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This study sought to investigate the determinants of students’ mastery of the English language as the medium of instruction in Rwandan universities. The study adopted a convergent parallel design (mixed approach). This allowed the researcher to get an in-depth insight into the factors that influence students’ success with English as the language of instruction in universities in Rwanda. This research was anchored on Lee Shulman’s Pedagogical Content Knowledge (PCK) theory and Brian Tomlinson’s Language Material Development (LMD) theory. Five chosen universities from various districts of Rwanda, including Karongi, Rubavu, and Nyamasheke, participated in the study. The study involved 8121 participants, but a smaller group of 381, including 354 students and 27 lecturers, was chosen for in-depth analysis. The researcher used a combination of purposive and random sampling techniques to select this representative group, following Yamane’s formula to determine the appropriate sample size. Data collection relied on a structured questionnaire with Likert-scale options, one-on-one interviews, and document analysis. Statistical methods were used in the data analysis for the quantitative research. The numerical data was presented and summarized using descriptive statistics, and conclusions and population-wide generalizations could be made using inferential statistics. The study also explored how different factors (variables) might influence each other. A computer program called IBM SPSS Statistics 2022 helped analyze the numerical data (percentage, averages, etc.) and identify potential connections between these factors. It was found that Rwandan university students who benefit from qualified teachers, high-quality learning materials, a supportive social and linguistic environment, their age when learning the language, and a strong foundation in English from pre-university education achieve significantly higher levels of English language mastery. All these factors were shown to

This study sought to investigate the determinants of students’ mastery of the English language as the medium of instruction in Rwandan universities. The study adopted a convergent parallel design (mixed approach). This allowed the researcher to get an in-depth insight into the factors that influence students’ success with English as the language of instruction in universities in Rwanda. This research was anchored on Lee Shulman’s Pedagogical Content Knowledge (PCK) theory and Brian Tomlinson’s Language Material Development (LMD) theory. Five chosen universities from various districts of Rwanda, including Karongi, Rubavu, and Nyamasheke, participated in the study. The study involved 8121 participants, but a smaller group of 381, including 354 students and 27 lecturers, was chosen for in-depth analysis. The researcher used a combination of purposive and random sampling techniques to select this representative group, following Yamane’s formula to determine the appropriate sample size. Data collection relied on a structured questionnaire with Likert-scale options, one-on-one interviews, and document analysis. Statistical methods were used in the data analysis for the quantitative research. The numerical data was presented and summarized using descriptive statistics, and conclusions and population-wide generalizations could be made using inferential statistics. The study also explored how different factors (variables) might influence each other. A computer program called IBM SPSS Statistics 2022 helped analyze the numerical data (percentage, averages, etc.) and identify potential connections between these factors. It was found that Rwandan university students who benefit from qualified teachers, high-quality learning materials, a supportive social and linguistic environment, their age when learning the language, and a strong foundation in English from pre-university education achieve significantly higher levels of English language mastery. All these factors were shown to

Background: Imagery Rescripting (ImRs) has received increasing attention in the past decades. It proved to be effective in reducing symptoms associated with aversive memories in a range of mental disorders, including anxiety disorders, eating disorders, and posttraumatic stress disorder. Given its proposed working mechanisms, ImRs may also be a relevant treatment strategy for prolonged grief disorder (PGD), where negative appraisals, helplessness, and unmet needs play a key role as maintaining factors. Objective: We aimed to illustrate how ImRs may be used in the treatment of PGD. Method: We present examples of clinical cases for several central themes in PGD: (1) Unfulfilled responsibilities, self-blame, and guilt; (2) Third-party failures, other-blame, and anger; (3) Unfinished businesses, troubled minds, and regrets; (4) Unsatisfactory goodbyes; (5) Emotional loneliness; 6) Shattered self-identity and reduced self-clarity. Results: Based on the case examples, we illustrate how ImRs may be applied for each theme. Conclusion: We hope to inspire clinicians to apply and researchers to investigate ImRs as a treatment strategy for PGD.

It is well known that physical activity (PA) has a major positive impact on health and that the performance of PA is lower in low socioeconomic groups. However, more knowledge about the relationship between PA and health is needed especially between and within socioeconomic groups. This thesis aimed, from a salutogenic perspective, to increase the understanding of the relationship between physical activity and health in the adult population, with a particular focus on people with economic difficulties. A further aim was to validate questions about physical activity and to explore the people’s experiences of PA from a sense of coherence perspective, all in the context of targeted health dialogues. The first study in this thesis is a validation study. It validates a PA interview form and questions about sedentary time used in the targeted health dialogues. Studies II and III comprise quantitative analyses of PA, health and psychological factors in the population, especially in groups with low socioeconomic status (SES). Study IV is a qualitative deductive study based on interviews with participants with low SES in the targeted health dialogues. The deductive analysis contains the participants’ experiences of PA from a sense of coherence perspective. The findings in study I showed that the interview form and the single-item question about sedentary time could be considered as acceptable to use in Swedish targeted health dialogues. In study II, physically active people with low SES were shown to have the same odds of reporting good self-rated health compared to those with low PA and high SES. The findings in study III showed that within the group of people with self-reported economic difficulties, higher levels of PA were related to better mastery and more vitality. Study IV showed that it is essential for the participants to have an awareness of the health benefits of PA and their challenges in performing PA. The participants also constructed a plan to follow while uti

