Background: Organ supply–demand in developing countries worldwide has continued to widen. Hence, using a large survey (n ¼ 10,412), this study seeks to investigate whether human psychology could be used to inculcate philanthropy to raise deceased organ donation rates. Methods: Three models were constructed to examine multidimensional relationships among the variables. Structural equation modeling was applied to estimate the direct and indirect influence of altruism, financial incentives, donation perception, and socioeconomic status simultaneously on willingness to donate deceased organs. Ethical considerations: (...) The study was approved by the University of Malaya ethics committee. Results: The results show that altruism amplifies the impact of socioeconomic status and donation perception on willingness to donate. Also, the results show that financial incentives cannot complement altruism to raise organ donation rates. Hence, investing in education and public awareness enhances altruism in people, which then increases the propensity to donate. Conclusion: Evidence suggests that governments should allocate resources to increase public awareness about organ donation. Awareness programs about the importance of philanthropic donations and the participation of medical consultants at hospitals in the processes form the foundation of such a presumptive approach. (shrink)

Many mawlids (mawlid al-nabī) have been written as a reflection of the love for the prophet Muhammad. Süleymān Çelebi’s (d. 825/1422) Wasila al-nacāt, has been seen as the founding work in Turkish literature in this category. The effect of Wasila al-nacāt has continued for centuries, and inspired many other mawlids. One of them is Enverī Erzincānī’s work named Mawlūd al-sharīf (Sumbul al-gulzār al-kalām al-kadīm). In literature tradition, mawlids are written in masnawī in ​​verse form, Mawlūd al-sharīf was written in style. (...) ode. In this respect, the work can be seen as an exception between the other ones. Another remarkable aspect of the work is the similarity between the two stories in Nasibī al-mawlid which is estimated to be written in XV. or XVI. century. Until now, no academic work has been done about Mawlūd al-sharīf. The sources that provide information about Mawlūd al-sharīf report about, two copies, one in Çorum Hasanpasha Manuscript Library (Çorum Hasanpaşa Yazma Eserler Kütüphanesi) and the other in Kastamonu Manuscript Library (Kastamonu Yazma Eserler Kütüphanesi). Research showed that the copy in Kastamonu was in fact another copy of Wasila al-nacāt another copy of Mawlūd al-sharīf was also found in the Çorum Hasanpasha Manuscript Library (Çorum Hasanpaşa Yazma Eserler Kütüphanesi). The number of couplets of Mawlūd al-sharīf has increased to 202 with the finding of the second copy. About the author of the work that is approximatly written in the XVII. or XVIII. century no information could be found. This study, introduces the Mawlūd al-sharīf and its authors, compares it with Wasila al-nacāt and presents an critical analysis of the text.Summary: The term mawlid means birth, birth time and place of birth. It was used to describe works such as the birth of the Prophet, miracles and the death of the Prophet. Next to these there also many mawlids about the lifes of Fatīma the daughter of the Prophet and her husband Alī, and few about the lifes of a spiritual guide. The first examples of this type seen in Arabic literature are Ibn Dihya al-Kalbī (d. 633/1235), Muhammad al-Azafī (d. 633/1236) and Cafar b. Hasan al-Barzancī (d. 1177/1764); Muhammad b. Masūd el-Kāzarūnī (d. 758/1356) and Sūzanī (d. 569/1173). The celebrations related to mawlid have turned into ceremonial form in the era of the Fatimies. The Fatimies held, Mawlid-al-Alī, Mawlid al-Hasan, Mawlid al-Husayin and Mawlid al-Fatīma ceremonies next to the Prophet’s. The first mawlid ceremony in the form of today was seen in the time of Muzaffar al-Dīn Gokboru (d. 630/1233).Different ideas have been put forward about the first mawlid text in Turkish literature, but Süleymān Çelebi’s Wasila al-nacat has been accepted as a pioneer work in the recognition and love of this kind. Many mawlids were written with the influence of Wasila al-nacat. The likeness of the content and the motifs of the majority of mawlids to Wasila al-nacat is interpreted as a strong sign indicating its importance in this genre. The translation of Wasila al-nacat into Arabic, Circassian, Greek, Kurdish, Tatar, Sawamish, English, German, Albanian, Bosnian... languages ​​should be considered as a factor that exposes its breadth.It is estimated that around 200 Turkish mawlids have been written, but this number is increasing with new studies. One of these mawlids is the work of Enverî Erzincānī called Mawlūd al-sharīf Ethem Erkoç and Mehmet Fatih Köksal are the researchers who have been aware of the existence of this work for the first time. Both researchers mention that the work has 142 couplets and the only copy is that in the Çorum Hasanpasha Writing Works Library (Çorum Hasanpaşa Yazma Eserler Kütüphanesi). In his work called Mawlid-nāma Köksal states that there is a second copy of the work, but the copy of Kastamonu, which is known as the second copy, is actually a copy of Wasila al-nacat. In the present study, another more bulky version of Mawlūd al-sharīf was recorded in Çorum Hasanpasha Manuscript Library (Çorum Hasanpaşa Yazma Eserler Kütüphanesi). In the catalogs of the National Library (Milli Kütüphane) and Çorum Hasanpasha Manuscript Library (Çorum Hasanpaşa Yazma Eserler Kütüphanesi), the mawlid is indicated as Persian; the reason fort his mistake might be, the fact that the first twelve of the text is Persian.Although there were many poets who used the pseudonym Enverī there is no poet in Turkish literature, who was from Erzincan and wrote a mawlid with the same pseudonym. It was understood that the poet was a sayyid.In five places the author’s name or pseudonym is mentioned. His work shows that he is from Erzincān and that he has a mawlid. As a mawlid poet Enverī, adopted a quite ambitious style. He praises himself for writing in Persian, being the best Persian speaker in this area, and boasted his pure character and wise poetry.In the headlines of the copies the work is called Mawlūd al-sharīf / Sunbul al-gulzār al-kalām al-kadīm. Therefore, it would be more appropriate to consider the work as a double name sage. The copies do not include a record of the copyright date of the work. According to the second copy, which is shorter and which has the impression that it is incomplete, the work was copied in 1249/1833. It can be said that the Mawlid was written in the XVII. or XVIII. century because of its language and style.In the mawlid tradition of writing mawlid, generally masnawī form was preferred. Rarely some mawlids were conposed in verse styles. One of these works, which are two for now, is the one in which Çizmeci-zāde Vehbī wrote the couplets of Wasila al-nacat in sixth verse form. The other one is the Mawlūd al-sharīf of Enverī Erzincān. Mawlūd al-sharīf was written entirely in the form of an ode, except of two stories with 48 couplets must have been added later. The work with 202 couplet was separated from Wasila al-nacat and other mawlids in terms of starting with a Persian tawhid and using the style of an ode. Because of the small number of citations, the subjects described in Wasila al-nacat have not been contacted or have been summarized. Mawlūd al-sharīf is one of the shortest ones. Because of the small number of couplets of Mawlūd al-sharīf, the subjects described in detail in Wasila al-nacat are either not mentioned or only summarized. The work, consists of two major sections: The birth of the Prophet and the miracle of miraj. The remarkable feature of Mawlūd al-sharīf is that the two stories told are identical to the stories in Nasībī Mawlid (XV. or XVI. century). The first story tells how, a Jewish couple living in Baghdad became Muslims because of their respect for the mawlid ceremony. The second story tells about, a young named Alī who organized a mawlid ceremony with little money left from his mother and therefore died with faith. Surprisingly, this similarity is seen in the content and narrative forms of the stories in both texts. The fact that the comparative stories are almost the same makes on think of the possibilities of imitating, quoting or saving rather than an impression of the author by the previous text. Taking into account the chronological time, it seems more likely to accept the quotations in the Mavlūd al-sharīf as duplicating. Writing the stories in Mawlūd al-sharīf after the main chapters and the line differences in the rulers reinforce the impression that the stories are added later. (shrink)

