LIFE offers various amusements, and anyone these days who can choose among them will come late to the study of hiatus in Greek prose. Germany in the 1880s, so it seems, was less fortunate, and few greater excitements were known to young or old than the hunt for hiatus; but now that we no longer strait-waistcoat our classical authors and the austerity of those times is discredited, few collectors of hiatus are to be found, and there are people even in (...) Germany who have never identified a single specimen. Yet there is nothing to be said for underrating an author' stylistic pretensions, still less for encouraging others to do the same; and the textual critic, whose path is slippery enough at the best of times, can ill afford to dispense with footholds. There has been no broad study of hiatus in Greek prose since 1841, when Benseler in a long and original book De hiatu in oratoribus et historicis Graecis went through the text of 27 authors and attempted to determine their practice. (shrink)

When did Livy write his history? How many books had it, and what did the lost ones cover? Such answers as can be given to these questions come almost entirely from the one extant summary, the Periochae. The manuscripts of the Periochae disagree, however, on a matter of considerable interest: out of a hundred or so, only three, supported by a lost fourth, have been cited as adding to the title Ex libro CXXI the subtitle qui editus post excessum Augusti (...) dicitur. When the latest editor, P. Jal in the Collection Budé , declares himself unconvinced of its authenticity , he leaves the reader to decide whether authenticity means truth, authorial origin, or presence in the archetype; but whatever it means, seeds of suspicion have been sown. (shrink)

What follows is a brief description of the origin and development, results, and future plans of the Gadfly Business Ethics Project at Bentley College.Viewing himself as selected by the god to be a gadfly to sting the great and noble but sluggish horse, the city of Athens, Socrates says.

The demand for female labor is a central explanatory component of macrostructural theories of gender stratification. This study analyzes how the structural demand for female labor affects gender differences in labor force participation. The authors develop a measure of the gendered demand for labor by indexing the degree to which the occupational structure is skewed toward usually male or female occupations. Using census data from 1910 through 1990 and National Longitudinal Sample of Youth data from 261 contemporary U.S. labor markets, (...) the authors show that the gender difference in labor force participation covaries across time and space with this measure of the demand for female labor. (shrink)

Val Plumwood argued for a reworking of our concept of wilderness in ways that would both recognize indigenous influence and expand the official "fake" history to include perspective from the Others'side. Borrowing from Plumwood's logic of colonization, I explore how the official history of wilderness in the United States of America is similar to Tasmania's "fake" history. I offer a philosophical analysis of Chief Justice John Marshall's opinion in the case of Johnson v. M'Intosh (1823) where the "wilderness" finds its (...) first legal articulation. I argue that although multiple erasures of the Other as found in Marshall's concept of wilderness are serious problems, they do not support wilderness scepticism. Rather, in order to reshape the concept of wilderness in a new non-colonizing way, its antecedents must be clearly understood. Only then can we escape the precedents of control and find an ethical basis to repair the nature/culture split ending the war on the Other. (shrink)

Benjamin S. Bloom and a large committee of educators did extensive research to develop a taxonomy of global educational goals and of ways to measure their achievement in the classroom. The result was a taxonomy of three domains: Cognitive, Affective, and Motor Skills. This paper examines the cognitive and affective domains and applies them to teaching business ethics. Each of the six levels of the cognitive domain is explained. A six-step case method model is used to illustrate how the six (...) cognitive levels might be used and tested in the classroom. The five levels of the affective domain are also described. They are illustrated behaviorally in terms of a student's increasing interest, motivation and commitment to business ethics. (shrink)

IT has long been recognized that Circe's instructions to Odysseus at Od. 10. 516–40 were composed after their fulfilment at 11. 2 3–50.2 Something similar in Iliad 9 seems to have been overlooked.Agamemnon–s offer to Achilles at 122–57 is reported by Odysseus at 264–99 in more or less the same words.

Heliodorus has been edited twice in the last thirty years, by Colonna and by Rattenbury and Lumb.Colonna's text is erratic, but in another respect his work on Heliodorus has been productive: he has put it beyond doubt that Book 9 ofAethiopicawas written after the third siege of Nisibis, which took place in A.D. 350. There is no point in repeating Colonna's arguments here; they merit mention because no one has taken any notice of them.

Beginning with an introduction to the life and times of Plato, this text is a dialogue between a fictional Plato and a contemporary college student with majors both in business and philosophy.

In this paper I investigate central temporal and spatial notions in the second part of Plato’s Parmenides and argue that also these notions, and not only the metaphysical ones usually discussed in the literature, can be understood as a response to positions and problems put on the table by Parmenides and Zeno. Of the spatial notions examined in the dialogue, I look at the problems raised for possessing location and shape, while with respect to temporal notions, I focus on the (...) discussion of ‘being in time’ and exaiphnês (the latter notion will be shown to be also an important influence for Aristotle’s Physics). In displaying a paradoxical character and taking up crucial notions from Parmenides, the second part of the Parmenides seems to display some resemblance to Zeno’s paradoxes. I will show, however, that in contrast to Zeno, the second part of Plato’s Parmenides also demonstrates Parmenides’ One to be problematic on its own terms. Furthermore, the dialogue presents not only important problems that these spatial and temporal notions seem to lead us into, but also establishes some positive features necessary to think of time and space. In this way, Plato’s Parmenides can be seen as contributing to the development of temporal and spatial conceptualisations in ancient Greek thought. (shrink)

Amy Herzog 'Reassessing the Aesthetic: Cinema, Deleuze, and the Art of Thinking' _Film-Philosophy_, Deleuze Special Issue vol. 5 no. 40, November 2001.