It is well known that physical activity (PA) has a major positive impact on health and that the performance of PA is lower in low socioeconomic groups. However, more knowledge about the relationship between PA and health is needed especially between and within socioeconomic groups. This thesis aimed, from a salutogenic perspective, to increase the understanding of the relationship between physical activity and health in the adult population, with a particular focus on people with economic difficulties. A further aim was to validate questions about physical activity and to explore the people’s experiences of PA from a sense of coherence perspective, all in the context of targeted health dialogues. The first study in this thesis is a validation study. It validates a PA interview form and questions about sedentary time used in the targeted health dialogues. Studies II and III comprise quantitative analyses of PA, health and psychological factors in the population, especially in groups with low socioeconomic status (SES). Study IV is a qualitative deductive study based on interviews with participants with low SES in the targeted health dialogues. The deductive analysis contains the participants’ experiences of PA from a sense of coherence perspective. The findings in study I showed that the interview form and the single-item question about sedentary time could be considered as acceptable to use in Swedish targeted health dialogues. In study II, physically active people with low SES were shown to have the same odds of reporting good self-rated health compared to those with low PA and high SES. The findings in study III showed that within the group of people with self-reported economic difficulties, higher levels of PA were related to better mastery and more vitality. Study IV showed that it is essential for the participants to have an awareness of the health benefits of PA and their challenges in performing PA. The participants also constructed a plan to follow while uti

It is well known that physical activity (PA) has a major positive impact on health and that the performance of PA is lower in low socioeconomic groups. However, more knowledge about the relationship between PA and health is needed especially between and within socioeconomic groups. This thesis aimed, from a salutogenic perspective, to increase the understanding of the relationship between physical activity and health in the adult population, with a particular focus on people with economic difficulties. A further aim was to validate questions about physical activity and to explore the people’s experiences of PA from a sense of coherence perspective, all in the context of targeted health dialogues. The first study in this thesis is a validation study. It validates a PA interview form and questions about sedentary time used in the targeted health dialogues. Studies II and III comprise quantitative analyses of PA, health and psychological factors in the population, especially in groups with low socioeconomic status (SES). Study IV is a qualitative deductive study based on interviews with participants with low SES in the targeted health dialogues. The deductive analysis contains the participants’ experiences of PA from a sense of coherence perspective. The findings in study I showed that the interview form and the single-item question about sedentary time could be considered as acceptable to use in Swedish targeted health dialogues. In study II, physically active people with low SES were shown to have the same odds of reporting good self-rated health compared to those with low PA and high SES. The findings in study III showed that within the group of people with self-reported economic difficulties, higher levels of PA were related to better mastery and more vitality. Study IV showed that it is essential for the participants to have an awareness of the health benefits of PA and their challenges in performing PA. The participants also constructed a plan to follow while uti

It is well known that physical activity (PA) has a major positive impact on health and that the performance of PA is lower in low socioeconomic groups. However, more knowledge about the relationship between PA and health is needed especially between and within socioeconomic groups. This thesis aimed, from a salutogenic perspective, to increase the understanding of the relationship between physical activity and health in the adult population, with a particular focus on people with economic difficulties. A further aim was to validate questions about physical activity and to explore the people’s experiences of PA from a sense of coherence perspective, all in the context of targeted health dialogues. The first study in this thesis is a validation study. It validates a PA interview form and questions about sedentary time used in the targeted health dialogues. Studies II and III comprise quantitative analyses of PA, health and psychological factors in the population, especially in groups with low socioeconomic status (SES). Study IV is a qualitative deductive study based on interviews with participants with low SES in the targeted health dialogues. The deductive analysis contains the participants’ experiences of PA from a sense of coherence perspective. The findings in study I showed that the interview form and the single-item question about sedentary time could be considered as acceptable to use in Swedish targeted health dialogues. In study II, physically active people with low SES were shown to have the same odds of reporting good self-rated health compared to those with low PA and high SES. The findings in study III showed that within the group of people with self-reported economic difficulties, higher levels of PA were related to better mastery and more vitality. Study IV showed that it is essential for the participants to have an awareness of the health benefits of PA and their challenges in performing PA. The participants also constructed a plan to follow while uti

This paper aims to read together Julietta Singh’s Unthinking Mastery and Suzanne Césaire’s The Great Camouflage in order to uncover the narrative spaces in Césaire’s work that can be fruitful for unthinking mastery. I identify four connected themes in Césaire’s work. Surrealism, rejection of doudou-ism and the natural disaster explicitly reject the construction of the Caribbean as one exoticized place and mechanisms of categorization. The only stable identity of the Caribbean is its instability. The figure of the plant-human adds to this and transcends the human/non-human dichotomy in a way that dismantles this central dichotomy altogether.

