Background: Monitoring the daily change in resting heart rate variability can provide information regarding training adaptation and recovery status of the autonomic nervous system during training camps. However, it remains unclear whether postural stabilization is essential for valid and reliable ultra-short-term recordings in short-term overseas training camps.Design: Observational and longitudinal study.Purpose: This study aimed to investigate ultra-short-term heart rate variability recordings under stabilization or post-stabilization periods in four overseas training camps.Participant: Twenty-seven U-20 male national team futsal players (...) voluntarily participated in this study.Method: Resting HRV was evaluated for 10 min during the early morning of each training camp. The natural logarithm of the root mean square of successive normal-to-normal interval differences was used for comparisons. Time segments of HRV were divided into two periods with three measures within each: the first 30-s, the first 60-s, and the 5-min standard during stabilization; the first 30-s, the first 60-s, and the 5-min standard after stabilization.Result: The results demonstrated trivial to small ES, very large to nearly perfect ICC, and narrow range of SEM when all time segments of HRVUST were compared to the 1st_5 min and 2nd_5 min HRV. Furthermore, the magnitude of the correlation coefficients ranged from very high to nearly perfect for all the time segments. The HRVUST posted excellent agreement in all time segments with/without postural stabilization. Trivial to small levels of effect size in all time segments of LnRMSSDmean and LnRMSSDcv across overseas training camps was identified.Conclusion: The first 30 or 60-s LnRMSSD recordings can be used to evaluate daily cardiac-autonomic function during overseas training camps in futsal players. The process for stabilization seems to be unnecessary for measuring the morning resting LnRMSSD in overseas training camps among young adult futsal players. (shrink)

So striking were the replies of Joshu to students' questions, that it was said that his "lips emitted light." His saysing were extremely influential throughout the Zen tradition and are included in many koan anthologies. Now here is the first full English translation of his sayings, lectures, dialogues, poems, and records from his pilgimages. The translation aims for readability rather than literalness; helpful notes illustrate features from the Chinese that might not be evident in English. A historical introudction by the (...) translator a short biography of Joshu, and a useful glossary make The Recorded Sayings of Zen Master Joshu an invaluable text for any student of Zen Buddhism. (shrink)

Individuals discovered to have engaged in serial plagiarism in philosophy are few, but the academic publishers falling victim to them are many. Some of the most respected publishing houses in philosophy have recently dealt with the problem of having published plagiarized material. The various responses by these publishers to an instance of serial plagiarism, one that involves forty-three articles and book chapters, provides a real-time snapshot of the practices for correcting the scholarly record. The analysis offered in this article (...) yields a twofold conclusion: first, there is relatively little uniformity among publishers in philosophy for responding to plagiarism; and second, in comparison with the natural sciences the discipline of philosophy often falls short of the accepted practices for correcting the scholarly record. The article considers only public, documented cases of academic plagiarism in philosophy and makes no new allegations of plagiarism. (shrink)

"During the years 800-1200 A.D., Arabic scholars studied many of the works of Greek philosophy, and recorded their interpretations. Significant Arabic interpretations of Aristotle's Prior Analytics, the key work of his logical Organon, however, have remained largely unavailable in the West. The recent discovery of several Arabic manuscripts in Istanbul revealed the "Short Commentary on Prior Analytics" by the medieval Arabic philosopher al-Farabi. Nicholas Rescher here presents the first translation of this work in English, and supplements this with an (...) informative introduction and numerous explanatory footnotes." --. (shrink)

This volume is the first book-length study on post-publication responses to academic plagiarism in humanities disciplines. It demonstrates that the correction of the scholarly literature for plagiarism is not a task for editors and publishers alone; each member of the research community has an indispensable role in maintaining the integrity of the published literature in the aftermath of plagiarism. If untreated, academic plagiarism damages the integrity of the scholarly record, corrupts the surrounding academic enterprise, and creates inefficiencies across all (...) levels of knowledge production. By providing case studies from the field of philosophy and related disciplines, the volume exhibits that current post-publication responses to academic plagiarism are insufficient. It catalogues how humanities disciplines fall short in comparison with the natural and biomedical sciences for ensuring the integrity of the body of published research. This volume provides clarity about how to conceptualize the scholarly record, surveys the traditional methods for correcting it, and argues for new interventions to improve the reliability of the body of published research. The book is valuable not only to those in the field of philosophy and other humanities disciplines, but also to those interested in research ethics, meta-science, and the sociology of research. (shrink)

Managing aggression in mental health hospitals is an important and challenging task for clinical nursing staff. A majority of studies focus on the perspective of clinicians, and research mainly depicts aggression by referring to patient-related factors. This qualitative study investigates how aggression is communicated in forensic mental health nursing records. The aim of the study was to gain insight into the discursive practices used by forensic mental health nursing staff when they record observed aggressive incidents. Textual accounts were extracted (...) from the Staff Observation Aggression Scale-Revised (SOAS-R), and Fairclough’s Critical Discourse Analysis was used to identify short narrative entries depicting patients and staffs in typical ways. The narratives contained descriptions of complex interactions between patient and staff that were linked to specific circumstances surrounding the patient. These antecedents, combined with the aggression incident itself, created stereotyping representations of forensic psychiatric patients as deviant, unpredictable and dangerous. Patient and staff identities were continually (re)produced by an automatic response from the staff that was solely focused on the patient’s behavior. Such response might impede implementation of new strategies for managing aggression. (shrink)

During the years 800-1200 A.D., Arabic scholars studied many of the works of Greek philosophy, and recorded their interpretations. Significant Arabic interpretations of Aristotle's Prior Analytics, the key work of his logical Organon, however, have remained largely unavailable in the West. The recent discovery of several Arabic manuscripts in Istanbul revealed the “Short Commentary on Prior Analytics” by the medieval Arabic philosopher al-Farabi. Nicholas Rescher here presents the first translation of this work in English, and supplements this with an (...) informative introduction and numerous explanatory footnotes. (shrink)

Qualitative data typically contain multiple identifiable characteristics about people, places and events, in the unique voice of each participant. This short report considers sensitivity and security of audio-recordings, drawing attention to a lack of guidelines for researchers on the preservation or destruction of such data. The authors urge debate on this issue, with due consideration to both ethics and scientific rigour.

Clinical responses to dopamine replacement therapy for individuals with Parkinson’s disease are often difficult to predict. We characterized changes in MDS-UPDRS motor factor scores resulting from a short-duration L-Dopa response, and investigated how the inter-subject clinical differences could be predicted from motor cortical magnetoencephalography. MDS-UPDRS motor factor scores and resting-state MEG recordings were collected during SDR from twenty individuals with a PD diagnosis. We used a novel subject-specific strategy based on linear support vector machines to quantify motor cortical oscillatory (...) frequency profiles that best predicted medication state. Motor cortical profiles differed substantially across individuals and showed consistency across multiple data folds. There was a linear relationship between classification accuracy and SDR of lower limb bradykinesia, although this relationship did not persist after multiple comparison correction, suggesting that combinations of spectral power features alone are insufficient to predict clinical state. Factor score analysis of therapeutic response and novel subject-specific machine learning approaches based on subject-specific neuroimaging provide tools to predict outcomes of therapies for PD. (shrink)

The most popular English arithmetic of the 16th century was Robert Recorde’s Ground of Artes. Of the many surviving editions (15 before 1600), only two were published during Recorde’s lifetime, and a third was published shortly after his death. The first two differ materially from the latter, which was the basis of the long series of „augmented“ or „revised“ editions which appeared from 1561 to 1699. Because of their greater accessibility, discussions of 16th-century arithmetics usually cite these later editions, sometimes (...) tacitly ascribing material to the early editions which does not appear before 1558. (shrink)

