This article identifies an integrated teaching strategy that was originally developed for engineers, the so-called ‘micro-insertion’ approach, as a practical and effective means to teach ethics at business schools. It is argued that instructors can incorporate not only generic or thematic learning objectives for students into this method (i.e., the intended content of what is being taught: in our case, an underlying ethical base for doing business), but also do so via a strategically integrated approach regarding the appropriate mix and (...) timing of these micro-insertions. With this in mind, we propose a qualitative and example-based approach that endeavors to provide a versatile way for business teachers to incorporate ethics into their general business classes. We also present a conceptual and theoretical framework that underpins this method, and we further provide a set of specific examples and a practical table that show how business instructors might integrate ethics-oriented micro-insertions into their teaching. (shrink)

Caesar left off writing de Bello Gallico at the end of the Alesia campaign in 51 B.C., and his account of the civil war begins in January 49. There was therefore a gap ofa year and more between the narratives in the two collections of Caesar's own Commentaries. Some time soon after Caesar's death, his officer A. Hirtius decided toknit together these unlinked narratives, supplying a preface to account for hisprocedure. It is usually assumed, and it is assumed here, (...) that this Preface, whichappears at the start of B.G. 8 in the MSS, should be taken to mean that its author wasthe author too of the book immediately following, which connects de Bello Gallico with de Bello Civili by narrating, essentially, the transactions of the year 50. (shrink)

Critognatus’ speech has long been recognized as heavily by Caesar's hand, although few have questioned whether any speech was delivered by the Arvernian noble at all; and it has long puzzled readers with its contradictory manner and fierce criticism of Rome. But the etymologizing wordplay across several languages demonstrated below (along with other distinctly comical elements) renders it more than likely that both the speech and the speaker are products of the author's imagination. In its Nabokovian mode, it offers a (...) glimpse of Caesar the linguist and introduces a playfulness into the dire situation before Alesia that suggests that the ‘Barley-Muncher’ and his speech should be reconsidered in a different, more humorous light. (shrink)