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Notes to the Dialogus de Oratoribus Based on Gudeman s
Edition R. B. Steele Digital Instant Download
Author(s): R. B. Steele
ISBN(s): 9781463221942, 1463221940
File Details: PDF, 1.72 MB
Year: 2009
Language: english
 Notes to the Dialogus de
Oratoribus Based on Gudeman*
Edition
 A n a l e c t a Gorgiana

356

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Analecta Gorgiana is a collection of long essays and short

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 Notes to the Dialogus de
Oratoribus Based on Gudeman's
Edition

R. B. Steele

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2009
Gorgias Press LLC, 180 Centennial Ave., Piscataway, NJ, 08854, USA
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ISBN 978-1-60724-610-7 ISSN 1935-6854
Extract from The ^American Journal of Philology 17 (1896)

Printed in the LTnited States of America

 III.—NOTES TO T H E D I A L O G U S D E O R A T O R I B U S
B A S E D ON G U D E M A N ' S E D I T I O N .

The following notes present a consideration of some of the

features of the vocabulary of the Dialogus. The L e x . Tac.
furnishes the basis for complete comparisons so far as it is
finished, but it is not possible to do this at present in the case of
most authors. At whatever time the Dialogus was written, its
vocabulary was a part of the vocabulary of the day, and as such
was the result of antecedent conditions. Though the writer may
not have been consciously a debtor to any preceding writer but
Cicero, there are expressions used by him which can be found in
other works whose style widely differs from that of the Dialogus.
Without implying anything as to authorship, we shall for the sake
of convenience speak of the writer of the Dialogus and of Tacitus,
in comparing some features in the style of the Dialogus and
the historical works of Tacitus. Though the language has a
bearing on the question of authorship, we shall present parallels
between the Dialogus and other works without implying that
they are indicative of any connection between the writers. In
the same way divergences from the usage of Tacitus will be
presented simply as differences, without reference to the question
whether Tacitus did or did not write the Dialogus. The question
of the limitations of imitation or reminiscence on the one hand,
and of development and of differences on the other, will not be
discussed, but parallels will be presented as parallels and differ-
ences simply as differences. Besides the presentation of gram-
matical features, we will discuss some readings and a few other
points which come up in connection with the Dialogus.

i, 7. tam magnae = tantae. There are but few examples of

this usage outside of Seneca, who has the expression more than
two dozen times, e. g. Dial. 6, 24, 3 'in tam magna feminarum
turba'; N. Q. 3, 12, 3 'si rerum naturae tam magna portio'; E p .
2 1 , 4 'inter tam magna nomina.'
1 , 1 3 . admodum iuvenis. In addition to the passages usually
quoted of the use of these words may be given L i v y 29, 20, 2,
46 AMERICAN JO URNA L OF PHIL OLOGY.

referring to Scipio : ' quattuor et viginti ferme annos ' according to

26, 18, 7. 39, 47, 1, referring to Demetrius, who was about 25,
according to 40, 6, 4.
1, 17. quisque with plural predicate, though rare in most
classical prose-writers, is found twice in Sallust and seems a
favorite expression of Livy, especially when he uses 'pro se
quisque.' See Draeger, H. S. 1, 172.
1, 17. animi et ingenii, twice in the Dialogus and once in
Tacitus, is a common collocation in Cicero and occurs a few times
in Livy, e . g . 9, 17, 10; 22, 29, 9; 25, 37, 2; 34, 18, 3 ; 38, 50, 12;
39. 40, 4-
1, 18. isdem nunc numeris isdemque rationibus persequar,
servato ordine disputationis. This statement seems modelled not
only upon Cic. de Orat. I l l 4, 16 'nos enim qui ipsi sermoni non
interfuissemus et quibus C. Cotta tantummodo locos ( = numeros)
ac sententias ( = rationes) huius disputationis tradidisset,' but also
N. D. 3, 4, 10 'mandavi enim memoriae non numerum solum,
sed etiam ordinem argumentorum tuorum.' Cf. Pliny, Ep. 1, 1,
i 'servato temporis ordine.'
2, 6. The plural of uierque is rarely found in Quintilian and
Pliny thè Younger. T h e former has it 5, 10, 43 and 12, 1, 22;
the latter, Ep. Trai. 19, 2 and Pan. 72 utrisque ; Pan. 5 utrorum-
que. Cf. Suetonius, p. 311 R. 'uterque an utrique.'
2, 7. adsectabar. A good illustration of the use of this word
is Pliny, Ep. 2,14, 10 "narrabat ille (Quint.) 'adsectabar Domitium
Afrum.' "
2, 16. tamquam . . . habiturus. The passages cited from Taci-
tus in most instances have the perfect participle instead of the
future. This is explained by the omission of the subj. esset,
although this is not paralleled by A g r . 24, 13 'saepe ex eo audivi
. . . debellari obtinerique Hiberniam posse; idque . . . profuturum,
si . . . tolleretur.
3, 13. dimissa priore cura novae cogitationi incumbam. Cura
has the same ambiguity of meaning as the word ' w o r k ' and may
mean either the composing or the composition. The first meaning
is illustrated by Pliny, Ep. 3, 5, 14 'in itinere quasi solutus ceteris
curis huic uni vacabat.' in the Dial, the word indicates the com-
position to correspond to cogitatio, which = consilium. Instances
of this are not rare in other writers. Cic. ad Fam. 10, 3, 3
'incumbe in earn curam et cogitationem'; ad Att. 12, 35 'rogo
. . . ut hanc cogitationem toto pectore amplectare.' See also ad
 THE DIALOGUS DE ORATORIBUS. 47

Att. 4, 2, 6 ; 8, 1 5 A , 1 ; 10, 5, 1 ; 10, 16, 4 ; ad Fam. 12, 13, 1 ;