Referencias bibliográficas: • Abrahamson E., Schagatay E., (2014). A living based on breath-hold diving in the Bajau Laut. Hum. Evol. 29 171–183. • Adolph K. E., Cole W. G., Komati M., Garciaguirre J. S., Badaly D., Lingeman J. M., et al. (2012). How do you learn to walk? Thousands of steps and dozens of falls per day. Psychol. Sci. 23 1387–1394. 10.1177/0956797612446346 23085640 • Adolph K. E., Hoch J. E., (2019). Motor development: embodied, embedded, enculturated, and enabling. Ann. Rev. Psychol. 70 141–164. 10.1146/annurev-psych-010418-102836 30256718 • Araújo D., Davids K., Hristovski R., (2006). The ecological dynamics of decision making in sport. Psychol. Sport Exerc. 7 653–676. 10.1016/j.psychsport.2006.07.002 • Araújo D., Davids K., Passos P., (2007). Ecological validity, representative design, and correspondence between experimental task constraints and behavioral setting: comment on Rogers, Kadar, and Costall (2005). Ecol. Psychol. 19 69–78. 10.1080/10407410709336951 • Araújo D., Dicks M., Davids K., (2018). “Selecting among affordances: a basis for channeling expertise in sport,” in Handbook of Embodied Cognition and Sport Psychology, ed. Cappuccio M. L., (Cambridge, MA: The MIT Press), 557–580. • Araújo D., Hristovski R., Seifert L., Carvalho J., Davids K., (2019). Ecological cognition: expert decision-making behavior in sport. Int. Rev. Sport Exerc. Psychol. 12 1–25. 10.1080/1750984X.2017.1349826 • Avilés C., Navia J. A., Ruiz L. M., Martínez de Quel Ó, (2019). Do expert tennis players actually demonstrate anticipatory behavior when returning a first serve under representative conditions? A systematic review including quality assessment and methodological recommendations. Psychol. Sport Exerc. 43 16–26. 10.1016/j.psychsport.2018.12.015 • Avilés C., Ruiz L. M., Navia J. A., Rioja N., Sanz D., (2014). La pericia perceptivo-motriz y cognición en el deporte: del enfoque dinámico y ecológico a la enacción. An. Psicol. 30 725–737. 10.6018/analesps.30.2.15861, The purpose of this paper is to explain learning in sports and physical education (PE) from the perspective of enactive and ecological psychology. The learning process is first presented from the enactive perspective, and some relevant notions such as sensemaking and sensorimotor schemes are developed. Then, natural learning environments are described, and their importance in the human development process is explained. This is followed by a section devoted to the learner’s experience in which some research methods are explained, such as neurophenomenology, in addition to self-confrontation, interviews aimed at bringing out the meaning, sensations, and emotions that performers experience when they are immersed in their sport or a PE class. The sections on the ecological approach deal with the attunement, calibration, the education of intention, and the importance of representative experimental designs. The last section addresses the main similarities and differences between the two approaches. Finally, we state our theoretical position in favor of a common project that brings together the main elements of both post-cognitive approaches., Depto. de Didáctica de las Lenguas, Artes y Educación Física, Fac. de Educación, TRUE, pub

Differences in transition experiences might explain individual differences in personality trait change. In the present six-wave study, we investigated personality trait change during the transition to work in a sample of students who were in their last two years of their study program (N = 311). We tested whether the transition (i.e., participation in an internship), psychological commitment (i.e., educational identity), and mastery of the transition (i.e., GPA and fit between master degree and job) would predict individual differences in personality trait change. The results indicated that mastery and commitment did not explain individual differences in personality trait change. Only individual differences in extraversion change could be explained by participation in an internship, by means of reduced extraversion in internship students.

"Creative activity (isn't) the icing on the cake. Human creativity is the cake." (Jerry Hirschberg) Creativity - "the mastery of information and skills in the service of dreams" (Hirschberg) - is much prized in the arts, science, business and the classroom. What does the creative process look like? Under what conditions does it flourish - what ignites the creative spark? Attempting to answer these questions, this class explores ways creativity has been understood in Western culture: what we prize and fear about creativity and its wellsprings; how writers, artists, scientists and inventors have described their own creative processes; how psychologists and philosophers have theorized it; ways in which creativity has been represented in Western culture, particularly in 20th century films; and creativity in everyday life, including our own lives. Readings include portions of psychologist Rollo May's The Courage To Create, and essays by Joan Didion, John Updike, Alice Walker, Oliver Sacks, and others. In addition, we'll watch video profiles of choreographer Paul Taylor, architect Maya Lin, and jazz musician Dave Brubeck. We'll keep journals in which we note our own observations and reflections on creative process. We will also watch a film together as a class one evening early in the term.

Breast cancer is a major public health concern, in the Netherlands, 1 in 7 women are diagnosed with breast cancer in their lifetime. In women receiving chemotherapy, weight gain and undesirable changes in body composition is a common but poorly understood phenomenon, which is associated with disease recurrence, an increased risk of cardiovascular disease and diabetes, and a lower overall survival. Lifestyle such as dietary intake and exercise during chemotherapy may contribute to this phenomenon. This study is part of the COBRA study (Change Of Body composition in Breast cancer: All-in Assessment-study) a longitudinal observational mixed-methods study. The overall aim of this thesis was to investigate the perceptions of women with breast cancer, women without breast cancer, and Health Care Professioals (HCPs) on why potential changes in dietary intake, physical activity and body weight, and quality of life occur and how they deal with these potential changes. Problems with healthy diet, physical activity, unexpected weight gain and its health risks were important concerns in women's need to contribute to their treatment and were sometimes exacerbated by a lack of information on how to deal with it. Despite HCPs indicated they considered it part of their role to provide information and support on weight gain during chemotherapy, little information was provided. HCPs experienced a lack of time and knowledge, and they preferred continued treatment to weight control. Weight gain was perceived as not an important health issue during treatment. All HCPs thought it is better that women themselves addressed their weight gain after chemotherapy. In a separate study on non-Western women, we found that culture and religion affected these women’s experience of breast cancer. Women often associated breast cancer with taboo, death or bad luck. Religion offered these women guidance, strength and meaning to the disease, but also limited women to openly talk about their disease. Wom

There is often a disconnect around instructional feedback between how the instructor intends the feedback to be used and how students actually use it. Research shows that students tend to view feedback as a means to achieve a higher grade, not as a tool for learning. Frequently, this means that feedback is ignored. Students tend to be motivated by performance goals as opposed to mastery goals thereby focusing on point acquisition above all. Therefore, this study explores the question: What is the effect of separating grades from feedback on the motivation of secondary honors students? Learners in this research study participated in one unit of novel study where grades were separated from all forms of feedback in order to determine whether this would change the students’ motivation or focus. Surveys, observation, and a focus group were used to inform the research. This strategy could provide educators with an opportunity to change the way they grade in order to lessen frustration with students ignoring feedback or not using it effectively. Instructors want students to feel excited about learning but can find themselves constrained by authorized practices. Shifting the purpose of feedback and delaying the grade while still staying within the parameters of the mandated grading system may be the solution many have been seeking. Additionally, this research has the potential to foster students’ perceptions of themselves as motivated learners in control of their education.

