Sergey Khoruzhy, or the motif of the problematic character of death

The article is devoted to the memory of an outstanding scholar — physicist, philosopher, theologian and translator — S. Khoruzhy (1941–2020), with whom the author maintained active communication for three decades. This communication included various human and scholarly encounters: meetings in person, correspondence, participation in projects and conferences, book presentations, and shared accommodations in Sofia and Moscow. The article reveals a number of hitherto unknown facts of the scholar’s biography. Also published are his thoughts on topics he found most relevant, based on an interview in Sofia in June 1997, transcribed by the author. Khoruzhy’s philosophical studies ran in parallel with his major subject (theoretical physics), but it was not until 1989 that his theological and philosophical works reached a wider audience. The article emphasises Khoruzhy’s versatile giſt: an original philosopher, author of the concept of synergetic anthropology and successor of the traditions of Russian religious philosophy, he is also atranslator of Ulysses, a scholar of J. Joyce, and a prominent figure of 20th- and 21st-c. Russian culture.

Brief Communication: Key papers of 20 years in Natural Hazards and Earth System Sciences

To mark the twentieth anniversary of Natural Hazards and Earth System Sciences (NHESS), an interdisciplinary and international journal dedicated to the public discussion and open-access publication of high-quality studies and original research on natural hazards and their consequences, we highlight eleven key publications covering major subject areas of NHESS that stood out within the past 20 years. The selected articles represent excellent scientific contributions in the major areas of natural hazards and risks and helped NHESS to become an exceptionally strong journal representing interdisciplinary areas of natural hazards and risks. At its 20th anniversary, we are proud that NHESS is not only used by scientists to disseminate research results and innovative novel ideas but also by practitioners and decision-makers to present effective solutions and strategies for sustainable disaster risk reduction.

A Study on Core Competency Level and Difference by Teaching Experience of Middle School Beauty Teacher

The purpose of this study is to analyze how the level of teacher core competency differs according to the teaching experience of a beauty school teacher. A survey was conducted to analyze the core competencies of beauty teachers. The analysis method is a one-way ANOVA. As a result of analyzing the core competency level of beauty teachers, ‘executive competency’ was the highest, followed by ‘attitude competency’, ‘knowledge competency’. In the case of knowledge, compared to ‘theoretical knowledge of the major and the major subject in charge’, ‘practical ability for the major and the major subject in charge’, ‘the ability to apply teaching and learning evaluation related to the major’, ‘the professor related to the major’, ‘Learning evaluation development ability’ was evaluated low, In the case of performance, the average was slightly higher than that of knowledge and attitude in all competencies, and the level of ‘the ability to instruct students to acquire a certificate related to a major’ was evaluated high. In terms of attitude, ‘the ability to communicate smoothly with peers’ was high. As a conclusion of this study, it was found that in order to respond to the internal and external beauty subject education environment and increase the quality change of beauty subject education, It is necessary to strengthen the competence of professional beauty teachers.

The Necessity and Method of Death Education as a Liberal Arts Subject

The purpose of this essay is to create and promote a discourse on how to develop and operate convergence education within the liberal arts. Currently, the liberal arts curriculum is suffering from considerable difficulties caused by the logic of capital that has penetrated into universities. In such a crisis situation, death education can be an important motive for restoring the value of liberal arts. Students must one day face their own death. In the face of existential and ontological death, students are forced to ask the most valuable and meaningful questions in life, and these questions contain the classic essence of the liberal arts.Death has a very complex and multi-layered nature that can not be dealt with only by a single major subject. In order to fully and deeply deal with death, convergence education is needed. As death is a mirror that reflects life as a whole, it is necessary for us to review carefully the various and opposing views and positions on death together. Therefore, rather than having one professor in charge of death education, it is much more effective for many professors with different majors to participate in the lecture as possible. Seen in this light, a lecture on ‘Life and Death’ as an example of convergence education in the liberal arts is presented. By participating in free and open discussion about the problems of life and death without trying to provide only one right answer, students can gain a broader perspective on human beings and the world, as well as have an opportunity to reflect on their own lives and make independent decisions.

Who Loses Motivation and Who Keeps it up? Investigating Student and Teacher Factors for Students’ Motivational Development Across Multiple Subjects

This longitudinal person-centered study investigated the combined role of student (gender, personality, choice of elective major subject) and teacher factors (perceived autonomy support, competence support, social relatedness) in explaining stability and change in profiles of extrinsic and intrinsic value beliefs in Mathematics, German, English, and French across Grades 9 to 11. In N = 850 (54% female, Grade 9: Mage = 15.6 years) Swiss-German upper-secondary school students, multilevel latent transition analyses revealed four rather subject-independent student profiles of extrinsic value beliefs across the four subjects, and five more subject-specific profiles of intrinsic value beliefs. Transitions into profiles with lower extrinsic value beliefs depended mostly on stable student factors such as their gender, elective major subject, and conscientiousness, whereas changes in intrinsic value beliefs depended mostly on students’ year-specific perceived need satisfaction in Mathematics and French. We discuss implications for the prevention of motivational decline.

