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Despite advancements in precision medicine, many cancer patients globally, particularly those in resource-constrained environments, face significant challenges in accessing high-quality molecular testing and targeted therapies. The considerable heterogeneity in molecular testing highlights the urgent need to harmonize practices across Europe and beyond, establishing a more standardized and consistent approach in MP laboratories. Professionals, especially molecular pathologists, must move beyond traditional education to cope with this heterogeneity. This perspective addresses critical issues in molecular pathology (MP), such as limited access to high-quality molecular testing, leading to disparities in cancer treatment, and the consequences of inconsistent practices. Recognizing the necessity for a standardized framework for education to address these issues, educational programs play a pivotal role in updating professionals' skills to achieve standardization in MP. European experts from the Steering Committee, the Pathology Section of the European Union of Medical Specialists, and the European Society of Pathology have proposed creating a comprehensive Master's degree program called the "European Masters in Molecular Pathology" (EMMP). This program emerges as a strategic response to the demand for a specialized and standardized framework for education in MP, catering to professionals who concurrently work and study. The program's design aligns with evidence-based education methods, ensuring effective learning and engagement while integrating computational pathology to analyze complex molecular data, enhance diagnostic accuracy, and improve treatment outcomes. EMMP's structured curriculum, strategic partnerships, and regular updates underscore its significance in standardizing MP practices. Exploring future developments, this perspective delves into technology integration and interdisciplinary collaboration, anticipating ongoing advances and harmonization. Challenges and future directions in MP education are discussed, emphasizing the necessity for dynamic curriculum updates, seamless technology integration, and interdisciplinary cooperation. This perspective underscores EMMP's pivotal role in preparing pathologists for this dynamic field, advocating continuous advancements in education and training to uphold excellence in MP practices and maintain the highest patient care standards. [ABSTRACT FROM AUTHOR]

Compared to their sedentary peers, older track athletes demonstrate a superior ability to negate the normal age-related changes in gait mechanics known to attenuate maximal walking speed performance with age. Sports-specific exercises commonly utilized to affect this end may be appropriately scaled to benefit a wider subset of older adults. Optimal dosing of resistance training to maximize gluteus maximus functional fitness, accompanied by gait reeducation to augment motor patterns facilitating optimal peak trailing leg extension and push-off intensity, create a redundancy in walking capacity likely to prolong functional independence for beneficiaries of this targeted intervention. [ABSTRACT FROM AUTHOR]

This is the final article in a series of six inspired by themes arising from the Royal College of Midwives' state of midwifery education report. The series has explored the current landscape and challenges in educating the future midwifery workforce, particularly those that relate to the higher education workforce itself. This article considers the academic level of the midwifery profession. The decreasing number of midwifery professors in higher education was noted in the Royal College of Midwives' report. This article explores how relatively recent regulatory changes may have decreased opportunities for registered midwives to advance their academic qualifications and contribute to the professional knowledge base. It also examines how midwives can be better supported to undertake additional academic qualifications and research, whether they work in practice or higher education. [ABSTRACT FROM AUTHOR]

A fair and inclusive competition depends on a scoring system that takes all relevant factors into account. We analysed the current World Para Point System for swimming and identified several theoretical and practical disadvantages. We propose and test a Fair World Para Point System that not only improves the algorithm, but also extends it to accommodate for the age of the athlete. It also provides a method to break point ties. This will enable para masters swimmers for the first time to compete fairly with each other. We also develop and publish tools that enable event organisers to directly use the Fair World Para Point System. [ABSTRACT FROM AUTHOR]

This article reports on the rigour of a selection process for master's degree programmes in clinical and counselling psychology at an undisclosed university in South Africa over a six-year period (n=81). This was achieved by completing correlation and regression analyses between the six selection activities, the six course modules, and the course average in the student's M1 year. Results showed significant positive regressions between the metaphors activity, child psychopathology, and theory of psychological interventions modules, between the research task and neuropsychology, between the psychopharmacology and psychopathology modules, and between the problem-solving activity and the course average. The case study activity negatively predicted the ethics and practical work and applied and community psychology modules. The conclusion was that the selection process can be considered valid, as the skills assessed for most of the selection activities positively correlated and predicted the skills required to succeed both academically in the M1 year and as a practising psychologist. However, the case study activity required further investigation, as the skills that are purportedly assessed should correlate and positively predict the ethics and practical work module, which was not the case. Future studies should also investigate the usefulness of interviews during this process. [ABSTRACT FROM AUTHOR]