Islamic philosophy - 16th century; Jurjānī, ʻAlī ibn Muḥammad, al- Sayyid al- Sharīf.

Dār al-Funūn Theology founded in 1924 was a modern educational institution which adopted both traditional and modern approach to Islamic Sciences. The changes in the field of hadīth during the process of transition to the university caused a change in the definitions and the titles of the courses such as from hadīth al-sharīf and usul al-hadīth to hadīth and the history of hadīth and the time allocated to each course was gradually reduced. The preparation of the texts by the teachers (...) in the hadith history courses and their content will answer the question of whether there is a transformation in the field of hadīth in the early years of the Republic of Turkey. As a matter of fact, Izmirli İsmāʿīl Ḥaqqī’s History of Ḥadīth and Ḥuseyin ʿAvnīʿ Arapkīrli’s al-Buġya al-Hasîs fī Tārīh al-Hadīth which were written in this period, pioneered the studies based on the field of the history of hadīth in Turkish hadīth literature. In addition, these works are the main source in understanding the period. In this study, the mentioned works will be textually analysed through the induction method. Therefore, the subjects that would reflect the ideas of the teachers will be discussed. Thus, it will be tried to determine whether the courses of the history of hadīth are closer to tradition or modern ideas and, how the education of hadīth is practised.Summary: After the foundation of the Turkish Republic in 1923, the Faculty of Theology was opened at Istanbul University as a result of the abolition of madrasas issuing a law regarding to the Unification of Education announced in 1924. With the opening of this faculty, the education in the field of Religious Sciences continued its presence on a new foundation, which can be considered modern, until 1933. In this study, it was attempted to trace the courses of Ḥadīth and the History of Ḥadīth given in the Faculty of Theology at Istanbul University between 1924 and 1933. Firstly, a brief history of the courses will be given, and then it is among the purposes of this study to perform a textual analysis of the works written by the teachers of these courses. While doing this, Izmirli Ismail Hakkı's History of Ḥadīth, which was written as course notes and Huseyin Avni Arapkirli's al-Buġya al-Hasîs fī Tārīh al-Hadīth, which has not been known until discussed it this article for the first time, were focused on. These works are very important in terms of initiating the History of Ḥadīth literature. Furthermore, these are the first works in the field of hadīth in the Turkish Republic, and they are very important sources for revealing the ideological infrastructure of the period. To begin with, it is necessary to attract attention to the change in the course names and duration if there is a need to briefly mention the history of hadīth courses in University. In the universities founded before the opening of the Faculty of Theology, the courses were named as Ḥadīth al-sharīf and usul al-hadīth. Besides, these courses were included in the curriculum for four years, which constituted the duration of the education. In the university founded in 1924 after the proclamation of the Republic, the name was changed as Ḥadīth and the History of Ḥadīth. It is seen that the courses of Hadīth and the History of Hadīth were taught three hours a week for two years from the opening of the Faculty of Theology until 1931. From 1931 until 1933, when the faculty was closed, the courses continued to be given two hours a week. When the content of the works is viewed, it can be seen that Izmirli İsmāʿīl Ḥaqqī followed a historical system in his work History of Ḥadīth. Beginning the subject with the classification of sciences, Izmirli touches upon the topics such as the writing and codification of hadīths. Afterwards, he also deals with the methodology of in detail. He then mentions about the history of hadīth by Shiʿā and draws a general map of the history of hadīth as of the third century of the Islamic calendar. This work differs from the previous tradition of the education of hadīth in terms of including the Shiʿā’s the history of hadīth and especially of ahl al-raʾy’s understanding of the hadīth. In addition, the detailed discussion of hadīth practice in the work is significant in terms of showing that the content of the course did not only cover the history of hadīth.Moreover, it is observed that Izmirli touched upon controversial topics in his work such as the writing of hadīth, Bukhari's criticism and hadīth-history relation. However, Izmirli does not express his approach to these topics so clearly. In doing so, he hides his views between lines, using ambiguous statements related to the topics while trying to base the views on authority. For instance, he says that the hadīths were written on the special pages of the companions in the early periods when it comes to writing hadīths, which was one of the most important topics of the history of hadīth. Even though this gives an impression that the hadīths were written in the companion period, it is stated in the following explanations that the hadīths had not been gathered and written down in one place. Izmirli also says that they refer to the hadīths in the hearts of the companion. In another example, he mentions that there is no doubt about the accuracy of the narrations in Bukhārī's work. However, in the following pages, he states that there are narrators, who are not trustworthy, in Bukhārī's work and says Dāraqutnī's criticisms related to Bukhārī. When the aforementioned two examples are examined, it can be stated that Izmirli acted a bit more cautiously especially in controversial topics. When it comes to Ḥuseyin ʿAvnīʿ Arapkīrli, who starts his work with the classification of sciences as Izmirli does, it is seen that he discusses the part of practice much more briefly. Additionally, he gives more attention to Prophet Muhammad and companion period of the hadīth history. In his work, he also provides detailed information about the formation of the hadīth literature in the third century of the Islamic calendar and afterwards. When the issue is reviewed within the scope of the topics discussed by Ḥuseyin ʿAvnīʿ in his work, it is necessary to mention that the topics related to the history of hadīth were more dominant in the work. Unlike Izmir, he does not allocate much space to controversial topics in his work. However, it should also be noted that he partly touched upon some controversial topics such as hadīth -history relation and writing of hadīths. Ḥuseyin ʿAvnīʿ considers the history of hadīth as a sub-heading of history. Regarding the writing of hadīths, he states openly that the hadīths generally were not written down because of the possibility for them to be mixed up with the Qur’ān in the early periods, and this continued until the time of caliphate ʿÖmer bin ʿAbd al-ʿAzīz. Thus, it can be said that both writers, who applied different methods in their works, looked for a new method. However, it should be remembered that these names were a part of the Ottoman educational system and included in a new system together with their background. Consequently, the fact that they were somewhere between old and new. (shrink)

