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A recent emphasis in criminology has been on trajectories, life transitions, and turning points that affect the escalation, stabilization, or desistance of deviant behavior. The purpose of this article is to describe and examine one potential pathway of delinquency escalation in early and mid‐adolescence. It draws upon Agnew's general strain theory and research on adolescent stress to describe a significant transitory stage of the life course. A key organizing principle underlying the proposed pathway is that although stressful life events are highly variable among adolescents, experiencing a persistent or increasing number over time can lead to an escalation of delinquency. Using four years of sequential data from the Family Health Study (651 adolescents aged 11–14 during year one), we estimate a hierarchical growth‐curve model that emphasizes the effects of life events on delinquency. The model assumes that delinquency is distributed as an overdispersed Poisson random variable. The results indicate that experiencing a relatively high number of life events over time is related to a significant "growth" of delinquency but that this relationship is not affected by sex, family income, self‐esteem, or mastery.

Argues that the modern idea of freedom is riven by tension between the normative demand for a unitary notion of freedom & the actual reality of contradictory, plural freedoms. The modern notion of freedom has been explicitly set against a more traditional definition as mastery of others. On the basis of this juxtaposition, two strands of theorizing modern freedom have been elaborated: a negative path that sets freedom against power & a positive path that attempts to make power the handmaiden of freedom. It is suggested that reconciliation between these two notions of freedom cannot take place, since any balance struck between them must be determined by the play of power. Thus, the modern notion of freedom as emancipation from the domination of others is taken to be an illusion. Further, all modem political systems judged by such a standard necessarily appear to be defective. Confronting this situation does not mean abandoning the modern project; rather, it means recognizing that this project entails a slow process of eliminating particular constraints on freedom. D. Ryfe

Conversational awareness and theory of mind
Many empirical studies have established that beliefs develop later and slower during ontogenesis than other mental states. Among the possible explanations, it is argued that such a delay is related to the role played by conversational awareness in the construction of the notion of belief. The present study is aimed at assessing empirically such an hypothesis. In a pilot study, four tasks of conversational awareness were proposed to 18 children (9 boys, 9 girls) aged 45 to 49 months who had to relate a speech act to the social relation between speaker and hearer ; characterize an utterance depending on its reference to an information previously known or not ; correct the assertive focus of a referential message that does not correspond to a given state of affairs ; identify an utterance violating a conversational maxim. Each of the tasks, and the four as a whole, differentiate children quite clearly. The scores in conversational tasks are positively correlated with those obtained by children in belief attribution tasks, comforting the hypothesis of an intraindividual relation between conversational awareness and the mastery of belief .

During the past decade and a half there has been considerable interest shown by economic and social historians in the problems of unemployment in the Weimar Republic, although we still await a work with the comprehensiveness and mastery of W. R. Garside'sBritish Unemployment 1919–1939. Much of the literature on Germany has been devoted to the controversy over government studies of unemployment insurance and business and trade union attitudes toward work creation schemes. Social historians have engaged in a good deal of history from below and history of everyday life dealing with the unemployed themselves and have demonstrated, among other things, the devastating consequences of long-term unemployment and the welfare system on labor solidarity. Such historians are understandably more inclined to work on, and sympathize with, those who are fired rather than with those who do the firing, and are unlikely to lose much sleep about the effects of bad business conditions on capitalist behavior and solidarity. Nevertheless, I would argue that the everyday problems and decisions of Germany's bankers and industrialists have suffered from undeserved neglect.

A technique such as Signed English serves two general purposes. First, it can serve as a relatively complete model of English for a child who needs to learn that language. Second, it can be used as a vehicle to communicate information between individuals. The basic premise of this theory of use is that the first purpose, a relatively complete model of English, is more important to a child in the earliest years of life and becomes less important as the child gets older, when comfortable transmission of information becomes the more important purpose. I propose, therefore, that a more complete manual system be used with the youngest child and that, when a child has demonstrated mastery in any modality, i.e., speech (sound and/or lip formation), sign, reading or writing, the system can be made leaner. A leaner manual system can be obtained by: (a) systematic deletion of words and markers that can be readily inferred from the remainder of a sentence and (b) systematic substitutions of a single sign for two or more words.

Modern international law is generally regarded as beginning with the Peace of Westphalia in 1648. But it is necessary to go much further back in the history of the world for the beginnings of the law governing the intercourse of nations. The Greek states had a rudimentary inter-state law that regulated their relations. Thus they practiced arbitration in a way among themselves: they recognized the sanctity of the person of heralds, and they followed other recognized customs in their dealings one with another. When Rome and Carthage and other nations were struggling for the mastery of the world, the beginnings of a law of nations were recognized and practiced between them. Upon, however, practically all the known world coming under the sway of imperial Rome, all possibility as well as need of a law of nations was wanting, and as a result the faltering beginnings of an international law as recognized among the Greek states and then by the Powers surrounding the Mediterranean, were extinguished by the extension of the Pax Romana to all the known world.

