Cloud computing (ClC) has become a more popular computer paradigm in the preceding few years. Quality of Service (QoS) is becoming a crucial issue in service alteration because of the rapid growth in the number of cloud services. When evaluating cloud service functioning using several performance measures, the issue becomes more complex and non-trivial. It is therefore quite difficult and crucial for consumers to choose the best cloud service. The user's choices are provided in a quantifiable manner in the current (...) methods for choosing cloud services. Hence, this study attempts to achieve this objective through construction. decision-making framework so-called cloud services evaluator (CSsEv). The main indicator and its sub-indicators are formed as nodes at levels(n) in tree soft sets (TSSs). Thereafter Single Value Neutrosophic Sets (SVNSs) as branch of neutrosophic sets which conjunction with the Multi-Criteria Decision Making (MCDM) technique to facilitate analysis and evaluation process for the available Cloud services providers. Hence, entropy is employed to obtain indicators and sub_indicators weights and Complex Proportional Assessment utilizes these weights to facilitate the decision process of selecting optimal ClSPs. (shrink)

The present study aimed to reflect on the predictive role of socio-demographic characteristics (SDCs), moral sensitivity (MS) and moral distress (MD) in nurses’ ageism toward older adults. A total of 145 nurses were recruited to complete the main research instruments, i.e. a Sociodemographic Information Form, the Tool for Evaluating Ageism in Nursing Care of Older People, the Moral Sensitivity Questionnaire and the Moral Distress Scale. The results of the study confirmed that gender and MS could predict nurses’ ageism toward older (...) adults. However, MD was not correlated with ageism. The results of the study could therefore contribute to the development of some strategies to improve nurses’ gerontological nursing knowledge and skills through continuing education. (shrink)

Based on the experiences of one of the authors teaching philosophy for children in Iran, the paper asks whether respecting children's rationality, in the form of cultivating their ability and disposition to think critically, is in their best interest in an authoritarian context such as Iran. It argues that, in authoritarian contexts, respect for children's capacity for rational thought must be balanced with responsibility for their safety in their community. In other words, children's ‘best interest’ must consider children both as (...) individuals and as members of communities. The paper proposes that P4C should be used not only to teach analytic critical thinking and foster a ‘critical spirit,’ but also to help students develop the practical wisdom to judge where, when, and how best to use these skills and dispositions. (shrink)

To investigate the effect of philosophical thinking on the development of reasoning skills and behavioral performance among Iranian primary school students, we conducted a qualitative method study with ten fourth grade students (including boys and girls)selected from different primary schools in Tehran1. We also study the reactions of children and their parents to this new method of education, which thoroughly differs from the method practiced in our schools now. This study was carried out in the Institute for Humanities and Cultural (...) Studies, as an extra class once a week for twenty sessions. Data collection strategies of this study including the authors’ observations during sessions, children’s parents’ observations and reports, and interviews with children and their parents. Our research result shows that reasoning skills enhance communication skills by enabling children to express their ideas more persuasively. We also found that children act more confidently and independently. (shrink)

The purpose of the paper is to defend a modified version of the report given by Strabo about the transmission of the writings of Aristotle during the Hellenistic period. The basic dilemma was pointed out by Dom Jean Liron in 1717: The existence of our Corpus Aristotelicum entails that Strabo must be exaggerating either in assuming that the manuscripts brought by Neleus to Scepsis were the only manuscripts of the Aristotelian and Theophrastean writings, or in asserting that these manuscripts were (...) severely damaged. Many writings of our Corpus are missing in the Hellenistic catalogue of Aristotle's works while they are listed in the later catalogue of Ptolemy al-Gharïb; furthermore, the single books of the transmitted treatises are labelled by means of the pre-Hellenistic system of 24 letter labels, whereas in the Hellenistic catalogue the single books are numbered by means of the Hellenistic system of 27 alphabetic numerals. This suggests that the treatises missing in the Hellenistic catalogue formed part of a collection which was inaccessible in Hellenistic times and which, therefore, preserved the pre-Hellenistic system of book-labelling. After the rediscovery of the collection its system of book-labelling was maintained by the editors who laid the foundations of our Corpus. The same criterion reveals the Eudemian Ethics in eight books to be a later compilation. (shrink)

