.  29
    How does knowledge start? A reply to Pamela Moore.D. W. Hamlyn - 1981 - Journal of Philosophy of Education 15 (1):137–137.
    D W Hamlyn; How Does Knowledge Start? A Reply to Pamela Moore, Journal of Philosophy of Education, Volume 15, Issue 1, 30 May 2006, Pages 137, https://doi.org/1.
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  38.  6
    How Does Knowledge Start? A Reply to Pamela Moore.D. W. Hamlyn - 1981 - Journal of Philosophy of Education 15 (1):137-137.
    D W Hamlyn; How Does Knowledge Start? A Reply to Pamela Moore, Journal of Philosophy of Education, Volume 15, Issue 1, 30 May 2006, Pages 137, https://doi.org/1.
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  39.  19
    Reply to David E. Cooper.D. W. Hamlyn - 1980 - Journal of Philosophy of Education 14 (1):105–108.
    D W Hamlyn; Reply to David E. Cooper, Journal of Philosophy of Education, Volume 14, Issue 1, 30 May 2006, Pages 105–108, https://doi.org/10.1111/j.1467-9752.19.
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  40.  13
    Reply to David E. Cooper.D. W. Hamlyn - 1980 - Journal of Philosophy of Education 14 (1):105-108.
    D W Hamlyn; Reply to David E. Cooper, Journal of Philosophy of Education, Volume 14, Issue 1, 30 May 2006, Pages 105–108, https://doi.org/10.1111/j.1467-9752.19.
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  41.  46
    What Is the Western Concept of the Self? On Forgetting David Hume.D. W. Murray - 1993 - Ethos: Journal of the Society for Psychological Anthropology 21 (1):3-23.
  42. Self-Deception.D. W. Hamlyn & H. O. Mounce - 1971 - Aristotelian Society Supplementary Volume 45:45-72.
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  43. Husserl and Intentionality.D. W. SMITH - 1982
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  44.  7
    The Psychology of Perception: A Philosophical Examination of Gestalt Theory and Derivative Theories of Perception.D. W. Hamlyn - 1957 - Routledge.
    Originally published in 1957, the primary aim of this study was to shed light upon the logical character of the psychology of perception. D.W. Hamlyn begins by delimiting the field of psychological inquiry into perception, then gives a detailed account of the types of explanation appropriate in the field. He maintains that these explanations have certain important peculiarities which distinguish them from other scientific inquiries. In view of the central importance of Gestalt Theory in this field an account is given (...)
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  45.  5
    Man and Metaphysics.D. W. Gotshalk - 1949 - Philosophy and Phenomenological Research 10 (1):133-135.
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  46. Training and retention of simple mental multiplication.D. W. Fendrich, A. F. Healy & Le Bourne - 1989 - Bulletin of the Psychonomic Society 27 (6):504-504.
     
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  47.  74
    Two Studies in the Greek Atomists.D. W. Hamlyn & David J. Furley - 1968 - Philosophical Quarterly 18 (71):166.
  48.  42
    Aristotle's De Motu Animalium.D. W. Hamlyn - 1980 - Philosophical Quarterly 30 (120):246.
  49.  51
    Schopenhauer.D. W. Hamlyn - 1980 - New York: Routledge.
    This book is available either individually, or as part of the specially-priced Arguments of the Philosphers Collection.
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  50.  23
    D. E. Hughes Self-induction and the Skin-Effect.D. W. Jordan - 1982 - Centaurus 26 (2):123-153.
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