The COVID-19 pandemic has undoubtedly become an era-defining challenge for the entire world. It has implications not only in the public health sector but also in the global economy and political landscape. The prevention strategy that has been followed in Sri Lanka is unique. Early action taken by the government and the ministry of health, being one of pre-emptive quarantining and isolation of suspected contacts even before they developed symptoms, was vital to contain the spread of the disease. During the (...) early phase, a nationwide lockdown in the form of a curfew was imposed which helped mitigate the spread of the virus. However, due to several lapses, there was a threat of community transmission; this was swiftly brought under control through ongoing government interventions. Thus, strict social/physical distancing measures enforced by the government, together with an increase in testing capacity, prevented widespread community transmission. Strictly containing the outbreaks as and when they were identified made it easier to bring the spread under control through contact tracing. In this article, we give an account of the strategy taken by Sri Lanka to mitigate the pandemic and comment on the lessons learned concerning the ethical responses to the COVID-19 crisis. (shrink)

Alfred Edward Housman (1859–1936), ki je kasneje postal angleški pesnik in eden največjih filologov svojega časa, je svoj zafrkantski »fragment« objavil pri triindvajsetih, leta 1883, v reviji Bromsgrovian. Revijo je izdajala Bromsgrove School, kjer se je šolal kot najstnik (1870–77); na šolo, ki je prva prepoznala njegov jezikovni in pesniški talent, se je za kratek čas (1881–82) vrnil kot pomožni učitelj po ne­pričakovanem študijskem porazu na Oxfordu. Kot ugotavlja Ralph Marcellino, ni naključje, da besedilo paro­dira predvsem Ajshila, ki je bil (...) Housmanov najljubši pesnik. V njem odzvanja Oresteja, zlasti drami Agamemnon in Prinašalke pitnih darov, verjetno zato, ker so ju dijaki na šoli, kjer je poučeval, pri pouku največ brali. Prav ta ciljna publika je znala ceniti norčevanje iz retoričnih figur ter sintaktičnih konstrukcij, ki jim jih je njihov pomožni učitelj vbijal v glavo. (shrink)

IntroductionThis case study describes the process faculty at a large research university undertook to build a stand-alone online academic integrity course for first-year and transfer students. Because academic integrity is decentralized at the institution, building a more systematic program had to come from the bottom-up (faculty developed) rather than from the top down (institutionally mandated).Case descriptionUsing the learning management system, faculty and e-learning designers collaborated to build the course. Incorporating nuanced scenarios for six different types of misconduct (consistent with the (...) University’s Code of Student Rights, Responsibilities & Conduct), a pre- and post-test, and assessments for each scenario, the course provides experience in recognizing and avoiding academic misconduct.Discussion and evaluationAs a stand-alone course, the faculty who created it maintain control over content and are able to analyze student performance across the institution. In the ten months since its launch, the course has been eagerly adopted by faculty (n = 1853 students have completed the course) and post-test scores indicate students are learning from the course.ConclusionsAfter the successful launch of the student course, the next step, already underway, is the launch of learning modules for faculty and teaching assistants. (shrink)

В настоящей монографии проведено исследование современного техногенного развития социум и природы и их трансформации под воздействием достижений научно-технического прогресса и разрастания искусственной среды обитания человечества.

Procopius,Bell. Goth. 8.20, gives us information about Britain which is of the first importance, but I have not seen a convincing interpretation of what he says. Since the standard English translation, that of H. B. Dewing in the Loeb series, includes a number of unfortunate mistakes I rive a literal translation of some of Procnnius' sentences.

Zosimus is speaking in this passage of the activities of Alaric in Aemilia as he tried to win Italian support for his puppet emperor, Priscus Attalus. ‘The other cities he won over with no trouble; but Bologna he besieged, and when it held out for many days and he was unable to take it, he went to the Ligurians, forcing them, too, to accept Attalus as emperor.

In the article the specificity of philosophy is considered as a path to spiritual-practical mastering of the world. The spiritual-practical structure of philosophy includes philosophic practice and philosophic consciousness. The latter actualizes in the forms of philosophic thinking and sensory-emotional reflection of reality. Philosophical sensuality has a wide range of manifestations, but its specificity is defined by the emotion of wonder. Wonder is a primal, basic emotion. Fear, curiosity, joy and a number of other emotions also belong to the category (...) of basic emotions. In religious studies the ’theory of fear’ attributes the origin of religion to experience of fear. In psychology of emotion the curiosity is considered as a source of cognitive interest and scientific cognition. Appropriately, it may be possible to propose the ’theory of curiosity’ and the ’theory of wonder’ to explain the origin of science and philosophy. In the context of the theories the science and the religion differ in their emotional sources from the philosophy. The status of wonder as a basic emotion defines the emotional sovereignty of philosophy, its independence from other ways of spiritual-practical mastering of the world. Author demonstrates the incapacity of interpretations of doubt and suffering as emotional origins of philosophy. Doubt as uncertainty is a derivative of faith and lacks the status of basic emotion. The suffering is an emotional tone of every sensation, a pair of the emotional tone of pleasure. It is impossible to consider the suffering as an origin of philosophy due to both the effect of twoness of pleasure and suffering and their status of emotional tones. In addition, suffering is an affect, the repetition and accumulation of which conduces to the emotional discharge, an affective explosion. Therefore, they cannot be the sources of cognitive motion. The cognitive potential of wonder is defined by its character as positive emotion allowing for accumulation of ’wonder points’. The wonder discovers cognitive dissonance and stimulates the cognition by means of expanding the subject field of philosophy and stating new questions. (shrink)