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This is the first of two volumes, now covering the heads of religious houses in England and Wales from the tenth-century reform to the death of Edward III, 940–1377. This first volume, by the great master of monastic history, Dom David Knowles, aided by Christopher Brooke and Vera London, was published first in 1972 and was quickly recognised as a major work of reference, noted for its mastery of accurate detail. It has now been brought up to date with substantial addenda and corrigenda by Christopher Brooke. The 1972 volume covers the period 940–1216, and comprises fully documented, critical lists of monastic superiors, with succinct biographical details. It is an essential foundation for all prosopographical study of the religious history of the period; and the precise chronology that it underpins is invaluable for dating innumerable undated documents. As such, the book is a fundamental tool of medieval research.

The assessment of individual differences has generated shockwaves affecting sociology, education, and a number of other behavioral sciences as well as the fields of management and organizational behavior. In covering the assessment of individual differences, this book pays tribute to the interests and activities that Douglas N. Jackson has incorporated into his career as a psychologist. He continues to be a leader in putting academic findings to practical use. He has also inspired generations of students with his mastery of complex concepts and as a personal example of the ability to balance several simultaneous areas of research. Consistent with the focus of Jackson's research, the theme of this book will be how the use of deductive, construct-driven strategies in the assessment of individual differences leads to benefits in terms of the applicability of the assessment instruments and the clarity of the conclusions that can be drawn from the research

Leader of the Diggers, or True Levellers, whose colony was forced to disband in 1650, Gerrard Winstanley stands out from a century remarkable for its development in political thought as one of the most fecund and original of political writers. An acute and penetrating social critic with a passionate sense of justice, he worked out a collectivist theory which strikingly anticipates nineteenth- and twentieth-century socialism. He was the first modern European thinker to write in the vernacular advocating a communist society, and to call upon ordinary people to realize it. Winstanley published a number of pamphlets on the colony's behalf, among them a summary of his ideas, published in 1652 as The Law of Freedom in a Platform and dedicated to Oliver Cromwell. Christopher Hill's selection from Winstanley's many published pamphlets demonstrates the coherence and social relevance of Winstanley's philosophy, while it reveals his mastery of colloquial prose and his superb use of imagery

The article is devoted to the study of the characteristics of the age dynamics of the measure of differentiation and the measure of hierarchy of the concept Director at different stages of age development. The study involved 572 respondents aged from 6 to 56 years. To identify age dynamics, the results of a directed associative experiment (stimulus word Director) and a pictographic technique were analyzed. The data obtained indicate that with age development and mastery of professional activities, there is a significant increase in the measure of differentiation and the measure of hierarchy from the children's group to the group of early adulthood. After this, in the mature group of respondents the measure of differentiation stabilizes, and the measure of hierarchy sharply decreases. It is assumed that a director's creative activity decreases with age. It is hypothesized that the sharp drop in the measure of hierarchy is due to the specifics of the sample.

Purpose This study examines the impact of "Change in Direction," a counseling approach for long-term social assistance recipients in Switzerland. Method The results of the study are based on a randomized controlled trial ( n intervention group = 31/32, n comparison group = 50/48). Outcome measures were obtained from a two-wave survey and administrative data. Results The intervention increased clients' mastery (= experience of competence, β = .46, p = .038) and vitality (= one aspect of well-being, β = .61, p = .008), reducing the gap with the general Swiss working age population by 35% and 54%, respectively. However, the intervention did not increase clients' general life satisfaction or earnings, nor did it reduce health expenditures or cash transfer receipt. Discussion Findings show that goal-oriented counseling can improve feelings of competence and well-being among long-term welfare recipients but that it cannot improve labor market outcomes and financial self-sufficiency.

The social aspects of the life and behaviour of courtesans in early India have attracted much scholarly interest. This article attempts to understand the socio-economic aspects of their profession with special focus on the ganikas and on how they sought to make a profitable career for themselves. The ganikas were held to rank above the common run of prostitutes by virtue of the rigorous training they underwent—'64 classical arts' that included dance and drama along with other skills apart from mastery in the art of eroticism. These accomplishments allowed them to charge a considerably higher fee from clients as compared to the other members of the profession. The article explores the different categories of middlemen or procurers/procuresses and managers who served as an essential link between the courtesans and their clients. It also investigates how the courtesans were also expected to use their money and resources.

This study explored resources from paid employment that could promote women's health during a vulnerable period of motherhood (raising young children). Following theoretical perspectives on work–family interplay and stress, it tested two sets of hypotheses by applying cross-lagged modeling techniques to nationally representative data on mothers from the Early Childhood Longitudinal Study-Birth Cohort ( n = 7450) and occupational conditions from the Occupational Information Network database. In general, mothers of young children reported better health when employed in occupational sectors with more socioemotional resources, such as opportunities to develop a sense of mastery and connection. For the specific set of mothers who had children with health problems, more instrumental resources on the job, such as the ability to telecommute, appeared to better support health. There was some evidence of resources mattering more in the context of part-time employment, but there were no links between any resources and mental health.

Through a reflexive and documentary methodology, the article examines the connection between clientelism and social responsibility. Understanding social responsibility as a collaborative effort to promote happiness by members of the economic, political and cultural apparatus. Furthermore, it explores the service and mastery paradigm of bureaucratic theory, which, at least in theory, increases organizational efficiency, efficacy and effectiveness. It is concluded that clientelism in administration seeks a bureaucracy delineated in power and service, where the logic and point of view of the client rules. Those who have the ability to judge and discriminate between what is true and what is not, can critically assess these issues. Reason, which is innate in human beings, creates a variety of articulated ideologies. These ideas are supported by Weber's bureaucratic theory and Descartes' method discourse approaches, according to which the client's search for truth is governed by two essential perspectives: collaboration with the human sciences and service for life.

