BackgroundConflict in Iraq has displaced millions of refugee youth. Warzone exposure and forced migration have unique acute and chronic impacts on youth, yet effects of exposure may not be universal across diverse refugee groups. Understanding how youth from various refugee groups are differentially affected by stress and trauma is critical to allocate resources and implement screening measures with the goal of providing early intervention.MethodTo identify the effects of warzone exposure and forced migration, a convenience sample of 48 Iraqi refugee youth (...) ages 6–17 was assessed within the first month of arrival to the United States. Youth provided self-reported severity of posttraumatic stress and anxiety symptoms; symptom severity was then compared with an existing sample of 135 Syrian refugee youth to explore whether refugee youth of different nationalities experience the same effects of warzone exposure and forced migration. These data are the baseline for a longitudinal developmental study of refugee health, which also includes parental data.ResultsSeverity of separation anxiety and negative alterations in cognition and mood were the greatest symptomatic concerns in Iraqi refugee youth. Thirty-eight percent of responding Iraqi youth showed possible indication of an anxiety disorder. Severity of posttraumatic stress symptoms was lower in Iraqi youth compared to Syrian youth. For both Iraqi and Syrian refugee youth, separation anxiety was the most significant concern, with more than 80% of both samples showing a possible indication of clinically significant separation anxiety.ConclusionThe present observational study indicated that Iraqi refugee youth experience a range of anxiety and posttraumatic stress symptoms following warzone exposure and forced migration; posttraumatic stress symptoms were less severe in Iraqi versus Syrian youth. Comparing refugee youth of different nationalities is of particular importance, as our results demonstrate that findings from one refugee population cannot easily be generalized to another. Clinical and research efforts should prioritize interventions to address separation anxiety in refugee youth, which was of concern in both samples. (shrink)

This paper describes an Intelligent Tutoring System for helping users with ADO.NET called ADO-Tutor. The Intelligent Tutoring System was designed and developed using (ITSB) authoring tool for building intelligent educational systems. The user learns through the intelligent tutoring system ADO.NET, the technology used by Microsoft.NET to connect to databases. The material includes lessons, examples, and questions. Through the feedback provided by the intelligent tutoring system, the user's understanding of the material is assessed, and accordingly can be guided to different difficulty (...) level of exercises and/or the lessons. The Intelligent Tutoring System was evaluated by a group of users and the results were more than satisfactory in terms of the quality of the material and the design of the system. (shrink)

This paper aims at investigating comparatively the ethical orientation of information technology professionals in the Middle East and the United States. It tests for attitudes toward and awareness of ethically-related issues, namely intellectual property, privacy and other general ethical IT aspects. In addition, through a comparison between the two regions, this paper intends to examine whether differences in IT professional demographics and characteristics, including gender and academic level, have any impact on attitudes to business ethics. A ttest is used to (...) establish significant differences between the targeted samples, while an ANOVA F-test is conducted to determine significant differences among the sample countries on a group basis. The results show a general awareness of ethical issues concerning information technology, and no significant differences are found between the two samples. However, different ethical attitudes are reported among respondents in terms of their reactions to the targeted IT ethical aspects. On an individual sample basis, the results about gender support the claim that male and female respondents are different, while mixed results are revealed for the influence of academic level on attitudes towards IT ethics. For intellectual property, the results are significant regarding ethical attitude differences between Middle-Eastern professionals and their counterparts in the US, while no significance differences are reported in terms of privacy. (shrink)

