Objective: Changing contour lines of the external nose following traumatic, aesthetic and tumour surgeries have become very trendy. The goal of this research is to study the several soft tissue landmarks, measurements (linear distances, ratios, angles) of the external nose and its nasal indicis using a computer program. Methods: Face region were taken a photographs of the two hundred adults. Analyses of linear (the lengths of nares, nasal bridge, and columella and nose height, nares width) and angular analyses (angles of (...) nasofrontal, nasolabial and nasal tip) were computed and averaged for gender with age. As for the shape of the nose, it was categorized as subunits: nasal tip (sharp, normal, wide, protrusive and asymmetric), nasal base (normal, wide, asymmetric) nasal alae (normal, thick, thin, asymmetric), nares (normal, horizontal and asymmetric) and columella (normal, wide, short and bifid) nasal base, nares, nasal alae, columella and classified subunit as normal, protrusive, sharp, asymmetric, and wide. Results: The nose height have to 49.05 ± 3.48 mm in young male adults, 50.37 ± 2.33 mm in young female adults. Distance lengthwise the nasal bridge have to 48.60 ± 3.24 in males, 37.09 ± 5.49 females. The two mean measured nasal lengths were significantly greater in men. At the same time, angular measurements for nasolabial and interalar were higher in males. Nasal tip angle was 127.47 ± 82.9° in males, 75.8° in females. On average, young male adults had larger nasal linear distances such as nasal bridge length, nares lengths and nares widths relation of height than young female adults (p;<0.01); No gender differences were observed for columella widths and to nose height ratio (p;<0.01). The nasofrontal, nasal tip, nasolabial and interalar angles showed statistically significant differences among young male adults and young female adults (p;<0.05). The nasolabial angle exhibited considerable variability. The shape details of nares was showed large variability. Nasal base, nasal tip and nasal alae shapes were similar, nares asymmetry was more frequently compared with other features. Conclusions: The Anatolian people’s nose exhibits wide nasal tip, has a wider nasal base, and is more thicker at the alae, with wider definition of the columella. The significant gender differences of nasal shapes were found. The wide and sharp features of nasal tip were related to an important features in men, whereas asymmetric nares were dominant in young female adults. Using digitized reference details, this study helped define the best cosmetic surgery recreate the nose and increase the success of customized therapy. Also, our findings facial alteratios, facial reconstruction, personal identification, Trauma assessments may also have data banks based on age and gender. (shrink)

""Kelly’s constructive epistemology needs to transcend its background of instrumentalism arising from Dewey’s influence. What enables us to well avoid instrumentalism is a notion of truth that incorporates both coherence and correspondence. If we were to abandon coherence, we would have to embrace the naïve conception of realism, while by abandoning correspondence we would have to embrace instrumentalism because we would have to consider the workability of a theory or a construction system and its coherence with previously successful ones as (...) constituting the truth of a given theory or construction system. Such a realistic constructivism provides a more satisfactory conception of personal constructs. According to this view, we no longer think that personal constructs are either true or false, rather they are divided into true and false in accordance with the grasp of reality reflected in our best theories. In other words, having provided a theory of truth, we are ready to compare different personal constructs with the grasp of reality involved in the theory in terms of their correspondence with that grasp. Furthermore, this conception of constructivism makes it possible to talk of the approximation of personal constructs to reality. Having provided a conception of correspondence, not only have we avoided instrumentalism, but also talking of approximation makes more sense. This is because our best theories provide an account of the world with reference to which we can talk of more or less approximate personal constructs. In this sense, more valid personal constructs are those that are more approximate, that is, more correspondent to the reality. (shrink)

This essay concerns a philosophical examination of the nature of mind and the relevant implications for mental health. Traditionally, realism and constructivism are regarded as two contrastive positions in explaining the nature of mind. While realists take discovery of reality as the main function of mind, constructivists regard it as creation of reality. Hence, epistemologically, realists emphasize on correspondence to reality as the criterion of validity or truth of the mind's contents, whereas constructivists regard the inner coherence of constructs as (...) the main criterion. inner coherence of constructs or resolving inner conflicts; capability of constructs for adaption to problematic situations; and correspondence to reality as an ideal in the long run are the discussions and aims of this paper. (shrink)

The hermeneutic view, as a constructive approach in social sciences, is revived in last decades; Principles of this view are applied to educational studies as well. In this essay, the application of these principles to the area of research on evaluation of academic achievement is discussed, In this discussion the main point of the hermeneutic view, namely the Hermeneutic circle, is highlighted within the framework of Heidegger's and Gadamer’s views, Accordingly, four steps are suggested for doing research on the evaluation (...) of academic achievement. In the first step, the researcher traces to determine whether the teacher is aware of her pre-understandings in the process of evaluation, This is because evaluation, like any other cognitive activity, is not advanced with an empty mind, In the second step, the researcher deals with the question whether the teacher tries to enter into the intellectual horizon of the pupil In effect, in the third step, the researcher deals with the question whether the teacher confirms or changes the pre-understandings identified in the first step, Finally, in the fourth step, the researcher looks 10 see whether the teacher provides a 'fusion of horizons’; a fusion between the intellectual horizon of hers and that of the pupil's, This is to say that from the hermeneutic view, proper evaluation is far from being a one-directional activity of the teacher. (shrink)

