Retention of postgraduate students is a complex problem at higher education institutions. To address this concern, various forms of academic support are offered by higher education institutions to nurture and develop the pipeline of postgraduate students. The support provided to postgraduate students tends to emphasize academic support at times at the expense of psychosocial or non-academic support. Non-cognitive skills were underscored as integral to determining academic and employment outcomes and thus, may need to be investigated more. This manuscript reports on (...) an attempt to filter and consolidate the literature reporting on interventions for postgraduate students that include the development of non-cognitive skills. A systematic review was conducted, because it enabled rigorous and replicable process of consolidating literature. Covidence software was used as a digital platform for the systematic review. The review was conducted at four levels as per the PRISMA guideline namely, identification, screening, eligibility and final summation. The filtration process attempted to answer the following research questions: How are non-cognitive factors or skills defined? Which non-cognitive skills were included in support for postgraduate students in the higher education setting?, and How have non-cognitive skills been included in support interventions provided to retain postgraduate students? Descriptive and theory explicative metasynthesis was used for the summation and data extraction. The primary finding was that the term non-cognitive was not used explicitly in the included studies to describe skills or factors supporting student retention. The discourse centered around support and social support as non-academic factors and skills. This suggested that non-cognitive skills were constructed as co-curricular and not integrated into the postgraduate academic project or core learning outcomes. The findings highlighted the distinction between non-cognitive skills and factors and illustrated how skills and factors operate at different levels with different spheres of influence. The formats of support provide an intersectional space where skills and factors are combined. (shrink)

Hospital ethics committees (HECs) and ethicists generally describe themselves as engaged in four domains of practice: case consultation, research, education, and policy work. Despite the increasing attention to quality indicators, practice standards, and evaluation methods for the other domains, comparatively little is known or published about the policy work of HECs or ethicists. This article attempts to open the ?black box? of this health care ethics practice by providing two detailed case examples of ethics policy reviews. We also describe the (...) development and application of an evaluation strategy to assess the quality of ethics policy review work, and to enable continuous improvement of ethics policy review processes. Given the potential for policy work to impact entire patient populations and organizational systems, it is imperative that HECs and ethicists develop clearer roles, responsibilities, procedural standards, and evaluation methods to ensure the delivery of consistent, relevant, and high-quality ethics policy reviews. (shrink)

Il filosofo e la passione per il “gentil sesso”.

This paper indicates how continental philosophy may contribute to a diagnostics of contemporary life sciences research, as part of a “diagnostics of the present”. First, I describe various options for an oblique reading of emerging scientific discourse, bent on uncovering the basic “philosophemes” of science. Subsequently, I outline a number of radical transformations occurring both at the object-pole and at the subject-pole of the current knowledge relationship, namely the technification of the object and the anonymisation or collectivisation of the subject, (...) under the sway of automation, ICT and big machines. Finally, I further elaborate the specificity of the oblique perspective with the help of Lacan’s theorem of the four discourses. Philosophical reflections on contemporary life sciences concur neither with a Master’s discourse, nor with university discourse, nor with what Lacan refers to as hysterical discourse, but rather with the discourse of the analyst, listening with evenly-poised attention to the scientific files in order to bring to the fore the cupido sciendi which both inspires and disrupts contemporary life sciences discourse. (shrink)

Apollo's failure to give oracles in P. Oxy. 3723 has its closest parallel in Tibullus' elegy 2, 3, where the god is described as completely helpless and bereft of all his divine attributes as a result of his servitium amoris. The seeming parallel in Ovid's narration of the story of Apollo and Daphne in the first book of the Metamorphoses exhibits a more complicated concept: Apollo presents himself in command of all divine powers, but mourns the failure of these powers (...) to archieve the love of Daphne. He does not humiliate himself as in Tib. 2, 3, but the comic element in his appearance consists in the self-reflected discrepancy between his divine self-confidence and his erotic failure. The haughtiness of Ovid's Apollo is in line with the broader context of met. 1, especially his defeat of Pytho and his quarrel with Cupido. Ovid regularly contrasts in the early books of the Metamorphoses ‘epic’ and ‘elegiac’ structural sections. In book one he programmatically contrasts his modified concept of divine love not absorbing completely the god's personality with the exhausting and uncompromising divine servitium amoris in Tib. 2, 3. (shrink)

