Untying Knots: A New Interpretation of Irenaeus, Adversus haereses 3.22.4

Adversus haereses 3.22.4 is one of the key texts for Irenaeus’ views about the virgin Mary’s role in the “economy” of salvation. Among the many interpretative riddles of this passage, this paper discusses the function of the metaphor of the knots in Irenaeus’ argument. A close analysis suggests that the lines in question are not the conclusion of the preceding section (as implied by the Latin version—and modern interpreters), but the opening of a concluding development that sums up the role of the New Adam and the New Eve. As a result, the metaphor of knots should not be understood in exclusive connection with Mary: it applies to both Christ and her— though it is particularly fitting for expressing Mary’s role as New (and Anti-) Eve.

PREPARING PBT TOEFL PREDICTION: AN EXPERIENCE OF ONLINE TEACHING TOEFL PREPARATION

This study is aimed at exploring procedure, and teaching resources prepared by teachers on preparing the PBT TOEFL prediction at STIKES Banisaleh. There are 50 students joining the TOFL preparation course seated in different classes. This study has two research questions; a) How the teaching team use the certain procedure to prepare PBT TOEFL test in online way, b) What varied online teaching resources are applied by team teaching. Descriptive qualitative method is used to analyze the certain procedure and the varied resources used by the teaching team. Questionnaire distributed after the diagnostic test to investigate and prove the student’s preferences of study matched with the teacher’s procedures. Then researcher with the teaching team applied certain procedure. It is preceding Section Two of TOEFL PBT - Structure and Written Expression, then section three – Reading Comprehension, the last Listening Comprehension. And varied online teaching resources also made to accomplish the teaching procedure. It shows that the average score of the PBT TOEFL prediction at STIKES Banisaleh is 400. It means that Preparing PBT TOEFL by preceding Section Two and using varied online teaching resources is effective

Banks and Banking

This chapter studies Article XIV of the Oklahoma constitution, which concerns banks and banking. Section 1 expresses the state’s public policy of protecting people who deposit money in state banks. It provides for the creation of a banking department to be under the control of a bank commissioner with rights, duties, powers, and privileges defined by statute. Section 2 states that “the Legislature shall have authority to classify loans and lenders, license and regulate lenders, define interest and fix maximum rates of interest.” Meanwhile, Section 3 provides that “the taking, receiving, reserving, or charging a rate of interest greater than is allowed by the preceding section, when knowingly done, shall be deemed a forfeiture of the entire interest which the note, bill, or other evidence of debt carries with it, or which has been agreed to be paid thereon.” The common law remedy to recover for an excessive, illegal interest rate was “assumpsit” or an action for money had and received.

The Final Attack on Hedonism

Chapter 12 examines the conclusion of the exploration of pleasure (53c4–55c3), which consists of two new arguments that give lethal blows to the claims of the hedonists and thus bring the critique of pleasure to an end. The only pleasures that are left untouched here are the pure pleasures of the immediately preceding section (50e3–53c3). The first and longer of the arguments (53c4–55a11) is conspicuously technical and merits, on Plato’s literary indication, the reader’s careful attention; the second (55a12–c3), less demanding in itself, has the form of a cumulative reductio that appeals to common sense. This part of the dialogue is shown to be neither ‘dialectical’ in the Aristotelian sense nor an independent appendix (as has been widely maintained) but, rather, the culmination of Socrates’ critique. In an appendix it is also shown why at 46d10 and 51d1 the universally adopted emendation of the unanimous manuscript reading κίνησις‎ into κνῆσις‎ is faulty.

Introduction: Some General Remarks on Aristotle’s Physics I

Physics I is a well-constructed logos. It aims at knowledge of the principles of physical change: it establishes that there are such principles and determines what they are and how many. Even if the results are general, its theories are fundamental for the entire Aristotelian study of the natural world. This introduction reconstructs the general structure of Physics I and its connection to Physics II. It distinguishes four stages in Physics I: an introduction, a doxographical section in which Aristotle is in dialogue with previous philosophers, a section in which he solves the main puzzles about change, and an endoxical confirmation of the theory established in the preceding section. Other points discussed are: to what kind of public Physics I is addressed, the difference between Aristotle’s theory and ancient cosmologies, the examples he uses, how to identify a single event, and his conception of essences.

Research on Technology-Supported Teaching and Learning for Autism

The purpose of this chapter is to highlight research on technology-supported teaching and learning for people with autism. The chapter's general perspective is introduced, and objectives stated. The background section provides broad definitions and discussion of the topic, incorporating others' views to support, refute, or demonstrate the author's position. The subsequent section presents the author's perspective on the issues, controversies, problems, as these relate to the theme, and arguments supporting the author's position. It compares and contrasts these with what have been or is currently being done relating to the topic and book theme. The following section discusses solutions and recommendations in dealing with the issues, controversies, or problems presented in the preceding section. Next, it discusses future and emerging trends, providing insight about the future of the book theme from the perspective of the chapter focus. A discussion of the overall coverage of the chapter and concluding remarks are provided.

Do animals have a right to life?

My argument in this section turns on considerations about the<br />natural “right to life” that we humans are sometimes said uniquely to posses,<br />and to possess to an equal degree. What I will try to show is that arguments<br />that might be used in defense of the claim that all human beings have this<br />natural right, to an equal extent, would also show that animals are possessors<br />of it, whereas arguments that might be used to show that animals do not have<br />this right would also show that not all human beings do either. Just as in the<br />preceding section, however, so here too, a disclaimer to completeness is in order.<br />I have not been able to consider all the arguments that might be advanced in<br />this context, all that I have been able to do is consider what I think are the most<br />important ones.

CICERO, PRO MURENA 47 AND 85

Cicero is narrating various proposals advanced by Servius Sulpicius Rufus in an attempt to save his failing consular campaign of 63. In addition to the lex Tullia de ambitu discussed in the preceding section, he mentions this proposal that was blocked in the senate. The text printed is that of Clark, who compares [Sall.] 2.8.1, citing a law promulgated by C. Gracchus in his tribunate: ut ex confusis quinque classibus sorte centuriae vocarentur. On this basis Clark suspected that the transmitted praerogationum conceals a reference to the praerogativa (centuria), the first to vote in the comitia centuriata, traditionally chosen by lot from the centuries of the first class and the twelve classes of equites, and thus highly influential. Certainly this is more plausible than Mommsen's perrogationem (‘the successive asking for opinions’: OLD s.v. perrogatio), which is not attested in any classical author.

ON WORLDVIEWS

This is a study in the philosophy of worldview. It consists of two parts. The first part, which is presented here, is concerned primarily with key elements in the general structure of a worldview. It lays the groundwork for more concrete and differentiated investigations that will be pursued as a sequel to this article. The genius of the worldview notion is that it signifies both an inner conviction and an outlook on the world. Thus it combines the personal and the universal. Moreover, it does so in the context of conflicting convictions and outlooks. Accordingly, the plural worldviews is more adequate than the singular since each reflects the presence of the others. As I try to show, this inherent pluralism is what is missing both in traditional settings as well as under totalitarian regimes. The main body of this article consists of an analysis of four basic functions: ‘orientation’, ‘assent’ (i.e. a channeling of convictions), ‘integration’, and ‘public recognition’ (i.e. attaining recognition for a cause). A preceding section is dedicated to a delineation of worldview with respect to ‘world picture’. Special attention is paid in this connection to ‘embedded´ worldviews: hybrid forms characteristic for our present ‘post-worldview era’.