Diogenes Laertius' list of Aristotle's works includes a Homeric Puzzles in six books, as does the list in the biography of Aristotle attributed to Hesychius. This latter also includes a Homeric Problems in ten books, which appears to be the same as an item in the biography attributed to Ptolemy al-Gharib. The later and more derivative Vita Marciana attributes to Aristotle a Homeric Questions. The only other reference to the title of such a work by Aristotle is from the (...) anonymous Antiatticista, a second-century a.d. lexicon : ‘They say Alcaeus the comic poet and Aristotle in Homeric Puzzles said this.’ Finally, Poetics 25 – which begins περὶ δὲ προβλημάτων καὶ λύσεων – is a summary, with examples, of just such a work, and a description of how to undertake such an inquiry. (shrink)

This article compares the elucidation of the semantic structure and fixity of a number of key terms and concepts of the Qur'an by two contemporary scholars, Toshihiko Izutsu (1914-1993) and Syed Muhammad Naquib al-Attas (1931--), with that of al-Raghib al-Isfahani (d. ca 443/1060), the author of the celebrated Kitab al-mufradat fi gharib al-Qur'an. By 'key terms and concepts' are meant those words used by the Qur'an which play a decisive role in making up the basic conceptual structure of the (...) Qur'anic worldview. The article shows how the Qur'an profoundly changed and subsequently fixed the meaning of Arabic terms, particularly those key terms relating to religion and ethics, and it highlights the fact that the contemporary semantic analysis of the Qur'anic vocabulary has its precedent in the fifth/eleventh century. (shrink)

It is well-known that Ibn al-Salāh al-Shahrazūrī (d. 643/1245) has an important place in the field of hadith methodology. In this context, it is possible to see Ibn-al Salah’s influence in a large proportion of the hadith terminology. The fact that the term ḥasan was not substantially included in the hadith method studies before Ibn-al Salah and that this concept became widely known in the field after him led to study the contributions of al Salah on the subject of ḥasan (...) hadith and in this regard, his effect on the term ḥasan. As result it was found that authorities such as Shāfiʿī (d. 204/820), ʿAlī b. al-Madīnī (d. 234/848-49), Ahmad b. Hanbal (d. 241/855) used the concept of ḥasan in various meanings before al-Tirmidhī (d. 279/892) who, according to general acceptance, made the term ḥasan famous for its terminological use. However, it is possible to say that ʿAlī b. al-Madīnī was the first to use the terminological meaning of the concept ḥasan. Actually, the fact that Shafii’ used the term ḥasan isnād for an authentic hadith that al-Bukhārī (d. 256/870) and Muslim b. Ḥajjāj (d. 261/875) would later unanimously narrate, and Ahmad b. Hanbal used ḥasan as gharib, is evidence for the unsystematic use of the term in the early periods. Even though, thanks to al-Tirmidhī, an important place was opened for the concept in riwāya literature, there was no serious mention of the term in later hadith methodology. Therefore, it has been seen that hadith scholars considered the term ḥasan within the scope of ṣaḥīḥ or ḍaʻīf hadith, since they accepted the term as an intermediate concept, and for this reason they did not include the term ḥasan among the subjects of hadith methodology until Ibn al-Salāh. An examination of the argument, that one can act upon a ḍaʻīf hadith, would show that ḥasan hadith might have been interpreted within the scope of ḍaʻīf hadith. On the other hand, the fact that some scholars such as Mughulṭāy b. Qilīj (d. 762/1361) state that a hadith would be called ṣaḥīḥ if it is maqbūl with any presumption, and that there is no point in calling such a hadith ḥasan shows that the ḥasan hadith is considered within the scope of ṣaḥīḥ hadith. The fact that hadith methodology scholars did not mention ḥasan hadith before Ibn al-Salāh stems from the ambiguity of the subject. Contrary to his predecessors, Ibn al-Salāh tried to save the term ḥasan from its ambiguity by combining the different specifications put forward by al-Tirmidhī, al-Khaṭṭābī (d. 388/998), and Ibn al-Jawzī (d. 597/1201). The specifications and interpretations of the term presented by Ibn al-Salāh via his meticulous efforts, have also been adopted by his successors. The term ḥasan hadith has gained an important place in the literature of hadith methodology thanks to the views and definitions built on the descriptions and interpretations of Ibn al-Salāh. In this context, while there are those who agree with Ibn al-Salāh’s descriptions and evaluations of the term, there are also those who criticize his remarks on the subject. However, it has been seen that those who criticize Ibn al-Salāh, along with those who follow him, criticized him by following the path drawn by Ibn al-Salāh. Based on this and similar situations, it was concluded that not only the descriptions and comments that Ibn al-Salāh made, but also his style and methods of handling the subject gave direction to the studies on hadith methodology. In addition, it has been observed that the most compact description of the term ḥasan is put forward by Ibn Hajar and today’s studies are predicated on his description. Within this framework, after emphasizing that there are four degrees of maqbūl hadiths, Ibn Hajar defined the two fields, which were covered by two different descriptions of Ibn al-Salāh, as ḥasan li-zatih and lighairih by Ibn al-Ḥajar. (d. 852/1449) By doing so Ibn al-Ḥajar gave the final shape to the ḥasan hadith terms. He also captured the fundamental point where ḥasan hadith differs from the ṣaḥīḥ hadith because the basic point in question, which was not directly stated before, is a slight flaw in the narrator’s grip. At the end of the study, it was concluded that -as al-Dhahabi (d. 748/1348) also stated- it does not seem possible to determine a comprehensive rule that gathers ḥasan hadiths under a single description. Considering the historical context of the term ḥasan, it has been observed that the most effective description of the ḥasan hadith are the terms ḥasan li-zatih and ḥasan lighairih, which were put forward by Ibn Hajar by transforming the dual division mentioned by Ibn al-Salāh into a more understandable form. (shrink)