“Differentiation” to improve is the efficiency of the educational process, depending on the abilities of students. To divide students into groups and assign group assignments to students according to their abilities, teaching and monitoring their individual skills.

“Differentiation” to improve is the efficiency of the educational process, depending on the abilities of students. To divide students into groups and assign group assignments to students according to their abilities, teaching and monitoring their individual skills.

“Differentiation” to improve is the efficiency of the educational process, depending on the abilities of students. To divide students into groups and assign group assignments to students according to their abilities, teaching and monitoring their individual skills.

“Differentiation” to improve is the efficiency of the educational process, depending on the abilities of students. To divide students into groups and assign group assignments to students according to their abilities, teaching and monitoring their individual skills.

Background and study aims Operator competency is essential for esophagogastroduodenoscopy (EGD) quality, which makes appropriate training with a final test important. The aims of this study were to develop a test for assessing skills in performing EGD, gather validity evidence for the test, and establish a credible pass/fail score.Methods An expert panel developed a practical test using the Simbionix GI Mentor II simulator (3 D Systems) and an EGD phantom (OGI 4, CLA Medical) with a diagnostic (DP) and a technical skills part (TSP) for a prospective validation study. During the test a supervisor measured: 1) total time; 2) degree of mucosal visualization; and 3) landmarks and pathology identification. The contrasting groups standard setting method was used to establish a pass/fail score.Results We included 15 novices (N), 10 intermediates (I), and 10 experienced endoscopists (E). The internal structure was high with a Cronbach's alpha of 0.76 for TSP time consumption and 0.74 for the identification of landmarks. Mean total times, in minutes, for the DP were N 15.7, I 11.3, and E 7.0, and for TSP., they were N 7.9, I 8.9, and E 2.9. The total numbers of identified landmarks were N 26, I 41, and E 48. Mean visualization percentages were N 80, I 71, and E 71. A pass/fail standard was established requiring identification of all landmarks and performance of the TSP inConclusions We established a test that can distinguish between participants with different competencies. This enables an objective and evidence-based approach to assessment of competencies in EGD.

The recovery perspective on stress management is new and few recovery intervention studies have been conducted. The aim of the study was to evaluate behavioral effects of a functionalistic stress recovery intervention, in which individuals perceiving high levels of stress were encouraged to pay attention to possibilities to perform potential recovery behaviors in everyday life and to choose behaviors that were predicted to lead to resource restoration. Seventy-three individuals were randomly allocated to either a 10-week intervention or a waiting-list control group. Three types of recovery behavior factors during leisure time were studied: perceived recovery opportunities (i.e., control), relaxational behaviors (i.e., relaxation), and positively challenging behaviors (i.e., mastery). In comparison with the control group, the intervention group significantly improved, showing high between-group effect sizes, regarding perceived recovery opportunities (p < 0.001; d = 0.75) and relaxational behaviors (p < 0.001; d = 0.80). Both groups normalized their levels of positively challenging behaviors between pre- and postassessment, and no statistically significant group difference was demonstrated. Analyses of reliable and clinically significant changes demonstrated results in favor of the intervention group regarding perceived recovery opportunities and relaxational behaviors but not positively challenging behaviors. The tested intervention warrants further research, for example, if a modified version of the intervention including components aiming at increasing postwork positively challenging behaviors would be beneficial for the improvement of the behavior and for health.

There is often a disconnect around instructional feedback between how the instructor intends the feedback to be used and how students actually use it. Research shows that students tend to view feedback as a means to achieve a higher grade, not as a tool for learning. Frequently, this means that feedback is ignored. Students tend to be motivated by performance goals as opposed to mastery goals thereby focusing on point acquisition above all. Therefore, this study explores the question: What is the effect of separating grades from feedback on the motivation of secondary honors students? Learners in this research study participated in one unit of novel study where grades were separated from all forms of feedback in order to determine whether this would change the students’ motivation or focus. Surveys, observation, and a focus group were used to inform the research. This strategy could provide educators with an opportunity to change the way they grade in order to lessen frustration with students ignoring feedback or not using it effectively. Instructors want students to feel excited about learning but can find themselves constrained by authorized practices. Shifting the purpose of feedback and delaying the grade while still staying within the parameters of the mandated grading system may be the solution many have been seeking. Additionally, this research has the potential to foster students’ perceptions of themselves as motivated learners in control of their education.

