Results for 'Weili Huang'

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  1. OmniSearch: a semantic search system based on the Ontology for MIcroRNA Target Gene Interaction data.Huang Jingshan, Gutierrez Fernando, J. Strachan Harrison, Dou Dejing, Huang Weili, A. Blake Judith, Barry Smith, Eilbeck Karen, A. Natale Darren & Lin Yu - 2016 - Journal of Biomedical Semantics 7 (1):1.
    In recent years, sequencing technologies have enabled the identification of a wide range of non-coding RNAs (ncRNAs). Unfortunately, annotation and integration of ncRNA data has lagged behind their identification. Given the large quantity of information being obtained in this area, there emerges an urgent need to integrate what is being discovered by a broad range of relevant communities. To this end, the Non-Coding RNA Ontology (NCRO) is being developed to provide a systematically structured and precisely defined controlled vocabulary for the (...)
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  2. The Non-Coding RNA Ontology : a comprehensive resource for the unification of non-coding RNA biology.Huang Jingshan, Eilbeck Karen, Barry Smith, A. Blake Judith, Dou Dejing, Huang Weili, A. Natale Darren, Ruttenberg Alan, Huan Jun & T. Zimmermann Michael - 2016 - Journal of Biomedical Semantics 7 (1).
    In recent years, sequencing technologies have enabled the identification of a wide range of non-coding RNAs (ncRNAs). Unfortunately, annotation and integration of ncRNA data has lagged behind their identification. Given the large quantity of information being obtained in this area, there emerges an urgent need to integrate what is being discovered by a broad range of relevant communities. To this end, the Non-Coding RNA Ontology (NCRO) is being developed to provide a systematically structured and precisely defined controlled vocabulary for the (...)
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  3. The development of non-coding RNA ontology.Jingshan Huang, Karen Eilbeck, Barry Smith, Judith Blake, Deijing Dou, Weili Huang, Darren Natale, Alan Ruttenberg, Jun Huan, Michael Zimmermann, Guoqian Jiang, Yu Lin, Bin Wu, Harrison Strachan, Nisansa de Silva & Mohan Vamsi Kasukurthi - 2016 - International Journal of Data Mining and Bioinformatics 15 (3):214--232.
    Identification of non-coding RNAs (ncRNAs) has been significantly improved over the past decade. On the other hand, semantic annotation of ncRNA data is facing critical challenges due to the lack of a comprehensive ontology to serve as common data elements and data exchange standards in the field. We developed the Non-Coding RNA Ontology (NCRO) to handle this situation. By providing a formally defined ncRNA controlled vocabulary, the NCRO aims to fill a specific and highly needed niche in semantic annotation of (...)
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  4. The development of non-coding RNA ontology.Huang Jingshan, Eilbeck Karen, Smith Barry, Blake Judith, A. Dou, Dejing Huang, Weili Natale, A. Darren, Ruttenberg Alan, Huan Jun, Zimmermann Michael & T. Others - 2016 - International Journal of Data Mining and Bioinformatics 15 (3):214--232.
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  5.  10
    Huang T'ing-Chien's "Incense of Awareness": Poems of Exchange, Poems of Enlightenment.Stuart Sargent & Huang T'ing-Chien - 2001 - Journal of the American Oriental Society 121 (1):60-71.
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  6. Huang Ji jiao yu si xiang lun yao =.Ji Huang - 2016 - Fuzhou: Fujian jiao yu chu ban she.
     
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  7.  1
    Huang Kunyan Tan You Pin She Hui.Kunyan Huang - 2009 - Lian Jing Chu Ban Shi Ye Gu Fen You Xian Gong Si.
