‘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)

This article takes as its starting point the frequency with which Ovid refers to his earlier works in his Tristia and Epistulae ex Ponto. Alongside his treatment of the Metamorphoses in the exile poetry, it is suggested that Ovid refers, on a number of occasions, to his Fasti and the progress he is making on it. He does so by using the incipit of his calendar poem, Tempora; this term is sometimes combined with signa (‘stars’), which are also mentioned in (...) the opening couplet of the Fasti. It is proposed that Ovid's attitude toward his Fasti changes over the course of his exile, during which time he is, at various junctures, editing his calendar, and that some of these changes are discernible in the exile poetry; they result in part from his entertaining the possibility of using his Fasti as leverage in securing a mitigation of his punishment. Poems discussed in detail are Tristia 1.1, 1.7, 2.547–52, 5.3; Epistulae ex Ponto 2.1, 4.8. (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)

. 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 ...

En colección pasiva. En colección pasiva.

We consider the relation between versions of Ramsey’s Theorem and König’s Infinity Lemma, in the absence of the axiom of choice.

Brunner, Austin Farrer, W.M. Horton, Pierre Maury.

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)

Extending lifelines still further, beyond determinism leads to doubt about females' ability to select mates with “good genes,” and to a scenario for troop selection and to a link with questions of scale in ecology.

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)

In spite of the wide variety of approaches to ethics training it is still debatable which approach has the highest potential to enhance professionals’ integrity. The current effort assesses a novel curriculum that focuses on metacognitive reasoning strategies researchers use when making sense of day-to-day professional practices that have ethical implications. The evaluated trainings effectiveness was assessed by examining five key sensemaking processes, such as framing, emotion regulation, forecasting, self-reflection, and information integration that experts and novices apply in ethical decision-making. (...) Mental models of trained and untrained graduate students, as well as faculty, working in the field of physical sciences were compared using a think-aloud protocol 6 months following the ethics training. Evaluation and comparison of the mental models of participants provided further validation evidence for sensemaking training. Specifically, it was found that trained students applied metacognitive reasoning strategies learned during training in their ethical decision-making that resulted in complex mental models focused on the objective assessment of the situation. Mental models of faculty and untrained students were externally-driven with a heavy focus on autobiographical processes. The study shows that sensemaking training has a potential to induce shifts in researchers’ mental models by making them more cognitively complex via the use of metacognitive reasoning strategies. Furthermore, field experts may benefit from sensemaking training to improve their ethical decision-making framework in highly complex, novel, and ambiguous situations. (shrink)