The purpose of the publication is to determine the specifics of vocal training in S. Yu. Motte's singing class at Kharkiv Music School as a functional structure of the Kharkiv branch of the Russian Musical Society (RMS) during 1885–1901.
The methodology. Since the specifics of the functioning of vocal art at Kharkiv Music School during 1885–1901 is examined in the scientific discourse for the first time, the methodological basis of the article is the method of comparative analysis, the application of which made it possible to reveal the peculiarities of professional training and further professional self-realization of pupils of S. Motte's singing class. The determination of S. Motte's approaches as a vocalist-pedagogue to the development of the voice was carried out on the basis of the analysis of the performing practice of her students within the framework of the application of systematicity principle.
The results. On the basis of analysis of music reviews in the Kharkiv press during 1877–1901 and reports of the Kharkiv branch of the RMS, both the level of S. Motte's vocal mastery, which became the foundation for understanding the methodology of working with a voice and the teacher's professional approaches to vocal training of the students of Kharkiv Music School, are investigated. The basis of the generalizations was the analysis of the repertoire performed by S. Motte and her students Y. Reider, M. Mykhailova, M. Poliakova, L. Kurochkyna, and others at public events as the material that was used to study the singing voice. The article highlights the role of S. Motte in understanding the professional requirements for a vocalist graduating from Kharkiv Music School; she formalised the content of the vocal qualification exam.
The scientific novelty. It is proved that during her teaching activities at Kharkiv Music School, S. Motte showed her pedagogical talent, educating specialists capable of successfully conducting vocal performance and pedagogical functions at a sufficiently professional level within a certain period and the regulated educational process. Such a level of education was ensured by studying the voice on musical material, which consisted of instructional texts and chamber repertoire popular on the concert stage, which provided the technology of vocal training and mastering the culture of singing, and European opera music as a criterion of vocal mastery.
The practical significance. Clarifying the logic of the formation and functioning of certain signs of professional voice reproduction of a musical text within certain chronological and cultural boundaries will contribute to the improvement of the process of understanding the phenomena of the musical culture of Kharkiv on the one hand, and of the vocal art of Ukraine on the other hand.

The purpose of the study. To analyze essential characteristics of stage speech in actor's profession and to distinguish the aspects relevant in forming of future actors' professional skills. An additional purpose of the research lies in exploration of significance of all stage speech skills acquired in the course of training and practical activities in young actor's professional career.
The methodology. The methodology of the paper is determined by the specifics of the article's subject and purpose. The basis of the research is determined by historical-chronological, typological, analytical and complex methods along with the use of own methodological materials and generally accepted theatrical literature, archival materials and periodicals on the subject. To solve the set tasks, analytical-synthetic methods of source processing and art analysis (particularly in the part of practical review of using the exercises for breathing posture, development and correction of diction and pronunciation) have also been used, as well as the comparative-historical approach (to outline the state of stage speech development in Ukraine and across the world).
Conclusions. We revealed the pedagogical conditions for formation of performing skills and professional speech potential in those who master the art of acting through professional training at higher educational institutions. It is appropriate to introduce special courses in practical areas of "Verbal interaction training" and "Training of actor's acting skills". Such conditions are fully justified theoretically and proven experimentally in the course of educational process in higher educational institutions and by practical experience in theatrical realities of state and private creative teams. The semantic component of working with words and speech practice in students' training in the acting field has been defined, structural components, criteria and indicators have been outlined, with performing skills' levels having also been described to further assess the mastery of acting in the course of professional training. Having analyzed various sources on the subject of the article, we can summarize that perfect mastery of stage speech is one of the future actor's most significant indicators emphasizing his/her skills.
The scientific novelty. In the framework of analytical research, the mechanisms for development of basic professional skills of stage speech in students of higher educational institutions applying for the first (bachelor's) level of "dramatic theater and cinema" acting art educational curriculum were analyzed.
The practical significance of results obtained. The research results may be used to improve educational curricula that need to be implemented for the purposes of developing better and more productive skills of professional stage speech. They may also be used in preparation for individual practical lessons, lecture courses on "Stage speech" subject to train future professional actors of theater and cinema.