    有品社會是培養出來的! 自《黃崑巖談教養》一書出版後,黃崑巖就成了「教養的代言人」 在《黃崑巖談有品社會》,他再度從家庭教育、大學教育、醫學教育,乃至中、美、英社會及日常生活來談有教養的社會,不僅借鏡國外良好的典範,也從文化、教育制度上的不同分析國內外教養的差異,希望我國的教養水準能 更為提升 回憶錄自傳出版不久以後,聯經出版公司的發行人林載爵先生,主編林芳瑜女士聯袂來我家裡,坐在一起從南談到北,也從天談到地,當然也談到我的《談教養》,就自然觸及該書銷售的實情。林先生及林女士異口同聲地說我為 何不寫《談教養二》一書?這事就此打斷,以後沒有再提。 等他們都走了,在空蕩蕩的家中一個人想起他們的建議,這本書的概念油然浮現。說實話,龍應台女土曾經打了一通電話,告訴我我的名字和教養兩個字連在一起了。龍女士打電話來以前,胡忠信先生也在台灣的電視說,黃某某 是位醫生又是教養的教父,現在胡志強的案件爆發了,他為什麼不講話?但當時我人在美國加州,答不上話。這兩個人都配得上稱為名嘴,兩個人都提起我的名字,可見教養兩個字已經掀起了一陣風潮。 其實,有不少高中以及大一的通識課程,舉行了《談教養》讀後感的論文比賽,高雄大學工學院的黃院長還以率團來見我當作入圍的獎品哩! 嘉義縣政府也大量訂購,為的是要送縣府同仁共讀討論。這些都促成我寫這本書,期間還蒙吳豐山先生的鼓勵,他二○○四年二月十四日曾擔任兩位總統候選人陳水扁及連戰先生的電視辯論會歷史性的協調人。 本書仍以談教養為主,但從各種角度去檢視這個社會因為不重視教養而成了什麼樣子。我自從一九八二年回台之後,一直在觀察我們的社會,思辨其變化的原因。這本書選了約二十個現象是有關我們大眾教養不足的結果,加以申 論。目的無外乎在喚起國人的注意,並加以改善。 書裡提到「知識分子」四個字,我主張我們早日迎合世界潮流而改稱「智識分子」。智識分子有異於知識分子,是前者在處裡問題時,除了要有以前強調的 IQ 之外,現代的智識分子更應具有情緒管理的要領。情緒管理就是英文的 EQ ,是做人的教育,是真正教育的精髓,也是近代教育成敗的關鍵。 但是誰的情緒需要管理?答案是誰的情緒都得管理,包括自己的以及周遭有來往的人。中國近代社會與西歐列強接觸的結果,自敗於西洋的船堅砲利,而提出了學以致用的口號,迄至近年。國內的教育長期在這種醬缸裡浸淫的結 果,產生了畸型的教育法,國人叫做「一試定江山」,求學過程伴隨著學校老師及家長的體罰與關照,很少是不痛苦的。 美國教育部也清楚這種教育法的問題,所以有一次美國教育部的官員在訪查我們醫學系的運作時,曾經公開問過:「貴國依一試定江山的考試制度而招進醫護人員,怎能確保他或她會是個好醫生?」 前台灣駐南非末代大使陸以正曾經說過,一個社會若只強調學以致用,久了,會變得膚淺並技術化,我們社會所面對的教育問題,正是價值觀與技術化的問題。所幸國內具有慧眼的教育家已看到這問題的後果而呼籲改正,品格教 育的重要性也得到了應有的重視。 是的,追根究柢,人要有品格、要有教養,社會才會有文化以及品格內涵,住在人人盡責、利他而富於正義感的社會,就能享受幸福。.
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  8.  2
    Huang Nansen Wen Ji.Nansen Huang - 2011 - Zhong Yang Bian Yi Chu Ban She.
  9.  2
    Huang Nansen Zi Xuan Ji =.Nansen Huang - 1999 - Xue Xi Chu Ban She.
  10.  1
    Huang Shunji Zi Xuan Ji.Shunji Huang - 2007 - Zhongguo Ren Min da Xue Chu Ban She.
    本书作者对逻辑学、自然辩证法、科学技术哲学、科学技术社会学、科学技术与经济、知识创新、生态文明等领域的独到见解。.
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  11. Huang Youjing ji.Youjing Huang - 2015 - Fuzhou Shi: Hai feng chu ban she.
    Xiu zhen xu yu (wai pian) -- Tan Lao sui gan -- Yin shi yang zhen.
