The precarious rights of senior citizens, especially those who are highly educated and who are expected to counsel and guide the younger generations, has stimulated the creation internationally of advocacy associations and opinion leader groups. The strength of these groups, however, varies from country to country. In some countries, they are supported and are the focus of intense interest; in others, they are practically ignored. For this is reason we believe that the creation of a network of all these associations (...) is essential. The proposed network would act as a support for the already-existing policies of the United Nations’ High Commission for Human Rights, of independent experts, and of the Global Alliance for the Rights of Older People. All three have long ago recommended the creation of a recognized instrument for uniting presently scattered efforts. The proposed network, therefore, will seek to promote the international exchange of relevant expertise, and it will reinforce the commitments and actions that single countries are currently taking to meet these objectives. For example, informative public events can be organised to promote particular support initiatives and to provide an opportunity for new members of the network to be presented. The network will promote health for senior citizens, disease prevention, senior mobility, safe free time for seniors, alimentary education, protection against new risks and dangers, as well as equity in the services necessary for seniors to adopt new information and communication technologies. In the case of retired academic members, the network will promote equality with respect to continuing use of digital technologies (particularly email), continuing access to research libraries, and the guaranteed ability for seniors to fund their own research programs and to deliver free seminars. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:Affective Spaces: Architecture and the Living Body by Federico de MatteisJasna SersicAffective Spaces: Architecture and the Living Body BY FEDERICO DE MATTEIS New York, NY: Routledge, 2021What is architectural space? For architects, urban planners, and all involved in the design and transformation of the environment, space is a central subject. However, despite this fact, nobody accurately states what space is all about. As a result, the concept of (...) space remains ambiguous, challenging to transmit, and a point of fundamental misunderstandings, with consequences on how we move, inhabit, and transform the world around us (1).In the attempt to provide order in today’s theory of space in architecture, De Matteis’ Affective Spaces invites the reader to explore the question of space from the subject’s point of view by asking what the encounter with architecture is like, and how do I feel, here, now?, borrowed from Eugene Minkowski (7). De Matteis offers an interconnected yet clear and instructive way to explore further what first-hand, direct experience with architecture can tell us about the effects it produces on us. Through this exciting intellectual journey, De Matteis thus shows how architecture, generally understood as an art of building space, does not regard the built environment alone. As people are also emotionally affected by the (built) world they live in, this book can ultimately be read as a quest to understand the relation between the feelings and moods arising from the bodily, corporeal experience of the built environment and the way they invite us to respond and act within environments we inhabit and modify (130).To accept De Matteis’ invitation to join him on his quest entails two things. The first is to take the position that the root of the emergence of sense and feelings is the subject’s corporeity. We must thus acknowledge the primacy of feeling (130). The second, by extension, is to put aside preconceived notions and conceptual tools for representing space inherited from modernity, as they are grounded in dualistic contraposition between physical reality, which is seen as objective (9). In contrast, experience and feeling are seen as subjective (9). Consequently, [End Page 142] they cannot adequately grasp the non- measurable dimensions of the lived space and thus the experience that the subject makes of it.Instead, De Matteis argues that one cannot describe space as a thing separate from us and that we are always a part of the space we inhabit. For this purpose, the book derives its theoretical model of space from phenomenology, which considers the felt body as a sounding board for the built environment and human experience of the world.The book is arranged into fourteen chapters that show the thematic progression of the argument, and is structured in three parts that explore space, the living body and corporeal dynamics, and the experiential character of some specific families of space. Titles of the chapters provide clear signposts to the reader about where the story is going and are much appreciated in this unique exploration. They also show that the author carefully weaves the conceptual intersections between phenomenology and its model of space with investigations in several fields of knowledge. Drawing across a multitude of disciplines, ranging from geography, anthropology, psychology, philosophy of mind, and aesthetics to neurosciences, and offering many examples from art, literature, film, and everyday life, the book helps the reader visualize the content discussed. This panoramic character and accessible language and format make it an engaging read for experts in the field and to a broader audience interested in topics addressed in the book.Perhaps one of the most compelling arguments the book brings forward is that the corporeal dynamics of space enable understanding of space as a thing that is not separate from us. It is from the coming together of persons and things that atmospheres arise. They are not objective, yet they exist as the natural qualities of things; neither are they subjective, yet they belong to sensing beings. This understanding implies a possible workable definition with no boundary between the subject and object. However, it also clearly points out that the book emerged in response to our modern understanding and critique... (shrink)

