Accepted quantum description is stochastic, yet history is nonstochastic, i.e., not representable by a probability distribution. Therefore ordinary quantum mechanics is unsuited to describe history. This is a limitation of the accepted quantum theory, rather than a failing of mechanics in general. To remove the limitation, it would be desirable to find a form of quantum mechanics that describes the future stochastically and the past nonstochastically. For this purpose it proves sufficient to introduce into quantum mechanics, by means of a (...) perfected formal correspondence, certain analogs of the classical initial-condition constants. Through the restoration of such parameters at the quantum level one accomplishes a natural accommodation of time anisotropy, wave-function reduction, and “event” description by quantum mechanical equations of motion alone, without the need for extra postulates (e.g., a projection postulate). This requires a complete restructuring of quantum measurement theory. (shrink)

. Ill BERGSONS THEORY OF ART . . .141 THE PHILOSOPHY OF INTENSIVE MANIFOLDS I I CINDERS ..... 215 APPENDICES A. REFLECTIONS ON VIOLENCE . . 249 B. PLAN FOR A ...

In each example an adjective is separated from its noun by a verb and an unqualified noun. The separation by the verb may be regarded as conditioned by the metre, but not the further separation by the unqualified noun, as the qualified and unqualified nouns are metrically interchangeable. Horace would appear to prefer the wider separation to the less wide.

Of the capital manuscripts R and V have nexantem, M and P nixantem. The good minuscules favour nexantem on the whole, though Paris lat. 7906 has nixantem. nexantem is found in the Latin grammarians , v. 485 ), who quote the line because it contains this verb in its first conjugation form. Editors vary, and recently R. D. Williams, in his commentary on A. 5 , has preferred nixantem. So it seems worth restating the case for nexantem, especially as its (...) defenders have not used all the arguments open to them. (shrink)

Catalepton 10 is a unique survival from antiquity: it is the only parody of an entire poem to reach us, and is written in pure iambic trimeters, a near intractable metre. Addressed to Sabinus, an upstart muleteer, the poem launches a stinging attack at him, and draws attention to his status as a parvenu. It remains incredibly close to its charming model—Catullus 4 —in structural, lexical, stylistic and metrical terms, but rather different in purport. In attempting to reassess a number (...) of problems in the text of the poem, the textual critic ought largely to be guided by the relationship of Sabinus ille to its model, as it is clear that the author of Catalepton 10 was an incredibly close reader of the Catullan text and sought not only to imitate through parody but also to subvert and deflate his predecessor's poem. (shrink)

I Agree with R. G. Austin, who in his recent paper, 107 ff.) showed that Virgil did not write this proem to the Aeneid, and suggested that it was produced in the first half of the first century, perhaps prompted by the problem mentioned by Servius on A. I. I: ‘multi varie disserunt cur ab armis Vergilius coeperit.’ I wish here to comment briefly on the content of the lines. graciliqui... carmen refers to the writing of the Eclogues. As Austin (...) points out, Virgil has gracilis only in E. 10. 70 ff., the conclusion of the whole of the Eclogues:Haec sat erit, divae, vestrum cecinisse poetam,dum sedet et gracili fiscellam texit hibisco,Pierides…. (shrink)

Laland and colleagues have sought to challenge the proximate–ultimate distinction claiming that it imposes a unidirectional model of causation, is limited in its capacity to account for complex biological phenomena, and hinders progress in biology. In this article the core of their argument is critically analyzed. It is claimed that contrary to their claims Laland et al. rely upon the proximate–ultimate distinction to make their points and that their alternative conception of reciprocal causation refers to phenomena that were already accounted (...) for by standard theory. (shrink)

‘The tale of the Argonauts was among the most popular myths in Greek and Roman literature of all periods.’ There was, however, not inconsiderable variation in certain aspects of the narrative: in the inclusion or exclusion of entire episodes; in (un)expected divergences from more authoritative versions of the story; and in the details of minutiae. In the Argonautic choral odes of Seneca'sMedea(301–79 and 579–669), and in Valerius Flaccus’ incomplete epic, there is a conspicuous, learned engagement with much of the earlier (...) tradition that hints at versions of the myth which are divergent from those that the two poets privilege in their respective narratives. Such moments serve to assert the playwright's and the epicist's status asdocti poetae, and to engage the learned reader in a (re)negotiation of the tradition; at times, an awareness of a literary past seems to be given to particular characters too so as to heighten the reader's experience of the narrative—by a sort of prolepsis—as it unfolds. (shrink)

In this second part of our paper abeta structure hypothesis is advanced, according to which all matter and the vacuum are composed solely of electrons. A direct connection is established between beta processes and nuclear forces. Physical implications of the formalism introduced in Part I are examined. Localized violation of the Heisenberg postulate opens extensive descriptive possibilities inaccessible to current field-derived theories. A weakness of the present attempt at “elementary” particle description is its incapacity to predict observed masses or spatial (...) extensions. This results from the particular (one-body) model employed, which posits an infinitely massive point “force center.” Improvements in the formulation of the relativistic many-body problem will be required to correct this shortcoming. In summary, our investigation reaffirms the logical sufficiency (surmised by Newton) of the elements of mechanics for describing the phenomena of nature. (shrink)

In preceding parts of this paper the possibility was examined of accomplishing the entirety of physical description by means of mechanics, without help from field-theoretical ideas. Apart from some easily obtained qualitative agreements with general descriptive features of nuclei and elementary particles, we were balked in this program by an inability to handle in purely mechanical terms the relativistic many-body problem. The present paper is addressed directly to the latter problem. No quantitative calculations are attempted, but three suggestions are made (...) — each of a quite radical nature — concerning the reformulation that will be necessary to restore mechanics to the mainstream of physics. (shrink)

The article is devoted to the significance of the irrational in education processes and to the role of teacher as an actor of psychological influence on the formation of child’s personality. Unfortunately, teacher education programs at universities do not properly introduce to the students all the aspects (including unconscious ones) of the interaction between people, in particular in the “teacher – student” system. At the same time, in the pedagogical literature there are no special works related to this issue. Psychological (...) theories and methods of education, which are designed to form and develop a personality, can simply destroy the necessary qualities in a child that lead to his independence and self-affirmation. Teachers who are incompetent in pedagogical issues often defend themselves by appealing to the well-known names of scientists and their theories. The theories should not become a dogma and a main path in education. They should serve as an auxiliary instrument. The theory of education is obliged to revise the content and form of the organization of educational process in accordance with the understanding and sense of the rhythm of the New World, taking into account the integration of educational concepts that provide a balance of the rational and irrational in the cognitive activity of a student. This balance is necessary for the full and comprehensive development of child’s personality, for the formation of his/her identity. The author of the article believes that under the conditions of large-scale simulacrization, virtualization, digitalization of the educational space, it is necessary to strengthen the emotional component of the educational process to avoid the final elimination of the aura (W. Benjamin) of the class area from the sphere of human relations in the “teacher – student – teacher” system. (shrink)