Existing research shows consistently high levels of concern among people in the UK over the scale of immigration and its impact on jobs, wages and services. At the same time, that same body of research does not provide much in the way of detail about the nature of these concerns. This is partly because much of the data is from opinion polls which say little about the priorities and perspectives that underlie the aggregate numbers. Moreover, very little research has been (...) carried out on what new immigration policies the British public would like to see once the UK leaves the EU and free movement ends. Our research for this report aims to fill these gaps by providing evidence about how people use and understand information about economic impacts of immigration, and what they might wish to see from new, post-Brexit, policies. (shrink)

Jebb in outlining the differences between ancient and modem oratory maintains that while modern orators try to give the impression that their speeches are extempore, the Greeks polished their speeches with fastidious care and were not ashamed to admit laboured preparation. This view, which is widely held, needs considerable qualification. The purpose of this article is.

The explanatory gap refers to the lack of concepts for understanding “how it is that . . . a state of consciousness comes about as a result of irritating nervous tissue.” By assuming that there are colours in the outside world, Block needlessly widens this gap and Lycan and Kitcher simply fail to see the gap. When such assumptions are abandoned, an unnecessary and incomprehensible constraint disappears. It then becomes clear that the brain can use its own neural language for (...) representing aspects of the outside world. While this may not close the gap, it becomes clearer where we need new concepts. (shrink)

Buddhist teaching about illusion is, I think, generally considered difficult to understand. What I wish to do is to try to indicate some of its more general and prevalent features with the further aim of using them to throw some light on typical Buddhist method and procedure. I shall be concerned mainly with some of the teachings to be found in the Mahayana and will try to be as untechnical as possible. This latter is sure to be displeasing to some, (...) but I have no wish to induce intellectual paralysis either in the reader or myself by a parade of technicalities most of which are not properly translatable into English. A great deal of scholarly and technical work has already been done and now it seems to me important to try as much as possible to express the general sense or pattern or at least some of its features in terms of our own more natural modes of thought and speech. This is what I have tried to do. I should point out that when dealing with the teaching about illusion we are concerned with only the more austere intellectual side of Buddhism. Nevertheless the religious philosophising which we encounter is as much a part of religious practice as meditation and expressing reverence and respect for the Buddha. I have confined myself throughout to exposition and have not attempted discussion and evaluation. References given are to books which are for the most part easily available in English. I will begin with three quotations. (shrink)

Little has been said as to how Isocrates' λγοι were published. It is commonly assumed that they were written for a reading public but for greater effect were given a fictitious dramatic setting. Such a generalization, although partly true, needs qualification. This article attempts to prove the following points: Isocrates wrote for a listening, as well as for a reading, public. Failure to recognize indications of this in his works has led to misinterpretation and mistranslation, especially of certain words used (...) in a semi-technical sense. There has been a tendency to confuse references to a real audience who will actually be listening to the λόγος with references to a fictitious audience introduced as a picturesque literary device. The Panegyricus provides an example of this. It is not, as is generally supposed, addressed to an imaginary audience in Olympia or some other πανγυρις but to real audiences in Athens, as well as to an Athenian reading public. (shrink)

Each profession has its own code of ethics. The Merriam-Webster Online Dictionary (2008) defines professional ethics as "the principles of conduct governing an individual or a group." The Code of Ethics of the American Library Association (ALA Council 2008) has served librarians for seventy years and reflects the ideals toward which aII librarians strive. While they are not step by step directives, the statements in the Code provide a moral framework for school library media specialists in their daily practice. School (...) library professionals face ethical dilemmas every day. Although the situations vary, most affect students' access to information and their privacy while using library resources. The following real-life examples reflect contemporary situations. Think about them. (shrink)

Was Isocrates influenced by Thudydides? Wilamowitz at first suspended judgement and later decided he was not, but he did not go into the question. Attempts have since been made to prove close and direct influence. The question assumes greater interest and importance because of the immense influence of rhetoric on the writing of history in the fourth century and of the generally accepted tradition that Isocrates’ pupils included well-known historians like Ephorus, Theopompus, and the ‘Atthis’ writer Androtion.