Nineteenth-century optical toys that showcase illusions of motion such as the phenakistoscope, zoetrope, and praxinoscope, have enjoyed active “afterlives” in the twentieth and twenty-first centuries. Contemporary incarnations of the zoetrope are frequently found in the realms of fine art and advertising, and they are often much larger than their nineteenth-century counterparts. This article argues that modern-day optical toys are able to conjure feelings of wonder and spectacle equivalent to their nineteenth-century antecedents because of their adjustment in scale. Exploring a range (...) of contemporary philosophical toys found in arts, entertainment, and advertising contexts, the article discusses various technical adjustments made to successfully “scale up” optical toys, including the replacement of hand-spun mechanisms with larger sources of motion and the use of various means such as architectural features and stroboscopic lights to replace traditional shutter mechanisms such as the zoetrope’s dark slots. Critical consideration of scale as a central feature of these installations reconfigures the relationship between audience and device. Large-scale adaptations of optical toys revise the traditional conception of the user, who is able to tactilely manipulate and interact with the apparatus, instead positing a viewer who has less control over the illusion’s operation and is instead a captive audience surrounded by the animation. It is primarily through their adaptation of scale that contemporary zoetropes successfully elicit wonder as scientific spectacles from their audiences today. (shrink)

In this paper, we analyze some of the policies implemented by Mexico, a country that has not pursued a total lockdown, although it has implemented different partial confinement policies. Such approach to the confinement has been criticized by some authors as morally inappropriate. Our focus is to show that cultural, political and economic conditions shape the governmental response to the pandemic. While these can be judged on the basis of their efficiency, it seems to us that underlying principles are also (...) ethically acceptable. (shrink)