Imāmiyya holds that the theory of imāmate must rely on scriptural evidence and designation and that the Imām, the successor to Muḥammad, is in charge of all political and religious issues. The authority of the Imām includes some religious and social duties such as executing the legal punishments, collecting almsgiving, sustaining social order and declaring holy war. The fulfillment of these duties requires actual leadership of the Imām or his deputy. With the beginning of the great occultation in 329/941, there (...) was an uncertainty among the Imāmiyya followers about who would uphold these responsibilities. In this period, Shīʿī ʿulamā began to undertake the duties of the Imām in order to overcome this uncertainty and to avoid the possible schism. In the beginning, this delegation of authority was limited to the religious sphere; but, later, its scope gradually became wider. This process of delegation of power, which covers a long process, needs to be examined in its various periods. In this study, this subject will be considered with special reference to the scholars of the fifth century of hijra (hijrī). An effort is made in this article to reveal how the issues of the Imām’s powers are discussed in the context of the problem of expanding or narrowing the authority of the scholars who played significant roles in systemization of Uṣūlī (rationalist) thought in the period after Shaykh al-Mufīd.Summary: In the issues of Imām/Caliphate which led to political division among Muslims after the Prophet Muḥammad, Imāmī Shīʿa opines that the Imāmate theory relies on scriptural evidence and designation. According to this theory, apart from scriptural evidence and designation, personal qualities such as immaculacy, knowledge, bravery, and vantage are found in Ali, Ḥasan, Ḥusayn and nine people from the lineage of Ḥusayn. The Imām as a successor to the Prophet Muḥammad is a person who has both religious and political power which includes implementation of punishments, collecting alms, ensuring justice, declaring holy war. For the Imāmī Shīʿa, there is a need for imām or his deputy who has absolute power to fulfill these duties.Imāmī Shīʿa, who held that the disappeared twelfth Imām would return back to restore justice in the world, had to confront various problems in finding solutions to some issues related to the existence of Imām himself, as well as theological issues during the period of great occultation. Particularly, the period of great occultation (329/941), in which the link with the Imām was severed completely, the Shīʿī community were uncertain on how to fulfill the responsibilities of the Imām probably due to the lack of religious sources. Shaykh al-Mufīd draws attention to the issue of khums (a one-fifth share of the spoils of war and of other specified forms of income). In this period of uncertainty, the Shiite scholars came into prominence in order to fill the gap and to prevent the social disorder. Referring to a tawqī‘ (rescript) from the Twelfth Imām, they claimed that they would take responsibility for the Twelfth Imām on his behalf. In the beginning, the delegation of the power was limited to the religious sphere. It was gradually extended to other spheres by the contribution of some scholars. It reached the largest dimension with the implementation of “wilāyat al-faqīh” theory.From that period until our times, the era when Sharīf al-Murtaḍā and his disciples lived can be considered as the beginning of this period. In the fifth century when Sharīf al-Murtaḍā and his disciples lived the delegation of power was limited to the religious sphere. In this article, how the scholars who played a role in the systematization of Uṣūlī thought dealt with the issue of the limits of the authority of Imām and how they defined the role of the Imāmī jurists (faqīh) will be examined.Sharīf al-Murtaḍā and his disciples were sometimes cautious on the issue of the delegation of the power of Imām. They, however, pointed out the role of the faqīh in the occultation period in order to overcome the uncertainty. As a matter of fact, Shaykh al-Ṭūsī and al-Qādī Ibn al-Barrāj made significant contributions to the issues of collection and distribution of khums. However, Sallār al-Daylamī’s contribution to the subject is more crucial. He considered khums as the grace of God and believed that it can be allocated by taking into account the share of the Imām. They put forward the views that explained in details the role of the faqīh in the collection and distribution of alms. Even Ibn al-Barrāj opined that in the absence of Imām and his deputy alms are to be allocated to the Faqihs on the ground that they know better how to distribute it. Therefore, in the absence of Imām and his deputy, by suggesting that faqīh must be in charge of collecting and distributing alms, they proposed a remedy in an early period.On the issue of leading the Friday prayer (ṣalāt al-jum‘a), which is one of the social duties of Imām, Sharīf al-Murtaḍā and his disciples considered the presence of the Imām or his deputy as a condition for a valid Friday prayer. In addition to this condition, Al-Ḥalabī, also added that a person who meets the necessary conditions can be also considered in leading Friday prayer. This addition by Ḥalabī was an important contribution to the solution of the problems encountered during the period of great occultation on both Friday prayer and delegation of Imām religious and political authorities to faqīh. On the other hand, Sallār, another disciple of Sharīf al-Murtaḍā, opposed the idea of the faqīh leading the Friday prayer in the absence of the Imām even when the necessary conditions are met. It can be said that this approach of Sallār led to the opinion of some Imāmis which considered Friday prayer unlawful in the absence of Imām. In the occultation period, Sharīf al-Murtaḍā and his disciples showed a cautious attitude about the implementation of the punishments. They argued that only Imām could implement the punishments. However, the major step was taken by Shaykh Ṭūsī on the issue of who implements the punishments in the occultation period. He argued that the Imām’s designated the faqihs to implement the punishments. In addition to this subject, Shiite scholars discussed the issue of whether a Shiite officer under the reigning rule in the occultation period implemented the punishments. On this issue, Sharīf al-Murtaḍā compiled a treaty untitled Mas’ala fi’l-‘amal ma‘a’al-sulṭan. For him, the main criteria are whether such person has necessary responsibilities and qualifications. Sharīf al-Murtaḍā and his disciples also continued their master’s conciliatory attitude. In the final analysis, the contribution of Sharīf al-Murtaḍā and his disciples on the issue of who will undertake the duties and responsibilities of the Imām is crucial in the systematization of the idea of transferal of the power of the Imām to faqīh including political one. In fact, Sharīf al-Murtaḍā’s advice to take part in the existing administrations has been considered a way out for the scholars who want to establish relations with the authorities in the later periods. (shrink)