In Nietzsche's thought, one of the main causes of pessimism in Schopenhauer's philosophy is rooted in the deep influence of Christianity in the lower layers of European culture. Pessimism is a prelude to aversion; dislike of any "will live" and "being different". The "principle of differentiation" is something that Plato did before but Nietzsche not only considers Plato's efforts in this regard insufficient; rather, he sees the consequences of Plato's philosophy in the following centuries as destroying the "principle of differentiation”. With the advent of Christianity with the slogan of the nature of humans, the principle of natural difference was denied. According to Nietzsche, this not only removed the element of "natural differences" inherent in human talents, but it has also caused the denial and exclusion of the exceptional spectrum of society, which has a far more obvious "difference”. He considers the reason for this to be the lack of historical sense as well as the inability to genealogy (physiology of forces) by philosophies aligned with it. Paul's Christian religion as well as the existence of some psychological factors "not adapting to unfavorable conditions and not reaching goals" have caused a unique type of people to be suppressed or brought to ruin. Investigating all the micro causes of the corruption of the elite force is Nietzsche's main project, and in this article, an attempt has been made to analyze the most important of them. [ABSTRACT FROM AUTHOR]

The UK has always been a popular destination for study due to its high level of teaching quality and academic reputation, and its one-year master's programmes also significantly reduce the time taken to study for a postgraduate degree compared to the one-and-a-half to two years in the US and two to three years in China. Through my literature review, I found that there are many studies focusing on the influences of studying abroad, but they are all focused on a specific region and even fewer studies on one-year masters in the UK. This study took a qualitative research approach, using interviews to explore the factors that influence students who study abroad in their choice of a one-year UK Masters's programme. I found that The most important factors influencing their choice of a one-year Taught UK Masters's programmes were the professional recognition and the academic reputation of the university, along with the better security of the country. [ABSTRACT FROM AUTHOR]

This paper traces the complex relationship between classical literature and Christian doctrine in the first four centuries. In the earliest period of Christianity, we can identify two attitudes of Christians towards Greek literature: the hostile attitude shown by Tatian, Theophilus, and Tertullian, and the openness to Greek culture and philosophy demonstrated by Justin the Martyr, Athenagoras of Athens, and Minucius Felix. A notable change happened in the Alexandrian milieu when Clement of Alexandria and Origen started considering Greek classics the embodiment of an authentic Christian spirit. In keeping with Origen, Basil of Caesarea realized a good synthesis between Greek thought and Christian faith. Noting germs of divine revelation in ancient Greek thought, Christian authors took the tools of Greco-Roman criticism and ancient philosophy to develop their doctrine.

The COVID-19 pandemic has accelerated the digital transformation of education, prompting universities worldwide to swiftly transition to online and blended learning environments. The adaptation process to online education varies depending on several factors, including the level of digitalization and technological penetration in each country, the availability of technologies at universities, and the digital skills of students and staff. Additionally, the specific field of knowledge influences the adaptation process, with differences observed between disciplines such as health sciences and humanities. In this study, we conduct an exploratory qualitative analysis on how universities have responded, specifically focusing on the coordinators of Master’s programs in Spain in the specific area of assessment. This unprecedented situation has forced educators and institutions to rethink their assessment strategies and adapt to a new educational landscape. The insights gained from this study could provide valuable guidance for future crises and contribute to the ongoing discourse on the role of digital technologies in education in general, and in assessment in particular.

Copyright of Revista Andaluza de Medicina del Deporte is the property of Centro Andaluza de Medicina del Deporte and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper traces the complex relationship between classical literature and Christian doctrine in the first four centuries. In the earliest period of Christianity, we can identify two attitudes of Christians towards Greek literature: the hostile attitude shown by Tatian, Theophilus, and Tertullian, and the openness to Greek culture and philosophy demonstrated by Justin the Martyr, Athenagoras of Athens, and Minucius Felix. A notable change happened in the Alexandrian milieu when Clement of Alexandria and Origen started considering Greek classics the embodiment of an authentic Christian spirit. In keeping with Origen, Basil of Caesarea realized a good synthesis between Greek thought and Christian faith. Noting germs of divine revelation in ancient Greek thought, Christian authors took the tools of Greco-Roman criticism and ancient philosophy to develop their doctrine. [ABSTRACT FROM AUTHOR]

