This study investigated potential risk factors (coping, perfectionism and self-regulation) for substantial injuries in contemporary dance students using a prospective cohort design, as high-quality studies focusing on mental risk factors for dance injuries are lacking. Student characteristics (age, sex, BMI, educational program and history of injury) and psychological constructs (coping, perfectionism and self-regulation) were assessed using the Performing artist and Athlete Health Monitor (PAHM), a web-based system. Substantial injuries were measured with the Oslo Sports Trauma Research Center (OSTRC) Questionnaire on (...) Health Problems and recorded on a monthly basis as part of the PAHM system. Univariate and multivariate logistic regression analyses were conducted to test the associations between potential risk factors (i.e. student characteristics and psychological constructs) and substantial injuries. 99 students were included in the analyses. During the academic year 2016-2017, 48 students (48.5%) reported at least one substantial injury. Of all factors included, coping skills (OR: 0.91; 95% CI: 0.84–0.98), age (OR: 0.67; 95% CI: 0.46–0.98) and BMI (OR: 1.38; 95% CI: 1.05–1.80) were identified as significant risk factors in the multivariate analysis. The model explained 24% of the variance in the substantial injury group. Further prospective research into mental risk factors for dance injuries with larger samples sizes is needed to develop preventive strategies. Yet, dance schools could consider including coping skills training as part of injury prevention programs and, perhaps, providing special attention to younger dancers and those with a higher BMI through transitional programs to assist them in managing the stress they experience throughout their (academic) career. (shrink)

The contribution of the generation of Tâbi’un in the formation of Islamic sciences in general and in the development of hadith in particular is known. Various studies have been done on the quality of this contribution. Being a part of such an aim is among the targets of this study as well. Not to conducted any work on the hadithism of especially Abdullah b. Abbas' student and after him Atâ ibn Abi Rabah who the most famous teacher of the Mecca (...) school was another encouraging reason. While examining the life and scientific personality of Ata who was one of the early personalities, it has been tried to reach some results with the information obtained from the sources from the first period, especially the fatwa and rumors belonging to him. Atâ who was leading an observable, active political life, lived in the intellectual and social turmoil that emerged in the early period. Atâ who drawing attention with his educator personality, added his own experiences to the scientific heritage he received from the companions in the first instance Ibn Abbas, and had been passed it on to the next generations. Being a fatwa authority in Makkah mufti and pilgrimage organizations for many years is one of his important experiences. In addition to being well-known for his devotion to the Sunnah, he has been taken place between those known among the generation of Tâbi’un with his fatwa and ijtihad. Ata, who is a critical hadith reciter, is accepted as the absolute authority in the hadith. The fact that he was one of the first to make talfiq in the hadith shows that he knew the diversity of the sources he reported and the many tarikh of the narrations. He wrote narrations and encouraged writing of hadith. He contributed to the development of hadith terms with some of the hadith concepts he used and drew attention with the abundance of mursal hadiths. (shrink)

كتاب بحصي يتناول الصراع بين الصوفية والسلفية ويتناول قصة حياة الحلاج وابن الفارض والسهروردي ودواوينهم ويتناول الحب الإلهي عند الصوفية.

[1] Hagadah shel Pesaḥ -- [2] Pirḳe Avot -- [3] Mishle -- [4] Shir ha-shirim -- [5] Megilat Ḳohelet -- 6. Megilat Ekhah -- [7] Megilat Rut -- [8] Sefer Tehilim.

Christianity affirms, with Judaism and Islam, that God is the omnipotent Creator of all things. But it diverges from them in also affirming that the Creator assumed a human nature in one figure of history, Jesus of Nazareth. Christ thus differs from other men in kind, not merely in degree; he is absolutely, not just relatively, unique. Admittedly many Christian theologians have held that the difference between Christ and other men is only one of degree. Yet the Church's traditional claim, (...) as expressed in the Chalcedonian Definition, is that Jesus was both creature and Creator, both fully man and fully God. (shrink)

Taftāzānī, Masʻūd ibn ʻUmar, 1322-1389?. Tahdhīb al-manṭiq wa-al-kalām.

Epistemologists have not usually had much to say about believing ‘in’, though ever since Plato's time they have been interested in believing ‘that’. Students of religion, on the other hand, have been greatly concerned with belief ‘in’, and many of them, I think, would maintain that it is something quite different from belief ‘that’. Surely belief ‘in’ is an attitude to a person, whether human or divine, while belief ‘that’ is just an attitude to a proposition? Could any difference be (...) more obvious than this? And if we over-look it, shall we not be led into a quite mistaken analysis of religious belief, at any rate if it is religious belief of the theistic sort? On this view belief ‘in’ is not a propositional attitude at all. (shrink)

1. Moʻadim -- 2. Moʻadim 2. -- 3. Moʻadim 3.