First-person accounts of people labeled mad have become an object of increasing interest for nonsurvivor scholars with backgrounds in psychology and psychiatry. In the early stages of my PhD research, I set out to gain a deeper understanding of this expanding body of academic work in the hope of better situating my own project. My PhD explores the possibility of a model of madness collectively developed by the direct owners of the experiences in question. Although a detailed description of that (...) project, which is still evolving, is beyond the scope of this paper, I want to offer some reflections here on ‘conventional narrative research’ in psychiatry and mental health. I use this phrase to describe studies based on... (shrink)

It is encouraging that, in their commentaries, Sarah Carr and Timothy Kelly do not bring the discussion back to the conventional treatment of personal narratives in psychiatry and mental health, but rather take the ideas presented in my paper forward. We seem to agree about the need to disrupt the ultimate interpretative authority of the researcher. This is the point from which both commentaries depart, taking off in their own directions through the thorny questions of how—and indeed whether—any of this (...) can be achieved. This sense that we share at least a point of departure complicates the task of writing a reply, because I would much prefer to engage in a conversation about some of the key issues... (shrink)

Although Olympic athletes are celebrated for their sports achievements, they often face serious difficulties in their post-sport career employment. Factors of development that are affecting the quality of post-sport career transition of Olympic athletes are important to acknowledge in the dual career development perspective. Due to the side lining of academic activities, athletes are often not well prepared for the labor market. If they do not gain sufficient financial background in their careers, it can lead to a lack of proper (...) economic inclusion of athletes in their post-sport career employment and further impact their lives. Career transitions of athletes have been the subject of research in different aspects of DC support, but most research is linked to the student-athlete DC perspective. Therefore, the aim of our research was to examine the impact of factors directly contributing to the quality of the post-sport career transition in Slovenian elite and Olympic athletes and the social class position and employment of these athletes after the termination of their sports career. From DC support practice, we learned that although athletes often have a proper level of education, their post-sport career transitions were not successful. To fill this gap, 168 elite athletes from Slovenia were asked to complete online questionnaires. The results showed a significant contribution of education and DC support-related finances to the quality of post-sport career transition. Regarding developing a national DC model and based on empirical research, this study identifies the social class position and employment status of former elite athletes from Slovenia. It also identifies opportunities for further research on the quality of the post-sport career transitions and perspectives on DC support. Understanding how different factors contribute to the integrated development of individual athletes to reach their potential in sports, education, and their post-sport career employment is important for theorists, DC practitioners, and stakeholders working with DC athletes. To develop a sufficient mechanism, DC support providers should consider supporting education along with the financial support of athletes during their sports careers and recognizing study-training ecosystems, based on good practices to successfully transition to their post-sport careers. These findings can also be useful for athletes and their athletic triangle support network as a support in the decision-making. (shrink)

Millions of animals are used every year in oftentimes extremely painful and distressing scientific procedures. Legislation of animal experimentation in modern societies is based on the supposition that this is ethically acceptable when certain more or less defined formal (e.g. logistical, technical) demands and ethical principles are met. The main parameters in this context correspond to the “3Rs” concept as defined by Russel and Burch in 1959, i.e. that all efforts to replace, reduce and refine experiments must be undertaken. The (...) licensing of animal experiments normally requires an ethical evaluation process, oftentimes undertaken by ethics committees. The serious problems in putting this idea into practice include inter alia unclear conditions and standards for ethical decisions, insufficient management of experiments undertaken for specific (e.g. regulatory) purposes, and conflicts of interest of ethics committees’ members. (shrink)

Entrepreneurs as individuals are the main drivers of entrepreneurship and possess distinct personality characteristics. The study focused on entrepreneurial openness and creativity on the entrepreneurial level relative to business growth. Hypotheses were developed and empirically tested in structural equation models using survey data obtained from SMEs’ entrepreneurs in three countries. This study adds to what is known about entrepreneurship and small business management in terms of normative research on firm growth by empirically examining the relationships between the entrepreneurial openness, creative (...) personality, and creativity of the entrepreneur and growth of the company. Moreover, the study develops refined internationally comparable measures of entrepreneurial openness, entrepreneur creativity, and a creative personality. An entrepreneur’s openness and creative personality may be essential for their creativity. The entrepreneur’s creativity may be a vital element of company growth in some countries. (shrink)