AbstractThis study examined the quality and fluctuation of daily moods as well as health routines and means of recovery from work strain among employees (n = 38) working nonstandard, often unpredictable schedules in the retail and services sector in Finland. Data were collected via a background questionnaire and a one‐week mobile diary. The results indicated that the daily moods of employees were relatively positive but varied greatly from day to day. Hectic working days, unpredictable changes in work schedules, and compounded responsibilities at home and work were reported as causes of daily strain stemming from work. In contrast, more sleep and exercise were positively associated with daily mood and, therefore, are likely to enhance recovery from work related strain. Additional activities employees reported as useful in recovering from work strain included low‐effort leisure activities along with social activities with family and friends, as well as mastery experiences stemming from successful work experiences.

Abstract
This study is motivated by the plea of a renowned philosopher who urged humankind to break the habit of reverencing and submitting to seemingly great human beings, whose great mistakes issue in tragic historical events that threaten the survival of civilization. Conceiving World War Two as a modern tragedy, and using instructive elements of this era to identify an enraptured nation's worship of a seemingly great leader, the author sources evolutionary biology to evidence the thesis that hereditary human nature, now conceived as a maladaptive Paleolithic Curse, is the origin of humankind's emotional instability, ruinous aggression, enduring worship of fallible alphas, divisive tribalism, and mastery of artful deceptions. While challenging the facile claim of epigenetic science that education will produce a worldwide enlightenment enabling humankind to defeat the Paleolithic Curse, the forced choice of retrofitting the human genotype by advocates of volitional selection underlies this analysis of humankind's lesser greatness.

In Leviathan, Thomas Hobbes voices concern over the squandering of the‎ prospects of human prosperity. This paper argues that the remedy he proposes ‎is the political replication of scripture's idea of creation; the acknowledgment ‎of an originator, a first cause of indisputable order. Hobbes's nemesis, the ‎Fool, is an agent of scripture's antithetical tohu and bohu (the disarray that‎ preceded creation), who misguidedly believes he can work disarray to his advantage. ‎For Hobbes this is folly, because the volatility of disarray is beyond human mastery. Nevertheless, steadfastness and prosperity remain at hand,‎ by replicating the order of a 'higher power' that is fortunately echoed in all‎ creation. This paper is made in the image of Hobbes's 'replication methodology',‎ that in turn is modelled after scripture's original depiction of the act of ‎creation "in his own image" (Genesis 1:27). The paper identifies the biblical‎ Nabal as the 'original Fool', and reflects on how the original resonates in ‎Hobbes's iteration.‎

This paper aims to highlight the key role of the information and communication technologies (ICT) in the activities of Bulgarian students, and to establish the mastery of their digital literacy skills. In its empirical part, the study turns to some areas of digital competence of students such as application of knowledge, skills and attitudes. The survey was conducted among 100 students during 2014 – 2015 by the method of direct individual survey through pre-designed questionnaire comprising of 40 questions. The data of the survey were analyzed using statistical methods – frequency, mean value and confidence level – 95%. The importance of the current research is not only in a theoretical, but also in a practical-application plane, aiming to highlight the crucial role of the digital literacy for students to adapt to the dynamic labour market and the need of outlining a d igital library as a significant mediator in the university educational environment.

Emerging adulthood is a formative phase of development when women's expectations of success can influence their opportunities for mastery experiences in career and family domains. Women prioritize varying life roles (career, family, and relationships) and these roles potentially intersect with the conflict between work and family that women forecast for their future selves. We used a social cognitive career theory framework to examine how anticipated work-family conflict impacts self-efficacy beliefs. Specifically, we examined whether anticipated work-family conflict moderated the association between women's life role salience and self-efficacy beliefs. Results indicated that across all salient life roles, higher levels of anticipated work-family conflict were associated with lower self-efficacy beliefs, but contrary to hypotheses, there was no evidence of moderation. Demographic factors also explained significant amounts of variance in self-efficacy. Results suggest that maximizing opportunities for self-efficacy can contribute to women's sense of achievement and fulfillment in multiple life domains.

The COVID-19 pandemic has placed us all in front of an existential mirror: Who am I? Who are we, as a society, as a species, as a planet? Many of the old anthropocentric habits based on the foundational myth of human mastery of the world no longer work. The Anthropocene, and all the related environmental emergencies that are happening, are co-caused by the unbalance created by human unsustainable practices of living, behaving and trading. We are at the forefront of a paradigm shift, which is calling all of us to action. Academics have the duty to confront themselves on these issues: Thinking must be followed by actual change. The actualization can be challenging and intense, but is also cathartic, regenerative and empowering. In this text, we will address compelling questions for the 21st century, related to posthuman economics and emerging technologies, sustainable ways of living and existential praxis.

The factors that influence the construction of a teacher's sense of self-efficacy are complex. The authors used a qualitative research design to explore the reflections of a sample of 25 K-12 early career teachers as they made sense of their own abilities. The results show that theorized sources of self-efficacy—mastery experiences, vicarious experiences, and verbal persuasion—all remain important but are interpreted through each participant's unique background and conception of identity. Teacher Self-Efficacy emerged as a construct that both influenced and was influenced by this collection of individual factors. This study provides insight into how each teacher's unique experiences interact dynamically with school environments and personal stories to shape their sense of self-efficacy. The findings can influence how new teachers are supported by coaches and teacher educators to build the confidence and motivation necessary to persist through the challenges of teaching.