This longitudinal case study aimed to investigate the development of emergent literacy skills of a child with hearing loss was carried out in a research and application centre which provides full-t...

Recent research on consumer social responsibility highlights the need to examine psychological drivers of environmentally-friendly consumption choices in a global context. This article investigates consumers’ willingness to pay more for environmentally-friendly products across 28 European Union countries, using a sample of 21,514 consumers. A multigroup structural equation modeling analysis reveals significantly different patterns and relationships, in how subjective knowledge about the product's environmental impact, environmental product attitudes, and the perceived importance of the products’ environmental impact influence consumers’ WTP more for (...) environmentally-friendly products across countries. The hypothesized model predicts WTP for 20 out of 28 countries and the findings show that a “one-size-fits-all” approach is inadequate in capturing the heterogeneity of EU consumers. Hosfstede's cultural dimensions of uncertainty tolerance and individualism explain differences in WTP for environmentally-friendly products across EU countries. Business, marketing communications, and policy making implications are discussed. (shrink)

Leisure time is a time frame which is not included in work and study, does not require any social responsibilities and can be used by a person's own will and voluntarily. An individual manages this time through various recreational activities with his own preference and tendencies. The teaching profession is a special service area. The aim of this study is to determine how teachers, who are affected by negative conditions such as stress, fatigue and monotony in business life, make use (...) of leisure time, and the effects of activities they participate on life happiness and job performance. For this purpose, 1604 teachers working in Karesi and Altıeylül districts in Balıkesir province constitute the target population of the study. According to the sample calculation (0.05 error margin), it has been found sufficient to conduct surveys with 310 teachers. A questionnaire has been applied to 450 teachers and 400 questionnaires have been evaluated. In the study, Recreation activities participation form has been used to collect data, the Oxford Happiness Questionnaire has been used to measure the happiness of the participants and the scale developed by LIT (Lamar Institute of Tecnology, 2009) has been used for performance.According to the findings of the study, it has been determined that the teachers are more interested in activities in the 'other activities' category such as video games, chess, watching television, surfing on the internet, board and card games, magazines and newspapers, attending club meetings, there is a weak positively relationship between recreation activities and happiness and happiness affects job performance. (shrink)

Çıkarım, en genel anlamıyla, verili önermelerden bir sonuç önermesi elde etmektir. Verili önerme bir tane olduğunda, bu önermeden yola çıkarak bir sonuç önermesi elde etmeye doğrudan çıkarım denir. Verili önerme sayısı birden çok olduğunda ve sonucun elde edilmesi bu verili önermeler arasında bir bağlantı kurmayı gerektirdiğinde çıkarıma dolaylı çıkarım denir. Bu çalışma, klasik mantıkta bir önermenin eşdeğeri veya karşıtının doğruluk değerini saptamak üzere ortaya konulmuş doğrudan çıkarımlar ile ilgilidir. Çalışmanın amacı, üç temel doğrudan çıkarım türünden hareketle yeni doğrudan çıkarım türleri (...) ortaya koymaktır. Bu amaçla öncelikle, iki temel çıkarım türü olarak ele alınan dolaylı ve doğrudan çıkarımların ne olduğu incelenecek, daha sonra mevcut doğrudan çıkarım türlerinin neler olduğu ele alınacaktır. Ardından bu doğrudan çıkarımların kısaltılmış adlandırmaları üzerinden ikili ve üçlü kombinasyonları alınacak; elde edilen yeni eşdeğerliklerin dört kategorik önerme üzerinden sembolik gösterimleri sunulacak; her bir eşdeğerliğin sembolik gösteriminin ardına bu sembolik gösterimleri örnekleyecek biçimde önerme karşılıkları verilecektir. Böylece öncekilerden farklı olacak şekilde yeni doğrudan çıkarım türleri ortaya konulmuş ve örnekleriyle birlikte açıklanmış olacaktır. Son adımda, elde edilen yeni doğrudan çıkarım türlerindeki eşdeğerlik kuralları sırayla sunulacaktır. Söz konusu yeni doğrudan çıkarım türlerinin sağladığı eşdeğerliklerin kendi aralarında zayıf ve güçlü eşdeğerlikler olarak bölümlenebileceği ileri sürülecektir. Elde edilen sonuçlar doğrultusunda yeni eşdeğerlik kurallarından dördünün zayıf, diğer dördünün ise güçlü eşdeğerlik kuralı olduğu ifade edilecektir. (shrink)