Georg. I. 36 sq.:quidquid eris,—nam te nec sperant Tartara regem, nec tibi regnandi ueniat tam dira cupido;—Mr. Page's note puts well what seems the customary view of this famous parenthesis: ‘The force of nam deserves attention. Having used the phrase quidquid eris, which sums up the whole passage from line 24, as though there were no other form of deity left which Augustus could assume, Vergil adds this explanatory sentence to show why he had not mentioned the fourth division (...) into which deities were divided, viz. those of the underworld. The fourfold division of deities being well known, Vergil cannot omit the fourth without stating the reason for which he does so.’. (shrink)

Tendo selecionado 15 epigramas do livro I, de Henrique Caiado, apresentaremos os nossos comentários, com ponto de vista crítico, acerca do amor nestes epigramas. Eis alguns questionamentos pertinentes, que surgirão ao longo de nosso trabalho: Como o Deus do Amor, Cupido, é descrito por Henrique Caiado? Como é percebido o amor em sua poíesis ? O poeta valoriza mais o amor éros ou philía? Quais os poetas, que serviram de inspiração e de paradigma ao poeta e que são retratados (...) ao longo de alguns de seus epigramas? (shrink)

Os poetas elegíacos romanos estabelecem, em seus versos, uma forte relação entre o amor e a guerra. Os vocábulos usados para descrever os deuses do amor, Vênus e Cupido, ou o próprio ato amoroso, associam-se a vocábulos bélicos. Trava-se uma batalha entre os amantes ou entre o deus do Amor e aquele que foi ferido por sua flecha. Essa associação explica-se por questões míticas, as relações amorosas entre a deusa do amor e o deus da guerra, nas mitologias grega (...) e latina, e também por questões históricas, já que o nascimento da elegia, em Roma, acontece em um momento conturbado de guerras externas e internas. Exemplificaremos a relação entre amor e guerra com versos dos principais poetas que escreveram elegias amorosas, em Roma, Catulo, Tibulo, Propércio e Ovídio. (shrink)

In his treatment of Marius in the Bellum Jugurthinum Sallust lays considerable stress on fortune2 and Marius' belief in divine assistance. I shall offer an analysis of these concepts in two sections: their use by Sallust himself in relation to Marius; their use in the earlier tradition about Marius.I. Though he is frequently mentioned in the earlier chapters of the B.J., our first formal introduction to Marius is in chapter 63. This chapter is of crucial importance. For it is the (...) response given by the haruspex to Marius when he chances to be making a sacrifice at Utica that prompts him to ask for leave to go and stand for the consulship, an office for which he has an ingens cupido. Because of the aristocratic superbia of his commander Metellus he is ‘snubbed’ by him and thenceforth ‘cupidine atque ira grassari; neque facto ullo neque dicto abstinere quod modo ambitiosum foret'. (shrink)

A textual problem in Virgil, Aen. 2.349–50 has puzzled scholars since antiquity and still divides editors and commentators today. Aeneas is exhorting his comrades to join him in the final battle for Troy, but the variants audendi and audentem leave it uncertain whether he says, ‘si vobis audendi extrema cupido/ certa sequi, quae sit rebus fortuna videtis’, or ‘si vobis audentem extrema cupido/ certa sequi, quae sit rebus fortuna videtis’. The variant audendi has been discussed and defended in (...) several commentaries and articles, whereas audentem, though often the choice of editors, has yet to receive a detailed defence. In this note, I will demonstrate that audentem is the correct reading and that the false reading audendi came about through a common scribal error. (shrink)