scholarly journals Perspectives on the Notion of Truth in Arabic Philosophy

Studia Humana ◽  
2020 ◽  
Vol 9 (1) ◽  
pp. 28-39
Author(s):  
Hamdi Mlika
Keyword(s):  
Logical Approach ◽  
Arabic Philosophy ◽  
Research Findings ◽  
The Rich

AbstractIn the present paper, I assume that the notion of “truth” in philosophy would not have been clarified and tackled properly, if philosophers did not take into account earlier Arabic Medieval research contributions and build upon previous research findings. In the first place, I embark on the scrutiny of the rich aspect (or nature) of the Arabic Lexicon in terms of the “truth” meaning. In the second place, I take on the assumption that Arabic linguistic traditions imply different kinds of truths, depending on various spheres of human thoughts and actions based on the logical approach to “truth” (from Al-Kindi up to Averroes via Al-Farabi and Avicenna) and the term “al-haqiqha” as transliterated from Arabic, remain central. In conclusion, I take on an approach to “truth” that gives worth to logical perspectives at the very heart of Medieval Arab traditions in the light of what I would label as the “Omni-cultural Universality of Logic and Science”.

Where It All Began

2021 ◽  
pp. 81-103
Author(s):  
Brian Wampler ◽  
Stephanie McNulty ◽  
Michael Touchton
Keyword(s):  
Latin America ◽  
Latin American ◽  
Community Mobilization ◽  
Policy Tool ◽  
Large N ◽  
The World ◽  
Citizen Empowerment ◽  
Research Findings ◽  
Justice Program ◽  
The Rich

Latin America is PB’s birthplace and the region where it was first widely adopted. PB currently exists in almost every country of this region of the world. This chapter documents PB development in Brazil, its spread from Brazil to other countries as well as PB’s transformation since the 1990s, when it changed from a social justice program to a policy tool that promotes citizen empowerment and community mobilization. Latin America also led the way with the first mandated programs, as Peru’s national government was the first country in the world to require that all subnational governments adopt PB. Latin American PB programs are among the most studied in the world, which means that solid research findings identify when and where PB produces significant social and political change. Most importantly, there are many comparative, longitudinal, and large-N studies from Brazil that demonstrate that PB is generating positive change. But, research on other countries, such as Peru and Mexico, suggest that PB’s impact is much weaker in those countries. The chapter provides a summary of the rich body of evidence that has emerged since 1989, and describes PB in Brazil, Peru, El Salvador, and Mexico.

Financial Analysis and Expert Systems

1993 ◽  
Vol 8 (3) ◽  
pp. 184-194 ◽  
Author(s):  
A. Birts ◽  
L. Mcaulay ◽  
M. King
Keyword(s):  
Expert Systems ◽  
Financial Analysis ◽  
Systems Development ◽  
Financial Analyst ◽  
Topic Area ◽  
Rich Picture ◽  
Technology Products ◽  
Other Information ◽  
Research Findings ◽  
The Rich

Financial analysis expert systems have been developed but there is little evidence to suggest that such expert systems are as widely used in the financial analyst community as other information technology products. The research findings presented here suggest that one explanation for this non-use of expert systems may be that users do not have a need to use the existing technology. We arrived at this conclusion by researching the rich picture of the task and the needs of a small number of financial analysts. In so doing, we were able to develop insights into the topic area which to our knowledge are new. Our analysis may confirm a need to re-orientate expert systems development. Thus, the selection and use of research methods which are geared to shedding light on users’ needs may be valuable to practitioners, in developing product development strategies, and to researchers, in casting new light on their topic areas.

scholarly journals Tardigrades and Their Emergence as Model Organisms

2022 ◽  
Author(s):  
Bob Goldstein
Keyword(s):  
The Other ◽  
Model Organisms ◽  
Comparative Biology ◽  
Extreme Conditions ◽  
Laboratory Studies ◽  
C Elegans ◽  
The Past ◽  
Research Findings ◽  
Invertebrate Model ◽  
The Rich