The principle of identity is one of the three basic principles of reason on which classical logic rests. The other two basic principles of reason are principle of noncontradiction and of the excluded middle. These principles were accepted almost unquestionably until the beginning of the twentieth century. Therefore, classical logic, which adhered to these principles, continued to prevail. Today, however, one of the most interesting debates in the field of science is whether these fundamental principles on which classical logic rests (...) can be seen as necessary and invariable truths. With this discussion, a logic emerged in the twentieth century, rejecting the basic principles of reason. In this study, we will examine the logics -non-reflexive logics- that rejects or limits the principle of identity, from which the other two principles of classical logic are derived. First of all, we will talk about the origins of non-reflexive logic. Next, the basic assumptions of the identity principle of classical logic will be discussed. Finally, we will discuss the reasons for which non-reflexive logic rejects or limits the principle of identity, in other words, which assumptions of the identity principle are considered problematic. (shrink)

Pre‐marital sex for a woman is regarded as wrong in my country. As a result, it is socially forbidden for a woman to engage in this act. In order to present a woman as a virgin on her marriage day, she is subjected to pressure, and put under control both by her family and societal norms. However, a man is free and never made to suffer any of the above. A woman found to be a virgin on her first night (...) of marriage is seen as a normal person while one suspected to have lost her virginity is made to undergo a series of medical examinations to bring clarity to her situation. (shrink)

Pre‐marital sex for a woman is regarded as wrong in my country. As a result, it is socially forbidden for a woman to engage in this act. In order to present a woman as a virgin on her marriage day, she is subjected to pressure, and put under control both by her family and societal norms. However, a man is free and never made to suffer any of the above. A woman found to be a virgin on her first night (...) of marriage is seen as a normal person while one suspected to have lost her virginity is made to undergo a series of medical examinations to bring clarity to her situation. (shrink)

This book is a puzzle inspired by the fresh, colourful rolling landscapes of Gruyère, where a wise man once asked me, “Does the castle over the mountain exist if nobody sees it?” “Yes,” I answered, “as we have all learned that what we know is not always what reality is.” We agree that theoretical ‘knowledge’ needs practical confirmation within reality. But what if we find reality in its very essence, intelligence or knowledge, as Neoplatonists did? The unknown would become unreal, (...) void. When investigating the existence of a cause of all things—the One origin—Damascius, the last head of Plato’s Academy (which closed in 529), writes about its complete ineffability: its lack of position and absence in relation to reality, whether intelligible or not. This void is further reversed into a theoretical framework that defines causality as a global, systemic condition of the world as a whole.About the author: Alexandru Pelin is a philosopher and cyber security professional. (shrink)

