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One Voice (one + voice)
Selected AbstractsFrom European Integration to European Integrity: Should European Law Speak with Just One Voice?EUROPEAN LAW JOURNAL, Issue 3 2004Samantha Besson According to the European integrity principle, all national and European authorities should make sure their decisions cohere with the past decisions of other European and national authorities that create and implement the law of a complex but single European legal order. Only by doing so, it is argued, can the European political and legal community gain true authority and legitimacy in the eyes of the European citizens to whom all these decisions apply. Although European integrity is primarily a product of European integration, it has gradually become one of the requirements of further integration. The article suggests that the principle of European integrity would help dealing with the growing pressure for common European solutions under conditions of increasing diversity. It places disagreement at the centre of European politics, as both an incentive and a means of integration by way of comparison and self-reflectivity. It constitutes therefore the ideal instrument for a pluralist and flexible further constitutionalisation of the European Union. [source] Speaking with One VoiceJOURNAL OF THE AMERICAN ACADEMY OF NURSE PRACTITIONERS, Issue 8 2005FAANP, Mona M. Counts PhD No abstract is available for this article. [source] Advocating with one voice for a new worldJOURNAL OF HEALTHCARE RISK MANAGEMENT, Issue 2 2004CPHRM, DFASHRM, Jeffrey Driver JD No abstract is available for this article. [source] In policy governance, the board is supposed to speak with one voice to the CEO.BOARD LEADERSHIP: POLICY GOVERNANCE IN ACTION, Issue 75 2004Yet our board relies to some extent on CEO advice when we make our decisions. [source] A One-to-One Bias and Fast Mapping Support Preschoolers' Learning About Faces and VoicesCOGNITIVE SCIENCE - A MULTIDISCIPLINARY JOURNAL, Issue 5 2010Mariko Moher Abstract A multimodal person representation contains information about what a person looks like and what a person sounds like. However, little is known about how children form these face-voice mappings. Here, we explored the possibility that two cognitive tools that guide word learning, a one-to-one mapping bias and fast mapping, also guide children's learning about faces and voices. We taught 4- and 5-year-olds mappings between three individual faces and voices, then presented them with new faces and voices. In Experiment 1, we found that children rapidly learned face-voice mappings from just a few exposures, and furthermore spontaneously mapped novel faces to novel voices using a one-to-one mapping bias (that each face can produce only one voice). In Experiment 2, we found that children's face-voice representations are abstract, generalizing to novel tokens of a person. In Experiment 3, we found that children retained in memory the face-voice mappings that they had generated via inference (i.e., they showed evidence of fast mapping), and used these newly formed representations to generate further mappings between new faces and voices. These findings suggest that preschoolers' rapid learning about faces and voices may be aided by biases that are similar to those that support word learning. [source] | ||||||||||