13, 4 1 , 2. L i v y 6, 35, 1 ; 40, 2 1 , 2 ; 36, 7, 1 ' interrogatus senten-
tiam in universi belli cogitationem.' Sen. Dial. 10, 9, 1 'cogita-
tiones suas in longum ordinant.' Suet. Nero 47 'cogitatione in
posterum diem dilata.' Justinus 38, 1, 2 'dum in his cogitatio-
nibus versatur.'
3, 16. modo—nunc for modo—modo occurs twice in Tacitus,
H. 2, 5 1 ; 3, 85. These indicate different phases of one action,
while the Dialogus passage, 'modo circa Medeam, ecce nunc
circa Thyestem consumas,' calls attention to two distinct actions
at different periods of time. Illustrations of each usage are not
wanting in both prose and poetry. Ovid, Met. 8, 290 'modo
proculcat . . . nunc metit'; 8, 506; 9, 766; 10, 1 2 3 ; 1 1 , 64; 1 3 ,
922; Stat. Theb. 9, 773 (modo, nunc, nunc); 12, 389; Sil. Ital. 7,
590 ; 12, 642 ; 16, 504. When the words are used to contrast the
past and the present they generally have different verbs, e. g.
Ovid, Met. 1, 299 'modo carpsere . . . nunc ponunt'; 15, 769
'modo vulneret . . . nunc confundant'; Stat. Theb. 4, 817 'modo
virens . . . nunc sordet ' ; 1 1 , 40 ' modo scandebant . . . nunc defen-
dunt'; Curt. 4, 14, 21 ; Petron. 46 'modo circumferebat . . . nunc
extendit.' In some instances no verb is expressed in either part,
e. g. Ovid, Met. 13, 483 ' o modo regia coniunx . . . nunc etiam
praedae mala sors'; Sen. Rhet. Contr. 9, 26, 10 ' m o d o . . .
patrem, nunc periclitantem ' ; Curt. 10, 7, 2 'consors modo, nunc
solus heres.' In some cases the verb is expressed in but one part,
as in the Dialogus passage, e. g. Ovid, Met. 1 1 , 243 'modo tu
volucris . . . nunc gravis arbor eras'; Ars A m . 1, 88 'modo
patronus, nunc cupit esse cliens'; Martial 6, 22, 2 'moechum
modo, nunc maritum facis.'

5, 5. Spitta D e Tac. in componendis enuntiatis ratione, p. 142,

s a y s : 'at numquam apud Taciturn et—et negationem sequitur
quod num omnino latine dicatur valde dubium est.' C. 5, 5 'quis
enim nescit neminem mihi coniunctiorem esse et usu amicitiae et
assiduitate contubernii' and 34, 1 1 'nemo . . . dicit, quominus et
iudex et adversarius' are only apparent exceptions, for while
nemo is negative in form, it is used with positive content. T h e
statement should perhaps be taken as referring only to three
co-ordinate terms. Cf. Sen. Dial. 6, 19, 4 'nec carcerem, nec
fluniina . . . nec tribunalia et reos et . . . tyrannos'; E p . 99, 9 'nil
non lubricum et fallax et . . . mobiiius'; de Benef. 2, 3 1 , 5 'non,
quicquid potuero, et faciam et reddam, et . . . sequar, et . . .
48 AMERICAN JOURNAL OF PHILOLOGY.

cupiam'; N. Q. i, 5, 6 'non et aqua rupta fistula sparsa et remo

excussa . . .'; Dial. 18, 10 'non ilia levis et fugax et subinde
fugienda'; 113, 15 'nulli non et color proprius est et figura sua
et magnitudo'; 117, 15 'quominus et sapientia bonum sit et
habere sapientiam'; Cic. ad Att. 2, 17, 1 'ne et opera et oleum';
ad Fam. 11, 28, 4 'nisi et vita et spes.' (See note ad C. 22, 20.)
5, 9. quisquis alius, alius following a relative pronoun is
found nine times in the Dialogus and thirty times in Tacitus,
once in inverse order—Ann. 14, 33 'aliudve quod.' In L i v y
alius follows in most cases. Out of thirty-nine instances noticed
in Seneca, aliud precedes in but four, e. g. de Benef. 6, 19, 1 'aliud
quoddam.' Gellius uses the words very freely, but in the forty-
five instances noticed he does not seem to have any preference as
to arrangement.
5, 10. Gloria is used throughout the Dialogus of literary fame
and also in Ann. 12, 28. There does not seem to have been any
disinclination to use the word with this meaning whenever an
occasion presented itself. Cf. Sail. Cat. 1 , 3 ; 3, 2 ; Verg. G. 4, 6 ;
Propertius 5, 10, 3 ; Martial 1, 25, 8; 5, 10, 12; 10, 64, 3 ; 10,
103, 3 ; Pliny, Ep. 1, 16, 6; 2, 3, 8; 3, 9, 8; 3, 21, 6; 5, 17, 5; 6,
8, 6; 7, 9, 10; Sil. Ital. 4, 527 ; 9, 343.
5, 13. apud nos. Vos is objected to on the ground that it
would include the author. If so in this passage, then consistently
so throughout the Dialogus where the reference is a general one,
e. g. 16, 5 et Messalla 'aperiam' inquit ' cogitationes meas, si illud
a vobis ante impetravero, ut vos quoque sermonem hunc nostrum
adiuvetis.' The inclusion of the writer at any point where vos is
used is to violate the spirit in which the author gives his ex parte
testimony as to the dialogue by representing the speakers as not
at all conscious of his presence at any point in the conversation.
6, 8. orbos et locupletes et potentes. Cf. Sen. de Benef. 4, 3,
2 ' locupletes et potentes et reges aliena ope non indigentes.'
6, 11. Draeger, H. S. II, p. 365, §431, is wrong in confining
the use of voluptas with the infinitive in prose to the Dialogus.
Cf. Sen. de Benef. 4, 13, 2 'nobis voluptas est dare beneficia vel
laboriosa'; 7, 2, 3 'ilia est voluptas et homine et viro digna non
implere corpus . . Ep. 90, 40 'inventum monstrare alteri
voluptas erat.'
6 , 1 1 . homines veteres et senes. Cf. Aelius Lampridius (Scrip.
Hist. Aug. 18) 16, 3 'illi consuetudo, ut si de iure aut de negotiis
tractaret, solos doctos et disertos adhiberet, si vero de re militari,
militares veteres et senes bene meritos et locorum peritos.'
 THE DIALOGUS DE ORATORIBUS. 49