This study aimed to trace the 2015 to 2019 MAME graduates in the College of Teacher Education for Graduate Studies of the University of Northern Philippines in terms of their personal profile, their workrelated profile before and after taking their master's degree, reasons of taking up the program, competency level before and after taking the program, appraisal of the most useful courses offered in the program, evaluation on the contribution of the program to their personal and professional growth and assessment on the features of the program and suggestions of how to improve the program. The researcher utilized mixed method of research. The subjects were the MAME graduates, and a questionnaire and open-ended questions were sent to them thru various online flat forms. Based on the findings of the study, the following conclusions are derived: pursuing graduate studies chooses no sex, civil status or age as long as there is a will to improve one's self; students have math-related educational background and finished the program within the prescribed number of years; having master's degree could contribute greatly in landing a permanent teaching job in public schools; professional and personal growth and development is the strongest drive to pursue advance education; the program offers subjects that are useful which enhanced the teaching competencies of the graduates and consequently contribute to the holistic development of the graduates; and that there are areas needing improvement in the MAME program. [ABSTRACT FROM AUTHOR]

The specifics and process of implementation of the methodology of designing Master's qualification works within the educational program "Decorative Art" at the Kosiv Institute of Applied and Decorative Arts of the Lviv National Academy of Arts, aimed at establishing national priorities in Ukrainian art, were considered. The content of the specified educational program, as well as the methodology for designing Master's qualification works developed within it, which acts as a pedagogical tool for the implementation of educational program tasks, contributes to the successful solution of issues of training special personnel to solve important strategic goals of state importance and scale. In the process of implementing the specified methodology, future specialists examine samples of products of folk arts and crafts and transform this knowledge into practice creating the author's products of decorative and applied art. It has been proven that the systematic implementation of the method contributes to the realization of the author's creative project by Master's students, which is based on a thorough study of the source of creativity, interpretation of prototypes and analogs, knowledge of technology and understanding of the plastic qualities of the material. The created high-quality artistic product with a national foundation often becomes the basis for creating their own artistic brand by Master's students. Brands founded by graduates are proof of the efficiency of the developed methodology. The proposed method of designing Master's qualification works using the traditions of folk heritage as a source base for interpretation in educational processes is an example for further research into implementing national priorities in art. It was concluded that the activities of the Kosiv Institute and, in particular, the educational program "Decorative Art" (Master's level) fully correspond to these fundamental approaches. Moreover, they aim to fulfill the tasks of the revival and development of folk arts for the cultural and economic development of Ukraine. They are a need to popularize special knowledge about the peculiarities and uniqueness of the national Ukrainian culture in society, as well as education of a new generation of artists who are able to create innovative and competitive artistic products based on the traditions of folk art crafts. [ABSTRACT FROM AUTHOR]

Copyright of Povijesni Prilozi is the property of Croatian Institute of History and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

High turnover rates of new nurse educators are amplifying nursing shortages by reducing the ability of nursing programs to educate new nurses. When nurses enter their new role as nurse educators, there is a major transition from experienced bedside nurse to novice educator. This transition can be difficult and frequently leads to frustration, and in many cases nurse educators leaving the field. The aim of this project is to improve the readiness, and preparedness of new nurse educators prior to entering the field. Graduate nursing students in the Master of Science in Nursing Education (MSNE) Option at Lamar University were competitively selected and hired as graduate assistants (GA) with a focus on easing the transition of becoming nurse educators by creating nursing professional development (NPD) opportunities for current nursing faculty. The project utilized Kolb's Experiential Learning Theory and mentorship to prepare future nurse educators for their future role. Through the application of Kolb's Experiential Learning Theory, graduate assistants (GAs) developed curriculum to be deployed in continuing education courses. This provided graduate assistants the ability to maneuver the nuances of course development using Kolb's Experiential Learning Theory as a template for curriculum development by examining their work with peers and analyzing the cycle of concrete experiences (CE), reflective observation (RO), abstract conceptualization (AC), and active experimentation (AE). Master's programs help instill knowledge necessary to equip future educators with the tools needed to give nursing education students a solid foundation. By utilizing Kolb's Experiential Learning Theory with this project, future nurse educators could apply a deeper understanding of newfound knowledge into practice. Increasing demands in nursing requires innovations in the preparation of nurse educators. By incorporating projects such as this, with a strong grasp on concrete experiences (CE), reflective observation (RO), abstract conceptualization (AC), and active experimentation (AE), novice educators can be primed for their new role of developing future nurses. • Utilizing Kolb's theory in education • Nursing faculty shortage • Developing nursing course curriculum • Mentorship facilitates the transition between bedside nurse to nurse educator • Preparing future nurse educators through theory application [ABSTRACT FROM AUTHOR]

