Results for 'Inna Mysan'

209 found
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  1. On the Philosophical Research of Edith Stein (translated by Inna Savynska).Inna Savynska & Roman Ingarden - 2018 - Δόξα / Докса 1:170-193.
    ON THE PHILOSOPHICAL RESEARCH OF EDITH STEIN (translated by Inna Savynska)The main Polish philosopher Roman Ingarden in his lecture presents a cross-section of Edith Stein writings and demonstrates the shot timeliness of her ideas. Roman Ingarden was a Stein’s friend from the time of her studies in Göttingen;he knew her ideas and conceptions. He wrote that hers was a search for ananswer to the main question: «What is the structure of man?» That is why she proposed a phenomenological analysis (...)
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  2. The Folds of Experience, or: Constructing the pedagogy of values.Inna Semetsky - 2010 - Educational Philosophy and Theory 42 (4):476-488.
    This paper situates moral education in the context of Gilles Deleuze's philosophy and as embedded in lived experience qualified by three dimensions, namely critical, clinical, and creative (‘3C’). The construct of ‘3C’ education will be enriched by reference to the theoretical corpus of Nel Noddings, specifically her 2006 book Critical Lessons: What our schools should teach. The paper argues that only as embodying all three ‘C's in experience can education become genuinely moral and bring the missing element of values into (...)
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  3. ORIGINS OF THE BEGUINAL URBAN CULTURE IN THE 13TH-CENTURY LOW COUNTRIES: THE PHENOMENON OF THE BEGUINAGE AS A HORTUS CONCLUSUS.Inna Savynska - 2024 - Δόξα / Докса 1:130-140.
    CONCLUSUSThe article is devoted to the Beguinal urban culture in the 13th-century Low Countries. It points out that the phenomenon of the Begijnhof is an implementation of the biblical idea of the hortus conclusus. Architecture and safe localization of the beguinages inside the city walls created the unique cultural and economic space for the development of the Beguinal movement. Beguinages organized the space for the common being of women and gave them an opportunity for safe intellectual and manual work that (...)
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  4. GENEALOGY OF HADEWIJCH'S CONCEPT OF MINNE: SECULAR AND RELIGIOUS ASPECTS.Inna Savynska - 2024 - Вісник Київського Національного Університету Імені Тараса Шевченка 1:38-41.
    B a c k g r o u n d . The article is devoted to the Minnemystik of Hadewijch of Brabant in the XIII century. It deals with the genesis of Hadewijch's concept of Minne in its relation to the monastic Cistercian mysticism of Bernard of Clairvaux, William of Saint-Thierry in the XII century and Beatrice of Nazareth in the XIII century. It also considers the conception of theologist and philosopher Richard of Saint-Victor in the XII century. Considering the (...)
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  5.  87
    FROM THE MYSTICAL ΑΓΆΠΗ TO THE INTELLECTUAL AMOR / CARITAS: THE TRANSFORMATION OF CONCEPTS IN THE BRIDAL MYSTICISM OF THE XII CENTURY.Inna Savynska - 2024 - Софія. Гуманітарно-Релігієзнавчий Вісник 1:92-95.
    The article is mainly devoted to the conception of intellectual love in the tradition of the Bridal mysticism of the XII century. This investigation shows that theologia mystica of Bernard of Clairvaux, William of Saint Thierry and Richard of Saint-Victor was formed under the influence of the conception of a mystical agape and metaphorical language of the Song of Songs by the Fathers of the Church. Moreover, it was also stressed that the spiritual sources of intellectual love came from Augustine's (...)
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  6. Aporia and Exegesis: Alexander of Aphrodisias.Inna Kupreeva - 2017 - In George Karamanolis & Vasilis Politis, The Aporetic Tradition in Ancient Philosophy. New York: Cambridge University Press. pp. 228-247.
  7. WOMEN's SPIRITUAL MOVEMENTS IN THE LATE MEDIEVAL PERIOD IN WESTERN EUROPE (GERMAN AND FLEMISH MYSTICAL TRADITION).Inna Savynska - 2024 - International Research Online Conference the Days of Science of the Faculty of Philosophy - 2024 April 18-19, 2024.
    This research briefly describes the main aspects of the beguinal spiritual movements and theology of the XIII century.
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  8.  60
    On the Creative Logic of Education, or: Re‐reading Dewey through the lens of complexity science.Inna Semetsky - 2008 - Educational Philosophy and Theory 40 (1):83-95.