     
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  12. Huang Zongxi Quan Ji.Zongxi Huang - 2005 - Zhejiang Gu Ji Chu Ban She.
     
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  13.  19
    The Records of Ming Scholars, by Huang Tsung-hsi: A Selected Translation.Willard J. Peterson, Julia Ching, Chaoying Fang & Huang Tsung-hsi - 1990 - Journal of the American Oriental Society 110 (3):560.
  14.  53
    Waiting for the Dawn: A Plan for the Prince: Huang Tsung-hsi's Ming-i tai-fang lu.On-cho Ng, Wm Theodore de Bary & Huang Tsung-hsi - 1996 - Philosophy East and West 46 (3):412.
  15.  21
    Genetic influences on insight problem solving: the role of catechol-O-methyltransferase gene polymorphisms.Weili Jiang, Siyuan Shang & Yanjie Su - 2015 - Frontiers in Psychology 6.
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  16.  17
    The Story of Rāma in Tibet: Text and Translation of the Tun-huang ManuscriptsThe Story of Rama in Tibet: Text and Translation of the Tun-huang Manuscripts.Robert P. Goldman, J. W. de Jong & Tun-Huang - 1991 - Journal of the American Oriental Society 111 (3):584.
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  17. mitgeteilt von Jing Huang.Jing Huang - 2022 - Nietzsche Studien 51 (1):334-335.
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  18.  2
    Zhongguo Yi Xue: Ji Nian Huang Shouqi Jiao Shou Wen Ji He Bian.Shanwen Zhang & Gaoxian Huang (eds.) - 2010 - Fujian Jiao Yu Chu Ban She.
    2002 nian Huang Shouqi jiao shou dan chen jiu shi zhou nian -- 2005 nian Huang Shouqi jiao shou shi shi shi wu zhou nian.
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  19. Huang Zongxi: Making it Safe Not to be Servile.Sandra Leonie Field - 2020 - In Charlotte Alston, Amber Carpenter & Rachael Wiseman (eds.), Portraits of Integrity: 26 Case Studies from History, Literature and Philosophy. London: Bloomsbury. pp. 83-91.
    Integrity is often conceived as a heroic ideal: the person of integrity sticks to what they believe is right, regardless of the consequences. In this article, I defend a conception of ordinary integrity, for people who either do not desire or are unable to be moral martyrs. Drawing on the writings of seventeenth century thinker Huang Zongxi, I propose refocussing attention away from an abstract ideal of integrity, to instead consider the institutional conditions whereby it is made safe not (...)
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  20.  27
    Daoist Onto - Un - Learning as a Radical Form of Study : Re-imagining Study and Learning from an Eastern Perspective.Weili Zhao - 2019 - Studies in Philosophy and Education 38 (3):261-273.
    Within educational philosophy and theory, there has been an international re-turn to envision study as an alternative formation to disrupt the defining learning logic. As an enrichment, this paper articulates “Daoist onto-un-learning” as an Eastern form of study, drawing upon Roger Ames’s interpretation of the ancient Chinese correlative cosmology and relational personhood thinking. This articulation is to dialogue with the conceptualizations of study shared by Giorgio Agamben, Derek Ford, and Tyson Lewis, and unfolds in three steps. First, I examine how (...)
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  21.  50
    Huang, Chun-chieh, Konfuzianismus: Kontinuität und Entwicklung: Studien zur chinesischen Geistesgeschichte (Confucianism: Continuity and Development: Studies in Chinese Intellectual History), Edited and translated by Stephan Schmidt.Heiner Roetz - 2010 - Dao: A Journal of Comparative Philosophy 9 (4):477-480.
    Huang, Chun-chieh, Konfuzianismus: Kontinuität und Entwicklung: Studien zur chinesischen Geistesgeschichte (Confucianism: Continuity and Development: Studies in Chinese Intellectual History), Edited and translated by Stephan Schmidt Content Type Journal Article DOI 10.1007/s11712-010-9191-0 Authors Heiner Roetz, Faculty of East Asian Studies, Ruhr University, 44780 Bochum, Germany Journal Dao Online ISSN 1569-7274 Print ISSN 1540-3009 Journal Volume Volume 9 Journal Issue Volume 9, Number 4.
