It is well known that when resolution occurs in the stichic iambics and trochaics of tragedy word-end is not found between the two shorts so produced: w or, more accurately, that the first short of resolution must not be the last syllable of a polysyllabic word. Moreover, the syllables in resolution most often form part of the same word as the following short or anceps, e.g.: Ion 1143.

The fragmentary columns of the Fourth Book of Philodemus' περ μονσικς were the first-fruits of Herculaneum, published in 1793, with venturesome reconstructions and learned notes, by the Academici of Naples. Fragments of the other books occur in four volumes of the Collectio Altera of 1862–5. A. Teubner Text by J. Kemke, a pupil of Bücheler, appeared in 1884, upon which Gomperz made a number of improvements in a pamphlet published in the following year. Otherwise, save for a few pages in (...) H. Abert's Die Lehre vom Ethos in der griechischen Musik published in 1899, the work has attracted very little attention; which is scarcely surprising in view of the state of the text and the peculiar awkwardness of Philodemus' Greek. (shrink)

In C.Q. xliii , p. 39, Mr. J. H. Quincey quotes the opening lines of Catalepton 5 as, Ite hinc,-inanes, ite, rhetorum ampullae, inflata rhoso* non Achaico verba, and adds, ‘the second line is corrupt and no satisfactory emendation has been proposed’. The MS. readings are: rhorso B, roso Mu, om. in lacuna Ar. In face of these voces nihili many have fallen back on the rore of the Aldine edition of 1517. But this does not really help, for one (...) does not inflate with dew: orators are not dew-bags, but wind-bags. It occurred to me some years ago that what is needed is some word meaning breath or wind to go with inflata, and that in view of the rh in rhorso it was probably a Greek word which a scribe had failed to recognize. I conjectured οζ, and found subsequently that this had been proposed by K. Münscher in Hermes, xlvii , pp. 153–4. οȋζος used of any rushing sound, is applied to speech by Philostratus , and by Pollux . It is easy to see how rhoezo could degenerate into rhoeso-rhoso-roso. (shrink)

The level of medical care to patients and the success of the implementation of the national project "Health" depend on the health status and doctor's professionalism. Modern healthcare reform is being implemented by optimizing costs, merging medical organizations, closing ineffective hospitals, expanding the use of high-tech care and informatization of the doctor's activities. All this makes it necessary to assess the health of doctors. Scientists have studied the quality of life and identified the professional burnout of doctors in children's clinics (...) in different age groups. Primary care pediatricians have a higher quality of life score when compared to the standard [1]. However, all groups have a high level of professional burnout. The pre-retirement group of doctors has more unfavorable profile. They are highly professional specialists but may experience emotional discomfort because the pension system has been reformed. This situation requires the introduction of preventive work with doctors of this age as a group with great potential and capable of professional longevity. (shrink)

Purpose: One of my goals in the paper is to investigate why realists reject radical constructivism (RC) as well as social constructivism (SC) out of hand. I shall do this by means of commenting on Peter Slezak’s critical paper, Radical Constructivism: Epistemology, Education and Dynamite. My other goal is to explore why realists condemn the use of RC and SC in science and mathematics education for no stated reason, again by means of commenting on Slezak’s paper. Method: I restrict my (...) comments to Slezak’s paper and leave it to the reader to judge which, if any, of the reasons that I advance for these two states of affairs are not specific to Slezak’s paper. Other readers might not agree with my interpretations of Slezak’s paper, including Slezak himself, but I offer them after having worked with von Glasersfeld in interdisciplinary research in mathematics education for over 25 years. Findings: My findings are that Slezak: (1) rejects RC and SC on the basis of unjustified criticisms, (2) does not explore basic tenets of RC nor of SC beyond the unjustified criticisms, (3) rejects how SC and RC have been used in science and mathematics education, based at least in part on the unjustified criticisms, (3) dislikes how SC has been used in science and mathematics education, a dislike that fuels his rejection of any constructivism, and (4) doesn’t explore how RC has been used in scientific investigations in mathematics education. On the basis of these findings, I conclude that how epistemological models of knowing might be used in science or mathematics education would be better left to the educators who use them in interdisciplinary work. (shrink)

We discuss a mass change that has its origin in the action of forces on an object. This phenomenon, well-known in the context of quantum field theory (mass renormalization), can be discussed systematically in both classical and quantum mechanics in a framework given by Stückelberg. We employ this framework to resolve an interesting conflict of opinions between Schopenhauer and Hegel in the mid-19th century. We show that Hegel, Kant, and Schopenhauer demonstrated remarkable prescience in their views as seen from a (...) modern perspective. (shrink)

Open peer commentary on the article “Negotiating Between Learner and Mathematics: A Conceptual Framework to Analyze Teacher Sensitivity Toward Constructivism in a Mathematics Classroom” by Philip Borg, Dave Hewitt & Ian Jones. Upshot: My commentary has two general goals. First, I investigate how basic principles of radical constructivism might be used in constructing models of mathematics teaching. Toward that end, I found that I was not in complete intersubjective agreement with Borg et al.’s use of some basic terms. Second, I (...) explore what mathematics teaching might look like in what is construed as constructivist mathematics teaching. Toward that end, I comment on Borg et al.’s use of “negotiation” and explain how a constructivist teacher can establish experiential models of students’ mathematics. (shrink)

This is a new release of the original 1924 edition.

There is no paradox in the well-known historical fact that the bourgeoisie, in the period when the capitalist mode of production was coming into being, declaimed against the idea of instituting the kingdom of reason on earth, and converted from Catholicism to the Protestant religion. For Catholicism had asserted that the world was rationally organized in accordance with higher divine intent and that religious belief was in harmony with human reason, although superior thereto inasmuch as the source of faith was (...) revelation or emanation from divine reason. Protestantism, on the other hand, counterposed to this a religion that appealed to common sense, the irrationalist teaching that revived Tertulian's famous proposition Credo quia absurdum. (shrink)

The elements which every schoolboy learns on beginning Latin Verse Composition include a number of rules which seem arbitrarily designed to make the game harder. In hexameters, he is told, he must have a masculine caesura either in the third foot or in the second and fourth, and end normally with a disyllabic or a trisyllable; in pentameters he must end with a disyllabic; and in neither line may a single monosyllable stand at the end. Rarely, in my experience, is (...) any reason given him by way of redress, and he will search for one in vain in most of the school text-books, in introductions like Postgate's to Tibullus and Propertius, and in histories of Latin literature like Wight Duff's and Mackail's. This reticence may be due to the dissensions of experts on this subject and on the subject of Latin accentuation in general, but the theory that predominates in England, among those who hold a theory at all, explains so many of the phenomena that it deserves to be more widely and precisely known. The most detailed exposition of it is by E. H. Sturtevant, who summed up his analyses in a pair of articles in the Transactions of the American Philological Association in 1923–4. While his careful work is invaluable as marshalling the statistics and evidence, it errs on the side of excessive minuteness, and leaves room not merely for some additions, but for a different kind of treatment concerned less with bare statistics and more with poetic principles and historical development. Since Latin Verse Composition plays such an important part in English higher classical education, it seems desirable that a less technical and more accessible account should be available for English readers. Such an account I attempt to give here, keeping separate as far as possible the exposition and the consideration of the criticisms and rival theories that have been advanced. (shrink)