Kiev ex-libris school as a xylography traditions keeper in printmaking of modern Ukraine

The article is dedicated to Kiev ex-libris school role (EL) in modern Ukrainian printmaking. The loss process by a bookplate of utilitarian, applied functions and its transformation into an independent work of art, collectors' object of interest with an appreciated art value is described. The ex-libris schools formed in the first quarter of the 21st century are emphasized, the main trends of the bookplate development predominant centers are defined (Kiev, Lvov, Odessa, Luhansk). Printmaking techniques, typical for a particular ex-libris school, are marked. Kiev bookplate school, as one of the leading centers for the classical xylography traditions preservation, is underlined. The most significant masters, working in these techniques, are presented, the technological process evolution is indicated and its main reasons are emphasized. The problem of opposition between the old and new in the art of printmaking is touched upon by example of classical techniques and gathering momentum computer graphics (CGA) coexistence.

Barriers to Puberty Talk between Mothers and Daughters: A Qualitative Study

Objective The aim of the present study is to explain the barriers to puberty talk between mothers and daughters. Methods In the present study, the conventional content analysis method was used. The present study was conducted from September 2018 to August 2019 in Iran. The study population consisted of mothers and adolescent girls. The data was collected using purposeful sampling method. The sample consisted of 4 mothers and 6 girls that were interviewed using semistructured interviews. Data collection continued until data saturation was achieved. Data analysis was conducted as described by Graneheim et al. using NVivo 11 software. Results In the present study, after exploring the views of the participants about barriers to puberty talk between mothers and daughters, one dominant theme emerged. Puberty talk is seen as an “inappropriate talk with a girl.” There were several subthemes, including “lack of mother's awareness regarding the school role, the busy schedule of the mother, and the adoption of alternatives to mother's talk with girls”. Conclusions Different sociocultural factors affect puberty talk between mothers and adolescent girls. It is important that mothers and policy makers take these barriers into account.

ROLES AND RESPONSIBILITIES FOR SCHOOL ROLE PLAYERS IN ADDRESSING CYBER INCIDENTS IN SOUTH AFRICA

Cyber incidents are causing major challenges for school officials who are called upon to respond to these incidents involving learners, globally. Online threats take place off the radar screen of educators and parents, and this makes it difficult to address cyber incidents in schools and more impossible to monitor off school premises. The overwhelming challenges in South African schools are that there are no clear roles and responsibilities for relevant role-players when handling cyber incidents. Therefore, this article is aimed to determine the responsibilities of role players in handling cyber incidents in South African schools. The research used a qualitative approach and purposive sampling to collect data from the learners, to get their experiences and perceptions on reporting cyber incidents. The rationale for selecting learners was based on the view that cyber aggression is a very concerning issue in the school environment. The research went on to document the responsibilities of various role-players, which include the school with its educators, principal and the learners, the Department of Basic Education, the community, and the parents. The article focused on highlighting the roles and responsibilities of role players when handling cyber incidents in South African Schools and the views of learners on adults when handling cyber incidents. The study concludes that if the role players seriously follow their roles and responsibilities, cyber incidents can be reduced in schools. It is also important to note that role players cannot work in isolation; rather, they need a coordinated approach to share the responsibilities, as cyber incidents are not restricted to the classroom or school grounds. This problem requires all role players to work together, in proactive ways to intervene and reduce cyber incidents.