PREFACEProf. Göran Sundholm of Leiden University inspired the group of Logic at Lille and Valparaíso to start a fundamental review of the dialogical conception of logic by linking it to constructive type logic. One of Sundholm's insights was that inference can be seen as involving an implicit interlocutor. This led to several investigations aimed at exploring the consequences of joining winning strategies to the proof-theoretical conception of meaning. The leading idea is, roughly, that while introduction rules lay down the conditions (...) under which a winning strategy for the Proponent may be built, the elimination rules lay down those elements of the Opponent's assertions that the Proponent has the right to use for building winning strategy. It is the pragmatic and ethical features of obligations and rights that naturally lead to the dialogical interpretation of natural deduction.During the Visiting Professorship of Prof. Sundholm at Lille in (2012) the group of Lille started delving into the ways of implementing Per Martin-Löf's Constructive Type Theory with the dialogical perspective. In particular, Aarne Ranta's (1988) paper, the first publication on the subject, was read and discussed during Sundholm’s seminar. The discussions strongly suggested that the game-theoretical conception of quantifiers as deploying interdependent moves provide a natural link between CTT and dialogical logic. This idea triggered several publications by the group of Lille in collaboration with Nicolas Clerbout and Juan Redmond at the University of Valparaíso, including the publication of the book (2015) by Clerbout / Rahman that provides a systematic development of this way of linking CTT and the dialogical conception of logic. However the Clerbout / Rahman book was written from the CTT perspective on dialogical logic, rather than the other way round. The present book should provide the perspective from the other side of the dialogue between the Dialogical Framework and Constructive Type Theory. The main idea of our present study is that Sundholm's (1997) notion of epistemic assumption is closely linked to the Copy-Cat Rule or Socratic Rule that distinguishes the dialogical framework from other game-theoretical approaches. One way to read the present book is as a further development of Sundholm’s extension of Austin's (1946, p. 171) remark on acts of assertion to inference. Indeed, Sundholm (2013, p. 17) gave the following forceful formulation: When I say therefore, I give others my authority for asserting the conclusion, given theirs for asserting the premisses.Per Martin-Löf, in recent lectures, have utilized the dialogical perspective on epistemic assumptions to get out of a certain circle that threatens the explanation of the notions of inference and demonstration. A demonstration may be explained as a chain of (immediate) inferences starting from no premisses. That an inference J1... Jn—————Jis valid means that the conclusion J can be made evident on the assumption that J1, …, Jn are known. The notion of epistemic assumption thus enters in the explanation of valid inference. We cannot, however, in this explanation understand 'known' in the sense of demonstrated, for then we are explaining the notion of inference in terms of demonstration, whereas demonstration has been explained in terms of inference. Martin-Löf suggests that we here understand 'known' in the sense of asserted, so that epistemic assumptions are judgements others have made, judgements for which others have taken the responsibility; that the inference is valid then means that, given that others have taken responsbility for the premisses, I can take responsibility for the conclusion:The circularity problem is this: if you define a demonstration to be a chain of immediate inferences, then you are defining demonstration in terms of inference. Now we are considering an immediate inference and we are trying to give a proper explanation of that; but, if that begins by saying: Assume that J1, …, Jn have been demonstrated – then you are clearly in trouble, because you are about to explain demonstration in terms of the notion of immediate inference, hence when you are giving an account of the notion of immediate inference, the notion of demonstration is not yet at your disposal. So, to say: Assume that J1, …, Jn have already been demonstrated, makes you accusable of trying to explain things in a circle. The solution to this circularity problem, it seems to me now, comes naturally out of this dialogical analysis. […]The solution is that the premisses here should not be assumed to be known in the qualified sense, that is, to be demonstrated, but we should simply assume that they have been asserted, which is to say that others have taken responsibility for them, and then the question for me is whether I can take responsibility for the conclusion. So, the assumption is merely that they have been asserted, not that they have been demonstrated. That seems to me to be the appropriate definition of epistemic assumption in Sundholm's sense. One of the main tenets of the present study is that the further move of relating the Socratic Rule rule with judgemental equality provides both a simpler and more direct way to implement the constructive type theoretical approach within the dialogical framework. Such a reconsideration of the Socratic Rule, roughly speaking, amounts to the following. 1.A move from P that brings-forward a play-object in order to defend an elementary proposition A can be challenged by O. 2.The answer to such a challenge, involves P bringing forward a definitional equality that expresses the fact that the play-object chosen by P copies the one O has chosen while positing A. For short, the equality expresses at the object-languaje level that the defence of P relies on the authority given to O to be able to produce the play-objects she brings forward. More generally, according to this view, a definitional equality established by P and brought forward while defending the proposition A, expresses the equality between a play-object (introduced by O) and the instruction for building a play-object deployed by O while affirming A. So it can be read as a computation rule that indicates how to compute O's instructions. Let us recall that from the strategic point of view, O's moves correspond to elimination rules of demonstrations. Thus, the dialogical rules that prescribe how to introduce a definitional equality – correspond – at the strategic level – to the definitional equality rules for CTT as applied to the selector-functions involved in the elimination rules. So, what we are doing here is extending the dialogical interpretation of Sundholm's epistemic assumption to the rules that set up the definitional equality of a type.The present work is structured in the following way:•In the Introduction we state the main tenets that guide our book•Chapter II contains a brief overview of Constructive Type Theory penned by Ansten Klev with exercises and their solutions. •Chapter III offers a novel presentation of the dialogical conception of logic. In fact, the first two sections of the chapter provide an overview of standard dialogical logic – including solved exercises, slightly adapted to the content of the present volume. The rest of the sections develop a new dialogical approach to Constructive Type Theory. •Chapters IV and V contain the main body of our study, namely the relation between the Socratic Rule, epistemic assumptions, and equality. The chapter provides the reader with thoroughly worked out examples with comments. •After the Final Remarks the book containsa.An appendix containing a an overview of all the rules for the new formulation of dialogical approach to constructive type theory developed in the book; b.a brief outline of Per Martin-Löf's informal presentation of the demonstration of the axiom of choice.c.two examples of a tree-shaped graph of an extensive strategy. Acknowledgments: Many thanks to Mark van Atten (Paris1), Giuliano Bacigalupo (Zürich), Charles Zacharie Bowao (Univ. Ma Ngouabi de Brazzaville, Congo), Christian Berner (Lille3), Michel Crubellier (Lille3), Pierre Cardascia (Lille3), Oumar Dia (Dakar), Marcel Nguimbi ((Univ. Marien Ngouabi de Brazzaville, Congo), Adjoua Bernadette Dango (Lille3 / Alassane Ouattara de Bouaké, Côte d'Ivoire), Steephen Rossy Eckoubili (Lille3), Johan Georg Granström (Zürich), Gerhard Heinzmann (Nancy2), Muhammad Iqbal (Lille3), Matthieu Fontaine (Lille3), Radmila Jovanovic (Belgrad), Hanna Karpenko (Lille3), Laurent Keiff (Lille3), Sébastien Magnier (Saint Dennis, Réunion), Clément Lion (Lille3), Gildas Nzokou (Libreville), Fachrur Rozie (Lille3), Helge Rückert (Mannheim), Mohammad Shafiei (Paris1), and Hassan Tahiri (Lisbon), for rich interchanges, suggestions on the main claims of the present study and proof-reading of specific sections of the text. Special thanks to Gildas Nzokou (Libreville), Steephen Rossy Eckoubili (Lille3) and Clément Lion (Lille3), with whom a Pre-Graduate Textbook in French on dialogical logic and CTT is in the process of being worked out – during the visiting-professorship in 2016 of the former. Eckoubili is the author of the sections on exercises for dialogical logic, Nzokou cared of those involving the development of CTT-demonstrations out of winning-strategies. Special thanks also to Ansten Klev (Prague) for helping with technical details and conceptual issues on CTT, particularly so as author of the chapter introducing CTT. (shrink)

