This article aims to show that fundamentality is construed differently in the two most prominent strategies of analysis we find in physical science and engineering today: (1) atomistic, reductive analysis and (2) Systems analysis. Correspondingly, atomism is the conception according to which the simplest (smallest) indivisible entity of a certain kind is most fundamental; while systemism, as will be articulated here, is the conception according to which the bonds that structure wholes are most fundamental, and scale and/or constituting entities are (...) of no significance whatsoever for fundamentality. Accordingly, atomists maintain that the basic entities—the atoms—are fundamental, and together with the “external” interactions among them, are sufficient for illuminating all the features and behaviors of the wholes they constitute; whereas systemists proclaim that it is instead structural qualities of systems, that flow from internal relations among their constituents and translate directly into behaviors, that are fundamental, and by themselves largely (if not entirely) sufficient for illuminating the features and behaviors of the wholes thereby structured. Systemism, as will be argued, is consistent with the nonexistence of a fundamental “level” of nondecomposable entities, just as it is consistent with the existence of such a level. Still, systemism is a conception of the fundamental in quite different, but still ontological terms. Systemism can serve the special sciences—the social sciences especially—better than the conception of fundamentality in terms of atoms. Systemism is, in fact, a conception of fundamentality that has rather different uses—and importantly, different resonances. This conception of fundamentality makes contact with questions pertaining to natural kinds and their situation in the metaphysics of the special sciences—their situation within an order of autonomous sciences. The controversy over fundamentality is evident in the social sciences too, albeit somewhat imperfectly, in the terms of debate between methodological individualists and functionalists/holists. This article will thus clarify the difference between systemism and holism. (shrink)

In this paper we show how a student can learn the basics of the system databases using (W3school CSS) which was built as intelligent tutoring educational system by using the authoring tool called (ITSB). The learning material contains CSS and HTML. We divided the material in a group of lessons for novice learner which combines relational system and lessons in the process of learning. The student can learn using example of CSS, and types of CSS color. Furthermore, the intelligent tutoring (...) system supports not only lessons; but exercises of different difficult levels for each lesson. When a student finish successfully the first difficulty level in a lesson, the student is allowed to move to the next difficulty level of the exercises of the lesson. (shrink)

Objective: The present study aims to determine the number and position of the nutrient foramina (NF) of the human femur, tibia, and fibula and to observe the size, direction, and obliquity of the nutrient foramina. Methods: We observed 265 adult human, lower limb long bones in the Department of Anatomy of the Gaziantep University. The nutrient foramina were identified with naked eyes, and the obliquity was determined with a hypodermic needle. Gauge 20 and 24 needles were used for size determination. (...) Shape was observed with the naked eye and classified into oval and round types. The nutrient foramina location was determined by dividing total bone length into three segments, and the locations were validated by calculating foraminal index (FI). Results: Results showed that 79% of the long bones had a single nutrient foramen. More than 96% of the nutrient foramina were directed away from the knees. A total of 87% of the femoral foramina were located in the middle third, 72% of the tibial foramina were located in the proximal third, and 98% of the fibular nutrient foramina were located in the middle third of the specimens. Overall, no foramina were found on the distal third of the studied bones. Conclusion: Our study findings are in accordance to the findings from several research studies. The assessment of pathological conditions associated with the findings of foramen nutricium in our study may help clinicians and surgeons in planning treatments for applications to be performed in this region. However, it is thought that literature will be a source for basic and clinical sciences by providing reference values. (shrink)

English is spoken all around the world as it is chosen as the second language to speak within most of the countries. However, from the ancient history of the British to come into this South Asian region, the entrance of English as a speaking language happened. Though, after some centuries, the British went out of the mainland of India, it remains the second-largest spoken language there. Here comes another fact; many words in Standard English changed its form. So, this made (...) the dialects as much as changed that many ones refer to English in India as Indian English. In this present time, though, there are hundreds of languages chosen to speak Indian English that differ in many ways. The characters playing English roles also have a dialect changing of English in somewhat ways. Though the grammars and principal terms of English are still the same for Indian English, deviations came across the spoken language in many attributes. This paper identifies the entrance of English in India, the deviation of dialect change in Indian English with examples of characters still making way to English (Both British and Hollywood) movies with the dialects of Indian English many ways. The paper studies those ways and deviations of words in English in India that they use and call it Indian English. (shrink)

In this paper we show how a student can learn the basics of the system databases using (W3school CSS) which was built as intelligent tutoring educational system by using the authoring tool called (ITSB). The learning material contains CSS and HTML. We divided the material in a group of lessons for novice learner which combines relational system and lessons in the process of learning. The student can learn using example of CSS, and types of CSS color. Furthermore, the intelligent tutoring (...) system supports not only lessons; but exercises of different difficult levels for each lesson. When a student finish successfully the first difficulty level in a lesson, the student is allowed to move to the next difficulty level of the exercises of the lesson. (shrink)