The performance of graduate students in research varies greatly across countries due to various factors, mainly socioeconomic and linguistic. The current situation is critical because the wealthiest countries are also the most linguistically equipped to navigate the English-dominant landscape of academia. Here, we assess the language of citations and the publishing performance of graduate students from three French-speaking countries: Algeria, Canada, and France, where Algeria is the least English proficient and the most economically disadvantaged. We found that the bibliography of PhD theses were English dominated in all regions (72.5% in Algeria compared with >93.1% in Western countries), whereas those of Masters theses were French dominated in Algeria (63.3%), relatively bilingual in France (47.6% French), but English dominated in Canada-Québec (94.7%) and Canada-BC (98.7%). Algerian PhD students produced fewer papers, were less likely to publish in journals with calculated impact factors, and received fewer citations than students who graduated from universities in France or in two Canadian provinces, British Columbia and Québec. Our results suggest that the economic and linguistic disadvantages faced by graduate students from non-Western backgrounds affect their academic performance, highlighting important issues in facing future global challenges.

The content of the article consists in the characteristics of didactic conditions for monitoring the quality of education of future masters of dentistry in the educational environment of the university. It was determined that the reform of higher education in Ukraine involves its reorientation, humanization and democratization, aimed at creating a modern system of monitoring and evaluating the quality of education in the educational environment of higher education recipients. It has been investigated that today the monitoring of the quality of education of future masters of dentistry in the educational environment of the university consists in ensuring an effective, objective information display of the state of the quality of the higher education system, monitoring the dynamics of the quality of the provision of educational services, the effectiveness of the management of the quality of higher education, identifying changes that affect the quality of higher education and educational activities, as well as studying the effectiveness of the institution's work, the results of the organization of educational, methodological and scientific work. It has been found that the considered didactic conditions in the general didactic context are intended to regulate the learning process, control it and evaluate program learning outcomes, and also act as a methodical basis for creating a system for monitoring the quality of education of future dental masters in the educational environment of the university. Their further successful implementation depends on many factors: the development of didactics, pedagogy, educational management, pedagogical monitoring, the level of digitization of education in general and a specific medical institution of higher education in particular, the organization of education quality assurance departments. [ABSTRACT FROM AUTHOR]

Humanitarian events are increasing globally, both in number and intensity. In response, the international community spends approximately US$30 billion annually to alleviate both the immediate consequences of these climatic, geographic, and human-induced events but also to support mitigation and recovery. Over the past two decades, the humanitarian sector has increasingly professionalised. One under-studied aspect of this professionalisation is an increase in postgraduate studies in humanitarian action over the last 20 years. Despite this increase, there is no agreement on core curriculum or pedagogy across humanitarian studies courses. How do current Masters of Humanitarian Assistance (MHA) offerings converge and differ, and how can such courses further their contribution to the humanitarian endeavour? This paper surveys 26 anglophone courses offered in the United States, Europe, the United Kingdom, Australia, India, and Nigeria, exploring key characteristics of course entry requirements, flexibility, research, practical components, and academic foci. It does not recommend what a core curriculum for humanitarian courses should be, but does argue that core curriculum for humanitarian courses should be identified by relevant and diverse stakeholders such as affected communities, humanitarian agencies, disaster management bodies, and governments, to ensure that courses in this field provide appropriate learning outcomes. The paper suggests how such a 'charter' may be developed. [ABSTRACT FROM AUTHOR]