6, 24. lenocinatur voluptati. With the meaning 'adds to' the

verb is used also G. 43. No distinction can be made between the
meaning in the Dialogus passage and Sen. Contr. I i, 18 'lenoci-
natur, inquam, gloriae meae, ut videar patrem etiam prohibitus
aluisse.'
6. 25. extemporalis. This word seems to occur but twice in
preceding writers: Sen. Rhet. Contr. V I I , Intr. 2 'e. facultas ;
Petronius 6 'ab externporali declamatione' (quoted by Mayor ad
Juv. i, 16).
6, 26. quamquam quae [alia] diu seruntur atque elaborantur
grata, gratiora tamen quae sua sponte nascuntur. The restora-
tion of quae seems correct, though the reading quaedam (Bennett)
without grata restores the contrast, and by the dropping of quae
after quamquam, leaves the letters -dam, out of which were differ-
entiated both diu and alia by different scribes.
7, 4. pro mediocritate huius quantulaecumque in dicendo
facultatis. These words of Aper seem modelled after the words
of Crassus, Cic. de Orat. i, 25, 1 1 7 'illam ipsam, quamcumque
adsequi potuerit, in dicendo mediocritatem.'
7, 10. in alz»o oritur. The M S S have alio and editors have
put forth more than a dozen conjectures in its stead. The evident
contrast is between oratorical power and the lack of it. The
following illustrations are of men ' quo sordidius et abiectius nati
sunt . . . eo clariora et ad demonstrandam oratoriae eloquentiae
utilitatem inlustriora exempla sunt.' To the long number of
conjectures we add 'in oratoria oritur,' the larger part of the
noun having fallen out before the verb of similar form. See
Quint. 2, 14.
7, 13. iuvenes vacuos et adulescentes. M S S iuvenes et adu-
lescentes, most editors vacuos et adulescentes. For a statement
similar to the common reading see Sen. Ep. 20, 2 'qui iuvenum et
otiosorum aures disputatione varia aut volubili detinent.'
8, 1 1 . sordidius et abiectius. The same collocation occurs
Tac. 13, 46, 16, but with the words in reverse order. The same
is true of tueri et defendere D. 7, 8: G. 14, 4 ; robur ac vires D.
10, 22: Hist. 1, 87; 2, 1 1 ; gloria, honor D. 12, 1 4 : G. 5, 5 ;
severitas ac disciplina D. 28, 1 1 : G. 25, 7 ; probitas et modestia
D. 29, 7 ; 40, 8: G. 36, 4 ; labor et meditatio D. 30, 9: A. 4, 61.
This difference of arrangement is not without interest, since the
reversed order of words in the Dialogus may be considered as
evidence of the direct indebtedness of the author to Cicero. C.
SO AMERICAN JOURNAL OF PHILOLOGY.

8, 18 the arrangement 'agunt feruntque' is a variation from the

usual order of the words in both Greek and Latin. "Cf. Tac.
Ann. X I V 38 'igni atque ferro' for the regular 'ferro igniqtie.'"
The reverse order of these words is found elsewhere, e. g. Veil.
2, n o 'igni ferroque'; Curt. 3, 4, 3 ; Sen. Dial. 2, 2, 2. See also
Draeger, H. S. II 65.
8, 12. quoquo = et quo. To the list of examples given by
Draeger, H. S. II 36, add Nepos Pelop. 4, 3 ; Livy 22, 42, 2;
Curt. 4, 1, 1 6 ; Sen. Ep. 17, 7 ; de Benef. 2, 13, 1.
8, 12. notabilior is used twice by Tacitus. The positive is
ireely used by Pliny the Younger, who also has the comparative,
Ep. 3, 1 1 , 2. C. 18, 7. The comparatives of both audens and
audenter are not freely used. The former occurs Tac. H. II 2;
Verg. Aen. V I 95; Sen. Ep. 82, 19 (after quoting the passage
from Vergil); Pliny, Ep. 9, 26, 9; 9, 3 3 , 4 ; Stat. Theb. 2, 1 7 5 ;
9, 208; Suet. Jul. 58; Am. Marc. 15, 5, 30. The comp. oi auden-
ter is found in five passages in Tac., Quint. 8, 3, 27 ; Suet. Cal.
8 'abusumque audentius mendacio'; Am. Marc. 27, 9, 1.
The comparative of fidelis is found C. 34, 25 and Ann. X V 67,
in a quotation. It does not seem to have been avoided by other
writers, e. g. Livy 23, 16, 1 ; 39, 26, 1 2 ; Sen. (Dial. 4, 34, 4; N.
Q. 4, 10, 1 adv.); Quint. (10, 3, 2; 6, 2 adv.); Pliny, Ep. (1, 12,
7 ; 2, 13, 6; 3, 14, 3).
8, 18. principes in Caesaris amicitia for p. amicorum Caesaris
or p. inter C. amicos. Cf. Pliny, Ep. 3,-5, 18 'in amicitia princi-
pis'; 3, 7, 3 'in Vitelli amicitia.'
9, 2. apud te. 21, 1 in quibusdam. Peterson ad Quint. 10, 2,
15 states that in is used for apud in speaking of an author's whole
works or general characteristics, not of a particular passage or a
particular composition. The broad distinction between the two
prepositions is that apud is personal and is used with the names
of authors when one has their works and not their persons in
mind. In early Latin, in was regularly used when the reference
was to the author's works. However, in late Latin in encroached
on apnid, and Servius and other writers regularly use in where
early writers would have used apud. The distinction drawn
between hi and apud does not hold at all for this period. When
in is used with the name of an author in the earlier period it does
not differ from apud with respect to general or particular refer-
ence, but the author is considered with respect to his style or
credibility. So considered, the author is depersonalized and
 THE DIALOG US DE ORATORIBUS. 51