Este libro ofrece una introducción al análisis de la historia del pensamiento conservador y derechista en América Latina y en la Península Ibérica a través de estudios enfocados en diversas épocas, regiones y temas. Describe cómo este pensamiento se desarrolló desde los comienzos del siglo XIX hasta finales del siglo XX, y cómo legitimaba las acciones y el poder de los conservadores y de la derecha. Asimismo subraya la ambigüedad y heterogeneidad del pensamiento conservador y derechista, a la vez que (...) examina las múltiples conexiones, relaciones y similitudes entre sus diferentes corrientes. (shrink)

In his (several times reprinted) article How Wide Is the Gap Between Facts and Values? N. Rescher aspires to clarify the long-lasting discussion on the ‘is-ought’ (‘fact-value’) gap by providing a framework in which the related arguments can be perspicuously articulated. He then argues that even if the logical gap may bereal, the transition from factual premises to value conclusions is smoothly mediated by trivially true value statements. We scrutinize Rescher’s argumentation and show defects in the presented lines of reasoning. (...) In particular, we argue that his tripartite division of statements (factual, evaluative, hybrid), as well as his emphasis on the role of evaluative truisms, introduce serious problems that escape Rescher’s attention. We thus conclude that he failed to achieve his goals. (shrink)

Phenomenology, as we know, is the pathway of the natural consciousness towards philosophical knowledge or the pathway of the soul, which passes through the series of its forms until it becomes Spirit. It is through the most complete experience of its own self that consciousness arrives at self-knowledge qua absolute knowledge. The series of forms which consciousness passes through on its pathway - consciousness, selfconsciousness, reason, spirit - represents the extent history of the formation of consciousness in its growth to (...) the level of philosophical knowledge as a science. In this movement, the dialectical unfolding of the particular stages is at the same time the dialectical movement of the history of the experience of consciousness. Therefore, the dialectic of the particular stages in their progression is nothing but the self-movement of dialectic as history. The Hegelian notion of history is hence a dialectic of the idea, which in its movement is history. Therefore is excluded, so it seems to me, a dialectic of empirical history as such. Thus Hegel says that “the individual, so far as content is concerned, has also to go through the stages through which the general mind has passed.” This does not mean the participation of the individual in empirical history, qua empirical history, but it says that the individual’s own history is part of world history as the universal form of Spirit. This refers us to the Notion of the sense of empirical history as it is expressed in historical experience. (shrink)

In the paper, Priorś well-known \'tonk\' argument is examined and taken as a basis for general considerations regarding the logical status of implicit definition, and the semantical status of the \'tonk\'-like expressions. Further, the whiff of logical vanity attendant upon Priorś conclusions is dispelled by employing a new theory of concept. In particular, the authors argue that: a) Priorś \'tonk\' argument discredits neither the concept of analytical validity nor the role of implicit definition. The arguments underlying the authors\' view draw (...) from both syntactical and semantical considerations of the alleged \'tonk\' connective. b) Decisive criticism of the very concept of implicit definition of logical connectives can be, anstead, based on Tichýś view of formal axiomatics as a case of\'the Fallacy of Subject Matter\'. c) The semantical analysis of the so-called śtrictly empty\' concepts, as introduced by Materna in his theory of concept, renders a viable account of the mysteries and confusions surrounding Priorś witty and inspiring \'tonk\' example. (shrink)

Microinjection of frog oocytes, a technique whose usefulness for studies on gene expression is already established, may be similarly helpful for the unraveling of several enigmas of cellular metabolism and its organization.