Experimentally tractable organisms like C. elegans, Drosophila, zebrafish, and mouse are popular models for addressing diverse questions in biology. In 1997, two of the most valuable invertebrate model organisms to date – C. elegans and Drosophila – were found to be much more closely related to each other than expected. C. elegans and Drosophila belong to the nematodes and arthropods respectively, and these two phyla and six other phyla make up a clade of molting animals referred to as the Ecdysozoa. The other ecdysozoan phyla could be valuable models for comparative biology, taking advantage of the rich and continual sources of research findings as well as tools from both C. elegans and Drosophila. But when the Ecdysozoa was first recognized, few tools were available for laboratory studies in any of these six other ecdysozoan phyla. In 1999 I began an effort to develop tools for studying one such phylum, the tardigrades. Here, I describe how the tardigrade species Hypsibius exemplaris and tardigrades more generally have emerged over the past two decades as valuable new models for answering diverse questions. To date, these questions have included how animal body plans evolve and how biological materials can survive some remarkably extreme conditions.

scholarly journals Promoting Creativity at Work – Implications for Scientific Creativity

2018 ◽  
Vol 26 (S1) ◽  
pp. S91-S99 ◽  
Author(s):  
Sandra Ohly
Keyword(s):  
Organizational Climate ◽  
Creative Thinking ◽  
Organizational Factors ◽  
Scientific Creativity ◽  
Daily Work ◽  
Organizational Creativity ◽  
Research Findings ◽  
The Rich ◽  
High Level ◽  
Organizational Procedures

Creativity is the generation of novel and useful ideas. Organizations, including universities and other research institutions, need to develop novel and useful products to satisfy constantly evolving customer needs. Furthermore, organizational procedures and processes develop over time, and continuous improvements in processes contribute to organizational efficiency. Thus, the development of novel and useful ideas in relation to products, procedures and services is mandated from many employees in modern organizations, including researchers and scientists. This creativity can take on many different forms, for example unconventional solutions to a wide variety of problems related to research, teaching and administration. Because many of these problems are comparable to that of workers in all kinds of jobs, I believe it is possible to draw on the rich knowledge in the field of organizational creativity to provide some insights into how to foster scientific creativity. The work of researchers and scientists is in many ways comparable to that of knowledge workers in other kinds of organizations: they are high-level employees who apply knowledge to do their work, oftentimes using creative thinking. A rich body of literature has dealt with creativity in these jobs where creativity is a core requirement, and has examined the organizational factors related to creativity. Before I summarize this research and highlight some important research findings concerning the rewards for creativity, the design of jobs, the processes leading to creativity, the organizational climate, and daily work events associated with creativity, I will disentangle different forms of creativity at work and describe a general model of creativity in the context of work.

Religion and belief in Religious Education

2020 ◽  
pp. 43-60
Author(s):  
Adam Dinham ◽  
Alp Arat ◽  
Martha Shaw
Keyword(s):  
Religious Education ◽  
Early 21St Century ◽  
Ordinary Life ◽  
Belief Learning ◽  
Research Findings ◽  
Massive Change ◽  
The Rich ◽  
Education Act ◽  
Other World ◽  
The Right

This chapter evaluates religious education. Under the Education Act 1944, it is a requirement in English law that learning about religion and belief must take place in all state-maintained schools, including those in reception classes and sixth forms. During the period up until 1988, teaching was almost entirely based on a Christian, scriptural approach, though increasingly with consideration of the other 'world religions'. The requirement for religious education of a 'Christian character', the notion of 'six main religions', the continuing mandate for a daily act of collective worship, the right to withdraw, and massive change in the real religion and belief landscape suggest that, in relation to religion and belief, we have a mid-20th-century settlement for an early-21st-century reality. This is likely to both reflect and reproduce a lack of religion and belief literacy among school leavers, who are confused by the religion and belief messages communicated in schools and, by extension, in wider society. Ultimately, based on the research findings, religion and belief learning should be concerned with preparing students for the practical task of engagement with the rich variety of religion and belief encounters in everyday, ordinary life.

scholarly journals Picturebooks: an effective tool to encourage children's English L2 oral production

2019 ◽  
Vol 10 ◽  
pp. 243-261 ◽  
Author(s):  
Teresa Fleta
Keyword(s):  
Oral Language ◽  
English Learners ◽  
Analytical Framework ◽  
Communicative Interaction ◽  
Communicative Skills ◽  
Syntactic Development ◽  
Child Language Acquisition ◽  
Research Findings ◽  
Oral Language Skills ◽  
The Rich