This book is a good example of the contribution a clear conceptual analysis can make to highlighting and clarifying problematic thinking about real issues in education. In the literature there are different claims of varying strength and plausibility which require very careful sorting. David Carr demonstrates such careful sorting in the difficult field of ethics and maps some paths for fruitful thinking about professionalism in teaching. &lsquoThe distinctions of Peters and others between education and teaching, theory and practice, and intrinsic (...) and instrumental value, stand in need of more careful mapping and refinement&rsquo which could enable us to steer clear of &lsquoeducationally pernicious conclusions&rsquo . Carr succeeds in doing just this.;This book is a good example of the contribution a clear conceptual analysis can make to highlighting and clarifying problematic thinking about real issues in education. In the literature there are different claims of varying strength and plausibility which require very careful sorting. David Carr demonstrates such careful sorting in the difficult field of ethics and maps some paths for fruitful thinking about professionalism in teaching. &lsquoThe distinctions of Peters and others between education and teaching, theory and practice, and intrinsic and instrumental value, stand in need of more careful mapping and refinement&rsquo which could enable us to steer clear of &lsquoeducationally pernicious conclusions&rsquo . Carr succeeds in doing just this.;This book is a good example of the contribution a clear conceptual analysis can make to highlighting and clarifying problematic thinking about real issues in education. In the literature there are different claims of varying strength and plausibility which require very careful sorting. David Carr demonstrates such careful sorting in the difficult field of ethics and maps some paths for fruitful thinking about professionalism in teaching. &lsquoThe distinctions of Peters and others between education and teaching, theory and practice, and intrinsic and instrumental value, stand in need of more careful mapping and refinement&rsquo which could enable us to steer clear of &lsquoeducationally pernicious conclusions&rsquo . Carr succeeds in doing just this.;This book is a good example of the contribution a clear conceptual analysis can make to highlighting and clarifying problematic thinking about real issues in education. In the literature there are different claims of varying strength and plausibility which require very careful sorting. David Carr demonstrates such careful sorting in the difficult field of ethics and maps some paths for fruitful thinking about professionalism in teaching. &lsquoThe distinctions of Peters and others between education and teaching, theory and practice, and intrinsic and instrumental value, stand in need of more careful mapping and refinement&rsquo which could enable us to steer clear of &lsquoeducationally pernicious conclusions&rsquo . Carr succeeds in doing just this.;This book is a good example of the contribution a clear conceptual analysis can make to highlighting and clarifying problematic thinking about real issues in education. In the literature there are different claims of varying strength and plausibility which require very careful sorting. David Carr demonstrates such careful sorting in the difficult field of ethics and maps some paths for fruitful thinking about professionalism in teaching. &lsquoThe distinctions of Peters and others between education and teaching, theory and practice, and intrinsic and instrumental value, stand in need of more careful mapping and refinement&rsquo which could enable us to steer clear of &lsquoeducationally pernicious conclusions&rsquo . Carr succeeds in doing just this.;This book is a good example of the contribution a clear conceptual analysis can make to highlighting and clarifying problematic thinking about real issues in education. In the literature there are different claims of varying strength and plausibility which require very careful sorting. David Carr demonstrates such careful sorting in the difficult field of ethics and maps some paths for fruitful thinking about professionalism in teaching. &lsquoThe distinctions of Peters and others between education and teaching, theory and practice, and intrinsic and instrumental value, stand in need of more careful mapping and refinement&rsquo which could enable us to steer clear of &lsquoeducationally pernicious conclusions&rsquo . Carr succeeds in doing just this.;This book is a good example of the contribution a clear conceptual analysis can make to highlighting and clarifying problematic thinking about real issues in education. In the literature there are different claims of varying strength and plausibility which require very careful sorting. David Carr demonstrates such careful sorting in the difficult field of ethics and maps some paths for fruitful thinking about professionalism in teaching. &lsquoThe distinctions of Peters and others between education and teaching, theory and practice, and intrinsic and instrumental value, stand in need of more careful mapping and refinement&rsquo which could enable us to steer clear of &lsquoeducationally pernicious conclusions&rsquo . Carr succeeds in doing just this.;This book is a good example of the contribution a clear conceptual analysis can make to highlighting and clarifying problematic thinking about real issues in education. In the literature there are different claims of varying strength and plausibility which require very careful sorting. David Carr demonstrates such careful sorting in the difficult field of ethics and maps some paths for fruitful thinking about professionalism in teaching. &lsquoThe distinctions of Peters and others between education and teaching, theory and practice, and intrinsic and instrumental value, stand in need of more careful mapping and refinement&rsquo which could enable us to steer clear of &lsquoeducationally pernicious conclusions&rsquo . Carr succeeds in doing just this.;This book is a good example of the contribution a clear conceptual analysis can make to highlighting and clarifying problematic thinking about real issues in education. In the literature there are different claims of varying strength and plausibility which require very careful sorting. David Carr demonstrates such careful sorting in the difficult field of ethics and maps some paths for fruitful thinking about professionalism in teaching. &lsquoThe distinctions of Peters and others between education and teaching, theory and practice, and intrinsic and instrumental value, stand in need of more careful mapping and refinement&rsquo which could enable us to steer clear of &lsquoeducationally pernicious conclusions&rsquo . Carr succeeds in doing just this.;This book is a good example of the contribution a clear conceptual analysis can make to highlighting and clarifying problematic thinking about real issues in education. In the literature there are different claims of varying strength and plausibility which require very careful sorting. David Carr demonstrates such careful sorting in the difficult field of ethics and maps some paths for fruitful thinking about professionalism in teaching. &lsquoThe distinctions of Peters and others between education and teaching, theory and practice, and intrinsic and instrumental value, stand in need of more careful mapping and refinement&rsquo which could enable us to steer clear of &lsquoeducationally pernicious conclusions&rsquo . Carr succeeds in doing just this.;This book is a good example of the contribution a clear conceptual analysis can make to highlighting and clarifying problematic thinking about real issues in education. In the literature there are different claims of varying strength and plausibility which require very careful sorting. David Carr demonstrates such careful sorting in the difficult field of ethics and maps some paths for fruitful thinking about professionalism in teaching. &lsquoThe distinctions of Peters and others between education and teaching, theory and practice, and intrinsic and instrumental value, stand in need of more careful mapping and refinement&rsquo which could enable us to steer clear of &lsquoeducationally pernicious conclusions&rsquo . Carr succeeds in doing just this.;This book is a good example of the contribution a clear conceptual analysis can make to highlighting and clarifying problematic thinking about real issues in education. In the literature there are different claims of varying strength and plausibility which require very careful sorting. David Carr demonstrates such careful sorting in the difficult field of ethics and maps some paths for fruitful thinking about professionalism in teaching. &lsquoThe distinctions of Peters and others between education and teaching, theory and practice, and intrinsic and instrumental value, stand in need of more careful mapping and refinement&rsquo which could enable us to steer clear of &lsquoeducationally pernicious conclusions&rsquo . Carr succeeds in doing just this.;This book is a good example of the contribution a clear conceptual analysis can make to highlighting and clarifying problematic thinking about real issues in education. In the literature there are different claims of varying strength and plausibility which require very careful sorting. David Carr demonstrates such careful sorting in the difficult field of ethics and maps some paths for fruitful thinking about professionalism in teaching. &lsquoThe distinctions of Peters and others between education and teaching, theory and practice, and intrinsic and instrumental value, stand in need of more careful mapping and refinement&rsquo which could enable us to steer clear of &lsquoeducationally pernicious conclusions&rsquo . Carr succeeds in doing just this.;This book is a good example of the contribution a clear conceptual analysis can make to highlighting and clarifying problematic thinking about real issues in education. In the literature there are different claims of varying strength and plausibility which require very careful sorting. David Carr demonstrates such careful sorting in the difficult field of ethics and maps some paths