This study presents scientific theories about the female body in Greece of the 5th and 4th centuries BC. It demonstrates the influence of cultural preconceptions on such theories, and of scientific theories on cultural attitudes.

In Ancient Concepts of the Hippocratic, Lesley Dean-Jones and Ralph Rosen have gathered 19 international authorities in ancient medicine to identify commonalities among the treatises of the Hippocratic Corpus which led scholars of antiquity to group them under one name.

The Menexenus is also known as Plato's Epitaphios or Funeral Oration. The body of the work is a fictional funeral oration, composed as an example of what should be said at a public funeral for Athenians who have fallen in war. The oration is framed by an encounter between Socrates and a certain Menexenus, an eager young man who thinks he has reached the end of education and philosophy, but who is still rather young to take an active party in (...) the city's affairs. Nevertheless, he is anxious to follow in the tradition of his family, which has always provided someone to look after the Athenians . Menexenus' interest in public affairs has led him to attend a meeting of the Council at which a speaker was to be chosen to compose and deliver the funeral oration at the imminent public funeral. However, no final decision was reached at the meeting, and Menexenus remarks that by the time the choice is made, the speaker will have almost to improvise his speech. Socrates gently mocks Menexenus' respect for public orators, saying that speeches about a dead person follow a predictable pattern; a speaker exaggerates all a dead person's good points and minimizes all the bad, so that one who has died appears a paragon of virtue even if he was not really good for much. Socrates claims that listening to such public orations, when not only individuals but also the state is eulogized, always makes him feel that in living in Athens he is living in the Islands of the Blessed. (shrink)

This handbook presents a comprehensive introduction to the core areas of philosophy of education combined with an up-to-date selection of the central themes. It includes 95 newly commissioned articles that focus on and advance key arguments; each essay incorporates essential background material serving to clarify the history and logic of the relevant topic, examining the status quo of the discipline with respect to the topic, and discussing the possible futures of the field. The book provides a state-of-the-art overview of philosophy (...) of education, covering a range of topics: Voices from the present and the past deals with 36 major figures that philosophers of education rely on; Schools of thought addresses 14 stances including Eastern, Indigenous, and African philosophies of education as well as religiously inspired philosophies of education such as Jewish and Islamic; Revisiting enduring educational debates scrutinizes 25 issues heavily debated in the past and the present, for example care and justice, democracy, and the curriculum; New areas and developments addresses 17 emerging issues that have garnered considerable attention like neuroscience, videogames, and radicalization. The collection is relevant for lecturers teaching undergraduate and graduate courses in philosophy of education as well as for colleagues in teacher training. Moreover, it helps junior researchers in philosophy of education to situate the problems they are addressing within the wider field of philosophy of education and offers a valuable update for experienced scholars dealing with issues in the sub-discipline. Combined with different conceptions of the purpose of philosophy, it discusses various aspects, using diverse perspectives to do so. Contributing Editors: Section 1: Voices from the Present and the Past: Nuraan Davids Section 2: Schools of Thought: Christiane Thompson and Joris Vlieghe Section 3: Revisiting Enduring Debates: Ann Chinnery, Naomi Hodgson, and Viktor Johansson Section 4: New Areas and Developments: Kai Horsthemke, Dirk Willem Postma, and Claudia Ruitenberg. (shrink)

We cannot escape Indiana Jones! (Not that we would want to, of course.) Harrison Ford deserves credit for the character's popularity. His ability to subtly play up Indy's foibles while playing down the character's heroism, makes Indiana Jones relatable. Of course, Lucas and the screenwriters are also responsible, as they magnificently depict Indy battling antagonists seeking to possess mystical objects for world domination. But Indy is no mere action hero. He also struggles with unrequited love that lingers for (...) decades, an estrangement from his over-bearing father that lasts just as long, and a life-long obsession with regaining an important object unfairly taken from him. As we know, Indy doesn't always choose wisely, and if the Young Indiana Jones Chronicles are to be trusted, he made many missteps in his youth on the way to becoming the hero we know and love. Indy loses a fight as often as he wins, and when he wins, he doesn't always fight fairly. In fact, he stumbles so often, one might wonder why he persists decade after decade toward his goals. He's not getting any younger. What's the point? And, as he inexplicably trudges on, he-in the four films and various graphic novels-has many alleged encounters with the supernatural. He's not a religious person (at all), so what should he make of those? Should he take the leap of faith and become a believer? While we often see him conducting his highly unconventional fieldwork, spending an unusual amount of time in caves, he cannot completely ignore his "day job" teaching undergraduates and aiding their pursuit of knowledge. But why should archaeologists strive to put artifacts in a museum, or search for "fact," but not "truth" (and who is Dr. Tyree, anyway)? The Indiana Jones character is expressive of the human condition, vividly illuminating our struggles and issues on the big screen. True, we don't have John Williams's orchestra filling us with pride when we manage to do the right thing or play the part of the hero. Still, no one would blame you if you imagined Indy's theme blaring in the background while rising to meet a challenge! (shrink)