The topic of The Prophets' Languages has led to a broad interest due to the sacred status of the Prophets. It has been of interest to people of all religious and social orientations. Despite the complexity of this topic and the necessity of studying it from various aspects such as archaeology and the study of ancient calligraphy, we limited our study to Islamic sources and references only. We extrapolated what was mentioned in these books. Other than the Holy Qur’ān, it (...) will be concerned with books of interpretation, history, biography, hadith, its explanations, language books, etc. This study has been divided into three main points, an introduction, and a conclusion. The first point dealt with the origin of the languages spoken by the Prophets (peace be upon them) and their proximity to each other: Syriac, Coptic, Hebrew, Aramaic, and Arabic. All of these languages belong to the Semitic language. In terms of their convergence and similarity with each other, some linguists considered it dialects of one language, the Semitic language of origin. It has branched out from it as a result of the expansion, development, and development of life. Looking at today, the dialects of the Arabs in Egypt, Morocco, Jazira, the Levant, and Iraq, each branched out and most of it emerged from the mother tongue Arabic. There is a discussion among researchers on which of the languages are closer to the Semitic language. Four languages are listed as possibilities: Hebrew, Babylonian, Assyrian, Syriac, and Arabic. The truth is that it is not easy to get to know the origin of the Semitic language, and everything that has been said is not outside the circle of speculation because of the loss of definitive evidence and the temporal dimension. As for the second point, this study investigated the linguistic geography that the Semitic language covered and spread in, by tracking the people who spoke the Semitic language, their places of residence, and their influence, as all of them settled in the Near East and its vicinity. If we look at the Semitic language, with its eastern and western branches, we see that it was concentrated in Babylon, Assyria, Mesopotamia, Arabia, Yemen, the Levant, and Jerusalem regions, and among the most famous tribes and nations that settled in this region are Saba, Himyar, Ad, Thamud, Jirhm, Samaria, Nabat, the people of Palmyra and others. Mostly likely, the Arabian Peninsula is the cradle of the Semitic people, although some say that Abyssinia was the cradle of the first Semites. In the third point, the number of prophets and messengers mentioned in the Noble Qur’ān was enumerated in clear terms. Among the twenty-five prophets are the following: Adam, Idris, Noah, Hood, Saleh, Lot, Ibrahim, Ismail, Ishaq, Jacob, Yusef, Shuaib, Ayyub, Dhu al-Kifl, Yunus, Moses, Aaron, Elias, Al-Isa, David, Solomon, Zakaria, Yahya, Jesus, and Muhammad (peace be upon them). The study of this point came by following the inductive and deductive approach, whereby the first approach is based on extrapolating the life of each prophet in isolation from others in detail, tracing his life, place of living, and residence, whom he married etc. The deductive method relied on deducing the language that each of the prophets (peace be upon them) spoke. Some prophets mentioned the name of the language in which he spoke in the Islamic sources. This study concluded that of the prophets mentioned in the Noble Qur’ān, seven of them spoke the Syriac language, three of them spoke the ancient Egyptian language (Coptic), eighteen of them spoke the Hebrew language, three of them spoke the Aramaic language, and nine of them spoke in Arabic. Some of the prophets spoke one language while others spoke more than one language due to their numerous travels and the people they interacted with. This study is considered a preliminary study to open the field for in-depth studies for researchers in this field, and every part mentioned in this research is suitable for being an independent scientific study in its own right. (shrink)