The Muhaddis have demonstrated their efforts for the identification and preservation of ḥadīths by compiling various types of works such as musnad, mucem, sunen, musannef, cami‘.‎ On the ṣaḥīḥs and Sunens in the golden age of classification, especially the works of Abū ʿAbdallāh Muḥammad b. Ismāʿīl al-Bukhārī (d. 256/870) and Ebu'l-Hüseyn Müslim b. al-Ḥad̲j̲d̲j̲ād̲j̲ (d. 261/875) some studies have been done.‎ Mustedrek, Mustakhraj, zawâid, aggregation, summary and commentary are studies on the main ḥadīth sources. From the third century on, in (...) ḥadīth studies, it is seen that the works of the ḥadīths, which the ḥadīths gave importance to, have been dealt with depending on the subject of the authentic ḥadīth and some of their benefits have been explained. Based on the definitions in the method works, istihraj is the determination of the tariks of the narrations in a ḥadīth book by another scholar. The ‎tariq and the ‎producer he reached are sometimes combined with the sheikh of the author of the work, or with a sheikh who is higher up, sometimes even with a companion. In these works, expressions such as al-Muharrec, al-Musnad, es-Ṣaḥīḥ, ‎es-Ṣaḥīḥu'l-Muharrec, al-Müsnedü's-ṣaḥīḥ and al-Müsnedü'l-Mustakhraj are sometimes used instead of the concept of mustahrec. The words "Mustakhrajat has a great value in the eyes of the people of ḥadīth" reveal its value in the eyes of ḥadīth scholars. Scholars valued the genre of mustahraj, which is thought to have contributed significantly to the science of ḥadīth, and they intensified their studies on Bukhari and Muslim, who are considered the basis of ḥadīth science (umdetu'l-ilm). According to the Muhaddis, in order to be able to pass judgment on any narration, it is necessary to have knowledge about the narration and its narrators. Considering the contributions it has made to the ʿulūm al-ḥadīth, to convey more than one narration on the same subject is an important issue. Because, in cases such as its determination, interpretation and preference, determining that the ḥadīth comes from different tariqs (chain) is accepted as a fact that strengthens the narration. The primary goal of the works of the mustahrec type is to obtain the ālī isnād, but it is seen that the copyrighted works contain a significant amount of ‎abuses to the original text as well as to the individual texts. Considering that excess affect the ruling, it is considered important to focus on the mustakhraj type works, which contain different tariks, in terms of the discovery of the meaning and its contribution to the change of the ruling. In this study, an evaluation has been made about the nature of the mustakhraj, its benefits, the value of the mustakhraj as a species, their contribution to the ʿulūm al-ḥadīth in terms of promissory sanad and texts, and what they contain. In the research, the comparison of the narrations selected from the works of the mustakhraj type with the originals and whether the narrations in these works were used in the annotations were investigated. In the study, besides the ḥadīth method works, especially in determining the examples, due to the fact that it is one of the early period works and its reputation, Abū ‘Awāna Ya'kup al-Isferâyînî's ‎‎(d. 316/929) “Musned ṣaḥīḥu'l-muharrec 'ala kitâbi Müslim” In the context of his work named, the concept of mustakhraj has been emphasized. As a result of the research, it can be said that being knowledgeable about the tariqs of the ḥadīths made important contributions to the sanad and text, and that the ḥadīthists referred to the tariqs in the aforementioned literature in the interpretation of the ḥadīth. In summary, in the context of narration and wisdom sciences such as gharib al-hadīth, ıkhtilaf al-hadīth, mushkil al-ḥadīth, ʿIlal al-ḥadīth, nâsiḫu’l-ḥadīth ve mensûḫuh, fiqh al-ḥadīth, it is seen that it makes significant contributions the determination and evaluation of the ḥadīth. Each item mentioned about the benefits of the works in question has a comprehensive study and research field in the science of ḥadīth. It can be said that the methods used/offered in the current researches in which studies on the holistic approach style are carried out are applied by the hadith scholars in the tradition of ḥadīth science (partly in the differences of isnad and commentaries). It is possible to say that the ḥadīthists refer to the tariks in the aforementioned literature in the interpretation of the ḥadīth. As a result of the research, it is understood that the narrations in the mustakhraj support the originals in terms of wording and meaning. In addition to the aim of increasing the prestige of the original, the differences in the isnad and texts show the necessity of evaluating the narrations independently of the original. This study on the mustakhraj shows that extensive research can be done on the place of the related literature in the ʿulūm al-ḥadīth. (shrink)