In this book, the words ‘science’ and ‘social science’ are used in their limited sense that refer to experience-based knowledge. This should not indicate that experience is being used in a positivistic sense. Rather, the important insights of all kinds of post-positivist views are embraced to give an extensive meaning to experience. However, the most important characteristic of experience and science that should never be excluded is its dependence on observation and observational evidence. Thus, when ‘science’ is used in combination (...) with ‘religion’, it should not be confused by religious knowledge. The latter might refer to, perhaps, a certain kind of knowledge that could be found in religious texts and might be different from other kinds of knowledge. However, when the phrase of ‘religious science’ is used, it refers to a scientific knowledge, even though because of its religious presuppositions it is called religious. And this relation between religion and science is exactly the point that is at issue in this book. On one hand, the issue of religious science raises challenges on the ground that the contemporary science has been explicitly non-religious or perhaps in some cases anti-religious. Objectivity of science is usually understood in a way that it does not permit to combine ‘science’ with ‘religion’. Thus, in the first step, the phrase of religious science is considered as nonsense. On the other hand, as far as religious people are concerned, the issue of religious science is enthusiastic. These people sometimes think that a real religion should include all scientific truths. Thus, facing the issue, they immediately verdict that there are or should be religious sciences. However, neither that strong challenge with the possibility of any religious science, nor this hot enthusiasm could be in congruence with the spirit of scientific endeavor. As far as social scientists are concerned, the possibility of religious science should not be rejected a priori. This possibility should not be necessarily considered as a threat for science, rather the plausibility of its being a chance for the development of science should also be taken into account. On the other hand, as far as the religious people are concerned, they should not necessarily consider the possibility of talking about religious sciences as a chance for spreading their religion, rather the plausibility of its being a threat for their purpose should also be considered. This is because entering of a religion into a job which is not relevant to it could be dangerous. Far from these two kinds of biases, it is attempted in this book to deal with the issue in a reflective manner. It seems that thinking about ‘religious science’ requires us to take three steps. In the first step, we need to think about the nature or characteristics of science. In the second step, we need to think about the nature or characteristics of religion. And finally, in the third step, it seem necessary to think about the combination of them. These three steps show the direction of the discussion in what follows. (shrink)

Comparative studies among cultures, particularly Western and Eastern ones, are vital and necessary. In this essay, we are presenting a comparison between Western and Islamic views. The focus of this study is on action-oriented educational research based on Charles Clark’s view as a more recent action-oriented view on educational research. The comparison between Clark’s view and the one we suggest that is inspired by the Islamic view of human action and shows that there are considerable commonalities between the two views (...) as both of them avoid the mechanistic orientation and take human action into account. There are also differences between the two views regarding the distinction between fact and value, as well as the relation between means and ends in research. (shrink)

Asking about the place of religion in a democratic society refers straightforwardly to the kind of pluralism we adopt. Given that intra-societal tensions mark out a democratic pluralistic society, then it seems that there is no doubt that there should be a place for religion and religious people in it. What is crucial for a democratic society is taking a suitable view on pluralism. There could be, at least, two versions of pluralism: Incommensurable or radical and commensurable or moderate. It (...) is argued that the incommensurable account of pluralism confronts with serious problems both theoretically (like the impossibility of outer critique) and practically (like replacing persuasion with force). Rorty advocates a commensurable pluralism based on pragmatic conventions or "know-how" skills without any meta-narrative or translation manual among the doctrines of rival views. However, along with Davidson, it is stated that some kind of translation among the rival views is inevitable. In addition, it is argued that commensurable pluralism could not be limited to merely know-how skills and it needs some know-that insights. This view of pluralism not only opens the door of dialogue, but also provides a basis for removing superficial differences or conflicts between the rivals. Real differences, however, could remain and should be tolerated. (shrink)

Some authors have analyzed the Islamic concept of education in parallel to the assumed contrast between Islam and the liberal tradition. Hence, given the latter’s rationalist tendencies, an almost indoctrinatory essence is assumed for the Islamic concept of education. However, we argue that rationality is involved in all elements of the Islamic concept of education. There might be some differences between the Islamic and liberal conceptions of rationality, but these are not so sharp that the derivative Islamic concept of education (...) can be equated with indoctrination. We suggest an Islamic concept of education that includes three basic elements: knowledge, choice, and action. Then, we show that, according to the Islamic texts, these elements have a background of wisdom. (shrink)

There have been some suggestions concerning the subject matter of Islamic psychology. It seems that these suggestions could not overcome the theoretical barrier for providing a subject matter for psychology. Some have considered the divine Spirit (Run) within the human as the subject matter, some others have regarded the Soul (Nafs)and still others, the divine creation of the human (Fitrah) as the candidates for doing the job. However, these suggestions could be challenged in different ways on being able to provide (...) a suitable subject for scientific studies of psychology. The present essay is an introductory attempt to give an alternative. Accordingly, an alternative to the three above mentioned suggestions seems to be the important Islamic concept of Action. We can consider Action as the suitable subject matter for psychology. This is because action is so wide that it could cover all the humans whether believers or non-believers in God, whether their Fitrah is active or silent. An action, as it is used in the Islamic texts, refers to a behavior (being observable or non-observable) that is based on, at least, three kinds of foundations: cognition, emotion, and will. In addition to being a suitable subject for psychology, action is a key concept in referring to the human nature or identity. (shrink)

Globalization is regarded as a process or a project or a process/project which is most rapidly developing. Globalization, in case of occurrence, will put its impacts on all dimensions of human life including knowledge and practice. Particularly, its impact on epistemology and education would be remarkable. Given that the appearance and development of informational revolution is the most important background for globalization, the first challenge of globalization relates to the nature of knowledge. According to the information revolution, the most important (...) characteristic of knowledge is to be sought in this equation: knowledge = information. This involves reducing different facets of knowledge to quantitative information which leads to knowledge legitimacy crisis. In addition, having a communicational dimension, knowledge will be qualified by means of the shape and characteristics of community in the era of globalization. The viewpoint of virtual community calls us from another side to rethink on knowledge as well as on the problem of identity because in the consequence of virtual community, virtual identity of pupils is being claimed which involves indentity fragmentation. To deal with these challenges, education needs: a) to resist the reduction of knowledge to information and equate knowledge with wisdom rather than information; b) to extend imaginative and creative procedures; c) to develope interdisciplinary studies as an important way of extending imagination; and finally, d) to provide relationship between virtual and real communities of the pupils. (shrink)