The Ethics Consultation Quality Assessment Tool (ECQAT) establishes standards by which the quality of ethics consultation records (ECRs) can be assessed. These standards relate to the ethics question, consultation-specific information, ethical analysis, and recommendations and/or conclusions, and result in a score associated with one of four levels of ethics consultation quality. For the ECQAT to be useful in assessing and improving the quality of healthcare ethics consultations, individuals who rate the quality of ECRs need to be able to reliably use (...) the tool.We developed a short course to train ethics consultants in using the ECQAT, and evaluated whether the participants (1) achieved an acceptable level of calibration in matching expert-established quality scores for a set of ethics consultations, and (2) were satisfied with the course. We recruited 28 ethics consultants to participate in a virtual, six-session course. At each session participants and faculty reviewed, rated, and discussed one to two ECRs. The participants’ calibration in matching expert-established quality scores improved with repeated exposure at all levels of ethics consultation quality. Participants were generally more accurate when assessing consultation quality at the dichotomous level of “acceptable” (scores of three or four) versus “unacceptable” (scores of one or two) than they were with a more specific score. Participants had higher rates of accuracy with the extreme ratings of “strong” (level four) or “poor” (level one). Although participants were highly satisfied with the course, only a minority of participants achieved the prespecified acceptable level of calibration (that is, 80 percent or greater accuracy between their score and expert-established scores). These results suggest that ECQAT training may require more sessions or need modification in the protocol to achieve higher reliability in scoring. Such trainings are an important next step in ensuring that the ECQAT is a tool that can be used to promote improvement in ethics consultation quality. (shrink)

Gunn told me once that he had gone on a picnic on Primrose Hill with Ted and Sylvia. What was she like? She seemed a very good mother, Thom said, recalling the picnic basket she had prepared, adding that famous people never seemed to behave characteristically when he met them. Although neither Gunn nor Plath could have known it, they would come to have something deeply personal in common. Gunn's mother was a suicide who left her body for her children (...) (in her case, two teenage sons) to find in the morning. His poem about it is called “The Gas-Poker.”Readers may ask whether we do not already know enough about Sylvia and Ted. The bite mark on his cheek where she drew blood the night they met, the cup of warm milk set out for her toddlers to find with her body in the morning. This detail—the cup of warm milk cooled to frigid temperatures during a night that was one of the coldest on record locally—is, for me, the hardest to forgive. But Clark, drawing on a vast reservoir of evidence and anecdote amassed over years, is able to construct a more nuanced impression of Plath than we have had before. There are missteps, as when Clark complains of Plath's “popular, clichéd image as the Marilyn Monroe of the literati.” No one who has ever heard the breathy voice of Monroe singing “Happy Birthday, Mr. President” and compared it to the plummy, matronly, decidedly upper-class voice Plath cultivated for the BBC can believe that any such cliché exists. Plath mythologized her own life, but Clark succeeds in weaving a tight fabric of minutiae that permits the reader to see what Plath was doing at almost any hour of any particular day. In this steady neutral light, she becomes more fully human. (shrink)

England, known as “the empire without sun settling down” and being among the final winners of the World War I (1914-1918), had one of the heaviest defeats of its history against the Ottoman Empire in the Kut al-Amara, which happened on 29 April 1916 close to Baghdad. Following the defeat of Kut al-Amara, which was the most important war trauma for England during the World War I, the Turks and Germans, as winner side of the battle were evaluated by British (...) prisoners from military, political, cultural and socio-psychological aspects in their memories. Content analysis method is used in the article for qualitative evalution of the data related to the Turkish and German image reflected in the memories of British prisoners after the siege of Kut al-Amara. The alliance between Turks and Germans is regarded as contrast in terms of important elements as national and ethnic identity, language, religion and culture in the main sources of the research as My Compain by Charles Townshend, Besieged in Kut and After by Barber, A Kut Prisoner by Bishop, In Kut and Captivity with the Sixth Indian Division by Sandes, The Secrets of a Kuttite by Mousley which occationally use exaggerated language and the subjective information due to the impact of traumatic defeat.Summary: Being a heroic epic in the war history of Turkey, Kūt al-‘Amāra has been the subject of very fewer researches until recently, despite its importance in Turkey’s history. This argument is supported by the fact that the memoirs by Ottoman soldiers related to the WWI, which also encompass information about Kūt al-‘Amāra, were published half a century after the war at the earliest. Unlike the records of Turkish soldiers participating in Kūt al-‘Amāra, the memoirs and the war diaries of British soldiers were published shortly after the war, as early as possible, between the years of 1918-1921. The authors of these memoirs and war diaries informed the public on the reasons for the defeat of Kūt al-‘Amāra on the one hand, and on the other hand created the Ottoman and Turkish image which was concidered differently in the British society in terms of culture and civilization. They also strengthened this image over that of German’s, with whom they shared many common values despite the fact that they represented the opposite fronts of the war.It is worthy mentioning that the role of the Ottoman army in the victory of Kūt al-‘Amāra was highly underestimated by the memoirs of the British prisoners. According to the authors, it is not the Turkish army that has achieved real victories over the British, but Germany’s support, notably General von der Goltz, the great strategist of Europe. The effects of bad weather conditions and geographical situation are also emphasized among the reasons of the defeat of Kūt al-‘Amāra. Consequently, the success of the Turkish army in the victory of Kūt al-‘Amāra was ignored, except for the role of Halil Pasha. The image of an army that knows the trench and defence techniques well, but fails to attack is one of the prominent evaluations in the memoirs related to the Turkish military characteristics.The British prisoners of war, who evaluate the Turkish and German image through the economic and political situation, draw a very desperate picture of the situation of the Turks in the mentioned areas. According to this image, corruption and bribery prevails at every stage of the Turkish government. The Turks are unable to repay their dept to Germany, which dominates the economy of the country completely. According to these records, besides ordinary people, the army is also facing great difficulties in meeting basic requirements. To convert the Ottoman Empire into their own property and keep the Turks under their control in military, economic and political spheres, the Germans lend a high amount of money.On the basis of Turkish soldiers encountered in Kūt al-‘Amāra, the British prisoners characterizes the Turks as physically large, hard and strong-bodied people. The authors also note that the Turks are not as cold-blooded, calm and obedient as they seem at first sight, rather they become rude people when they get angry. Another feature that British prisoners evaluate as a potential of the Turks, is their childish spirit. In as much as they are happy with small things and can be offended by small things. According to the memoirs, the Germans should not be allowed to benefit from these characteristics of the Turks, but the British should take the advantage of their potential power.The moral characteristics of the Turks and the Germans are among the most emphasized subjects. Written in exceptional time such as war, sometimes the diaries include exaggerated and sentimental phrases related to the moral attitudes enemy soldiers exhibited during siege, as well as captivity. Turks are regarded as negligent and careless rather than cruel or ruthless. They owe these characteristics to their Eastern identity, which is different from the Europeans having virtues such as task responsibility and diligence. The moral characteristic of the Turks regarding the duty, responsibility and kindness is evaluated comparatively with the civilized and humanistic behaviors of the Germans towards the prisoners. Being Europeans, the Germans often come to the fore because of their more polite treatment towards the British prisoners. Although the Germans as an enemy fought against the British on the front, they were kind to them in the Ottoman territories as the only civilized people among the barbarian peoples of the East.The Turks and the Germans are compared in the field of education, as well as other areas of development. The authors emphasize that the education level of the Turks is very low; Armenian and Greek subjects of the Empire are its brain and financial resources, which is the reason why the Turks are anxious about them. The Germans have the superiority in both transportation and communication technology in the Ottoman territories. One of the reasons they had a huge investment on the Ottoman territories is the Berlin-Istanbul-Baghdad-Basra railway. The British prisoners give details on the German communication technology they encountered during both the battle and the captivity days in Anatolia. In addition to the transport and communication technology, they also record much German-made military equipment, from weapons to maps.Evaluating the Turks and the Germans as opposites, the British prisoners draw an image for the latter, with whom they share a common cultural legacy, as a fully equipped enemy in terms of technology and strategy on the front, and the civilized Europeans characterized with their virtue in non-war situations. On the contrary, the Turks are described as a strong defender and daredevil soldiers on the front line, but strategically weak on the front. In terms of duties and responsibilities, the Turkish soldiers are presented with negligent and irresponsible approach towards their prisoners. The images of the Turks and the Germans, which are compared by the British prisoners, are often based on their Eastern and Western identity. The Turks symbolize the East with economic, political and cultural backwardness, yet quite the contrary, the Germans symbolize the West in terms of development, modernity and civilization. The British prisoners sometimes used exaggerated expressions in their approaches regarding both sides, as well as different details in terms of information and interpretation about the same event, due to the trauma of defeat. (shrink)