Despite advancements in precision medicine, many cancer patients globally, particularly those in resource-constrained environments, face significant challenges in accessing high-quality molecular testing and targeted therapies. The considerable heterogeneity in molecular testing highlights the urgent need to harmonize practices across Europe and beyond, establishing a more standardized and consistent approach in MP laboratories. Professionals, especially molecular pathologists, must move beyond traditional education to cope with this heterogeneity. This perspective addresses critical issues in molecular pathology (MP), such as limited access to high-quality molecular testing, leading to disparities in cancer treatment, and the consequences of inconsistent practices. Recognizing the necessity for a standardized framework for education to address these issues, educational programs play a pivotal role in updating professionals' skills to achieve standardization in MP. European experts from the Steering Committee, the Pathology Section of the European Union of Medical Specialists, and the European Society of Pathology have proposed creating a comprehensive Master's degree program called the "European Masters in Molecular Pathology" (EMMP). This program emerges as a strategic response to the demand for a specialized and standardized framework for education in MP, catering to professionals who concurrently work and study. The program's design aligns with evidence-based education methods, ensuring effective learning and engagement while integrating computational pathology to analyze complex molecular data, enhance diagnostic accuracy, and improve treatment outcomes. EMMP's structured curriculum, strategic partnerships, and regular updates underscore its significance in standardizing MP practices. Exploring future developments, this perspective delves into technology integration and interdisciplinary collaboration, anticipating ongoing advances and harmonization. Challenges and future directions in MP education are discussed, emphasizing the necessity for dynamic curriculum updates, seamless technology integration, and interdisciplinary cooperation. This perspective underscores EMMP's pivotal role in preparing pathologists for this dynamic field, advocating continuous advancements in education and training to uphold excellence in MP practices and maintain the highest patient care standards., Competing Interests: Declarations Competing interests M. Ilié: honoraria from AstraZeneca and MSD, and research funding from Amgen. A. Diepstra: research funding from Takeda. C. Eloy: advisory role for MSD, Leica, Diapath, Biocartis, Sakura, Mindpeak. F. Fend: research funding from Stemline; speaker honoraria from Stemline, EUSA Pharma. G. Hoefler: honoraria from AstraZeneca, Elsevier, MSD, Novartis, BioProducts. M. Hummel: honoraria for Novartis, AstraZeneca. E. Schuuring reports lectures for Bio-Rad, Seracare, Roche, Biocartis, Illumina, Lilly, Janssen Cilag (Johnson&Johnson), AstraZeneca, and Agena Bioscience; he is consultant in advisory boards for MSD/Merck, GSK, AstraZeneca, Astellas Pharma, Sysmex, Roche, Novartis, Bayer, BMS, Lilly, Amgen, Illumina, Agena Bioscience, Janssen Cilag (Johnson&Johnson), Sinnovisionlab, Diaceutics, CC Diagnostics; and received research grants from Biocartis, Invitae-ArcherDX, AstraZeneca, Agena Bio-science, BMS, Bio-Rad, Roche, Boehringer Ingelheim, CC Diagnostics, SNN/EFRO, and Abbott (all paid to UMCG account); and travel reimbursements from Bio-Rad, Abbott, Illumina, Agena Bioscience, Roche, IQNPath, and BioRAD. W. Timens: honororia to UMCG from Bristol-Myers Squibb, Merck Sharp Dohme. C. Benedikt Westphalen: has received honoraria from Amgen, Bayer, BMS, Chugai, Celgene, Falk, GSK, Janssen, Ipsen, MSD, Merck, Roche, Servier, SIRTeX, Taiho; served on advisory boards for Bayer, BMS, Celgene, Incyte, Janssen, Lily, MSD, Servier, Shire/Baxalta, Rafael Pharmaceuticals, RedHill, Roche, has received travel support by Bayer, Celgene, Janssen, RedHill, Roche, Servier, Taiho and research grants (institutional) from Roche; serves as faculty for European Society of Medical Oncology (ESMO), Deutsche Krebshilfe (DKH), and Arbeitsgemeinschaft internistische Onkologie (AIO), is a member of the EU Commission expert group: mission board for cancer; is a member of the forum #Zukunftsstrategie of the German government. P. Hofman: advisory role for: Sanofi, Amgen, Roche, Abbvie, BMS, AstraZeneca, Pfizer, Janssen, Pierre Fabre, ThermoFisher Scientific, Qiagen, Diaceutics, Novartis, Biodena, Biocartis, Eli Lilly; honoraria from: Sanofi, Amgen, Roche, BMS, AstraZeneca, Abbvie, Qiagen, Pfizer, Janssen, Pierre Fabre, ThermoFisher Scientific, Biodena, Diaceutics, Biocartis, Daiichi-Sankyo, Eli Lilly, Bayer, Novartis, Bayer; grant/research funding from: Amgen, Thermo-Fisher Scientific, Biodena, Roche. The remaining authors declare no conflicts of interest., (© 2024. The Author(s), under exclusive licence to Springer-Verlag GmbH Germany, part of Springer Nature.)

Aim: To explore Master of Nursing students' perspectives toward the impact of coronavirus disease 2019 (COVID‐19) on the advanced practice nurse preparatory education and practice. Background: Like many nursing education programmes, the advanced practice nurse preparatory training was greatly affected and had to radically change to adapt to the disruptions caused by the pandemic. The COVID‐19 pandemic has created a strain on the healthcare system and advanced practice nurses have been expected to modify their normal practice to provide care in unprecedented ways. Methods: The study used a descriptive qualitative design. Semi‐structured video‐conference interviews were conducted in an autonomous university (June–July 2020). The recruitment of participants (n = 14) concluded upon data saturation. A thematic analysis was conducted. The COnsolidated criteria for REporting Qualitative research (COREQ) guidelines were used. Findings: Three main themes were identified: (1) overcome adversity through innovation, (2) acceptance of remote learning and (3) versatility of advanced practice nurses in an ongoing pandemic. Each theme was further explained by two subthemes to further elucidate the impact of COVID‐19 on the advanced practice nurse preparatory training and practice. Discussion: The evolution of the advanced practice nurse preparatory education catalysed by the COVID‐19 pandemic brought on innovation. The ability of advanced practice nurses to adapt to evolving healthcare needs was also highlighted. Conclusion: Although face‐to‐face teaching and services are gradually returning, some innovations that arose during the pandemic may be worth keeping. Implications for nursing: Nursing educators in higher education institutions can benefit from adopting technology to mitigate the challenges posed by the ongoing pandemic Implications for nursing policy: Nurse leaders should review the role of advanced practice nurses to determine how best to capitalise on their practice to meet rising healthcare needs. [ABSTRACT FROM AUTHOR]

