[1] Elul. Yamim Noraʼim. Sukot -- [2] Pesaḥ. Shevuʻot. Galut u-geʼulot. Ḥanukah. Purim.

ḥeleḳ 1. Kolel azharot ṿe-liḳuṭe dinim neḥutsim mi-Shu. ʻa. ṿe-aḥaronim ... -- ḥeleḳ 2. Ka-n.l. be-hosafat harbeh segulot le-yirʼat Shamayim ule-farnasah ... .

The Monographs produced by the International Agency for Research on Cancer (IARC) apply rigorous procedures for the scientific review and evaluation of carcinogenic hazards by independent experts. The Preamble to the IARC Monographs, which outlines these procedures, was updated in 2019, following recommendations of a 2018 expert Advisory Group. This article presents the key features of the updated Preamble, a major milestone that will enable IARC to take advantage of recent scientific and procedural advances made during the 12 years since (...) the last Preamble amendments. The updated Preamble formalizes important developments already being pioneered in the Monographs Programme. These developments were taken forward in a clarified and strengthened process for identifying, reviewing, evaluating and integrating evidence to identify causes of human cancer. The advancements adopted include strengthening of systematic review methodologies; greater emphasis on mechanistic evidence, based on key characteristics of carcinogens; greater consideration of quality and informativeness in the critical evaluation of epidemiological studies, including their exposure assessment methods; improved harmonization of evaluation criteria for the different evidence streams; and a single-step process of integrating evidence on cancer in humans, cancer in experimental animals and mechanisms for reaching overall evaluations. In all, the updated Preamble underpins a stronger and more transparent method for the identification of carcinogenic hazards, the essential first step in cancer prevention. (shrink)

The book provides a deep account of the use of computational thinking (CT) skills in education, with a focus on individual, social and cultural elements, and dives into issues foregrounding CT skills. Although the chapters of the book provide important educational and practical implications for the reader, methodological choices and the lack of theoretical connections of CT concepts curtail the use of CT skills in education, from a constructionist view.

This article is an attempt to construct a new approach to and narrative of early Ottoman conquests in Thrace in the 1360s and 1370s. It argues that the so-called second capital of the Ottomans, Adrianople (Edirne), was conquered three times through a detailed evaluation of known, neglected, or unknow sources. The second conquest was almost certainly by frontier lords who conquered the city for their own interests. At the same time, the article challenges the unilinear rise paradigm within the Ottoman (...) studies. It showcases that, in the given period, the political arena between Ottomans, Byzantines, and other Turkish lords was open to various contingencies and dominated through constant negotiations among various parties. The practices of conquest, loss, and reconquest by those various parties determined the color of struggles not only in the case of Adrianople but also various other Thracian towns. The article finally sheds light on the role of a suppressed group of frontier lords who had their own political claims and agenda, betimes contrary to the Ottoman center. In the final analysis, this is an attempt to understand how new historical reconstructions may open up ways to conceptualize the political and social nature of the region in this period. (shrink)

ABSTRACT There is growing interest in epistemic injustice and its connection to education. However, the relation between social studies and epistemic injustice has not yet been adequately explored and this topic has been given insufficient attention by social studies educators. But it is regarded as an important resource for students who are socially disadvantaged to render their experiences intelligible. However, due to its unique status, it has also been an effective tool for those who are in power and want to (...) maintain social inequalities. For that reason, social studies is the subject most likely to give rise to epistemic injustice in the classroom. In this paper, we address this issue that is currently coming to the fore in social studies. We argue that cultivating moral sensitivity plays a substantive role in overcoming epistemic injustice and this cultivation comes with shaping student’s schemas by integrating the interpretive resources into social studies. (shrink)

ABSTRACT There is growing interest in epistemic injustice and its connection to education. However, the relation between social studies and epistemic injustice has not yet been adequately explored and this topic has been given insufficient attention by social studies educators. But it is regarded as an important resource for students who are socially disadvantaged to render their experiences intelligible. However, due to its unique status, it has also been an effective tool for those who are in power and want to (...) maintain social inequalities. For that reason, social studies is the subject most likely to give rise to epistemic injustice in the classroom. In this paper, we address this issue that is currently coming to the fore in social studies. We argue that cultivating moral sensitivity plays a substantive role in overcoming epistemic injustice and this cultivation comes with shaping student’s schemas by integrating the interpretive resources into social studies. (shrink)

The question of whether knowledge is definable in terms of belief, which has played an important role in epistemology for the last 50 years, is studied here in the framework of epistemic and doxastic logics. Three notions of definability are considered: explicit definability, implicit definability, and reducibility, where explicit definability is equivalent to the combination of implicit definability and reducibility. It is shown that if knowledge satisfies any set of axioms contained in S5, then it cannot be explicitly defined in (...) terms of belief. S5 knowledge can be implicitly defined by belief, but not reduced to it. On the other hand, S4.4 knowledge and weaker notions of knowledge cannot be implicitly defined by belief, but can be reduced to it by defining knowledge as true belief. It is also shown that S5 knowledge cannot be reduced to belief and justification, provided that there are no axioms that involve both belief and justification. (shrink)