It seems necessary to introduce the basic concepts used in this article i.e. formalism, anti-formalism and moderate formalism. Formalists believe that the aesthetic appreciation of an art work generally involves an attentive awareness of its sensory or conceptual qualities and does not require knowledge about its non-perceptual properties. Anti-formalists on the hand hold that noon of the aesthetic properties in the work of art are formal. A number of philosophers have recently advocated a more moderate formalism. According to this view (...) although not all aesthetic properties are formal, many are, and some artworks possess only formal aesthetic qualities. The quarrel among these three rival views concerns what sort of knowledge, if any, is required for appropriate aesthetic appreciation of an art work. In what follows, we will give a brief exposition of these three view points. Subsequently we will give our preferred position with regard to these views. (shrink)

Considering three philosophers – Ghazali , Hume, and Kant – we perceive that they were at grips with skepticism and each had a different attitude towards it. While Hume remains in a skeptical sphere, Ghazali and Kant offer solutions for skepticism, although their solutions differ largely. Criticizing Aristotle’s view on essential necessity, Ghazali expands Avicenna’s emphasis on experimentation and, in effect, negates the necessary relation between cause and effect. Ghazali preceded Hume in this regard for some 6 centuries and put (...) forward Hume’s main idea. In order to overcome skepticism, Kant appealed to rationality and it’s a priori backgrounds, while Ghazali put forward God’s will and put the emphasis on the inner direct experience. It will be argued that God’s deeds, rationality and faith should be compatible in principle. (shrink)

Traditionalism-as a school established at 20th century by Rene Guenon, Amanda Coomaraswamy and expanding and developing by figures like Seyyed Hossein Nasr, Martin Lings, and Titus Burckhardt…- assumes human as vicegerent of God which has an important role in the universe. In this point of view Egalitarianism isn’t acceptable because human beings are different in respect of sexuality, emotions, talents and races. Differences between races and societies prove the necessity of religious plurality on one hand, and unity of the Reality (...) above the forms prove “Transcendence Unity of Religion” on the other. (shrink)

Introduction: The aim of the present study was to explore the relationship between sophisticated view of induction and science education. Method: This study is a critical review on the relation between philosophical approaches to science and science education. Thus, an analytic method is used in investigating the theories of science and their relationship to science education. Results: Analysing the arguments against induction, we argue that the sophisticated view of induction is not only resistant against the critiques but also inspiring for (...) science education. Conclusion: This paper concludes that the sophisticated view of induction provides the merits of both positivism and falsificationism in science and science education while avoiding their disadvantages. Accordingly, to avoid positivism, science education should reinforce students' imagination and theory development and to avoid falsificationism, it should embrace observation and induction. (shrink)

Constructive realism (CR) is an attempt to overcome the difficulties associated with naïve realism and radical constructivism. There are different versions for CR. In this paper, I defend a particular version of CR. Complexity of reality, on the one hand, and the impact of human mind, language, and culture, on the other, leads to the inevitable contribution of constructs in knowledge development. According to the CR, even if mental, linguistic and cultural side of constructs could not be avoided in principle, (...) a certain proportion of reality-contact can be considered and defended for the constructs. In this sense, human mind and culture has a constitutive role to play in knowledge acquiring instead of being an innocent means in the process of acquiring knowledge. On the other hand, the role played by the reality in this process cannot be ignored because, according to the CR, knowledge consists after all of knowing 'something' in the real world. On the whole, taking into account both the constitutive role of mind and culture, on the one hand, and the inevitable role of the reality, on the other, shows the difference between the CR and pure realism, pure constructivism, and those versions of CR that do not take the constitutive role of mind into account. There are requirements for the CR in science education. First of all, there must be a constant caution for making sure that our scientific theories have caught the proportion of reality-contact. This point shows the difference between the CR and pure constructivism. This caution should be present in our science teaching as well. Secondly, we should encourage our students to develop imaginative alternative constructs when they are learning sciences. This shows the difference between the CR with naïve realists who ignore the importance of students' imaginations in suggesting alternative constructs. Notwithstanding, while we encourage the students to develop their imaginative constructs, there should be considered a limitation for their over-justification about their constructs. In this way, we as teachers should urge them to take counter-evidence most seriously into account. This is a point in which constructive realists are distinguished from pragmatists too. Pragmatists do not give up their theories in confrontation with counter-evidence but rather look for almost limitless changes in their constructs in order for making the counterevidence compatible with their theories, whereas constructive realists will be ready to take counterevidence more serious and correct their constructs accordingly. (shrink)

What is the main characteristic of constructive explanation? In other words, what is the nature of a construct and, consequently, what kind of relationship is there between constructs and behavior? Kelly stated that a "psychological response is initially and basically the outcome of a construing act."(1955, vol. 1, p. 171) Somewhere else, he asserts it in a more clear way: "Since they construe them differently, they will anticipate them differently and will behave differently as a consequence of their anticipations." (Kelly, (...) 1963, p. 90) The relationship between constructs and "psychological response" could be considered in terms of either 'causation' or 'implication'. (shrink)

Alireza Bagheri supports a policy on organ procurement where individuals could choose their own definition of death between two or more socially accepted alternatives. First, we claim that such a policy, without any criterion to distinguish accepted from acceptable definitions, easily leads to the slippery slope that Bagheri tries to avoid. Second, we suggest that a public discussion about the circumstances under which the dead donor rule could be violated is more productive of social trust than constantly moving (...) the line between life and death. (shrink)

