"The stretch of road from Mainz to Oppenheim is the one that suits my taste best." Mobility and its Significance in the Lives of the Elite, as Exemplified by Count Franz Joseph of Zierotin's Journey to Frankfurt am Main in 1790

In the verse of the medieval Sicilian poets and that of the troubadours, when the poet’s gaze crossed and met the lady’s glance, her regard caused love to enter the being of her poet-admirer, capturing his heart, consuming his mind, and causing him to better himself and to exercise his art to make himself worthy in her eyes. In the Roman de la Rose courtship was allegorized, and he was required to prove his worth by passing social tests. The rapidly changing courts of the fifteenth century kept a close eye on each other. In particular those of the Italian city states looked towards the large courts of the king of France, the duke of Burgundy, and the Holy Roman Emperor, imitating their musical establishments to prove their own worth, hoping for alliances (e.g. Ferrara and Naples), or for legitimate investiture of their titles (which the Sforza family sought from the Holy Roman Emperor). To a lesser degree, but in substantial ways, some of the Italophilic rulers in France (Charles d’Orléans, René d’Anjou) may have imitated the tastes and practices of their Italian counterparts. In the last years of the fifteenth century it was arguably the emperor and the king of France who looked to the munificent Italian courts for musical talent and perhaps also for new trends. In this society of gazes that crossed and met each other, court music and court musicians thrived and grew as an outward expression of the rulers’ ambition to extend their powers towards states of absolute sovereignty. The contacts and cross-influences between the musical establishments were influential and frequent.

Late in the eleventh century two major struggles arose, one dealing with the Catholic Church in Europe and one with the Byzantine Empire. In Europe, the pope was trying to stave off a challenge by the Holy Roman Emperor as to who would reign supreme in both European politics and religion. Although officially protector of the Church, the Holy Roman Emperor at times assumed the role of dictator, attempting to name the pope as well as lower-ranking officials in the Church hierarchy. Thus, the pope was looking for something with which to increase his prestige in the eyes of European nobility. In the Byzantine Empire the Seljuk Turks, who had been gradually consolidating their power throughout the Middle East, scored a major victory over the weakening Byzantines at the battle of Manzikert in 1071. That battle placed the bulk of Asia Minor in Turkish hands, with the capital at Constantinople destined to become a target.

Osmanlı Devleti, 1683 II. Viyana yenilgisinden sonra Avusturya başta olmak üzere müttefikleri Venedik, Lehistan 1695 tarihinde de Rusya ile ayrı ayrı cephelerde savaşmaya başlamış, cephelerde aldığı askeri yenilgiler neticesinde Uyvar (Ersekûjvâr), Budin (Buda), Segedin (Szeged), Şimontorna (Simontornya), Peçuy (Pecs/Fünfkirchen) ve daha sonra da Belgrad (Beograd) gibi önemli kaleleri Avusturya'ya bırakmak zorunda kalmıştır.