In our country, mildly mentally disabled students are being educated in general education classes by means of integration. An individualized education program (IEP) is being prepared for these students when needed. However, the impact of BEP on students with intellectual disabilities in religious education has not yet been sufficiently discussed. The purpose of this research is to examine the impact of the IEP on the achievement of religious education of mentally disabled students and the level of religious learning of these (...) students. For this purpose, in addition to the education given in the general education class for the 6 mildly mentally disabled integration students studying in the 4th grade of primary school, 2 hours of education were carried out in the support education room per week during the education and training year. Semi-experimental study was designed according to the single-tasked multiple-start model. Education process was evaluated by Achievement Test, the Teacher Observation Form, the pre-test based on the Self-Assessment Form, post-test and retention tests. As a result, it has been seen that BEP has a positive effect on the achievement of religious education of mentally disabled students (ZEKÖ). In this framework, it has been found that students are influenced by the society, especially by their peers, when they are given time they constitute religious knowledge, they understand normal individuals religious behaviours, they are more emotional, they forget religious information that is not used in everyday life and when they accomplish they increase self-confidence and self-esteem and internalize values.SummaryPeople differ in their creation. This difference is greater in people disabled. In terms of individual traits and educational qualifications, individuals with disabilities who are severely different from their peers and who have difficulty in playing the roles they should play are evaluated in several groups. One of these groups is mentally disabled. Mentally handicapped people have various rights as normal individuals. One of these rights is the right to education. National and international laws guarantee the educational rights of individuals with intellectual disabilities. Similarly, Islam and his best practitioner, the prophet Muhammad, did not consent to the transformation of the mentally disabled into begging masses or to their isolation, but rather to integrate them into society. According to Islam, individuals with intellectual disabilities have the “capacity to acquire rights“, even if they do not have "capacity to act". This right requires them to receive an education that takes into account their differences, just like normal individuals. Because of their learning characteristics, mentally retarded students differ from their peers, therefore they cannot benefit from the educational activities organized for normal students. So, these students need a special education to ensure that the mentally disabled are successful and live in society without being dependent.Inrecent years, in our country as well as in the world, the principle of "least restricted education environment" is taken into consideration for mentally handicapped people who need special education, which approaches to co-education with their peers. This approach is tried to-be applied at all educational levels. Due to the diagnosis and evaluation in the Guidance and Research Center, a large number of mentally retarded students are placed in normal schools. These students, like other courses, take the Religious Culture and Moral Knowledge Course together with the normal students. However, depending on their learning, they have the right to receive separate training as 1-3 people at-the support training room. The instructional adaptations necessary for the education of these students made by the Guidance and Research Centers are carried out by the teacher who plays the basic role in the education of the students. One of the important elements in the education of these mentally retarded students who need special education is the individualized education program. This program is prepared by the cooperation and joint decision of all stakeholders who may contribute to student’s education. The status of the student to participate in the learning and teaching activities, the amount and the quality of the education to be received in the support education room are made within the framework of this program.One of the most important courses in the education of mentally retarded students who are educated by inclusion is the Religion Culture and Moral Knowledge course. Because this course has the potential to make serious contributions to the socialization of students and to maintain their lives independently. However, there are a limited number of studies investigating the quality of religious education at-the scientific level. Furthermore, it has not been observed that these studies have been quasi-experimental. This study aims to reveal the quality of education for the mentally handicapped students. For this purpose, it aims to determine the contribution of religious education in the support education room to the success of the student depending on the individualized education program. It also makes it possible to make conclusions about how mentally handicapped people use their mental skills to learn religion. Depending on the aim of the study, during the 2015-2016 academic year, primary school 4th grade students and 6 mentally disabled inclusion students were educated. The quasi-experimental study was designed according to the single-subject multiple-start model. The process of the education, in other words, the development of mentally retarded students towards religious learning; were evaluated by Success Test, Teacher Observation Form and Self-Assessment Form based on pre-test, post-test and retention tests.Findings of the study; Faith, worship, the prophet Muhammad, Qur’an and its commentary, are classified according to the fields of morality, religion, and culture. The post-test achievement scores of the students in all learning areas were higher than the pre-test achievement scores. This shows that religious education in the support training room based on individualized education plan contributes positively to the success of the student. The results of the retention test are close to the results of the final test. In addition, it was determined that the students were affected by the society, especially by their peers, structured the religious knowledge when given time, they understood the religious behaviors of the normal individuals, became more emotional, forgot the religious information that is not used in daily life, increased their self-confidence and self-esteem as they succeeded and internalized the values. Based on these results, the following recommendations have been developed.Support Education Rooms should be functionalized and special attention should be given to individual or group-based religious education based on the nature and objectives of the subject in these rooms.In religious education, by taking into account the performances of mentally retarded inclusion students (MHIS), the relevant dimension of religion should be given importance according to their contribution to their normal lives and they should be consistent and patient in this process.Since MHIS has different levels of learning and perception and different developmental characteristics at every stage of life, it should prioritize their proper use of their existing capacities based on their religious education, interests and curiosities.Since MHIS is influenced by the emotion dimension rather than the information dimension of religion, religious education for them should be oriented towards life, which is not academic, literal or doctrinal, but rather their life and feelings.Similar studies with different study group students must be done and the results of the study should be interpreted comparatively. (shrink)

