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Since the fall of communism in 1989, criminal victimization has become an issue in the Czech Republic, & research indicates that it is a stressful experience. The relationship between criminal victimization & depression was examined by adding fear of crime, protection against crime, avoidance of crime, mastery over one's life, social support, & trust in government (as well as sociodemographic controls) to successive regression equations. A total of 703 Czech households in the second of a three-wave (1994-1996) panel study were studied. For men, the total & direct effects of criminal victimization on depression were significant. However, the relation of men's fear of crime & depression was mediated by avoidance. For women, criminal victimization was not related to depression. The relation of women's fear of crime & depression was mediated by mastery. Interpretations of these results are grounded in the different relevance criminal victimization has for the well-being of men & women.

"Now fully updated, this comprehensive text explores Russian international relations, comparing foreign policy formation under Gorbachev, Yeltsin, Medvedev, and Putin. Drawing on an impressive mastery of both Russian and Western sources, Tsygankov shows how Moscow's policies have shifted with each leader's vision of Russia's national interests"--

A study of the political, military and technical aspects of Britain's nuclear weapons programme under the Macmillan government, contrasting Britain's perceived political decline with its growth in technological mastery and military nuclear capability. Important reading for anyone interested in the history and military technology of the cold war

This study explored the choices of literacy media for independent study of students with visual impairments. The predictors that were taken into account were teachers' use of technology, experience in teaching, and mastery of braille and the knowledge of braille of students, parents, and close friends.

A community-based residence for male adolescents who require intensive training in basic life skills is described. Group therapy was used to promote eventual semi-independent living. Mastery over idiosyncratic behavior and learning how to obtain and hold a job constituted the main achievements of intervention.

Intro -- HEALTH AND HAPPINESS FROMMEANINGFUL WORK:RESEARCH IN QUALITY OF WORKING LIFE -- HEALTH AND HAPPINESS FROMMEANINGFUL WORK:RESEARCH IN QUALITY OF WORKING LIFE -- CONTENTS -- PREFACE -- ACKNOWLEDGEMENTS -- INTRODUCTION -- PART I:UNDERSTANDING QUALITY OF WORKING LIFE -HOW TO BE HAPPY AT WORK -- WORKING LIFE -- Søren Ventegodt and Joav Merrick -- REFERENCES -- QUALITY OF LIFE, HAPPINESS ANDMEANING OF LIFE -- Søren Ventegodt, Niels Jørgen Andersen,Isack Kandel and Joav Merrick -- INTRODUCTION -- TO WORK IS TO THRIVE AND PROSPER - OR TO DIE SLOWLY -- WHAT IS GOOD WORK - AND HOW DO YOU ATTAIN IT? -- The Bad Blacksmith -- The Mediocre Blacksmith -- The Good Blacksmith -- THE GOOD WORK - HOW TO GET THERE? -- JOB SATISFACTION - RELEVANT AND IRRELEVANT FACTORS -- DISCUSSION -- REFERENCES -- PERSONAL QUALITY OF LIFE -- INTRODUCTION -- FEELING REASONABLY AT EASE -- FEELING GREAT ABOUT ONESELF -- QUALITY OF LIFE -- RESPECTING LIFE -- HAVING GOOD VALUES -- KNOWING WHAT YOU WANT -- PAYING ATTENTION TO YOUR INNER WANTS AND DREAMS -- AVOIDING WASTING ENERGY -- KNOWING THAT TIME IS SHORT AND LIVE ACCORDINGLY -- ACCEPTING RESPONSIBILITY -- DISCUSSION -- REFERENCES -- MASTERY IN YOUR WORK -- INTRODUCTION -- MASTERY IN THE PROCESS OF WORK -- The Bad Secretary -- The Good Secretary -- The Brilliant Secretary -- MASTERING YOUR WORK -- YOUR UNLIMITED POTENTIAL -- SKILLS -- A DEEPLY FELT COMMITMENT -- FINDING THE CHALLENGE OF YOUR LIFE -- EVERY HUMAN BEING CAN DEVELOP TOWARDS MASTERY -- DISCUSSION -- REFERENCES -- WORKING WITH COLLEAGUES AND MANAGEMENT -- INTRODUCTION -- CO-OPERATION WITH COLLEAGUES AND MANAGEMENT -- Bad Co-operation -- Normal Co-operation -- Good Co-operation -- FELLOWSHIP -- THE GOOD ORGANIZATION -- THE GOOD LEADER -- GOOD CO-OPERATION -- DISCUSSION -- REFERENCES -- CREATING VALUE -- INTRODUCTION.

This study evaluates Momentum Bicycle Clubs (MBC) through the empowerment-based positive youth development framework (EMPYD). Data were collected through eight cross-sectional focus groups of MBC youth participants (ages 10-17). Sessions included three topics: the MBC program, the mentors, and the bicycle, all of which elucidated elements of an EMPYD program for analysis. The data were analyzed utilizing an interpretative phenomenological approach. The results of the focus groups revealed how MBC empowers its youth participants. MBC displayed characteristics of the EMPYD model by providing youth with opportunities to develop mastery and moral identity in addition to the 5Cs of positive youth development. Interactions with a diverse set of mentors and peers allowed program participants to gain mastery of physical, social, and emotional skills. These connections also provided avenues for the development of empathy, caring, and character. MBC empowered its participants by fostering a sense of community that was dependable and consistent. However, the data did not reveal how or if MBC empowers youth to participate in active and engaged citizenship. MBC represents a programmatic model that utilizes many aspects of the EMPYD framework. MBC provide youth with the opportunity to develop mastery over the bicycle and to develop their moral reasoning through relationships with a group of adult mentors. With some adjustment, the program can further empower youth by providing intentional programming that focuses on culturally specific community building and by providing program participants with the opportunity to engage in culturally specific citizenship.