İslam felsefesi geleneğinde Meşşâî filozoflar, görüşlerinin tutarsız olduğu iddiasıyla Gazzâlî’nin Tehâfüt adlı eserinde ciddi bir eleştiriye maruz kalmışlardır. İslâm felsefesinin yapısal dönüşümüne ön ayak olan bu eser İslâm düşüncesinde tehâfüt geleneğinin de kaynağı niteliğindedir. Osmanlı dönemi İslam felsefesi; kelâm, felsefe ve tasavvuf disiplinlerinin, konu, amaç ve metot bakımından yakınlaştığı multidisipliner bir yapı arz etmektedir. Bununla birlikte o, genel olarak Gazzâlî düşüncesinin baskın olduğu bir geleneğin devamıdır. Bu felsefe, Fatih Sultan Mehmed’in, Gazzâlî’nin Tehâfüt adlı eserini daha anlaşılır kılacak bir eserin yazılmasını (...) emrettiği bir yarışmayla ivme kazanmıştır. Söz konusu bu yarışmada Hocazâde’nin Tehâfütü’l-felâsife’si ile Ali et-Tûsî’nin Kitâbu’z-Zuhr’u rekabet etmiş, sonuçta Hocazâde’nin eseri büyük beğeni toplayarak yarışmayı kazanmıştır. Hocazâde’nin Tehâfütü’l-felâsife adlı eseri gerek İslâm felsefe geleneğine ve gerekse tehâfüt geleneğine yaptığı katkı açısından son derece müstesna bir yere sahiptir. Söz konusu bu eser, teorik yaklaşımı, konuları sistemli bir şekilde ele alma yöntemi ve derinlikli bakış sunan özelliği bakımından, Osmanlı dönemi İslam felsefesine tipik bir örnek teşkil etmiş ve hatırı sayılır bir ün kazanmıştır. Hocazâde, Tehâfüt’ünde aklı ve nakli birbirinin tamamlayıcısı olarak görmüştür. O, düşüncelerinin yerindeliği ile kelâm-felsefe tartışmalarının merkezinde yer almış ve tehâfüt geleneği içerisinde haklı bir konum elde ederek Osmanlı dönemi İslam felsefesinin önde gelen düşünürleri arasında yer almıştır. Hocazâde’nin eserinin orijinal adı “Kitâbû’t Tehâfüt fi el-Muhâkeme beyne’l Gazzâlî ve’l-Felâsife”dir. Eser, yirmi iki felsefi meseleden oluşmaktadır. Hocazâde bu yirmi iki mesele içerisinde bütün felsefi konular hakkındaki görüşünü açıklamış, Gazzâlî’nin de filozoflar ile çatıştığı konuları karşılaştırmalı olarak ele almıştır. Gazzâlî’nin, filozofları tekfir etmesinden sonra düşünce geleneğinde önemli hale gelen üç mesele, eserin ana konusunu oluşturmaktadır. Düşünce ve metot bakımından Osmanlı Dönemi İslâm felsefesinin önemli temsilcilerinden biri olan Hocazâde, eserinde Gazzâlî ve diğer filozofların görüşlerine yer vermiş, görüşler arasında mutabakat sağlamaya çalışmış ve en iyi tercihi yapmaya gayret etmiştir. Bu eser üzerine yazılan talikat ve haşiyeler Osmanlı düşünce geleneğinde felsefenin gelişmesine büyük bir katkıda bulunmuş dahası bir anlamda tozlanmış ya da küllenmiş tehâfüt tartışmalarının yeniden canlanmasını, harlanmasını sağlamıştır. Bu makalede literatür ve veri analizi yöntemleri kullanılmak suretiyle Osmanlı dönemi İslam felsefesinin seyrini yansıtan tehâfüt geleneği ve bu gelenek içerisinde Hocazâde’nin tehâfüt adlı eserinin yeri ve önemi ortaya konacaktır. Bu çalışmayla amaçlanan bir diğer husus ise Hocazâde’nin entelektüel kişiliği ile Osmanlı düşünce geleneğinin yapısal özellikleri arasındaki muhtemel ilişkilerdir. (shrink)

Robert Veatch was a notable and prolific author in a variety of areas in philosophy, health care practice, and policy. However, it is evident by the sheer number of case study in ethics books, eighteen editions of case collections in all, that this approach to teaching ethics in the health sciences was especially important to him. A few of these case study collections he wrote alone, but the majority were written with co-authors from nursing, dentistry, pharmacy, allied health, and medicine, (...) drawing on their respective areas of disciplinary expertise and experience as educators. The aim of this article is to focus on the pedagogy and framework Veatch developed to expose students to the rudiments of philosophical ethics so they could understand the conflicts between values, principles, and ethical theories. Authentic clinical cases, he believed, were a useful way to engage students. Putting the two ideas together, Veatch argued the best method of structuring cases is “bootlegging theory in a topical structure” (Veatch, Robert M., Case analysis in ethics instruction. In: Amy Haddad (ed) Teaching and learning strategies in pharmacy ethics, Creighton University, Omaha, 85–97, 1992). Veatch’s rationale for this carefully planned systematic arrangement between case topics and philosophical ethics content are presented. The influence and input of co-authors from different disciplines are explored regarding case development and commentary content. Finally, the impact of these interdisciplinary case study textbooks on ethics instruction in the health sciences is evaluated. (shrink)

Derrida lived almost his entire life attached to educational institutions, his work was received across the globe predominantly in the academy, and he was politically and philosophically preoccupied with issues related to teaching and educational institutions for a decade. The author uses these two events to organize his presentation of the main themes in Derrida's discussions of education. With two opponents, themselves opposed, Groupe de recherches sur l’enseignement philosophique (GREPH) and Derrida thus had a double task – to prevent the (...) particular reforms from coming to pass, while developing alternative reforms in their place. The author examines Derrida's pursuit of this double task by focusing on his re‐articulation of three themes, each one central to the traditional view: the role of the teacher; the age of the student, and philosophy's relation to a national language. (shrink)

It has consistently been shown that agents judge the intervals between their actions and outcomes as compressed in time, an effect named intentional binding. In the present work, we investigated whether this effect is result of prior bias volunteers have about the timing of the consequences of their actions, or if it is due to learning that occurs during the experimental session. Volunteers made temporal estimates of the interval between their action and target onset , or between two events . (...) Our results show that temporal estimates become shorter throughout each experimental block in both conditions. Moreover, we found that observers judged intervals between action and outcomes as shorter even in very early trials of each block. To quantify the decrease of temporal judgments in experimental blocks, exponential functions were fitted to participants’ temporal judgments. The fitted parameters suggest that observers had different prior biases as to intervals between events in which action was involved. These findings suggest that prior bias might play a more important role in this effect than calibration-type learning processes. (shrink)