No speech in Attic tragedy has made a stronger impression on later generations than Medea's farewell to her children. Four changes of mind and two displays of maternal affection lay bare the depths of a tortured soul; ‘there, in a short space, arelove and hatred, firmness and hesitation, fierce joy and unfathomable sorrow’.

This book examines the birth of the scientific understanding of motion. It investigates which logical tools and methodological principles had to be in place to give a consistent account of motion, and which mathematical notions were introduced to gain control over conceptual problems of motion. It shows how the idea of motion raised two fundamental problems in the 5th and 4th century BCE: bringing together being and non-being, and bringing together time and space. The first problem leads to the exclusion (...) of motion from the realm of rational investigation in Parmenides, the second to Zeno's paradoxes of motion. Methodological and logical developments reacting to these puzzles are shown to be present implicitly in the atomists, and explicitly in Plato who also employs mathematical structures to make motion intelligible. With Aristotle we finally see the first outline of the fundamental framework with which we conceptualise motion today. (shrink)

How can English language teachers contribute to peace locally and globally? English language teachers and learners are located in the global civil society – an international network of civil organizations and NGOs related to human rights, the environment, and sustainable peace. English, with its special role as an international language, is a major tool for communication within this network. On the local level, many teachers are interested in promoting reconciliation and sustainable peace, but often do not know how to do (...) so. This book provides information, analysis, and techniques to help teachers around the world take action toward this goal. Balancing, in a readable and accessible way, the global and the local, core and periphery, cultural diffusion and resistance, theory and practice, pessimism and optimism, outsider and insider perspectives, the expert role and the apprentice role, and prescriptive and elicitive methods, it offers an alternative to literature about critical applied linguistics, globalization, and peace education that is simply too complex and wordy to spread easily from theoretician to the classroom teacher. _The English Teacher in Global Civil Society_: synthesizes threads from many fields and topics into a coherent and empowering argument for the activist role English language teachers can take to promote social change draws on humanistic education, peace education, cross-cultural understanding, problem-posing, cooperative learning, and critical thinking methodologies to help English language teachers learn how to teach conflict resolution skills in their classrooms covers issues in critical applied linguistics, approaches and methodologies in ESL/EFL, global and local curricular issues, and specific skill areas such reading, writing, and speaking suggests a new goal for English language teachers: global citizenship. This engaging, informative, provocative, and highly readable book is a welcome resource for English language teacher trainers, pre-service teachers, practicing classroom teachers, and Peace Corps workers around the world. (shrink)

Fuhrmann's work on the manuscripts of Anaximenes', finally made public in his Teubner text , has left the ground clear for critical operations. A solid start was made by Spengel and Kayser ; but that there are still serious flaws in the text has recently been shown by R. Kassel . The main purpose of the following notes is to air difficulties, some afresh, some for the first time.The second example is apt, the first not, because the author is discussing (...) not outright illegality, which falls within the compass of TO, but two ways of bringing within the compass ofacts that are not expressly illegal. Deletion of the first example must therefore be considered. It should not be thought, however, that there is anything wrong with the asyndetic coupling of two examples that both lead off with. (shrink)

Recent months have brought forth a new edition of Nemesianus and a 294-page study of the textual tradition that he shares with Calpurnius. The edition, prepared by P. Volpilhac for Budé , offers nothing new on the tradition beyond reports of a few manuscripts known to previous editors; but Luigi Castagna's book I bucolici latini minori: una ricerca di critica testuale makes an earnest attempt at solving once and for all the problems that survived the last contribution of any weight, (...) Giarratano's edition . Though most of what Castagna says is true, however, his readers may be cushioned against the sharper points by an undue amount of padding, which also fails to hide gaps. Before he proceeds to his own edition of Nemesianus, therefore, a few things can usefully be said. (shrink)

These H, British Library Harl. 647, was written in Lorraine but crossed before AD 1000 to England, where it later belonged to St. Augustine's Canterbury; Cicero's verses in minuscule occupy the foot of each page, and the rest is given over to the appropriate illustration, painted only at the extremities and filled out to the requisite shape with scholia from Hyginus in small capitals. D, Dresden Dc 183, left France not before 1573; illustrations and scholia occur only in a preceding (...) work, the scholia Sangermanensia. (shrink)

This study investigates whether and how sex and race affect access to and rewards for job authority, using 1980 survey data for 1,216 employed workers. The authors examine whether, net of human-capital characteristics, sex and race affect access to and compensation for job authority. In addition, the authors examine whether the translation of credentials into authority and earnings varies depending on workers' sex or race.

Statius' Silvae owe their preservation to a copy made in Switzerland for Poggio in 1417 by a local scribe. This copy, brought to light by G. Loewe in 1879, was recognized for what it was by A.C. Clark and A. Klotz twenty years later, and since then its descendants have had at best historical interest. To extract much of that from them an editor must endeavour to survey all the extant material, and A. Marastoni in the recent Teubner edition claims (...) to have done just that: ‘omnes manuscriptos libros veteresque editiones iterum contuli’ he says at the opening of his preface, and the reviewers echo his words. (shrink)

In a brief article under the present title, Adam Parry raised a simple but profound question: were there certain things that the inherited vocabulary of oral poets did not allow them to sayF; The mere raising of this question, whatever his answer, is enough to make the article one of the more important contributions to Homeric studies in the last fifty years. As it happens, his answer was affirmative, and it has not been contested. Contested it will now be.