The II. constitutional period is a period of renewal in many areas. Political, social and educational changes also had influences in the field of religious education. One of the examples of these changes is the ʻAmelī I҆lmiḥal textbook written by Halim Sabit (DOD. 1946) in five volumes for both teachers and student. This study particularly aims to assess this textbook in terms of religious education. Accordingly, the following questions are addressed: “What are the topics covered in the ilmihal books written (...) for students and teachers? Is the content of the subjects taught appropriate for the religious education? Which methods, techniques, and essential matters are discussed in the ilmihal books for teachers? As having first grade elementary school textbooks for both teachers and students, the research is made just based on these books. Data were collected through the examination of the document, and the texts in Ottoman Turkish were transcribed into Turkish. Content analysis method was used in the analysis of the data. By examining both books, this study shows that belief, worship, and social issues were taught, and prayers and sūras were addressed as need to be memorized knowledge in the book. The books included inappropriate contents for first grade children regarding the belief issues such as fear of Allah, hell, and the hereafter. Summary: Education I҅lmiḥal, occupies an important place in the history of Islamic religious education. According to the religion of both adults and children to learn the principles of faith and worship, it is aimed to shape the daily life. In this context, for example, during the Ottoman period, In the period of II. Mahmut, boys were required to attend the primary school. Thus, it was ensured that children could learn I҅lmiḥal and Islamic sharia properly. Children are taught alif ba for Qurʾān readings in primary schools, as simple as required by religious duties, writing skills have been acquired and the four processing rules are memorized. The II. constitutional period is a period of renewal in many areas. Extreme innovative thinking is also reflected in education. Especially after the Balkan wars, the idea that the collapsing state would be saved through education was dominant. For the first time, a higher education institution for girls and a kindergarten for young children were opened. By recognizing the importance of pedagogy knowledge in teaching, the students have switched to a system where they can search for observation and experiment. Innovations in educational methods have started to be seen. It was seriously opposed to memorization, and the question and answer was seen as old methods. Instead, it was proposed to use sightseeing observation and discovery. Political, social and educational changes are also reflected in the field of religious education. As a reflection of the newly introduced methods, there have been changes in the ʻAmelī I҆lmiḥal books prepared for children. One of the examples of this is the ʻAmelī ʻIlmiḥal textbook, which was written by Halim Sabit in five volumes. This ʻAmelī I҆lmiḥal was prepared in 5 volumes for teachers and students.The main purpose of this study is to evaluate ʻAmelī I҆lmiḥal textbook in terms of religious education This study particularly aims to assess this textbook in terms of reigious education. Accordingly, the following questions are addressed: “What are the topics covered in the ilmihal books written for students and teachers? Is the content of the subjects taught appropriate for the religious education? Which methods, techniques, and essential matters are discussed in the ilmihal books for teachers? As having first grade elementary school textbooks for both teachers and students, the research is made just based on these books. Data were collected through the examination of the document, and the texts in Ottoman Turkish were transcribed into Turkish. The textbook prepared for the students of the first year consists of 21 boards/sheets. The sentences are quite self and short. The contents of the board/sheet are well suited to be discussed and explained. There are no headlines on the boards/sheets. The language of text is Ottoman. It is possible to express the topics covered in the book under the following themes:Prayer and Sūras: Basmala, Kalima Tawḥīd, Kalima Shahāda, Fātiḥa, Subḥana Rabbiyal Aʿala, Subhana rabbiyal ʿAẓim, As-salāmu ʿalaykum va Raḥmatullah, Taḥiyyat, Salawat Sharif, Iḥlas, Kawthar, Subḥanaka Prayer, Qunut Prayers.Faith Issues: Allāh, the fear of Allāh, thanks to Allāh, the Qurʾān, Prophets, Prophet Muḥammad, The Hereafter, Heaven Hell, Angels.ʿIbādat Issues: Zakāt, Ablution, Prayer, Adhān, worship in General (Salāt, Ṣawm, Zakāt, Ḥajj)Social Issues: Friendship, affection for minors, affection for parents, Muslims are Brother, human love, respect for the elderly, respect for scholars.The textbook prepared for the teachers of the first year; consists of 21 pages, 69 pages and Ottoman. As the students do not include the topics in the textbook, it is appropriate to mention the names of the subjects in the textbook of the teacher:1. Subject: Memorization of the Word of Tawḥīd and word of Shahāda; 2. Topic: Raising ideas about the nation in children; 3. Subject: The adjectives of Allāh Almighty; 4. Subject: Love of Allāh; 5. Subject: Angels; 6. Subject: The Divine Books; 7. Subject: Prophets 8. Subject: The Hereafter; 9. Subject: Thank Allāh; 10. Subject: Repentance; 11. Topic: Protecting the language from bad words and threats; 12. Subject: Zakāt and charity; 13. Subject: Riya҆ and his goodness engrave; 14. Subject: Love to the prophet Muḥammad; 15. Subject: Parental love; 16. Subject: The brotherhood of Islam; Subject: Human love; 18. Subject: Ablution; Subject: Prayer; 20. Subject: Respect for the elderly; 21. Subject: Love to ʿulamāʾ; 22. Subject: Fear of Allāh.Halim Sabit also gave information about the methods and techniques to be used in the course and emphasized that the teacher told his / her not by looking at the book. He thought it would be only influence the student in this way. It is recommended to use the appropriate language for the child, to make an introduction in the subjects that will be learned in the new subjects and to draw attention to the subject and to teach the subject gradually. An important advice is the knowledge that the teacher wants him / her to do in the long-term memory in the present sense. The teacher must repeat a subject several times while teaching a subject, and should not immediately remind a student of forgotten subjects, talk to a student and has finded to him. A subject should not be passed without being thoroughly understood, and the classroom needs to be opened by the teacher in order not to forget the learned subjects. The first fifteen minutes of each course should be reserved for the repetition of previously learned subjects. Content analysis method was used in the analysis of the data. By examining both books, this study shows that belief, worship, and social issues were taught, and prayers and sūras were addressed as need to be memorized knowledge in the book. The books included inappropriate contents for first grade children regarding the belief issues such as fear of Allah, hell, and the hereafter. (shrink)

Few philosophers that have been studied as much as Ibn Sīnā have been as much misunderstood. His extraordinary ability to reflect upon and write in a variety of styles about seemingly every topic in every domain has steered his thought from philosophy and theology to mysticism and esoterism. Instead of helping us to learn and understand better Ibn Sīnā than he has previously been understood, the recent surge of Avicennan studies only adds more confusion to the already complex social context (...) which he was living in. (shrink)

