G. Ph. Telemann’s Concertos for Four Violins withoutbassocontinuoin the aspect of onomatopoeic and figurative rhetoric

Statement of the problem. In musicology there has long been a tacit belief that Baroque music is the music of rhetoric, rhetorical figures and affects. In Baroque aesthetics, rhetoric, which is an important element of Baroque poetics, is perceived as an integral part of the content of a musical piece that together with form, harmony, counterpoint and musical expression form its integral substance. The study of Baroque music from the perspective of the rhetorical aspect gives a clearer comprehension of the work, understanding the context, and the competent interpretation of the composer’s idea. Analysis of recent research and publication. The theoretical assumptions of this article are based both on historical treatises (M. Praetorius, Ch. Bernhard, J. Mattheson) and authoritative works of researchers who studied theoretical issues of historically informed performance of the late XX – early XXI century (D. Bartel, L. Dreyfus), including relatively new works (M. Zgółka, P. Zawistowski, A. Mocek). M. Zgółka (2016) adopts a rather traditional approach to rhetoric, which operates with rhetorical figures and affects, and at the same time offers an innovative division of rhetoric into three varieties. Referring to the most important treatises L. Dreyfus (2004) makes us think about the relevance of making parallels between oratory and musical rhetoric highlighting common features and differences. A. Mocek’s (2019) view on musical rhetoric and on the studies devoted to it is quite critical. The main objective of the study is to examine G. Ph. Telemann’s Concertos for Four Violins without basso continuo from the perspective of figurative and onomatopoeic rhetoric. The scientific novelty. In this research for the first time, Telemann’s Concertos were analyzed from the perspective of onomatopoeic and figurative rhetoric. The concept of division of rhetoric into three categories (onomatopoeic, figurative, symbolically mystical) was proposed by the Polish violinist and theorist M. Zgółka (2016). The author uses the following methods in this research: historical, typological, comparative and structural-functional analysis. Results. The analysis of four concertos demonstrates that G. Ph. Telemann uses not only figurative type of rhetoric but also onomatopoeic, successfully combining these two categories. In comparison with, for example, A. Vivaldi or H. I. F. von Biber, the palette of sound imitative techniques in the concertos of G. Ph. Telemann is not so diverse and comprehensive, however, elements of onomatopoeic rhetoric can be found both in fast and slow movements: sound of organ or bells as well as sound images of nature. The composer does not refuse from the elements of figurative rhetoric. Like in his duo sonatas, these are mainly represented by figures that describe a melodic motion. Such techniques are often found in polyphonic quick movements. In the lyrical slow movements, similarly to the duo sonatas, harmony, polyphony and intervals are brought to the fore. Conclusions. G. Ph. Telemann’s cycle of Concertos for Four Violins without continuo is an interesting example of chamber music not only in terms of composition but also from the view point of the usage and combination of various types of musical rhetoric. Knowledge of the rhetorical component brings researchers and performers to a new, more comprehensive level of understanding of the composer’s music, allowing us to consider the emotional content not only of the work as a whole, but also of each single intonation.

The non-existence of institutional facts

That certain paper bills have monetary value, that Vladimir Putin is the president of Russia, and that Prince Philip is the husband of Queen Elizabeth II: such facts are commonly called ‘institutional facts’ (IFF). IFF are, by definition, facts that exist by virtue of collective recognition (where collective recognition can be direct or indirect). The standard view or tacit belief is that such facts really exist. In this paper we argue, however, that they really do not—they really are just well-established illusions. We confront realism about IFF with six criteria of existence, three established and three less so but highly intuitive. We argue that they all tell against the existence of IFF. An obvious objection to IFF non-realism is that since people’s behaviour clearly reflects the existence of IFF, denying their existence leaves an explanatory gap. We reject this argument by introducing a variant of the so-called ‘Thomas Theorem,’ which says that when people collectively recognize a fact as existing, they largely behave accordingly, regardless of whether that fact really exists or not.