Background: Depression (major depressive disorder) is a common and serious medical illness that negatively affects how you feel, the way you think and how you act. Fortunately, it is also treatable. Depression causes feelings of sadness and/or a loss of interest in activities once enjoyed. It can lead to a variety of emotional and physical problems and can decrease a person’s ability to function at work and at home. Depression affects an estimated one in 15 adults (6.7%) in any given (...) year. And one in six people (16.6%) will experience depression at some time in their life. Depression can strike at any time, but on average, first appears during the late teens to mid-20s. Women are more likely than men to experience depression. Some studies show that one-third of women will experience a major depressive episode in their lifetime. Objectives: The main goal of this expert system is to get the appropriate diagnosis of disease and the correct treatment and give the appropriate method of treatment through several tips that concern the disease and how to treat it and we will see it through the application on the expert system. Methods: in this paper the design of the proposed Expert System which was produced to help Psychologist in diagnosing depression disease through its symptoms such as: a loss of energy, a change in appetite, sleeping more or less, anxiety, reduced concentration, indecisiveness, restlessness, feelings of worthlessness, guilt or hopelessness and thoughts of self-harm or suicide. The proposed expert system presents an overview about depression disease is given, the cause of diseases is outlined and the treatment of disease whenever possible is given out. SL5 Object Expert System language was used for designing and implementing the proposed expert system. Results: The proposed depression disease diagnosis expert system was evaluated by psychologist students and they were satisfied with its performance. Conclusions: The Proposed expert system is very useful for psychologist, patients with depression and newly graduated psychologist. (shrink)

A graph-theoretic account of logics is explored based on the general notion of m-graph (that is, a graph where each edge can have a finite sequence of nodes as source). Signatures, interpretation structures and deduction systems are seen as m-graphs. After defining a category freely generated by a m-graph, formulas and expressions in general can be seen as morphisms. Moreover, derivations involving rule instantiation are also morphisms. Soundness and completeness theorems are proved. As a consequence of the generality of the (...) approach our results apply to very different logics encompassing, among others, substructural logics as well as logics with nondeterministic semantics, and subsume all logics endowed with an algebraic semantics. (shrink)

Philosophy for Children' program that Mathew Lipman and his colleagues have developed is now known in our society and has led to thinking and research in this regard. Thus, to consider the challenges that are in front of this program can lead to the richness of these researches. Three challenges are in front of this program: philosophical, psychological, and educational. The philosophical challenge is due to the point that philosophy is mainly dependent on the history of philosophy and thoughts of (...) preceding philosophers. This dependence should of course be along with critique, but this dependence cannot be denied anyway. Hence, philosophizing cannot be reduced to the methods of thinking. Psychological challenge is rooted in the approaches of developmental psychology that emphasize on phases in human thinking. Accordingly, abstract methods of philosophizing cannot be used in the period of childhood. Educational challenge is related to basic cultural values that might be shaken in the process of philosophical interrogations. The philosophical challenge requires that teaching philosophy to children emphasize on an amalgamation of method and content. The psychological challenge makes us cautious as to looking for more investigations on the periodical characteristic of thinking. And finally, the educational challenge requires that criticizing cultural values, being necessary in active education, is not started from foundational issues of culture. The period of childhood can only be fitted to interrogation of low level cultural issues and values and leave the foundational cultural issues to philosophizing in higher ages. (shrink)

In this paper, we present an intelligent tutoring system developed to help students in learning Computer Theory. The Intelligent tutoring system was built using ITSB authoring tool. The system helps students to learn finite automata, pushdown automata, Turing machines and examines the relationship between these automata and formal languages, deterministic and nondeterministic machines, regular expressions, context free grammars, undecidability, and complexity. During the process the intelligent tutoring system gives assistance and feedback of many types in an intelligent manner according to (...) the behavior of the student. An evaluation of the intelligent tutoring system has revealed reasonably acceptable results in terms of its usability and learning abilities are concerned. (shrink)

The aim of the research is to identify the relationship between the performance criteria and the achievement of the objectives of supervision which is represented in the performance of the job at the Islamic University in Gaza Strip. To achieve the objectives of the research, the researchers used the descriptive analytical approach to collect information. The questionnaire consisted of (22) paragraphs distributed to three categories of employees of the Islamic University (senior management, faculty members, their assistants and members of the (...) administrative board). A random sample of 314 employees was selected, 276 responses were retrieved with a return rate of 88.1%. The SPSS program was used to enter, process, and analyze the data. The results of the study showed a positive relationship between the performance criteria and the achievement of the control objectives represented by the job performance in the Islamic University from the point of view of the members (senior management, faculty and their assistants and the administrative board). The researchers also recommended a number of recommendations, including the provision of an appropriate level of control system components today through the continuous updating and development of performance standards and the need to provide the necessary physical and financial resources to continue the development and achievement within the university. Expand the development of technology in the various activities of the university through the construction of a complete and integrated system to support the control systems in the university to suit its size. The researchers also recommended the follow-up, review of the performance standards and work to modify them in line with the mission of the university and the goals that the university seeks to reach. (shrink)

In this paper Control theory alongside with reductionism purporsive behavior will be discussed. Human puposive action has been explained by the cybernectics long ago. control theory is attemping to do this task too. however, it faces problems of which one can be named as explaining an impossible goal.

The study aimed to identify the level of promotion of entrepreneurship in the technical colleges in Palestine. The analytical descriptive method was used in the study. A questionnaire of 41 items was randomly distributed to the technical colleges in the Gaza Strip. The random sample consisted of (275) employees from the mentioned colleges, and the response rate were (74.5%). The results of the study showed that the technical colleges achieved a high level of promotion of entrepreneurship with a relative weight (...) of 73.45%. The results of the study showed that there is a high level of promotion of entrepreneurship (risk, preparedness, proactive competition, innovation orientation) in the technical colleges in Gaza Strip. The field of competition came in first place with a relative weight of 76.65%. In the second place came the field (the trend towards innovation) and relative weight (74.96%). In the third place came the field of pre-emptive preparedness with a relative weight of 74.07%. In the fourth and last place came the field of risk and a relative weight of 68.39%. The results confirmed that there are statistically significant differences in the promotion of entrepreneurship in the technical colleges in Gaza Strip due to the college variable in favor of UCAS. The results confirmed that there is no statistically significant relationship in the promotion of entrepreneurship in technical colleges in Gaza Strip due to the variable level of employment. The researchers suggest a set of recommendations, the most important of which is to draw the attention of the technical colleges to the importance of promoting entrepreneurship, because of their role in reducing the problem of unemployment, the importance of linking technical education and promoting entrepreneurship to the Palestinian society in general and Gaza Strip in particular. The importance of urging decision-makers in technical colleges to promote interest in leadership and to put their own courses in all technical education programs in these colleges, as well as enhancing the technical, technological and technical capabilities of technical education and keeping pace with the latest international standards by providing the necessary material resources. There is a need to urge researchers to conduct further studies of the future which deal with the same variables of the current study in the field of entrepreneurship and applied to other sectors. (shrink)