To improve the understanding of film and television postproduction for college students in the era of intelligent media, a study is conducted on college students’ short video communication education and audience psychology based on the rapid development of virtual image and the Internet of Things. Primarily, the collaborative filtering algorithm is optimized and combined with the principle of Spark and Hadoop platforms as well as the IoT and virtual image technologies. Then, a hybrid computing model is proposed, and the (...) two algorithms are improved and combined, with 90,000 network video records as data samples. Finally, the push accuracy of the hybrid algorithm and the traditional algorithm is calculated and compared, and based on this, a questionnaire survey on the audience psychology of short video production is carried out for college students. The results show that the time user of the combined algorithm is always at least 0.4 s faster than that of a single algorithm and the running speed of the algorithm with five nodes is nearly 80% higher than the algorithm with a single node. The Spark algorithm with multinode has good versatility in image recording and processing of large groups of college students. When processing more than 100,000 image records, the deviation values of Spark and Hadoop with a single node exceeded 1.1, but the deviation value of the hybrid algorithm was still lower than 1.1. With the increase of data volume, the deviation values of the three algorithms are increasing. Compared with the traditional CFA algorithm, the optimized algorithm has a higher speed in processing data and is more accurate in content pushing. From the questionnaire survey of college students, it is found that contemporary college students are not active in learning knowledge of virtual images. Hence, it is concluded that colleges must carry out relevant courses based on short video communication education and strengthen the short video communication education of college students. A reference is provided for the development of college students’ short video communication education in the digital age. (shrink)

Kyle Stanford has recently claimed to offer a new challenge to scientific realism. Taking his inspiration from the familiar Pessimistic Induction (PI), Stanford proposes a New Induction (NI). Contra Anjan Chakravartty’s suggestion that the NI is a ‘red herring’, I argue that it reveals something deep and important about science. The Problem of Unconceived Alternatives, which lies at the heart of the NI, yields a richer anti-realism than the PI. It explains why science falls short when it falls (...) class='Hi'>short, and so it might figure in the most coherent account of scientific practice. However, this best account will be antirealist in some respects and about some theories. It will not be a sweeping antirealism about all or most of science. (shrink)

Lectures are a common teaching method in higher education. However, they have many serious limitations, including boredom, attendance, short attention span, low knowledge transmission and the passivity of students. This paper suggests how a combination of electroencephalography and eye-tracking technology could address some of these limitations – an approach that I have called neurolecturing. Neurolecturing could measure students’ attention, learning and cognitive load and provide real time feedback to students and lecturers. It could also play a role in the (...) flipped classroom and artificial intelligence tutoring. (shrink)

The aim of this study was to compare the acute effects of performing a lower body resistance training program in one long or two shorter sessions in 1 day on training volume and affective measures. Employing a randomized-crossover design, 23 resistance-trained women performed two training days consisting of one long or two short sessions separated by 3.5–5 h. Each training day was separated by 4-6 days and consisted of three sets to failure for six exercises. Training volume were recorded (...) during the sessions. Rating of perceived exertion for effort, rating of perceived exertion for discomfort, session displeasure/pleasure and exercise enjoyment were measured 10 min after each session. Participants also completed a readiness to train questionnaire, 24 h after each session, and which training protocol they preferred, 48 h after the last session. The long session led to higher RPE, RPD and sPDF compared to the short sessions. There was no difference in EES. The short sessions had 3% higher training volume than the long session. There were no differences in perceived readiness to train 24 h after the sessions. Twenty-two participants preferred the long session, while one preferred the short sessions. In conclusion, performing a longer, lower body, resistance training session led to greater perceptions of effort, discomfort and session pleasure than splitting the same program into two shorter sessions among resistance-trained women. However, two shorter sessions led to a greater training volume. (shrink)

This volume presents the first English translation of the complete set of Confucian classic, Four Books for Women, with extensive commentary by the 17th century literati Wang Xiang, and introductions and annotations by translator Ann A. Pang-White. Written by women for women's education, the Confucian Four Books for Women spanned the 1st to the 16th centuries, and encompass Ban Zhao's Lessons for Women, Song Ruoxin's and Song Ruozhao's Analects for Women, Empress Renxiaowen's Teachings for the Inner Court, and Madame Liu's (...) (Chaste Widow Wang's) Short Records of Models for Women. A female counterpart to the famous Sishu (Four Books) compiled by Zhu Xi, Wang Xiang's Nü sishu provides an invaluable look at the long-standing history and evolution of Chinese women's writing, education, identity, and philosophical discourse, along with their struggles and triumphs, across the millennia and numerous Chinese dynasties. Pang-White's new translation brings the authors of the Four Books for Women to life as real, living people, and illustrates why they wrote and how their work empowered women. This volume reveals the history and evolution of Chinese women's writing, education, identity, and philosophical discourse over a span of 1,600 years. (shrink)

The short hymn to Hypnos at the opening of the first komrnos of the Philoctetes is of particular interest in view of Sophocles' association with the cult of Asclepius. As suggested by the invocation the hymn is in fact intended to recall the paean, a form of liturgy with which Sophocles' audience must have become increasingly familiar in the years since the introduction in 420/19 of the Asclepius cult. Indeed if we are to judge by inscriptional and other remains (...) the output of hymns for the cult of the healing gods from the fifth century onwards must have been a prolific one and considerably in excess of that for other deities in the same period. It is well known that amongst the earliest writers of hymns for the cult was Sophocles himself. The Suda in the list of his works records one of which at least, a paean to Asclepius, was known as late as the second and third centuries A.D. Probably this is not to be identified with the Sophoclean paean on the Sarapion monument of the same period, which in so far as the extremely fragmentary state of the inscription will allow us to determine would seem to be addressed not to Asclepius himself but to his mother Coronis. (shrink)

Records the papers and commentaries, with an edited discussion, presented at an international consultation convened by the Council for International Organizations of Medical Sciences (CIOMS) to guide revision of the CIOMS International Ethical Guidelines for Biomedical Research Involving Human Subjects. The Guidelines, first issued in 1982 and then revised in 1993, are being updated and expanded to address a number of new and especially challenging ethical issues. These include issues raised by international collaborative trials of drugs in developing countries, especially (...) expensive drugs, and the use of placebo controls in randomized clinical trials. Others arise from the complexity of research in human genetics, including stem-cell research, and in reproductive biology. Throughout, particular attention is given to the difficult questions that arose during the heated debate over trials in developing countries, of short-duration zidovudine (AZT) therapy to reduce perinatal transmission of HIV. The International Ethical Guidelines for Biomedical Research Involving Human Subjects set out a code of research ethics that is widely used by ethical review committees and other bodies responsible for reviewing and overseeing the ethical design of studies and conduct of research. The revision of the Guidelines is being coordinated by CIOMS, in collaboration with WHO. The consultation centered on seven specially commissioned papers, authored by international experts that explore some of the more difficult issues in depth. Each is followed by an invited commentary, often expressing opposing views, and a summary of the issues or conclusions that emerged during the subsequent debate. The first paper, on justice in international research, deals with the question of whether proposals for research to be conducted in a developing country should make provision for future access of the population involved to the interventions under investigation. Also considered are questions that arise when research uses populations in developing countries to investigate interventions that will be of exclusive benefit to the industrialized world. Case studies of recent drug trials and their research protocols are discussed to illustrate circumstances in which use of populations in developing countries is justified or constitutes exploitation. Ethical challenges of the randomized controlled trial are considered in the second paper, which includes a discussion on the equitable distribution of benefits and risks, the use of placebo for controls, and the obligation to ensure that the participation of controls does not compromise their medical care or endanger their health. A paper on informed consent in international health research considers how cultural factors influence communication and language in the informed-consent process and respect for privacy and confidentiality in the research. Subsequent papers address issues in genetics research and reproductive biology, including the moral status of fetuses and the use of embryos in research, and examine the contribution which international human rights instruments can make in the application of the general principles of ethics to research involving human subjects. The final paper gives an overview of capacity building and the role of communities in international biomedical research. (shrink)

The short hymn to Hypnos at the opening of the first komrnos of the Philoctetes is of particular interest in view of Sophocles' association with the cult of Asclepius. As suggested by the invocation the hymn is in fact intended to recall the paean, a form of liturgy with which Sophocles' audience must have become increasingly familiar in the years since the introduction in 420/19 of the Asclepius cult. Indeed if we are to judge by inscriptional and other remains (...) the output of hymns for the cult of the healing gods from the fifth century onwards must have been a prolific one and considerably in excess of that for other deities in the same period. It is well known that amongst the earliest writers of hymns for the cult was Sophocles himself. The Suda in the list of his works records one of which at least, a paean to Asclepius, was known as late as the second and third centuries A.D. Probably this is not to be identified with the Sophoclean paean on the Sarapion monument of the same period, which in so far as the extremely fragmentary state of the inscription will allow us to determine would seem to be addressed not to Asclepius himself but to his mother Coronis. (shrink)

A short definitive account of Keith Ward's theology, based on the philosophy of Personal Idealism. It records Ward's views about God, revelation, the kingdom of God, life after death, the incarnation, atonement, and Trinity. In summary, it is a concise and clear account of most central Christian doctrines, formed in the light of modern science and Idealist philosophy.