for fruitful thinking about professionalism in teaching. &lsquoThe distinctions of Peters and others between education and teaching, theory and practice, and intrinsic and instrumental value, stand in need of more careful mapping and refinement&rsquo which could enable us to steer clear of &lsquoeducationally pernicious conclusions&rsquo . Carr succeeds in doing just this.;This book is a good example of the contribution a clear conceptual analysis can make to highlighting and clarifying problematic thinking about real issues in education. In the literature there are different claims of varying strength and plausibility which require very careful sorting. David Carr demonstrates such careful sorting in the difficult field of ethics and maps some paths for fruitful thinking about professionalism in teaching. &lsquoThe distinctions of Peters and others between education and teaching, theory and practice, and intrinsic and instrumental value, stand in need of more careful mapping and refinement&rsquo which could enable us to steer clear of &lsquoeducationally pernicious conclusions&rsquo . Carr succeeds in doing just this.;This book is a good example of the contribution a clear conceptual analysis can make to highlighting and clarifying problematic thinking about real issues in education. In the literature there are different claims of varying strength and plausibility which require very careful sorting. David Carr demonstrates such careful sorting in the difficult field of ethics and maps some paths for fruitful thinking about professionalism in teaching. &lsquoThe distinctions of Peters and others between education and teaching, theory and practice, and intrinsic and instrumental value, stand in need of more careful mapping and refinement&rsquo which could enable us to steer clear of &lsquoeducationally pernicious conclusions&rsquo . Carr succeeds in doing just this.;This book is a good example of the contribution a clear conceptual analysis can make to highlighting and clarifying problematic thinking about real issues in education. In the literature there are different claims of varying strength and plausibility which require very careful sorting. David Carr demonstrates such careful sorting in the difficult field of ethics and maps some paths for fruitful thinking about professionalism in teaching. &lsquoThe distinctions of Peters and others between education and teaching, theory and practice, and intrinsic and instrumental value, stand in need of more careful mapping and refinement&rsquo which could enable us to steer clear of &lsquoeducationally pernicious conclusions&rsquo . Carr succeeds in doing just this.;This book is a good example of the contribution a clear conceptual analysis can make to highlighting and clarifying problematic thinking about real issues in education. In the literature there are different claims of varying strength and plausibility which require very careful sorting. David Carr demonstrates such careful sorting in the difficult field of ethics and maps some paths for fruitful thinking about professionalism in teaching. &lsquoThe distinctions of Peters and others between education and teaching, theory and practice, and intrinsic and instrumental value, stand in need of more careful mapping and refinement&rsquo which could enable us to steer clear of &lsquoeducationally pernicious conclusions&rsquo . Carr succeeds in doing just this.;This book is a good example of the contribution a clear conceptual analysis can make to highlighting and clarifying problematic thinking about real issues in education. In the literature there are different claims of varying strength and plausibility which require very careful sorting. David Carr demonstrates such careful sorting in the difficult field of ethics and maps some paths for fruitful thinking about professionalism in teaching. &lsquoThe distinctions of Peters and others between education and teaching, theory and practice, and intrinsic and instrumental value, stand in need of more careful mapping and refinement&rsquo which could enable us to steer clear of &lsquoeducationally pernicious conclusions&rsquo . Carr succeeds in doing just this.;This book is a good example of the contribution a clear conceptual analysis can make to highlighting and clarifying problematic thinking about real issues in education. In the literature there are different claims of varying strength and plausibility which require very careful sorting. David Carr demonstrates such careful sorting in the difficult field of ethics and maps some paths for fruitful thinking about professionalism in teaching. &lsquoThe distinctions of Peters and others between education and teaching, theory and practice, and intrinsic and instrumental value, stand in need of more careful mapping and refinement&rsquo which could enable us to steer clear of &lsquoeducationally pernicious conclusions&rsquo . Carr succeeds in doing just this.;This book is a good example of the contribution a clear conceptual analysis can make to highlighting and clarifying problematic thinking about real issues in education. In the literature there are different claims of varying strength and plausibility which require very careful sorting. David Carr demonstrates such careful sorting in the difficult field of ethics and maps some paths for fruitful thinking about professionalism in teaching. &lsquoThe distinctions of Peters and others between education and teaching, theory and practice, and intrinsic and instrumental value, stand in need of more careful mapping and refinement&rsquo which could enable us to steer clear of &lsquoeducationally pernicious conclusions&rsquo . Carr succeeds in doing just this.;This book is a good example of the contribution a clear conceptual analysis can make to highlighting and clarifying problematic thinking about real issues in education. In the literature there are different claims of varying strength and plausibility which require very careful sorting. David Carr demonstrates such careful sorting in the difficult field of ethics and maps some paths for fruitful thinking about professionalism in teaching. &lsquoThe distinctions of Peters and others between education and teaching, theory and practice, and intrinsic and instrumental value, stand in need of more careful mapping and refinement&rsquo which could enable us to steer clear of &lsquoeducationally pernicious conclusions&rsquo . Carr succeeds in doing just this.;This book is a good example of the contribution a clear conceptual analysis can make to highlighting and clarifying problematic thinking about real issues in education. In the literature there are different claims of varying strength and plausibility which require very careful sorting. David Carr demonstrates such careful sorting in the difficult field of ethics and maps some paths for fruitful thinking about professionalism in teaching. &lsquoThe distinctions of Peters and others between education and teaching, theory and practice, and intrinsic and instrumental value, stand in need of more careful mapping and refinement&rsquo which could enable us to steer clear of &lsquoeducationally pernicious conclusions&rsquo . Carr succeeds in doing just this.;This book is a good example of the contribution a clear conceptual analysis can make to highlighting and clarifying problematic thinking about real issues in education. In the literature there are different claims of varying strength and plausibility which require very careful sorting. David Carr demonstrates such careful sorting in the difficult field of ethics and maps some paths for fruitful thinking about professionalism in teaching. &lsquoThe distinctions of Peters and others between education and teaching, theory and practice, and intrinsic and instrumental value, stand in need of more careful mapping and refinement&rsquo which could enable us to steer clear of &lsquoeducationally pernicious conclusions&rsquo . Carr succeeds in doing just this.;This book is a good example of the contribution a clear conceptual analysis can make to highlighting and clarifying problematic thinking about real issues in education. In the literature there are different claims of varying strength and plausibility which require very careful sorting. David Carr demonstrates such careful sorting in the difficult field of ethics and maps some paths for fruitful thinking about professionalism in teaching. &lsquoThe distinctions of Peters and others between education and teaching, theory and practice, and intrinsic and instrumental value, stand in need of more careful mapping and refinement&rsquo which could enable us to steer clear of &lsquoeducationally pernicious conclusions&rsquo . Carr succeeds in doing just this.;This book is a good example of the contribution a clear conceptual analysis can make to highlighting and clarifying problematic thinking about real issues in education. In the literature there are different claims of varying strength and plausibility which require very careful sorting. David Carr demonstrates such careful sorting in the difficult field of ethics and maps some paths for fruitful thinking about professionalism in teaching. &lsquoThe distinctions of Peters and others between education and teaching, theory and practice, and intrinsic and instrumental value, stand in need of more careful mapping and refinement&rsquo which could enable us to steer clear of &lsquoeducationally pernicious conclusions&rsquo . Carr succeeds in doing just this.;This book is a good example of the contribution a clear conceptual analysis can make to highlighting and clarifying problematic thinking about real issues in education. In the literature there are different claims of varying strength and plausibility which require very careful sorting. David Carr demonstrates such careful sorting in the difficult field of ethics and maps some paths for fruitful thinking about professionalism in teaching. &lsquoThe distinctions of Peters and others between education and teaching, theory and practice, and intrinsic and instrumental value, stand in need of more careful mapping and refinement&rsquo which could enable us to steer clear of &lsquoeducationally pernicious conclusions&rsquo . Carr succeeds in doing just this. (shrink)