AbstrakIndonesia sudah tujuh puluh satu tahun merdeka, namun kualitas manusia Indonesia belum dapat ditingkatkan melalui pendidikan. Terbukti hasil peningkatan PISA 2015 Indonesia berada di peringkat 69 dari 76 negara. Peringkat tersebut disebabkan rendahnya kualitas guru. Salah satu cara meningkatkan kualitas guru, melalui manajemen sekolah, khususnya sekolah dasar bagi guru-guru Sekolah Dasar. Ada beberapa faktor yang berperan dan mampu meningkatkan kualitas guru, antara lain : penguasaan guru dalam bidang studi, penguasaan metode atau media pembelajaran, kualitas pendidikan guru, rekruitmen guru, kompensasi guru, status guru dalam masyarakat, dukungan masyarakat, dukungan pemerintah dan manajemen sekolah, kalau untuk guru-guru sekolah dasar, manajemen sekolah dasar. Manajemen ekolah dasar merupakan proses dimana kepala sekolah selaku administrator berupaya mencapai tujuan institusional sekolah dasar secara efisien, baik secara bersama maupun melalui orang lain. Manajemen sekolah dasar berperan penting dalam peningkatan kualitas guru, yakni kemampuan memiliki ilmu pengetahuan dan teknologi, memiliki kepribadian dan moral kerja, menguasai dan memiliki keselamatan kerja, dan peningkatan kemampuan profesional guru dalam manajemen berbasis sekolah, khususnya sekolah dasar. Jadi manajemen sekolah dasar berperan positif terhadap peningkatan kualitas guru. Disarankan ada upaya peningkatan kualitas guru melalui berbagai pembinaan secara kontinyu.Kata kunci : manajemen, sekolah dasar, kualitas guruAbstractIndonesia is already seventy-one years independent, but the quality of Indonesian people can not be improved through education. Proven results of the increase in PISA 2015 Indonesia is ranked 69 out of 76 countries. The rating is due to the low quality of teachers. One way to improve the quality of teachers, through school management, especially primary schools for elementary school teachers. There are several factors that play a role and can improve the quality of teachers, among others: the mastery of teachers in the field of study, mastery of methods or instructional media, the quality of teacher education, teacher recruitment, teacher compensation, teacher status in society, community support, government support and school management, if for elementary school teachers, primary school management. Primary school management is the process by which the principal as the administrator seeks to achieve the institutional goals of the primary school efficiently, either jointly or through others. Primary school management plays an important role in improving the quality of teachers, ie the ability to have knowledge and technology, have personality and work morale, control and have safety, and improve the professional skills of teachers in school-based management, especially primary schools. So primary school management positively contributes to teacher quality improvement. It is suggested that there are efforts to improve the quality of teachers through various continuous coaching.Keywords: management, primary school, teacher quality

The objectives of the research were (1) to describe the students satisfaction on bilingual program at secondary school in Makassar and (2) to find out the students' interest and motivation in learning English through Bilingual Program. The researcher applied mixed method namely triangulation mixed method design (QUAN-QUAL). The population of this research was the students of SMPN 12 Makassar in academic year 2015/2016. This research used purposive sampling. The sample of this research consisted of 40 students; 20 students from seventh grade and 20 students eight grade. In this research also, the researcher took 40 parents and 10 teachers as a sample. The research data were collected by questionnaire which was analyzed by descriptive statistic through SPSS version 16 for windows program. The result of data analysis shown that bilingual program improve English students skills, bilingual program makes the students mastery in English and learn it in their subjects matter (Mathematics, Science, and English). Bilingual also makes the students have better skills in learning English and, bilingual program has helped the students to develop as a person (students' personality). The implementation of bilingual program at secondary school make the students are interested and motivated in learning English. From this fact, it points out the way of school and the governments to keep this program and make a policy to make this program keep going ; The objectives of the research were (1) to describe the students satisfaction on bilingual program at secondary school in Makassar and (2) to find out the students' interest and motivation in learning English through Bilingual Program. The researcher applied mixed method namely triangulation mixed method design (QUAN-QUAL). The population of this research was the students of SMPN 12 Makassar in academic year 2015/2016. This research used purposive sampling. The sample of this research consisted of 40 students; 20 students from seventh grade and 20 students eight grade. In this research also, the researcher took 40 parents and 10 teachers as a sample. The research data were collected by questionnaire which was analyzed by descriptive statistic through SPSS version 16 for windows program. The result of data analysis shown that bilingual program improve English students skills, bilingual program makes the students mastery in English and learn it in their subjects matter (Mathematics, Science, and English). Bilingual also makes the students have better skills in learning English and, bilingual program has helped the students to develop as a person (students' personality). The implementation of bilingual program at secondary school make the students are interested and motivated in learning English. From this fact, it points out the way of school and the governments to keep this program and make a policy to make this program keep going

