Deification and Julian

1957 ◽  
Vol 47 (1-2) ◽  
pp. 115-123 ◽  
Author(s):  
Arthur Darby Nock
Keyword(s):  
The Other ◽  
Special Consideration ◽  
Other Hand ◽  
A Share

Towards the close of the Epitaphios of Libanius on Julian we read:–I have mentioned representations (of Julian); many cities have set him beside the images of the gods and honour him as they do the gods. Already a blessing has been besought of him in prayer, and it was not in vain. To such an extent has he literally ascended to the gods and received a share of their power from them themselves.The statement that Julian was made synnaos theos, or something of the sort, has many precedents. On the other hand, the assertion that he had hearkened to prayer calls for special consideration.

The Expected Yield of Ordinary Shares

1962 ◽  
Vol 16 (06) ◽  
pp. 401-426
Author(s):  
J. R. Hemsted
Keyword(s):  
Full Scale ◽  
The Other ◽  
Dividend Yield ◽  
Other Hand ◽  
The Subject ◽  
Current Price ◽  
Intense Activity ◽  
Compound Interest ◽  
A Share

The assessment of ordinary shares is at present the subject of intense activity. A full-scale professional analysis of a particular share can, however, be a most formidable document and one which does not produce the answer to the question ‘What long term return can I expect from my investment?’ On the other hand a simple statement of dividend cover and dividend yield at the current price is clearly insufficient to decide on the merits of a share.This paper describes a method of assessing ordinary shares in terms of ‘expected yield’, i.e. the compound interest return which a long-term buyer would expect to obtain from his investment, and includes a note on a simple way of adjusting a company's published rates of dividend and earnings to produce a consistent growth record suitable for use in estimating the expected yield.

Impartiality

2018 ◽  
Author(s):  
John Cottingham
Keyword(s):  
Self Esteem ◽  
The Other ◽  
Special Consideration ◽  
Respect For Persons ◽  
Other Hand ◽  
Equal Respect ◽  
The One ◽  
Equal Consideration

On the one hand, most of us feel that we are permitted, even required, to give special consideration to the interests of ourselves and our loved ones; on the other hand, we also recognize the appeal of a more detached perspective which demands equal consideration for the interests of all. Among writers in the utilitarian tradition, some insist that the strictly impartial perspective is the only one that is ethically tenable, while others argue that a measure of institutionalized partiality can be justified as a means to maximizing welfare. An alternative tradition, stemming from Kant, sees the demand for impartiality as deriving from the importance of fairness and equal respect for persons, but tends to leave open the degree of partiality permitted. Finally, the Aristotelian conception of ethics offers a justification of partiality based on the structure of those virtuous dispositions of character (such as those involved in friendship and self-esteem) which are required for developing our distinctively human potentialities.

PRODUCTION AND EDUCATION ACCORDING TO JAMES MILL: THE PRECIOUS MIDDLE POINT

2016 ◽  
Vol 38 (2) ◽  
pp. 153-173 ◽  
Author(s):  
Victor Bianchini
Keyword(s):  
The Other ◽  
Special Consideration ◽  
Middle Point ◽  
The Earth ◽  
Other Hand ◽  
Global Welfare ◽  
The One

Although James Mill considered production and education to be two objectives of global welfare, he claimed that the former was not always consistent with the latter. On the one hand, production is necessary to provide humankind with the means of subsistence; on the other hand, if individuals allocate all their time to labor to the detriment of their own education, “neither intellect, virtue nor happiness can flourish upon the earth” (Mill [1819] 1825, p. 30). Mill argued that this problem might be solved by finding what he called “the precious middle point.” This point deserves special consideration: it acknowledges that there is a way in which education and production might be distributed in society in order to promote the greatest global welfare. The aim of this paper is to explain the relation between production and education through the working of the precious middle point.

A study of cometary eruptions through OH radio-lines

1999 ◽  
Vol 173 ◽  
pp. 249-254
Author(s):  
A.M. Silva ◽  
R.D. Miró
Keyword(s):  
Short Duration ◽  
Growth Curves ◽  
The Other ◽  
Initial Mass ◽  
Radio Lines ◽  
Other Hand ◽  
Sudden Rise

AbstractWe have developed a model for theH2OandOHevolution in a comet outburst, assuming that together with the gas, a distribution of icy grains is ejected. With an initial mass of icy grains of 108kg released, theH2OandOHproductions are increased up to a factor two, and the growth curves change drastically in the first two days. The model is applied to eruptions detected in theOHradio monitorings and fits well with the slow variations in the flux. On the other hand, several events of short duration appear, consisting of a sudden rise ofOHflux, followed by a sudden decay on the second day. These apparent short bursts are frequently found as precursors of a more durable eruption. We suggest that both of them are part of a unique eruption, and that the sudden decay is due to collisions that de-excite theOHmaser, when it reaches the Cometopause region located at 1.35 × 105kmfrom the nucleus.

