The most important historical work in Latin that was actually written in the first half of the first century B C. was L. Cornelius Sisenna's history of the War of the Allies and the Civil Wars which followed it, up to Sulla's dictatorship or conceivably death-the most important one that was not written being of course Cicero's. Sallust praised Sisenna's work highly in the Jugurtba, though complaining that it was not sufficiently frank about Sulla, and his own lost histories began, (...) very probably, where Sisenna's left off. Varro's logistoricus on the writing of history, of which, alas, only a brief and unenlightening fragment remains, bore Sisenna's name. (shrink)

The most important historical work in Latin that was actually written in the first half of the first century B C. was L. Cornelius Sisenna's history of the War of the Allies and the Civil Wars which followed it, up to Sulla's dictatorship or conceivably death-the most important one that was not written being of course Cicero's. Sallust praised Sisenna's work highly in theJugurtba, though complaining that it was not sufficiently frank about Sulla, and his own lost histories began, very (...) probably, where Sisenna's left off. Varro's logistoricus on the writing of history, of which, alas, only a brief and unenlightening fragment remains, bore Sisenna's name. (shrink)

This paper explores the bioethical issues associated with the diagnosis and treatment of vulvar cancer for Indigenous women in East Arnhem Land, Northern Territory, Australia. Based on a qualitative study of a vulvar cancer cluster of Indigenous women, the article highlights four main topics of bioethical concern drawn from the findings: informed consent, removal of body parts, pain management, and issues at the interface of Indigenous and Western health care. The article seeks to make a contribution towards Indigenous health and (...) bioethics and bring to light areas of further research. (shrink)

This Handbook reviews a wealth of research in cognitive and educational psychology that investigates how to enhance learning and instruction to aid students struggling to learn and to advise teachers on how best to support student learning. The Handbook includes features that inform readers about how to improve instruction and student achievement based on scientific evidence across different domains, including science, mathematics, reading and writing. Each chapter supplies a description of the learning goal, a balanced presentation of the current evidence (...) about the efficacy of various approaches to obtaining that learning goal, and a discussion of important future directions for research in this area. It is the ideal resource for researchers continuing their study of this field or for those only now beginning to explore how to improve student achievement. (shrink)

This book shows how time is a fundamental element in our perception of the arts and proposes an integrated framework within which to explore and appreciate the subtleties and complexities of this essential key to the reading and understanding of meaning in art. The book is a work of ideas, not abstract theory or pure art history. It offers wide-ranging insight into the aesthetics and philosophies of time across different art forms, cultures, and periods. Intended for both arts practitioners and (...) anyone wishing to extend their understanding of the creative process and its underlying principles, the book reveals the interplay of art and time from technical execution and formal invention to the spiritual and intuitive. It opens up fresh possibilities for artists to develop their work in new directions, and for the visitor to engage with artworks including architecture, drawing, sculpture, painting, and photography, in challenging and fulfilling new ways. (shrink)

In spite of his reputations as an impractical skeptic or dogmatic idealist, Plato’s Socrates is often an impressive example of a critical thinker, and we can use Plato’s dialogues to promote such skills in the college classroom. This essay summarizes recent institutional motivations for promoting critical thinking in a student-centered, active-learning pedagogy; compares Plato’s core model of education and fundamental rationale for it; shares an essay–presentation–discussion assignment that serves those modern and ancient goals; and discusses how this flexible type of (...) assignment is especially well suited for Plato’s dialogues, serving students and teachers in a Socratic manner. The first two sections thus situate Plato’s dialogues in relation to the heart of critical thinking in higher education generally. The later sections and Appendix explain a way to “follow the arguments” with Socrates that’s informed both by recent best practices and by much of what we see in Plato’s dialogues. (shrink)

