Scarlet book of free masonry : containing a thrilling and authentic account of the imprisonment, torture, and martyrdom of freemasons and Knights templars, for the past six hundred years : also an authentic account of the education, remarkable career, and tragic death of the renowned philosopher Pythagoras ... /

Mode of access: Internet.

Simonides et Pythagoras, artis mnemonicae inventores. Dissertatio historica.

Mode of access: Internet.

Griechenlands erste Philosophen; oder, Leben und Systeme des Orpheus, Pherecydes, Thales und Pythagoras,

Mode of access: Internet.

De palingenesia veterum seu metempsychosi sic dicta pythagorica. libri III. quibus num Pythagoras animarum humanarum de corpore uno in aliud corpus crassum vel hominis vel bruti etc. transmigrationem adseruisse: atque hinc & carnibus, & fabis abstinuisse censeatur recte disquiritur ... / Guilielmi Irhovii.

P. 218-219 misnumbered as p. 118-119.

Exploring the boundary between the siphon and barometer in a hypobaric chamber

Siphons have been used since ancient times, but exactly how they work is still a matter of debate. In order to elucidate the modus operandi of a siphon, a 1.5 m high siphon was set up in a hypobaric chamber to explore siphon behaviour in a low-pressure environment. When the pressure in the chamber was reduced to about 0.18 atmospheres, a curious waterfall-like feature appeared downstream from the apex of the siphon. A hypothesis is presented to explain the waterfall phenomenon. When the pressure was reduced further the siphon broke into two columns - in effect becoming two back-to-back barometers. This experiment demonstrates the role of atmospheric pressure in explaining the hydrostatic characteristics of a siphon and the role of molecular cohesion in explaining the hydrodynamic aspects.

Eram realmente pitagórico(a)s os homens e mulheres catalogado(a)s por Jâmblico em sua obra Vida de Pitágoras?

Pythagoras was one of the most important pre-Socratic thinkers, and the movement he founded, Pythagoreanism, influenced a whole thought later in religion and science. Iamblichus, an important Neoplatonic and Neopythagorean philosopher of the third century AD, produced one of the most important biographies of Pythagoras in his work Life of Pythagoras. In it he portrays the life of Pythagoras and provides information on Pythagoreanism, such as the Pythagorean religious community which resembled the cult of mysteries; the Pythagorean involvement in political affairs and in the government in southern Italy, the use of music by the Pythagoreans (means of purification of healing, use of theoretical study), the Pythagorean ethic (Pythagorean friendship and loyalty, temperance, self-control, inner balance); justice; and the attack on the Pythagoreans. Also in this biography, Iamblichus, almost seven hundred years after the termination of the Pythagorean School, established a catalog list with the names of two hundred and eighteen men and sixteen women, supposedly Pythagoreans of different nationalities. Based on this biography, a question was raised: to what extent and in what ways, can the Pythagoreans quoted by Iamblichus really be classified as Pythagoreans? We will take as guiding elements to search for answers to our central problem the following general objectives: to identify, whenever possible, which of the men and women listed in the Iamblichus catalog may be deemed Pythagorean and specific; (a) to describe the mystery religions; (b) to reflect on the similarities between the cult of mysteries and the Pythagorean School; (c) to develop criteria to define what is being a Pythagorean; (d) to define a Pythagorean; (e) to identify, if possible, through names, places of birth, life, thoughts, work, lifestyle, generation, etc.., each of the men and women listed by Iamblichus; (f) to highlight who, in the catalog, could really be considered Pythagorean, or adjusting to one or more criteria established in c, or also to the provisions of item d. To realize these goals, we conducted a literature review based on ancient sources that discuss the Pythagoreanism, especially Iamblichus (1986), Plato (2000), Aristotle (2009), as well as modern scholars of the Pythagorean movement, Cameron (1938), Burnet (1955), Burkert (1972), Barnes (1997), Gorman (n.d.), Guthrie (1988), Khan (1999), Mattéi (2000), Kirk, Raven and Shofield (2005), Fossa and Gorman (n.d.) (2010). The results of our survey show that, despite little or no availability of information on the names of alleged Pythagoreans listed by Iamblichus, if we apply the criteria and the definition set by us of what comes to be a Pythagorean to some names for which we have evidence, it is possible to assume that Iamblichus produced a list which included some Pythagoreans

Assessment of divine proportion in the cranial structure of individuals with Angle Class II malocclusion on lateral cephalograms

INTRODUCTION: The study of the Divine Proportion (Φ = 1.618) began with the Greeks, having as main researchers the mathematician Pythagoras and the sculptor Phidias. In Dentistry, Ricketts (1981-82) was an early to study this issue. OBJECTIVE: This study proposed to evaluate how some cephalometric measures are presented in relation to the Divine Proportion, with the total of 52 proportions, formed by 28 cephalometric landmarks. METHODS: Lateral cephalograms of 40 Class II adults patients aging from 17 to 45 years (13 male and 27 female) were evaluated. The linear distances between the landmarks were measured using Radiocef Studio software. RESULTS: After statistical analysis, the data shown an average of 65,48% in the Divine Proportion, 17,5% in the relation Ans-Op/V1S-DM16 and 97,5% in the relations Na-Me/Na-PoNa e Na-PoNa/Na-Gn. CONCLUSION: Among all cephalometric measurements investigated, the lower facial third and the dental arches showed the smallest percentages of Divine Proportion.

Students' foregrounds: Hope, despair, uncertainty

A foreground is formed through the possibilities, tendencies, propensities, obstructions, barriers, hindrances, et cetera, which his or her context provides for a person. Simultaneously, a foreground is formed through the person's interpretations of these possibilities, tendencies, propensities, obstructions, barriers, hindrances. A foreground is a fragmented, partial, and inconsistent constellation of bits and pieces of aspirations, hopes, and frustrations. It might be both promising and frightening; it is always being rebuilt and restructured. Foregrounds are multiple as one person might see very different possibilities; at the same time they are collective and established through processes of communication. In this article educational meaning is discussed in terms of relationships between the students' foregrounds and activities in the classroom. I illustrate how students' dreams might be kept in cages, and how this has implications for how they engage or do not engage in learning processes. I investigate how a foreground might be ruined, and in what sense a ruined foreground might turn into a learning obstacle. Finally, I discuss processes of inclusion and exclusion with reference to the notion of foreground. © 2012. The Authors.