In this article, we discuss a hypothesis to explain the preferential synthesis of the superoxide sensitive form of aconitase in mitochondria and the phenotype observed in manganese superoxide dismutase mutant mice, which show a gross over accumulation of stored fat in liver. The model proposes that intermediary metabolism is redox regulated by mitochondrial superoxide generated during mitochondrial respiration. This regulates the level of reducing equivalents (NADH) entering the electron transport chain (ETC) through the reversible inactivation of mitochondrial aconitase. This control (...) mechanism has a dual function; firstly, it regulates levels of superoxide generated by the ETC and, secondly, it fine‐tunes metabolism by channeling citrate either for the production of NADH for energy metabolism or diverting it for the synthesis of fats. In this setting, the mitochondrial redox state influences metabolic decisions via a superoxide–aconitase rheostat. BioEssays 26:894–900, 2004. © 2004 Wiley Periodicals, Inc. (shrink)

Philip James Jones, a Fellow of the British Academy, was one of the most distinguished, complex, and challenging of medieval historians. His works on the Italian city-states of the thirteenth to fifteenth centuries and on Italy's agrarian history are monuments built to last, benchmarks that defined the field for a generation. Jones was elected a Fellow of the British Academy in 1984 and was awarded the Serena Medal for Italian studies in 1988. He won a major open scholarship (...) in Modern History at Wadham College, University of Oxford. Jones took a First in Modern History in 1945 and was appointed to a research studentship at Magdalen College. He had also secured a temporary teaching post at Glasgow University. All Jones's previous works flowed into the 700 pages of his mammoth book Italian City-State: from Commune to Signoria. (shrink)

Through engaging interviews, testimonials, and anecdotes from photographers, curators, printers, and colleagues, Object Lesson: On the Influence of Richard Benson pays homage to a legendary figure whose name is synonymous with the evolving history and philosophy of photographic reproduction. From making platinum prints for Paul Strand and books with Lee Friedlander to his own experiments with inkjet and digital offset processes, and as a teacher and dean of the Yale School of Art, by the time of his death in (...) 2017, Benson had inspired over three decades of students and artisans through his mentorship and work. In words and images, Object Lesson stands as a testament to Benson's wit, wisdom, and incomparable obsession with how photographic images render and connect us to the world. (shrink)

This chapter outlines the theoretical deep structure that is common to Durkheim's social psychology and the general theory of action. It first demonstrates the limits of the intellectual-historicist approach to classic sociology (Jones, 1977). It then induces the generative theoretical paradigm of Suicide from a textual analysis. It concludes by demonstrating the formal and substantive equivalence of this paradigm to the four-function general action system of Talcott Parsons.

This paper investigates how deans and directors at the top 50 global MBA programs (as rated by the "Financial Times" in their 2006 Global MBA rankings) respond to questions about the inclusion and coverage of the topics of ethics, corporate social responsibility, and sustainability at their respective institutions. This work purposely investigates each of the three topics separately. Our findings reveal that: (1) a majority of the schools require that one or more of these topics be covered in their MBA (...) curriculum and one-third of the schools require coverage of all three topics as part of the MBA curriculum, (2) there is a trend toward the inclusion of sustainability-related courses, (3) there is a higher percentage of student interest in these topics (as measured by the presence of a Net Impact club) in the top 10 schools, and (4) several schools are teaching these topics using experiential learning and immersion techniques. We note a fivefold increase in the number of stand-alone ethics courses since a 1988 investigation on ethics, and we include other findings about institutional support of centers or special programs; as well as a discussion of integration, teaching techniques, and notable practices in relation to all three topics. (shrink)

Distributional models of semantics learn word meanings from contextual co‐occurrence patterns across a large sample of natural language. Early models, such as LSA and HAL (Landauer & Dumais, 1997; Lund & Burgess, 1996), counted co‐occurrence events; later models, such as BEAGLE (Jones & Mewhort, 2007), replaced counting co‐occurrences with vector accumulation. All of these models learned from positive information only: Words that occur together within a context become related to each other. A recent class of distributional models, referred to (...) as neural embedding models, are based on a prediction process embedded in the functioning of a neural network: Such models predict words that should surround a target word in a given context (e.g., word2vec; Mikolov, Sutskever, Chen, Corrado, & Dean, 2013). An error signal derived from the prediction is used to update each word's representation via backpropagation. However, another key difference in predictive models is their use of negative information in addition to positive information to develop a semantic representation. The models use negative examples to predict words that should not surround a word in a given context. As before, an error signal derived from the prediction prompts an update of the word's representation, a procedure referred to as negative sampling. Standard uses of word2vec recommend a greater or equal ratio of negative to positive sampling. The use of negative information in developing a representation of semantic information is often thought to be intimately associated with word2vec's prediction process. We assess the role of negative information in developing a semantic representation and show that its power does not reflect the use of a prediction mechanism. Finally, we show how negative information can be efficiently integrated into classic count‐based semantic models using parameter‐free analytical transformations. (shrink)