Copyright of Aesthetics & Ethics of Pedagogical Action is the property of Poltava V.G. Korolenko National Pedagogical University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The need for qualitative assessment of prospective Masters in Stomatology professional competence requires continuous monitoring of the educational process to find ways to improve it in all components. The study empirically tests the didactic principles of monitoring the quality of education of prospective Masters in Stomatology in the university's educational environment. The research was conducted at Poltava State Medical University in five stages during 2019–2022. The study utilizes the methods of theoretical, empirical questionnaires, surveys, pedagogical testing, and observation. Given the results, the didactic principles (the scientific principle, accessibility, systematization and coherence, visibility, control and correction of knowledge, strength of knowledge, connection between theory and practice, optimization of learning) in the general didactic context are designed to regulate the learning process, control over it and evaluation of program learning results, and act as a methodological basis for monitoring the quality of education of prospective Masters in Stomatology in a medical institution of higher education.

Art, the language of ideas and concepts, comprises a multitude of means of manifestation through sound, word, color, gesture, etc., between which there is often an interconnection. This article highlights some aspects of the aesthetics of the Renaissance period in which artists, starting from Italy, focused on realism and human emotion in art, but also on the interconnection between two arts - painting and music. In this sense, we turned our attention to identifying the symbolic role of the musical instruments of that period represented in paintings by some notable masters from Italy, Flanders and Germany.

This article explores the relationship between Volpone and Mosca as a master-servant bond grounded on roleplaying and theatricality. I argue that Mosca's growing importance as an actor within Volpone's theatrical schemes for wealth acquisition lead Mosca to envision detachment from his master and to gain an independent self. Mosca's independence is legally recognized by the Venetian authorities only for a moment in the final act before he is discovered and punished. Notwithstanding its conservative ending, the play reveals paths of advancement for the parasite through deceit and theatricality. In addition, Mosca's soliloquies reveal an introspective mind that delights in his role of parasite. I relate this introspection to a form of subjectivity arising from the precarious employment of household servants in early modern London, which prompted their adaptation to a variety of roles. My argument examines early modern texts that put forth an ideology of service and that discuss duplicity and the parasite. I specifically delve into the figure of the parasite in Gervase Markham's A health to the gentlemanly profession of seruingmen and in Jonson's Discoveries as well as into the the concept of "eye-service" and parasitical service in William Gouge's Of Domesticall Duties to draw connections between the anxiety of social mobility found in these texts and the rise of Mosca in Jonson's play. Through Mosca's rise and fall in the play, Jonson, I argue, shows the possibilities but also the limits of social mobility for servants in the transitional period of early-seventeenth-century London. [ABSTRACT FROM AUTHOR]

Great Master of Modern Architecture such as Frank Lloyd Wright, Mies van der Rohe and Le Corbusier received not a university education in architecture but practical training through professional practice. In their teaching they always valued the experience they had enjoyed of direct and active contact with the material reality of the environment. A review of their formative experiences, and the way in which they integrated these into their subsequent educational proposals, offers us data for a reflection on pedagogical methodologies in schools of architecture. This is the aim of this article. [ABSTRACT FROM AUTHOR]