BackgroundThe emergence of artificial intelligence (AI) in medicine has prompted the development of numerous ethical guidelines, while the involvement of patients in the creation of these documents lags behind. As part of the European PROFID project we explore patient perspectives on the ethical implications of AI in care for patients at increased risk of sudden cardiac death (SCD).AimExplore perspectives of patients on the ethical use of AI, particularly in clinical decision-making regarding the implantation of an implantable cardioverter-defibrillator (ICD).MethodsSemi-structured, future scenario-based (...) interviews were conducted among patients who had either an ICD and/or a heart condition with increased risk of SCD in Germany (n = 9) and the Netherlands (n = 15). We used the principles of the European Commission’s Ethics Guidelines for Trustworthy AI to structure the interviews.ResultsSix themes arose from the interviews: the ability of AI to rectify human doctors’ limitations; the objectivity of data; whether AI can serve as second opinion; AI explainability and patient trust; the importance of the ‘human touch’; and the personalization of care. Overall, our results reveal a strong desire among patients for more personalized and patient-centered care in the context of ICD implantation. Participants in our study express significant concerns about the further loss of the ‘human touch’ in healthcare when AI is introduced in clinical settings. They believe that this aspect of care is currently inadequately recognized in clinical practice. Participants attribute to doctors the responsibility of evaluating AI recommendations for clinical relevance and aligning them with patients’ individual contexts and values, in consultation with the patient.ConclusionThe ‘human touch’ patients exclusively ascribe to human medical practitioners extends beyond sympathy and kindness, and has clinical relevance in medical decision-making. Because this cannot be replaced by AI, we suggest that normative research into the ‘right to a human doctor’ is needed. Furthermore, policies on patient-centered AI integration in clinical practice should encompass the ethics of everyday practice rather than only principle-based ethics. We suggest that an empirical ethics approach grounded in ethnographic research is exceptionally well-suited to pave the way forward. (shrink)

