The Pelagian controversy has secured an enduring place for Pelagius in the history of western Christian thought. Few of Pelagius' writings, however, have been preserved, and until recently none was available in English translation. This volume presents Pelagius' commentary on Romans for the first time in English. The commentary, one of thirteen on the Pauline epistles, dates from the time when Pelagius was active in Rome, before he became embroiled in controversy. But already there are adumbrations of the later debate (...) and signs of different currents of thought in Italy and beyond. In his introduction Theodore de Bruyn discusses the context in which Pelagius wrote the commentary and the issues which shaped his interpretation of Romans. He also takes up questions about the edition of the commentary. The translation is annotated with references to Pelagius' contemporaries. A new recension of Pelagius' text of Romans is presented in an appendix. (shrink)

This article states that, with his narrative, the author of Daniel 6 creates the presence of Elohim outside Jerusalem and Israel, within non-Israelite environments. Applying a body-space frameset to the texts of Daniel 6 helps to read the text as a construction of concepts. With his narrative the author creates the presence of Elohim outside Jerusalem and Israel, within non-Israelite environments. Furthermore, a spatial frameset shows that the story of Daniel 6 can be read as a conclusion to a larger (...) narrative that stretches from Daniel 1–6. In this narrative the author utilises spatial concepts such as the character of Daniel; the lion’s den; Jerusalem and King Darius, to establish the omnipresence of the God of Israel. In constructing this presence of-God reality the author conveys a message of hope and trust in the authority of the God of Israel. In this regard Daniel 6 is not just a story about the character Daniel being persecuted for his faith; rather it is a story about the God of Israel establishing his presence and his ability to act through and within space and time. (shrink)

Applying cognitive linguistics to the text of Daniel 1 is a useful exegetical aid for a better understanding of the narrative. Studying the author's use of 'spatial markers' such as 'Jerusalem', 'Babylon', 'temple' and some other spatial features, makes it possible to reconstruct the narrative into a 'cognitive spatial frameset'. In this particular exegetical frameset, Daniel 1 can be described as a narrated confrontation between Yahweh and the gods of Babylon. Within this conflict between deities, Daniel, the divine agent becomes (...) a spatial embodiment of Yahweh's power and authority to act inside a hostile, non-Israelite environment and at the same time undermines the authority of the Babylonian gods. (shrink)

Animals use their chemosensory systems to detect and discriminate among chemical cues in the environment. Remarkable progress has recently been made in our knowledge of the molecular and cellular basis of chemosensory perception in insects, based largely on studies in Drosophila. This progress has been possible due to the identification of gene families for olfactory and gustatory receptors, the use of electro‐physiological recording techniques on sensory neurons, the multitude of genetic manipulations that are available in this species, and insights from (...) several insect model systems. Recent studies show that the superfamily of chemoreceptor proteins represent the essential elements in chemosensory coding, endowing chemosensory neurons with their abilities to respond to specific sets of odorants, tastants or pheromones. Investigating how insects detect chemicals in their environment can show us how receptor protein structures relate to ligand binding, how nervous systems process complex information, and how chemosensory systems and genes evolve. BioEssays 28:23–34, 2006. © 2005 Wiley Periodicals, Inc. (shrink)

[1] De Griekse oudheid.--[2] De Romeinse oudheid.--[3] De Christlijke oudheid.--[4] De Middeleeuwen.--[5] De Renaissance.

1. De Boèce à Jean Scot Erigène.--2. L'époque romane.--3. Le XIIIe siècle.

Theorists, historians, and artists address the precarious futurity of the notion of the future. Not long ago, a melancholic left and a manic neoliberalism seemed to arrive at an awkward consensus: the foreclosure of futurity. Whereas the former mourned the failure of its utopian project, the latter celebrated the triumph of a global marketplace. The radical hope of realizing a singularly different, more equitable future displaced by a belief that the future had already come to pass, limiting post-historical society to (...) an uneventful life of endless accumulation. Today, amidst an abundance of neofuturisms, posthumanisms, futurologies, speculative philosophies and accelerationist scenarios, there is as well an expanding awareness of a looming planetary catastrophe driven by the extractionist logic of capitalism. Despite this return to the future, the temporal horizon of our present moment is perhaps more aptly characterized by the “shrinking future” of just-in-time production, risk management, high-frequency trading, and the futures market. In Futurity Report, theorists, historians, and artists address the precarious futurity of the notion of the future itself. Contributors McKenzie Wark, China Miéville, Kerstin Stakemeier, Diedrich Diederichsen, Natascha Sadr Haghighian, Marina Vishmidt, Johannes Paul Raether, Felicity D. Scott, Silvia Maglioni, Graeme Thomson, Doreen Mende, Pedro Neves Marques, Achille Mbembe, Kodwo Eshun, Haytham El-Wardany, T. J. Demos, Ana Teixeira Pinto. (shrink)

The present study was designed to investigate the relationships between role strains following the transition to secondary school and academic achievement. Academic engagement was hypothesized to mediate between role strain and achievement. The sample consisted of 749 students in their first year of secondary school. Four types of role strain were investigated: parent, teacher, school and peer. Parent and teacher role strains appeared to be negatively associated with academic achievement, as mediated through academic engagement. Parent and school role strain were (...) directly and negatively associated with achievement. Results are discussed in the light of parenting practices and the developmental mismatch hypothesis. (shrink)