This short text provides an introduction to the five papers that follow, all of which reflect on R.S. Peters, his founding importance for contemporary philosophy of education, and his continuing relevance. It sets the scene by referring to Peters’ early and important encounter with Israel Scheffler before going on briefly to acknowledge other work published over the past decade that examines Peters’ achievement. In addition, it explains the background to the fifth paper in this suite. This is Ieuan Lloyd's (...) record, posthumously published, of conversations about the philosophy of education with Rush Rhees, in which Peters’ work is considered. (shrink)

Several studies describe intersectoral collaboration in Western healthcare as hampered by lack of coordination of care and treatment and incoherent patient pathways. We performed an ethnographic study following elderly patients from admission to an emergency unit (EMU) to discharge and further treatment and care at other facilities in the healthcare system. The aim was to explore how health professionals work together across sectors in the Danish healthcare system and how they create patient pathways for elderly patients (+65) with multiple chronic (...) illnesses. Intersectoral collaboration was identified as distant relations between large numbers of health professionals, where communication was conveyed by electronic health record (EHR) formats which promoted information delivery that focused on patients’ immediate symptoms. Other significant ‘mediators’ of communication were the telephone that seemed to resemble face‐to‐face communication and the patient who delivered information from one professional to another. We suggest that the communication among professionals at various facilities interacts with the format and functionalities of the EHRs, which typically fall short in delivery of information across sectors, because the often complex needs of patients with multimorbidity do not fit in with the available functionalities of the EHR. (shrink)

This volume records a remarkable encounter in critical and philosophical thinking: a meeting of two of the great pioneers in contemporary thought, Maurice Blanchot and Jacques Derrida, who are also bound together by friendship and a complex relation to their own pasts. More than a literary text with critical commentary, it constitutes an event of central significance for contemporary philosophical, literary, and political concerns. The book consists of _The Instant of My Death,_ a powerful short prose piece by Blanchot, (...) and an extended essay by Derrida that reads it in the context of questions of literature and of bearing witness. Blanchot's narrative concerns a moment when a young man is brought before a firing squad during World War II and then suddenly finds himself released from his near death. The incident, written in the third person, is suggestively autobiographical—from the title, several remarks in the text, and a letter Blanchot wrote about a similar incident in his own life—but only insofar as it raises questions for Blanchot about what such an experience might mean. The accident of near death becomes, in the instant the man is released, the accident of a life he no longer possesses. The text raises the question of what it means to write about a experience one cannot claim as one's own, and as such is a text of testimony or witness. Derrida's reading of Blanchot links the problem of testimony to the problem of the secret and to the notion of the instant. It thereby provides the elements of a more expansive reassessment of literature, testimony, and truth. In addressing the complex relation between writing and history, Derrida also implicitly reflects on questions concerning the relation between European intellectuals and World War II. (shrink)

This volume, a powerful short prose piece by Blanchot with an extended essay by Derrida, records a remarkable encounter in critical and philosophical thinking.

This short article is based on my special lecture entitled "Aristotle and the Philosophy of Education" at Tamagawa University Research Institute in Tokyo on September 19, 2015, through a recording of the spoken language transcribed in written form with some corrections. The lecture delivered on that day consists of two parts: referring to historical research and a statistical survey, the first half focuses on uncovering the fact that the philosophy of education has been slighted both in Japanese and Western (...) academia and that this fact is valid for both Aristotle's and contemporary studies on the philosophy of education; the second half endeavors to describe two possible research projects - namely, a classical-philosophical and interpretative study of Aristotle's philosophy of education and a contemporary-philosophical and Aristotelian study of the philosophy education. Some of these topics have been published but others have not. This short article concerns the first half of the lecture and measures the gap between philosophy and the philosophy of education in Japan through a statistical survey of the largest competitive research funding database in Japan: KAKEN. (shrink)

Electroencephalogram (EEG) recordings are increasingly used to evaluate patients with disorders of consciousness (DOC) or assess their prognosis outcome in the short-term perspective. However, there is a lack of information concerning the effectiveness of EEG in classifying long-term (many years) outcome in chronic DOC patients. Here we tested whether EEG operational architectonics parameters (geared towards consciousness phenomenon detection rather than neurophysiological processes) could be useful for distinguishing a very long-term (6 years) clinical outcome of DOC patients whose EEGs were (...) registered within 3 months post-injury. The obtained results suggest that EEG recorded at third month after sustaining brain damage, may contain useful information on the long-term outcome of patients in vegetative state: it could discriminate patients who remain in a persistent vegetative state from patients who reach a minimally conscious state or even recover a full consciousness in a long-term perspective (6 years) post-injury. These findings, if confirmed in further studies, may be pivotal for long-term planning of clinical care, rehabilitative programs, medical-legal decisions concerning the patients, and policy makers. (shrink)

A physiological model for short-term memory (STM) based on dual theta (5–10 Hz) and gamma (20–60 Hz) oscillation was proposed by Lisman and Idiart (1995). In this model a memory is represented by groups of neurons that fire in the same gamma cycle. According to this model, capacity is determined by the number of gamma cycles that occur within the slower theta cycle. We will discuss here the implications of recent reports on theta oscillations recorded in humans performing the (...) Sternberg task. Assuming that the oscillatory memory models are correct, these findings can help determine STM capacity. (shrink)

These seven short essays record several recent explorations together with some corrections to earlier views which need revision in the light of further evidence. Topics considered include temporal atomism, a critique of nontemporal concresence, divine subjectivity and conceptual activity, a reexamination of physical purpose and negative prehension, and an alternate theory of life and mind.

This book records almost 50 years' worth of developing and explaining a new way of thinking about behavior. It represents a journey more than a goal. I came to see that the science of behavior needed a new paradigm, and two sorts of changes were required. First, the old molecular view inherited from the nineteenth century, based on discrete responses and contiguity, had to be replaced by a view based on the dynamics of behavior. Behavior is manifestly process and cannot (...) be contained in little momentary packets. Behavior is flow and requires measures and theories that acknowledge its temporal extendedness. Such a new ("molar") view offers plausible and elegant explanations both of laboratory results and of phenomena in the everyday world. The molecular view falls short on both counts. (shrink)

In this short and deliberately inconclusive book, the author resorts to extensive use of dialogue to consider some of the familiar dilemmas of revolutionary action. The nature of the intended readership is not very clearly defined, but the elementary footnotes that are included at the beginnings of each of the middle chapters, in which brief imaginary conversations with philosophers are recorded, suggest that Kainz's professional colleagues are not the primary target group.