Precision Medicine is driven by the idea that the rapidly increasing range of relatively cheap and efficient self-tracking devices make it feasible to collect multiple kinds of phenotypic data. Advocates of N = 1 research emphasize the countless opportunities personal data provide for optimizing individual health. At the same time, using biomarker data for lifestyle interventions has shown to entail complex challenges. In this paper, we argue that researchers in the field of precision medicine need to address the performative dimension (...) of collecting data. We propose the fun-house mirror as a metaphor for the use of personal health data; each health data source yields a particular type of image that can be regarded as a ‘data mirror’ that is by definition specific and skewed. This requires competence on the part of individuals to adequately interpret the images thus provided. (shrink)

The study aimed to identify the role of measuring and evaluating performance in achieving the objectives of control and the performance of the job at the Islamic University in Gaza Strip. To achieve the objectives of the research, the researchers used the descriptive analytical approach to collect information which is the questionnaire that consisted of (22) phrases were distributed to three categories of employees of the Islamic University (Faculty Members and Their Assistants, Members of the Administrative Board, Senior Management). A (...) random sample of (314) employees was selected and 276 responses were retrieved with a recovery rate of 88.1%. The Statistical Analysis Program (SPSS) was used to enter process and analyze the data. The results of the research showed a positive role between measuring and evaluating the performance and achieving the objectives of the control of performance in the Islamic University from the point of view of the members (senior management, faculty and their assistants, and members of administrative board). The researchers also recommended a number of recommendations, most notably the provision of an appropriate level of the elements of the control systems today through the modernization and continuous development of performance measures and the need to provide the physical and financial resources necessary to continue the development and achievement within the university, to expand the development of technology in the various activities of the university through the construction of a complete and integrated system to support supervision systems in the university to suit the size of the university. The researchers also recommended following up and reviewing the performance measures and work to modify them in line with the mission and the goals of the university that it seeks to reach. (shrink)

Throughout the biological and biomedical sciences there is a growing need for, prescriptive ‘minimum information’ (MI) checklists specifying the key information to include when reporting experimental results are beginning to find favor with experimentalists, analysts, publishers and funders alike. Such checklists aim to ensure that methods, data, analyses and results are described to a level sufficient to support the unambiguous interpretation, sophisticated search, reanalysis and experimental corroboration and reuse of data sets, facilitating the extraction of maximum value from data sets (...) them. However, such ‘minimum information’ MI checklists are usually developed independently by groups working within representatives of particular biologically- or technologically-delineated domains. Consequently, an overview of the full range of checklists can be difficult to establish without intensive searching, and even tracking thetheir individual evolution of single checklists may be a non-trivial exercise. Checklists are also inevitably partially redundant when measured one against another, and where they overlap is far from straightforward. Furthermore, conflicts in scope and arbitrary decisions on wording and sub-structuring make integration difficult. This presents inhibit their use in combination. Overall, these issues present significant difficulties for the users of checklists, especially those in areas such as systems biology, who routinely combine information from multiple biological domains and technology platforms. To address all of the above, we present MIBBI (Minimum Information for Biological and Biomedical Investigations); a web-based communal resource for such checklists, designed to act as a ‘one-stop shop’ for those exploring the range of extant checklist projects, and to foster collaborative, integrative development and ultimately promote gradual integration of checklists. (shrink)

Aristotle regarded highly the concept of friendship. For him, friendship—being one of the virtues just like truth, justice, courage, etc.—is something that affects not just human behavior but even the state’s as well . However, the English language has set a limit to its use and thus diminished its meaning. While the Greek for friendship, which is φιλια can be translated as love, when using the English language one cannot say that as A and B are friends, it must be (...) that A and B are lovers. But for the Greeks, A and B are friends, if and only if, A and B are lovers. In fact, φιλια is where half of the word philosophy comes from. Why is it that even when tracing the etymology of philosophy, one uses “love of wisdom” instead of “friend of wisdom?” This is not the case for Aristotle. Aside from just regarding highly friendship by considering it as affecting the individual and the collective’s behavior toward others, Aristotle goes further by claiming that friendship is a necessary ingredient, not just to have an orderly life and state, but in order to have a eudaimon life, i.e., a happy life. Thus, for Aristotle, without friendship, a person cannot be happy. (shrink)

ABSTRACTThis essay offers a reconfiguration of the possibility‐space of positions regarding the metaphysics and epistemology associated with historical knowledge. A tradition within analytic philosophy from Danto to Dummett attempts to answer questions about the reality of the past on the basis of two shared assumptions. The first takes individual statements as the relevant unit of semantic and philosophical analysis. The second presumes that variants of realism and antirealism about the past exhaust the metaphysical options . This essay argues that both (...) of these assumptions should be rejected. It develops as an alternative an irrealist account of history, a view based in part on work by Leon Goldstein and Ian Hacking. On an irrealist view, historical claims ought to be treated as subject to the same conditions and caveats that apply to any theory of empirical or scientific knowledge. Irrealism argues for pasts as made and not found. The argument emphasizes the priority of classification over perception in the order of understanding and so verification. Because nothing a priori anchors practices of classification, no sense can be attached to claims that some single structure must or does determine what events take place in human history. Irrealism denies to realism the very intelligibility of any imagined view from nowhere, that is, a determinately configured past subsisting sub specie aeternitatis. A plurality of pasts exists because constituting a past always depends to some degree on socially mediated negotiations of a fit between descriptions and experience. (shrink)