Mamluks reigned in Egypt a long time is an era of Kipchak Turks that have influence management, and Kipchak Turks has been influential in a period in the administration there. During this period, that Turkish rulers do not know Arabic language well, Turkish language is spoken in the palace and also idea of being closer to Turkish manager screated an interest in learning. One of the famous scholars realizing that interest is Abū Ḥayyān al-Andalusī. Abū Ḥayyān by learning Turkish language (...) especially from Fakhr al-dīn Divrigi and analysing written previously works, wrote Kitāb al-Idrāk li-lisān al-Atrāk. This book has consisted of introduction, vocabulary and grammar section. We also aimed in our study to examine Kitāb al-Idrāk in terms of content and than in terms of lexicography of the linguistic branch. -/- SUMMARY Mamluks reigned in Egypt a long time and in its reign Kipchak Turks had influence in management. Because of the Turkish rulers who have military background did not know Arabic language well, Turkish language was spoken in the palace and also idea of being closer of scholars and notable people to Turkish rulers got brought an interest in learning Turkish. One of the famous scholars realizing that interest is Abū Ḥayyān al-Andalusī (d. 745/ 1344). The true name of Abū Ḥayyān is Muḥammed b. Yūsuf b. Ali b. Ḥayyān al-Tawḥīdī and he is an Andalusian linguist and exegete. Abū Ḥayyān who came from a Berber family born in the Matahsharesh village of Granada in 654/1256 and died in Cairo in 28th time 745 (11 July 1344). There is not much information about his family in the sources, but it is mentioned that he has a daughter whose name is Nada, a son named Hayyân in his name, and some grandchildren which are named Muḥammad and Ummu Ḥayyān. Abū Ḥayyān became a famous as Ethīr al-dīn and at the same time, he is also known as Naḥvī, Ghirnātī (Granadian), Ceyyānī, and Nafzī. He took lessons in Granada from great scholars such as Abd al-ḥaķ b. Ali al-Anṣarī, Abū Ḥasan al-Ubbezī, Abū Cafer Aḥmed b. Ibrahīm b. Zubair, Ibn Abū al-Ahvas and became a proficient scholar and teacher in matters such as morphology, syntax, language, commentary, hadith, methodology of Fiqh and Kalām. He wrote about 18 works in different sciences and if we mention some of that are al-Baḥr al-muhīt, al-Nahr al-mād, Tuhfat al-arīb bimā fī al-Qur'ān min al-gharīb and some of his works have reached to our time and some of those did not. Abū Ḥayyān left Andalus for various reasons and visited many centers of science and eventually continued his scientific activities in Cairo. Abū Hayyān, who is a great interest in learning languages, has learned Turkish language with the other popular languages ​​such as Persian, Amharic and Himyarite language and written books about these languages. His mainly works about Turkish language are the Kitāb al-Idrāk li-lisān al-Atrāk, Zehv al-mulk fi naḥv al-Turk, al-Af'al fi lisān al-Turk and al-Durret al-mudiyye fi lughat al-Turkiyye. These works did not reach to our days except Kitāb al-Idrak. Kitāb al-Idrāk consists of three sections, namely introduction, dictionary which includes 2200 words, and grammar that is composed of morphology and syntax and this book which is known as al-Idrāk is written in the Turkish which is spoken in XIV-XVI century tongue and named as Middle Turkish Period-Mamluk Kipchak Turkish. The first chapter begins with basmala and continues with detailed his genealogy, personal record, praise to Allah and salawat and salaam to Prophet Muhammad. After this introduction, it is explained the intention of writing this work. The second chapter is a dictionary which the words are explained in alphabetical order. Although Abū Ḥayyān speaks about 23 letters in the Kipchak alphabet, he does not explain the words related to all, but examines 19 items. In this dictionary, it does not take part some letters, that is letters sā, zāl, zā (letters of lips which is written in English th); letters dâd, ayn, fa (letters of throat) which Arabs use. In the third chapter, there is a part of the tasrif (knowledge of morphology) which is generally called knowledge of morphology today. In this section, it is dealt with about the types of words namely, name of diminutive, name of belonging name, plural, agent name, passive name, exaggerated factor name, infinitive, name indicating the location, name of device, arbitrary name, and idâd (which adds are derivation of noun from name like lık, lik at the end of the word) and then it comes to the end with shadda. Section of syntax which is called by the author as consisted of compound and is prepared according to systematic of Arabic grammar begins with the sentence structure in Kipchak language. After that it continues with definite-ambiguous names, verb (orders, past, imperfect verbs), subject-predicate in nominal sentence, nevāsiḫ (additional actions helped change the meaning of the noun phrase), Arabic leyte which express by the actual wish mold and the like, such as two mef'ūl area of ​​the heart of verbs in Arabic told (I think) were deaf ( Turkmen thinks he), acts like it yet scientists (verb phrase in), acts offender (verb-subject), the abutment of the verb nefiy prepositions, prepositions, the nehiy (ban), passive verbs and naib-i fail (so-called subject); other elements of the sentence, called the act müteallakat are: cognate accusativ, direct object, time period (time complement), the envelope space (located complement), state (envelope), causative object, the exception, the specification, conflict of laws, the annexation, the oat, the dependencies: adjective, conjunction, confirm, the apposition; conditional structure. After these, he mentions to letters of meanings (huruf al-maani), and concludes this chapter with information about the date, place, and name of the author of the book. Abū Hayyān used induction method in the book. Since he gave the forms of the words in double, then the triple, quadruple, quintet and other forms. He tried to teach the pronunciation of words by explaining the etymology of word sand the changes of the voices. He examined the words which are synonyms/ contrasted, synonym voice, singular/plural, and words that are passed by foreign languages into Turkish dialects then they are turned into Turkish word structure; brought out witnesses from proverbs and poetries. As a result, in this work, which consists of dictionary and grammar sections, it can be said that it is used predominantly in linguistic information - translation method . (shrink)