Bu makale, Sözde-Aristoteles’in Risâletü’t-Tüffâha veya Kitâbü’t-Tüffâha’sını (Lat. Liber de Pomo) tarihçesi, muh- temel yazarı ve yazmaları itibarıyla incelemekte, içeriği hakkında genel bir bakış sunmakta ve daha önce tahkikli neşri yapılmamış olan Arapça tam versiyonunun tahkikli neşrini içermektedir. Tahkikte, risalenin orijinal Arapça versiyonuna en yakın yazma nüshası esas alınmış ve ikinci bir tam nüsha ile karşılaştırma yapılmıştır. Makalede Risâletü’t-Tüffâha’nın ilk olarak Kindî-çevresinde Arapça telif edildiği, ardından Bâtınî-İsmâilî ve Hermetik gelenek- lerde alımlandığı ve hikemiyât literatüründe ve tabakat eserlerinde dolaşıma girdiği öne sürülmektedir. (...) Bununla birlikte, bilimsellik vurguları ve risalenin sözde bir eser olduğuna dair farkındalıkları sebebiyle Meşşâî filozoflara göre Risâletü’t-Tüffâha makbul bir risale değildir. Ayrıca, İbrânî-Latin geleneğinin risaleye ilgisi felsefenin Yahudi ve Hıristiyan toplumlarında kabul görmesini kolaylaştıracak şekilde Aristoteles’in tüm eserlerini alımlamaya yönelik geniş çaplı gayretlerinin bir parçası olduğu için dikkate değerdir. Sonuç olarak, Sözde-Aristoteles’in Risâletü’t-Tüf- fâha’sı felsefeyle dinin uzlaştırılmasını kolaylaştıran dinî-felsefî bir eser olup İslâm, Yahudi ve Hıristiyan çevrelerde özellikle bu nedenden dolayı dolaşıma girmiştir. (shrink)

