................English....................... The purpose of this study is to reveal university students’ perceptions regarding Holy Qur’an through metaphors. The survey group of study consists of 194 participants who were studying in Theology Department and Social Service Department at Gümüşhane University in the 2014-2015 academic terms. Both quantitative and qualitative methods are used together. The study’s data was collected through a form with the phrase “The Holy Qur’an is similar/like…, because...” and some demographical variables. The Content Analysis Technique was used to (...) interpret data. Results of this study determined that 44 different metaphors regarding Holy Qur’an were given by participants. Theme of these metaphors were compiled as 9 categories consisting of directional, life source, explanatory, key, protective, curative, instructive, speech, and other categories. Top metaphors are in the directional, life source and explanatory categories. Key words are metaphor, perception, The Qur’an perception, religious concepts, and religious symbols. Getting data through comprehensive and in-dept analysis can help to have information about concepts of holy books in the human mind. The purpose of this study is to pick out perceptions of university students with regard to the Holy Qur’an through metaphors. For this reason, these questions are searched by researchers: 1) What are the metaphors which used by university students on description of perceptions regarding the Holy Qur’an? 2) How are the metaphors regarding the Holy Qur’an categorized in terms of common characteristics which produced by university students? 3) Are there any links between socio-demographic variables and composed metaphoric categories? One of the qualitative data collection technics, data collecting through metaphors method is used, and is asked open-ended question in the study. Picking up similarities and diversities under thematic topics is quite easy in the method. Therefore, this method has a functional feature in the sociology, psychology and anthropology, and it gives a wealthy and qualified image about matter, phenomenon, event and situation (Yıldırım & Şimşek 2005, 212). The target population of the study consists of students who were taking education at Gümüşhane University. Easily accessible and availability principles pursued in the sample choosing. In the distribution of participants according to the demographical features, females have 61.9 percent (n:120) and males have 38.1 percent (n:74) in terms of gender. Students who graduated from religious vocational high school is 61.3 percent (n:119), and others who from other high schools is 38.7 percent (n:75) in terms of graduated from different high schools. Students in theology department have 68.0 percent (n:132), and students who were educated in the social service department have 32.0 percent (n:62). Research data is gathered through survey form includes “The Holy Qur’an is like/similar to…, because…” sentence and demographical variabilities. Data, gathered from 194 survey forms, is transferred to the Excel and the SPSS program. In an attempt to reliability of study, gathered metaphors is examined by four area expert. Frequencies (f) and percentages (%) is taken into consideration in the process of replacing metaphors to the tables. Data analysis technique is used on the getting relationships and explaining gathered data, while content analysis technique is used on the interpreting of data. The SPSS program is used in the analysis of quantitative data. Obtained data from the surveys and composed categories is associated with descriptive statements in the verses of the Holy Qur’an. In the composed categories demonstrate distribution of produced 44 different metaphors with regard to the Holy Qur’an as 9 categories. According to this, the sample is represented in the categories as 64.4 % (f:125) is in the ‘directional’, 11.3 % (f:22) is in the ‘life source’, 7.7 % (f:15) is in the ‘explanatory’, 3.1 % (f:6) is in the ‘key’, 3.1 % (f:6) is in the ‘protective’, 2.1 % (f:4) is in the ‘curative’, 2.1 % (f:4) is in the ‘instructive’, 2.1 % (f:4) is in the ‘speech’ and 4.1 % (f:8) is in the ‘other’ categories. Distributions of composed categories are represented according to common characteristics as frequencies and percentages in the next tables. In the distribution of produced metaphors in the ‘directional’ category, university students produced 7 different metaphors (f:125). Frequencies of produced metaphors in the category are such that: guide (f:41), advisor (f:25), mentor (f:19), compass (f:16), road map (f:8), route (f:3) and other (f:13). According to the result, it is understood that aspects of guide, advisor, mentor and compass stood mostly out in the category. In the ‘life source’ category, 6 different metaphors (f:22) is developed by participants. Developed metaphors’ frequencies in the category are the following: life (f:4), lifeblood (f:4), weather (f:2), water (f:2), inheritance (f:2) and others (f:7). So, life and lifeblood aspects stood mostly out in the category. In the ‘explanatory’ category, 5 different metaphor (f:15) is developed by participants. Frequencies of produced metaphors in the category are such that: light (f:5), sun (f:3), flashlight (f:2), torch (f:2) and other (f:3). According to the result, it is understood that aspects of light and sun stood mostly out in the category In the ‘protective’ category, 5 different metaphors (f:6) is developed by participants. Frequencies of produced metaphors in the category are such that: saver (f:2), lifeguard (f:1), hereafter-saving (f:1), escapeway (f:1) and branch to catch (f:1). According to the result, it is understood that aspect of saver stood mostly out in the category. In the ‘instructive’ category, 4 different metaphors (f:6) is developed by participants. Frequencies of produced metaphors in the category are such that: reference book (f:1), dictionary (f:1), priceless book (f:1) and life encyclopedia (f:1). In the ‘speech’ category, it is seen that 4 different metaphors (f:6) is developed by participants. Frequencies of produced metaphors in the category are such that: divine message (f:1), speaking truth (f:1), Allah’s dialogue with us (f:1) and final word (f:1). In the ‘key’ category, 3 different metaphors (f:6) is developed by participants. Frequencies of produced metaphors in the category are such that: a key (f:4), the key of heaven (f:1) and the key of salvation (f:1). In the ‘curative’ category, 2 different metaphors (f:4) is developed by participants. Frequencies of produced metaphors in the category are such that: a pill (f:3) and doctor (f:1). In the ‘others’ category, 8 different metaphors (f:8) is developed by participants. Frequencies of produced metaphors in the category are such that: world (f:1), the friend of lonely passenger (f:1), the tree with fruit (f:1), hereafter (f:1), priceless treasure (f:1), miracle (f:1), philosophy (f:1) and mirror (f:1). Participants composed of 44 different metaphors regarding the Holy Qur’an. The metaphors were summed up in the 9 categories as ‘directional’, ‘life source’, ‘explanatory’, ‘key’, ‘protective’, ‘curative’, ‘instructive’, ‘speech’ and ‘other’ To results of the study; guide, advisor, mentor and compass aspects of the Qur’an came into prominence at most in the ‘directional’ category, when life and lifeblood aspects of the Qur’an came into prominence at most in the ‘life source’ category. Light and sunny aspects of the Qur’an came into prominence at most in the ‘explanatory’ category, while saver aspect of the Qur’an came into prominence at most in the ‘protective’ category. Instructive aspect of the Qur’an came into prominence at most in the ‘instructive’ category. Speech aspect of the Qur’an came into prominence at most in the ‘speech’ category, while key aspect of the Qur’an came into prominence at most in the ‘key’ category. Moreover, pill aspect of the Qur’an came into prominence at most in the ‘curative’ category. Whatsoever world, friend of single traveler, tree with fruit, hereafter, priceless treasure, miracle, philosophy and mirror aspects of the Qur’an came into prominence at most in the ‘other’ category. It is inferred that significant relationships between demographic variables and metaphor categories. In terms of major variable; theology students were composed of more metaphor in the ‘explanatory’ and ‘instructive’ categories, while social service students were composed of more metaphor in the ‘life source’ category. In terms of gender variable; females composed of more metaphor in the ‘curative’ and ‘other’ categories, while males composed of more metaphor in the ‘directional category. In terms of graduating high school variable, students who graduated from religious vocational high school composed of more metaphor in the ‘key’ and ‘speech’ categories, when students who graduated from other high school composed of more metaphor in the ‘directional’ category. Whatsoever, in terms of having the Qur’an education in their life status variable, had the Qur’an education in their life students composed of more metaphor in the ‘curative’ and ‘other’ categories, while other group composed of more metaphor in the ‘directional’. Moreover, in terms of perception of subjective religiousness, students who think themselves are ‘religious’ composed of more metaphor in the ‘key’ and ‘other’ categories, while students who think themselves are ‘less religious’ composed of more metaphor in the ‘explanatory’ category. In terms of perception of family religiousness, students who think own family ‘less religious’ composed of more metaphor in the ‘directional’ and ‘life source’ categories, when students who think own family ‘religious’ composed of more metaphor in the ‘key’ category. It can be suggested by the results of this study; perception of the Qur’an can be studied with the different study techniques, or it can be studied in the different research groups with the same technique. Muslims’ perceptions regarding the Holy Qur’an can be examined with intercultural comparative studies. Perceptions regarding the Holy Qur’an can be researched through interviews. Members’ perception regarding holy book that have different religious faith can be comparatively examined. Individuals’ perceptions regarding different religious concepts can be studied through metaphors. .................. Turkish...................Bu araştırmanın amacı üniversite öğrencilerinin Kur’an-ı Kerim’e ilişkin algılarını metaforlar aracılığıyla ortaya