Ḥeleḳ rishon. Maʼamre musar, daʻat ṿe-yirʼat H. lefi seder parashiyot ha-Torah -- ḥeleḳ sheni. ʻIyunim be-musar ṿe-yirʼat H., pirḳe maḥshavot, maʼamre musar, maʻarakhot ha-teshuvah, shevive or.

Social entrepreneurship has received considerable recognition from universities in recent years. This study aimed to examine the mediating effect of the entrepreneurial social network on entrepreneurship education and social entrepreneurial intention of students at the university level. This study adopted a cross-sectional quantitative approach. A convenience sampling method was utilized to choose 392 students studying at the public and private universities in Chattogram, Bangladesh, who then completed a self-administered survey. The data were then analyzed through partial least squares structural equation (...) modeling. Results revealed a significant positive relationship between entrepreneurship education and students’ social entrepreneurial intention on the one hand and between entrepreneurship education and entrepreneurial social network on the other hand. It was also found that entrepreneurial social networks had a significantly positive link with students’ SEIs. Furthermore, the study found that entrepreneurial social networks significantly mediate the relationship between entrepreneurship education and students’ SEI. Based on these outcomes, it is suggested to pay attention to entrepreneurship education further and strengthen the entrepreneurial social network to enhance SEI among students. Research findings have provided valuable insights regarding how entrepreneurship education can significantly impact SEI and emphasize the importance of entrepreneurial social networks as a mediator in social entrepreneurship. This study aims to contribute to the relevant social entrepreneurial literature by providing insights on practical issues related to the role of the entrepreneurial social network at the entrepreneurship education level. (shrink)

Hermeneutics; philosophical aspects; knowledge, theory of; philosophy, modern; 20th century.

In recent papers the authors have discussed the dynamical properties of “large Poincaré systems” (LPS), that is, nonintegrable systems with a continuous spectrum (both classical and quantum). An interesting example of LPS is given by the Friedrichs model of field theory. As is well known, perturbation methods analytic in the coupling constant diverge because of resonant denominators. We show that this Poincaré “catastrophe” can be eliminated by a natural time ordering of the dynamical states. We obtain then a dynamical theory (...) which incorporates a privileged direction of time (and therefore the second law of thermodynamics). However, it is only in very simple situations that this time ordering can be performed in an “extended” Hilbert space. In general, we need to go to the Liouville space (superspace) and introduce a time ordering of dynamical states according to the number of particles involved in correlations. This leads then to a generalization of quantum mechanics in which the usual Heisenberg's eigenvalue problem is replaced by a complex eigenvalue problem in the Liouville space. (shrink)

Spin-half fermions are considered to be limited in a spherical potential well with periodic boundary conditions. The whole system is treated like a relativistic Fermi Gas. Solving the corresponding Dirac equation, the density of states, the Fermi energy, the average energy, the density of states of nucleons and the total energy of the ground-state are obtained.

psychology; body language; social effects.

In different countries responses to important bioethical issues are different, as exemplified by the attitudes towards the voluntary and active forms of medical euthanasia. But why is this the case? My suggestion is that the roots of the variety are, to a considerable degree, ideological.The most important present‐day political ideologies all have their roots in the prevailing doctrines of moral and social philosophy. In the paper these doctrines are outlined and the predicted response towards active voluntary euthanasia within each model (...) is sketched. The conclusion reached is that while it would in some countries be dangerous to allow euthanasia in the prevailing circumstances, the solution is not to hinder the legalization process but to alter the circumstances. (shrink)

This paper takes issue with an influential interpretationist argument for physicalism about intentionality based on the possibility of radical interpretation. The interpretationist defends the physicalist thesis that the intentional truths supervene on the physical truths by arguing that it is possible for a radical interpreter, who knows all of the physical truths, to work out the intentional truths about what an arbitrary agent believes, desires, and means without recourse to any further empirical information. One of the most compelling arguments for (...) the possibility of radical interpretation, associated most closely with David Lewis and Donald Davidson, gives a central role to decision theoretic representation theorems, which demonstrate that if an agent’s preferences satisfy certain constraints, it is possible to deduce probability and utility functions that represent her beliefs and desires. We argue that an interpretationist who wants to rely on existing representation theorems in defence of the possibility of radical interpretation faces a trilemma, each horn of which is incompatible with the possibility of radical interpretation. (shrink)

These papers were delivered at the 1966 Meeting of the Conference on Science, Philosophy, and Religion in Their Relation to the Democratic Way of Life. They all deal in some way with education and professional training, although, in spite of the subtitle's enticement, there is almost no discussion of strategy for change in higher education. There is much hard analysis of what is going on in higher education and even a little musing about how things might or should be, but (...) the major concern is not really with change. The book opens with three background essays on educating for responsibility, on civic education in the techno-scientific age, and on educating for character in the arts and in the various disciplines. There follows a section on some professional aspects of education and the schools, including an essay by Daniel Bell on education and social change. Next come sections on Law, Business, the Ministry and their slant on education and training. Just before the appendices relating to the Conference there is a section of miscellaneous papers covering everything from police to LSD including language-consciousness and the mass media. Responsibility is a theme that carries through the essays. The three-year delay in publication is unfortunate. What one expects today from a book on change in higher education is much different and much more than these 1966 essays are able to give.--S. O. H. (shrink)