_This mirror for princes sheds light on the relationship between spiritual and political authority in early modern Egypt_ This guide to political behavior and expediency offers advice to Sufi shaykhs, or spiritual guides, on how to interact and negotiate with powerful secular officials, judges, and treasurers, or emirs. Translated into English for the first time, it is a unique account of the relationship between spiritual and political authority in late medieval / early modern Islamic society.

Arabic translation Sayyid al-Sharīf al-Jurjānī'l letter on logic translated by the recipient, his son, Ibn al-Sharīf al-Jurjānī.

Miqdādī Iṣfahānī, ʻAlī - Correspondence ; Islamic ethics ; Sufi poetry, Persian.

bakhsh-i 1. Majmūʻah-i 874, shāmil-i 6 risālah -- bakhsh-i 2. Majmūʻah-i 855, shāmil-i 3 risālah.

According to foundationalism, some beliefs are justified but do not depend for their justification on any other beliefs. According to access internalism, a subject is justified in believing some proposition only if that subject is aware of or has access to some reason to think that the proposition is true or probable. In this paper I discusses a fundamental challenge to internalist foundationalism often referred to as the Sellarsian dilemma. I consider three attempts to respond to the dilemma – phenomenal (...) conservatism, BonJour’s classical foundationalism, and Fumerton’s classical foundationalism. I argue that, of these three, only the last seems to avoid getting impaled on one or the other horn of the dilemma. I end by responding to some concerns with Fumerton’s account. (shrink)

Michel Serres said that history is the propagation of effects, saying in his conversations with Bruno Latour, “we experience time as much in our inner senses as externally in nature, as much as le temps of history as le temps of weather,” characterized more by turbulence than by Euclidean geometry. Setting out from Serres’ nautical meditation on noise, guided by Giuseppe Longo’s and interlocutors’ characterization of the random as a function of theory and measure, one can distinguish the random from (...) the non-schematizable noisy. How do we think given the noisy dynamics of the world? Bernard Stiegler’s epiphylogenetic technologies and Gilbert Simondon’s transindividuating technics prepares considering thought as collective as well as individual activity. After sallies into algorithmic technology to establish its limits, we consider how epiphylogenetic thought develops in the presence of indeterminacy. We return to noise not as a simple veil between the discernible and indiscernible, but as a constitutive aspect of the complexification and enrichment of developmental ontologies, an enrichment co-articulated by epiphylogenetic imagination and technics. (shrink)

The issue of employability has already become a well-delineated topic of study among interpreting educators. However, the current literature still lacks descriptive research on interpreting students' employability development and ignores the developmental effects of interpreter competences in this process. Moreover, the advantage of using career adaptability for measurement is also under-researched. This exploratory case study aims at taking an initial step forward, surveying interpreting students' career adaptability development and the developmental effects of different interpreter competences on major adaptability resources, and (...) ultimately diagnosing curriculum problems and making modifications accordingly. Thirty grade 2019 interpreting students from three Chinese universities contributed to data collection, through six questionnaires in a two-wave survey. The results highlight that, throughout the Chinese MTI program, interpreting students could become more concerned and well prepared for their future, more curious to explore themselves and their surroundings, and more capable of solving problems. The results also indicate that students' knowledge and language competence serve as the major facilitators in this process, and that other interpreter competences, such as psychological competence, transfer competence, professionalism, and cross-cultural competence, are also instrumental. In order to further boost their adaptability constructs, the results suggest that students' language and knowledge competence, professionalism, and cross-cultural and mental agility still need to be improved. Five suggestions for curriculum revision have been raised accordingly. As an initial effort, the current study will hopefully inspire further studies on interpreting students' career adaptability and add more knowledge to the curriculum design from this viewpoint. (shrink)

Essays on the philosophy of Sikh religion and Ādi-Granth, Sikh canon.