Reviewed by: The Medieval Merlin Tradition in France and Italy: Prophecy, Paradox, and Translatio by Laura Chuhan Campbell Karen Green Campbell, Laura Chuhan, The Medieval Merlin Tradition in France and Italy: Prophecy, Paradox, and Translatio (Gallica, 47), Cambridge, D. S. Brewer, 2017; hardback; pp. viii, 211; R.R.P £60.00, ebook £19.99; ISBN 9781843844808. In the Phaedrus, 275e, Socrates says of books that ‘once written down they are tumbled about anywhere, all alike among those who understand them and among strangers, […] the book cannot protect or defend itself’. This comes to mind when reading medieval manuscripts, transcribed by poor scribes, so that, ‘Viviane, the bonne clergiesse’ becomes ‘Niviene […] la demoiselle cacheresse’ (p. 79). Bound together, hybrids are refashioned for new uses. Like Chinese whispers, messages are transmuted and deformed. The medieval Merlin manuscripts are no exception. The focus of this study are lateish Italian versions; the early fourteenth-century Florentine La Storia de Merlino ‘translated’ by Paulino Pieri into a text that ‘consists of a combination and rearrangement of material’ from the early thirteenth-century French Merlin en prose by Robert de Boron, and the late-thirteenth-century Les Prophecies de Merlin (p. 187), and two Venetian texts, Lo Libero dello savio Merlin by Jachomo de Çaune Barbier and La Historia di [End Page 190] Merlino compiled by Luca Venitiano. To glean these facts, turn to the appendices, for the Introduction jumps straight into a confusing account of Pieri’s rendition of Merlin’s story of the corrupt city of Orbanza, which was, according to Pieri, translated by ‘a Maestro Riccardo at the behest of Frederick II, Holy Roman emperor’ (p. 1). Socrates’ observation not only applies to medieval manuscripts, but also to the philosophy of language. Campbell is not content to follow those ‘obsessed with binary oppositions within the translation model […] too concerned with defining and redefining the relationship between translation and the original’ (p. 25, n. 80, quoting Susan Bassnett and André Lefevere). Instead she engages with ‘Charles Sanders Peirce’s tripartite sign, rather than Saussure’s signifier-signified dichotomy’. Peirce, she tells us, ‘regarded all interpretation as a translation between signs, creating a continuum of related signs that he termed “semiosis”’ (p. 25). Semiosis is produced by the mutual interaction of the three components of the sign—the object (similar to the signified), the sign itself (the signifier) and a third component: the interpretant, which is a mental sign produced in response to an object. Ouch! Poor Saussure, poor Peirce! Seeing them tumbled about into so inaccurate a repetition of words, by a stranger to their enterprise, is insufferable. Campbell’s appeal to Peircean semiotic theory is only pretentious window dressing. In the detailed descriptions of the way in which stories from the Merlin en prose and Prophecies are reworked by Pieri, Barbier, and Venetiano, she claims that the transformations are not so much distortions from some archetypal original, but are new elaborations, that gain new significance from the new context in which the text is confected (pp. 35–36). No elaborate theory of meaning is applied. In this vein, the first chapter deals with the various, sometimes contradictory, versions of the story of Merlin’s conception by the devil, as found in in the original Merlin and its continuations, and the way in which differing treatments of the origins of the devil’s seduction of his mother, offer alternative accounts of the sin of despair, lack of faith, temptation, and redemption. In the next chapter, a similar comparison is made of the varying explanations of the success of the Lady of the Lake in entombing Merlin, focusing more on the French Suite de Merlin, and the Historia di Merlino than on Pieri’s version, and reading the incident through a variety of other stories in which women ‘undo’ men, such as Samson and Delilah or Aristotle and Phyllis (pp. 65–66), or even Adam and Eve (pp. 92–93). It is observed that different versions of the story convey different moral messages and explanations of the source of Merlin’s downfall. The fourth and fifth chapters turn to the topic of prophetic discourse in general. As Campbell is well aware, the meaning of the...

On 6 March 1482, Mary — the only child of Duke Charles the Bold of Burgundy and legitimate heiress to the duchy following her father's death at the Battle of Nancy on 5 January 1477, who married Archduke Maximilian of Austria, the future Roman-German king and Holy Roman emperor — fell under her horse during falconry. Twenty-five-year-old Mary died three weeks after her accident on 27 March in the presence of Emperor Maximilian, their two children Philip the Handsome, the father of the later Holy Roman emperor Charles V and Margaret. The union of Burgundy with the Habsburgs had been planned for a long time and was based on Burgundian considerations to free themselves from their feudal dependence on France by gaining kingship. After all, Duke Charles had refused King Louis the oath of fealty and, in 1468, he had also succeeded in removing Flanders from the jurisdiction of the Parisian parliament.

The latter part of the eleventh century saw the occurrence of two major struggles, one dealing with the Catholic Church in Europe and one with the Byzantine Empire. In Europe, the pope was trying to beat back a challenge by the Holy Roman Emperor as to which would reign supreme in both European politics and religion. Although officially protector of the church, the Holy Roman Emperor at times assumed the role of dictator, attempting to name the pope as well as lower-ranking officials in the Catholic Church hierarchy. Thus, the pope was looking for something to increase his prestige in the eyes of European nobility. In the Byzantine Empire, the Seljuk Turks, who had been gradually consolidating their power through the Middle East, scored a major victory over theweakening Byzantines at the battleof Manzikert in 1071.

