This paper explores the factory regime in the ‘Sun'1 food processing factory in Turkey, drawing on participant observation in the factory, informal interviews with women workers and in-depth interviews with the managers of the factory's ‘gherkin department’ in which I worked. This paper argues that the ‘Sun’ bottling and canning factory is best understood through my concept of the ‘familial factory regime’. By ‘familial factory regime’ I mean a factory regime in which the features of the extended patriarchal family are (...) used to manage the labour force by obtaining women workers’ consent. Indeed, the paper suggests that there is a tendency for patriarchy to be reconstituted in the workplace through the presence of a familial factory regime. 1‘Sun’ is a pseudonymous name of the factory, which I gave it because of the heat. (shrink)

Strange as it may seem today—especially given James’s reputation as a brilliant psychologist, an astute writer on religious life, and the eminent founder of pragmatism—no facet of James’s career received more ink in the general press than psychical research, at least during his lifetime.in his masterful introduction to Essays in Psychical Research, Robert McDermott observes that 1896 was a significant year for William James. He writes of James as a “weaver of intellectual and experiential threads” who “labored for the removal (...) of those ideas, beliefs, and habits of mind that block insight and imagination” and that, on this account, “[t]he year 1896 is instructive” (McDermott xxvii). This paper attempts to shed .. (shrink)

Reconstructing the Personal Library of William James: Markings and Marginalia from the Harvard Library Collection is a much needed resource to facilitate archival and library research on the life and thought of James by providing scholars with the most comprehensive annotated catalog of his personal library.

while william james's research in mental healing, psychical research, and religious experience are all well-documented, his foray into phrenology remains unexplored and undeveloped. This paper begins with Ralph Barton Perry's narrative, which portrays James as a believer in the truth of phrenology and as someone who thinks it should be valued as an art. While this depiction of James has not made its way into the recent biographies, there are a few individuals who, in fact, perpetuate this idea within the (...) secondary literature. In response, this paper offers a critical assessment of Perry's account by demonstrating that there is sufficient reason to be suspicious of his assertions. The... (shrink)

Strange as it may seem today—especially given James’s reputation as a brilliant psychologist, an astute writer on religious life, and the eminent founder of pragmatism—no facet of James’s career received more ink in the general press than psychical research, at least during his lifetime.in his masterful introduction to Essays in Psychical Research, Robert McDermott observes that 1896 was a significant year for William James. He writes of James as a “weaver of intellectual and experiential threads” who “labored for the removal (...) of those ideas, beliefs, and habits of mind that block insight and imagination” and that, on this account, “[t]he year 1896 is instructive” . This paper attempts to shed .. (shrink)

Juxtaposing the ecological insights of Arne Naess and Eihei Dōgen, Deane Curtin maintains that Dōgen’s metaphysical conception of sentience subsumes and corrects Naess’s ecologi­cal Self and its problem of limits. However, an alternative reading of Dōgen, one which deemphasizes the ontological status of the natural world in favor of how we epistemically view it, revitalizes Naess’s question of limits and enables us to reappropriate the problem as our problem. This line of thinking forces us to rethink how we relate to (...) the natural world. (shrink)

Juris-Data is one of the largest case-study base in France. The case studies are indexed by legal classification elaborated by the Juris-Data Group. Knowledge engineering was used to design an intelligent interface for information retrieval based on this classification. The aim of the system is to help users find the case-study which is the most relevant to their own.The approach is potentially very useful, but for standardising it for other legal document bases it is necessary to extract a legal classification (...) of the primary documents. Thus, a methodology for the construction of these classifications was designed together with a framework for index construction. The project led to the implementation of a Legal Case Studies Engineering Framework based on the accumulated experimentation and the methodologies designed. It consists of a set of computerised tools which support the life-cycle of the legal document from their processing by legal experts to their consultation by clients. (shrink)

The imsāk time, which was declared by adding the tamkīn time to the time when the sun was 19 degrees below the horizon until 1982, was changed to -18 degrees as of 1983 with the new application of the Presidency of Religious Affairs, and the tamkīn practice was completely abolished. The change decision, which caused heated discussion and confusion in the public, caused some criticism and accusations to the Turkish Presidency of Religious Affairs. In particular, it is seen that criticism (...) focus on two issues: The first is whether the moment when the enlightenment of sun first appears or the moment when it spreads well will be taken as the basis for determining the al-fajr al-sādiq, which is the beginning time of fasting. The second is whether the altitude angle of the sun will be -19 degrees or -18 degrees in determining the al-fajr al-sādiq. According to the claimers, on both issues, Islamic scholars prefer the first view, while European Christian astronomy scholars prefer the second view. The Presidency of Religious Affairs, on the other hand, abandoned the view of Islamic scholars and adopted the view of Christians. This article deals with the examination, analysis and criticism of the criticism made by Prof. Dr. Ahmet Şimşirgil about the change in the beginning of the fast and also expressed by some calendar makers. The aim of the study is to determine whether the arguments put forward in the criticisms expressed by the claimants are correct. In other words, this study deals with the criticism of the criticisms directed at the change in the time of imsāk. In the study, whether the of the parties to the relevant decision of the Presidency of Religious Affairs and the evidence they put forward overlap with the information in the basic fiqh (Islamic jurisprudence) and astronomy works, based on text analysis, is discussed in a comparative way. There is no consensus among the scholars of fiqh and astronomy on the both issues according to the obtained results, and the evidence put forward for the criticism does not prove the claims. The research is important in terms of making a critical contribution to the current imsāk debates, which occupy a large part of the society, and placing the discussions on a scientific basis. (shrink)