Background and study aims Operator competency is essential for esophagogastroduodenoscopy (EGD) quality, which makes appropriate training with a final test important. The aims of this study were to develop a test for assessing skills in performing EGD, gather validity evidence for the test, and establish a credible pass/fail score.Methods An expert panel developed a practical test using the Simbionix GI Mentor II simulator (3 D Systems) and an EGD phantom (OGI 4, CLA Medical) with a diagnostic (DP) and a technical skills part (TSP) for a prospective validation study. During the test a supervisor measured: 1) total time; 2) degree of mucosal visualization; and 3) landmarks and pathology identification. The contrasting groups standard setting method was used to establish a pass/fail score.Results We included 15 novices (N), 10 intermediates (I), and 10 experienced endoscopists (E). The internal structure was high with a Cronbach's alpha of 0.76 for TSP time consumption and 0.74 for the identification of landmarks. Mean total times, in minutes, for the DP were N 15.7, I 11.3, and E 7.0, and for TSP., they were N 7.9, I 8.9, and E 2.9. The total numbers of identified landmarks were N 26, I 41, and E 48. Mean visualization percentages were N 80, I 71, and E 71. A pass/fail standard was established requiring identification of all landmarks and performance of the TSP inConclusions We established a test that can distinguish between participants with different competencies. This enables an objective and evidence-based approach to assessment of competencies in EGD.

Rapid advances in AI-based automation have led to a number of existential and economic concerns. In particular, as automating technologies develop enhanced competency, they seem to threaten the values associated with meaningful work. In this article, we focus on one such value: the value of achievement. We argue that achievement is a key part of what makes work meaningful and that advances in AI and automation give rise to a number achievement gaps in the workplace. This could limit people’s ability to participate in meaningful forms of work. Achievement gaps are interesting, in part, because they are the inverse of the (negative) responsibility gaps already widely discussed in the literature on AI ethics. Having described and explained the problem of achievement gaps, the article concludes by identifying four possible policy responses to the problem.

BackgroundOne in seven women experience postpartum depression, posing a serious public health concern. One of the most robust predictors of elevated postpartum depressive symptoms is major stressful life events that occur during pregnancy. Having greater resilience resources that promote successful adaptation to stressful demands may be protective in the face of stress during pregnancy. The current study tested whether three resilience resources- mastery, dispositional optimism, and spirituality- each predicted early symptoms of postpartum depression and moderated the hypothesized association between experiencing stressful life events during pregnancy and symptoms of postpartum depression.MethodsThe sample included 233 women who participated in a prospective longitudinal study from pregnancy through postpartum. Depressive symptoms were assessed at approximately 4 to 8 weeks after birth, whereas resilience resources and stressful life events were measured in pregnancy. Multiple linear regressions were used to test hypotheses.ResultsStressful life events predicted greater symptoms of depression postpartum. Mastery and optimism predicted fewer symptoms of depression postpartum. Mastery moderated the association between stressful life events and symptoms of depression when controlling for previous psychiatric history, t(231) = -1.97, p=.0497.LimitationsThere was some attrition among study participants across timepoints, which was accounted for in analyses with multiple imputation.ConclusionsThese findings point to the protective nature of a mother's sense of mastery in the face of major life stressors during pregnancy and suggest this is an important construct to target in interventions addressing postpartum depression.

BackgroundOne in seven women experience postpartum depression, posing a serious public health concern. One of the most robust predictors of elevated postpartum depressive symptoms is major stressful life events that occur during pregnancy. Having greater resilience resources that promote successful adaptation to stressful demands may be protective in the face of stress during pregnancy. The current study tested whether three resilience resources- mastery, dispositional optimism, and spirituality- each predicted early symptoms of postpartum depression and moderated the hypothesized association between experiencing stressful life events during pregnancy and symptoms of postpartum depression.MethodsThe sample included 233 women who participated in a prospective longitudinal study from pregnancy through postpartum. Depressive symptoms were assessed at approximately 4 to 8 weeks after birth, whereas resilience resources and stressful life events were measured in pregnancy. Multiple linear regressions were used to test hypotheses.ResultsStressful life events predicted greater symptoms of depression postpartum. Mastery and optimism predicted fewer symptoms of depression postpartum. Mastery moderated the association between stressful life events and symptoms of depression when controlling for previous psychiatric history, t(231) = -1.97, p=.0497.LimitationsThere was some attrition among study participants across timepoints, which was accounted for in analyses with multiple imputation.ConclusionsThese findings point to the protective nature of a mother's sense of mastery in the face of major life stressors during pregnancy and suggest this is an important construct to target in interventions addressing postpartum depression.

This article provides detailed information on the assessment of cognitive activity of primary school students, assessment of students' knowledge, determining the quality of acquired knowledge, assessment criteria

This article provides detailed information on the assessment of cognitive activity of primary school students, assessment of students' knowledge, determining the quality of acquired knowledge, assessment criteria

This article provides detailed information on the assessment of cognitive activity of primary school students, assessment of students' knowledge, determining the quality of acquired knowledge, assessment criteria

This article provides detailed information on the assessment of cognitive activity of primary school students, assessment of students' knowledge, determining the quality of acquired knowledge, assessment criteria

This article provides detailed information on the assessment of cognitive activity of primary school students, assessment of students' knowledge, determining the quality of acquired knowledge, assessment criteria

This article provides detailed information on the assessment of cognitive activity of primary school students, assessment of students' knowledge, determining the quality of acquired knowledge, assessment criteria

This article provides detailed information on the assessment of cognitive activity of primary school students, assessment of students' knowledge, determining the quality of acquired knowledge, assessment criteria