One of the most plausible and widely discussed examples of strong emergence is molecular structure. The only detailed account of it, which has been very influential, is due to Robin Hendry and is formulated in terms of downward causation. This paper explains Hendry’s account of the strong emergence of molecular structure and argues that it is coherent only if one assumes a diachronic reflexive notion of downward causation. However, in the context of this notion of downward causation, the strong emergence (...) of molecular structure faces three challenges that have not been met and which have so far remained unnoticed. First, the putative empirical evidence presented for the strong emergence of molecular structure equally undermines supervenience, which is one of the main tenets of strong emergence. Secondly, it is ambiguous how the assumption of determinate nuclear positions is invoked for the support of strong emergence, as the role of this assumption in Hendry’s argument can be interpreted in more than one way. Lastly, there are understandings of causation which render the postulation of a downward causal relation between a molecule’s structure and its quantum mechanical entities, untenable. (shrink)

Our approach is based on a tri-partite method of integrating psychodynamic hypotheses, cognitive subliminal processes, and psychophysiological alpha power measures. We present ten social phobic subjects with three individually selected groups of words representing unconscious conflict, conscious symptom experience, and Osgood Semantic negative valence words used as a control word group. The unconscious conflict and conscious symptom words, presented subliminally and supraliminally, act as primes preceding the conscious symptom and control words presented as supraliminal targets. With alpha power as a (...) marker of inhibitory brain activity, we show that unconscious conflict primes, only when presented subliminally, have a unique inhibitory effect on conscious symptom targets. This effect is absent when the unconscious conflict primes are presented supraliminally, or when the target is the control words. Unconscious conflict prime effects were found to correlate with a measure of repressiveness in a similar previous study (Shevrin et al., 1992, 1996). Conscious symptom primes have no inhibitory effect when presented subliminally. Inhibitory effects with conscious symptom primes are present, but only when the primes are supraliminal, and they did not correlate with repressiveness in a previous study (Shevrin et al., 1992, 1996). We conclude that while the inhibition following supraliminal conscious symptom primes is due to conscious threat bias, the inhibition following subliminal unconscious conflict primes provides a neurological blueprint for dynamic repression: it is only activated subliminally by an individual's unconscious conflict and has an inhibitory effect specific only to the conscious symptom. These novel findings constitute neuroscientific evidence for the psychoanalytic concepts of unconscious conflict and repression, while extending neuroscience theory and methods into the realm of personal, psychological meaning. (shrink)

Abstract: Networking is one of the most important areas currently used for data transfer and enterprise management. It also includes the security aspect that enables us to protect our network to prevent hackers from accessing the organization's data. In this paper, we would like to learn what the network is and how it works. And what are the basics of the network since its emergence and know the mechanism of action components. After reading this paper - even if you do (...) not have a general background on networking - you will be able to manage your own network and be able to distribute and control your ip. (shrink)

The generality problem is widely considered to be a devastating objection to reliabilist theories of justification. My goal in this paper is to argue that a version of the generality problem applies to all plausible theories of justification. Assume that any plausible theory must allow for the possibility of reflective justification—S's belief, B, is justified on the basis of S's knowledge that she arrived at B as a result of a highly (but not perfectly) reliable way of reasoning, R. The (...) generality problem applies to all cases of reflective justification: Given that is the product of a process-token that is an instance of indefinitely many belief-forming process-types (or BFPTs), why is the reliability of R, rather than the reliability of one of the indefinitely many other BFPTs, relevant to B's justificatory status? This form of the generality problem is restricted because it applies only to cases of reflective justification. But unless it is solved, the generality problem haunts all plausible theories of justification, not just reliabilist ones. (shrink)

Are thought experiments nothing but arguments? I argue that it is not possible to make sense of the historical trajectory of certain thought experiments if one takes them to be arguments. Einstein and Bohr disagreed about the outcome of the clock-in-the-box thought experiment, and so they reconstructed it using different arguments. This is to be expected whenever scientists disagree about a thought experiment's outcome. Since any such episode consists of two arguments but just one thought experiment, the thought experiment cannot (...) be the arguments. (shrink)

The study aimed to identify the leadership features and their relationship to increasing achievement motivation among Palestinian police employees in Gaza Strip in light of the Corona pandemic. To achieve the study’s objectives, the researchers used the descriptive method in its analytical method, using a questionnaire applied to the police officers at the Central Governorate Police Station, whose number is (113) individuals. They were chosen in a stratified, random manner, and the study resulted in a set of results, the most (...) important of which is that the effect of leadership characteristics of Palestinian police employees in Gaza Strip, which came with a relative weight (76.20%), which is, to a large extent, the level of increase in achievement motivation among employees in the Palestinian Police in Gaza Strip. Gaza under the outbreak of the Corona epidemic? Which came with a relative weight (82.40%), which is to a large extent. While it resulted in a positive correlation between the impact of leadership characteristics and the increase in achievement motivation, there are no statistically significant differences between the averages of the study sample's estimates about the impact The leadership characteristics of the Palestinian Police in Gaza Strip are attributed to the variable of the age group, academic qualification, scientific specialization, scientific experience. There are no statistically significant differences between the averages of the estimates of the individuals of the study sample about The achievement motivation in the Palestinian Police in Gaza Strip is attributable to a variable, age group, academic qualification, scientific specialization, scientific experience, and in light of these results the researchers suggested a set of recommendations, the most important of which are: The need to tighten penalties for individuals by the Central Governorate Police Station for violating the instructions issued by the Ministry Interior In light of the outbreak of the Corona epidemic, increased interest in preparing and organizing specialized training courses and programs in the field of dealing with all different segments in order to preserve the lives of people from the Corona epidemic. (shrink)