The article reviews the results of activity of HEIs of the Krasnodar region and the Rostov Region in 1971–1980 in forming of students public stance and the activities of public profession faculties, the schools of young lecturers are analyzed. The relationship with modernity was conducted as well. If to concretize the various forms of business academic associations of the studied area in 1971–1980 to increase the activity of students in the socio-political sphere, they primarily went: to the care of creative, in-depth mastery of social science and the theoretical foundations of social activities in the workplace; to actively involve students in the work of public organizations of the University and beyond, on the practical application of acquired knowledge in various fields of social activities; to facilitate participation of students in research work on problems of social, humanitarian and natural Sciences, the preparation of essays and lectures and performances with them in the classroom and to the public; improve public and political activities of students in public organizations institutions and enterprises during practical training and teaching practice; to attract increasing numbers of students to voluntary work, networking with schools, industrial groups; organization of trips in places of fighting glory; the revitalization of the faculties of social professions and schools for young lecturer; development of various forms of student government. ; The article reviews the results of activity of HEIs of the Krasnodar region and the Rostov Region in 1971–1980 in forming of students public stance and the activities of public profession faculties, the schools of young lecturers are analyzed. The relationship with modernity was conducted as well. If to concretize the various forms of business academic associations of the studied area in 1971–1980 to increase the activity of students in the socio-political sphere, they primarily went: to the care of creative, in-depth mastery of social science and the theoretical foundations of social activities in the workplace; to actively involve students in the work of public organizations of the University and beyond, on the practical application of acquired knowledge in various fields of social activities; to facilitate participation of students in research work on problems of social, humanitarian and natural Sciences, the preparation of essays and lectures and performances with them in the classroom and to the public; improve public and political activities of students in public organizations institutions and enterprises during practical training and teaching practice; to attract increasing numbers of students to voluntary work, networking with schools, industrial groups; organization of trips in places of fighting glory; the revitalization of the faculties of social professions and schools for young lecturer; development of various forms of student government.

"The Declaration of Independence identified "the pursuit of happiness" as one of our unalienable rights, along with life and liberty. Jeffrey Rosen, the president of the National Constitution Center, profiles six of the most influential founders--Benjamin Franklin, George Washington, John Adams, Thomas Jefferson, James Madison, and Alexander Hamilton--to show what pursuing happiness meant in their lives. By reading the classical Greek and Roman moral philosophers who inspired the Founders, Rosen shows us how they understood the pursuit of happiness as a quest for being good, not feeling good--the pursuit of lifelong virtue, not short-term pleasure. Among those virtues were the habits of industry, temperance, moderation, and sincerity, which the Founders viewed as part of a daily struggle for self-improvement, character development, and calm self-mastery. They believed that political self-government required personal self-government. For all six Founders, the pursuit of virtue was incompatible with enslavement of African Americans, although the Virginians betrayed their own principles. The Pursuit of Happiness is more than an elucidation of the Declaration's famous phrase; it is a revelatory journey into the minds of the Founders, and a deep, rich, and fresh understanding of the foundation of our democracy"--

"While the Ottoman Empire is most often recognized today as a land power, for four centuries the seas of the Eastern Mediterranean were dominated by the Ottoman Navy. Yet to date, little is known about the seafarers who made up the sultans' fleet, the men whose naval mastery ensured that an empire from North Africa to Black Sea expanded and was protected, allowing global trading networks to flourish in the face of piracy and the Sublime Porte's wars with the Italian city states and continental European powers. In this book, Christine Isom-Verhaaren provides a history of the major events and engagements of the navy, from its origins as the fleets of Anatolian Turkish beyliks to major turning points such as the Battle of Lepanto. But the book also puts together a picture of the structure of the Ottoman navy as an institution, revealing the personal stories of the North African corsairs and Greek sailors recruited as admirals. Rich in detail drawn from a variety of sources, the book provides a comprehensive account of the Ottoman Navy, the forgotten contingent in the empire's period of supremacy from the 14th century to the 18th century."--

Chapter 1: A holistic care paradigm: Humanistic dimensions in hospitality and tourism -- Part 1: Foundational and General Principles -- Chapter 2: Anthropology for Hospitality Professionals: An Introduction -- Chapter 3: The historical development of the field -- Chapter 4: Hospitality and Tourism in Classic Literature: Expressions of humanism down the ages in this industry._Chapter 5: Humanism in Hospitality - Leading and Managing People-Chapter 6: The faces of hospitality: the professionals in the field -- Part 2:The Hospitality Professional -- Chapter 7: Human dignity, How hospitality makes us more human -- Chapter 8: Unity of the human person: Self-understanding and the need for personal growth and self-mastery -- Chapter 9: Hospitality and personal development 1: How to develop the required personal technical virtues - some in advance and others coming from working the field and growing in the process – good humor, creativity -- Chapter 10: Hospitality and personal development 2: How to develop the required personal moral virtues for self-growth and for relating with internal and external customers; Aristotle's social virtues -- Chapter 11: Finding Happiness and Meaning at Work - the Hospitality and Tourism Sector. Hospitality and spirituality. Deeper reflections: correlations with motivation and commitment -- Chapter 12: Interactive session tools: Caselets for stimulating discussions -- Chapter 13: Final Considerations. .