In this thesis, we study transfer principles in the context of certain Henselian valued fields, namely Henselian valued fields of equicharacteristic $0$, algebraically closed valued fields, algebraically maximal Kaplansky valued fields, and unramified mixed characteristic Henselian valued fields with perfect residue field. First, we compute the burden of such a valued field in terms of the burden of its value group and its residue field. The burden is a cardinal related to the model theoretic complexity and a notion of dimension (...) associated to $\text {NTP}_2$ theories. We show, for instance, that the Hahn field $\mathbb {F}_p^{\text {alg}})$ is inp-minimal, and that the ring of Witt vectors $W$ over $\mathbb {F}_p^{\text {alg}}$ is not strong. This result extends previous work by Chernikov and Simon and realizes an important step toward the classification of Henselian valued fields of finite burden. Second, we show a transfer principle for the property that all types realized in a given elementary extension are definable. It can be written as follows: a valued field as above is stably embedded in an elementary extension if and only if its value group is stably embedded in the corresponding extension of value groups, its residue field is stably embedded in the corresponding extension of residue fields, and the extension of valued fields satisfies a certain algebraic condition. We show, for instance, that all types over the power series field $\mathbb {R})$ are definable. Similarly, all types over the quotient field of $W$ are definable. This extends previous work of Cubides and Delon and of Cubides and Ye.These distinct results use a common approach, which has been developed recently. It consists of establishing first a reduction to an intermediate structure called the leading term structure, or $\operatorname {\mathrm {RV}}$ -sort, and then of reducing to the value group and residue field. This leads us to develop similar reduction principles in the context of pure short exact sequences of abelian groups.prepared by Pierre Touchard.E-mail: [email protected]: https://miami.uni-muenster.de/Record/a612cf73-0a2f-42c4-b1e4-7d28934138a9. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:The Journal of Aesthetic Education 37.3 (2003) 21-40 [Access article in PDF] Unifying the Curriculum with an Art Exhibition:In the American Grain Terry Barrett This is an account of a whole-school faculty designing and teaching a five-month whole-school curriculum based on an exhibit of modern American art, In the American Grain, in a public school in the Pacific Northwest, grades 6-12. This account is a case-study of a successful (...) attempt of teachers, students, and administrators at one school, in one time and place, unifying the whole curriculum by having an art exhibit at the center of learning. The account is given through many voices, especially those of the students in the school who participated in the curriculum, and the teachers who invented it. I served the school as a faculty advisor and thus the telling is in the voice of a participant-observer but I rely heavily on the experiences of the participants and their ways of telling. The students and teachers are unabashedly enthused about what they were able to accomplish in teaching and learning, and are eager to share their experiences with other learningcommunities. This account begins with a short history of the recently founded school and an overview of its curricular mission. It proceeds with students telling about projects they did and their experiences of the curriculum, which evolved around In the American Grain; teachers talking about their experiences with the curriculum; and the founding principal's responses to the curriculum. It ends with my observations and conclusions. I hope that this account might encourage other educators to initiate their own attempts at school reform by placing the arts at the center of the curriculum. The School Vancouver School of Arts and Academics opened in September of 1996 with 525 middle and high school students (grades 6-11 with 12th grade added the following year) in a renovated building originally constructed as a high school in 1928. 2 The school has a new theater, recording studio, rehearsal rooms, and art studios. The school is dedicated to "the dual mission [End Page 21] of academic rigor and artistic excellence," with an evolving curriculum in which all areas of study (math, science, language arts, and social studies) and a full spectrum of arts disciplines (music, theater, dance, moving imagery, literature, and visual arts) are focused around artistic themes taught through interdisciplinary approaches. 3All students attend the school full-time. The mornings are devoted to "academics," subjects that are team-taught to "core groups" of students of combined grades (6-7-8, 9-10, 11-12) and the afternoons consist of three hours of arts instruction in elected classes of mixed-age students. There are four teachers for each core of about 100 students. Teaching and learning is project-based, interdisciplinary, on an art-centered school theme pre-selected for the year by the faculty. In selecting its theme for a year, the faculty follows the state of Washington's pattern for social studies concentrating one year on world history, the next on United States history, and the next on state history. The faculty also privileges an art form for the year: year one is visual arts; year two, music; year three drama; and so forth. Theme-related projects are conducted by students working individually or in small groups of two to three, and are usually teacher-suggested at the junior high level and student-initiated at the senior high level.Students enroll from all areas of the Vancouver school district and neighboring districts. 4 Students and their parents are interviewed and students are selected for the school on the basis of a demonstrated interest in the arts, not on portfolios or auditions, nor on the basis of special designations such as "gifted and talented." Most of the students are from working-class families, and most students graduating from the school go on to college.All faculty members applied to teach at the school, and all have personal interest and expertise in one or more art forms. For example, Mr... (shrink)

Locke on Money presents for the first time the entire body of the philosopher's writings on this important subject. Accurate texts, together with an apparatus listing variant readings and significant manuscript changes, record the evolution of Locke's ideas from his original 1668-74 paper on interest to the three pamphlets on interest and coinage published in the 1960s. The introduction Patrick Hyde Kelly establishes the wider context of Locke's writings in terms of contemporary debates on these subjects, the economic conditions (...) of the time, and the circumstances of writing and publication. It shows, notably, that Locke's supposed responsibility for the 1696 is a myth. The account of what Locke derived from Mercantilist writings and of how he reformulated these in accordance with his philosophy illuminates his contribution to the evolution of economics, and will aid reappraisal of `Two Treaties'. The picture that emerges confirms Locke's status as a major economic thinker, contrary to the prevalent view of recent decades. There are two volumes in the present edition. The first contains the introductory matter, and the texts of `The Early Writings on Interest, 1688-74' and `Some Considerations'. The second comprises `Short Observations', `Further Considerations', and the Appendices, Bibliography, and Index. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Journal of the History of Philosophy 42.1 (2004) 104-105 [Access article in PDF] William R. Newman and Lawrence M. Principe. Alchemy Tried in the Fire: Starkey, Boyle, and the Fate of Helmontian Chymistry. Chicago: University of Chicago Press, 2002. Pp. xv + 344. Cloth, $40.00. Newman and Principe have produced a masterful study of intellectual context, primarily by correcting the commonly held belief that there was a radical break (...) in the seventeenth century between late medieval alchemy and early modern chemistry. Although their main focus is on George Starkey (the 'alchemist') and Robert Boyle (the 'chemist'), they also provide copious details on the chemical practices and theories of Van Helmont, Benjamin Worsley, Frederick Clodius, and Kenelm Digby, among others. It is hard to do justice to their complex study in a short review. Following a brief summary, therefore, I will limit my discussion to how the authors' conclusions are significant for a more in-depth and nuanced understanding of philosophy in the seventeenth century.After a helpful introduction, Chapter 1 outlines the differences in the early lives of the English, aristocratic Boyle and the American, Harvard-educated Starkey. Chapter 2's background on late medieval chemistry includes an examination of corpuscular theories within that tradition as well as Van Helmont's arguments concerning the way in which mathematics is useful for explaining "superficial" changes but not the real, internal changes in bodies. Chapters 3 and 4 provide a close study of Starkey's laboratory notebooks. Among the entries, recorded in a style adapted from Scholasticism, there are passages that adopt the secrecy of alchemy, while others show Starkey's effective use of theoretical principles and such experimental quantitative methods as mass balance. Chapter 5 examines Boyle's intellectual context. Newman and Principe argue convincingly for Starkey's role in Boyle's addition of Helmontian elements to the general Baconian program. Chapter 6 looks at the [End Page 104] results of Boyle's eclectic mix of chemistry and mechanism. Although Helmontian chemistry played a significant role in Boyle's natural philosophy, the authors attribute his meager interest in quantitative measures and analyses to his attempts to use chemistry as a support for mechanism and as evidence against Aristotelianism. The concluding chapter draws together elements from previous chapters to provide the full argument against the idea of a radical break between medieval alchemy and modern chemistry.Newman and Principe's reconsideration of traditional categories surrounding the idea of a radical break should provide an impetus for similar reconsideration in the history of philosophy. As they point out, 'the' mechanical philosophy drew from a diverse range of disciplines. Boyle's eclectic and complex attempt to develop a unique version of the mechanical philosophy can be seen in other English philosophers, especially Locke and Newton. This study provides a promising basis for yet more extensive and refined studies of the seventeenth-century milieu. The continuing over-emphasis on the physical principles of Descartes and Gassendi's versions of the mechanical philosophy and the tendency to reduce all mechanism to their view needs revision. Also in need of reconsideration is the currently popular belief that the study of context simply means adding social elements to an uncontroversial intellectual context. As the authors clearly show, much more work on the intellectual context remains to be done.One line of research in the history of philosophy that could be pursued concerns the role of Francis Bacon in this context. Although Newman and Principe mention the general Baconian ethos, a detailed discussion of Bacon was clearly beyond their scope. Yet Bacon's own debts to chemistry, although frequently unrecognized, seem more significant given this study. Also, it would be interesting to see the extent to which Bacon's works influenced Van Helmont or Starkey. Newman and Principe's claims regarding the novelty of Starkey's notebooks, for example, may be a little overstated. Many of the elements from Starkey's notebooks can be found in Bacon's advice in his Natural and Experimental Histories (1622). In that work, Bacon advised writers... (shrink)