Arguably New Zealand's best loved picturebook author/illustrator, Gavin Bishop invariably challenges populist power structures in his fiction and non-fiction. As such, his books are ideal vehicles for teaching children about such broad topics as race relations, colonisation, migration, class conflicts, gender relationships, environmental issues and spiritual beliefs. The fact that Bishop often addresses several of these simultaneously, and draws on found texts to do so, paves the way for the teacher to encourage the child to read not only the lines and images but between and beyond these in order to construct a fuller meaning. This article will discuss Bishop's (2018a) picturebook, Cook's Cook: The Cook Who Cooked for Captain Cook, which qualifies as "faction ", a genre that mixes fact and fiction, with Bishop reproducing historical events and characters whilst investing them with an imaginative dimension. Most obviously, the selected book portrays migration, including the colonisation of New Zealand and the Pacific, and its longer-term effects. Hence, it focuses on the subjugation of the indigenous people, culture, flora and fauna to those that are imported, as well as the domination of the working class by the upper class. However, Bishop is too skilful an author/artist to suggest that everything is black and white. Rather, through paralleling and fusing the aforementioned foci, and in the ways in which the print and pictures work separately, together, sometimes against each other, and in interaction with fore texts, he suggests that dichotomies are mixed. The article will examine those portrayed as minions and masters (whether human or non-human), their conflicts and conflations, and Bishop's use of verbal and visual techniques and fore texts to challenge dominant power structures. It will also argue that, while emphasising dichotomies, Bishop, the master storyteller and artist, creates structures that ensure his picturebook is balanced and whole and that, rather than treating the reader as a minion, allow him or her to become a master of meaning making. [ABSTRACT FROM AUTHOR]

Copyright of Revista Psicologia Clínica is the property of Faculdades Catolicas - Pontificia Universidade Catolica do Rio de Janeiro and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Introduction: The article presents the results of a study analyzing body composition in different age groups, including 60+ seniors who regularly participate in swimming training. Study aim: The aim of this study was to compare the body composition of adults divided into different age groups. The research hypothesis postulating that Masters swimmers are characterized by age-dependent differences in body composition was tested. Materials and Methods: A total of 86 adults, including 32 women and 54 men, participated in the study. Body composition was determined by bioelectrical impedance with the InBody 270 analyzer. Eight body composition parameters were evaluated in Masters swimmers. Results: The results revealed minor age-related changes in the body composition of female participants. The analyzed parameters were similar in the compared groups of females. In contrast, significant differences in percent body fat (PBF) values, rightarm fat free mass% (FFM%) values, left-arm FFM% values, left-arm body fat mass% (BFM%) values, left-arm BFM values and visceral fat level were observed among the surveyed males. Conclusions: In men, the differences in Percent Body Fat and the anatomic distribution of adipose tissue measured with the relevant indicators increased with age. In male participants, considerable disproportions were observed

Purpose of the study. The legal basis of training of specialists for the public health system and to determine the general methodological approaches and problems during the preparation of masters with specialization in «Public health» was study. Materials and methods. Materials: Legislation basis and statistics of the Ministry of Education and Science of Ukraine on admission of students with specialization in «Public Health». Methods: systematic approach, structural-logical analysis, content and statistical analysis. Results and methods. In order to ensure the effective functioning of the system in the country, «Public Health» specialty was approved and there was started the training of specialists of the first level – bachelor, and the second educational level – master. National educational standards for the training of specialists in the public health system have been approved. Licensed volumes of preparation of specialists have been approved. The enrollment of students in 2019 for the public health speciality (bachelor's degree 6,9% of licensed admission, master's degree 7,0% of licensed admission) clearly shows that this specialty does not have prestige with prospective students. The low demand for public health specialty among prospective students can be justified by the lack of information about postgraduation employment. Conclusions. Preparation of future pofessionals is carried out in accordance with the state standard, but there is no modern educational and methodological support in educational institutions.

Background: Marital quality can be considered the most important indicator of marital success that is influenced by various factors such as marital satisfaction, but the key question is which educational package has the most impact on the marital quality of couples? Aims: To compare the effectiveness of Iranian marital satisfaction training package and Masters & Johnson's approach on marital quality of couples. Method: The research design was quasi-experimental and the research design was three groups in three stages of pre-test, post-test and two months follow up. The statistical population consisted of 60 married individuals referring to two psychology and counseling centers in Tehran in the field of sexual relations in the winter of 1977. Were. The tools are: Demographic Fact Sheet and Marriage Quality Questionnaire of Busby, Crane, Larsen, & Christensen (1995), the Masters & Johnson Training Program (Masters & Johnson, 1976; quoted by Masters & Johnson & Claudia, 2006) and the Marital Satisfaction Training Package. Native Iranian (Rasouli, 1977). Data were analyzed by repeated measures ANOVA and post hoc test. Results: Native Iranian marital satisfaction training package and Masters & Johnson approach had significant effect on marital quality of couples (P