Glazba ima važnu ulogu za adolescente jer se u tom životnom razdoblju oblikuju osobni i društveni identiteti, ali izgrađuju i glazbene preferencije. U okviru ovoga rada provedeno je online anketiranje koje je obuhvatilo 200 sudionika, odnosno učenika osnovnih općeobrazovnih škola iz pet hrvatskih županija u dobi od 13 i 14 godina. Cilj istraživanja bio je doznati glazbene preferencije učenika te utječu li sociodemografske varijable i nastava glazbe na njihove preferencije. Djevojčice su iskazale nešto veću sklonost prema svim ponuđenim vrstama glazbe, (...) a posebice prema popularnoj glazbi. Sudionici čiji se roditelji bave glazbom značajno su skloniji umjetničkoj i popularnoj glazbi. Kada je u pitanju mjesto življenja, značajne razlike uočene su kod sklonosti rock glazbi koja je značajno viša kod sudionika iz grada. Sudionici koji procjenjuju da postoji utjecaj nastave glazbe i oni koji kod kuće slušaju skladbe s nastave značajno češće izvještavaju o interesu za umjetničku glazbu. Rezultati istraživanja ukazuju na potrebu većeg angažmana učitelja glazbe i roditelja u stjecanju glazbenih preferencija djece, posebice prema kvalitetnoj glazbi. Music plays an important role for adolescents since personal and social identities are formed during this period of life, but they also build musical preferences. Within this paper, an online survey was conducted, which included 200 respondents, i.e. primary school students from five Croatian counties aged 13 and 14. The aim of the research was to find out the musical preferences of students and whether sociodemographic variables and music teaching influence their preferences. The girls showed a slightly greater preference for all types of music offered, and especially for popular music. Respondents whose parents are involved in music are significantly more inclined to artistic and popular music. When it comes to place of residence, significant differences were observed in the preference for rock music, which is significantly higher among respondents from the city. Respondents who estimate that there is an impact of music teaching and those who listen to compositions from classes at home report an interest in art music significantly more often. The results of the research indicate the need for greater involvement of music teachers and parents in acquiring children’s musical preferences, especially towards quality music. (shrink)

Music plays an important role for adolescents since personal and social identities are formed during this period of life, but they also build musical preferences. Within this paper, an online survey was conducted, which included 200 respondents, i.e. primary school students from five Croatian counties aged 13 and 14. The aim of the research was to find out the musical preferences of students and whether sociodemographic variables and music teaching influence their preferences. The girls showed a slightly greater preference for (...) all types of music offered, and especially for popular music. Respondents whose parents are involved in music are significantly more inclined to artistic and popular music. When it comes to place of residence, significant differences were observed in the preference for rock music, which is significantly higher among respondents from the city. Respondents who estimate that there is an impact of music teaching and those who listen to compositions from classes at home report an interest in art music significantly more often. The results of the research indicate the need for greater involvement of music teachers and parents in acquiring children’s musical preferences, especially towards quality music. (shrink)

