AT the conclusion of his recently published paper on Corinna1 Professor Page leaves open the question whether the poetess was a contemporary of Pindar or of Moschus-whether she belongs to the middle of the fifth century or the end of the third. He gives excellent reasons for believing that these two dates exhaust the possibilities: they are far more probable than a date either outside or between them; but there seems to be no sure criterion by which we can decide (...) between the two, and Professor Page has to end his researches with a suspension of judgement. (shrink)

Many years ago Wilamowitz desiderated a systematic collection of the texts which relate to the different types of poetry composed by the great lyric poets of Greece. He hoped that if we could only crystallize our admittedly scanty information about the characteristics of, say, the Paean or the Dirge, we might be able to reach a slightly better understanding than we have now of the formal structure and artistic design of the poems and fragments which have come down to us (...) under these titles. Indeed, this kind of knowledge is very important. (shrink)

One of the ways in which a poet may show his quality is by discrimination and originality in his choice of adjectives. Poetry likes to adorn the bare noun; a noun such as ‘the sky’ calls out for an attribute. But in practice the poet has to take care to avoid the cliche. He can seldom write ‘the blue sky’; even ‘the azure sky’ has become trite. He has to search for the epithet which will be both apt and original.

This book is a collection of secondary essays on America's most important philosophic thinkers—statesmen, judges, writers, educators, and activists—from the colonial period to the present. Each essay is a comprehensive introduction to the thought of a noted American on the fundamental meaning of the American regime.

The two books discussed here make important contributions to our understanding of the role of spacetime concepts in physical theories and how that understanding has changed during the evolution of physics. Both emphasize what can be called a ‘dynamical’ account, according to which geometric structures should be understood in terms of their roles in the laws governing matter and force. I explore how the books contribute to such a project; while generally sympathetic, I offer criticisms of some historical claims concerning (...) Newton, and argue that the dynamical account does not undercut ontological issues as the books claim. *Received January 2009; revised March 2009. †To contact the author, please write to: Department of Philosophy, 1423 University Hall MC 267, University of Illinois at Chicago, 601 S. Morgan Street, Chicago, IL 60607; e‐mail: [email protected] (shrink)

A fascinating account of exemplarity in the context of deconstruction.

We introduce a reducibility preordering between classes of countable structures, each class containing only structures of a given similarity type (which is allowed to vary from class to class). Though we sometimes work in a slightly larger context, we are principally concerned with the case where each class is an invariant Borel class (i.e. the class of all models, with underlying set $= \omega$, of an $L_{\omega_1\omega}$ sentence; from this point of view, the reducibility can be thought of as a (...) (rather weak) sort of $L_{\omega_1\omega}$-interpretability notion). We prove a number of general results about this notion, but our main thrust is to situate various mathematically natural classes with respect to the preordering, most notably classes of algebraic structures such as groups and fields. (shrink)

Remaining important tasks in finding and developing new drugs and vaccines for HIV/AIDS, malaria, cancer and other diseases require continued industry research and development. Industry’s research and development pipeline has produced drugs that have saved AIDS victims previously facing certain death, but still no cure nor vaccine is yet available. Experience with the process of research and development indicates that it requires more than a decade of development to produce a new drug with costs in the hundreds of millions of (...) dollars. Intellectual property protection is critically important in assuring that drug development continues. Partnerships between industry and the public sector have increased access to new therapies in developing countries and promise to enhance access to both patented and generic medicines in the future. (shrink)

The Complete Theory of Everything (CTE) is based on certain axioms of indiscernibility. Such axioms of indiscernibility have been given a philosophical justification by Kit Fine. I want to report on an attempt to give strong indiscernibility axioms which might also be subject to such philosophical analysis, and which prove the consistency of set theory; i.e., ZFC or more. In this way, we might obtain a (new kind of) philosophical consistency proof for mathematics.

We say that E is R-sparse if f(Ek) has no interior, for each k 2 N and f : Rk ! R de nable in R. (Throughout, \de nable" means \de nable without parameters".) In this note, we consider the extent to which basic metric and topological properties of subsets of R de nable in (R;E)# are determined by the corresponding properties of subsets of R de nable in (R;E), when R is an o-minimal expansion of (R;<;+;0;1) and E is (...) R-sparse. The precise statement of the main result is a bit complicated, but we can state some special cases now. (shrink)

For forty years, Harvey Mansfield has been worth reading. Whether plumbing the depths of MachiavelliOs Discourses or explaining what was at stake in Bill ClintonOs impeachment, MansfieldOs work in political philosophy and political science has set the standard. In Educating the Prince, twenty-one of his students, themselves distinguished scholars, try to live up to that standard. Their essays offer penetrating analyses of Machiavellianism, liberalism, and America., all of them informed by MansfieldOs own work. The volume also includes a bibliography (...) of MansfieldOs writings. (shrink)