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  22.  62
    Foundation of religious beliefs after foundationalism: Wittgenstein between Nielsen and Phillips: Yong Huang.Yong Huang - 1995 - Religious Studies 31 (2):251-267.
    Religious beliefs have often been taken either as absolutely foundational to all others or as ultimately founded on something else. This essay starts with an endorsement of the contemporary critique of foundationalism but sets its task as to search for the foundation of religious belief after foundationalism. In its third and main part, it argues for a Wittgensteinian reflective equilibrium as such a foundation. In this reflective equilibrium, religious beliefs are no more and no less foundational to, or founded by, (...)
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  23.  59
    God as absolute spirit: A Heideggerian interpretation of Hegel's God-talk: Yong Huang.Yong Huang - 1996 - Religious Studies 32 (4):489-505.
    In this postmodern era, God-talk is facing serious challenges. Is it still possible to have a meaningful concept of God after the demise of metaphysical realism? How can we make sense of the idea of absolute transcendence in a secularized world? In what sense can we still believe something as divine revelation when foundationalism is no longer taken for granted? While some believe that we can go about our old theological business as usual, others have entirely given up on the (...)
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  24.  8
    A Global Dialogue on Learning and Studying.Weili Zhao, Derek R. Ford & Tyson E. Lewis - 2020 - Studies in Philosophy and Education 39 (3):239-244.
  25. Dong fang zhe xue yu Ya Zhou jia zhi guan: Huang Xinchuan zi xuan ji = Dongfang zhexue yu YaZhou jiazhiguan.Xinchuan Huang - 2018 - Beijing: Shou du shi fan da xue chu ban she.
     
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  26. Mian Xiang Sheng Huo Ben Shen de Ru Xue: Huang Yushun "Sheng Huo Ru Xue" Zi Xuan Ji.Yushun Huang - 2006 - Sichuan da Xue Chu Ban She.
     
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  27. Si xiang de lu wei: Huang Jinxing zi xuan ji.Jinxing Huang - 2017 - Shanghai: Shanghai ren min chu ban she.
     
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  28. "Zhou yi" zhi "shi" yu "si": Huang Yushun Yi xue lun wen ji.Yushun Huang - 2020 - Jinan Shi: Shandong ren min chu ban she.
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  29.  19
    Agamben’s Potentiality and Chinese Dao: On experiencing gesture and movement of pedagogical thought.Amy Sloane & Weili Zhao - 2014 - Educational Philosophy and Theory 46 (4):1-16.
    Agamben’s potentiality, and Chinese dao, entail experiencing movement on being. This article presents our experiments with these movements in the context of pedagogy, putting at stake our mode of existence in thinking. We examine Agamben’s potentiality as an aporetic experience in pedagogy. We find echoes of dao movement in a controversial pedagogical event in China. Interlacing potentiality and dao with our experience of pedagogical thinking, each makes the other intelligible. We show that reasonings of pedagogy in the USA and China (...)
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  30.  8
    Historicizing tianrenheyi as correlative cosmology for rethinking education in modern China and beyond.Weili Zhao - 2019 - Educational Philosophy and Theory 51 (11):1106-1116.
    The Chinese tianrenheyi thesis bespeaks a correlative cosmology irreducible to the Western metaphysics. This article historicizes tianrenheyi for new implications to help rethink the given concepts of ‘person/thing,’ ‘environment/nature,’ and ‘relationality’ in contemporary ethical and environmental education in three steps. First, it turns to Yu Ying-Shih’s writing for a historical and ethical picture of tianrenheyi as an ‘Axial breakthrough’ in Confucius' time and with direct relevance to Confucian person-making education. Second, it moves on to Roger Ames’ unpacking of tianrenheyi as (...)
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  31.  28
    Review of Derek R. Ford, Communist Study: Education for the Commons. [REVIEW]Weili Zhao - 2016 - Studies in Philosophy and Education 36 (2):217-223.
  32.  6
    Calibrating Study and Learning as Hermeneutic Principles Through Greco-Christian Seeing, Rabbinic Hearing, and Chinese Yijing Observing.Weili Zhao - 2020 - Studies in Philosophy and Education 39 (3):321-336.