Metaphors for describing the introduction, impacts, and management of non-native species are numerous and often quite outspoken. Policy-makers have adopted increasingly disputed metaphorical terms from scientific discourse. We performed a critical analysis of the use of strong metaphors in reporting scientific findings to policy-makers. Our analysis shows that perceptions of harm, invasiveness or nativeness are dynamic and inevitably display multiple narratives in science, policy or management. Improving our awareness of multiple expert and stakeholder narratives that exist in the context of (...) non-native species management, as well as metaphorical alternatives, is critical. (shrink)

This paper deals with the study of the nature of mind, its processes and its relations with the other filed known as logic, especially the contribution of most notable contemporary analytical philosophy Ludwig Wittgenstein. Wittgenstein showed a critical relation between the mind and logic. He assumed that every mental process is logical. Mental field is field of space and time and logical field is a field of reasoning (inductive and deductive). It is only with the advancement in logic, we are (...) today in the era of scientific progress and technology. Logic played an important role in the cognitive part or we can say in the ‗philosophy of mind‘ that this branch is developed only because of three crucial theories i.e. rationalism, empiricism, and criticism. In this paper, it is argued that innate ideas or truth are equated with deduction and acquired truths are related with induction. This article also enhance the role of language in the makeup of the world of mind, although mind and the thought are the terms that are used by the philosophers synonymously but in this paper they are taken and interpreted differently. It shows the development in the analytical tradition subjected to the areas of mind and logic and their critical relation. (shrink)

Epistemic responsibility involves at least two central ideas. (V) To be epistemically responsible is to display the virtue(s) epistemic internalists take to be central to justification (e.g., coherence, having good reasons, fitting the evidence). (C) In normal (non-skeptical)circumstances and in thelong run, epistemic responsibility is strongly positively correlated with reliability. Sections 1 and 2 review evidence showing that for a wide range of real-world problems, the most reliable, tractable reasoning strategies audaciously flout the internalist''s epistemic virtues. In Section 3, I (...) argue that these results force us to give up either (V), our current conception of what it is to be epistemically responsible, or (C) the responsibility-reliability connection. I will argue that we should relinquish (V). This is likely to reshape our epistemic practices. It will force us to alter our epistemic judgments about certain instances of reasoning, to endorse some counterintuitive epistemic prescriptions, and to rethink what it is for cognitive agents to be epistemically responsible. (shrink)

Whether intentional suppression of an unpleasant or unwanted memory reduces the ability to recall that memory subsequently is a contested issue in contemporary memory research. Building on findings that similar processes are recruited when individuals remember the past and imagine the future, we measured the effects of thought suppression on memory for imagined future scenarios. Thought suppression reduced the ability to recall emotionally negative scenarios, but not those that were emotionally positive. This finding suggests that intentionally avoiding thoughts about emotionally (...) negative episodes may inhibit representations of those memories, progressively reducing their availability to recall. (shrink)

Proposition and sentence are two separate entities indicating their specific purposes, definitions and problems. A proposition is a logical entity. A proposition asserts that something is or not the case, any proposition may be affirmed or denied, all proportions are either true (1’s) or false (0’s). All proportions are sentences but all sentences are not propositions. Propositions are factual contains three terms: subject, predicate and copula and are always in indicative or declarative mood. While sentence is a grammatical entity, a (...) unit of language that expresses a complete thought; a sentence may express a proposition, but is distinct from the proposition it may be used to express: categories, declarative sentences, exclamatory, imperative and interrogative sentences. Not all sentences are propositions, propositions express sentence. Sentence is a proposition only in condition when it bears truth values i.e. true or false. We use English sentences governed by imprecise rule to state the precise rules of proposition. In logic we use sentence as logical entity having propositional function but grammatical sentences are different from logical sentences while the former are having only two divisions namely subject and predicate and may express wishes, orders, surprise or facts and also have multiple subjects and predicates and the latter must be in a propositional form which states quantity of the subject and the quality of the proposition and multiple subjects and multiple predicate make the proposition multiple. (shrink)

The flight to reference is a widely-used strategy for resolving philosophical issues. The three steps in a flight to reference argument are: (1) offer a substantive account of the reference relation, (2) argue that a particular expression refers (or does not refer), and (3) draw a philosophical conclusion about something other than reference, like truth or ontology. It is our contention that whenever the flight to reference strategy is invoked, there is a crucial step that is left undefended, and that (...) without a defense of this step, the flight to reference is a fatally flawed strategy; it cannot succeed in resolving philosophical issues. In this paper we begin by setting out the flight to reference strategy and explaining what is wrong with arguments that invoke the strategy. We then illustrate the problem by considering arguments for and against eliminative materialism. In the final section we argue that much the same problem undermines Philip Kitcher's attempt to defend scientific realism. (shrink)

Although there is a growing recognition that older adults and those with extensive comorbid conditions undergo cancer screening too frequently, there is little information about patients’ perceptions regarding cessation of cancer screening. Information on older adults’ views of screening cessation would be helpful both for clinicians and for those designing interventions to reduce overscreening.

Three theories contend as explanations of perpetrator behavior in the Holocaust as well as other cases of genocide: structural, intentional, and situational. Structural explanations emphasize the sense in which no single individual or choice accounts for the course of events. In opposition, intentional/cutltural accounts insist upon the genocides as intended outcomes, for how can one explain situations in which people ‘step up’ and repeatedly kill defenseless others in large numbers over sustained periods of time as anything other than a choice? (...) Situational explanations offer a type of behavioral account; this is how people act in certain environments. Critical to the situational account as I discuss it is the ‘Asch paradigm’, i.e. experimentally attested conditions for eliciting conformityof behavior regardlesss of available evidence of prior beliefs. In what follows, I defend what I term above a version of situational explanations of perpetrator behavior. Moreover, I maintain that the factors that explain provide an understanding as well. While not committed to the complete irrelevance or exclusion of cultural or structural factors, nonetheless situational analyses can account both for what happened and why. A cardinal virtue of this version of situational explanations consists in showing how shallow the problem of understanding turns out to be for such cases. (shrink)