The purpose of this research-to-practice paper is to delve deeper into the rich potential of picturebooks for eliciting children’s spontaneous speech production during face-to-face conversational interaction. Specifically, it analyses how children apply their existing communicative skills during exposure to the non-textual elements of picturebooks. This in turn enables to get wider understanding of how children learn and use English L2 at an early bilingual immersion school. The study examines the oral narrative production of Spanish-speaking English learners in an early bilingual immersion school. The analytical framework of the study is influenced by studies in the field of child language acquisition. The data are drawn from a 2.5 years longitudinal study of four children (aged 4-5 years at the first recording) from four different classrooms. The conversational interactions created by looking and talking about picturebook illustrations were audio-recorded and the utterances obtained through spontaneous elicitation were transcribed and analysed for emerging syntactic production and for communication strategies. Data analysis provides information on spontaneous oral created language which reflects children’s underlying linguistic competence influenced partly by the learning setting, by the type of input and by the amount of exposure time. Research findings reveal how children use illustrations as a language scaffold and how the English oral language skills develop over time for syntactic development. These findings suggest that picturebooks and even more, picturebook illustrations are ideal tools to elicit oral language from children as well as to support natural acquisition of language. Based on the research findings of this study and on observation of how picturebooks lend themselves to build children’s existing communicative skills, the paper provides several hints to maximize communicative interaction in the young learner’s classroom.

scholarly journals Ages and Stages: creative participatory research with older people

2018 ◽  
pp. 43-64
Author(s):  
Miriam Bernard ◽  
Jill Rezzano ◽  
the Ages and Stages Theatre Company
Keyword(s):  
Older People ◽  
Participatory Research ◽  
Creative Process ◽  
Research Programme ◽  
Logical Approach ◽  
Whole Process ◽  
Artistic Medium ◽  
Research Findings

This chapter examines a creative participatory research programme which highlights the benefits of theatre engagement for older people. Creative participatory research of this nature has a number of benefits and challenges. First, this kind of research places older people very much at the centre as opposed to simply being respondents to surveys and interviews. Second, using the artistic medium — namely, theatre and drama — in which the researchers were working to ‘show’ rather than just describe or write up the research findings was a logical approach to take. Third, there are, of course, challenges for everyone involved: the whole process is a risky one. Ultimately, the benefit of this approach is that it recognises, acknowledges, and enhances the skills and abilities that older people have; captures and conveys some of the less tangible aspects of experience and participation; and shows audiences something of the actual creative process.

What Does Evidence-Based Practice Mean to You? A Follow-Up Study Examining School-Based Speech-Language Pathologists' Perspectives on Evidence-Based Practice

2020 ◽  
Vol 29 (2) ◽  
pp. 688-704
Author(s):  
Katrina Fulcher-Rood ◽  
Anny Castilla-Earls ◽  
Jeff Higginbotham
Keyword(s):  
Clinical Practice ◽  
Research Evidence ◽  
Evidence Based Practice ◽  
Evidence Based ◽  
Clinical Expertise ◽  
Speech Language Pathologists ◽  
School Based ◽  
Research Findings ◽  
Ebp Implementation

Purpose The current investigation is a follow-up from a previous study examining child language diagnostic decision making in school-based speech-language pathologists (SLPs). The purpose of this study was to examine the SLPs' perspectives regarding the use of evidence-based practice (EBP) in their clinical work. Method Semistructured phone interviews were conducted with 25 school-based SLPs who previously participated in an earlier study by Fulcher-Rood et al. 2018). SLPs were asked questions regarding their definition of EBP, the value of research evidence, contexts in which they implement scientific literature in clinical practice, and the barriers to implementing EBP. Results SLPs' definitions of EBP differed from current definitions, in that SLPs only included the use of research findings. SLPs seem to discuss EBP as it relates to treatment and not assessment. Reported barriers to EBP implementation were insufficient time, limited funding, and restrictions from their employment setting. SLPs found it difficult to translate research findings to clinical practice. SLPs implemented external research evidence when they did not have enough clinical expertise regarding a specific client or when they needed scientific evidence to support a strategy they used. Conclusions SLPs appear to use EBP for specific reasons and not for every clinical decision they make. In addition, SLPs rely on EBP for treatment decisions and not for assessment decisions. Educational systems potentially present other challenges that need to be considered for EBP implementation. Considerations for implementation science and the research-to-practice gap are discussed.

Poor and Hidden Among the Rich and Not So Rich

PsycCRITIQUES ◽  
2006 ◽  
Vol 51 (49) ◽  
Author(s):  
Patricia M. Berliner
Keyword(s):  
The Rich
Sign in / Sign up

Export Citation Format

Share Document