Learning a second language is always a difficult task and so, children is given the task to do it in the elementary stage. It depends on various factors and combining that factors the result comes on. A favorable outcome results in when the teachers devote themselves to teach the younger the Achilles task as soon as possible. Sometimes the result become satisfactory but most of the time it doesn’t happen. And because of this reason, technological use on this teaching should (...) be performed after actually realizing in which pattern it will be most effective. The research on this matter should be applied to singular aged number of people. So, this research paper is based on Elementary level entered students’ characteristic of accepting vastly used English as a second language. The specific arena here selected is Bangladesh. Bangladesh is a developing country and recently, it has promoted to low profit country than under-developed country. Thus, it is very much in need to determine which technologies are of most value when it is applied to the system getting English learned by the elementary levelled entering students. Search the number learners of English are in the increasing percentage, mass of the newly developed tools are implemented on this English learning teaching system. (shrink)

A lot of infants have significant food-related problems, as well as spitting up, rejecting new foods, or not accepting to eat at specific times. These issues are frequently ordinary and are not a sign that the baby is unwell. According to the National Institutes of Health, 25% of generally developing infants and 35% of babies with neurodevelopmental disabilities are tormented by some sort of feeding problem. Some, for example rejecting to eat specific foods or being overly finicky, are momentary and (...) don’t cause any health dangers. This paper proposes an expert system that can be used to successfully diagnose Feeding problems in infants and children. The suggested systems were found to be beneficial approach in addition to existing impartial ones. So far as the authors are aware, this is the initial effort of using an expert system in attaining good performance in a real world application. This expert system was designed and implemented to help parents diagnose these problems and get a recommendation of how to deal with infants and children. (shrink)

In this eleventh book of scilogs – called in-turns and out-turns –, one may find new and old questions and solutions, referring mostly to topics on Neutrosophy, but also Multispace, with miscellaneous addition of topics on Physics, Mathematics, or Sociology – email messages to research colleagues, or replies, notes about authors, articles, or books, spontaneous ideas, and so on. -/- Exchanging ideas with Prem Kumar Singh, Feng Liu, Nicolae Bălașa, Jimmy Quellet, Minodora Rușchița, Frank Gelli, A. R. Vătuiu, Victor Christianto, (...) Vladimir I. Rogozhin, Robert Neil Boyd, Akira Kanda, Stefan Spaarmann, Oliver Consa, Yabin Shao, Junle Zhuo, Nivetha Martin, Said Broumi, Jean Dezert, Erick González, Tomasz Witczak, B. De Baets, I. Couso, D. Dubois, L. Good, Mihaela Colhon, Atiqe Ur Rahman, Muhammad Saeed, Muhammad Ihsan, Edeline Nancy, Shawkat Alkhazaleh, Shazia Rana, Vasantha Kandasamy, Santanu Acharjee, Mohamed Al-Shmrani, Parimala Manie, Mehmet Unver, Murat Olgun, Adel Aleidhri, Akira Kanda, Ilanthenral Kandasamy, Mircea Zărnescu, R. Tayebi Khorami, Arsham Borumand Saeid, Maisam Jdid, M. Abobala, Riad Hamido, Rafael Rojas, Esmaeil Zarei, Faisal Khan, Rouzbeh Abbassi, Adel Al-Odhari, Henry Garrett, Ackbar Rezaei, Saeid Jafari, Karthika Muthusamy, Harish Garg, Huda E. Khalid, Gonca D. Güngör, Muslim A. Noah Zainal, Fakhry Asad Agusfrianto, Madeleine Al-Tahan, Mariam Hariri, Yudi Mahatma, Masoud Ghods, Marco Brigliadori, Luis Enrique Aponte Pérez, Amr Mohammed, M. Aslam (in order of reference in the book). (shrink)

The book provides a theoretical explanation of the major outcomes of Ethiopia’s social revolution, namely, the overthrow of Emperor Haile Selassie in 1974 and the implementation of a far-reaching Marxist-Leninist revolution by a military committee (the Derg) and its collapse in 1991. The book extensively discusses the question of knowing whether existing theories of revolution throw light on the eruption of a radical revolution in Ethiopia and, most of all, whether they can accommodate the major anomaly of a socialist revolution (...) being executed by a military committee that radicalized after the removal of the imperial regime. Hence the central thesis of the book: both the overthrow of the monarchical order and the radicalization of the Derg must be tied to social conditions that exasperated elite conflicts for scarce resources, with the consequence that the espousal of radical ideologies (socialism and ethnonationalism) became the sole avenue for the exclusive control of state power. Moreover, the book shows how the struggle of exclusive elites for the control of the state explains the Derg’s need to put its fate in the hands of a providential leader, to wit, Mengistu Haile Mariam. In light of the theoretical debate over the role of charismatic leaders in history, the book establishes how Mengistu’s narcissism led him to become the sole owner of the revolution and how his dictatorial rule brought about his own demise and that of the Derg, following the military defeat of the Ethiopian army in the hands of ethnonationalist insurgents. Another fundamental contribution of the book is a theoretical articulation of political conflicts and ideology that critically intervenes in the divisive issue of the primary cause of revolutions. Granted that ideology is more of a justification than a drive, the Ethiopian case illustrates how conflicts between mutually exclusive elites favor the path of political outbidding mobilizing utopian projects so as to galvanize the support of the masses. The perceived transcendence of utopia from partisan politics gives the proof that ideology is a predatory form of thinking in that it hijacks values belonging to different cognitive and affective realms for the purpose of empowering exclusionary interests. -/- . (shrink)