Says Who? Modes of Speaking in the Euthydemus

With very few exceptions, the relatively small number of scholars who have lavished attention on Plato’s Euthydemus have found it fertile soil in two respects. For some, it is a compilation of fallacies committed by the sophistic brothers, Euthydemus and Dionysodorus, designed to serve as an introductory sourcebook of bad argument—a forerunner to Aristotle’s Sophistici Elenchi [Robinson 1942; Sprague 1962; Hawtrey 1981]. 1 For others, it contains a significant contribution to Platonic ethics by way of a compressed and vexing argument for the view that compared to other purported goods (e.g., health and wealth), wisdom is the only good ‘in itself’ (280b–282a) (e.g. Irwin [1995: 32–3, 73n, 118–20]; Russell [2005: 16–47]). 2 By contrast, in her various papers and lectures on the Euthydemus, M.M. McCabe discerns a much wider variety of topics at issue in the dialogue (e.g., self-knowledge, a rejection of consequentialism), and while focusing on specific passages, has situated her interpretations within a view of the text as a whole. 3 So, too, in the target paper for this volume, ‘First Chop Your Logos … Socrates and the Sophists on Logic, Language, and Development’, McCabe [2021a] argues that a close reading of several passages reveals the sophistic brothers’ deployment of a formidable position or view on the relation of language to the world that presents a serious challenge to Socrates’ assumptions about statements and saying, and that Plato’s response to the challenge emerges from consideration of different elements at play throughout the whole dialogue. Due to limited space, I will restrict myself in this introduction to a sketch of the structure of the Euthydemus, for those unfamiliar with it, and an outline of McCabe’s reading of the sophistic challenge and Plato’s response to it, occasionally gesturing towards key claims or objections advanced in the commentaries in this volume (though I have generally been unable to note McCabe’s [2021b] detailed responses in her reply piece, ‘Who’s Who and What’s What’)