Time Series Forecasting in Stock Trading Markets

Univariate Time Series Models [TSM] use only a Panel of historical data to produce forecasts. The tacit belief in using TSM is that the past information portends the future of the longitudinal data-stream. This is likely in certain cases such as strictly Ergodic Panel segments of sufficient size in the overall Panel. A question of interest is: Is the success of TSM in these contexts generalizable? The test of this question used a Litmus-Test design to examine the performance profile of TSM for a longitudinal time series the last point of which is a Turning Point [TP]. Specifically, the inference measure will use the Relative Absolute Error [RAE] of the TSM tested over three forecasting horizons. In this testing, five TSM configurations were employed; the TPs are identified using a fixed screening filter applied to randomly selected firm Panels actively traded on the S&P500 from 2005 through 2013. There is no evidence that any of the five TSM outperformed the RW model which is incidentally the TP. The impact of these results is that one cannot assume that the effectiveness of TSM generalizes to all domains—in particular—forecasting after TPs that seems to be a Domain Lacuna where the effectiveness of TSM will be compromised.

Language capacity is not enough: Be intentional about growing culture and worldview understanding

Understanding a community’s culture and worldview and having capacity in their first language are considered essential elements for engaging in contextual cross-cultural ministry. Many sending organizations provide training, time, resources and programs to help cross-cultural workers grow their language capacity. The same provisions, however, are not often made for gaining culture and worldview understanding. The reasons for this are varied, but include: a tacit belief that adequate culture and worldview understanding occurs naturally with the gaining of language capacity; a belief that workers come equipped for gaining culture and worldview understanding; a lack of suitable culture and worldview inquiry programs, as well as a lack of trained personnel to facilitate them. An Australian cross-cultural ministry sending organization is seeking to address this imbalance structurally in their organization by developing and providing cross-cultural workers with a culture and worldview inquiry program, the facilitation of each cross-cultural worker’s culture and language program, and by training cross-cultural workers in culture and worldview inquiry methods. The results of this are that individuals and teams are growing their language capacities and their understanding of their host communities’ cultures and worldviews, and are applying this knowledge to their engagement with the communities with whom they work.

Cortisol promotes endoplasmic glucose production via pyridine nucleotide redox

Both increased adrenal and peripheral cortisol production, the latter governed by 11β-hydroxysteroid dehydrogenase type 1 (11β-HSD1), contribute to the maintenance of fasting blood glucose. In the endoplasmic reticulum (ER), the pyridine nucleotide redox state (NADP/NADPH) is dictated by the concentration of glucose-6-phosphate (G6P) and the coordinated activities of two enzymes, hexose-6-phosphate dehydrogenase (H6PDH) and 11β-HSD1. However, luminal G6P may similarly serve as a substrate for hepatic glucose-6-phophatase (G6Pase). A tacit belief is that the G6P pool in the ER is equally accessible to both H6PDH and G6Pase. Based on our inhibition studies and kinetic analysis in isolated rat liver microsomes, these two aforesaid luminal enzymes do share the G6P pool in the ER, but not equally. Based on the kinetic modeling of G6P flux, the ER transporter for G6P (T1) preferentially delivers this substrate to G6Pase; hence, the luminal enzymes do not share G6P equally. Moreover, cortisol, acting through 11β-HSD1, begets a more reduced pyridine redox ratio. By altering this luminal redox ratio, G6P flux through H6PDH is restrained, allowing more G6P for the competing enzyme G6Pase. And, at low G6P concentrations in the ER lumen, which occur during fasting, this acute cortisol-induced redox adjustment promotes glucose production. This reproducible cortisol-driven mechanism has been heretofore unrecognized.