takes the impersonal preposition in. See Schmalz, Antibarbarus,

s. v. in.
The statement 21, 1 'equidem fatebor vobis simpliciter me in
quibusdam antiquorum vix risum, in quibusdam autem vix som-
num tenere. Nec unum de populo . . .' is an evident adaptation
of a statement of Cicero, Brutus 85, 293 ' ita laudavisti quosdam
oratores, ut imperitos posses in errorem inducere. equidem in
quibusdam risum vix tenebam quum Attico Lysiae Catonem
comparabas.' Preceded and followed as quibusdam is by per-
sonal nouns, it seems that it also must be personal. This would
decide the gender of quibusdam in the Dialogus passage, even if
the following unum did not point to a preceding personal word.
The in, however, has a meaning entirely different from in used in
quotations. It is here used ' with reference to,' depending on
risum ienere, as in Cic. in Vatin. 8, 20 'in qua tua cogitatione nos
. . . vix dolorem ferebamus, illi autem . . . vix risum tenebant.'
9, 22. mansurum. The first instance of the use of this word
as an adjective seems to be Verg. Aen. 3, 86 'mansuram urbem.'
It is found a few times in Ovid, e. g. Met. 5, 227 'mansura moni-
menta,' and Seneca, e . g . Dial. 1, 6, 5 ; 3, 20, 2 'firmo mansu-
roque'; de Benef. 1, 11, 1 ; 1, 12, 1 ; N. Q. 2, 50, 2. Tacitus has
six examples, and it is the only future participle which is freely
used by him as an adjective. See Helm, Quaest. Synt., p. 19 f.
9, 26. indulgentiam principis mereri. The frequent occurrence
of indulgentia in the epistles of Pliny to Trajan (22 times), as
well as the frequent use of indulgeo, shows that the word was
common in the courtly phraseology of the day. For mereri =
consequi see Peterson ad Quint. 10, 1, 72.
9, 28. genium propitiare. For a similar expression see Petro-
nius 74 'genium meum propitium habeam.'
9, 30. Another good example of ex adding an intellectual
element to the original meaning is Fronto, p. 146 N. 'hoc indicat
loqui te quam eloqui malle.' Cf. Sen. Ep. 123, 17 'haec discenda,
immo ediscenda sunt.' Cf. Gellius 1, 15, 18.
10, 5. nedum ut. T o the examples given by Draeger, H. S.
II 693, add Sen. Dial. 2, 8, 3; 10, 7, 4.
10, 14. vester = tuus. A good example of this is Pliny, Ep.
Trai. 3, 1 'utprimum me, domine, indulgentia vestra promovit.'
tua indulgentia is used 17 times.
10, 22. robur ac vires. Livy has the same arrangement 21,
40, 8 ; 25, 21, 7 ; 42, 11, 6. In reverse order 42, 51, 4, as in Tac.
H. 1, 87 ; 2, 11.
52 AMERICAN JOURNAL OF PHILOLOGY.

10, 17. For an example of polysyndetic et more than twice

repeated see Ann. 13, 21, 16 'adoptio et proconsulare ius, et
designatio consulatus, et cetera apiscendo imperio praepararentur.'
10, 20. mox summa adeptus, for the usual reading adepturus
is accepted on the analogy of Tac. H. II 82 'plerosque senatorii
ordinis honore percoluit (sc. Vespasianus) egregios viros et mox
summa adeptos.' T h e two passages, however, are not at all
analogous. T o Vespasian they were egregii, while adeptos is a
statement from the standpoint of Tacitus looking at their subse-
quent career, and not from the standpoint of Vespasian. Adep-
turus summa is not objectionable, for the nominative of the fut.
part, with acc. occurs, e. g. Pliny, Ep. 1, 8, 3; Sen. Dial. 6, 24, 2;
de Benef. 1, 1, 2.
10, 24. vanescere for evanescere occurs frequently in Tacitus,
who uses the common form but once, H. 2, 32. Neither Pliny
the Younger nor Quintilian use either word freely. Pliny has
vanescere Ep. 1 , 8 , 15 ; 6, 16, 6; Quint, vanescere 4, 3, 8; evane-
scere 1, 7, 6; 6, 1, 28; 12, 10, 75.
10, 32. meditatus videris elegisse. Although mediiatus is not
used by Tacitus in an absolute and active sense, Ciceronian usage
clearly supports it, e. g. de Orat. 2, 80, 325 'meditati ediderunt';
de L e g g . 1 , 4 , 12 'paratus et meditatus accedo.'
12, 13. male admissum. Admissum as a noun is rare. T o the
short list in Harpers' Lex. add Ovid, Met. 1, 210 'quod tamen
admissum, quae sit vindicta, docebo'; 11, 380 'memor admissi';
Macrobius, Sat. 1, 11, 3 'plenum crudelitatis admissum.'
12, 14. Ulli as a substantive is rare in prose. Tac. uses it
Ann. 11, 27 'ullis mortalium.' In the following it is used only
with a negative, as in the Dialogus: Sen. Dial. 7, 27, 2 'nec ulli
magis intellegunt'; de Benef. 3, 28, 6 ; Pliny, Ep. 2, 14, 8 'nec ulli
magis laudant'; 7, 20, 1 ; Suet. Jul. 75 'nec ulli . . . reperientur.'
With non: Sen. Rhet. Contr. 1, 2, 11 'non ullas . . . admittit.'
12, 18. introspicere altius. Alte with the same meaning
occurs again C. 19, 12 'alte repetita series,' and in three passages
in Tacitus, Ann. 3, 65. 72. H. 4, 12 'a. expediam,' which is from
Vergil, G. 4, 285. Alte seems to have been closely associated
with repeto, see e. g. Cic. ad Fani. 1, 9, 4; Orat. 3 , 1 1 ; Justinus
18, 3, 1 ; 42, 2, 7 ; Sen. Rhet. Contr. 2, 11, 6; 2, 13, 14; Sen. Nat.
Quaest. 2, 2, 2; 3, 12, 1 ; Quint. 5, 7, 27; 6, 2, 2 ; 6, 5, 3; n , 1,
62; Pliny, Ep. 2, 3, 3; 2, 6, 1 ; 4, 11, 15; 4, 13, 10; 7, 4, 2; Suet.
Nero 2.
 THE DIALOGUS DE ORATORIBUS. 53