Ethical leadership matters in the context of organizational change due to the need for followers to trust the integrity of their leaders. Yet, there have been no studies investigating ethical leadership and organizational change. To fill this gap, we introduce a model of the moderating role of involvement in change. Organizational change and involvement in change are proposed as context-level moderators in the relationships of ethical leadership and work-related attitudes and performance. We employ a sample of 199 supervisor–subordinate pairs from (...) a wide variety of organizations. Results support a three-way interaction (ethical leadership, organizational change, and involvement in change) for performance and OCBs. Our results have important implications for organizational change since ethical leadership appears to complement follower involvement when change is happening. (shrink)

Forced population migration is not a modern phenomenon. It is often an integral part of totalitarian policies and has been used repeatedly to ensure the survival of political regimes or achieve specific political ambitions. Violent migration is present practically throughout history when considering the time scope and everywhere, practically in all continents of the world, with a specter of variations depending on the context imposed by the political circumstances, we can encounter it under different names. These variations have also reflections (...) in the terminology used, among others, they are also indicators that speak of the different methods applied in order to achieve particular policies. Individuals, families, or even whole peoples are forced to migrate violently, abandon their homes and leave behind them all their lives, including the material goods created up to that moment. Seen from a normal retrospective, forced migration represents the culmination of a regime’s goals to dominate the territory without hindrance from any possible resistance. This fact has brought so many tragedies to humanity, and even worse, it has often ended with “legitimization” by international treaties or has even been the product of inter-state agreements. Forced population migration has clearly brought to the surface the evil purpose and has revealed territorial ambitions. (shrink)

The need for worldwide communication has made people learn as many foreign languages as they can in order to be able to send and receive information from all over the world. Realizing this situation, researchers and linguists have carried out a large number of studies in order to find out the best ways for teaching and learning English as a second or foreign language. The terms language learning and language acquisition are not new since in many earlier researches language acquisition (...) is compared to the process of learning the mother tongue whereas language learning is compared to the process when a child learns a second or foreign language. This paper aims to showcase that teaching/learning new vocabulary using pictures is much more effective than the other methods of vocabulary learning. The research also puts emphasis on the language level of learners. It demonstrates that the method of using pictures and illustrations works well with all levels of proficiency and as such, it has brought very useful results. It was carried out at the South East European University (SEEU) in North Macedonia and participants were thirty (30) students from all five Faculties, divided in three different groups based on their language proficiency. Each group consisted of ten (10) students, aged 18 to 22 years. They were of elementary, pre-intermediate and intermediate level of English. The research lasted for six weeks, because the students had to be introduced to six different vocabulary topics. Since the experiment was carried out in a real classroom environment, the target vocabulary topics used for this purpose were chosen from their students’ book. Data were collected in three phases. During the first phase, students were asked to complete a questionnaire, consisting of questions regarding the vocabulary learning methods, mainly vocabulary associated with pictures. In the second phase, they were engaged in real activities in a traditional classroom setting, while in the last phase, at the end of the last session, participants took a quiz that was supposed to provide evidence and additional data about participants’ achievements. It is expected that the findings from this experiment will be useful to current and prospective teachers as they show that the method of pictures and illustrations associating the target vocabulary functions well with different levels. (shrink)

The notion of 'natural kinds' has been central to contemporary discussions of metaphysics and philosophy of science. Although explicitly articulated by nineteenth-century philosophers like Mill, Whewell and Venn, it has a much older history dating back to Plato and Aristotle. In recent years, essentialism has been the dominant account of natural kinds among philosophers, but the essentialist view has encountered resistance, especially among naturalist metaphysicians and philosophers of science. Informed by detailed examination of classification in the natural and social sciences, (...) this book argues against essentialism and for a naturalist account of natural kinds. By looking at case studies drawn from diverse scientific disciplines, from fluid mechanics to virology and polymer science to psychiatry, the author argues that natural kinds are nodes in causal networks. On the basis of this account, he maintains that there can be natural kinds in the social sciences as well as the natural sciences. (shrink)

Includes an introd. of 49 p. by S. G. Abbas.

The beginning of the 20th century has witnessed a significant development that has renewed and stimulated the long passionate historical relationship between two great civilisations which are traditionally known as the West and the East. Following their ancestors who cultivated the quest for knowledge tradition, some Arab scholars have come to leading European countries to learn the latest advancement in knowledge. They did not expect they would be confronted with what seems to be the poor showing of their scientific and (...) cultural heritage according to the assessment that was carried out in the previous century by Western scholars and historians. The Western study of the Eastern heritage had such influence that it has generated new Arab intellectual elite which blames the past for the present difficulties. Following the discovery of major scientific Arabic works in the second half of the 20th century, some Arab scholars like Ibrahim Madkour realised that they had in fact just misunderstood their own tradition. What is the source of their misunderstanding? How did they become aware of it? And how can a better understanding of the past change present attitudes and guide future actions? By attempting to provide some answers to such questions, the aim of this paper is to shed light on what seems to be a turning point in modern Arabic intellectual history. (shrink)

The Arabic-Islamic tradition is founded on the following new epistemic attitude that reinvents knowledge: to learn from the contributions of previous civilisations through the systematic survey of all extant scientific works; to contribute to the further development of knowledge by linking it, through usefulness, to practice and the practical need of society; to facilitate its learning for younger generations and its transmission to future civilizations since it is conceived not as a finished product but as an ongoing process. The worldwide (...) development of the reinvented knowledge has led to its universalisation and the rapid expansion of mathematics has particularly and led to the complete de-hellinisation of the Greek conception of science and philosophy. (shrink)

In this paper I offer a unified causal account of natural kinds. Using as a starting point the widely held view that natural kind terms or predicates are projectible, I argue that the ontological bases of their projectibility are the causal properties and relations associated with the natural kinds themselves. Natural kinds are not just concatenations of properties but ordered hierarchies of properties, whose instances are related to one another as causes and effects in recurrent causal processes. The resulting account (...) of natural kinds as clusters of core causal properties that give rise to clusters of derivative properties enables us to distinguish genuine natural kinds from non-natural kinds. For instance, it enables us to say why some of the purely conventional categories derived from the social domain do not correspond to natural kinds, though other social categories may. (shrink)

Blockchain is an open digital ledger technology that has the capability of significantly altering the way that people operations operate in organizations. This research takes a first step in proposing several ways in which the blockchain technology can be used to improve current organizational practices, while also considering the ethical implications. Specifically, the paper examines the role that blockchain technology plays in three primary areas of people operations: entry to the organization, intraorganizational processes, and exit. In each section, the paper (...) reviews the ethical implications from the lenses of virtue ethics, utilitarianism, deontology and contractarianism. The paper concludes that in whole the implementation of blockchain technology in people operations processes can create a more ethical work environment. However, careful implementation is necessary and requires extensive examination of ethical implications in advance. (shrink)