This chapter takes a naturalized approach to the philosophy of science using evidence from cognitive psychology and from the history of science. It first describes the problem of the theory ladenness of perception. Then it provides a general top-down/bottom-up framework from cognitive psychology that is used to organize and evaluate the evidence for theory ladenness throughout the process of carrying out science (perception, attention, thinking, experimenting, memory, and communication). The chapter highlights both the facilitatory and inhibitory role of theory in (...) the scientific process. Both the historical record and the evidence from cognitive psychology suggest that the top-down factors have their greatest impact when the bottom-up information is weak or degraded. There is a short discussion of the normative implications of the material in the chapter for carrying out science. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Buddhist-Christian Studies 24.1 (2004) 278-283 [Access article in PDF] The Voice of God on Mount Sinai. Rabbinic Commentaries on Exodus 20:1 In Light of Sufi and Zen-Buddhist Texts. By Reinhard Neudecker. Rome: Pontificio Istituto Biblico, 2002. 157 pp. Reinhard Neudecker's study of the central event of the first five books of the Bible, namely the revelation of God on Mount Sinai to Moses and the Israelites, is an important (...) contribution to interfaith studies that should be of interest to both the scholar and layperson alike. The clarity of purpose and treatment makes this study very accessible; each chapter is thoughtfully structured, with rich footnotes that provide documentation, further explanation, and information. The appendixes contain the relevant rabbinic texts in the original Hebrew; indices of terms, subjects, and Bible citations; as well as a helpful list of consulted works.The stated purpose of the study is to shed light on enigmatic rabbinical interpretations of Exodus 20:1, the verse that introduces the TenWords (commandments) [End Page 278] that form the basis of the complete Torah by taking into consideration analogous passages from the Sufi and Zen Buddhist traditions. In explaining his methodology, the author makes three important distinctions. First, Neudecker is "not dealing with Judaism, Islam and Zen Buddhism as such, but with the views and experiences of some rabbinic Jews, some Sufi Muslims and some Zen Buddhists" (p. x). Second, the chosen texts are offered for their spiritual and mystical insight, not for their historical context or content, because "the mystic has learned to convert the great events recorded by tradition into symbols which express the ongoing inner revelation to which he has been exposed" (p. 6). Because spiritual and mystical writers generally refrain from explaining deep experiences openly (especially because of the impossibility of putting them into words), the author refrains from adding his own interpretations and instead invites the reader to a meditative encounter with the texts. Third, the author does not intend to offer simple parallels or to readily claim correspondences between the rabbinic, Sufi, and Zen texts, but leaves it up to the reader to judge what the "different traditions may have in common and to what degree and where one tradition may go a step further than the others (p. 11, n. 30). His main purpose, as stated above, is to understand the rabbinic comments better by using the method of "intercultural reading" in drawing upon Sufi and Zen Buddhist texts.After the introductory chapter, which offers the methodological considerations and basic information about the Rabbinic sources and Buddhist terminology, the author presents Exod. 20:1 in its rabbinic translation: "And God spoke all these words to say." This short verse has become the stumbling block for the rabbinic interpreter, just as much as a Zen koan becomes a stumbling block for the Zen student or an obscure verse in the Koran for the Sufi. What these stumbling blocks have in common is that they open up a new way of nondiscursive understanding of the text that leads to profound insights and a deep spiritual experience.Chapters 4-9 of the book are devoted to unraveling the mysteries of these insights. The reader is drawn into an engaging process that opens up layer upon layer of meaning, comparable to the peeling of an onion. A short exposition of the themes of each chapter as introduction to the texts proves very helpful for orientation in this process. Chapter 4 addresses the question of how the people at Sinai heard the Ten Words. The rabbis differ on whether the people heard all of the commandments or only the first two of them, but the important point of comparison is the enigmatic statement that God pronounced all the Ten Words, including the entire Torah, "in one single sound, as the (human) mouth cannot speak and the (human) ear cannot hear" (p. 35). This statement implies that God's revelation exceeds the limits of human speaking and hearing, and that God communicates in... (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Appian and the Aftermath of the Gracchan ReformDaniel J. GargolaAppian's History of the Gracchan reform is arguably the single most detailed and coherent account of it. Early in the first book of his Civil Wars he outlines the development of a crisis in the countryside and the terms of the law Ti. Sempronius Gracchus (tr. pl. 133) proposed to remedy it; he describes the struggle to pass the measure (...) and efforts of the tribune's opponents to block it; he tells of attempts to implement the law in the years after Tiberius' death; and he summarizes the legislative agenda and the political activities of C. Gracchus, Tiberius' younger brother, when he was tribune of the plebs in 123 and 122. Appian brings his history of the Gracchi to a close with a description of a series of laws put forward in the years following the death of the younger Gracchus and the ways they reversed earlier gains. Land reform continued to be a central issue in the conflicts that would bring the Roman Republic to an end, and historians often have relied upon Appian's short description of post–Gracchan legislation to reconstruct the politics of the matter in the last two decades of the second century. After all, he provides the only surviving overview of the agrarian legislation of these years. But scholars have found it difficult to reconcile Appian's claims with other evidence. The problem, a closer inspection will show, lies in the assumption that Appian produced or intended to produce a straightforward and unbiased account and the resulting conviction that these measures should be easily and readily identifiable. Instead I argue here that Appian has presented a highly schematic version of events that reveals more about his methods as a historian than it does about the laws themselves or the policies of those who proposed them.Appian's Account and Modern Interpretations of ItAt first glance Appian's version (BC 1.27.121–24) of the aftermath of reform is simple and straightforward. Using the death of C. Gracchus [End Page 555] as his starting point, Appian first reports the passage of a law permitting recipients of allotments to sell them and then claims that the rich immediately bought the land from the poor or took it by force. After this, a tribune, Spurios Borios or Bourios in the manuscripts, successfully proposed a law ending the distribution of public land, which those in possession were to own on payment of a rent, and establishing instead a distribution of the funds raised in this fashion. Not much later, another tribune put an end to the rent and the distribution of money that depended upon it. As a result, Appian holds, the people lost everything, and there were still fewer citizens and soldiers. He finishes with a reference to a fifteen–year period, although an apparent lacuna makes its significance uncertain.Efforts to anchor this account firmly in the proper historical context have focused on a range of issues that have proven remarkably difficult to resolve.1 The first problem concerns the relationship, if any, between Appian's three laws and other agrarian legislation known to have been enacted in the years following the death of C. Gracchus. Cicero is the sole source for one measure. On two occasions he makes vague references to a law of Sp. Thorius that probably was passed in the latter half of the penultimate decade of the century.2 Neither is very informative. One merely records a jest involving the pasturing of animals on public lands made in the course of a senatorial debate on a lex Thoria.3 The second is potentially more useful. In Brutus (136) Cicero notes briefly the qualities as a speaker of a Sp. Thorius and connects him with a law regulating public lands: Sp. Thorius satis valuit in populari genere dicendi, is qui agrum publicum vitiosa et inutili lege vectigali [vectigale codd.] levavit. These brief remarks provide the sole grounds for emending [End Page 556] the name of the author of Appian's second measure, Spurios Borios or Bourios, to Sp. Thorius.4Unfortunately, Cicero's seemingly simple characterization of the Thorian... (shrink)