In this article, Herrie and Sørensen examine the mediation of typing indicators (“…”) in online messaging. Their point of departure is a scene from the contemporary novel _Exciting Times_ by Naoise Dolan (2020), in which the ‘dots’ play a prominent role. Their analysis shows how typing indicators, as interface design, mediate the complex communication situation in which they take part: from being mere signals, they have slipped into our emotional lives. From a semiotic perspective (Charles S. Peirce), the authors define (...) typing indicators as _uncertain indices_ which through unknowability and suspense establish an attentional presence. In continuation hereof, the authors argue that the acts of writing and waiting in contemporary attentional ecologies (Yves Citton) through the mediation of typing indicators as indicators of attentional presence, could be considered a mode of caring (Bernard Stiegler). (shrink)

Kyrgyz people lived under the control of Soviet Union for about 70 years. During this time, they were forbidden to practice any kinds of religious duties. Their religious schools and mosques were closed or used for other aims rather than religious needs. In short, all kinds of religious freedom and practices were forbidden strictly. The aim was to bring up an atheistic people during the days of Soviet Union. However, when Kyrgyz people won their independence and established a new country, (...) all kinds of restrictions in terms of religion were abrogated and people began to establish their religious schools and mosques. While during the first years of independency of the country in 1991, there were only 39 mosques, as of 2018 there are nearly 3,000 mosques in the country. In addition to the increase of mosques, the number of people going to mosques also increases day by day. This article examines mainly the development of religious freedom in terms of legal aspect from the beginning of the establishment of the country to our time; the legal statues, functions, and duties of State Commission for Religious Affairs and Religious Office of Kyrgyzstan Muslims, and as common religious educational places mosques, religious activities done at mosques, the factors effecting these activities negatively.Summary: Kyrgyz Turks are one of the most ancient tribes in Central Asia. Although there are various views and knowledge about the religious life and the process of Islamization of them in various sources, there is no doubt that one of the most important elements which shapes Kyrgyz culture and social life is Islam. Even though they continued the activities of Islamic education and training under the rule of many nations thorough the history, all activities of religious education were tried to be forgotten and religion was removed from daily life under the Soviet communist regime. However, with the establishment of the Republic of Kyrgyz based on the secular and democratic bases on 31 August 1991, Muslim people showed a great effort and endeavor to open some institutions where they could live their religion, perform their religious duties, and teach religious and moral values for people. After the declaration of independence, with the enacting of “Freedom of Faith and Religious Institutions” on 16 December 1991 which was one of the first enacting laws, very important developments happened in terms of both formal and informal education. Some knowledge concerning Islam is given in some culture courses and “Religious Office of Kyrgyzstan Muslims” was created for meeting all kinds of religious needs of Muslims in the country in 1993. With the establishment of the “State Commission for Religious Affairs” in 1996, some new legal regulations were made. Thus the state’s policy about religious education and teaching gained a new dimension. During this process, the state faced some problems concerning developments in religious education. Although some of these problems have been solved legally, there are still many problems about religious education today. Since the independency until now, there have been many researches as articles, books, master theses and doctorate dissertations about various fields of religious education, religion-state relations, religious institutions, course books and their curriculums. However, a great majority of these studies belong to religion-state relations and the field of formal religious education. There aren’t any academic studies or research about mosques and imams that concern the great majority of the country population. In fact, from the point of religious education, common or informal religious education is as extremely important as formal religious education. For the mosques that are one of the most important institutions of common religious education are spread to the most remote corner of the country and serve for all people of different ages for the whole year. The effects of common religious education increase day by day. While there were just 33 mosques in 1933, there were 39 mosques in the independency year of 1991, as of 2018 this number has risen to 2830. Relating the imams who work at mosques, it is not possible to speak about a systematic structure. Since imams are generally graduated from madrasas, their educational levels are very low. As they have not enough financial support and highly educated teachers, they cannot give good education to their students and cannot adopt themselves to the modern educational levels in teaching religious issues. In order to solve this problem, Muftiyat either sends students to abroad or gives in service trainings for imams. Another important problem in relation to imams is the way of assignment. There is no criterion for assignment of imams. They are not designated by the Muftiyat, but it just legitimizes those imams who are chosen by congregation. Imams receive neither any salary from the Muftiyat, nor they have any social assurance. They work either voluntary or their incomes are paid by people. Although all of these negative conditions, mosques and imams have a great importance on Kyrgyz people’s education, culture, worship, and moral teaching. It can be said that there are two kinds of education at mosques and masjids. One of these is “moldos”, some men of religion who gather students and give some religious knowledge without following any curriculum. Although some of them take education from some Arabic countries or Pakistan, their educational level is very low and cannot recite even the Qur’an correctly. In addition, they have very little knowledge about pedagogy and religious themes, and they have not enough educational experience. The second type of education at mosques and masjids is carried out through Friday sermons and preaching. However, this is not an effective way in giving religious education. Because the way in which the Friday sermon is given is not appropriate as a good teaching method. As the sermons are done in Arabic, there is no effective communication between the imam and the congregation. However, Friday sermons and preaching are very important for people’s religious education and socialization. This article firstly deals with the developments in religion in the times of freedom of the country, secondly, it examines the institution of Muftiyat to which all mosques are adhered and “State Commission for Religious Affairs” that register the mosques which the Muftiyat approves, and lastly gives information about mosques and their congregations in the country. (shrink)