Chemical dynamics

CHEMICAL EDUCATION is changing rapidly, not only because of the explosive growth of knowledge but also because the new knowledge has stimulated reformulation of working principles in the science. Undergraduate curricula and individual courses are in constant flux. Nowhere is the change and challenge greater than in freshman chemistry. Teachers of freshmen must meet the intellectual needs of students who have had more sophisticated and stimulating high school courses than those given a decade ago. At the same time, the freshman teacher must be aware of the constant modification of the more advanced courses in chemistry and other fields that his students will study later. Continuous reformulation of courses sometimes results in the inclusion of valuable new material at the expense of other equally valuable material. We believe that this has happened in some of the sophisticated courses in freshman chemistry. Structural chemistry often receives far greater emphasis than chemical dynamics. In 1965, the Westheimer Report (Chemistry: Opportunities and Needs, National Academy of Sciences, 1965) identified the three major fields of chemistry as structure, dynamics, and synthesis. We firmly believe that a balanced course in general chemistry should reflect the outlook of this report. The study of modern chemical synthesis is too demanding to be covered in depth in an introductory course. However, chemical dynamics -- the systematic study of reactions and reactivity -- can and should be studied at the freshman level. The study of changing chemical systems is the most fascinating part of the field for many students, and its early introduction forms a solid foundation for later study. This small volume is our attempt to answer the need. The book is intended for students who have had introductory stoichiometry, energetics, and structure at the level of a modern freshman textbook (for example, Basic Principles of Chemistry, by H. B. Gray and G. P. Haight, Jr., W. A. Benjamin, Inc., New York, 1961). Chemical Dynamics is designed to accompany approximately 20-25 lectures to be given as the concluding section of a freshman chemistry course. We have chosen topics for their fundamental importance in dynamics and then tried to develop a presentation suitable for freshman classes. Discussion of each topic is limited, because chemistry majors will inevitably return to all the subject matter in more advanced courses. We hope that the following ideas have been introduced with a firm conceptual basis and in enough detail for the student to apply them to chemical reality. 1. Thermodynamics and kinetics are two useful measures of reactivity. 2. Characteristic patterns of reactivity are systematically related to molecular geometry and electronic structure. 3. Reaction mechanisms are fascinating in their own right and indispensable for identification of significant problems in reaction rate theory. 4. The concepts underlying experiments with elementary reaction processes (molecular beams) are simple, even though the engineering of the experiments is complicated. 5. Application of theories of elementary reaction rates to most reactions (slow reactions, condensed media, etc.) provides enough challenge to satisfy the most ambitious young scientist. The book includes exercises at the end of each chapter except the last. Their purpose is didactic, inasmuch as most have been written with the aim of strengthening a particular point emphasized in the chapter, or of introducing an important topic which was not developed in the text for reasons of space and which would normally be taken up in greater detail in later courses. The material in this volume has been adapted primarily from a portion of the lectures given by H.B.G. and G.S.H. to the Chemistry 2 students at the California Institute of Technology during the academic years 1966-1967 and 1967-1968. These lectures were taped, written up by J.B.D., and distributed to the students in the form of class notes. The final manuscript was written after class-testing of the notes. Our decision to revise the Chemistry 2 notes in the form of an introductory text was made after H.B.G. and G.S.H. participated in the San Clemente Chemical Dynamics Conference, held in December 1966 under the sponsorship of the Advisory Council of College Chemistry. At San Clemente we found we were not the only group concerned over the exclusion of significant reference to chemical reactions and reactivity relationships in freshman courses. In addition to their general encouragement, which provided the necessary additional impetus, these colleagues prepared a series of papers for publication in an issue of the Journal of Chemical Education. It is a pleasure to acknowledge here the direct contribution these papers made in shaping the final form of our volume; specifically, in preparing Chapter 6, we have drawn examples from the San Clemente papers of Professors R. Marcus, A. Kuppermann and E. F. Greene, and J. Halpern. The concluding chapter of this book was developed from the lectures given by Professors E. F. Greene (dynamics in simple systems), Richard Wolfgang (atomic carbon), John D. Roberts (nuclear magnetic resonance), and F. C. Anson (electrochemical dynamics) to the students of Chemistry 2 in May 1967. These colleagues have kindly given us permission to use their material. We are grateful to Professors Ralph G. Pearson and Paul Haake, who read the entire manuscript and offered valuable criticism. It is a special pleasure to acknowledge the enormous contribution our students in Chemistry 2 made to the project. Their enthusiastic, critical attitude helped us make many improvements in the manuscript. Thanks are also due to four very special members of the staff of W. A. Benjamin, Inc., for seeing this project through with infectious vigor. Finally, and not the least, we acknowledge the role Susan Brittenham and Eileen McKoy played in preparing the final manuscript. JOSEPH B. DENCE HARRY B. GRAY GEORGE S. HAMMOND Pasadena, California January 196

A training needs analysis of health care providers within Malta’s Primary Health Department : a boon or a bane?

In 2009, the Practice Development Unit and the Specialist Training Programme in Family Medicine within Malta’s Primary Health Department carried out a training needs analysis of health care providers working in government primary health centres and clinics so as to investigate their educational requirements. Method: After a questionnaire was developed as a tool, a pilot study was conducted in a particular health centre to test its validity. The amended version of the questionnaire was then mailed individually to all health providers working at that time in the various health centres and peripheral clinics. Out of the 498 questionnaires sent, 215 were completed and returned, with a resulting response rate of 43%. One main finding was that, irrespective of one’s discipline, the programme topic and the lecturer were the important decisive factors of whether one attended a training course or not. On the other hand, specific obstacles to training emerged that are directly related to one’s profession: these included shortage of staff, lack of time and other commitments. From the information revealed by the training needs analysis, the department revamped its training strategy to consist of three-monthly Saturday seminars dealing with topics relevant to primary health care, with such activities being oversubscribed and well-received. In this manner a thriving continuing professional development programme was designed and delivered for health care professionals within Malta’s Primary Health Departmentpeer-reviewe