Generative AI models are shaping our future. In this work, we discover and expose the bias against physically challenged people in generative models. Generative models (Stable Diffusion XL and DALL·E 3) are unable to generate content related to the physically challenged, e.g., inclusive washroom, even with very detailed prompts. Our analysis reveals that this disability bias emanates from biased AI datasets. We achieve this using a novel strategy to automatically discover bias against underrepresented groups like the physically challenged. Finally, we (...) track the root of this disability bias in search engines (Google, Bing, Yandex, and DuckDuckGo). Search engines suffer from disability bias for neutral prompts. The standard strategy of using synonyms to retrieve diverse results does not automatically include the physically challenged. Search engines require specific mention of the underrepresented group to retrieve relevant results. Therefore, conscious effort is required to include underrepresented groups while scraping datasets from search engines. A future built by generative AI having little understanding of physically challenged people will have serious implications. We hope that our effort lays the groundwork for future datasets and algorithms that include this underrepresented group. (shrink)

This book explores the unique relationship between two different approaches to understand the nature of knowledge, reality, and existence. It collects essays that examine the distinctive historical relationship between mathematics and philosophy. Readers learn what key philosophers throughout the ages thought about mathematics. This includes both thinkers who recognized the relevance of mathematics to their own work as well as those who chose to completely ignore its many achievements. The essays offer insight into the role that mathematics played in the (...) formation of each included philosopher’s doctrine as well as the impact its remarkable expansion had on the philosophical systems each erected. Conversely, the authors also highlight the ways that philosophy contributed to the growth and transformation of mathematics. Throughout, significant historical examples help to illustrate these points in a vivid way. Mathematics has often been a favored interlocutor of philosophers and a major source of inspiration. This book is the outcome of an international conference held in honor of Roshdi Rashed, a renowned historian of mathematics. It provides researchers, students, and interested readers with remarkable insights into the history of an important relationship throughout the ages. (shrink)

Could some social kinds be natural kinds? In this paper, I argue that there are three kinds of social kinds: 1) social kinds whose existence does not depend on human beings having any beliefs or other propositional attitudes towards them ; 2) social kinds whose existence depends in part on specific attitudes that human beings have towards them, though attitudes need not be manifested towards their particular instances ; 3) social kinds whose existence and that of their instances depend in (...) part on specific attitudes that human beings have towards them . Although all three kinds of social kinds are mind-dependent, this does not make them ontologically subjective or preclude them from being natural kinds. Rather, what prevents the third kind of social kinds from being natural kinds is that their properties are conventionally rather than causally linked. (shrink)

This study examines the mediating role of firm reputation in the relationship between corporate digital responsibility (CDR) and financial performance in an emerging market, Ethiopia. An online cross-sectional survey was used to collect data from 126 agricultural, manufacturing, and service firms. The study used partial least squares structural equation modeling (PLS-SEM) to analyze the hypothesized relationship. Our findings reveal that the impact of CDR on financial performance is indirect only as firm reputation plays a full, complementary mediation role in the (...) CDR—financial performance nexus. This implies that firms could leverage CDR as a competitive “inducing” strategy to enhance their firm reputation, which, in turn, can boost their financial prospects. Our study significantly contributes to the business ethics and digital economy literature by offering a pioneering empirical validation of the CDR phenomenon in an emerging context, thus extending the signaling and stakeholder theories to digitalization and reputation management domains. The findings offer managers fresh insight into the potential impact of a CDR strategy on firm reputation and financial performance, showing that firms can leverage CDR as a loss prevention strategy to gain a competitive advantage. Policymakers are therefore urged to promote soft-law regimes and policies on CDR to motivate companies to leverage it as a competitive tool. (shrink)

Background: Moral distress is a growing problem for healthcare professionals that may lead to dissatisfaction, resignation, or occupational burnout if left unattended, and nurses experience different levels of this phenomenon. Objectives: This study aims to investigate the factor structure of the Persian version of the Moral Distress Scale–Revised in intensive care and general nurses. Research design: This methodological research was conducted with 771 nurses from eight hospitals in the Mazandaran Province of Iran in 2017. Participants completed the Moral Distress Scale–Revised, (...) data collected, and factor structure assessed using the construct, convergent, and divergent validity methods. The reliability of the scale was assessed using internal consistency (Cronbach’s alpha, Theta, and McDonald’s omega coefficients) and construct reliability. Ethical considerations: This study was approved by the Ethics Committee of Mazandaran University of Medical Sciences. Findings: The exploratory factor analysis ( N = 380) showed that the Moral Distress Scale–Revised has five factors: lack of professional competence at work, ignoring ethical issues and patient conditions, futile care, carrying out the physician’s orders without question and unsafe care, and providing care under personal and organizational pressures, which explained 56.62% of the overall variance. The confirmatory factor analysis ( N = 391) supported the five-factor solution and the second-order latent factor model. The first-order model did not show a favorable convergent and divergent validity. Ultimately, the Moral Distress Scale–Revised was found to have a favorable internal consistency and construct reliability. Discussion and conclusion: The Moral Distress Scale–Revised was found to be a multidimensional construct. The data obtained confirmed the hypothesis of the factor structure model with a latent second-order variable. Since the convergent and divergent validity of the scale were not confirmed in this study, further assessment is necessary in future studies. (shrink)

The research aimed to produce an appropriate product, namely a cooperative learning model in the rituals of Hajj, to realize an independent Hajj congregation in terms of knowledge, understanding, attitudes, and skills, to specify the level of validity, realism, effectiveness, and attractiveness and so that the problems above can be resolved immediately resolved. This research uses the Research and Development (R&D) approach to achieve the aforementioned objectives. In general, the research and development model is the Four D model. This model (...) consists of four stages of development, i.e., define, design, develop, and develop. The results of the preliminary study / pre-field survey show that in terms of teaching performance of Hajj rituals, it appears that the learning services provided by the instructor/instructor have not been able to accommodate and appreciate the differences in ability (attitude) of Hajj pilgrims. The results of the model development trial show that "(1) it is necessary to improve the teaching performance of the Hajj ritual guide / instructor, (2) the development of the model requires specific teaching performance of Hajj rituals from the supervisor / instructor, and does not want excessive facilities and facilities. (3) there is an increase in the learning activities of Hajj pilgrims in all small groups (high, medium and low), (4) the realization of the optimization of the achievement of learning outcomes for Hajj rituals for Hajj pilgrims, both in the high, medium, and low groups. (shrink)

Life is a series of inputs, procedures, and outputs that shape an individual’s personality. The role of work is not limited to providing a material and moral resource only. An individual with the drive to achieve can overcome the challenges he will face, perform the tasks required of him, and struggle for success (Bani Younis, 2009, p. 3). Once the reporter joins the work, he sets goals to achieve. Some try to increase their knowledge and develop their skills, there are (...) those who seek to achieve distinction and mastery, there are those who only want to work, and there are those who have no motivation or achievements (Harackiewicz, & et al, 1998, p. 638). Some correspondents make mistakes as a result of weak professional awareness and the absence of a language for communicating with others, for reasons including habituation to following the familiar and submitting to the experienced, which leads to poor task accomplishment, weak ambition, and failure to achieve oneself until the correspondent becomes unable to confront situations and overcome obstacles (Sweller, 2014, p: 19). Man is naturally a social being who tends to share ideas, achievements, and experiences with others. This is the way successful people in life are distinguished by professional awareness and openness to others (Hammoud, 2014, p. 45). The achievement motive is qualitative knowledge, not quantitative. The correspondent who reaches the appreciation of his superiors must achieve himself and feel satisfied (Bani Mufrej, 2009, p. 4). (shrink)