In France, formal guild training was not as ubiquitous a means of socializing young people into a trade as it has been portrayed by scholars. Guilds were limited geographically, and in many French cities privileged enclaves controlled by clerical or noble seigneurs curbed the sway of corporate structures, or even created their own. Eighteenth-century Bordeaux provides an extreme example of how limited guild training was in France's fastest-growing city. The clerical reserves of Saint-Seurin and Saint-André that housed much of the region's industrial production had quasi-corporate structures with far more open access and fewer training requirements. In Bordeaux, journeymen contested masters' control over labor and masters trained almost no apprentices themselves. Formal apprenticeship mattered exceptionally little when it came to training people to perform a trade in Bordeaux. [ABSTRACT FROM AUTHOR]

This case study explores the challenges that Master's students encounter when learning to write in academic English as part of a UK postgraduate course, after having achieved the required IELTS entry score. Interviews with six Chinese and Japanese learners at different stages of the Master's study revealed more sophisticated writing difficulties than they had previously experienced. Although students were largely managing their written work overall, there were recurring challenges with critical thinking, the transition to full academic compositions, using reading to inform academic writing, presenting evidence and conveying a clear written message over demonstrating lexical or grammatical range as required in IELTS writing. Furthermore, candidates on non-standard courses (e.g. film or finance) found their assignments to be quite unfamiliar; the use of one academic test for all disciplines may be disadvantageous to some. In summary, although IELTS had provided an important first step to help students develop basic writing skills, meeting university assessment expectations necessitated considerable further progress. The required support to achieve this may be somewhat underdeveloped in the existing model of international postgraduate study, for the participants in this paper. This research follows as part of a larger project, which focussed on IELTS test preparation in China and Japan (Clark 2018). [ABSTRACT FROM AUTHOR]

The article reveals the specifics of practical training of masters in Ukrainian universities. The author analyzes the current state of the willingness of teachers of higher pedagogical educational institutions to organize and conduct professional-pedagogical practices within the master's degree. The ascertaining experiment description is given under the plan of its implementation. It provides the sequence, interrelation, and interdependence of two stages of research (diagnostic and prognostic), each solving particular tasks and using appropriate methods and techniques. In the course of the study, we have found that the effective formation of professionally significant skills of undergraduates during their professional practice largely depends on the motivational and value attitude to the specialty, the dynamics of interest in the specialty after studying various psychological and pedagogical courses, and special disciplines of the professional profile, as well as interdisciplinary pedagogical practices, among which the master's professional practice is the final stage of preparing students for professional activities that significantly affect the formation of professional competence of future teachers. The results of the ascertaining stage of the study enable to identify the necessary condition for improving the effectiveness of masters' practical training, including the creation of high-quality educational and methodological support, updating its content, expanding the forms, methods, techniques of teaching that are adequate to certain content of preparation for professional-pedagogical activity. The following forms and methods apply problem lectures, problem seminars, thematic discussions, heuristic conversations, case studies, scientific intelligence, training, workshops, pedagogical workshops, the system of creative tasks, round tables, methods of developing analytical thinking, applying scientific analysis in dynamics; mastering practical skills of working with information (isolating, structuring, ranking by the significance of the problems under study); methods of dialogue communication (facilitated discussion) for mutual understanding, interaction, joint solution of common but significant for each participant problems. These methods will allow students to effectively master the system of creative organization of pedagogical action and select tools that will guarantee optimal and effective solutions to pedagogical tasks in future teaching activities. [ABSTRACT FROM AUTHOR]

The proposed article investigates the specifics of social status of urban female domestic servants in post-reform Russia. On the basis of a wide range of sources, including statistical materials, printed press, household manuals and ego-documents, the author distinguishes between two groups in this category of population that were fundamentally different in their status in the master’s family. In the post-reform period in Russia, the work of maidservants was not standardized, there were no guarantees from hirers regarding both working conditions and cases of dismissal and disability. Widespread sexual harassment and abuse seriously worsened the position of maidservants. A significant influx of peasant girls, who considered themselves fully prepared for the work of domestic servants, into the city, created a gigantic supply At the same time, the overwhelming majority of the job seekers did not have any idea about the activities that they were to carry out. Making endless blunders, the clumsy peasant girl acquired professional skills and learned to live in the master’s family, suffering insults and harassment and working hard only to avoid being kicked out. As a result, those girls who had been able to endure several years of torment, acquired not only professional skills, but were trained to live in the city, to use their position to earn money, to protect themselves from encroachment, or to use their attractiveness as a weapon. With the growth of education of female peasant youth, their increasing familiarity with judicial institutions, and the intensification of the activities of various organizations involved in helping those women with education and employment, female domestic servants felt more secure and ready to defend their rights. As a result, despite the seemingly gigantic supply, it was, in fact, extremely difficult to find a suitable maidservant for the household. The choice available to the owners was limited to two options - a docile slouch, or a maid knowing her worth and requiring consideration of her interests.