Our study aimed to investigate what Muslim families in England have the opportunity to have religious education for their children and to examine the institutions or structures that provide Islamic education opportunities. Document analysis as a qualitative method was adopted in our study. Academic books and articles related to the subject, statistical records, various re-ports provided by the state and private institutions, school curricula, school inspection reports, and law articles, and some court decisions constitute the main data sources. Maximum diversi-ty (...) sampling from the purposeful sampling types was used in determining the schools that were examined their Islamic curriculum, and it was tried to include as many different curriculum examples as possible. The fact that religious lessons are compulsory in schools in England and that this lesson is taught with a multicultural approach can be seen as an opportunity. On the other hand, there is a flexible education system in England. Muslim faith schools, supplementary schools (madrasa, maktab, and mosque school), and the home-schooling system are places and structures where Islamic education is carried out within the scope of formal and informal education. It is seen that Muslim faith schools are allowed to be opened as 'voluntary aided schools' by defining their distinctive religious characters as Muslim. The number of ‘state-funded Muslim schools’ is very limited, but their existence carries symbolic weight as a recognition of the Muslim com-munity’s right to establish such schools. It is understood that Muslim faith schools were opened mostly in the category of ‘independent schools’. Although there are various discussions about it, it is also important for Muslims to have informal religious education, in addition to formal education; it is allowed to open schools that offer Islamic education under the name of madrasa, maktab or mosque school. Families who send their children to the community schools because of the insufficient number of Muslim faith schools send their children to madāris (singular: madrasa), makātib (singular: maktab), or mosque schools which are called as ‘supplementary schools’. Social and moral values are taught here, including the teaching of the Qur'an, as well as sīrah (the biography of the Prophet), fiqh (jurisprudence), and Islamic history. It was understood that families who want to protect their children from the unhealthy envi-ronment of the school have the right to prefer home education, since the school is not compul-sory. In this sense, home-schooling can be considered as another opportunity for Muslim fami-lies to have their children Islamic Education. In addition to all these opportunities, the lack of a standard in these educational structures, the unqualified teachers, the inadequacy of curriculum development studies, and as a result, lack of qualified teaching materials are important problems. Economic limitations emerge as the first obstacle to increase the number of Muslim faith schools and to improve educational quali-ty. This situation threatens the quality of education by giving rise to poor buildings, insufficient resources, insufficient health and safety standards, and inexperienced management. Another threat to the quality of education is that teachers for independent schools do not have to have Qualified Teacher Status (QTS). While negative perceptions about Muslim schools have been identified as another challenge, it is expressed in various sources that Muslim students are frequently exposed to Islamophobia in various ways in public schools. Linking mosques and Islamic education institutions to radicalization and making them a subject of discussion is another noteworthy issue. Although there is no evidence of the relationship between Muslim schools and terrorist acts in England, Muslim schools are subjected to suspicions of being po-tential breeding grounds for future extremists. It seems necessary to take some actions for madrasahs who do not want to be under the con-trol of the state to reach certain standards and increase the quality of education. For example, Muslim supplementary schools should be united under the same roof of an association like The Association of Muslim Schools. This will help to attain certain standards, to increase the quality of education, and to create opportunities for various cooperation and sharing of experiences. Also, it should not be seen enough that the teachers in the madāris only have religious educa-tion, and their pedagogical competencies should be improved by subjecting them to various educational programs. (shrink)

Projects conducted at primary schools are of great importance in environmental education. In this study, interviews were carried out with teachers who were theparticipants of particular environmental projects. This survey study is conducted through a descriptive research method, namely, semi-structured interviews. The data were analyzed descriptively. The study revealed that teachers felt environmental education projects made various contributions to students, schools, school staff, teachers, parents, and the school environment. However, it was discovered that teachers experienced some problems in project implementation. (...) The solutions offered by teachers who experienced these problems were also determined. (shrink)