This paper aims at investigating the perceived difference between ethics and IT ethics in college students. The study mainly investigates whether university students in the Middle East and their counterpart in the USA hold the same ethical values both in a traditional context and in an IT context. The study also investigates possible differences in students’ ethics considering their level of study and whether they have prior business ethics knowledge or not. Furthermore, the study controls for possible self-others bias in (...) students’ responses to ethical issues by addressing some ethical issues where the respondent is the subject of the issue and other ethical issues where someone other than the respondent is the subject of the issue. Questionnaires were administered to university students in the USA and in several Middle East countries. A total of 401 usable questionnaires were returned. The study found that both the USA and the Middle East students have statistically significant lower ethical intention scores when addressing ethical issues in an IT context compared to traditional non-IT context. This pattern was consistent regardless of the students’ level of study and their prior knowledge of business ethics, and taking into consideration self-others bias. Additionally, it was found that graduate students have higher IT as well as non-IT ethical intentions compared to undergraduate students, however, it was found that the students’ prior business ethics knowledge did not affect the students’ ethical intention scores. Self-other bias was found to act in opposite directions for ethical issues in an IT context compared to ethical issues in a traditional context. For ethical issues within IT-context, students were less strict with themselves while they were stricter with others. For ethical issues within traditional non-IT context, students were stricter with themselves, while they were less strict with others. Finally, the study found that while students both in the USA and in the Middle East disagree with unethical IT as well as non-IT conducts, the degree to which they disagree with the unethical behavior significantly differ, where USA students were found to be significantly stricter with their disagreement. (shrink)

We are living in an unprecedented era of biomedical revolution. Medicine is remaking humans, and controversy surrounds such topics as abortion, artificial organs, brain circuitry, eugenics, euthanasia, and gene therapy. At the same time, medical advances are posing complex ethical problems for both patients and professionals. The most comprehensive and up-to-date collection of its kind, Case Studies in Biomedical Ethics: Decision-Making, Principles, and Cases explores fundamental ethical questions arising from real situations faced by health professionals, patients, and others. Featuring a (...) wide range of more than 100 case studies drawn from current events, court cases, and physicians' experiences, the book is divided into three parts. Part I presents a basic framework for ethical decision-making in healthcare, covering such issues as separating evaluative questions from questions of fact; distinguishing between ethical and nonethical evaluations; and identifying the source of ethical judgments. Expanding upon this framework, Part II explains the ethical principles: beneficence and nonmaleficence, justice, respect for autonomy, veracity, fidelity, and avoidance of killing. Parts I and II provide students with the background to analyze the ethical dilemmas presented in Part III, which features cases on a broad spectrum of issues including abortion, genetics, mental health, confidentiality, health insurance, experimentation on humans, the right to refuse treatment, and death and dying. Each case is accompanied by the authors' commentary, which guides students in considering the issues. Ideal for undergraduate and graduate courses in biomedical ethics, bioethics, and medical ethics, Case Studies in Biomedical Ethics incorporates opening text boxes in each chapter that cross-reference relevant cases in other chapters. It also includes an appendix of important ethical codes and a glossary of key terms. (shrink)

Although thousands of articles and books appear annually in the field of nursing ethics, the sheer volume of scholarly publications points to the need to provide assessment and focus, and that is what this book offers. Nursing and Healthcare Ethics documents the work of nurse scholars in ethics, and goes well beyond a mere documentation of what has transpired and a list of what can be done in the future. It creatively looks back to assess previous accomplishments and forward to (...) find new directions and strengthen future scholarly contributions in nursing ethics. Critical thinking activities, organized by the book s themes (such as vulnerability, care and caring, diversity and disparity, and pain and suffering) are examples of applying these scholarly insights into practice. This book is intended not only for undergraduate and graduate students in academic settings, but also for those in professional development programs. (shrink)

This essay explores the treatment of violence in Derrida's ethico-political work, stressing the underlying continuity of Derrida's thinking of politics, from his first reading of Levinas to one of the last notions he developed, autoimmunity. Haddad analyzes the use to which the idea of a “lesser violence” has been put, arguing that it is incompatible with Derrida's other claims.