Generating indicative-informative summaries with SumUM

We present and evaluate SumUM, a text summarization system that takes a raw technical text as input and produces an indicative informative summary. The indicative part of the summary identifies the topics of the document, and the informative part elaborates on some of these topics according to the reader's interest. SumUM motivates the topics, describes entities, and defines concepts. It is a first step for exploring the issue of dynamic summarization. This is accomplished through a process of shallow syntactic and semantic analysis, concept identification, and text regeneration. Our method was developed through the study of a corpus of abstracts written by professional abstractors. Relying on human judgment, we have evaluated indicativeness, informativeness, and text acceptability of the automatic summaries. The results thus far indicate good performance when compared with other summarization technologies

High quality topic extraction from business news explains abnormal financial market volatility

Understanding the mutual relationships between information flows and social activity in society today is one of the cornerstones of the social sciences. In financial economics, the key issue in this regard is understanding and quantifying how news of all possible types (geopolitical, environmental, social, financial, economic, etc.) affect trading and the pricing of firms in organized stock markets. In this article, we seek to address this issue by performing an analysis of more than 24 million news records provided by Thompson Reuters and of their relationship with trading activity for 206 major stocks in the S&P US stock index. We show that the whole landscape of news that affect stock price movements can be automatically summarized via simple regularized regressions between trading activity and news information pieces decomposed, with the help of simple topic modeling techniques, into their "thematic" features. Using these methods, we are able to estimate and quantify the impacts of news on trading. We introduce network-based visualization techniques to represent the whole landscape of news information associated with a basket of stocks. The examination of the words that are representative of the topic distributions confirms that our method is able to extract the significant pieces of information influencing the stock market. Our results show that one of the most puzzling stylized fact in financial economies, namely that at certain times trading volumes appear to be "abnormally large," can be partially explained by the flow of news. In this sense, our results prove that there is no "excess trading," when restricting to times when news are genuinely novel and provide relevant financial information.Comment: The previous version of this article included an error. This is a revised versio

Building Health Equity One Institution at a Time: The Research Infrastructure in Minority Institutions Project

Developing a well-trained workforce interested in, and prepared for, conducting health equity research is an important national priority. Scientists from Minority-Serving Institutions (MSIs) bring unique perspectives and experiences with racial, ethnic and social inequities in health and health status but often lack access to training and mentoring opportunities, which is crucial for increasing the diverse pool of investigators who are adequately prepared to conduct health disparities research and to compete for National Institutes of Health research funding. The focus of the California State University, Long Beach (CSULB) Research Infrastructure in Minority Institutions (RIMI) Project was to: (a) enhance CSULB’s infrastructure and research capacity, (b) conduct applied community health research on health conditions disproportionately affecting disadvantaged populations, and (c) support faculty to embark on careers in reducing health disparities. Faculty received training, mentorship, and release time support to participate in research-related activities. Select faculty also received funding to conduct a two-year health disparities research project. Within a relatively short period of time, the RIMI Project made important strides toward strengthening the research infrastructure at CSULB by enhancing faculty capacity, improving research utilization to address health disparities, and strengthening campus and community collaborations. MSIs are encouraged to apply for opportunities to build their institution’s research capacity. The lessons learned from this project may be used as a guide for other teaching institutions that have the goal to develop minority faculty researchers

Review of: Sociology of Work - An Encyclopedia

This reference resource with versions available in a twovolume print edition as well as online, consists of 335 entries from leading scholars and subject experts. The entries cover a broad spectrum of international topics ranging from “alienation” to “working poor.” Entries in both formats include “see also” references and “further readings,” while the online version includes links to cited articles

Emotion, empathy and exit: reflections on doing ethnographic qualitative research on sensitive topics

Within ethnography, observation and participation are interwoven as sociological research practice that involves watching, listening and asking questions about people’s daily lives and experiences, and the meaning they attach to these. For ethnographic researchers a close and regular engagement with participants raises both practical and ethical challenges related to intrusion, relationship boundaries and issues of ‘attachment’ on leaving the field. Research that has the added dimension of profound sensitivity may also present the researcher with the challenge of managing the impacts on them of emotional stress caused by watching people’s discomfort and suffering. This article discusses the author’s methodological reflections on an ongoing ethnographic study of a cancer drop-in centre, focusing on the ways in which emotion and empathy shape researcher-respondent rapport. An underpinning theme of the discussion is the potential for emotion deluge and fatigue on the part of the researcher and the consequent need to establish self-care strategies