The study determined the influence of innate mathematical characteristics on the number sense competencies of junior high school students in a Philippine public school. The descriptive-correlational research design was used to accomplish the study involving a nonrandom sample of sixty 7th-grade students attending synchronous math sessions. Data obtained from the math-specific Learning Style and Self-Efficacy questionnaires and the modified Number Sense Test (NST) were analyzed and interpreted using descriptive statistics, Pearson’s Chi-Square, and Simple Linear Regression analysis. The research instruments and (...) statistics were all validated and tested for reliability. The analysis revealed that the students are visual learners, had no or slight self-efficacy, and their number sense competency level is poor. They encountered difficulty in all the components and domains of the NST. Moreover, the students’ mathematical self-efficacy is significantly related and may influence their number sense competency level. Building upon the learners’ self-efficacy to further their understanding and skills in number sense is necessary. (shrink)

Our aim in this paper is to bring the woefully neglected literature on predictive modeling to bear on some central questions in the philosophy of science. The lesson of this literature is straightforward: For a very wide range of prediction problems, statistical prediction rules (SPRs), often rules that are very easy to implement, make predictions than are as reliable as, and typically more reliable than, human experts. We will argue that the success of SPRs forces us to reconsider our views (...) about what is involved in understanding, explanation, good reasoning, and about how we ought to do philosophy of science. (shrink)

Art museums are built to elicit a wide variety of feelings, emotions, and moods from their visitors. While these effects are primarily achieved through the artworks on display, museums commonly deploy numerous other affect-inducing resources as well, including architectural solutions, audio guides, lighting fixtures, and informational texts. Art museums can thus be regarded as spaces that are designed to influence affective experiencing through multiple structures and mechanisms. At face value, this may seem like a somewhat self-evident and trivial statement to (...) make. However, in this article, I argue that niche construction theory enables us to make several illuminating observations about the ways in which art museums are engineered to influence our feelings. To expound on this claim, I single out for discussion the Museum of Non-Objective Painting, which for its entire lifespan (1939–52)—and prior to its evolution into the Solomon R. Guggenheim Museum—was expressly organized to kindle in its visitors a special, spiritual form of aesthetic experience: a liberating feeling of cosmic rhythm and order, no less. -/- The argument will proceed as follows: In Part 1, I introduce the basics of niche construction theory and specify the sense in which I apply it to museums and aesthetic affective experiencing. In Part 2, I outline the origins and ethos of the Museum of Non-Objective Painting, after which I pin down the type of affective experience it fostered by drawing from visitors’ self-reported reactions to the artworks on display. Then, in Part 3, I use niche construction theory to explain how the Museum consciously fashioned itself, by means of various mutually supportive resources and technologies, into a fertile setting for the specified feelings. Finally, in Part 4, I extend beyond the discussed case to assess the implications of niche construction theory for a broader understanding of how art museums make us feel. In other words, by tracing the early steps of the Museum of Non-Objective Painting towards the present-day Guggenheim, I call attention to the general variation in affective niches as regards their structure, technologies, and affective aims. Overall, the article elucidates the functioning of art museums as affective niches and furthers the conceptual development of niche construction theory in aesthetics. (shrink)

Abstract: The study aimed to identify the relationship between psychological capital and dedication to work among administrative employees in Palestinian universities, and in order to achieve the objectives of the study, a descriptive analytical approach was used, and the study population consisted of all administrative employees in Palestinian universities: the Islamic University, Al-Azhar University, Palestine University, and Al-Quds Open University The number of (1104) male and female employees was chosen, and a proportional stratified sample of (320) male and female employees (...) was chosen, where the study tools were applied to them, represented by the psychological capital questionnaire and the job link questionnaire, and (294) male and female employees responded with a response rate of (91.90%). The study reached several results, the most important of which was that the level of psychological capital was high in Palestinian universities, where the relative weight reached (80.23%), and the field of optimism came first with a relative weight (82.05%), then the field of self-efficacy with a relative weight (80.75%), then The field of hope with a relative weight (79.75%), and finally the field of flexibility with a relative weight (78.37%). The results also showed that the level of dedication to work among the administrative employees in Palestinian universities in Gaza Strip was high and reached (82.52%), and the results showed that there are no differences between Respondents' responses about psychological capital were attributed to the variable of gender and years of service, while differences appeared in favor of the age variable in favor of the group (over 50 years and 31-40 years), differences in favor of bachelors and postgraduate studies at the expense of the diploma, and differences attributed to the variable of work status in favor of the academic in an administrative position . In light of the results of the study, the researchers recommend that the employee be given tasks and responsibilities that enhance his tendencies and positive outlook on the nature of his work, and provide a work environment that supports creativity and has the necessary vitality and interest in building human relationships. (shrink)

In current philosophy of mind, there is lively debate over whether emotions, moods, and other affects can extend to comprise elements beyond one’s organismic boundaries. At the same time, there has been growing interest in the nature and significance of so-called existential feelings, which, as the term suggests, are feelings of one’s overall being in the world. In this article, I bring these two strands of investigation together to ask: Can the material underpinnings of existential feelings extend beyond one’s skull (...) and skin? To begin, I introduce and adopt a componential-systemic view of extended affectivity. In doing so, I specify the vehicle externalist criteria for extension employed in my analysis. I then define what existential feelings are and pinpoint several key issues in their potential extension. More specifically, I identify sensorimotor ‘know-how’ as a possibly extending component of existential feeling and posit it as the fulcrum of my argument. Finally, I move on to consider the extension of existential feeling via sensory substitution, especially through so-called Tactile Visual Sensory Substitution (TVSS) devices. Informed by both philosophical and empirical studies, I argue that, under certain conditions, (a) the agent’s implicit sensorimotor processing and a TVSS device can become coupled into a new systemic whole, which in turn (b) reconfigures the material underpinnings of the agent’s pre-intentional world-experience. This, I conclude, counts as a cogent case for extended existential feeling. (shrink)