College students have taken part in less and less physical activities as a result of the common static lifestyle in recent years, lowering the level of motor function. This phenomenon has been a source of concern for schools and the government, and it is necessary to take corresponding measures to change it. The general motor function level of Chinese college students is explored first based on artificial intelligence and the human–computer interaction technology. The Physical Activity Questionnaire for College Students is (...) compiled by referring to the International Physical Activity Questionnaire, and 561 students from colleges in Tianjin province are assessed based on the functional movement screen. Spearman correlation and multivariate regression analysis are used to analyze the correlation between the motor function and physical activity status. In terms of lunch break frequency, the proportion of students having one to two lunch breaks in a week is the highest ; in terms of the frequency of doing moderate physical exercise, the proportion of students doing moderate physical exercise for 1–2 days in a week is the highest ; in terms of the frequency of doing heavy physical exercise, the proportion of students doing heavy exercise for 1–2 days in a week is the highest ; in terms of the sedentary time, the proportion of students with sedentary time more than 5 h in a day is the highest ; in terms of eye use time, the proportion of students with 8–10 h eye use time in a day is the highest. Besides, in terms of the FMS score, the proportion of students with 13–15 FMS is the highest. The hurdle step, straight knee lift, and body rotation stability have a relatively low proportion among the three-point items. There is a positive correlation between motor function score with the time of moderate exercise and the time of heavy exercise. College students generally have insufficient rest time, long eye use time, and long sitting time, leading to a low level of motor function, manifested by an asymmetry between both sides of the body and poor trunk stability. It is recommended to add hurdling steps, straight knee lifts, and body rotation stability tests to college physical education courses. (shrink)

Analects 2.3 is a key passage in the construal of Confucius' political and legal thought, but readings of it diverge. Many scholars view it as a broader evaluation of the rule of law relative to that of rites, while some read it more specifically as pertaining to the coercive enforcement of morality. Some read the quotation as an instrumental, conformist tenet, whereas some perceive its humanistic and ethical nature. Textual and contextual findings show that the latter categories in both cases (...) are the more plausible. This clarification illuminates differences between Confucius' notion of virtue-rites guidance and later variations that may lack respect for moral autonomy. (shrink)

We investigate the theory Peano Arithmetic with Indiscernibles ( \(\textrm{PAI}\) ). Models of \(\textrm{PAI}\) are of the form \(({\mathcal {M}},I)\), where \({\mathcal {M}}\) is a model of \(\textrm{PA}\), _I_ is an unbounded set of order indiscernibles over \({\mathcal {M}}\), and \(({\mathcal {M}},I)\) satisfies the extended induction scheme for formulae mentioning _I_. Our main results are Theorems A and B following. _Theorem A._ _Let_ \({\mathcal {M}}\) _be a nonstandard model of_ \(\textrm{PA}\) _ of any cardinality_. \(\mathcal {M }\) _has an expansion (...) to a model of _ \(\textrm{PAI}\) _iff_ \( {\mathcal {M}}\) _has an inductive partial satisfaction class._ Theorem A yields the following corollary, which provides a new characterization of countable recursively saturated models of \(\textrm{PA}\) : _Corollary._ _A countable model_ \({\mathcal {M}}\) of \(\textrm{PA}\) _is recursively saturated iff _ \({\mathcal {M}}\) _has an expansion to a model of _ \(\textrm{PAI}\). _Theorem B._ _There is a sentence _ \(\alpha \) _ in the language obtained by adding a unary predicate_ _I_(_x_) _to the language of arithmetic such that given any nonstandard model _ \({\mathcal {M}}\) _of_ \(\textrm{PA}\) _ of any cardinality_, \({\mathcal {M}}\) _has an expansion to a model of _ \(\text {PAI}+\alpha \) _iff_ \({\mathcal {M}}\) _has a inductive full satisfaction class._. (shrink)

This chapter centers around the question of whether theism is rational. We begin by discussing different theories of rationality, and introducing some importantly related epistemic concepts and controversies. We then consider the possible sources of rational belief in God and argue that even if these provide some positive support, the fact of religious disagreement defeats the rationality of theism.

This article draws on the ecological model of teacher agency and elaborates on how teacher agency is achieved, its components and how it could be strengthened. This model highlights professional competence, structural and cultural context, and professional purpose as the main elements of achieving agency. In this paper, we specify some elements of the ecological model and elaborate on how three types of reflection could be used to strengthen conditions for achieving teacher agency. These include, first, procedures aimed at articulating (...) the theory of action, including effective strategies, rules and principles for practice; second, procedures of practical reflection, aimed at fostering the conceptualization of practice and the understanding of oneself as a teacher; and third, procedures of critical reflection, which help to address the inequalities and malpractices of education and society. The main importance of this paper is to extend the practical relevance of the ecological model for teacher learning settings. (shrink)