There is no ideal class, but there are many ways to make teaching more interesting and better, putting an emphasis on the student as the main subject in the teaching process. No form of teaching work is perfect, it is very important not to keep the same principle of work and combine teaching and working methods according to the teaching unit (lesson) and class. Electronic social networks support independent learning management, learning through interactive communication, cooperation, knowledge creation and creation of a learning chain of interested and active actors. The Internet relocates the learning process from schools to cafes and other private environments, according to the principle of mobile classrooms. However, at present time of distance learning, due to the COVID-19 pandemic current situation, the student is allowed to be able to plan both the time and place for learning, following its own interests and using the electronic media. In that way, students easily and quickly become more independent for self-education process and preparation for lifelong learning, which becomes a lifestyle in new technological conditions. New information society challenges many dimensions of the traditional functioning of the education system. What is indisputable is the role and importance of education, both for the survival and development of society and individuals. Modern technologies have radically changed the physiognomy of modern society, needs and the way of meeting needs, and standards in all levels of social life. There is a constant need for a new education policy and strategy. New technologies create new work organization, the need for new occupations and educational backgrounds. Many problems in the society arise precisely in the field of education. The problem of educational efficiency, unclear competencies acquired through simple reproduction of existing educational profiles, without new educational competencies for the completely new occupations, the traditional way of education, with reproduction of learned, without clear vision of usefulness and usability of knowledge, are just some of the manifest forms of crisis society-education. The application of new educational technology is a requirement of the new education strategy, from which is being expected to increase the efficiency of educational and learning process. A society that is unprepared to implement modern technological achievements is doomed to stagnation, as well as to numerous conflicts and marginalization. On the other hand, investing in education, modernizing the premises in education, content and educational technology, has a reciprocal impact on the development of society. In the conditions of the COVID-19 pandemic, the information age proved to be appropriate and much needed by proving to be adequate to change traditional notions about matter, space, time, energy, and even about education. In these conditions, the role of teachers, schools, education, the nature of learning, and the methodology of teaching has changed. The new living conditions imposed by the COVID-19 pandemic have fundamentally changed the way teaching, business, entertainment, war technology, and educational technology. Educational technology consists of knowledge and achievements in various scientific fields: pedagogy, didactics, methodology, psychology, cybernetics, communication, etc. In these conditions, teaching methodology must rely on modern educational technology, on a systematic and organized process of applying modern techniques and technology in improving the quality of the teaching process in the field of efficiency, optimality, applicability and acquisition of knowledge. Knowledge, use and application of modern information technologies, in these conditions, is the content of modern literacy and cultural pattern. All of these are challenges for the methodology in teaching social sciences and humanities. The methodology of teaching social sciences and humanities is, more than the methodology of any other science field, facing important challenges. All the changes caused by the COVID-19 pandemic in society and life, through the teaching social sciences and humanities, should be approximated, explained, and interpreted in a way that will not distance these sciences from high school students, who will not create a repulsive attitude, "bogy" incomprehensible reading, as boring classes to be avoided. Precisely through the use of the possibilities of modern technologies, the teaching work should be refreshed, innovated and activated, so that the knowledge is updated both in the content and in the teaching-methodological sense. Finally, our hypothesis set at the beginning of this theoretical study is confirmed, modern forms of work and innovative approaches in the educational process are the future of the educational process. Expert authors agree that there are no good results without the application of educational technology, new methods and forms of work in the teaching process. Developed societies have long used this method and we can say that this is one of the reasons for their development and progress. However, appreciating all the above, the recommendation and conclusion of this paper is that with the use of new benefits and advantages in teaching, as well as the current need for distance learning, which is only feasible due to the COVID-19 pandemic, do not forget to use traditional teaching style as reliable support for performing and adequately placing educational tasks today and in the future. Spoken word is in any case an irreplaceable variant to which we should return according to the social crisis caused by the mentioned problems.