Loneliness is a major public health issue, with its prevalence rising during COVID-19 pandemic lockdowns and mandated “social distancing” practices. A 2020 global study (n = 46,054) found that, in comparison to women, men experienced the greatest levels of loneliness. Although research on predictors of loneliness during COVID-19 is increasing, little is known about the characteristics of men who may be particularly vulnerable. Studies using prospective data are needed to inform preventative measures to support men at risk of loneliness. The current study draws on rare longitudinal data from an Australian cohort of men in young to mid-adulthood (n = 283; aged M = 34.6, SD = 1.38 years) to examine 25 pre-pandemic psychosocial predictors of loneliness during COVID-19 social restrictions (March–September 2020). Adjusted linear regressions identified 22 pre-pandemic predictors of loneliness across a range of trait-based, relational, career/home and mental health variables. Given the extensive set of predictors, we then conducted penalized regression models (LASSO), a machine learning approach, allowing us to identify the best fitting multivariable set of predictors of loneliness during the pandemic. In these models, men’s sense of pre-pandemic environmental mastery emerged as the strongest predictor of loneliness. Depression, neuroticism and social support also remained key predictors of pandemic loneliness (R2 = 26, including covariates). Our findings suggest that men’s loneliness can be detected prospectively and under varying levels of social restriction, presenting possible targets for prevention efforts for those most vulnerable.

This article analyzes the idea of “mastery of nature” that articulates Descartes’ philosophicaland scientific project. The main goal is to show that Descartes establishes limits in the domain that mancan exercise over creation, so that the abuse of nature is not legitimized. For this purpose, we analyzethe idea of mastery in scholasticism and the Renaissance. Subsequently, we reconstruct the Cartesianarguments on which man’s domain is limited to the usufruct of nature., El presente artículo analiza la idea de “dominio de la naturaleza” que articula el proyectofilosófico y científico de Descartes. El objetivo es mostrar que Descartes establece límites en el dominioque el hombre puede ejercer sobre la creación, de forma que no se legitima el abuso de la naturaleza.Para este propósito, se analiza la idea de dominio en la escolástica y el Renacimiento. Posteriormente,se reconstruyen los argumentos empleados por Descartes sobre los que se limita el dominio del hombreal usufructo de la naturaleza.

BackgroundOne in seven women experience postpartum depression, posing a serious public health concern. One of the most robust predictors of elevated postpartum depressive symptoms is major stressful life events that occur during pregnancy. Having greater resilience resources that promote successful adaptation to stressful demands may be protective in the face of stress during pregnancy. The current study tested whether three resilience resources- mastery, dispositional optimism, and spirituality- each predicted early symptoms of postpartum depression and moderated the hypothesized association between experiencing stressful life events during pregnancy and symptoms of postpartum depression.MethodsThe sample included 233 women who participated in a prospective longitudinal study from pregnancy through postpartum. Depressive symptoms were assessed at approximately 4 to 8 weeks after birth, whereas resilience resources and stressful life events were measured in pregnancy. Multiple linear regressions were used to test hypotheses.ResultsStressful life events predicted greater symptoms of depression postpartum. Mastery and optimism predicted fewer symptoms of depression postpartum. Mastery moderated the association between stressful life events and symptoms of depression when controlling for previous psychiatric history, t(231) = -1.97, p=.0497.LimitationsThere was some attrition among study participants across timepoints, which was accounted for in analyses with multiple imputation.ConclusionsThese findings point to the protective nature of a mother's sense of mastery in the face of major life stressors during pregnancy and suggest this is an important construct to target in interventions addressing postpartum depression.

This article provides detailed information on the assessment of cognitive activity of primary school students, assessment of students' knowledge, determining the quality of acquired knowledge, assessment criteria

In a complex, volatile and ever-changing world, thereare challenges for management. changing, there arechallenges for the Administration, the Organizations andfor the Management. The main challenge challenge isevidenced in the depletion of an administrative paradigmparadigm based on traditional schemes under anexcessively analytical an excessively analytical, excessivelyfunctional and excessively scientific rationality. It isnecessary, therefore, to and validate new paths towards amore pertinent, coherent and capable of more relevant,coherent and capable of dealing with complexity withoutincreasing it, in order to improve business performanceof the companies. In this order of ideas, simplicity andempathy emerge as two opportunities for intervention incompanies, based on their organizational cultures., En un mundo complejo, volátil, que está en permanente cambio, se producen desafíos para la Administración, las Organizaciones y para el Management. El principal reto, se evidencia en el agotamiento de un paradigma administrativo basado en los esquemas tradicionales bajo una racionalidad excesivamente analítica, excesivamente funcional, y excesivamente científica. Es necesario, por tanto, encontrar y validar, nuevos caminos hacia una administración más pertinente, coherente y capaz de lidiar con la complejidad sin aumentarla, en función al mejor desempeño de las empresas. En este orden de ideas, la simplicidad y la empatía emergen como dos oportunidades de intervención en las empresas, desde sus culturas organizacionales.

SheCanCODE is a coding bootcamp for girls and women in Rwanda, to acquire the required competencies and skills to access employment and business opportunities in the technology industry. The program was initiated in 2018 with the vision to reduce the gender gap in the technology industry by producing quality female programmers. Igire Rwanda Organization does not only train programmers but also offers employment support to the SheCanCODE graduates. However, the employment status of the SheCanCODE graduates has not been meeting Igire Rwanda’s goals and objectives. After hearing from SheCanCODE employment partners, Igire Rwanda Team, running the SheCanCODE, decided to conduct research to understand the reasons behind unemployability, based on employers’ feedback, and take the necessary actions.