Big, stomping elephants. Small, colorful birds. Tall, spotted giraffes. Short, waddling penguins. Opposites are all around at the zoo! This picture book brings opposites from the zoo to young children with interactive, rhyming text and bright photographs.

Proof-theoretic reflection principles are schemas which attempt to express the soundness of arithmetical theories within their own language, e.g., ${\mathtt{{Prov}_{\mathsf {PA}} \rightarrow \varphi }}$ can be understood to assert that any statement provable in Peano arithmetic is true. It has been repeatedly suggested that justification for such principles follows directly from acceptance of an arithmetical theory $\mathsf {T}$ or indirectly in virtue of their derivability in certain truth-theoretic extensions thereof. This paper challenges this consensus by exploring relationships between reflection principles (...) and principles of mathematical and transfinite induction as well as the status of the latter with respect to various foundational characterizations of number theory. (shrink)

Depuis 2020, le monde a connu une situation sanitaire exceptionnelle à la suite de la pandémie de Covid-19, faisant face à une incertitude dans le monde médical clinique, de la recherche et dans l’ensemble des domaines connexes en santé publique. Le caractère imprévisible et l’absence de données fiables en lien avec ce virus ont fait émerger une quantité d’enjeux éthiques concrets, cela a donc révélé un domaine particulier, la bioéthique, et plus particulièrement une profession, les bioéthiciens. Les « bioéthiciens » (...) se sont fait connaître du grand public en se dressant parfois comme des garde-fous contre des dérives sanitaires, à d’autres moments comme des lanceurs d’alertes face à des injustices naissantes, ou comme critiques, polémistes et parfois même militants dans les médias ou en tant qu’acteurs de première ligne dans les systèmes politico-sanitaires. Ces divers rôles et pratiques illustrent bien la diversité et l’hétérogénéité du domaine de la bioéthique. Toutefois, l’absence de professionnalisation traditionnelle et formelle de la bioéthique complexifie la compréhension de ce champ disciplinaire. Même en Amérique du Nord, où la pratique de la bioéthique est professionnalisée, il ne s’agit toujours pas d’une profession officiellement reconnue et le terme « bioéthicien » lui-même peut être controversé. La forte présence de cette profession durant la pandémie de Covid-19 a révélé l’importance de décrire ce qu’est un bioéthicien, les fonctions qu’il occupe et en quoi consistent ses interventions. Nous apportons cette clarification nécessaire en expliquant la nature de la bioéthique contemporaine dans toute sa diversité. Comme nous l’a démontré la pandémie de Covid-19, les bioéthiciens représentant un soutien et un guide indispensable de nos jours menés par leur esprit critique et leur réflexivité permanente. (shrink)

The book includes contributions by Sarah-Jayne Blakemore, George F. R. Ellis, Christopher D. Frith, Mark Hallett, David Hodgson, Owen D. Jones, Alicia Juarrero, J. A. Scott Kelso, Christof Koch, Hans Küng, Hakwan C. Lau, Dean Mobbs,...

This celebratory Festschrift dedicated to Charles Kahn comprises some 23 articles by friends, former students and colleagues, many of whom first presented their papers at the international "Presocratics and Plato" Symposium in his honor. The conference was organized and sponsored by the HYELE Institute for Comparative Studies, Parmenides Publishing, and Starcom AG, with endorsements from the International Plato Society, and the Dean of the School of Arts and Sciences, University of Pennsylvania. While Kahn's work reaches far beyond the Presocratics (...) and Plato, it is in these subject areas that the distinction of his scholarship has come to be regarded as virtually unrivaled. The articles contributed to this volume are by some of the most renowned scholars working on these topics today, their breadth and depth bearing witness to his profound impact and influence on the discipline of Ancient Greek Philosophy._ Charles Kahn taught Classics and Philosophy at Columbia University from 1957 to 1965, and has since been teaching in the Philosophy Department of the University of Pennsylvania. He spent a year as Visiting Professor at the American School of Classical Studies in Athens, and had additional Visiting Fellowships at Balliol College, Oxford and Clare Hall, Cambridge, and a term as Visiting Professor at Harvard. He is the recipient of several prestigious research grants, from the American Council of Learned Societies, the National Endowment for the Humanities, and the Guggenheim Foundation. In 2000 he was elected Fellow of the National Academy of Arts and Sciences. He is the author of _Anaximander and the Origins of Greek Cosmology, The Verb “Be” in Ancient Greek, The Art and Thought of Heraclitus, Plato and the Socratic Dialogue, Pythagoras and the Pythagoreans, and Essays on Being_. His latest book,_Plato and the Post-Socratic Dialogue_, is forthcoming from Cambridge University Press. _ Contributors: Julia Annas Sarah Broadie Lesley Brown Tomás Calvo-Martínez Diskin Clay John M. Dillon Dorothea Frede Arnold Hermann Carl A. Huffman Enrique Hülsz Piccone D. M. Hutchinson Paul Kalligas Vassilis Karasmanis Aryeh Kosman Anthony A. Long Richard McKirahan Susan Sauvé Meyer Alexander P.D.Mourelatos Satoshi Ogihara Richard Patterson Christopher J. Rowe David Sedley Richard Sorabji. (shrink)