The purpose of this study was to identify the lived experience of nursing students who made the decision to pursue a nursing career. This study was significant because nursing education is advocating change in the educational process and the student body in nursing today is so diverse. One hundred and sixty (160) first and second year students enrolled in an Associate Degree Nursing Program responded in writing to the research question, "How has the decision to pursue a nursing degree affected you and your life?" The Phenomenological methodology of qualitative research was used to identify and present information collected in this study. Van Kamm's research process was followed in collecting and organizing the information from the students' lived experiences. The narrative descriptions were reviewed extensively and similar expressions were grouped together and labeled. Groups of expressions with close relationships were clustered together in themes. Eleven themes were identified from the groups of expressions of students lived experiences. These themes were: Impact on family life, Continuum of life change, Decisional conflict, Self care neglect, Economic constraints, Positive impact on self, Prevailing stress, Self imposed guilt, Hope to become, and The program of study. As the researcher dwelled with the narrative descriptions of the students lived experience, she became more aware of the other spectrum of nursing education, the nursing student. Reviewing the descriptions from the students' perspective provided a clearer understanding of what those individuals actually go through as students in a nursing program. Throughout the educational experience, positive and negative outcomes were addressed by the students. Although many adjustments had to be made, personal growth did occur. Several implications for nursing education were addressed. One important implication may be to develop a teaching model of empowerment.

Simulation is an established pedagogical approach in health professions education, typically led by educators and informed by their clinical expertise. Partnerships between educators and people with lived experience ensures simulation authentically represents the needs of people accessing healthcare. To map available literature on how lived experiences are incorporated into health professions simulation-based education a scoping review was conducted. In April 2024 CINAHL Complete, Scopus, ERIC, Medline, PsycINFO, and ProQuest Dissertations and Theses Global Database were searched. Studies were screened against the inclusion criteria, and data was extracted from 45 studies using a purposively developed and piloted extraction tool, and organised according to four research questions. Medicine and nursing most commonly include lived experiences in simulation-based education and cultural and linguistic diversity is the lived experience most often harnessed. Lived experience involvement across the entire six phases of simulation design and delivery was not common, however active and meaningful involvement was represented at each stage. Lived experience involvement enhances simulation-based education and provides an additional opportunity for people with lived experience to be involved in health professions education. There is an urgent need for guidelines describing how educators can harness lived experiences in simulation-based education. Further research, in partnership with people with lived experience, is required to determine how to more authentically represent lived experience in simulation-based education.

Students from a range of health disciplines need to learn from people with lived experience of mental distress and recovery to develop recovery capabilities for mental health practice. The aims of this study are to describe the co-design of a teaching resource, to explore the experience of people with lived experience during the resource development, and to evaluate the outcome of the resource on student recovery capabilities. Using a sequential mixed method, a project group consisting of six people with lived experience and 10 academics from five health disciplines was convened to co-develop teaching resources. People with lived experience met independently without researchers on several occasions to decide on the key topics and met with the research team monthly. The teaching resource was used in mental health subjects for two health professional programmes, and the Capabilities for Recovery-Oriented Practice Questionnaire (CROP-Q) was used before and after to measure any change in student recovery capabilities. Scores were compared using the Wilcoxon signed rank test. The people with lived experience were also interviewed about their experience of being involved in constructing the teaching resources. Interviews were audiotaped, transcribed, and analysed thematically. The finished resource consisted of 28 short videos and suggested teaching plans. Occupational therapy and nursing student scores on the CROP-Q prior to using the educational resource (n = 33) were 68 (median) and post scores (n = 28) were 74 (median), indicating a statistically significant improvement in recovery capability (P = 0.04). Lived experience interview themes were (i) the importance of lived experience in education; (ii) personal benefits of participating; (iii) co-design experience; and (iv) creating the resource. Co-design of teaching resources with people with lived experience was pivotal to the success and quality of the final product, and people with lived experience described personal benefits of participating in resource development. More evidence to demonstrate the use of the CROP-Q in teaching and practice is needed.