Previous research has suggested that professional youth work settings empower socially vulnerable youngsters, strengthening their personal development and social participation. It is expected that youth work can prevent personal and social problems of youngsters, which may have longer term positive social returns. How the underlying methodical way of acting of youth workers contributes to prevention-focused outcomes remains unclear. This article presents a four-wave longitudinal cohort study (16 months) that investigated longitudinal associations between 12 individual methodical principles that youth workers apply in interactions with youngsters and four prevention-focused outcomes: prosocial skills, self-mastery, social network and civic participation. The sample consisted of 1,597 Dutch youngsters with a mean age of 16.5 years (SD = 3.60). Findings: Linear mixed models analysis found that all individual methodical principles were longitudinally associated with one or more outcome. The strongest associations were observed with regard to prosocial skills and civic participation. Depending on the outcome measure, methodical principles seem to be more effective for boys, for youngsters who participate for 3 years or longer in youth work settings and for youngsters between 10 and 19 years old. With regard to the effect of methodical principles on improving self-mastery, 9 of the 12 principles appeared to play no positive role in increasing self-mastery of youngsters. Applications: This study provides youth workers with a better understanding of which methodical principles are positively associated with prevention-focused outcomes as well as reinforcing the evidence-based practice of professional youth work.

PurposeA body of research evidence has shown that job stressors are associated with lower levels of satisfaction and psychological well‐being. It has been suggested that recovery after the work day may reduce fatigue, restore mood and improve well‐being. The purpose of this paper is to examine predictors and consequences of four recovery experiences (psychological detachment, relaxation, mastery, and control) identified by Sonnentag and Fritz, to replicate and extend their work.Design/methodology/approachData were collected from 887 men and women managers and professionals working in the manufacturing sector in Turkey using anonymously completed questionnaires (a 58 percent response rate).FindingsRespondents at higher organizational levels made more use of both mastery and control. Personality factors (need for achievement and workaholism components) were also positively correlated with use of mastery and control. Hierarchical regression analyses controlling both personal demographic and work situation characteristics showed generally positive relationships with use of recovery experiences and more favorable work and well‐being outcomes. Psychological detachment, however, was found to have negative relationships with some of these outcomes suggesting more complex relationships with use of this recovery experience.Research limitations/implicationsQuestions of causality cannot be addressed since data were collected at only one point in time.Practical implicationsIndividuals, through practice, and organizations, through training efforts, can encourage employees to practice recovery while off the job to improve their work satisfaction and individual well‐being.Originality/valueThe paper presents the first study of recovery experiences in Turkey.

Themes of mastery, domination and power are familiar to any scholar of modern technology. Science is commonly cast as enabling the technological control over both the natural and physical worlds. Indeed, Francis Bacon famously equated scientific knowledge with power itself—stating that 'knowledge itself is a power' (Bacon in Montagu 1825, 71). Bacon's now ubiquitous phrase—commonly repeated as the banal 'knowledge is power'—was an attempt to combat three heresies in scriptural interpretation by asserting the conjunction between biblical knowledge and divine power. Opening his critique of the heresies he states: 'You err, not knowing the scriptures nor the power of God'. In this sense the equation made between knowledge and power is of cosmic significance for Bacon in that knowledge is fundamentally associated with divine power. This image of scientific knowledge, method and rationality is deeply seductive. In this Baconian mode scientific method is irreducibly associated with human mastery over natural systems and the material world. In this image science and technology are defined as a kind of power over the physical world—the power of knowledge, method and the logos over nature, myth and irrationality (Winner 1978). In its original Latin sense—ipsa scientia potestas est—the word that translates in English as simply power is a in fact a specific type of power. Potestas is defined as 'power over'—with particular resonances with political and juridical traditions in Roman law. That is, knowledge is equated not simply with personal capacity. Rather, knowledge produces the power of mastery, domination and coercion.

In this paper I discuss the characteristics of an expert evaluator. My thesis is that the expert evaluator—the 'black belt' in the field—is characterised by taking a broad view that sees patterns where others see points; by delving deep for root causes where others see surface explanations; and by emphasising worth and value. This paper is a thought piece and a reflection—its aim is to stimulate debate and discussion rather than to offer definitive conclusions. The intent of this paper is to explore what it is that makes a 'black belt' evaluator; that is, someone who is a recognised expert in the area with demonstrated mastery. The thesis of the paper is that expertise/mastery in evaluation involves more that just the superior acquisition of the same set of skills, attributes or competencies that define 'an evaluator'; rather expertise/mastery involves an additional set of qualities. These additional qualities are taking the macro perspective and a focus on value for the client. The structure of this paper is as follows. After discussing why I think it matters to consider 'black belt' evaluators, and what 'black belt' means, I describe the work in Australia and New Zealand on evaluator competencies, Next, I consider from a theoretical perspective the nature of competence and expertise before considering how competence models fit within an expert–novice framework. I then draw on the literature on expert–novice differences to hypothesise areas in which expert and novice evaluators might differ.

Will appeal to scholars, practitioners and general readers engaging with treaty interpretation at all levels and will enhance the reader's knowledge and mastery of the interpretive process. It will shed light on all those relevant elements and/or connections that the traditional rule-based approach to treaty interpretation largely overlooks.

What's past is prologue -- Economics : the rise and fall of equality -- Politics : from tribalism to comity and back again -- Society : between isolation and solidarity -- Culture : individualism vs. community -- Race and the American "we" -- Gender and the American "we" -- The arc of the twentieth century -- Drift and mastery.