    This paper rereads John Dewey's works in the light of complexity theory and self‐organising systems. Dewey's pragmatic inquiry is posited as inspirational for developing a logic of education and learning that would incorporate novelty and creativity, these artistic elements being part and parcel of the science of complexity. Dewey's philosophical concepts are explored against the background of such founders of dynamical systems theory as Ludwig von Bertalanffy, Ervin Laszlo, and Erich Jantsch. If, in this process, Dewey's thought appears to undergo (...)
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  9.  64
    The Problematics of Human Subjectivity: Gilles Deleuze and the Deweyan Legacy.Inna Semetsky - 2003 - Studies in Philosophy and Education 22 (3/4):211-225.
    This article is part of alarger project exploring the continuity betweentwo philosophical positions – that of Frenchpoststructuralist Gilles Deleuze (1925–1995)and John Dewey – that appear at first sight tobe separated by time, place and culture. Thescope of the present paper is necessarilylimited and focuses on one aspect of theproject, namely: the problematics ofsubjectivity, or subject formation, inDeleuze's philosophy. Deleuze's position isestablished as pragmatic by virtue of itssharing the value allotted by Dewey toexperiential and experimental inquiry inphilosophy. By drawing initial parallels (...)
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  10.  86
    Deleuze's new image of thought, or Dewey revisited.Inna Semetsky - 2003 - Educational Philosophy and Theory 35 (1):17–29.
    Richard Rorty, in his ‘Consequences of Pragmatism’ (1982), acknowledging the pragmatic direction taken by both modern and postmodern philosophy, declared that ‘James and Dewey were not only waiting at the end of the dialectical road which analytic philosophy traveled, but are waiting at the end of the road which, for example, Foucault and Deleuze are currently traveling’ (Rorty, 1982, p. xviii). This paper does not aim to establish who traveled the farthest along the road posited by Rorty. Instead, its purpose (...)
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  11.  84
    Peirce's semiotics, subdoxastic aboutness, and the paradox of inquiry.Inna Semetsky - 2005 - Educational Philosophy and Theory 37 (2):227–238.
    The author suggests that educational philosophy should benefit from addressing questions traditionally asked within discourse in the philosophy of mind, namely: the relation between the mind and world and the problems of intentionality , meaning, and representation. Peirce's semiotics and his category of creative abduction provide a novel conceptual framework for exploring these questions. A model of reasoning and learning, based on Peirce's triadic logic of relations, is analysed. This model, it is argued, is fruitful for overcoming the paradox of (...)
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  12.  65
    The role of intuition in thinking and learning: Deleuze and the pragmatic legacy.Inna Semetsky - 2004 - Educational Philosophy and Theory 36 (4):433–454.
  13.  39
    Towards a semiotic theory of learning: Deleuze's philosophy and educational experience.Inna Semetsky - 2007 - Semiotica 2007 (164):197-214.
  14.  26
    Roberto Esposito: biopolitics and philosophy.Inna Viriasova (ed.) - 2018 - Albany, NY: SUNY.
    Analyzes key concepts and arguments in the work of one of Europe’s leading philosophers. One of Europe’s leading philosophers, Roberto Esposito has produced a considerable body of work that continues to have a significant impact on political science, sociology, literature, and philosophy. This volume offers both a comprehensive introduction to and critical explanation of Esposito’s political thought and key concepts from his oeuvre. The contributors address aspects of his growing corpus such as the impolitical, community, immunity, the impersonal, affirmative biopolitics, (...)
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  15.  34
    Taking the Edusemiotic Turn: A Body∼mind Approach to Education.Inna Semetsky - 2014 - Journal of Philosophy of Education 48 (3):490-506.
    Educational philosophy in English-speaking countries tends to be informed mainly by analytic philosophy common to Western thinking. A welcome alternative is provided by pragmatism in the tradition of Peirce, James and Dewey. Still, the habit of the so-called linguistic turn has a firm grip in terms of analytic philosophy based on the logic of non-contradiction as the excluded middle. A body∼mind approach pertains to the edusemiotic turn that this article elucidates. Importantly, semiotics is not illogical but is informed by the (...)
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  16.  30
    Weighing the moral worth of altruistic actions: A discrepancy between moral evaluations and prescriptive judgments.Inna F. Deviatko & Andrey Bykov - 2022 - Philosophical Psychology 35 (1):95-121.
    In this article, we consider the problem of a discrepancy between, on the one hand, lay prescriptive judgments on the necessity of altruistic actions and, on the other, attributing moral worth to these actions. Based on Kantian theory of morality, we hypothesized that lay attributions of the moral worth of altruistic actions would be inversely related to normative ought-judgments according to which these actions should be performed, as having positive evolutionary-based utilitarian externalities for the actors. To test this general hypothesis, (...)