T. Byram Karasu, M.D. reflects on loving, working, living, dying, and everything else—his philosophy of life expressed in microstyle.

In recent years in Turkey, it has been attempted to ensure that students who need special education are educated through inclusion. In the meanwhile, it became important to reveal scientifically the educational theories on which the inclusive education is based and the approach of Islam towards inclusive education that somehow has an influence on our national education policy. This study aims to examine the educational theories on which the inclusive education is based and the Islamic approach towards inclusive education. The (...) data of the study was collected by literature review. As a result, it is possible to say that the underlying theories of inclusive education are integrated education theory, cognitive democrative theory and dysontogenesis theories. In addition, although there are no specific verses for inclusive education in the Qurʾān and the Sunnah, it can be said that Islam has an positive approach to the inclusive education in general. Depending on this result, formal education should be conducted in the context of the principle of “least restricted education environment”.Summary: It is a matter of controversy about how education that increases the potential of human beings can be given to people who differ from their peers and who need special education. In recent years, there have been two prominent views in literature on this issue: The first is the ‘discriminatory’ view, which advocates that individuals with special needs should receive education in special spaces with similar students. The second is the ‘integrative view’, which states that these students should receive inclusive education with their peers. This view defends that students with special needs should be educated in separate boarding/day special education schools and special education classes within the normal schools. Recently in Turkey it is aimed to provide education to the students who need special education mostly by means of inclusion as an alternative to the first group. For this education, which is held with the claim of a less restricted environment, the conditions of the students are constantly improved with new regulations.This study aims to reveal the theories that can be the basis of inclusive education and Islam's approach to inclusive education. In this study, I will try to find answers to the following questions.1. What are the educational theories and claims that can be the basis of inclusive education?2. What are the principles of inclusive education in the Qur’an and Sunnah?This study is important in terms of revealing general opinions that may be the basis of theoretical foundations of inclusive education and examining Islam’s approach to inclusive education. The study, which was prepared by examining the English and Turkish literature available within the scope of the possibilities, was designed with theoretical analysis method. Although ‘accessibility’, which is considered among the shortcomings of theoretical studies in literature, is an important limitation for this study, the fact that it constitutes a theoretical ground for future studies and fills an important gap in the literature determines the importance of the study.Integrated education theory, cognitive democratic theory and dyontogenesis theories can be regarded as the establishing theoretical foundations of inclusive education. Integrated education theory is based on Whitehead’s philosophy of education. This philosophy sees the individual as a whole. It does not intend to make people have a profession or make money by simply using their intelligence. Instead, it helps to ensure that both the individual and society as a whole are happy by helping them to make the most of their potential. This model is based on developing emotion, mind, body, and spirituality as a whole. The distinctness and sacredness of human life and the need to know about this sacredness are the main pillars of integrated education theory. In this model all people are seen equal. According to this theory, the “natural” as well as the “beautiful” is appreciated. Therefore, no one feels bad in such an environment because of its differences. Because of the value given to them, each individual’s love of learning and ideals remain alive. The individual makes use of his/her mind to make a connection between the meaning of life and the school.Cognitive democratic theory asserts that educational arrangements should be made to prevent any feelings of alienation, oppression, and insignificance by considering different groups in education. This theory, which emphasizes the phenomenon of democracy and citizenship, aims at social cohesion in the light of epistemological principles. The theory is based on the fact that social change and change in education support each other. According to the theory, the formation of democratic citizenship is only possible if the school environment is a place where students can internalize democratic values. This is achieved by equal consideration of each segment at different levels. According to this theory, elements such as classroom environment, discipline, program, rights, participation in decisions, educational activities should be organized according to democratic values. In such an environment, different special education students find a place for themselves.Vygotsky's dysontogenesis thesis is based on his theory of social learning. His theory provides a methodological framework for inclusion in special education. The theory states that information is obtained through social communication. In this theory, knowledge is an element that is acquired together with other people rather than something that happens in the human mind. According to this theory, instead of focusing on the brain (head), where social knowledge is formed, self, mind, emotion should be included in education. Also, disability is a social deviation rather than a biological disease. Social relations and the environment mostly shape this deviation. Therefore, the abnormal child approach that has become a place in the society should be abandoned. The theory opposes the concept of mental retardation. Because mental disability should be explained by the differences in mental development. According to this theory, mental retardation is a social problem; education should be provided with appropriate methods over the examples that can be experienced in a commonplace with their peers. Distracting the student from his/her normal peers due to his/her differences, creates negative social conditions and harms his/herself.As far as I have examined, there is no direct Qur’anic verse or phrase about inclusive education for the disabled. However, there are verses regarding the integration and solidarity of the society on righteousness. Principles for inclusive education can be drawn from these verses. The Prophet valued the disabled and settled the principles on how society should treat them. He frequently visited them, enabled them to employ appropriate jobs, determined the conditions of the economic order by considering them, and dignified them with honor. In other words, he tried to make provisions to prevent the disabled from being separated from society. For example he urged Zahir bin Itban to continue trade, asked Abdullah Ibn Umm Mektum to come to community prayers, thus he sought different ways to integrate disabled people into society. These practices can be seen as a positive outlook towards the mainstreaming education of today. In the period of the four great caliphs, practices for mainstreaming education continued. (shrink)