Nuestra época está marcada por el movimiento de poblaciones diaspóricas arrojadas al centro de las paradojas entre los derechos humanos y el sistema político global organizado en torno a la Nación-Estado. Refugiados que son criminalizados y abandonados a morir en el Mediterráneo e inmigrantes indocumentados recluídos en campos de detención en la frontera de Estados Unidos con México. Prisioneros torturados abiertamente por Estados liberales como se vio en Abu Gharib o, personas declaradas "enemigos combatientes" presas en Guantánamo sin que (...) medie ninguna acusación de delito o en proceso judicial. En India y otros países están siendo desnacionalizados aquellos que no cumplen con los criterios fundamentalistas de definición de la nacionalidad que impone el Estado, y así, sucesivamente. Mientras tanto, los partidos y movimientos de la derecha extrema, xenofóbica y racista, están en ascenso en distintas partes del mundo. Ante este alarmante escenario, la pertinencia de este libro que aborda la crisis de los "derechos humanos" desde una perspectiva interdisciplinaria en la que se destacan el entrecruzamiento conceptual de las ópticas vinculadas al Derecho, Psicoanális, las Ciencias Sociales, la Filosofía y la Historia. Más importante aún, Derechos y reveses de lo humnao demuestra la potencia del pensamiento teórico para comprender los problemas del mundo contemporáneo"--Page 4 of cover. (shrink)