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  17.  75
    Deleuze as a Philosopher of Education: Affective Knowledge/Effective Learning.Inna Semetsky - 2009 - The European Legacy 14 (4):443-456.
    This essay addresses Gilles Deleuze's ?pedagogy of the concept? as grounded in the triadic relation between percepts, affects, and concepts. Philosophical thinking based on the ?logic of affects? necessarily leads to the creation of novel concepts in/for experience. Still, new concepts are themselves informed by the physicality of affects thus bridging the dualistic gap of the Cartesian subject. Deleuze's neorealist position considers the objects of real experience to be both actual and virtual. Experience exceeds private sense-data; it is a milieu (...)
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  18. Jung's Psychology and Deleuze's Philosophy: The unconscious in learning.Inna Semetsky & Joshua A. Delpech‐Ramey - 2012 - Educational Philosophy and Theory 44 (1):69-81.
    This paper addresses the unconscious dimension as articulated in Carl Jung's depth psychology and in Gilles Deleuze's philosophy. Jung's theory of the archetypes and Deleuze's pedagogy of the concept are two complementary resources that posit individuation as the goal of human development and self-education in practice. The paper asserts that educational theory should explore the role of the unconscious in learning, especially with regard to adult education in the process of learning from life-experiences. The integration of the unconscious into consciousness (...)
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  19. (1 other version)Qualities and bodies: Alexander against the Stoics.Inna Kupreeva - 2003 - Oxford Studies in Ancient Philosophy 25:297-344.
  20.  16
    At the Limits of the Political: Affect, Life, Things.Inna Viriasova - 2018 - Lanham: Rowman & Littlefield International.
    Offering a critical introduction to the philosophical debate on the concept of the political, this book explores recent developments in continental philosophy. Inna Viriasova engages with key contemporary thinkers including Agamben, Esposito, Henry and Meillassoux and explores the debate in the context of the Italian concept of the impolitical.
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  21.  43
    Continuities, discontinuities, interactions: values, education, and neuroethics.Inna Semetsky - 2009 - Ethics and Education 4 (1):69-80.
    This article begins by revisiting the current model of values education (moral education) which has recently been set up in Australian schools. This article problematizes the pedagogical model of teaching values in the direct transmission mode from the perspective of the continuity of experience as central to the philosophies of John Dewey and Charles S. Peirce. In this context experience is to be understood as a collective (going beyond the realm of private) and continuous (importantly, non-atomistic) space. As such, human (...)
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  22. Alexander of Aphrodisias and Aristotle's De anima: What's in a Commentary?Inna Kupreeva - 2012 - Bulletin of the Institute of Classical Studies 55 (1):109-129.
  23. Alexander of Aphrodisias on How the Sun Heats : Aristotle's Meteorology 1.3 in Context.Inna Kupreeva - 2022 - In E. Coda (ed) Letture medievali di Aristotele: il De caelo e le Meteore, Pisa University Press, 2022. Pisa: Pisa University Press. pp. 47-93.
  24.  66
    Experiencing Deleuze.Inna Semetsky - 2004 - Educational Philosophy and Theory 36 (3):227–231.
    The present collection constitutes what French poststructuralist philosopher Gilles Deleuze (1925–1995) dubbed rhizome, using this biological notion as a metaphor for multidirectional growth and diverse productivity irreducible to a single root representing epistemology grounded on a firm foundation for knowledge. A philosophical site, for Deleuze, consists of a multiplicity of planes including at once social, artistic, ethical, and affective dimensions. Experience is rendered meaningful not by grounding empirical particulars in abstract universals but by active experimentation on ourselves. Several of Deleuze’s (...)
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  25.  18
    Learning by abduction: A geometrical interpretation.Inna Semetsky - 2005 - Semiotica 2005 (157):199-212.
    This paper posits Peirce’s logical category of abduction as a necessary component in the learning process. Because of the cardinality of categories, Thirdness always contains in itself the Firstness of abduction. In psychological terms, abduction can be interpreted as intuition or insight. The paper suggests that abduction can be modeled as a vector on a complex plane. Such geometrical interpretation of the triadic sign helps to clarify the paradox of new knowledge that haunted us since Plato first articulated it in (...)
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  26. Galen's Theory of Elements.Inna Kupreeva - 2014 - Bulletin of the Institute of Classical Studies (P. Adamson, R. Hansberger, J. Wi):153-196.
  27. Aristotelianism in the 2nd century AD: Before Alexander of Aphrodisias.Inna Kupreeva - 2016 - In Andrea Falcon, Brill’s Companion to the Reception of Aristotle in Antiquity. Boston: Brill. pp. 138-159.