Photography began almost 150 years ago with the nearly simultaneous invention of two types of photographic processes, the daguerreotype and the Talbotype or calotype. On January 7, 1839, Louis Daguerre announced his discovery of a way to reproduce images on coated copper plate. Shortly thereafter, on January 31, William Talbot explained how shadows of objects could be chemically recorded on salted paper sensitized with silver nitrate. With the advent of photography, the people, architecture, and natural beauty of Chester County, Pennsylvania, (...) made worthy subject matter for many professional and amateur photographers. Photographers in Chester County, many of whom were also skilled artisans and craftsmen, were fortunate in that they lived near Philadelphia, a center of photographic activity. The first photographers in the county were itinerant tradesmen who traveled from place to place, taking photographs, portraits mainly, for a fee. Later, as photography developed and became more widely known, many photographers opened their own studios. Reflected Light: A Century of Photography in Chester County offers an overview of the development of the photographic medium and traces the progress of photography by examining the work of ten Chester County photographers. In the text by Pamela Powell and in striking photographs of the county and its people, the story of photography in its earliest years is deftly told. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:Virgil, Eclogues, Georgics, Aeneid 1-6W. W. De GrummondH. Rushton Fairclough, ed. and trans. Virgil, Eclogues, Georgics, Aeneid 1-6, rev. G. P. Goold. Loeb Classical Library 63. Cambridge, Mass.: Harvard University Press, 1999. x + 598 pp.Volume 1 of the Fairclough translation of Virgil, containing the Eclogues, the Georgics, and books 1 through 6 of the Aeneid, first appeared in the Loeb Classical Library in 1916. This version has (...) done admirable service in the English-speaking world ever since, though it was revised by Fairclough in 1932. The 1999 edition, revised by Goold, retains a familiar look, not only in its red cover and its traditional format--the Latin text on the left-hand page and the English translation facing it--but also in much of the specific language of the rendering. Fairclough rightly retains pride of place on the title page: as in earlier editions, we are given Virgil "with an English translation by H. Rushton Fairclough"; "revised by G. P. Goold" is now added. In short, this is still to be considered Fairclough's Virgil.The revised version of 1932, Fairclough said, "seems now called for owing to the large amount of scholarly literature bearing upon our author which has appeared in the last fifteen years." In his preface to that first revision of the volume, the translator warned his readers that "as little change as possible has been made in the printed page, and therefore most of the additional matter now appears in the Appendix." The present edition removes the appendix, offers a new preface and a new introduction, and of course brings the whole up to date. Needless to say, a much larger body of scholarly discussion pertaining to Virgil has accrued in the sixty-odd years since 1932 than in the fifteen years before that date. Goold, who is the former editor of the Loeb Classical Library as well as the editor of this volume within it, has given as a part of his introduction an eight-page bibliography, which is intended to lead the reader to the essential editions, reference works, commentaries, studies, and criticism.It has not been an aim of this series in the past to display a full apparatus criticus (which, according to Goold, "would prove a hindrance rather than a help to the Loeb reader"); even so, its brevity in the new edition is startling. The apparatus of Eclogue 6,for example, comprises six items in this edition, as opposed to thirteen in the previous one; for the last one hundred lines of Georgics, book 2, there are now ten entries instead of fifteen; for the first one hundred lines [End Page 287] of Aeneid, book 6, five as against twelve. The individual citations of variant readings, too, tend to be shorter, because, as Goold tells us, he has "limited [himself] to recording the readings of the primary capital manuscripts" (vii-viii). This does, of course, give a cleaner-looking page, but since the editor does not seem to have a very high expectation of "the Loeb reader," he might have feared that the intermingling of variant Latin readings with explanatory notes in English, both now sometimes on the left-hand page and sometimes on the right (in Eclogue 6, for instance), would "prove a hindrance" as well. In any event, he has "eliminated more than a thousand critical notes" (viii). This assuredly makes for a more streamlined presentation for the modern user; whether it will turn out to be more enlightening, or more "user friendly" in the larger perspective, seems doubtful. On the other hand, the current edition undeniably sports a new, handsome look, and although there is more text per page, the type is easier to read. The placing of line numbers at the left of the text rather than the right has made it possible to avoid almost all of the run-on lines of Latin which are found in the older edition.Fairclough had allotted three pages to the life of Virgil and two pages to the manuscripts of the poems, but no literary introductions, even of the briefest kind, to the works themselves, either en bloc or separately. It appears... (shrink)

I have not been able to locate any critique of Hume on substance by a Schoolman, at least in English, dating from Hume's period or shortly thereafter. I have, therefore, constructed my own critique as an exercise in ‘post facto history’. This is what a late eighteenth-century/early nineteenth-century Scholastic could, would, and should have said in response to Hume's attack on substance should they have been minded to do so. That no one did is somewhat mysterious. My critique is precisely (...) in the language of the period, using solely the conceptual resources available to a Schoolman at that time. The arguments, however, are as sound now as they were then, and in this sense the paper performs a dual role—contributing to the defence of substance contra Hume, and filling, albeit two hundred years or so too late, a gap in the historical record. (shrink)

Professor W. B. Anderson'S paper ‘Livy and the Lexica’ in C.Q. XXV., 1931, pp. 38–48, prompts me to put together from my notes this further list of words and idioms used by Livy but not recorded in the lexica as Livian. With one or two clearly indicated exceptions, I have included nothing which is given in Lewis and Short, Forcellini-Corradini-Perin or Georges, and I have included nothing in which Mr. Anderson has anticipated me, except that in a few places (...) I have added to the citations he gives; but my citations make no more claim to be exhaustive than his do. I have given within parentheses the authors who are cited by the lexica for a particular word or use, but I have refrained from adding other authorities. (shrink)

Richard Wollheim claims that speech acts express emotions always in virtue of how they are said and never solely in virtue of what they say. However, it would seem to follow that we cannot express our emotions in writing, since texts preserve what we wish to say without recording how we would wish to say it. I argue that Wollheim’s thesis in fact sheds new light on how authors can and do express their emotions in writing. In short, an (...) author must employ a variety of techniques within appropriate contexts to substitute for the non-verbal behaviours that would express her emotions physically. This substitution constitutes a ‘virtual expression’ just in case it empowers readers to vividly imagine the production of these behaviours. (shrink)