In this paper I examine the meaning of birth in the work of Agamben, Esposito, and Derrida, paying particular attention to how it operates in their analyses of citizenship and national belonging. I show that Agamben views birth as negative, Esposito proposes a positive conception, and Derrida's writings imply an understanding that is ambivalent. Then, by focusing on the phenomenon of multiple citizenship, I argue for the value of the Derridean view.

Derrida and the Inheritance of Democracy provides a theoretically rich and accessible account of Derrida's political philosophy. Demonstrating the key role inheritance plays in Derrida’s thinking, Samir Haddad develops a general theory of inheritance and shows how it is essential to democratic action. He transforms Derrida’s well-known idea of "democracy to come" into active engagement with democratic traditions. Haddad focuses on issues such as hospitality, justice, normativity, violence, friendship, birth, and the nature of democracy as he reads these (...) deeply political writings. (shrink)

The general and sports psychology research is limited regarding the difference between the effects of verbal encouragement or compliment methods during high-intensity functional exercise testing. The purpose of this study was to explore the effects of VE and compliments on the performance of the repeated change-of-direction sprint test. A total of 36 male students in secondary school participated voluntarily in the study. They were divided equally into three homogeneous groups [VE group, compliment group, and control group) and performed a standardized (...) one repetition RCOD. The RCOD test consisted of a 100°change in the direction at every 4 m. Outcomes included performance indices, rating of perceived exertion, and feeling scale scores. VE and the compliment increased the performance indices and RPE compared with the control group. In conclusion, VE during the exercise testing would be more beneficial for optimal performance and RPE compared with the compliment and control groups. However, the moods, during RCOD, reproduce more positively during compliment conditions than the VE and control groups. (shrink)

There is a paucity of experimental data addressing how peers influence adolescent risk-taking. Here, we examined peer effects on risky decision-making in adults and adolescents using a virtual social context that enabled experimental control over the peer “interactions”. 40 adolescents (age 11-18) and 28 adults (age 20-38) completed a risk-taking (Wheel of Fortune) task under 4 conditions: in private; while being observed by (fictitious) peers; and after receiving ‘risky’ or ‘safe’ advice from the peers. For high-risk gambles (but not medium-risk (...) or even gambles), adolescents made more risky decisions under peer observation than adults. Adolescents, but not adults, tended to resist ‘safe’ advice for high-risk gambles. Although both groups tended to follow ‘risky’ advice for high-risk gambles, adults did so more than adolescents. These findings highlight the importance of distinguishing between the effects of peer observation and peer advice on risky decision-making. (shrink)

O artigo pretende explicitar em que consiste a visão (ópsis) na República de Platão, usada pelo filósofo como imagem que ajudaria a fazer compreender o que ele entende por conhecimento de Ideias.

Au fil des volumes inaugurés par Bardadrac, Gérard Genette, livrant des versions différentes de certains biographèmes, « corrige » sa vie d’une façon qu’on propose d’appeler annotation de soi. L’étude de la figure de « Jacqueline » révèle ainsi un usage très personnel de la note auctoriale, telle que Genette l’avait définie dans Seuils, et qui fait tendre l’ensemble des volumes non seulement vers l’autofiction, mais vers une sorte d’« anti-roman » valéryen.

Let equation image denote the inverse limit of all finite cyclic groups. Let F, G and H be abelian groups with H ≤ G. Let FβH denote the abelian group , where +βis defined by +β = + β — β) for a certain β : F → G linear mod H meaning that β = 0 and β + β — β ∈ H for all a, b in F. In this paper we show that the following hold: The (...) additive group of any nonstandard model ℤ* of the ring ℤ is isomorphic to βH for a certain β : ℤ*+/H → equation image linear mod H. equation image is isomorphic to βH for some β : equation image/H →ℚ linear mod H, though equation image is not the additive group of any model of Th and the exact sequence H → equation image → equation image/H is not splitting. (shrink)

The relationship between national languages and schooling is a recurring theme in Derrida’s writings on education, playing an important role in the challenge he mounts to traditional understandings of the French State’s involvement in the teaching of philosophy. In this essay, I follow this thread of thinking across several of Derrida’s texts, paying specific attention to his diagnoses of positions arguing for a universal philosophical language on the one hand, and those elevating French as the proper language of philosophy on (...) the other. I demonstrate how, against these positions, an alternative understanding of relation between language and philosophical education starts to emerge in Derrida’s work, one in which translation is a key element. (shrink)