  28. Alexander of Aphrodisias on the Principle of Non-Contradiction: The Argument "from Signification".Inna Kupreeva - 2023 - In M. Mouzala (ed) Ancient Greek Dialectic and Its Reception, W. de Gruyter, 2023. Berlin: W. de Gruyter. pp. 287-330.
  29. INTRODUCTION TO PHILIPPA FOOT's DILEMMAS ON MEDICAL ETHICS.Inna Savynska - 2021 - The Days of Science of the Faculty of Philosophy – 2021 International Scientific Conference 1:307-309.
    Medical ethics is a branch of applied ethics that is deeply connected with the philosophy of medicine. Medical ethics mainly focuses on the moral issues of medicine. It also deals with the problems of euthanasia, abortion, clinical trials, health care and well-being. There are many approaches or moral theories inside applied ethics. They give moral reasons for medic’s actions, especially in difficult or controversial situations. Among the numerous contemporary ethical theories, the theory of realism by English philosopher Philippa Foot takes (...)
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  30. Galen's Empiricist Background: A Study of the Argument in On Medical Experience.Inna Kupreeva - 2022 - In R. J. Hankinson & Matyáš Havrda, Galen's Epistemology: Experience, Reason, and Method in Ancient Medicine. Cambridge University Press. pp. 32-78.
  31. THE PROBLEM OF HUMAN ERRORS (SEARCHING PARALLELS AMONG RENE DESCARTES's AND HADEWIJCH's CONCEPTION OF HUMAN ERRING.Inna Savynska - 2023 - the Days of Science of the Faculty of Philosophy – 2023 International Scientific Conference May 11-12, 2023 1:175-178.
    In the history of European philosophy and science, René Descartes is considered an author of a methodology of radical doubt, meditation, and the conception that explains the cause of human errors. But the course on internalization, knowledge of one's own Self, methodology of searching foundation of knowledge and conception of perfect reason have been formed already in the times of a Late Antiquity, particular by Augustine in his works “Soliloquies” and “Confession”, Boethius’s “The Consolation of Philosophy” and was continued in (...)
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  32. Stoic Themes in Peripatetic Sources?Inna Kupreeva - 2009 - In Ricardo Salles, God and cosmos in stoicism. New York: Oxford University Press. pp. 135--170.
  33. Heraclides On the Soul (?) and its ancient readers.Inna Kupreeva - 2009 - In E. E. Pender, Heraclides of Pontus: Discussion, New Brunswick/London, Transaction (Rutgers University Studies in Classical Humanities, vol. 15). Transaction. pp. 93-138.
  34. Themistius.Inna Kupreeva - 2010 - In Lloyd P. Gerson, The Cambridge history of philosophy in late antiquity. Cambridge: Cambridge University Press. pp. 397 - 417.
  35. Aristotelian dynamics in the second century school debates: Galen and Alexander of Aphrodisias on organic powers and motions.Inna Kupreeva - 2004 - Bulletin of the Institute of Classical Studies (P. Adamson, H. Baltussen, M.W.F.):71-95.
  36. NEOPLATONIC STRUCTURALISM IN PHILOSOPHY OF MATHEMATICS.Inna Savynska - 2019 - The Days of Science of the Faculty of Philosophy – 2019 1:52-53.
    What is the ontological status of mathematical structures? Michael Resnic, Stewart Shapiro and Gianluigi Oliveri, are contemporaries of American philosophers on mathematics, they give Platonic answers on this question.
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  37.  75
    2.6 Природа та культура (вступна стаття з "Філософія : хрестоматія. У 2 т., Т. 2. Теоретична та практична філософія : навч. посіб. для бакалаврів фіз.-мат. і природн. спеціальностей ").Inna Savynska - 2020 - Anthology 2:448-451.
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  38. A BRIEF INTRODUCTION TO PHILOSOPHY OF MEDICINE.Inna Savynska - 2020 - the Days of Science of the Faculty of Philosophy – 2020 1:60-62.
    Philosophical problems arise in every sphere of the science. Philosophers should be able to recognize an issue and give a reasonable response. Medicine is an especial sphere, where one can discover many philosophical questions about the nature of human health and diseases, limits of scientific methodology, etc. Since ancient times, philosophers have been engaged in medicine. Pythagoras, Empedocles, Democritus, Aristotle, Avicenna, René Descartes were famous in both areas: philosophy and medicine. Nowadays, links between these spheres in their strong meaning are (...)
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  39. Aristotle on Causation and Conditional Necessity: An. Post. 2.12 in context.Inna Kupreeva - 2010 - In de Haas & M. Leunissen, Interpreting Aristotle's Posterior Analytics in Late Antiquity and Beyond. Brill. pp. 203-234.