Listening to a Challenging Perspective: The Role of Interruption

Background/Context Taking up an issue explored by John Dewey, Austin Sarat, and Walter Parker, as well as many others, I continue my study of the conditions under which people choose to listen to a perspective that challenges their own beliefs. Research Question In my book, Learning to Teach Through Discussion: The Art of Turning the Soul (2009), I present a case study that shows students and teachers learning to listen. The reader sees that as they engage in what I call “interpretive discussion”—that is, discussion about the meaning of texts—they become more eager to understand their meaning and to understand the ideas of others in the group. In some instances, people work to listen to ideas that challenge their own, rather than eschewing them. The present article continues my investigation into the conditions under which people try to listen to a challenging perspective and draws implications for the challenge of so doing for teachers. Research Design The research described in Learning to Teach Through Discussion moved me to examine a fictional case and assert five hypotheses about the conditions under which listening to a challenging perspective occurs. Then, I examined a nonfictional, introspective case that focused my attention on the second of the five hypotheses. Next, with Elizabeth Meadows and others, I studied two nonintrospective, nonfictional cases. These analyses helped to clarify four conditions that obtain at the point identified by the second hypothesis. Clarification of the four conditions enabled me to identify a challenge that teachers face in trying to help students and themselves listen to challenging perspectives. Conclusions The evidence that I have collected suggests that when one listens to a challenging view, it is because one is trying to resolve a question and seeks help in doing so. Then, one allows one's listening to be interrupted; that is, one stops trying to answer the initial question and starts trying to resolve a new question. The shift occurs because one hears, in the other's words, an idea that challenges a heretofore tacit belief. The listener then starts listening to determine whether the belief should be accepted or rejected. I argue that when teachers allow their listening to be interrupted by a challenging perspective, they open themselves to recognition of heretofore tacit beliefs, to new questions, and to new ideas about the resolution of those questions.

Strategies for Research

The purpose of research is to acquire knowledge. In pure fields such as philosophy or science, the pursuit of knowledge is ideally an open-minded affair engaged in for its own sake. In other activities such as applied research or industrial development, the inquiring mind seeks out new knowledge to support specific objectives. The open-ended nature of research endeavors and their lack of obvious solutions and promising avenues usually qualify them as difficult problems. This chapter explores a number of domain-independent issues and techniques for pursuing research in various disciplines. For the sake of concreteness, much of our discussion in this chapter focuses on the academic environment of graduate research. However, most of the topics and approaches pertain as well to research in other settings, whether a government laboratory or a corporate marketing office. The newcomer to the research enterprise tends to have a simple view of what research entails. He initially believes that following a few suggestions from the advisor will lead to demonstrable results, a series of advances that can be measured by the hour or week. He has a tacit belief that progress will ensue automatically over time, much like attending a hamburger stand, raking autumn leaves, or solving homework problems. How could he believe otherwise? He has little or no prior experience with difficult problems of the magnitude that now face him. Perhaps the most important thing he will learn in the first year or so is the environment of research. Addressing difficult problems requires a new mind-set, a willingness to explore new horizons, maintain an open mind, appreciate small insights, and even enjoy the steady stream of failures as well as successes. Learning to conduct research systematically will be the most important aspect of his education in the first year. If the research effort spans a planning horizon of about two years, the indoctrination will occur in conjunction with an orientation phase during the first half-year, a period for defining the problem and gathering relevant information.

CHEMOTHERAPEUTIC ASPECTS OF STUDIES ON BACTERIAL VIRUSES

MY GREAT pleasure in addressing this body stems in no small part from the fact that this occasion is almost the first indication I have had in 10 years that others besides my immediate chiefs at the Children's Hospital know why I am in a Department of Pediatrics. As many of you are aware, I am a biochemist. It is apparently a surprise to others of my profession that infectious disease is a problem of concern to both pediatricians and biochemists. This attitude, reflecting a tacit belief that the job of a biochemist is to study some esoteric compound, its origin or its fate, rather than chemical aspects of a clearly defined biologic problem is widely prevalent and can be a serious deterrent to the solution of many important medical problems. This is true in the sense that this view affects the general problem of uniting theoretic and practical work. I recall attending the dedication of a virology laboratory last year in which the guest speaker paid tribute to the contributions of research scientists who solved problems in the process of satisfying their intellectual curiosity, as well as to contributions of the research physician who undertook to solve the more practical aspects of the control of disease. It did not seem to have occurred to the speaker that a research scientist might be interested in doing more than titillating his neurones. And of course, in many instances, the speaker was unfortunately correct, since practicality is often viewed as only the unworthy illegitimate child of science, rather than merely as its natural offspring.