It can be argued that there was no intellectual figure at work in Rome in the period of the late Republic who had more originality and influence than the Bithynian doctor Asclepiades, who founded an important medical school and was still being attacked nearly three hundred years after his death by Galen, and two hundred years later still by Caelius Aurelianus. His claims to originality rested both on his theory of the causes of disease, and on his methods of treatment. (...) Turning away from the Empiricism recently fashionable, he argued that experience without λόγoς, theory or reason, was useless. His own theory was based on the scientific ideas of the late fourth-century philosopher Heraclides Ponticus, and seems to have postulated not τoμα, tiny indivisible particles, but γκoι, masses, which are continually in motion and splitting into innumerable fragments, θραύσματα, of different shapes and sizes, which re-form to create perceptible bodies. The particles were separated by invisible gaps, πόρoι or pores; friction between particles created the heat of the human body, but jamming of its pores was often the cause of pain and disease. This purely mechanistic doctrine was anathema to Galen because of its insufficient reverence for the doctrines of Hippocrates, and above all for the belief in the sympathy of the various parts of the body, the purposive character of Nature's creation, and her own healing effort; and also for the doctrine of the four, or more, humours. (shrink)

Originally published in 1879, and reprinted numerous times, this book presents the complete English text of Thomas More's Utopia, together with a glossary and detailed textual notes. An introduction and biography of More are also included. This book will be of value to anyone with an interest in More's writings and political philosophy in general.

It is generally supposed that on the publication of the Annales Maximi in the Gracchan period historians, or some historians influential on the tradition, eagerly made use of this new source of material. The yearly lists of publicly expiated prodigies in Livy and related authors are usually considered to form the best evidence for this view. For given the elder Gato’s remark about the famines and eclipses of sun and moon recorded on the tabula dealbata which is said to have (...) formed the basis of the published work, and given the only two fragments of the latter dealing with the republican period, that from Cicero recording an eclipse and that from Aulus Gellius about lightning striking the statue of Horatius Codes , no one can doubt that prodigies were indeed to be found in the Annales Maximi. It is of course agreed that the lists given by Livy and others include only an incomplete selection of each year’s prodigia and that they are deformed by repetition and errors. But in fact certain features of these lists suggest, at least, that rewriting and corruptions go pretty deep; even, perhaps, that it was not the Annales Maximi at all from which they were drawn. It is the purpose of this paper to draw attention to these disquieting peculiarities, and to the even more disquieting consequences that follow. (shrink)

: Plato's founding position in the tradition of epistemological nativism has been underestimated. In addition to his notorious, naively non-dispositional model of learning as recollection, Plato offers several neglected dispositional models of innate ideas, including Diotima's model of mental pregnancy in the Symposium, in which maturing mental embryos begin not with the actual content of the knowledge to be acquired, but with a specific potentiality that must be actualized through series of specific kinds of experience and mental activity. A survey (...) of dialogues from Meno to Phaedrus shows that Plato typically favors such dispositional models, and that he raises doubts about the non-dispositional details of the recollection model where it occurs. (shrink)

This book closely examines our commonly held beliefs about human suffering, and offers unique insights into God's role in why we suffer. Dr. Perri critically examines what it means to be human from a Judeo-Christian perspective, and extrapolates from the work of Carl Gustav Jung showing a deeply complex development of human transcendence in human suffering. On an interpersonal level, Dr. Perri elaborates on the work of Martin Buber and Emanuel Levinas and shows how our suffering can be shared and (...) lessened by our unconditionality and presence for the other. Scriptural passages are quoted from both the Hebrew and New Testament texts, and are used to depict the suffering of humankind as seen in the face of Job. It was this face, according to Perri, that Jesus saw in the faces of those He came to redeem, and that ultimately brought Him to the crucifix of redemption. Dr. Perri challenges Sartre's position that our existence precedes our essence, and draws on the work of Abraham Joshua Heschel and Christian theology in this regard. He further elaborates a neurodevelopmental paradigm that creates essence as the basis of our freedom to choose. This book can be read and studied by both professionals in the helping and healing professions, and lay persons seeking to better understand our suffering, and how to better help those who suffer. Dr. Perri offers specific ways in how to be present for those who suffer, how to read and receive the hidden language of human suffering, and how to use silence as a communication skill. (shrink)