Milites Apollinis. Studenti medicíny z českých zemí na basilejské univerzitě v 16. a raném 17. století

This contribution is a preliminary study for a monograph on students from the Czech Lands in Basel, focusing on those who studied medicine. It maps their geographic and social origin, their adherence to religious denominations, the curricula they followed, as well as their careers after a completion of their studies. Separately, attention is paid to their literary activities, which was mostly academic, but also related less formal literary creations.

How are social origin, destination and mobility linked to physical, mental, and self-rated health? Evidence from the United States

For decades, scholars have been exploring persistent inequalities in health by studying the roles of origin and destination socioeconomic positions (SEP), and the importance of social mobility trajectories from childhood to adult life in individuals’ wellbeing. However, this literature does not produce consistent and systematic findings on the relative importance of origin and destination SEP and independent social mobility effects. One of the main reasons for this is a set of methodological choices and decisions which researchers make. Arguably, one of the most critical aspects of research design is the operationalisation of SEP and the selection of health outcomes, usually without accounting for initial values of the health indicators employed. Using a nationally representative longitudinal dataset (Add Health) for the United States and diagonal reference models, in the present study, we examine how the choice of SEP in terms of educational, occupational, and income attainment, and the choice of health measures in terms of obesity, depressive symptoms, and self-rated health, influence findings on the origin and destination effects, as well as the health implications of social mobility. We also address the health selection problem by explicitly accounting for adolescents’ health in terms of each health outcome considered. Our results indicate that both choosing SEP and health measures, and accounting for social mobility and adolescent health have a noticeable impact on the relative importance of social origin and destination positions for health outcomes. We do not find evidence that social mobility has an independent effect on health, or that individuals’ previous health status moderates this association.

Cognitive ability as a mediator of GxSES interactions along the educational life course

A growing body of research asks whether the opportunity to realize the genetic endowment for education varies by parental socio-economic status (GxSES). While the behavioral genetic Scarr-Rowe hypothesis (SRH) suggests stronger, the sociological compensatory advantage hypothesis (CAH) predicts weaker genetic effects for individuals with a higher social origin. Using data from the German TwinLife survey, I estimate biometric twin models to test for a GxSES along the educational life course and whether it can be explained by a moderation of the effect of genes associated with cognitive ability. While for secondary school track no GxSES can be found, there is a GxSES for tertiary enrolment in line with the CAH that is mainly accounted for by social origin differences in the realization of genes associated with cognitive ability. Taken together, the results show a more pronounced GxSES pattern in the later educational life course.

The next tasks of a doctor in the countryside

The main question is which side the doctor should be on, should he enter into an alliance with the poor and middle peasants of the countryside, with Soviet and public organizations in order to strike a blow at the kulak and his henchmen, or should he choose a different path? The resolution of this issue depends on the ideology of the doctor, his political attitude; both are determined by many factors, of which there are some of the main ones that determine its political and public face. This will be the social origin of the doctor and his attitude to the soviet power, to the conquests of the October Revolution. Only a complete assimilation of the tasks put forward by the October Revolution and the measures carried out by the party, trade unions and the soviet government will enable every doctor to be in the vanguard, at the forefront of the workers 'and peasants' front of the builders of socialism in the countryside. To do this, it is necessary to clearly understand the party's policy in the countryside.

IMPLEMENTING INCLUSIVE EDUCATION ABROAD (ON THE EXAMPLE OF THE SCANDINAVIAN COUNTRIES)

The article deals with the implementation of inclusive education in Ukraine in the context of its integration into the European educational space. The list of legislative and normative bases (international and national levels), which regulate this process, is given. The relevance of studying foreign experience on the research problem, primarily countries that are exemplary in the context of the realization of inclusion to the educational field, is substantiated. The article aims at revealing the peculiarities of the implementation of inclusive education in the Scandinavian countries (on the example of Finland, Sweden and Norway). Theoretical analysis of the problem of implementation of inclusive education in the Scandinavian countries is presented. In particular, the stages of origin and development of inclusion and inclusive education. The features of its implementation in today’s conditions are described. The general trends that characterize education systems in Finland, Norway and Sweden in the context of their inclusiveness are revealed: a) understanding the concept of “inclusion” in the broad sense, which takes into account various characteristics (gender, age, disability, place of residence, ethnic and social origin, etc.); b) partial or total deinstitutionalization of special education institutions and integration of all children into general educational institutions; c) a team approach to the realization of inclusive education, etc.Prospects for further scientific research, which relate to the study of foreign experience of the preparation of future teachers for working in the inclusive environment, are outlined. Keywords: inclusion; integration, inclusive education; democratization; educational institutions; children with special educational needs; foreign experience; Scandinavian countries.

THE ROLE OF THE PROPER NAMES OF THE LITERARY HEROES IN MYROSLAV DOCHYNETS' NOVEL "CHILDREN OF THE FERN"

The relevance of our study is due to the fact that in modern linguistics is still insufficiently studied the potential of the proper names of the literary heroes in the prose texts of famous authors. Therefore, in our opinion, the study of the hero's own name needs special attention, and a thorough analysis of the proper names of the literary heroes in M. Dochynets' novel "Children of the Fern" opens opportunities for further generalizations in the field of relevant linguistic and stylistic issues. The purpose of our article is to study the role of the proper names of the literary heroes in the novel "Children of the Fern" written by the Transcarpathian writer, winner of the Shevchenko Prize Myroslav Dochynets; our task is to describe the proper names of the literary heroes, to reveal their information loading, the role in the development of the plot. The object of the research is the novel "Children of the Fern" by M. Dochynets. The subject of the research is the proper names of the literary heroes and their functional content. Methods and techniques. Research methods are determined by the specifics of onymic material, which requires a systematic approach and the use of traditional descriptive method and its basic techniques: observation, interpretation and generalization. The functional load of the proper names of the literary heroes is determined by the method of contextual analysis. The scientific novelty lies in the fact that for the first time the role of the proper names of the literary heroes functioning in the novel "Children of the Fern" by M. Dochynets is studied. Attention is paid to the role of the proper names of the literary heroes (including pseudonyms) and the conditions of their origin; the etymological meaning (internal form) of the proper names of the literary heroes is revealed. It is proved that proper names of the literary heroes in the novel are the most important lexical elements that have a variety of semantic and emotional content, they are accompanied by connotations and various associations, and they characterize the character by national, social origin, and create a certain emotional tone, reflect the author's attitude to the named character. Conclusions. Proper names of the literary heroes in the novel "Children of the Fern" are a powerful layer of vocabulary. Their role in the text is difficult to evaluate: they are indicators of time, nationally significant, informational and evaluative – they perform different functions.