12, 19 fabulosa nimis et composita. 37, 35 intulerit ictus et

exceperit. These passages illustrate the Dialogus usage in placing
between two words another word which stands in the same relation
to both. This inclusion of a term can be well illustrated from
Pliny, Ep. 5, 6: 8 'frequens ibi et varia venatio'; 12 'hieme dum-
taxat et vere'; 16 'demissus inde pronusque pulvinus'; 7 'pro-
cera nemora et antiqua'; 45 'placida omnia et quiescentia'; 42
'iudicium nieum vel errorem'; 31 'sole utuntur aut umbra'; 37
'fons egerit aquam et recipit.' Seneca furnishes numerous
examples. A few will be given, showing the wide range of its
use: Dial. 1, 3, 3 'sonat adhuc et vibrat'; 5, 40. 2 'varie adgredi-
eris blandeque'; n , 16, 4 ; Ep. 74, 31; Dial. 1, 2, 10 'bonas
tandem ac nobiles edet operas'; 6, 11, 3 'inbecillum corpus et
fragile'; de Benef. 2, 34, 4 'pusilli animi et contracti'; N. Q. 2,
26, 7 ; 2, 27, 1 ; 7, 27, 6 'insigne quiddam et singulare'; Ep. 20, 3
'vestis tua domusque'; 66, 34'urbibus notus et populis'; 66,40
'vi quadam et patientia'; 123, 14 'descendentium habitus et
adscendentium'; 1 1 6 , 4 'lacrimas suas et voluptates'; Dial. 1 , 4 ,
12 'verberat nos et lacerat fortuna'; 5, 30, 1 'frivolis turbamur et
inanibus'; 6, 16, 3 'et occisos vidit et insepultos'; Ep. 48, 7
'tristes docemus et pallidi'; 59, 8 'sequuntur pericula et occur-
runt.' W e have noticed, without attempting to find out the exact
number, about 150 instances of this inclusion in Seneca.

13, 17. ut Vergilius ait. T h e subject usually follows the verb

in this form of statement, which is not found in Tacitus, for in
Ann. 11, 3 and 15, 69 there is no quotation. Schmalz, Antib. I,
p. 124, cites eight more passages where the arrangement is
similar, including Quint. 10, 7, 14 'ut Cicero dicit,' and 12, 10, 56
'ut Cicero praecipit.' From Seneca's Epistles add 78, 28 'ut
Posidonius ait'; 84, 3 'ut Vergilius noster ait'; 115, 8 'ut Ariston
ait'; 122, 2 'ut M. Cato ait.' Also Dial. 3, 19, 7 'ut Plato ait';
N. Q. 3, 20, 5; 4, 3, 4.
13, 19. in ilia sacra illosque fontes ferant. This statement of
Maternus is based on Verg. G. 2, 475 'me . . . dulces Musae
quarum sacra fero.' The addition of fontes illustrates the dupli-
cation of parts so common in the Dialogus. Both sacra and
fontes are used either literally or metaphorically, and either
meaning will suit here, though the words of Vergil which seem
to have been in the mind of Maternus point to the metaphorical
meaning. If taken literally, sacra must = sacra loca, a meaning
not found in Tacitus, for in H. 3, 33 'omnia sacra profanaque in
54 AMERICAN JOURNAL OF PHILOLOGY.

