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Overview of the Maser Monitoring Organisation
- Ross A. Burns, Agnieszka Kobak, Alessio Caratti o Garatti, Alexander Tolmachev, Alexandr Volvach, Alexei Alakoz, Alwyn Wootten, Anastasia Bisyarina, Andrews Dzodzomenyo, Andrey Sobolev, Anna Bartkiewicz, Artis Aberfelds, Bringfried Stecklum, Busaba Kramer, Callum Macdonald, Claudia Cyganowski, Fransisco Colomer, Cristina Garcia Miro, Crystal Brogan, Dalei Li, Derck Smits, Dieter Engels, Dmitry Ladeyschikov, Doug Johnstone, Elena Popova, Emmanuel Proven-Adzri, Fanie van den Heever, Gabor Orosz, Gabriele Surcis, Gang Wu, Gordon MacLeod, Hendrik Linz, Hiroshi Imai, Huib van Langevelde, Irina Valtts, Ivar Shmeld, James O. Chibueze, Jan Brand, Jayender Kumar, Jimi Green, Job Vorster, Jochen Eislöffel, Jungha Kim, Koichiro Sugiyama, Karl Menten, Katharina Immer, Kazi Rygl, Kazuyoshi Sunada, Kee-Tae Kim, Larisa Volvach, Luca Moscadelli, Lucas Jordan, Lucero Uscanga, Malcolm Gray, Marian Szymczak, Mateusz Olech, Melvin Hoare, Michał Durjasz, Mizuho Uchiyama, Nadya Shakhvorostova, Olga Bayandina, Pawel Wolak, Sergei Gulyaev, Sergey Khaibrakhmanov, Shari Breen, Sharmila Goedhart, Silvia Casu, Simon Ellingsen, Sonu Tabitha Paulson, Stan Kurtz, Stuart Weston, Tanabe Yoshihiro, Tim Natusc, Todd Hunter, Tomoya Hirota, Willem Baan, Wouter Vlemmings, Xi Chen, Yan Gong, Yoshinori Yonekura, Zsófia Marianna Szabó, Zulema Abraham
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- Journal:
- Proceedings of the International Astronomical Union / Volume 18 / Issue S380 / December 2022
- Published online by Cambridge University Press:
- 07 February 2024, pp. 443-451
- Print publication:
- December 2022
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- Article
- Export citation
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The Maser Monitoring Organisation is a collection of researchers exploring the use of time-variable maser emission in the investigation of astrophysical phenomena. The forward directed aspects of research primarily involve using maser emission as a tool to investigate star formation. Simultaneously, these activities have deepened knowledge of maser emission itself in addition to uncovering previously unknown maser transitions. Thus a feedback loop is created where both the knowledge of astrophysical phenomena and the utilised tools of investigation themselves are iteratively sharpened. The project goals are open-ended and constantly evolving, however, the reliance on radio observatory maser monitoring campaigns persists as the fundamental enabler of research activities within the group.
3 - The Devil as Teacher in Paradise Lost
- Edited by Thomas Festa, State University of New York, Kevin J. Donovan, Middle Tennessee State University
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- Book:
- Scholarly Milton
- Published by:
- Liverpool University Press
- Published online:
- 14 July 2020
- Print publication:
- 20 March 2019, pp 61-82
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- Chapter
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Summary
In Alcimus Ecdicius Avitus's sixth-century biblical poem De spiritalis historiae gestis, Satan boasts that after tempting Eve to eat the forbidden fruit he enjoys a better claim over the first couple than God himself:
En, diuina manet promissae gloria laudis!
Quicquid scire meum potuit, iam credite uestrum est:
omnia monstraui sensumque per abdita duxi,
et quodcumque malum sollers natura negabat,
institui dextrisque dedi coniungere laeuum.
Istinc perpetua uosmet mihi sorte dicaui.
Nec Deus in uobis, quamquam formauerit ante,
iam plus iuris habet: teneat, quod condidit ipsae;
quod docui meum est; maior mihi portio restat.
Multa creatori debetis, plura magistro.
Behold, the godlike glory of the praise I promised abides with you. Whatever knowledge was within my grasp, trust now that it is yours. I have shown you everything, have guided your senses through what was hidden, and whatever evil ingenious nature had denied to you, this I have taught, allowing man to join left and right, foul and fitting. And so your fate is sealed forever and I have consecrated you to myself. Nor does God, although He formed you earlier, have greater rights in you. Let Him hold what He Himself made. What I taught is mine, and the greater portion remains with me. You owe much to your Creator but more to your teacher.
This passage lacks a direct analogue in Paradise Lost, but its conception of the devil as a teacher resonates powerfully within Milton's epic, because education ranks among his most central and sustained interests: as Margaret Olofson Thickstun remarks, Paradise Lost is “a poem about the education of its main characters and at the same time dedicated to the education of its readers.” Having served as a schoolmaster himself during the 1640s, Milton knew firsthand the pleasure and perils of teaching, a vocation that he seems to have considered “parallel, if not quite equal, to preaching and poesy.” Over the past fifty years, many scholars have contributed to a deepening understanding of Miltonic learning, often employing his tractate Of Education (1644) as a framework for assessing the methods and success of Raphael, Michael, and the Father in guiding Adam and Eve's progress towards true knowledge in Paradise Lost.