The Relationships between Experience, Qualification and Subject Specialization and Content Knowledge Mastery of Economic and Management Sciences Teachers: A Case of Accounting Teaching

This paper investigates the relationship between teaching experience, qualification, and subject specialization on the content mastery of teachers of financial literacy to Grade 9 learners. The sample consisted of 89 Grade 9 teachers of financial literacy in the Thabo Mofutsanyana education district of South Africa. Data was collected using a questionnaire that elicited biographical data and required teachers of financial literacy to answer questions on a variety of accounting topics, to diagnose the effect of teaching experience, qualification, and subject specialization on the content knowledge mastery of the teachers. The data revealed three distinct themes, namely, solving the accounting equation, understanding accounting concepts, and the connection between topics and application of accounting principles. The items of the questionnaire were clustered into three constructs: accounting equation, accounting concepts, and accounting principles and subsidiary journals. The results show that having experience of teaching the subject, having relevant qualifications, and having a minor or major subject specialization in financial literacy enhances teachers’ content knowledge and competence. This result suggests that teachers of financial literacy should have a minimum of three years of teaching experience before they teach senior classes, possess a relevant diploma or degree, and have had accounting as a subject until at least the second to the third year of their studies. In general, teachers should not be expected to teach subjects they did not specialize in, and their level of experience should be a determining factor in workload/subject allocation for teachers, especially for accounting (also known as financial literacy).

A Survey on Goal Recognition as Planning

Goal Recognition is the task of inferring an agent's goal, from a set of hypotheses, given a model of the environment dynamic, and a sequence of observations of such agent's behavior. While research on this problem gathered momentum as an offshoot of plan recognition, recent research has established it as a major subject of research on its own, leading to numerous new approaches that both expand the expressivity of domains in which to perform goal recognition and substantial advances to the state-of-the-art on established domain types. In this survey, we focus on the advances to goal recognition achieved in the last decade, categorizing the resulting techniques and identifying a number of opportunities for further breakthrough research.

Faith in the New Testament

Faith language is prevalent in the New Testament (NT; esp. pistis, pisteuō), but only in the early 21st century did this topic become a major subject of scholarship (leaving aside the pistis Christou debate, which has attracted steady interest and scholarship since the middle of the 20th century). Interest in NT faith language intersects with numerous fields and disciples including classics, lexical semantics, Septuagint studies, and vigorous debates in Pauline studies and Pauline theology.

COPING WITH THE CHALLENGES IN TEACHING MAPEH SUBJECTS AMONG NON-SPECIALIZED TEACHERS OF DISTRICT 4 IN LAGUNA

This study entitled coping with the challenges in teaching MAPEH subjects among the non-specialized teachers of District 4 in Laguna was conducted to specifically answer the following questions; What is the demographic profile of the Teachers in MAPEH in terms of; Age; Gender; Years in Service; Educational Attainment and Specialization? What is the coping mechanism of the Teachers in MAPEH in terms of: Time Management; Academic Advice and Mentoring; Appraisal Focused; Emotional-Focused; Occupation- focused coping? Do the coping mechanism used by teachers significantly affect the performance of non-specialized teachers teaching MAPEH of District 4 in Laguna? The study utilized a descriptive design to determine the coping mechanism of the non-specialized teachers in MAPEH. The main source data of this study was the survey questionnaire which was prepared by the researcher and statistically treated by the use of simple descriptive statistics such as frequency, percentage and the mean to determine the significant effect on the performance of the non-specialized teachers in MAPEH of the District of 4 in Laguna. In order to conduct this study, letters were sent to the Schools Divisions Superintendent Dr. Marites A. Ibanez, asking permission and approval to conduct the study, and to the School Principals of the selected schools, asking to distribute questionnaires to the ones teaching MAPEH. Preparation of self-made questionnaire by the researcher followed. The researcher-made questionnaire was checked by the thesis adviser. Face validation of the contents of the questionnaire was done by the adviser of the researcher and other persons with specialization in the field. They were vital members of the education team. Researchers use purposive sampling when they want to access a particular subset of people, as all participants of a study are selected because they fit a particular profile. Each individual was chosen entirely by chance and each member of the population had an equal chance of being included in the sample. The respondents of the study consisted of fifty non-major or non-specialized in MAPEH inn District 4 in Laguna. The purpose of the study may offer literature and findings that may be useful in the conduct of future studies more particularly in the context of communication considering the stressor and how to cope with the challenges of the teachers in teaching a non-major subject. Copies of the questionnaire were multiplied based on the number of the respondents. Then it was administered. With confidentiality, the gathered information was transferred in a tally sheet. Subsequently, codes were assigned to each indicator. The encoded data were given to the researcher’s statistician for the descriptive analysis. The gathered data were interpreted and presented in textual and tabular forms and appropriate interpretation was made. The methods used was statistical to analyze and interpret the data gathered, the weighted mean and the F-test formula which is the statistical test in which the test statistic has an F-distribution under the null hypothesis. It is most often used when comparing statistical models that have been fitted to a data set, in order to identify the model that best fits the population from which the data were sampled. The implication of this research is to find out the importance of how teachers of MAPEH especially the non-majors become aware of learning and dealing with teaching challenges. Have an important mechanism for handling situations related to MAPEH teaching. The result showed that the coping challenges in teaching MAPEH subjects had no significant effect on the performance of the non-specialize Teachers teaching MAPEH subjects of District 4 in Laguna, and therefore the hypothesis was also rejected. KEYWORDS: Coping Challenges, Coping mechanism, Non-Specialized, MAPEH, Stressor