This chapter contains sections titled: * I Introduction * II A-Theories and B-Theories * III Competing Versions of the A-Theory * IV Presentism a Trivial Truth? * V Open Theism and the A-Theory of Time * VI The “Truthmaker” Argument * VII Conclusion * Notes.

State and civil society -- Empire without state -- Politics of life -- Saint Foucault -- Blood-dried codes -- The state of immanence -- Virtual state-making -- When society prevails -- Political and economic theology -- Foucault's apologia of neoliberalism.

The thesis that meaning is normative has come under much scrutiny of late. However, there are aspects of the view that have received comparatively little critical attention which centre on meaning’s capacity to guide and justify linguistic action. Call such a view ‘justification normativity’. I outline Zalabardo’s account of JN and his corresponding argument against reductive-naturalistic meaning-factualism and argue that the argument presents a genuine challenge to account for the guiding role of meaning in linguistic action. I then present a (...) proposal regarding how this challenge may be met. This proposal is then compared to recent work by Ginsborg, who has outlined an alternative view of the normativity of meaning that explicitly rejects the idea that meanings guide and justify linguistic use. I outline how Ginsborg utilises this notion of normativity in order to provide a positive account of what it is to mean something by an expression which is intended to serve as a r.. (shrink)

This work has been selected by scholars as being culturally important, and is part of the knowledge base of civilization as we know it. This work was reproduced from the original artifact, and remains as true to the original work as possible. Therefore, you will see the original copyright references, library stamps (as most of these works have been housed in our most important libraries around the world), and other notations in the work.This work is in the public domain in (...) the United States of America, and possibly other nations. Within the United States, you may freely copy and distribute this work, as no entity (individual or corporate) has a copyright on the body of the work.As a reproduction of a historical artifact, this work may contain missing or blurred pages, poor pictures, errant marks, etc. Scholars believe, and we concur, that this work is important enough to be preserved, reproduced, and made generally available to the public. We appreciate your support of the preservation process, and thank you for being an important part of keeping this knowledge alive and relevant. (shrink)

ObjectiveTo determine the effects of learning interventions aimed at optimizing the quality of physical education on psychomotor, cognitive, affective and social learning outcomes in children and adolescents.DesignA systematic review and meta-analysis.Data SourcesAfter searching PsycInfo, ERIC, and SportDiscus electronic databases, we identified 135 eligible studies published between January 1, 1995 to May 1, 2021.Eligibility Criteria for Selecting StudiesWe included randomized controlled trials, quasi-experimental studies, and controlled trials that assessed the effect of a PE-based intervention against one of the four identified learning (...) domains in youth at school.ResultsOne hundred and thirty five studies with over 42,500 participants and 193 calculated effect sizes were included in the study. The mean effect across all the learning and development outcomes was small to medium. When adjusted for publication bias using the Duval and Tweedie Trim and Fill Method, this mean effect size increased to d = 0.40. Effect sizes varied significantly based on learning and development outcomes. Interventions that consistently report above or below the mean d = 0.40 effect are identified based on learning outcome. The greatest effects across interventions were witnessed in psychomotor learning outcomes followed by affective, social, and cognitive learning outcomes. A minority of PE interventions captured by this systematic review and meta-analysis reported having a negative effect on student learning and development.ConclusionThe interventions with the greatest effects on student learning and development were dependant on the learning domains. Some PE interventions with a pedagogical focus such as games-based approaches, TARGET/Mastery Teaching, and Sport Education were found to be strong investments across multiple domains. The evidence is limited however by consistency in intervention dosage, study design, and data collection instruments. The study received no internal or external funding and was not prospectively registered. (shrink)