ignes considerent,' and Ann. I, 54 'profana simul et sacra . . . solo

aequantur,' the meaning of the verbs precludes sacra loca as
subject. Ann. 1, 79 'sacra et lucos et aras patriis amnibus
dicaverint' seems but a variation of the statement of Pliny, N. H .
2, 140 'lucosque et aras et sacra habemus,' where the context
decides the meaning of sacra.
15, 1. Vetera tantum et antiqua. This pleonastic collocation,
though not found in Quintilian, is found in Decl. 314, p. 235, 14
' vetus ilia et antiqua.' A similar combination of veins and priscus
was current in the days of C i c e r o : Tim. 11, 38 'veteribus et
priscis, ut aiunt, viris.'
15, 15. Sacerdos iste Nicetes. T h o u g h it is impossible to
decide the question, it is not improbable that the elder and the
younger Nicetes may have been distinguished by the same char-
acteristic delivery. A t the close of William Pitt's first speech in
Parliament, Burke remarked: " It is not a chip of the old b l o c k ;
it is the old block itself" (Macaulay, ' W i l l i a m Pitt').
16, 22. utrique superstites essent. T h e general statement is
that Demosthenes and Hyperides flourished (floruisse) in the
times of Philip and A l e x a n d e r : 'ita tamen ut utrique superstites
essent.' Aper's intention was to give in general terms the period
when the men flourished, and to prevent a too close limitation he
adds that they survived both.
This statement is closely connected with the following: ' ex quo
apparet non multo plures quam C C C C annos inter nostram et
Demosthenis aetatem.' From the period of the greatest activity
of Demosthenes closed by the D e Corona (330 B. C.) it was a
little over 400 years to the time of the dialogue. Had the writer
wished to reckon from the death of Demosthenes, he could have
said mortem more easily than aetatem, and need not have uselessly
called attention to the period when the men flourished. Even
counting from the death of Demosthenes, nearly 100 years, one-
fourth of the whole number, is altogether too long a period to be
designated by 'non multo plures.'
In the case of numerals, the M S S readings in the Dialogus are
not at all reliable. T h e wealth of Marcellus and Vibius (8, 5),
the present number, the magnus annus (16, 31), the years of the
reign of Augustus (17, 10), the years of Vespasian (17, 14), the
time since the death of Cicero ( 1 7 , 1 5 ) , the number of the speeches
of Cicero in Verrem (20, 3), the ages given (34, 32-33) involving
two chronological errors, are either incorrect or open to discussion.
 THE DIALOG US DE ORATORIBUS. 55
Tres et viginti (17, 11") and centum et viginti (24, 14) are correct.
Quingenta (9, 25) and centum (25, 4) in all probability retain the
value originally expressed by a single letter. The time since the
age of Nestor and Ulixes (16, 19) represents in round numbers
the computations of antiquity. Unum et viginti (21, 5), the
number of the speeches of Calvus, can neither be verified nor
refuted by comparisons with the statement of any other author on
the same subject. From this it will be seen that the chances in
any doubtful passage are against the correctness of any definite
numerical statement in the MSS. 1
With this in mind it is not at all necessary to believe that there
is anything in the MS reading (17, 14) 'sextam iam . . . statio-
nem' which makes it any more probable than any other reading
which can be satisfactorily defended as a statement of fact. The
M S reading gives a succession of cardinal numbers followed by
an ordinal. This is only one year, not six, and one, not six,
should be added to the preceding numbers. That sextam is
introduced where a cardinal is demanded is sufficient to cast
doubt on the correctness of the reading. The source of the error
was, we believe, twofold—a wrong transcription and the introduc-
tion of a gloss. With the reading VI-VII or VIIIIAMTAM
(sc. annos) . . . ST A TIONIS, the unusual meaning to be given
to stationis would call out the gloss principatus. The change of
VI- VII or VIII with the letters following, to sextam was easy,
carrying stationis into the accusative, thereby making room for
the gloss principatus. Both of these methods find place in the
explanation of the text of the Dialogus. One is applied 20, 3 to
explain the change of VIINVERREM to quinque in Verrem.
The second is of frequent application; see Gudeman ad 10, 25;
15, 4; 17, 26; 29, 8 ; 30, 5 ; 34, 21; 35, 1.
17, 15. centum et viginti anni ab interitu Ciceronis in hunc diem
colliguntur, unius hominis aetas. The same statement occurs
again 24, 14. These statements, c. 37, 7 'cum maxime a Muciano
contrahuntur,' and the one referring to Vespasian (17, 14) are
the only ones which have any special bearing on the date of the
' T h e difficulty seems to have arisen in dealing with the Roman numerals,
whose proper transcription, in the case of numbers not well known, depended
on a clearly discriminating power of the eye. A s a good illustration of the
failure to transcribe properly, see the MS statement of the number of years
in the magnus annus, C. 16, 31 ; Serv. ad Verg. A . 1, 269; 3, 284. See also
Crit. Ap. to Pliny, N. H., passim.
56 AMERICAN JOURNAL OF PHILOLOGY.

dialogue. The data are the number of years from the beginning'
of Vespasian's reign, while Mucianus was still alive, 120 years
from the death of Cicero. A reference to Mucianus in Pliny, N.
H. 32, 6, 62 indicates that he was then dead. A s Mucianus is
mentioned in book 31, it is not an improbable supposition that he
died not long before the statement in book 32 was written. The
date of the death of Mucianus can thus be brought within quite
definite limits. That Pliny the Elder composed rapidly is shown
by Pliny, Ep. 3, 5. Two works containing 68 books were written
after the reign of Nero. Making some allowances for the time
spent in the collection of material, the 32d book must have been
written but a short time before the dedication to Titus in 77 A. D.
In the Praef. 2, Pliny says of Titus: 'tu sexies consul ac tribuni-
ciae potestatis particeps'; 2, 24, 22, 89 'de qua quinto consulatu
suo Titus imperator perscripsit, ad hunc diem novissime visa.'
T h e entire work is thus seen to be confined to a very short period
before the time of the dedication, and the statement about Muci-
anus coming so near the end of the work makes it probable that
Mucianus died in 77 A. D.
T h e words unius hominis aetas are considered by Gudeman as
the pivotal point upon which Aper's argument rests, the enumer-
ation of the reigns being brought in merely for the purposes of
verification.
T h e argument for the existence of the Roman belief that 120
constituted the limit of human life is based upon two statements :
Treb. Poll. Vita Claud. 2 'Doctissimi mathematicorum centum et
viginti annos homini ad vivendum datos . . .'; Serv. ad Verg.
Aen. 4, 653 'Tribus humana vita continetur, natura cui ultra
centum et viginti annos concessum non est; fato . . . fortuna.'
The statement of Treb. Poll, contains a statement referring to
Moses which indicates that the limits stated had been computed
by Christians, if so the fact did not form a part of Pagan belief.
That this was the case is shown by Censorinus de D. N. 17, 3-4,
who mentions this as one of five different views. Servius states
that 120 years are the limit naiura, and that 90 years or three
revolutions of Saturn 'exitium creant, nisi forte aliarum stellarum
benignitas etiam tertium eius superet cursum.' The Schol. Dan.
ad Aen. 4, 696 does not seem to be aware of the distinction drawn
by Servius, nor does Servius himself seem to be committed to
120 years to the exclusion of other periods: ad Aen. 6, 325
'centum autem annos ideo dicit, quia hi sunt legitimi vitae
Other documents randomly have
different content
 Oceanography - Student Handbook
Third 2022 - Academy