Balāgha, which consists of three main branches today, has benefited from various channels in the process of completing its formation. Before the formation of systematic balāgha, it is assumed that there were two main currents, one represented by poets and lite-rati, and the other represented by scholars. This article aims to determine the place of Abū ʿUthmān al-Jāḥiẓ (255/869), one of the main names who wrote in the field of balāgha, in the pre-formation period of balāgha science. The documentary analysis (...) method will be used mainly in the research. The determinations of al-Jāḥiẓ on balāgha will be analysed in accord-ance with the parameters, categories and concepts of systematic balāgha. By examining al-Jāḥiẓ’s rhetorical understanding through the filter of systematic balāgha, the share of pre-for-mation period balāgha within systematic balāgha will be revealed. Another contribution of the study would be to reveal the balāgha understanding of al-Jāḥiẓ with its main frames. Ex-amining al-Jāḥiẓ’s concept of balāgha, on the other hand, will facilitate understanding of his unique concepts of balāgha and bayān. Because al-Jāḥiẓ designed a broad communication framework, which he calls bayān, and considered balāgha as a sub-category within this de-sign. Balāgha is the subject of verbal communication in this design.Summary: The formation of a discipline called balāgha passed through several stages. Balāgha as a term, which was in circulation as a qualification of beautiful and convincing words, has attracted the attention of some circles, had been dealt with it in various occasions and some thoughts had been recorded on the subject. These accumulations and records contained a number of basics and principles that formed the core of balāgha science which would later be systematized. Since these recorded cumulative basics and principles cannot be called balāgha science, it is possible to name them as the idea of balāgha. The independent works that emerged during this period were written by poets and literary writers. Religious scholars and linguists also had mentioned rhetorical issues in their works even though they did not write specific books on the topic. It is possible to say that there are two channels from which balāgha science is nourished: The literary criticism channel represented by poets and writers and the other channel which is held by various branches of science, the majority of which are religious sciences.The literary criticism channel is the product of some social and scientific developments in Arab history. When Jāhiliyya (pre-Islamic) poetry became a data source to serve the emerging grammar, an intensive movement of collecting Jāhiliyya poetry has begun. Compiled Jāhiliyya poetry was not only a source for linguists, but also a literary legacy that poets sang and used as a model for their new styles in poetry. Innovations in poetry led to a comparison between the old and the new, and these developments have also brought about the need for certain criteria to be used in literary criticism. Eventually, these critical activities circulated many terms, including the word balāgha.When it comes to religious sciences, balāgha has been a concept used mostly in iʿjāzu’l-Qurʿān issue. The discussions of the miraculous feature of the Qurʿān, which continued on theological grounds, must have aroused the desire to explain the eloquence of verses in concrete exam-ples. Because the scholars of these fields shifted their interest towards the use of linguistic tools. The balāgha channel shaped by the pressures of religious sciences such as kalām, fiqh and tafsīr could be called the balāgha developed by grammar; and the channel that began to take shape with the work of poets and writers can be called the balāgha developed by litera-ture.In the period after the formation of grammar and before the formation of balāgha, although there was not a balāgha science in the present-day sense, it is clear that there was a thought of balāgha. One of the scholars who reflects the idea of balāgha of the pre-establishment pe-riod is Abū ʿUthmān al-Jāḥiẓ. Al-Jāḥiẓ did not address the issue of persuasive and beautiful speech only in his book al-Bayān wa al-tabyīn. In various articles, he talks about the qualities of beautiful and impressive speeches, sometimes under different topics and sometimes under a special title. In his al-Bayān wa al-tabyīn, al-Jāḥiẓ establishes a communication theory called bayān that takes into account all the means of conveying meaning. He divides the means of communication into five, which are word, sign, number, text and posture. The book puts spe-cial emphasis on balāgha, which is one of the means of bayān, and its conditions of conveying meanings. Although the issues discussed in the work do not conform to the norms of the later systematic balāgha, it continues to be an important source in theoretical balāgha studies. Sys-tematic balāgha and al-Jāḥiẓ’s bayān project are different in terms of frame, but they have overlapping points and a piece-whole relationship between them. Bayān, developed by al-Jāḥiẓ’s, addresses the wide range of communication that takes into account including the ges-tures and signs; while balāgha is used to refer to the verbal communications only, which is part of the broader field of communication.In systematic balāgha, it is important to distinguish between balāgha and faṣāḥa terms; the former used to signify the word, the speech and the speaker, and the latter to signify only the word and the speaker. We have noticed that al-Jāḥiẓ uses them interchangeably. Nonetheless, the emphasis on the factor of transmitting messages, when he talks about the clarity of mean-ing on several occasions, shows that he considers the combined words rather than the indi-vidual words, which is the same assertion of systematic balāgha. According to him, the fact that a misarranged sentence is understood by the interlocutor should not mean that the sen-tence itself is capable of transmitting the meaning.The context factor, which is the determinant of systematic balāgha, is also taken into consid-eration in al-Jāḥiẓ’s understanding of balāgha. However, al-Jāḥiẓ generally considered the context together with the length and shortness of the speeches and did not mention the as-pects reflected in the sentence sequence. Although the major concern of al-Jāḥiẓ was the transmission ability of the speech, he also dealt with the expression forms. There are some other terms that he used less frequently like ījāz, iṭnāb, ishāb and kināya. Although some of these words are used in contexts similar to the meanings of today's term, most of them are used in such a context to meet more than one meaning. Ījāz, which is one of these concepts, is the name of expressing the meanings with little word in al-Jāḥiẓ’s usage. The use of terms reflects the types of narrative and figurative usages could not reach a stable point in al-Bayān wa al-tabyīn, because it was not written for the purpose of systematically analysing them. The author, who aims to examine the persuasive and beautiful words in many dimensions, under-took the issue with a view that takes into consideration the orator, and this caused his work to be designed in a way that serves speech making rather than analysing. This consideration prevented the emergence of an analysis system. Al-Jāḥiẓ mostly used balāgha in the context of oral performance. According to him, the written texts and performed sermons are different in style and therefore the balāgha criteria of these two species should be different as well. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:Literate Education in the Hellenistic and Roman WorldsGeorge A. KennedyTeresa Morgan. Literate Education in the Hellenistic and Roman Worlds. Cambridge: Cambridge University Press, 1998. xviii + 364 pp. Cloth, $64.95. (Cambridge Classical Studies)This book is a study of the evidence for elementary education found in papyri in comparison with what is found in literary sources, especially in descriptions of teaching reading and writing by Quintilian, Plutarch, and his (...) alter ego, Pseudo-Plutarch. Although H.I. Marrou (A History of Education in Antiquity [New York 1956]) and others have cited exercises on papyri, much of the information is scattered and difficult for the nonspecialist, and Morgan performs a valuable service in reviewing it systematically. About four hundred exercises have been found on papyri, dating from the third century before Christ to the Byzantine period. They provide a record of practice in writing and evidence for what was read at an elementary stage in Greco-Roman Egypt. Morgan classifies them into copies of single letters, alphabets, syllabaries, word lists, gnomic sayings (the largest single group), short nongnomic quotations, scholia, grammatical exercises, rhetorical exercises, and other. The nongnomic quotations come chiefly from the Homeric poems (total 58), Euripides (20), and Menander (7). Rhetorical exercises are limited to rather simple narratives of myths, fables, chrias, and incidents from epic, with a very few historical subjects; there is no example of declamation or exercise in argumentation in the papyri.Morgan argues (pp. 71-72) for a "core" curriculum, consisting of methods of learning to read and write, with reading of gnomic sayings and of parts of the Homeric epics, and a "peripheral" curriculum, in which individual teachers experimented with other texts and other types of exercise. Students in Egyptian towns and villages were on the margins of Greek culture, and in many instances Greek was not their native language. Greco-Roman literate education gave them access, at varying social levels, to a world of culture and a route to power. "We can now begin to see how that culture is imparted," she says (103). "It [the education] begins by reducing the pupil to a reciter of nonsense, before feeding him, bit by bit, fragments of cultural information out of context." This is highly [End Page 331] authoritative: the pupil must accept what the teacher says before thinking or articulating anything originally, and this is repeated at every stage of education short of the schools of rhetoric and philosophy. The reference to "him" is necessary, for the papyri provide no evidence for the education of girls, and references to women in the exercises are almost entirely negative in tone.In a chapter entitled "Grammar and the Power of Language" (152-89) Morgan argues persuasively that formal grammar was not used in antiquity as a way to teach Greek to nonnative speakers; it was, instead, an initiation into a slightly higher level of education and taught the student how to recognize, and to a limited extent how to use, "correct" language. She speculates that it also provided a model of the relationship between the grammar of a sentence and what it represents in the world, "such that the grammatical accuracy of a sentence helps to guarantee the truth of the utterance" (188). However that may be, classicists need to understand how pervasive, all over the world, is the use of separate registers of formal language; to be taken seriously, speakers and writers everywhere have needed to employ the appropriate linguistic register as well as a number of other formal conventions (see my recent discussion in Comparative Rhetoric: An Historical and Cross-Cultural Introduction [Oxford 1997] esp. 64-68, 101-5, 125-27, 228).The following chapter, "Rhetoric: Art and Articulation" (190-239), attempts, as Morgan puts it, "to widen a little what we understand as the aims and effects of learning rhetoric" (197). Elementary rhetorical exercises as found in the papyri would not have produced a civic orator: "They teach pupils, most of whom are likely to use their literacy as bureaucratic middleman in a variety of posts, to read and analyse complicated texts, to articulate and pass on information in clear and concise form. The pupils who had learnt this much... (shrink)

We know that all natural beings have evolved from simpler to more complex states; and we also know that man himself has evolved physically, even within the comparatively short time of his recorded history. It would therefore be strange indeed if man had not also evolved psychically or spiritually. Such psychic evolution may, I think, be discovered in many of man's cultural works; and I believe that it may also be revealed through the history of western philosophy, and, indeed, (...) even more sharply and clearly there. If philosophy is the most general and abstract reflection of human existence, as I think it is, then the history of philosophy should be the most general and abstract expression of the history of human existence. As such it should display most purely, essentially, and definitively that evolution of western man which is manifested less clearly, essentially, and definitively in the history of any other aspect of human life. I do not mean that later stages are necessarily better than earlier ones; ancient man may very well have been better off than modern man is—and in one sense he indeed was, as my remarks may show. Better off or not, however, ancient man is still ancient and modern man modern; and the later stage is a more evolved or developed form than the earlier one in the sense that the later presupposes the earlier genetically and even logically, whereas the earlier does not presuppose the later. (shrink)