CLASSICAL THEISM HAS USED THE DOCTRINE OF THE TRINITY TO EXPRESS GOD’S SIMULTANEOUS TRANSCENDENCE OF, AND IMMANENCE WITHIN, THE WORLD, BUT HERE A TWOFOLD DISTINCTION, SUCH AS THAT PROPOSED BY RICHARDSON OR HARTSHORNE, WILL DO: GOD AS ABSOLUTE AND GOD AS RELATED. WHITEHEAD HAS SEEN A DOUBLE PROBLEM, FOR THE WORLD ALSO TRANSCENDS, AND IS IMMANENT WITHIN, THE WORLD. FOR THIS DOUBLE PROBLEM A THREEFOLD DISTINCTION IS NECESSARY: THE PRIMORDIAL ENVISAGEMENT, THAT DIVINE INSTANTIATION OF CREATIVITY WHICH UTTERLY TRANSCENDS THE WORLD, (...) THE PRIMORDIAL NATURE OR LOGOS, PART OF WHICH IS INDIVIDUALLY IMMANENT WITHIN EACH CREATURE AS ITS INITIAL AIM, AND THE CONSEQUENT NATURE, WHICH IS THE WAY EACH CREATURE, TRANSCENDENT TO GOD IN ITS BECOMING, IS ULTIMATELY INCLUDED WITHIN THE ONGOING TEMPORAL EXPERIENCE OF GOD. (shrink)

The 5000 bristles that protrude from the cuticle of a Drosophila adult function as either mechanosensors or chemosensors, and they are arranged in surprisingly intricate patterns. Development of the patterns appears to involve five stages: (1) establishment of a coordinate system of ‘positional information’; (2) partitioning of the epidermis into areas where bristles either can or cannot originate; (3) selection of one or more bristle mother cells within each permissible area; (4) suppression of bristle development in the neighborhood of each (...) mother cell; and (5) differentiation of the mother cell to produce four or more descendant cells, each of which forms part of the bristle apparatus. Some of the genes that control these events participate in more than one stage, and others play key roles in roles in seemingly unrelated developmental pathways, including embryonic neurogenesis, body segmentation, and sex determination. (shrink)

Discusses revolution, Bolshevism, liberal democracy, political decay, liberty, feminism, the family, socialism, and intellectual life.

There is no fragment of the older Attic Comedy that concerns Greek religion so intimately as this, and none which has been so misinterpreted. It may also claim to have a certain value for our literary judgment of Plato. The story of Phaon is preserved for us by three authorities, Aelian, Palaiphatos, and Servius; and with few variations and additions all three present it as follows: Phaon was an elderly Lesbian ferryman who transported Aphrodite, disguised as an old woman, across (...) the sea; and she in reward gave him a magic ointment which restored his youth and ensured him the desperate love of all women. I am not concerned here with the handling of the story in other literature, nor with its original significance. We may suspect that it originated as a ίερòς λόγος. But it is presented to us merely as a piece of folklore, as a theme well suited to the temper of the Middle Attic Comedy. We may suppose that Plato followed a version known to Kratinos, according to which Aphrodite was the chief lover of Phaon and jealous of guarding him against her rivals. For it is certain, as Meineke has pointed out, that it is Aphrodite who delivers the speech contained in this fragment; in line seven she demands a preliminary sacrifice to herself, under the name κουροτρόος Only a divinity can demand sacrifice, and κουροτρόο;ος is a familiar epithet of many deities including Aphrodite, and she is the only deity possible in this scene, in which she is trying to keep off the ardent crowd of women from her beloved Phaon, by insisting on long and complicated preliminary rites and sacrifices before their admission to her shrine, where she is keeping him, as she once kept Kinyras. (shrink)

Studies of education and careers in science, technology, engineering, and math commonly use a pipeline metaphor to conceptualize forward movement and persistence. However, the “STEM pipeline” carries implicit assumptions regarding length, contents, and perceived purpose. Using the National Survey of College Graduates, we empirically measure each of these dimensions. First, we show that a majority of STEM workers report skills training throughout their careers, suggesting no clear demarcation between education and work. Second, we show that using on-the-job expertise requirements paints (...) a very different portrait of the STEM workforce—and persistence in it. Third, we show that STEM-educated workers are well-prepared for but dissatisfied with non-STEM jobs, complicating our understanding of leaving. Collectively, these results recommend expanded conceptions of STEM education and careers and contribute to studies of science and engineering workforce transitions and diversity. (shrink)