No ancient has told us in any surviving writing when Iambulos lived. Lucian says no more than that he composed a work obviously fabulous but quite amusing; Diodoros of Sicily, the only other author to mention him at all, earns our gratitude by excerpting his romance, apparently under the impression that it was sober fact. Moderns are accordingly vague in dating him. It is obvious that he must be earlier than or contemporary with Diodoros, whose historical work mentions no date (...) later than 54 B.C, but his allusions to events of his own life indicate that he was old enough to take an intelligent interest in the world as early as about 60 B.C, and still alive as late as 21 B.C. Kroll contents himself with indicating that Iambulos is later than Megasthenes, which gives us a range of close on 250 years. I think, however, that we may reduce this very considerably and place Iambulos, if not in any definite year, at least within a period of less than a century. (shrink)

This paper explores the idea that wellbeing and healthy development should be the central goal of school music programs. After establishing a framework of student wellbeing, the metaphor of rites of passage experiences is employed—through Joseph Campbell's hero's journey and Jane McGonigal's analysis of the benefits of online gaming—as one way to think about high school music programs as potential sites for contributing to optimal adolescent wellbeing. Writing at the nexus of practice and theory the authors analyze two rites of (...) passage examples from their high school music classrooms. Musicking experiences that offer students openings for embarking upon rites of passage hold potential for addressing students' needs for autonomy, relatedness, and competence—needs Richard Ryan and Edward Deci document as predictive of psychological wellbeing in all cultures and that Dissanayake argues are evolved psychobiological needs. (shrink)

McCullough et al. argue that humans possess evolved computational systems for implementing retaliatory behavior that both deters aggression and promotes subsequent reconciliation. However, they do not apply this analysis to the sphere of intergroup relations. We believe their model can be usefully extended to this domain and discuss why this would be possible, pertinent, and productive.

This article draws on ethnographic field data collected during an investigation of the informed consent process and AIDS clinical trials. It describes the involvement of care providers (physicians, nurse practitioners, physician assistants) during the enlistment, or recruitment, phase of the informed consent process. It shows that sometimes care providers are involved in the receipt, evaluation and distribution of information on clinical trials through their interactions with research professionals and patients. It suggests that the involvement of care providers has the potential (...) to influence the informed consent process. Some of the ethical and practice considerations of this are discussed. (shrink)

Esse artigo discute a intensa imbricação entre mídia, cultura e consumo, tomando esta articulação como um aspecto central no contexto contemporâneo. Será analisado o papel do entretenimento e das paisagens audiovisuais como principais produtos da cultura midiática, sendo a espetacularização e a estetização do cotidiano entendidos como eixos organizadores dos padrões econômicos e socioculturais do mundo atual. Discutiremos a centralidade da visualidade na pós-modernidade, sem descurar da forte pregnância da sonoridade e da escuta nas nossas práticas culturais. Sendo assim, propomos (...) entender os processos audiovisuais ancorados nas produções midiáticas como estruturadores das subjetividades e discursos pós-modernos. (shrink)

This paper sets out to answer four apparently unconnected questions, which, however, I hope to show to be parts of one question: Why did Haimon kill himself over the body of Antigone? Why did Philinnion return for three nights to her father's house? Why is it unlawful to leave a story unfinished? Why is a magician sometimes torn in pieces by his own devils, or otherwise destroyed by his own magic?

Do children have a theory of mind? If they do, at what age is it acquired? What is the content of the theory, and how does it differ from that of adults? The Child's Theory of Mind integrates the diverse strands of this rapidly expanding field of study. It charts children's knowledge about a fundamental topic - the mind - and characterizes that developing knowledge as a coherent commonsense theory, strongly advancing the understanding of everyday theories as well as the (...) commonsense theory of mind. Wellman presents evidence that children as young as age three do possess a commonsense theory of mind - that they grasp the distinction between mental constructs and physical entities and that they have an understanding of the relationship between individuals' mental states and their overt actions. He delves in detail into questions about the nature of adults' commonsense theories of mind and about the nature of commonsense theories. Wellman then examines the content of the three-year-old's theory of mind, the nature of children's notions of mind before age three, the changes in the theory during subsequent development from ages three to six, and the young child's conception of mind in comparison with those of older children and adults. Henry M. Wellman is a Professor in the Department of Psychology and the Center for Human Growth and Development at the University of Michigan at Ann Arbor. (shrink)