    Study is recently re-invoked as an alternative educational formation to disrupt the learning trap and trope. This paper calibrates study and learning as two hermeneutic principles and correlates them with seeing, hearing, and observing as three onto-epistemic modes that respectively underpin Greco-Christian, Rabbinic, and ancient Chinese exegetical traditions. Linking study and learning with the hermeneutic issues of language, text, meaning, and reality, my calibration unfolds in four steps. First, I introduce an epistemic aporia encountered in interpreting some Chinese educational “wind” (...)
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  33.  66
    Huang on Wittgenstein on religious epistemology.Jordan Curnutt - 1998 - Religious Studies 34 (1):81-89.
    Yong Huang has recently claimed that after the demise of foundationalism, philosophy and theology can turn to Ludwig Wittgenstein's non-foundationalist or coherentist religious epistemology where, it is said, religious beliefs are justified by a 'reflective equilibrium' with other kinds of beliefs, with action, and with different 'forms of life'. I argue that there are very good reasons to reject this reading of Wittgenstein: not only unsupported, it is seriously mistaken. Once the epistemological terms of the debate are properly understood, (...)
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  34.  23
    ‘Keep off the lawn; grass has a life too!’: Re-invoking a Daoist ecological sensibility for moral education in China’s primary schools.Weili Zhao & Caiping Sun - 2017 - Educational Philosophy and Theory 49 (12):1195-1206.
    In 2001, China’s moral education curriculum reform called for a returning to life as a radical shift from its previous empty sermonic pedagogy, hoping to cultivate its twenty-first century children into ethical humans. Accordingly, a notion of ‘human ecology’ appeared in the post-2001 textbook design, which became ‘co-being with’ in the latest 2016 textbook redesign. This paper picks up this co-being with as a philosophical, ethical, and ecological notion and scrutinizes its relevance to the discursive construction of China’s moral child (...)
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  35.  20
    Re-Imagining Affect with Study: Implications from a Daoist Wind-Story and Yin–Yang Movement.Weili Zhao & Derek R. Ford - 2017 - Studies in Philosophy and Education 37 (2):109-121.
    Within educational philosophy and theory there has recently been a re-turn to the concept and practices of studying as an alternative or oppositional educational logic to push back against learning as the predominant mode of educational engagement. While promising, we believe that this research on studying has been limited in a few ways. First, while the ontological aspects of studying have been examined in a thorough manner, the affective dimension of studying has not yet been investigated. Second, while a diverse (...)
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  36.  3
    China’s making and governing of educational subjects as ‘talent’: A dialogue with Michel Foucault.Weili Zhao - 2020 - Educational Philosophy and Theory 52 (3):300-311.
    As an imprint of Confucian culture, China’s education intersects state governance in making and governing educational subjects as ‘talent’, an official translation of the Chinese term ‘rencai’ (literally, human-talent). Whereas the English word ‘talent’ itself denotes ‘[people with] natural aptitude or skill’, ‘talent’ is currently mobilized in China not only as a globalized discourse that speaks to the most aspired educational subjects for the 21st century but also as a re-invoked cultural notion that relates to Confucian wisdom. Drawing upon Foucault’s (...)
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  37.  17
    Review of Tyson E. Lewis, Inoperative Learning: A Radical Rewriting of Educational Potentialities: London and New York: Routledge. 2018. [REVIEW]Weili Zhao - 2018 - Studies in Philosophy and Education 38 (1):85-92.
    Within educational philosophy and theory, there has been an international re-turn to envision study as an alternative formation to disrupt the defining learning logic. As an enrichment, this paper articulates “Daoist onto-un-learning” as an Eastern form of study, drawing upon Roger Ames’s interpretation of the ancient Chinese correlative cosmology and relational personhood thinking. This articulation is to dialogue with the conceptualizations of study shared by Giorgio Agamben, Derek Ford, and Tyson Lewis, and unfolds in three steps. First, I examine how (...)