Purpose This study aims to understand how fake news can cause an impact on consumer behavioral intentions in today’s era when fake news is prevalent and common. Brands have not only faced reputational losses but also got a dip in their share prices and sales, which affected their financial standing. Hence, it is significant for brands to understand the impact of fake news on behavioral intentions and to strategize to manage the impact. Design/methodology/approach This study uses several branding and marketing (...) concepts such as brand experience, brand trust, brand credibility, consumer behavioral intentions along with variables suggested by Elaboration Likelihood Model and Heuristic Systematic Model such as personal relevance/involvement. For fake news, news truthfulness, news credibility and source credibility are used. Findings The results of this study shows that positive brand experience, brand trust, brand credibility help in creating positive behavioral intentions for brands. This study shows that brands focusing on providing positive brand experience have a stronger brand trust and credibility and are affected less by fake news than those brands which do not emphasize on these factors. Practical implications This paper can assist brand managers in understanding the impact fake news can have on behavioral intentions of consumers. The managers can strategize such that the fake news affects their brands the least. Originality/value The authors in this paper attempt to fill in the gap in literature, which is to study how the fake news impacts the brands considering the credibility, trust and experience they establish with their customers. The existing literature discusses the generation and dissemination of fake news on social media and its impact on political scenarios and personalities. Also, studies explain the impact of fake news on the financial position of brands, but marketing facets are not tested empirically. (shrink)

In the last decades, researchers have been considering some fundamental issues such as energy saving, global warming, greenhouse emissions, and non-renewable energy to make models of house environmental standards to achieve a suitable consumption pattern for saving energy. In architecture, using natural energy is one of the essential pillars of design because it was one of the criteria of designing, which was considered on climate and geography, and it has been a high performance of climate adaptation in the modeling of (...) traditional houses. In this research, Azerbaijan is selected to evaluate the practical features of traditional Iranian houses designed in the cold climate, and criteria for developing sensible solutions to achieve a suitable design model for energy saving are provided. The primary purpose of this paper is to evaluate and identify the features of climate design in traditional houses in a cold climate, which are suitable residential buildings for energy management, and to identify the components affecting energy saving. The data collection method is based on checklists, observation, considering the orientation, density, solar radiation angle in the region, documentary, analysis of maps, and adaptation of the architectural plan of the studied houses with the pattern of solar radiation in the area. This research discusses the design criteria for future structures and their adaptable measures based on the obtained results. Finally, it is declared that the traditional architectural design model follows the region’s climatic conditions, and considering the current climate and energies, traditional houses were designed; therefore, the best model for maximum use of available energy is climatic design. As a result, suggestions are made regarding residential architecture design to save energy. (shrink)

Relational bullying is a form of indirect bullying that often occurs in schools, involving acts of exclusion, neglect, spreading negative rumors, gossip, and social manipulation. This research aims to develop a theoretical model of relational bullying and determine the influence of extraversion personality, peer conformity, and school climate on it in boarding students. This research uses a quantitative approach. The study involved 210 madrasah tsanawiyah students boarding at Makrifatul Ilmi and Al Quraniyah Islamic boarding schools in South Bengkulu Regency. The (...) results showed that theoretical models of influence can influence relational bullying among students. The R square value was 0.68, indicating that personality variables extraversion, peer conformity, and school climate can explain relational bullying by 68%. Extraverted personality had a positive effect on relational bullying, peer conformity had a positive effect, and school climate had a positive effect. This research contributes to the development of a more specific relational bullying theory model in psychology and suggests a holistic approach that includes guidance and counseling for teachers, collaboration between parents and the school, socialization and education for interventions to overcome relational bullying behavior. (shrink)

By combining the art of Saudi heritage, because of its aesthetic values that increase and enrich the work, and the recycling of old environmental materials, innovative artistic artifacts were produced. The importance of the research came Attention was paid to the decorations of Al-Qat Al-Asiri art and benefiting from it in creating innovative artistic artifacts. The The research aims to demonstrate the aesthetic values of Al-Qat Al-Asiri art and benefit from them in creating innovative modern art objects through the idea (...) of recycling. The research assumes the possibility of making artistic artifacts through recycling using the idea of Al-Qat Al-Asiri art. The research problem is represented in the following question. (shrink)

Literature in the area of innovation systems (IS) has been growing in importance and the IS approach has become well established. It is widely used in North America, Western Europe and Scandinavia, both in academic contexts and also as a framework or tool for policymaking. This paper examines work by sociologists, historians and others who have attempted to provide new insights into the nature of technology, in order to determine how the new sociology of technology literature—particularly social construction of technology (...) methodologies—can contribute to, and unpack the study of innovation system. (shrink)

Since its introduction in the 1980s, use of the innovation systems conceptual approach has been growing, particularly on the part of national governments including, recently, the Hong Kong Government. In 2004, the Hong Kong Government set forth a ‘‘new strategy’’ for innovation and technology policy making. Because it marked a significant break from the past, it was necessary to convince a wider audience to accept this new strategy, a strategy that included the IS conceptual approach. Adopting a science and technology (...) studies perspective, I show how the IS conceptual approach is being used as a rhetorical resource by the Hong Kong Government in its innovation and technology policy making in an effort to persuade its perceived audience of the efficacy of its new strategy for its policies—policies that are in fact unrelated to the basic precepts of the IS conceptual approach. The case provides a cautionary tale in the ways in which policy makers transform scholarly work and scientific discovery into rhetorical instruments in support of a political agenda. (shrink)

Refusing consent to organ donation remains unacceptably high, and improving consent rates from family or next-of-kin is an important step to procuring more organs for solid organ transplantation in countries where this approval is sought. We have thus far failed to translate fully our limited understanding of why families refuse permission into successful strategies targeting consent in the setting of deceased organ donation, primarily because our interventions fail to target underlying cognitive obstacles. Novel interventions to overcome these hurdles, incorporating an (...) understanding of cognitive psychology and behavioral change therapy, may be beneficial. One potential intervention is to use the concept of nudge theory, where decision-making is influenced by encouraging positive reinforcement and indirect suggestion. Purposefully nudging families to given consent for organ donation by understanding, and then overcoming, their inherent cognitive biases is novel but also controversial. This article explores the roles of relatives in decisions about organ donation, how nudge theory translates to organ donation and discusses the arguments for and against its application. (shrink)