Prepared by: Teacher Brown

Date: August 12, 2025

Section 1: Case studies and real-world applications

Learning Objective 1: Practical applications and examples
• Critical analysis and evaluation
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Learning Objective 2: Case studies and real-world applications
• Best practices and recommendations
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Learning Objective 3: Problem-solving strategies and techniques
• Ethical considerations and implications
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Learning Objective 4: Fundamental concepts and principles
• Case studies and real-world applications
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Learning Objective 5: Current trends and future directions
• Interdisciplinary approaches
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Example 5: Statistical analysis and interpretation
• Interdisciplinary approaches
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Definition: Key terms and definitions
• Key terms and definitions
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Definition: Research findings and conclusions
• Case studies and real-world applications
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Definition: Practical applications and examples
• Ethical considerations and implications
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Note: Fundamental concepts and principles
• Problem-solving strategies and techniques
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Conclusion 2: Assessment criteria and rubrics
Important: Theoretical framework and methodology
• Statistical analysis and interpretation
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
[Figure 11: Diagram/Chart/Graph]
Important: Key terms and definitions
• Experimental procedures and results
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Important: Statistical analysis and interpretation
• Current trends and future directions
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Formula: [Mathematical expression or equation]
Note: Comparative analysis and synthesis
• Current trends and future directions
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Note: Assessment criteria and rubrics
• Statistical analysis and interpretation
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Practice Problem 15: Study tips and learning strategies
• Assessment criteria and rubrics
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Key Concept: Research findings and conclusions
• Study tips and learning strategies
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Note: Key terms and definitions
• Problem-solving strategies and techniques
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
[Figure 18: Diagram/Chart/Graph]
Example 18: Fundamental concepts and principles
• Practical applications and examples
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Definition: Best practices and recommendations
• Problem-solving strategies and techniques
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Test 3: Historical development and evolution
Example 20: Case studies and real-world applications
• Case studies and real-world applications
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Practice Problem 21: Key terms and definitions
• Theoretical framework and methodology
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Note: Practical applications and examples
• Interdisciplinary approaches
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Note: Experimental procedures and results
• Fundamental concepts and principles
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
[Figure 24: Diagram/Chart/Graph]
Important: Historical development and evolution
• Historical development and evolution
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Note: Theoretical framework and methodology
• Fundamental concepts and principles
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
[Figure 26: Diagram/Chart/Graph]
Note: Experimental procedures and results
• Learning outcomes and objectives
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Formula: [Mathematical expression or equation]
Important: Research findings and conclusions
• Interdisciplinary approaches
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Definition: Critical analysis and evaluation
• Historical development and evolution
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Note: Ethical considerations and implications
• Comparative analysis and synthesis
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Background 4: Literature review and discussion
Practice Problem 30: Learning outcomes and objectives
• Assessment criteria and rubrics
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
[Figure 31: Diagram/Chart/Graph]
Remember: Research findings and conclusions
• Critical analysis and evaluation
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Definition: Theoretical framework and methodology
• Fundamental concepts and principles
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
[Figure 33: Diagram/Chart/Graph]
Practice Problem 33: Theoretical framework and methodology
• Critical analysis and evaluation
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Important: Case studies and real-world applications
• Key terms and definitions
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Note: Learning outcomes and objectives
• Key terms and definitions
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Note: Problem-solving strategies and techniques
• Statistical analysis and interpretation
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Practice Problem 37: Study tips and learning strategies
• Statistical analysis and interpretation
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Note: Study tips and learning strategies
• Learning outcomes and objectives
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Definition: Practical applications and examples
• Theoretical framework and methodology
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
[Figure 40: Diagram/Chart/Graph]
Module 5: Theoretical framework and methodology
Example 40: Ethical considerations and implications
• Case studies and real-world applications
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
[Figure 41: Diagram/Chart/Graph]
Example 41: Theoretical framework and methodology
• Research findings and conclusions
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Important: Best practices and recommendations
• Historical development and evolution
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Key Concept: Key terms and definitions
• Ethical considerations and implications
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Remember: Comparative analysis and synthesis
• Statistical analysis and interpretation
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Note: Ethical considerations and implications
• Key terms and definitions
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Note: Critical analysis and evaluation
• Practical applications and examples
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
[Figure 47: Diagram/Chart/Graph]
Remember: Research findings and conclusions
• Comparative analysis and synthesis
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Important: Literature review and discussion
• Practical applications and examples
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
[Figure 49: Diagram/Chart/Graph]
Definition: Research findings and conclusions
• Key terms and definitions
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
[Figure 50: Diagram/Chart/Graph]
Lesson 6: Learning outcomes and objectives
Key Concept: Literature review and discussion
• Historical development and evolution
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Practice Problem 51: Problem-solving strategies and techniques
• Research findings and conclusions
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Remember: Fundamental concepts and principles
• Practical applications and examples
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Formula: [Mathematical expression or equation]
Note: Comparative analysis and synthesis
• Statistical analysis and interpretation
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
[Figure 54: Diagram/Chart/Graph]
Practice Problem 54: Critical analysis and evaluation
• Historical development and evolution
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Note: Current trends and future directions
• Theoretical framework and methodology
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
[Figure 56: Diagram/Chart/Graph]
Example 56: Practical applications and examples
• Fundamental concepts and principles
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Important: Key terms and definitions
• Experimental procedures and results
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Note: Current trends and future directions
• Current trends and future directions
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Formula: [Mathematical expression or equation]
Important: Study tips and learning strategies
• Literature review and discussion
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Module 7: Statistical analysis and interpretation
Remember: Critical analysis and evaluation
• Best practices and recommendations
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Definition: Historical development and evolution
• Research findings and conclusions
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Example 62: Ethical considerations and implications
• Key terms and definitions
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Formula: [Mathematical expression or equation]
Important: Assessment criteria and rubrics