Vrednovanje i ocjenjivanje u nastavi Glazbene kulture važna je sastavnica odgojno-obrazovnog procesa koja sa sobom nosi razne poteškoće i subjektivnost. U nastavi Glazbene kulture realiziraju se različite glazbene aktivnosti i sadržaji, koji su više ili manje specifični te se navedeno odražava i na vrednovanje i ocjenjivanje. Navedene aktivnosti i sadržaji u okviru Kurikuluma nastavnog predmeta Glazbena kultura za osnovne škole i Glazbena umjetnost za gimnazije organizirane su u okviru tri domene/nastavna područja: Slušanje i upoznavanje glazbe, Izražavanje glazbom i uz glazbu (...) i Glazba u kontekstu. U radu je prikazano istraživanje provedeno tijekom 2019. godine, a koje je obuhvatilo 269 ispitanika, tj. 30 osnovnoškolskih učitelja Glazbene kulture i 239 učenika osmih razreda. Istraživanje je provedeno u Osječko-baranjskoj i Požeško-slavonskoj županiji te je obuhvatilo učitelje Glazbene kulture i učenike osmih razreda šest osnovnih škola od kojih se četiri nalaze u urbanom, a dvije u ruralnom području. Cilj ovog istraživanja bio je doznati stavove učenika i učitelja o vrednovanju i ocjenjivanju u nastavi Glazbene kulture, utvrditi moguću povezanost sociodemografskih varijabla i mišljenja učitelja i učenika te utvrditi na koji se način provodi ocjenjivanje u nastavi Glazbene kulture. Slušanje glazbe i pjevanje su aktivnosti koje se, prema mišljenju i učitelja i učenika, najčešće vrednuju i ocjenjuju u nastavi Glazbene kulture. Ujedno, učitelji u većoj mjeri smatraju da provode individualno i skupno ocjenjivanje nego li to smatraju učenici. Utvrđeno je da učitelji najčešće ocjenjivanje provode tako što tijekom svakog sata prate učenike, skloni su učenike ocijeniti odmah na satu i najčešće usmeno. Utvrđeno je da su učitelji i učenici mišljenja da učenik ne treba imati razvijene glazbene sposobnosti za ocjenu ‘odličan’ u predmetu Glazbena kultura. S obzirom na povezanost sociodemografskih varijabla i mišljenja ispitanika o vrednovanju i ocjenjivanju, pokazalo se kako su područje na kojemu se nalazi škola i spol značajni prediktori učeničkih stavova, dok se kod učitelja nijedna varijabla nije pokazala prediktorskom. Evaluation and grading in the teaching of Music Culture is an important component of the educational process that carries various difficulties and subjectivity with it. In the course of Music Culture, various music activities and contents are realized, which are more or less specific and also reflect on the evaluation and evaluation. The activities and contents of the Curriculum for the Elementary School Music Culture and High School Musical Arts curricula are organized within three domains/teaching areas: Listening and learning about music, Expressing music and with music, and Music in context. The research was conducted in 2019 and included 269 respondents, i.e. 30 elementary music teachers and 239 eighth grade students. The survey was conducted in Osijek-Baranja and Pozega-Slavonia counties and it included Music teachers and eighth grade students from six primary schools, four of whom are in urban and two in rural areas. The aim of this research was to find out students’ and teachers’ views on evaluation and assessment and to determine the possible correlation of sociodemographic variables and teachers’ and students’ opinions on evaluation and assessment in Music Culture teaching and to determine how the assessment is conducted in Music Culture teaching. Listening to music and singing are activities that, in the opinion of both teachers and students, are most commonly evaluated and graded in teaching Music Culture. At the same time, teachers are more likely to carry out individual and group assessments than students. Teachers usually conduct their assessment by monitoring students every class, they tend to evaluate students during class and most often orally. Teachers and students think that student should not have the developed musical skills to score excellently in Music Culture. Considering the correlation between sociodemographic variables and the respondents’ opinions on evaluation and grading, it was shown that the area in which school is located and gender are significant predictors of students’ attitudes, while in the teachers no variables proved to be predictive. (shrink)

Evaluation and grading in the teaching of Music Culture is an important component of the educational process that carries various difficulties and subjectivity with it. In the course of Music Culture, various music activities and contents are realized, which are more or less specific and also reflect on the evaluation and evaluation. The activities and contents of the Curriculum for the Elementary School Music Culture and High School Musical Arts curricula are organized within three domains/teaching areas: Listening and learning about (...) music, Expressing music and with music, and Music in context. The research was conducted in 2019 and included 269 respondents, i.e. 30 elementary music teachers and 239 eighth grade students. The survey was conducted in Osijek-Baranja and Pozega-Slavonia counties and it included Music teachers and eighth grade students from six primary schools, four of whom are in urban and two in rural areas. The aim of this research was to find out students’ and teachers’ views on evaluation and assessment and to determine the possible correlation of sociodemographic variables and teachers’ and students’ opinions on evaluation and assessment in Music Culture teaching and to determine how the assessment is conducted in Music Culture teaching. Listening to music and singing are activities that, in the opinion of both teachers and students, are most commonly evaluated and graded in teaching Music Culture. At the same time, teachers are more likely to carry out individual and group assessments than students. Teachers usually conduct their assessment by monitoring students every class, they tend to evaluate students during class and most often orally. Teachers and students think that student should not have the developed musical skills to score excellently in Music Culture. Considering the correlation between sociodemographic variables and the respondents’ opinions on evaluation and grading, it was shown that the area in which school is located and gender are significant predictors of students’ attitudes, while in the teachers no variables proved to be predictive. (shrink)