This paper presents a case study carried out at Sofia University in Bulgaria, describing the relationship between two developments, firstly an expanding involvement with online learning and e-assessment, and secondly the development of institutional approaches to academic integrity. The two developments interact, the widening use of e-learning and e-assessment raising new issues for academic integrity, and the technology providing new tools to support academic integrity, with the involvement in technological developments acting as a catalyst for changes in approaches to academic (...) integrity. The aim of this study is to describe in what ways the integration of technologies for student authentication and authorship checking in this university has begun to influence teachers’ approach to academic integrity, and has also helped to identify specific issues that need to be resolved for the future of academic integrity in the university. Data collected during the implementation of pilots for the project TeSLA - An adaptive trust-based e-assessment system - enabled an examination of the perspectives of administrators, teachers and students on approaches to cheating and plagiarism, and on possible future directions. The data suggests that the piloting of the TeSLA system has triggered a deepening consideration of approaches to academic integrity, and has also helped to identify important issues for future developments. (shrink)

This article applies formal modeling to study a terrorist group''s choice of whether to attack or not, and, in the case of an attack, which of two potential targets to strike. Each potential target individually takes protective measures that influence the terrorists'' perceived success and failure, and, hence, the likelihood of attack. For domestic terrorism, a tendency for potential targets to overdeter is indicated. For transnational terrorism, cases of overdeterrence and underdeterrence are identified. We demonstrate that increased information about terrorists'' (...) preferences, acquired by the targets, may exacerbate inefficiency when deterrence efforts are not coordinated. In some cases, perfect information may eliminate the existence of a noncooperative solution. (shrink)

O presente texto, apresentado originalmente numa mesa inter-religiosa, procura, sob forma de teses, contribuir para com uma postura religiosa sincera, autocrítica e crítico-construtiva em relação à sociedade e seus agentes, na busca do bem comum. Longe de serem as únicas atrizes, e ainda que pressupondo um estado laico, as religiões não deixam de ser uma força importante para a legitimação e o exercício de uma cultura da paz. Nessa caminhada, não se deve desconsiderar o aspecto da exclusividade salvífica que, de (...) uma forma ou outra, está presente em todas as religiões. Estar convicto da validade e universalidade da própria fé não precisa, contudo, significar que se exclui a possibilidade de outros caminhos também serem verdadeiros. Importa ter abertura ao diálogo e à aprendizagem mútua, bem como colocar o bem comum antes dos interesses próprios. A Igreja Evangélica de confissão Luterana no Brasil (IECLB), que representei na referida mesa, vem se preocupando há muito tempo com a paz acompanhada de justiça social. Assim, o texto é dedicado ao Pastor Richard Harvey Wangen, incansável advogado da paz através da prática da não-violência, e encerra-se com uma oração de intercessão da referida Igreja, convidando suas comunidades a unir-se na promoção de uma cultura de paz e de não-violência. Palavras-chave: Paz; Cristianismo; Tradição evangélicoluterana; Diálogo inter-religioso. ABSTRACT This article, originally presented at an inter-religious panel, seeks to contribute to a sincere, self-critical and critically constructive attitude in relation to society and its actors, in order to foster bonum commune. Far from being the only actors, and presupposing a lay State, religions still remain an important force for the legitimacy and exercise of a culture of peace. On the road, the aspect of exclusiveness of salvation must not be overlooked, as it is present in some way or another in all religions. To be convinced of the validity and universality of one’s own faith, however, does not imply the negation of truth in other religions. It is important to be open to dialogue and mutual learning, as well as to seek bonum commune before one’s own interests. The Igreja Evangélica de Confissão Luterana no Brasil – IECLB (Evangelical Church of Lutheran Confession in Brazil), which the author represented at the panel, has been dealing with issues of peace with social justice for quite a long time. Thus, this text is dedicated to the memory of the Rev. Richard Harvey Wangen, an untiring defender of peace through the practice of non-violence, and ends with an intercessory prayer of that Church, inviting its congregations to unite in the promotion of a culture of peace and non-violence. Key words: Peace; Christianity; Lutheran tradition; Inter-religious dialogue. (shrink)

Remaining important tasks in finding and developing new drugs and vaccines for HIV/AIDS, malaria, cancer and other diseases require continued industry research and development. Industry’s research and development pipeline has produced drugs that have saved AIDS victims previously facing certain death, but still no cure nor vaccine is yet available. Experience with the process of research and development indicates that it requires more than a decade of development to produce a new drug with costs in the hundreds of millions of (...) dollars. Intellectual property protection is critically important in assuring that drug development continues. Partnerships between industry and the public sector have increased access to new therapies in developing countries and promise to enhance access to both patented and generic medicines in the future. (shrink)

