Divination was an important focus of philosophical dialogue and ‘pagan’-Christian religious debates in late antiquity.One of the most extensive late antique exchanges on the nature of divination and other religious practices is that evident in Porphyry’s Letter to Anebo and Iamblichus’ Reply of the Master Abamon to the Letter of Porphyry to Anebo and the Solutions to the Questions It Contains. This chapter re-assesses the key features of this exchange, arguing for its status as an important philosophical dialogue which bears some resemblance to oracular modes of discourse. In order to support this argument, the broader status of questioning, interrogation, and inquiry in traditional Greek oracular practices and within Platonism is examined. The chapter analyses the ways in which Porphyry’s and Iamblichus’ exchange is framed within these philosophical and oracular contexts, demonstrating that this dialogue draws implicitly on Socrates’ interrogation of the Delphic oracle as presented in Plato’s Apology and on Plutarch’s Delphic Dialogues. The citation and discussion of Porphyry’s Letter to Anebo by the Christian Church Fathers Eusebius and Augustine will also be considered in relation to exploring pagan-Christian religious approaches and debates.

The chapter argues that the antecedents of Greek philosophical interest in logical argumentation can be found in the late-fifth-century sophistical practice and teaching of technê logôn or “the art of arguments.” It assembles the extant evidence for the teaching of technê logôn by figures such as Protagoras, Gorgias, Antisthenes, Antiphon, Prodicus, Socrates, and the author of the Dissoi Logoi. Original and provocative features of technê logôn taught by these figures include: (i) the ability to produce opposing arguments on both sides of any question (antilogiai); (ii) the ability to refute any given position or argument; (iii) the ability to skillfully question another person, or to answer such questioning, on any topic; and (iv) the subject-neutral ability to produce arguments on any subject. These features would later become important elements in what fourth-century philosophers would call “dialectic,” “rhetoric,” and other successors to the fifth century “art of argument.”

To maintain the highest level of your four reserve factors it is necessary to know how to interact with the medical profession and the medications they prescribe. It is also valuable to understand and appreciate the perspective of clinical research. As patients, we have the right to have our story and voice heard, to be treated like human beings. Our stories are an important part of who we are. Many people are exceptionally passive in their pursuit of medical care and will accept whatever negligence, avoidance, or abuse they receive. It’s up to us to be a powerful advocate for our own welfare and insist on having medical professionals listen to our stories and attend to our needs. Ways to choose physicians are discussed. Also reviewed are how to manage your medications, vaccines, and how to lower the risk of medical errors. Guidelines are presented on the advantages and dangers of participation in clinic research. It is necessary to be an active participant in your own care and fierce in the pursuit of what’s best for you.

Chapter 13: Becoming a Strategic Reader. This chapter focuses on the development of the strategic reader, rather than strategies themselves. Strategic readers automatically and routinely apply combinations of effective and appropriate strategies, depending on reader goals, reading tasks, texts being read, and strategic processing abilities. Strategic readers are also aware of their comprehension success in relation to reading goals and apply sets of strategies appropriately to enhance comprehension with difficult texts. Becoming a strategic reader is challenging and requires considerable instruction and support. The chapter reviews research involving several instructional approaches to develop strategic processing, including Collaborative Strategic Reading (CSR), Questioning the Author, Transactional Strategies Instruction (TSI), Promoting Adolescent Comprehension of Text (PACT), and Concept-Oriented Reading Instruction (CORI). The chapter then links strategic reading to the challenges of advanced “reading to learn” goals, and concludes with implications for instruction.

We have already explored how students learn both individually and socially, and how teachers draw from a range of learning theories to provide opportunities that motivate and engage students by optimising resources in the learning environment. In this chapter, we drill down into specific teaching approaches and strategies that are aligned with constructivist and sociocultural learning theories. In this chapter, you will undertake the groundwork to prepare you with an array of ideas and tools to be well equipped for teaching. We consider how to foster a classroom environment that supports a rich learning culture, implementing different ways of teaching that used in combination in professional practice you can use with your students to assist them to become effective learners. If you are to foster learning partnerships in the classroom where students have ‘voice and choice’ (Garry, Fodchuk & Hobbs, 2017), you will need to understand how to promote their active participation. The chapter concludes with an examination of frameworks that promote powerful learning, effective teaching and enable students to learn how to learn.

A dispute arose over companies conducting exploratory drilling in a national park as damage was occurring to sites of Indigenous significance. This issue of whether to allow or prohibit the companies’ access to the park had the potential to become a political one so the four relevant government departments were charged with the task of finding a solution. Although the parties found themselves in deadlock over the question of access they nevertheless kept talking and eventually, by listening carefully to what was being said, and how it was being said, new perspectives emerged. It became clear that just one mining company was causing the problems; the real issue for the exploration companies was frustration with delays in getting permits. It took time for this information and these insights to emerge but once they did, it was much easier to find a workable solution that controlled the behaviour of exploration companies and so protected the Indigenous sites within the park. (This negotiation is explored further in the Negotiation in Practice box later in this chapter.) In another negotiation over the purchase of a new management information system, a key issue was timing: the buyer wanted it by June, but the producer believed it would not be ready until November. They agreed to a compromise delivery date of August. As negotiations continued on other issues it transpired that the ‘it’ meant ‘pay for it’ by June, when the buyer’s current budgetary allocation would run out. Had both parties understood this, it would have been relatively easy to establish a trust fund to hold the payment from June, until delivery occurred in November, a much better solution for both parties. (A full account of this case is provided in the at the end of this chapter.)