This article aims to give an overview of Jewish archives and archival sources in Denmark, Finland, Norway, and Sweden. Besides describing significant existing collections, the article looks into ongoing archival projects, digitizing and infrastructure programs, and maps out future challenges.

Thoughts of Muḥammad Mujtahid Shabistarī and Naṣr Ḥāmid Abū Zayd about Quranic hermeneutics and philosophy.

Views of Sir Muhammad Iqbal, 1877-1938 on education.

As Cohen (2023) describes, the discourse around ChatGPT has been focused on potential risks while AI-based chatbots could also positively empower patients. There are other potential benefits to Cha...

Cet article est un récit analytique basé sur des témoignages primaires concernant le Mouvement des Académies Solidaires qui a émergé à la suite des purges des Académiciens de la Paix en Turquie. Il examine le Mouvement sous l’angle de la signification et de la possibilité d’une subjectivité académique révolutionnaire, montre son originalité académique et organisationnelle, et analyse son déclin face aux problèmes auxquels il est confronté. Les Académies Solidaires, en tant qu’initiatives radicales qui transcendent la légalité existante, ont créé des (...) environnements de connaissance et d’apprentissage en commun, mais elles ont régressé parce qu’elles n’ont pas pu transformer cette expérience en un projet capable de résoudre les problèmes d’organisation interne et de relation avec l’environnement social. (shrink)

Developments in medical big data analytics may bring societal benefits but are also challenging privacy and other ethical values. At the same time, an overly restrictive data protection regime can form a serious threat to valuable observational studies. Discussions about whether data privacy or data solidarity should be the foundational value of research policies, have remained unresolved. We add to this debate with an empirically informed ethical analysis. First, experiences with the implementation of the General Data Protection Regulation (GDPR) within (...) a European research consortium demonstrate a gap between the aims of the regulation and its effects in practice. Namely, strictly formalised data protection requirements may cause routinisation among researchers instead of substantive ethical reflection, and may crowd out trust between actors in the health data research ecosystem; while harmonisation across Europe and data sharing between countries is hampered by different interpretations of the law, which partly stem from different views about ethical values. Then, building on these observations, we use theory to argue that the concept of trust provides an escape from the privacy-solidarity debate. Lastly, the paper details three aspects of trust that can help to create a responsible research environment and to mitigate the encountered challenges: trust as multi-agent concept; trust as a rational and democratic value; and trust as method for priority setting. Mutual cooperation in research—among researchers and with data subjects—is grounded in trust, which should be more explicitly recognised in the governance of health data research. (shrink)

Review of UNCERTAIN ARCHIVES: CRITICAL KEYWORDS FOR BIG DATA EDITED BY NANNA BONDE THYLSTRUP, DANIELA AGOSTINHO, ANNIE RING, CATHERINE D’IGNAZIO AND KRISTIN VEEL CAMBRIDGE: THE MIT PRESS, 2021. 640 PAGES ISBN: 9780262539883.