In a complex, volatile and ever-changing world, thereare challenges for management. changing, there arechallenges for the Administration, the Organizations andfor the Management. The main challenge challenge isevidenced in the depletion of an administrative paradigmparadigm based on traditional schemes under anexcessively analytical an excessively analytical, excessivelyfunctional and excessively scientific rationality. It isnecessary, therefore, to and validate new paths towards amore pertinent, coherent and capable of more relevant,coherent and capable of dealing with complexity withoutincreasing it, in order to improve business performanceof the companies. In this order of ideas, simplicity andempathy emerge as two opportunities for intervention incompanies, based on their organizational cultures., En un mundo complejo, volátil, que está en permanente cambio, se producen desafíos para la Administración, las Organizaciones y para el Management. El principal reto, se evidencia en el agotamiento de un paradigma administrativo basado en los esquemas tradicionales bajo una racionalidad excesivamente analítica, excesivamente funcional, y excesivamente científica. Es necesario, por tanto, encontrar y validar, nuevos caminos hacia una administración más pertinente, coherente y capaz de lidiar con la complejidad sin aumentarla, en función al mejor desempeño de las empresas. En este orden de ideas, la simplicidad y la empatía emergen como dos oportunidades de intervención en las empresas, desde sus culturas organizacionales.

This article analyzes the idea of “mastery of nature” that articulates Descartes’ philosophicaland scientific project. The main goal is to show that Descartes establishes limits in the domain that mancan exercise over creation, so that the abuse of nature is not legitimized. For this purpose, we analyzethe idea of mastery in scholasticism and the Renaissance. Subsequently, we reconstruct the Cartesianarguments on which man’s domain is limited to the usufruct of nature., El presente artículo analiza la idea de “dominio de la naturaleza” que articula el proyectofilosófico y científico de Descartes. El objetivo es mostrar que Descartes establece límites en el dominioque el hombre puede ejercer sobre la creación, de forma que no se legitima el abuso de la naturaleza.Para este propósito, se analiza la idea de dominio en la escolástica y el Renacimiento. Posteriormente,se reconstruyen los argumentos empleados por Descartes sobre los que se limita el dominio del hombreal usufructo de la naturaleza.

Video games are not only a source of entertainment, as they also provide authentic language input for second language learners. Specifically, this study investigates the effect of video games on grammatical mastery of English as a second language (ESL) among a targeted sample of Quebecers. To test the hypothesis that video games impact a higher level of mastery of ESL, an online survey was distributed to 16 volunteer participants who were divided into two specific groups identified as gamers and non-gamers. Participants provided a written text in English of approximately 250 words on any topic which was evaluated for grammar and lexical quality. All participants were UQAC students, and all students were identified as originating from historically high percentage French-speaking environments. Moreover, a small sample of participants was directly observed during the process of gaming to evaluate the specific use and frequency of certain common verb tenses. All submissions were evaluated for the correct use of verb tense and data was gathered based on the number of grammatical and lexical errors. Comparison of these values allows for a qualitative means of analyzing these two groups of participants. In general, it was found that gamers statistically performed better than non-gamers, both grammatically and lexically. They also made fewer mistakes. However, it became apparent during this study that there are additional influences that may contribute to the mastery of ESL. Les jeux vidéo ne sont pas seulement une source de divertissement, étant donné qu`ils constituent aussi un apport linguistique authentique pour les apprenants de langue seconde. Cette étude tente de déterminer l`impact des jeux vidéo sur la maîtrise grammaticale de l`anglais comme langue seconde de manière spécifique, parmi un échantillon ciblé de Québécois. Afin de vérifier l`hypothèse supposant que les jeux vidéo mènent à un niveau supérieur de maitrise de l`anglais comme langue seconde, un sondage a

This study examines how socialisation practices impact on tribal behaviour and the motivation to innovate. Despite wide acceptance that innovation and empowerment are integral to organisational success, studies on the socialisation of innovation have historically focused on individual newcomers, rarely considering the competing motivations of tribes. A case study of three Royal Australian Air Force (RAAF) tribes involved in-depth interviews examining the anomalies between the observed behaviours and espoused values of 30 tribal members. The findings revealed three interlinking factors impacted on the development of an innovative workforce: individual empowerment, tribal inclusion, and organisationally valued mastery.First, it was found that without empowerment socialisation tactics had little effect influencing innovative behaviour. Innovation tended to occur only when an appropriate level of individual empowerment was achieved by inclusion into select tribes. Second, in the RAAF elite and empowered tribes were developed using the ‘sudden death’ practice of tournaments and a strict criterion for inclusion. Tournaments appeared to be a powerful lever causing conformist behaviour due to the high stakes consequence of permanent tribal exclusion. Third, inclusion based on a narrow criterion of mastery caused not only a lack of diversity amongst tribal members but also impacted on the motivation for innovation. Paradoxically, although the pursuit of mastery can be a powerful intrinsic motivator for innovation in its own right, rewarding mastery as criteria for inclusion increased conformity through the extrinsic motivation for belonging.The findings of this study suggest that the motivation for empowerment through tribal inclusion is an important consideration when developing an innovative and empowered workforce. Rather than wholesale approaches, the effects of tribal tactics and resultant competing motivations must be considered carefully.

Recent literature surrounding the process of recovery from work and work-related demands has included the supervisor as a key variable influencing how and if employees recover from work. Recovery represents the return of personal resources to their pre-work levels and is typically conceptualized as taking place during non-work time (e.g., at night after work, weekends, holidays). It is theorized to take place through four main recovery experiences: psychological detachment from work, relaxation, mastery experiences, and control over leisure time. This study extends the literature surrounding recovery experiences to include subordinate perceptions of supervisor recovery as a potential predictor of subordinate recovery and well-being. Participants (N=252) completed three time-lagged surveys and reported their perceptions of their supervisor’s recovery (Time 1), their own recovery (Time 2), and their feelings of vigor and fatigue (Time 3). Perceived supervisor recovery was empirically distinguishable from supervisor support for recovery and provided incremental validity in predicting subordinate recovery beyond this support perception. These results bolster the conclusion that supervisor recovery can spillover to directly influence subordinate recovery.