Student authentication and authorship checking systems are intended to help teachers address cheating and plagiarism. This study set out to investigate higher education teachers’ perceptions of the prevalence and types of cheating in their courses with a focus on the possible changes that might come about as a result of an increased use of e-assessment, ways of addressing cheating, and how the use of student authentication and authorship checking systems might impact on assessment practice. This study was carried out within (...) the context of the project TeSLA which is developing a system intended for integration within an institution’s Virtual Learning Environment offering a variety of instruments to assure student authentication and authorship checking. Data was collected at two universities that were trialling the TeSLA system, one in Turkey, where the main modes of teaching are face-to-face teaching and distance education, and one in Bulgaria, where the main modes of teaching are face-to-face teaching and blended learning. The study used questionnaires and interviews, building on existing TeSLA project evaluation activities and extending these to explore the specific areas we wished to examine in more depth.In three of the four contexts cheating was seen by teachers as a serious and growing problem, the exception was the distance education context where the teachers believed that the existing procedures were effective in controlling cheating. Most teachers in all four contexts expected cheating to become a greater problem with increased use of e-assessment. Student authentication was not seen as a major problem in any of the contexts, as this was felt to be well controlled through face-to-face proctored assessments, though the problem of assuring effective authentication was seen by many teachers as a barrier to increased use of e-assessment. Authorship checking was seen as a major issue in all contexts, as copying and pasting from the web, ghost writing and plagiarism were all reported as widely prevalent, and authorship checking was seen as becoming even more important with increased use of e-assessment. Teachers identified a third category of cheating behaviours, which was the accessing of information from other students, from written materials, and from the internet during assessments.Teachers identified a number of approaches to addressing the problem of cheating: education, technology, assessment design, sanctions, policy, and surveillance. Whilst technology was not seen as the most important approach to prevention, student authentication and authorship checking systems were seen as relevant in terms of reducing reliance on face-to-face proctored examinations, and in improving the quality of assessment through supporting the employment of a wider range of assessment methods. The development of authorship checking based on computational linguistic approaches was an area of particular interest. Student authentication and authorship checking systems were not seen as being able to address the third category of cheating behaviours that the study identified. (shrink)

This collection brings together fourteen contributions by authors from around the globe. Each of the contributions engages with questions about how local and global bioethical issues are made to be comparable, in the hope of redressing basic needs and demands for justice. These works demonstrate the significant conceptual contributions that can be made through feminists' attention to debates in a range of interrelated fields, especially as they formulate appropriate responses to developments in medical technology, global economics, population shifts, and poverty.

Virtue epistemology is among the dominant influences in mainstream epistemology today. An important commitment of one strand of virtue epistemology – responsibilist virtue epistemology (e.g., Montmarquet 1993; Zagzebski 1996; Battaly 2006; Baehr 2011) – is that it must provide regulative normative guidance for good thinking. Recently, a number of virtue epistemologists (most notably Baehr, 2013) have held that virtue epistemology not only can provide regulative normative guidance, but moreover that we should reconceive the primary epistemic aim of all education as (...) the inculcation of the intellectual virtues. Baehr’s picture contrasts with another well-known position – that the primary aim of education is the promotion of critical thinking (Scheffler 1989; Siegel 1988; 1997; 2017). In this paper – that we hold makes a contribution to both philosophy of education and epistemology and, a fortiori, epistemology of education – we challenge this picture. We outline three criteria that any putative aim of education must meet and hold that it is the aim of critical thinking, rather than the aim of instilling intellectual virtue, that best meets these criteria. On this basis, we propose a new challenge for intellectual virtue epistemology, next to the well-known empirically-driven ‘situationist challenge’. What we call the ‘pedagogical challenge’ maintains that the intellectual virtues approach does not have available a suitably effective pedagogy to qualify the acquisition of intellectual virtue as the primary aim of education. This is because the pedagogic model of the intellectual virtues approach (borrowed largely from exemplarist thinking) is not properly action-guiding. Instead, we hold that, without much further development in virtue-based theory, logic and critical thinking must still play the primary role in the epistemology of education. (shrink)

Robert Aumann presents his Agreement Theorem as the key conditional: “if two people have the same priors and their posteriors for an event A are common knowledge, then these posteriors are equal” (Aumann, 1976, p. 1236). This paper focuses on four assumptions which are used in Aumann’s proof but are not explicit in the key conditional: (1) that agents commonly know, of some prior μ, that it is the common prior; (2) that agents commonly know that each of them updates (...) on the prior by conditionalization; (3) that agents commonly know that if an agent knows a proposition, she knows that she knows that proposition (the “K K” principle); (4) that agents commonly know that they each update only on true propositions. It is shown that natural weakenings of any one of these strong assumptions can lead to countermodels to Aumann’s key conditional. Examples are given in which agents who have a common prior and commonly know what probability they each assign to a proposition nevertheless assign that proposition unequal probabilities. To alter Aumann’s famous slogan: people can “agree to disagree”, even if they share a common prior. The epistemological significance of these examples is presented in terms of their role in a defense of the Uniqueness Thesis: If an agent whose total evidence is E is fully rational in taking doxastic attitude D to P, then necessarily, any subject with total evidence E who takes a different attitude to P is less than fully rational. (shrink)