Life Witness is a blueprint for the formative evolution of a psychotherapist: from beginner/technician who practices a single school of therapy to a seasoned clinician with a transtheoretical paradigm. Ultimately such a clinician, by transcending the field of psychotherapy itself, becomes a master psychotherapist and addresses the larger dilemmas of human existence -- the context within which all patients' psychological conflicts are experienced. -- from book jacket.

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

Pre‐marital sex for a woman is regarded as wrong in my country. As a result, it is socially forbidden for a woman to engage in this act. In order to present a woman as a virgin on her marriage day, she is subjected to pressure, and put under control both by her family and societal norms. However, a man is free and never made to suffer any of the above. A woman found to be a virgin on her first night (...) of marriage is seen as a normal person while one suspected to have lost her virginity is made to undergo a series of medical examinations to bring clarity to her situation. (shrink)

This article aims at answering the following questions: What is the influence of age structure on the spread of coronavirus disease 2019? What can be the impact of stringency policy on the spread of COVID-19? What might be the quantitative effect of development levelincome and number of hospital beds on the number of deaths due to the COVID-19 epidemic? By employing the methodologies of generalized linear model, generalized moments method, and quantile regression models, this article reveals that the shares of (...) median age, age 65, and age 70 and older population have significant positive impacts on the spread of COVID-19 and that the share of age 70 and older people in the population has a relatively greater influence on the spread of the pandemic. The second output of this research is the significant impact of stringency policy on diminishing COVID-19 total cases. The third finding of this paper reveals that the number of hospital beds appears to be vital in reducing the total number of COVID-19 deaths, while GDP per capita does not affect much the level of deaths of the COVID-19 pandemic. Finally, this article suggests some governmental health policies to control and decrease the spread of COVID-19. (shrink)