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  40.  8
    The Philosophical Roots of Hadewijch’s Conception of the Human Rede.Inna Savynska - 2024 - Sententiae 43 (3):68-80.
    Studies of the heritage of Hadewijch from Brabant mostly focus on the theological sources of her Love mystic (Minnemystik), disregarding the philosophical genesis of her ideas. In this article, I provide arguments in favour of the hypothesis of the philosophical roots of several Hadewijch’s concepts. It is about the parallels among the conception of (1) Rede (Reason) as an image of the Trinity in the human soul and Augustine’s Neoplatonic tradition; (2) life under the guidance of the Reason as the (...)
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  41.  72
    Becoming‐Language/Becoming‐Other: Whence ethics?Semetsky Inna - 2004 - Educational Philosophy and Theory 36 (3):313-325.
    The problematics of language and communication, as pertaining to educational theory and practice, is closely connected with the understanding of human subjectivity (Biesta, 1995; Garrison, 1999). The discussion in this paper will focus on a specific philosophy of language as developed by Gilles Deleuze. In order to address some possible implications of such philosophy for moral education, this paper will position Deleuze’s philosophical thought against the background of Charles Taylor’s book The Ethics of Authenticity (1991), in which Taylor introduces his (...)
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  42.  55
    Peirce and education: An introduction.Inna Semetsky - 2005 - Educational Philosophy and Theory 37 (2):153–156.
  43.  60
    The Adventures of a Postmodern Fool, or the Semiotics of Learning.Inna Semetsky - 1999 - Semiotics:477-495.
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  44. Silent Discourse: The Language of Signs and "Becoming-Woman".Inna Semetsky - 2010 - Substance 39 (1):87-102.
  45.  9
    On the Discourse of the Victim in the Context of Biopolitics.Inna Kovalenko, Yuliia Meliakova, Eduard Kalnytskyi & Svetlana Kachurova - 2024 - Filosofija. Sociologija 35 (3).
    The victim is a universal cultural phenomenon. It consolidates the community, causes a powerful affect that allows the community to experience itself as a collective body. The main hypothesis of the article is that on the basis of understanding the specifics of the victim in modern culture, trauma can be understood as a biopolitical concept. The authors assume that in the modern cultural space the meaning of sacrifice is pushed to marginal positions by the meaning of victim, and show that (...)
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  46.  72
    Monstrous hermeneutics: Learning from diagrams.Inna Semetsky - 2016 - Semiotica 2016 (212):239-258.
    Name der Zeitschrift: Semiotica Jahrgang: 2016 Heft: 212 Seiten: 239-258.
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  47. Aristotle on Growth a Study of the Argument of "On Generation and Corruption 15".Inna Kupreeva - 2005 - Apeiron 38 (3):103 - 159.
  48.  31
    Postpanopticon: Control and Media in the New Digital Reality.Inna Kovalenko, Yuliia Meliakova, Eduard Kalnytskyi & Ksenia Nesterenko - 2023 - Filosofija. Sociologija 34 (3).
    In this article, the object of research interest is the phenomenon of social control and the role of digital media in the process of digital surveillance. In the first part, the authors characterise the specifics of the panoptical and postpanoptical models of social control. The second part of the article explores the specifics of modern types of surveillance provided by digital media. It is shown that digital media extremely effectively modify communication systems, determine the main vectors of socio-cultural and personal (...)
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  49. Проблеми управління кредитним ризиком банку на мікрорівні і пошук шляхів їх подолання.Inna Fesenko - 2014 - Схід 2 (128):52-59.
    The issues of the optimum rate between risk and profitability of bank business have been investigated. The bank operation peculiarities in risk and uncertain conditions are studied. There has been revealed a matter of risk as bank and economic term, it has been presented interlink between various risks and the necessity to improve the managerial process by bank credit risk has been justified. Practical algorithms for solving problems on possible bank credit risks prognosis have been considered and there has been (...)
     
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  50.  61
    Reading Kristeva through the Lens of Edusemiotics: Implications for education.Inna Semetsky - 2015 - Educational Philosophy and Theory 47 (10):1069-1081.
    There are two focal points to this article. One is to address Julia Kristeva’s theoretical corpus in the context of philosophy of education. Kristeva’s notion of subject in process problematises education with its habitual emphasis on ‘product’. Another is to consider her impact from the perspective of edusemiotics. Edusemiotics is a new direction in educational philosophy and theory, and Kristeva represents one contemporary French intellectual who implicitly inspired the creation, research and development of edusemiotics. The article will briefly address the (...)
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