In the public debate and media, it has been suggested that there currently is a "loneliness epidemic" in Western societies. To shed light on this pressing issue we investigated whether age-related changes in loneliness found in early studies also pertain to later-born cohorts, and whether mastery and self-efficacy have become increasingly important for explaining differences in loneliness. We used data from the Longitudinal Aging Study Amsterdam. Observations were of 4,880 Dutch people aged 55 and older between 1992 and 2016. We employed multilevel regression analyses incorporating birth cohort while controlling for age. Older adults were less lonely in later-born cohorts, although the effect size was small (d = .11 at Age 65 comparing Cohorts 1918-1927 and 1948-1957; and d = .11 at Age 75 comparing cohorts 1908-1917 and 1938-1947). Furthermore, we found a sharp age-related increase in loneliness; older people were lonelier than younger people (d = .83 comparing Ages 75 and 95 in Cohort 1908-1917; and d = .21 comparing Ages 55 and 78 in Cohort 1938-1947). Age effects thus clearly outweigh cohort effects in size. Increasing levels of mastery and self-efficacy across birth cohorts explain the observed cohort-related decline in loneliness. Mastery contributes similar to the effect size of partner status in the explanation of differences in loneliness. We conclude that there is no evidence of a loneliness epidemic among later-born cohorts of older adults relative to earlier-born cohorts. Also, mastery and self-efficacy are crucial to fully understanding loneliness in today's society.

In the public debate and media, it has been suggested that there currently is a "loneliness epidemic" in Western societies. To shed light on this pressing issue we investigated whether age-related changes in loneliness found in early studies also pertain to later-born cohorts, and whether mastery and self-efficacy have become increasingly important for explaining differences in loneliness. We used data from the Longitudinal Aging Study Amsterdam. Observations were of 4,880 Dutch people aged 55 and older between 1992 and 2016. We employed multilevel regression analyses incorporating birth cohort while controlling for age. Older adults were less lonely in later-born cohorts, although the effect size was small (d = .11 at Age 65 comparing Cohorts 1918-1927 and 1948-1957; and d = .11 at Age 75 comparing cohorts 1908-1917 and 1938-1947). Furthermore, we found a sharp age-related increase in loneliness; older people were lonelier than younger people (d = .83 comparing Ages 75 and 95 in Cohort 1908-1917; and d = .21 comparing Ages 55 and 78 in Cohort 1938-1947). Age effects thus clearly outweigh cohort effects in size. Increasing levels of mastery and self-efficacy across birth cohorts explain the observed cohort-related decline in loneliness. Mastery contributes similar to the effect size of partner status in the explanation of differences in loneliness. We conclude that there is no evidence of a loneliness epidemic among later-born cohorts of older adults relative to earlier-born cohorts. Also, mastery and self-efficacy are crucial to fully understanding loneliness in today's society.

We have conducted a study on how many opportunities are necessary, on average, for learners to achieve mastery of a skill, also called a knowledge component (KC), as defined in the Open Learning Initiative (OLI) digital courseware. The study used datasets from 74 different course instances in four topic areas comprising 3813 students and 1.2 million transactions. The analysis supports our claim that the number of opportunities to reach mastery gives us new information on both students and the development of course components. Among the conclusions are a minimum of seven opportunities are necessary for each knowledge component, more if the prior knowledge among students are uneven within a course. The number of KCs in a course increases the number of opportunities needed. The number of opportunities to reach mastery can be used to identify KCs that are outliers that may be in need of better explanations or further instruction., QC 20180917

Psychological resources and risk factors influence risk of coronary heart disease. We evaluated whether inverted items in the Self-esteem, Mastery, and Center for Epidemiological Studies Depression scales compromise validity in the context of coronary heart disease. In a population-based sample, validity was investigated by calculating correlations with other scales (n = 1004) and interleukin-6 (n = 374), and by analyzing the relationship with 8-year coronary heart disease risk (n = 1000). Negative items did not affect the validity of the resource scales. In contrast, positive items from Center for Epidemiological Studies Depression showed no significant relationships with biological variables. However, they had no major impact on the validity of the original scale.

Psychological resources and risk factors influence risk of coronary heart disease. We evaluated whether inverted items in the Self-esteem, Mastery, and Center for Epidemiological Studies Depression scales compromise validity in the context of coronary heart disease. In a population-based sample, validity was investigated by calculating correlations with other scales (n = 1004) and interleukin-6 (n = 374), and by analyzing the relationship with 8-year coronary heart disease risk (n = 1000). Negative items did not affect the validity of the resource scales. In contrast, positive items from Center for Epidemiological Studies Depression showed no significant relationships with biological variables. However, they had no major impact on the validity of the original scale.

We have conducted a study on how many opportunities are necessary, on average, for learners to achieve mastery of a skill, also called a knowledge component (KC), as defined in the Open Learning Initiative (OLI) digital courseware. The study used datasets from 74 different course instances in four topic areas comprising 3813 students and 1.2 million transactions. The analysis supports our claim that the number of opportunities to reach mastery gives us new information on both students and the development of course components. Among the conclusions are a minimum of seven opportunities are necessary for each knowledge component, more if the prior knowledge among students are uneven within a course. The number of KCs in a course increases the number of opportunities needed. The number of opportunities to reach mastery can be used to identify KCs that are outliers that may be in need of better explanations or further instruction., QC 20180917