Recent research on consumer social responsibility highlights the need to examine psychological drivers of environmentally‐friendly consumption choices in a global context. This article investigates consumers’ willingness to pay (WTP) more for environmentally‐friendly products across 28 European Union (EU) countries, using a sample of 21,514 consumers. A multigroup structural equation modeling analysis reveals significantly different patterns and relationships, in how (a) subjective knowledge about the product's environmental impact, (b) environmental product attitudes, and (c) the perceived importance of the products’ environmental impact (...) influence consumers’ WTP more for environmentally‐friendly products across countries. The hypothesized model predicts WTP for 20 out of 28 countries and the findings show that a “one‐size‐fits‐all” approach is inadequate in capturing the heterogeneity of EU consumers. Hosfstede's cultural dimensions of uncertainty tolerance and individualism explain differences in WTP for environmentally‐friendly products across EU countries. Business, marketing communications, and policy making implications are discussed. (shrink)

Le présent livre est audacieux et marque, à n’en pas douter, une avancée pour les recherches sur la pensée de Damascius. Tiré de la thèse de doctorat de l’auteur, le livre interroge le concept de causalité comme procession dans le Traité des premiers principes (De principiis) de Damascius. Pelin entend se distancier de ce qu’il estime être une tendance dominante des études damascéennes (p. 32-33) : plutôt que de lire le De principiis dans une perspective épistémologique et d’y voir (...) une enquêt... (shrink)

The claim that Empirical Research has Philosophical Implications is the thesis that empirical happiness research in psychology, economics, sociology, neuroscience, or some other similar field has direct implications for the truth of some philosophical theory about happiness. ERPI appears to be an unquestioned presupposition of some philosophers who write about happiness. Several psychologists seem to have endorsed ERPI. Other empirical researchers have made similar claims.After explaining the meaning and importance of ERPI, I discuss a series of specific instances that have (...) been cited in support of ERPI. I discuss work by Martin Seligman, Daniel Kahneman, Richard Layard, Donald Bruckner, Ed Diener, and Pelin Kesebir. In each case, I try to show that the instance cited does nothing to support ERPI. I am inclined to think that there is no instance in which clearly empirical research clearly supports a clearly philosophical conclusion. (shrink)

Eräs 1900-luvun kielifilosofian kiinnostavimmista aloitteista oli ehdotus, joka määritteli merkitykset kommunikaation avulla, puhujien intentioiden kautta. Tämä linja kehittyi aikanaan kuuluisaksi Paul Gricen ansiosta. Osoittautuu, että hyvin samantapaisia ajatuksia oli alustavasti esittänyt jo suomalainen Erik Ahlman useissa teksteissään vuodesta 1926 alkaen. Hänen tärkein innoittajansa oli silloin Anton Martyn kieliteoria. Ahlman tekee myös olennaisen erottelun: toisaalta puhujilla on yksityiset intentionsa, toisaalta kielen yleinen normisto säätelee ”pelin sääntöjen lailla” sitä mitä lauseella voi mielekkäästi ilmaista. Ilmeisesti Ahlman on etappi Martyn ja Gricen välillä (...) ja ehkä myös ensimmäinen, joka Suomessa teki varsinaista kielifilosofiaa. (shrink)

The claim that Empirical Research has Philosophical Implications is the thesis that empirical happiness research in psychology, economics, sociology, neuroscience, or some other similar field has direct implications for the truth of some philosophical theory about happiness. ERPI appears to be an unquestioned presupposition of some philosophers who write about happiness. Several psychologists seem to have endorsed ERPI. Other empirical researchers have made similar claims.After explaining the meaning and importance of ERPI, I discuss a series of specific instances that have (...) been cited in support of ERPI. I discuss work by Martin Seligman, Daniel Kahneman, Richard Layard, Donald Bruckner, Ed Diener, and Pelin Kesebir. In each case, I try to show that the instance cited does nothing to support ERPI. I am inclined to think that there is no instance in which clearly empirical research clearly supports a clearly philosophical conclusion. (shrink)