Closing the GAP—A 5Å Scanning Microscope

1969 ◽  
Vol 27 ◽  
pp. 6-7
Author(s):  
A. V. Crewe
Keyword(s):  
Normal Form ◽  
The Other ◽  
Resolving Power ◽  
Scanning Microscope ◽  
Conventional Microscope ◽  
Other Hand ◽  
Closing The Gap ◽  
Thermal Sources ◽  
Better Than ◽  
Transmission Microscope

We have become accustomed to differentiating between the scanning microscope and the conventional transmission microscope according to the resolving power which the two instruments offer. The conventional microscope is capable of a point resolution of a few angstroms and line resolutions of periodic objects of about 1Å. On the other hand, the scanning microscope, in its normal form, is not ordinarily capable of a point resolution better than 100Å. Upon examining reasons for the 100Å limitation, it becomes clear that this is based more on tradition than reason, and in particular, it is a condition imposed upon the microscope by adherence to thermal sources of electrons.

Life Beyond 1MeV

1980 ◽  
Vol 38 ◽  
pp. 30-33
Author(s):  
K.H. Westmacott
Keyword(s):  
Electron Microscopy ◽  
Past Experience ◽  
The Other ◽  
Good Case ◽  
Other Hand ◽  
The U.S

Life beyond 1MeV – like life after 40 – is not too different unless one takes advantage of past experience and is receptive to new opportunities. At first glance, the returns on performing electron microscopy at voltages greater than 1MeV diminish rather rapidly as the curves which describe the well-known advantages of HVEM often tend towards saturation. However, in a country with a significant HVEM capability, a good case can be made for investing in instruments with a range of maximum accelerating voltages. In this regard, the 1.5MeV KRATOS HVEM being installed in Berkeley will complement the other 650KeV, 1MeV, and 1.2MeV instruments currently operating in the U.S. One other consideration suggests that 1.5MeV is an optimum voltage machine – Its additional advantages may be purchased for not much more than a 1MeV instrument. On the other hand, the 3MeV HVEM's which seem to be operated at 2MeV maximum, are much more expensive.

Can the Academic Self-Concept be Positive and Realistic?

2005 ◽  
Vol 19 (3) ◽  
pp. 129-132 ◽  
Author(s):  
Reimer Kornmann
Keyword(s):  
Academic Performance ◽  
Opposite Effect ◽  
Self Esteem ◽  
Point Of View ◽  
The Other ◽  
Self Concept ◽  
High Ability ◽  
Self Image ◽  
Other Hand

Summary: My comment is basically restricted to the situation in which less-able students find themselves and refers only to literature in German. From this point of view I am basically able to confirm Marsh's results. It must, however, be said that with less-able pupils the opposite effect can be found: Levels of self-esteem in these pupils are raised, at least temporarily, by separate instruction, academic performance however drops; combined instruction, on the other hand, leads to improved academic performance, while levels of self-esteem drop. Apparently, the positive self-image of less-able pupils who receive separate instruction does not bring about the potential enhancement of academic performance one might expect from high-ability pupils receiving separate instruction. To resolve the dilemma, it is proposed that individual progress in learning be accentuated, and that comparisons with others be dispensed with. This fosters a self-image that can in equal measure be realistic and optimistic.

Stories and the Self

2020 ◽  
Vol 32 (2) ◽  
pp. 47-58 ◽  
Author(s):  
Stefan Krause ◽  
Markus Appel
Keyword(s):  
Meta Analysis ◽  
The Self ◽  
The Other ◽  
Lower Degree ◽  
Contrast Effects ◽  
Self Perception ◽  
Self Perceptions ◽  
Other Hand ◽  
The One ◽  
Implicit And Explicit

Abstract. Two experiments examined the influence of stories on recipients’ self-perceptions. Extending prior theory and research, our focus was on assimilation effects (i.e., changes in self-perception in line with a protagonist’s traits) as well as on contrast effects (i.e., changes in self-perception in contrast to a protagonist’s traits). In Experiment 1 ( N = 113), implicit and explicit conscientiousness were assessed after participants read a story about either a diligent or a negligent student. Moderation analyses showed that highly transported participants and participants with lower counterarguing scores assimilate the depicted traits of a story protagonist, as indicated by explicit, self-reported conscientiousness ratings. Participants, who were more critical toward a story (i.e., higher counterarguing) and with a lower degree of transportation, showed contrast effects. In Experiment 2 ( N = 103), we manipulated transportation and counterarguing, but we could not identify an effect on participants’ self-ascribed level of conscientiousness. A mini meta-analysis across both experiments revealed significant positive overall associations between transportation and counterarguing on the one hand and story-consistent self-reported conscientiousness on the other hand.

Don’t Put Me in This Group

2019 ◽  
Vol 50 (2) ◽  
pp. 80-93
Author(s):  
Jort de Vreeze ◽  
Christina Matschke
Keyword(s):  
Positive Emotions ◽  
Negative Emotions ◽  
Negative Information ◽  
The Self ◽  
The Other ◽  
Other Hand ◽  
Group Memberships

Abstract. Not all group memberships are self-chosen. The current research examines whether assignments to non-preferred groups influence our relationship with the group and our preference for information about the ingroup. It was expected and found that, when people are assigned to non-preferred groups, they perceive the group as different to the self, experience negative emotions about the assignment and in turn disidentify with the group. On the other hand, when people are assigned to preferred groups, they perceive the group as similar to the self, experience positive emotions about the assignment and in turn identify with the group. Finally, disidentification increases a preference for negative information about the ingroup.

ON THE OTHER HAND

1961 ◽  
Vol 6 (6) ◽  
pp. 222-223
Author(s):  
Edwin G. Boring
Keyword(s):  
The Other ◽  
Other Hand
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