Dans ce m?moire nous nous proposons d?examiner le rapport qu?il peut y avoir entre, d?une part, le dualisme de Descartes et, de l?autre, son affirmation que l?homme repr?sente une unit? substantielle de l??me et de corps. En effet, nous nous effor?ons de d?montrer qu?en voulant concilier sa conception de la diff?rence r?elle avec sa propre d?finition de l??tre humain, le philosophe ne s?appuyait pas seulement sur St. Augustin mais aussi bien sur St. Thomas d?Aquin. U ovom se radu ispituje odnos (...) izmedju Dekartovog dualizma i njegovog stava da je covek supstancijalno jedinstvo duse i tela. Tu se nastoji pokazati da se filozof nije oslanjao samo na Avgustina nego i na Akvinskog onda kada je svo ju realnu razliku pokusao da pomiri s vlastitim odredjenjem ljudskog bica. (shrink)

U tekstu se traga za vezom između Descartesovih životnih obrata i razloga zbog kojih filozof u Raspravi o metodi i Meditacijama o prvoj filozofiji primjenjuje ispovjednički način pisanja. Takvo nastojanje otkriva posebnu ulogu maske pod kojom se Descartes namjerava prvi put pojaviti pred javnošću. Iako masku spominje još u dnevničkim bilješkama, on je konačno oblikuje, i to kao ‘osobu’, tek s otkrićem cogito, dakle, u vrijeme dok piše Raspravu o metodi. U tom mu djelu ‘osoba’, shvaćena kao čist razum, daje (...) mogućnost svoje filozofsko preobraćanje ispovijediti kao obrazac intelektualnog preobražaja čovječanstva, čime se njegova ispovijest pretvara u propovijed. U Meditacijama, međutim, Descartes ide korak dalje. Njegova vještina služenja maskom, te njegovo iskustvo koje je u snovima imao sa zloduhom i Bogom, dovode ga do toga da se u ovom spisu pojavljuje kao glumac sa tri lika: kao »ja«, kao zli genije i kao istinoljubivi Bog. Iza sva tri lika, naravno, stoji Descartesov ratio; ali bitno je primijetiti da zloduh nije samo maska kojom filozof prikriva grijeh skeptičke aktivnosti u koju uvlači čitaoca. Na osnovu Descartesovih snova može se tvrditi da postoji još jedan zloduh u Meditacijama, ovoga puta stvarni, koji stoji nasuprot meditirajućem subjektu. Taj je oličenje općeprihvaćenih stavova, predrasudnog mišljenja i lijenosti ljudskog uma.The text explores the connection between Descartes’ life conversions and the reason why in the Discourse on the Method and Meditations on First Philosophy he utilizes a confessional tone to his writing. Such an endeavour exposes a specific role of the mask under which the philosopher intends to present himself to the public for the first time. Although the mask is already mentioned in his Private thoughts, Descartes gives it a form of persona only after the discovery of cogito, as he is writing the Discourse. The mask of persona, conceived as a pure reason, allows him to confess his philosophical conversions as a paradigm of intellectual conversion of humanity, transforming his confession into a sermon. However, in the Meditations, Descartes takes a step further. His ability to utilize the mask, combined with his experience in dreams with a malicious demon and God, enable him to appear in this work as a multi-faced actor: as »I«, as a malicious genius and as a truthful God. Behind all three masks is evidently Descartes’ ratio, however it is important to recognize that the malicious genius is not only the mask the philosopher uses to hide the sins of the sceptical activity in which he involves the reader. On the basis of Descartes’ dreams, we can argue that there is one more malicious genius in the Meditations, this time a real one, standing opposite the meditating subject. This one is the embodiment of widely accepted opinions, prejudices and laziness of human intellect. (shrink)

The effect of contextual information on the resolution of ambiguity was investigated in a group of individuals awaiting dental treatment and a group of control individuals. Participants heard threat/neutral, neutral/neutral and positive/neutral homophones while being simultaneously presented with a context word that was consistent with one of the two meanings of the homophone. Participants then made a lexical decision task on a target word that was one of the two alternate spellings of the homophone. We found that the dental group (...) was more sensitive to context for all types of homophones, and there was no evidence for mood congruency. It also appeared that there might have been an element of mood regulation in the dental group, as they were slower to respond to the emotional targets overall. Our results show that sensitivity to context in state anxiety is a robust phenomenon and one that generalises to naturally occurring anxious moods. (shrink)