Discovering highly profitable travel patterns by high-utility pattern mining

Participation and involvement of service users, carers, and families into the design, delivery, evaluation, and development of mental health policy and services is now a standard expectation. As social workers are employed in mental health settings, it is vital that graduates understand and ethically engage with mental health consumers, survivors, ex-patients, and family (CSX + F) in a meaningful and authentic manner. We argue this extends to fostering critical understandings of dominant discourses about distress, trauma, diagnosis, and intervention as a routine component of social work education. The Valuing Lived Experience Program (VLEP) described in this article within the Curtin University School of Allied Health aims to meaningfully embed the voices of people with lived experience of mental distress, trauma, and service use into the education of tertiary students and academics. Lived experience education in social work is vitally important and requires appropriate resourcing, clear purpose and principles, and attention to the democratisation of knowledge in order to achieve epistemic justice. In this article, the authors describe and contextualise the VLEP as a contemporary example of how lived experience in social work education can occur and be developed. IMPLICATIONS Meaningful participation of people with mental health lived experience is important to social work education. Lived experience education needs to be underpinned by clear ethical and theoretical principles for teaching and learning. Programs that rigorously engage with lived experience in mental health education can make a positive contribution to critical understandings of mental distress.

Three Greek letters by the Holy Roman emperor Frederick II Hohenstaufen to the Eastern Roman emperor Ioannes III Batatzes, dating from the year 1250, cast light on the Laskarid involvement in Italian politics outside of the Balkan Peninsula, the traditional sphere of Byzantine influence. In two of the letters, the Holy Roman Emperor informs his son-in-law and ally Ioannes III about the war he is waging against the papal forces in Italy; in the third, Frederick II openly appeals to his Byzantine counterpart not to engage in unionist negotiations with the Holy See. Examining the content of these three letters, I suggest, helps us to redefine the role that the Laskarid polity played in the wider Mediterranean world of the mid-13th century. In this paper, I focus on the Italian case in order to illustrate that the Laskarid Roman Empire was an active political agent that sought to influence the politics of polities well outside its assumed political sphere of interest. The Italian example allows us to understand that the Byzantine Empire of Ioannes III Batatzes and his successors had enough vigor and resilience from the 1240s to the 1280s to project an image of itself as a dominant power invested in determining international affairs throughout Christendom.

The article is devoted to the history of the Hermitage museum interiors, its collections, showcases and historical ties between them. From the very beginning of the Hermitage history its museum space reflected the public policy. In its collection the Hermitage holds unique showcases shaped as pyramids. No such example is to be found elsewhere in museum collections. We have no documents about the reason for their appearance, but some facts give us possibility to suggest their connection with the memory of Catherine II.The article is devoted to the history of the Hermitage museum interiors, its collections, showcases and historical ties between them. From the very beginning of the Hermitage history its museum space reflected the public policy. In its collection the Hermitage holds unique showcases shaped as pyramids. No such example is to be found elsewhere in museum collections. We have no documents about the reason for their appearance, but some facts give us possibility to suggest their connection with the memory of Catherine II.In 1811 the unique item was made for the Hermitage — a wooden pyramid made by Heinrich Daniel Gambs. There were cornelian cameos with portraits of Ancient Roman emperors and Holy Roman emperors, the so-called “Kaiser-Suiten”, placed on its facet. The pyramid top was decorated by a Minerva figure, as Catherine II loved to be represented in art works. Wolf figures were the symbol of Rome. The whole complex was an allegorical representation of Catherine’s wise rule based on the Ancient Rome and West-European tradition.In 1816 the pyramid was placed in the hall together with the loveliest Catherine’s cameos collection. In 1854 a new Cameos hall in the New Hermitage building was arranged. The Gambs pyramid surrounded with showcases in pyramid shape for which the old pyramid became the prototype was placed in its center. This hall with pyramid and showcases became the peculiar symbol of memory about Catherine the Great. In 1854 it was pictured by Ed. Hau.

ABSTRACTPorphyry, a specific type of igneous rock, highly appreciated because of its purple tone, remains throughout western history a central feature in strategies of political representation: Roman and Byzantine emperors, as well as medieval kings and modern leaders have assessed it in the course of the execution of their rule. They all drew on the long and distinct symbolical tradition of the use of porphyry. However, the significance of the precious material also derived from a unique history of exploitation, distribution and workmanship that endowed porphyry with an exclusive spatial connotation. This paper indicates this history in the exemplary case of the four porphyry sarcophagi of the Norman kings and Holy Roman emperors in Palermo Cathedral.