Machine learning systems have shown great potential for performing or supporting inferential reasoning through analyzing large data sets, thereby potentially facilitating more informed decision-making. However, a hindrance to such use of ML systems is that the predictive models created through ML are often complex, opaque, and poorly understood, even if the programs “learning” the models are simple, transparent, and well understood. ML models become difficult to trust, since lay-people, specialists, and even researchers have difficulties gauging the reasonableness, correctness, and reliability (...) of the inferences performed. In this article, we argue that bridging this gap in the understanding of ML models and their reasonableness requires a focus on developing an improved methodology for their creation. This process has been likened to “alchemy” and criticized for involving a large degree of “black art,” owing to its reliance on poorly understood “best practices”. We soften this critique and argue that the seeming arbitrariness often is the result of a lack of explicit hypothesizing stemming from an empiricist and myopic focus on optimizing for predictive performance rather than from an occult or mystical process. We present some of the problems resulting from the excessive focus on optimizing generalization performance at the cost of hypothesizing about the selection of data and biases. We suggest embedding ML in a general logic of scientific discovery similar to the one presented by Charles Sanders Peirce, and present a recontextualized version of Peirce’s scientific hypothesis adjusted to ML. (shrink)

In this article, we use the theory of Information Ethics to argue that deceased people have a prima facie moral right to privacy in the context of health data research, and that this should be reflected in regulation and guidelines. After death, people are no longer biological subjects but continue to exist as informational entities which can still be harmed/damaged. We find that while the instrumental value of recognising post-mortem privacy lies in the preservation of the social contract for health (...) research, its intrinsic value is grounded in respect for the dignity of the post-mortem informational entity. However, existing guidance on post-mortem data protection is available only in the context of genetic studies. In comparing the characteristics of genetic data and other health-related data, we identify two features of DNA often given as arguments for this genetic exceptionalism: relationality and embodiment. We use these concepts to show that at the appropriate Level of Abstraction, there is no morally relevant distinction between posthumous genetic and other health data. Thus, genetic data should not automatically receive special moral status after death. Instead we make a plea for ‘contextual exceptionalism’. Our analysis concludes by reflecting on a real-world case and providing suggestions for contextual factors that researchers and oversight bodies should take into account when designing and evaluating research projects with health data from deceased subjects. (shrink)

Cluster growth models are utilized for a wide range of scientific and engineering applications, including modeling epidemics and the dynamics of liquid propagation in porous media. Invasion percolation is a stochastic branching process in which a network of sites is getting occupied that leads to the formation of clusters. The occupation of sites is governed by their resistance distribution; the invasion annexes the sites with the least resistance. An iterative cluster growth model is considered for computing the expected size and (...) perimeter of the growing cluster. A necessary ingredient of the model is the description of the mean perimeter as the function of the cluster size. We propose such a relationship for the site square lattice. The proposed model exhibits the expected phase transition of percolation models, i.e., it diverges at the percolation threshold p c. We describe an application for the porosimetry percolation model. The calculations of the cluster growth model compare well with simulation results. (shrink)

Effectiveness of implementation of any educational innovations can not be complete without considering their cost, expense, return and so on. In the modern pedagogical discourse issue concerning those processes is covered by the concept of economic of education. As for the economic aspects of education informatization it mainly refers to the introduction of efficiency in the educational sphere of computer technology, information and multimedia technologies, software and more. In the article the substantive examination review of forming and development of economy (...) of education in a globalizing world is proposed. (shrink)

The present study was designed to verify hypothesized predictor effects for five anger-related variables, i.e. trait anger, anger expression-out, anger expression-in, anger control-out, and anger-control-in. A sample of 138 students completed measures for FFM personality traits, self-esteem, shyness, and anger. The study confirmed the effects of neuroticism and agreeableness as being the chief personality predictors of anger; however, for the domain of anger expression-in, an unexpected role of extraversion was revealed. Furthermore, introducing self-esteem and shyness changed some effects of FFM (...) traits. Entering self-esteem as an additional predictor improved the predictability of anger control-in. Additionally, a mediation effect of shyness was revealed for the relation between extraversion and anger expression-in. (shrink)