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  38.  52
    Biomedical Moral Enhancement in the Face of Moral Particularism.Pei-Hua Huang & Peter Shiu-Hwa Tsu - 2018 - Royal Institute of Philosophy Supplement 83:189-208.
    Biomedical moral enhancement, or BME for short, aims to improve people’s moral behaviors through augmenting, via biomedical means, their virtuous dispositions such as sympathy, honesty, courage, or generosity. Recently, it has been challenged, on particularist grounds, however, that the manifestations of the virtuous dispositions can be morally wrong. For instance, being generous in terrorist financing is one such case. If so, biomedical moral enhancement, by enhancing people’s virtues, might turn out to be counterproductive in terms of people’s moral behaviors. In (...)
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  39.  74
    A Mereological Perspective on Husserl’s Account of Time-Consciousness.Di Huang - 2020 - Husserl Studies 36 (2):141-158.
    This paper approaches Husserl’s analysis of time-consciousness from a mereological perspective. Taking as inspiration Bergson’s idea that pure durée is a multiplicity of interpenetration, I will show, from within Husserlian phenomenology, that the absolute flow can indeed be described as a whole of interpenetrating parts. This mereological perspective will inform my re-consideration of the much-discussed issue of Husserl’s self-criticism concerning the schema of content and apprehension. It will also reveal a fundamental similarity between Husserl’s conception of the absolute flow and (...)
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  40.  3
    Response to Weili Zhao.Tyson E. Lewis - 2018 - Studies in Philosophy and Education 38 (1):93-94.
  41.  44
    Toward an educational sphereology: Air, wind, and materialist pedagogy.Derek R. Ford & Weili Zhao - 2018 - Educational Philosophy and Theory 50 (5):528-537.
    It’s not uncommon for people to make reference to atmospheres, including in relationship with educational spaces. In this article, we investigate educational atmospheres by turning to Western and Chinese literature on the air and wind. We pursue this task in three phases. First, we examine the Western literature to see the possible strings of thought that would help us reinvigorate the element of air/atmosphere as a foundational component of an educational sphere. Second, we historicize the Chinese notion of wind as (...)
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  42. Huang Shi's silk text.Zhang Shangying - 2009 - In Thomas F. Cleary (ed.), The Way of the World: Readings in Chinese Philosophy. Shambhala.
     
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  43. A New Interpretation of Confucius.Philip H. Huang - 1980 - Philosophy East and West 30 (1):45 - 55.
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  44.  22
    Hu Shi and Lin Yutang.Huang Airen - 2004 - Chinese Studies in History 37 (4):37-69.
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  45.  21
    Hu Shi and Wang Yunwu.Huang Airen - 2004 - Chinese Studies in History 37 (3):34-65.
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  46. Wind.Weili Zhao - 2019 - In Derek Ford (ed.), Keywords in Radical Philosophy and Education: Common Concepts for Contemporary Movements. Brill.
     
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  47.  5
    The Voice of a Chinese Teenager in America.Huang Ruowei - 2002 - Chinese Studies in History 36 (2):42-45.
  48.  15
    Response to Weili Zhao.Tyson E. Lewis - 2018 - Studies in Philosophy and Education 38 (1):93-94.
  49. Huang, HS, 73 Juslin, P., 99 Kalish, CW, 299 Kempen, G., 353.D. L. Medin, S. A. Gelman, E. Gilboy, Hanley Jr, T. la HirschfeldPersson, J. M. Sopena & A. Winman - 1995 - Cognition 54:363.
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  50.  2
    Utilizing Blockchain Technology to Manage the Dark and Bright Sides of Supply Network Complexity to Enhance Supply Chain Sustainability.Weili Yin & Wenxue Ran - 2022 - Complexity 2022:1-14.
    The supply network becomes more fragile as it becomes more complex, affecting the core firm’s performance. While previous research on supply network complexity existence paradox. Therefore, to study the nature of supply network complexity, this paper divides the supply chain complexity utility into positive and negative valences based on the valence framework and divides supply chain complexity into supply base complexity, customer base complexity, and logistics base complexity. Based on the trustworthiness and transparency characteristics of blockchain technology, this paper investigates (...)
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