_ Source: _Volume 24, Issue 1, pp 1 - 30 Naḥmanides’ commentary on the Torah, in which he combined literal, midrashic, and kabbalistic comments side by side, is one of the best known and most influential exegetical works of the Middle Ages. This article concentrates on the esoteric exegesis in this commentary and argues that Naḥmanides’ kabbalistic interpretation employs two types of exegesis—_perush_ and _remez_—each of which represents a separate hermeneutic approach and thus a different reading of the biblical text. (...) Focusing on the innovative and less familiar _remez_ approach, the article describes its essence, characteristics, and the historical context of its emergence. (shrink)

This article explores the ascetic tendencies of Naḥmanides as reflected in his oeuvre as a whole, including his halakhic, kabbalistic, exegetical, and philosophical output. A close examination of Naḥmanides’s kabbalistic commentary to a talmudic sugiya concerning the differences between oaths and vows uncovers the austere and ascetic ethos in his teaching and its central place in his religious world. This perspective is linked to the nature of human beings and the human soul, the relationship between body and psyche, the meaning (...) of life and the overcoming of death, and the status of the Torah and the connection between observance of the commandments and the voluntary hasidic ethos. (shrink)

The aim of this paper is two-fold: firstly, to argue for the claim that the two problems of geometry presented in the Meno seems to be connected to each other, and secondly, to offer, in connection with the first claim, a conjecture concerning the nature of the second problem of geometry brought up in the dialogue at 86e. This paper offers, in particular, a historical reconstruction of how we should understand this problem of construction in geometry.

The aim of this paper is two-fold: firstly, to argue for the claim that the two problems of geometry presented in the Meno seem to be connected to each other, and secondly, to offer, in connection with the first claim, a conjecture concerning the nature of the second problem of geometry brought up in the dialogue at 86e. This paper offers, in particular, a historical reconstruction of how we should understand this problem of construction in geometry.

kerekh 1. Mifṿan maʼamarim meratḳim meha-ḥayim ha-yom yomiyim ha-medabrim el ha-lev ṿe-lo notnim la-hizdamnut la-ḥalof mi-beli le-hashʼir ṭaʻam shel ʻod.

Existentialism and Sociology is the first work to systematically and critically analyze the existential ideas of Jean-Paul Sartre and to demonstrate their importance and connection to central sociological categories found in the theories of Weber, Durkheim, Freud, Mead, and others.

In chapter one I cover the basic concepts developed in Being and Nothingness, notable those of "temporality," "negation," "anguish" and "bad faith." In chapter two I move from the individual as the center of free action, to the individual in relation to the Other. In chapter three I attempt to unify the perspectives in the first two chapter and present a theory of action. In chapter four I introduce the reader to the Critique and establish its thematic links with Being (...) and Nothingness. In chapter five I analyze the ramifications of the concept of the practico-inert, which, for Sartre, is inseparable from human sociality. In chapter six I deal with the concept of organization, which refers to the contradictions within the social group as it moves into advanced stages of social integration. In chapter seven I cover the concepts of power and authority. Chapter eight deals with the idea of dialectical humanism and highlights essential concepts in the work by way of concluding it. --Introduction. (shrink)

Dans son influent Proofs and Refutations (Preuves et Réfutations), Lakatos introduit les méthodes de preuves et de réfutations en discutant l’histoire et le développement de la formule V — E+F = 2 d’Euler pour les polyèdres en 3 dimensions. Lakatos croyait, en effet, que l’histoire du polyèdre présentait un bon exemple pour sa philosophie et sa méthodologie des mathématiques, incluant la géométrie. Le présent travail met l’accent sur les propriétés mathématiques et topologiques qui sont incorporées dans l’approche méthodologique de Lakatos. (...) Pour chaque exemple et contre-exemple utilisé par Lakatos, nous présenterons brièvement sa contrepartie topologique, ce qui nous permettra de présenter les fondations et les motivations mathématiques derrière sa philosophie de la méthodologie des mathématiques et finalement, par ce fait même, nous développerons certaines intuitions sur le fonctionnement de ses notions d’heuristique négative et d’heuristique positive. (shrink)

Dans son influent Proofs and Refutations (Preuves et Réfutations), Lakatos introduit les méthodes de preuves et de réfutations en discutant l’histoire et le développement de la formule V — E+F = 2 d’Euler pour les polyèdres en 3 dimensions. Lakatos croyait, en effet, que l’histoire du polyèdre présentait un bon exemple pour sa philosophie et sa méthodologie des mathématiques, incluant la géométrie. Le présent travail met l’accent sur les propriétés mathématiques et topologiques qui sont incorporées dans l’approche méthodologique de Lakatos. (...) Pour chaque exemple et contre-exemple utilisé par Lakatos, nous présenterons brièvement sa contrepartie topologique, ce qui nous permettra de présenter les fondations et les motivations mathématiques derrière sa philosophie de la méthodologie des mathématiques et finalement, par ce fait même, nous développerons certaines intuitions sur le fonctionnement de ses notions d’heuristique négative et d’heuristique positive. (shrink)