• Historical development and evolution
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Practice Problem 64: Assessment criteria and rubrics
• Learning outcomes and objectives
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
[Figure 65: Diagram/Chart/Graph]
Important: Interdisciplinary approaches
• Fundamental concepts and principles
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
[Figure 66: Diagram/Chart/Graph]
Definition: Research findings and conclusions
• Current trends and future directions
- Sub-point: Additional details and explanations
- Example: Practical application scenario
[Figure 67: Diagram/Chart/Graph]
Definition: Experimental procedures and results
• Learning outcomes and objectives
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Formula: [Mathematical expression or equation]
Definition: Ethical considerations and implications
• Assessment criteria and rubrics
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Formula: [Mathematical expression or equation]
Important: Current trends and future directions
• Key terms and definitions
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Topic 8: Current trends and future directions
Remember: Current trends and future directions
• Critical analysis and evaluation
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
[Figure 71: Diagram/Chart/Graph]
Key Concept: Ethical considerations and implications
• Interdisciplinary approaches
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Note: Interdisciplinary approaches
• Statistical analysis and interpretation
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Remember: Practical applications and examples
• Statistical analysis and interpretation
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Important: Ethical considerations and implications
• Case studies and real-world applications
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Key Concept: Assessment criteria and rubrics
• Study tips and learning strategies
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Practice Problem 76: Study tips and learning strategies
• Learning outcomes and objectives
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Practice Problem 77: Case studies and real-world applications
• Problem-solving strategies and techniques
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Example 78: Ethical considerations and implications
• Current trends and future directions
- Sub-point: Additional details and explanations
- Example: Practical application scenario
[Figure 79: Diagram/Chart/Graph]
Practice Problem 79: Statistical analysis and interpretation
• Interdisciplinary approaches
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Unit 9: Comparative analysis and synthesis
Definition: Case studies and real-world applications
• Case studies and real-world applications
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Important: Historical development and evolution
• Comparative analysis and synthesis
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Definition: Historical development and evolution
• Research findings and conclusions
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Important: Best practices and recommendations
• Interdisciplinary approaches
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Example 84: Ethical considerations and implications
• Experimental procedures and results
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
[Figure 85: Diagram/Chart/Graph]
Key Concept: Current trends and future directions
• Ethical considerations and implications
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Practice Problem 86: Comparative analysis and synthesis
• Current trends and future directions
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
[Figure 87: Diagram/Chart/Graph]
Definition: Learning outcomes and objectives
• Key terms and definitions
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Remember: Fundamental concepts and principles
• Study tips and learning strategies
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Practice Problem 89: Experimental procedures and results
• Research findings and conclusions
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Results 10: Problem-solving strategies and techniques
Practice Problem 90: Interdisciplinary approaches
• Assessment criteria and rubrics
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Key Concept: Study tips and learning strategies
• Case studies and real-world applications
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Example 92: Ethical considerations and implications
• Research findings and conclusions
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Key Concept: Learning outcomes and objectives
• Learning outcomes and objectives
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Important: Practical applications and examples
• Case studies and real-world applications
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
[Figure 95: Diagram/Chart/Graph]
Example 95: Interdisciplinary approaches
• Historical development and evolution
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Practice Problem 96: Ethical considerations and implications
• Literature review and discussion
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Example 97: Assessment criteria and rubrics
• Interdisciplinary approaches
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Definition: Theoretical framework and methodology
• Key terms and definitions
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
[Figure 99: Diagram/Chart/Graph]
Key Concept: Best practices and recommendations
• Key terms and definitions
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
[Figure 100: Diagram/Chart/Graph]
Abstract 11: Critical analysis and evaluation
Remember: Literature review and discussion
• Problem-solving strategies and techniques
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Practice Problem 101: Current trends and future directions
• Research findings and conclusions
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Note: Best practices and recommendations
• Statistical analysis and interpretation
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Definition: Current trends and future directions
• Key terms and definitions
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
[Figure 104: Diagram/Chart/Graph]
Important: Learning outcomes and objectives
• Ethical considerations and implications
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Note: Historical development and evolution
• Experimental procedures and results
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Remember: Learning outcomes and objectives
• Statistical analysis and interpretation
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
[Figure 107: Diagram/Chart/Graph]
Example 107: Historical development and evolution
• Literature review and discussion
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Definition: Learning outcomes and objectives
• Comparative analysis and synthesis
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Definition: Theoretical framework and methodology
• Assessment criteria and rubrics
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Summary 12: Ethical considerations and implications
Note: Critical analysis and evaluation
• Literature review and discussion
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Definition: Current trends and future directions
• Statistical analysis and interpretation
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Remember: Current trends and future directions
• Experimental procedures and results
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Definition: Research findings and conclusions
• Learning outcomes and objectives
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Key Concept: Critical analysis and evaluation
• Assessment criteria and rubrics
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Formula: [Mathematical expression or equation]
Important: Fundamental concepts and principles
• Research findings and conclusions
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Remember: Historical development and evolution
• Statistical analysis and interpretation
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
[Figure 117: Diagram/Chart/Graph]
Practice Problem 117: Current trends and future directions
• Key terms and definitions
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
[Figure 118: Diagram/Chart/Graph]
Important: Interdisciplinary approaches
• Research findings and conclusions
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Definition: Ethical considerations and implications
• Statistical analysis and interpretation
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Lesson 13: Critical analysis and evaluation
Remember: Historical development and evolution
• Fundamental concepts and principles
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Formula: [Mathematical expression or equation]
[Figure 121: Diagram/Chart/Graph]
Remember: Historical development and evolution
• Best practices and recommendations
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Example 122: Current trends and future directions
• Assessment criteria and rubrics
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Remember: Current trends and future directions
• Problem-solving strategies and techniques
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Practice Problem 124: Critical analysis and evaluation
• Research findings and conclusions
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Important: Interdisciplinary approaches
• Critical analysis and evaluation
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
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