çıkarmaktır. Araştırmanın çalışma grubunu, 2014-2015 eğitim öğretim yılında Gümüşhane Üniversitesi İlahiyat Fakültesi ve Sosyal Hizmetler bölümünde öğrenim gören 194 katılımcı oluşturmaktadır. Araştırmada nitel ve nicel yöntemler birlikte kullanılmıştır. Araştırma verileri, “Kur’an-ı Kerim……gibidir, çünkü……” cümlesini ve demografik değişkenleri içeren bir form aracılığıyla toplanmıştır. Verilerin analizi ve yorumlanmasında içerik analizi tekniği kullanılmıştır. Araştırmada Kur’an’a ilişkin 44 farklı metafor geliştirildiği tespit edilmiştir. Bu metaforlardan ‘yönlendirici’, ‘yaşam kaynağı’, ‘açıklayıcı’, ‘anahtar’, ‘koruyucu’, ‘öğretici’, ‘derman’, ‘kelam’ ve ‘diğer’ olmak üzere 9 farklı kategori oluşturulmuştur. Üretilen metaforların ‘yönlendirici’, ‘yaşam kaynağı’ ve ‘açıklayıcı’ kategorilerinde yoğunlaştığı görülmüştür. Demografik değişkenler ile metafor kategorileri arasındaki ilişkiyi ortaya çıkarmak araştırmanın ikincil amaçlarındandır ve bu yönüyle sonuçlar değerlendirildiğinde değişkenler ile kategoriler arasında anlamlı ilişkiler olduğu tespit edilmiştir. Demografik değişkenler ile kategori ilişkisinde fakülte değişkeni açısından ilahiyat öğrencileri ‘açıklayıcı’ ve ‘öğretici’ kategorilerinde daha fazla metafor üretirken sosyal hizmet öğrencileri ‘yaşam kaynağı’ kategorisinde daha fazla metafor üretmiştir. Cinsiyet değişkeni açısından ise kız öğrenciler ‘derman’ ve ‘diğer’ kategorilerinde daha fazla metafor üretirken erkek öğrenciler ‘yönlendirici’ kategorisinde daha fazla metafor üretmiştir. Lise mezuniyeti açısından bakıldığında da İHL’den mezun olanlar ‘anahtar’ ve ‘kelam’ kategorilerinde daha fazla metafor üretirken diğer lise mezunları ‘yönlendirici’ kategorisinde daha fazla metafor üretmiştir. Kur’an Kursu eğitimi alma değişkeni açısından ise Kur’an kursu eğitimi alanlar ‘derman’ ve ‘diğer’ kategorilerinde daha fazla metafor üretirken Kur’an Kursu eğitimi almayanlar ‘yönlendirici’ kategorisinde daha fazla metafor üretmiştir. Ayrıca öznel dindarlık ve aile dindarlık algılarıyla metafor kategorileri arasında da anlamlı ilişkiler elde edilmiştir. (shrink)

Chen employs social capital as a conceptual tool to explore the life experience of a group of young Muslim students within the Han Chinese mainstream society.

The goal of this book is to help the reader gain knowledge on ethical and legal issues in the field of student affairs and develop competency to follow the profession’s principles and standards of conduct. The significance of the book is due to its focus on the practical value of ethics and legal issues and its aim to address the knowledge, skills, and dispositions required of student affairs educators to develop and maintain integrity in their life and work as (...) described by the ACPA/NASPA. The text offers readers a number of major unique features: It offers multiple ethical decision-making models to guide student affairs educators in their ethical decision-making process. It proposes that ethics is not an individual but an organizational responsibility. It offers that ethical decision making is a professional skill that can be practiced and applied in student affairs educators’ day-to-day practice. It presents the reader with the most current legal issues in student affairs and higher education. Finally, it reflects three themes: integration of ACPA/NASPA competency areas; development of professional identity; and application of knowledge and theory to practice. The book is critical and timely. A book that focuses on ethical and legal issues in student affairs is needed for faculty in preparation programs, new professionals navigating their identity as student affairs educators, and a resource for mid- and senior-level professionals facilitating ongoing professional development. The book begins to address what it means to have a professional identity, which is ground in the shared ethical and legal values espoused within the profession and academia. Each chapter uniquely contributes to the complexity embedded in the study of ethics and how that is applied to practice. Additionally, the volume is a balance of procedural knowledge, case illustrations, and guided practice exercises to facilitate the reader’s ability to translate the theory and research discussed into professional decision making and application. (shrink)

This rare and important contribution to the field of Islamic studies, philosophy, and comparative religion achieves a twofold objective. First, it draws from a broad and authoritative well of sources, especially in the domain of Sufism, or Islamic mysticism. The scholarship is impeccable. Second, it is an in-depth meditation on the relationship between love and knowledge, multiplicity and unity, the example of the Prophet Muhammed viewed as Universal Man, spiritual union, heart and intellect, and other related themes--conveyed in fresh, contemporary (...) language. The book is as much a work of Sufism as it is a book about Sufism. Many of these themes have a universal appeal for students of mysticism; consequently, there are distinct resonances with other traditions, especially within certain schools of Christian mysticism dominated by the language of love. In our day, when the divisions between many Muslims and many Christians have broadened into chasms of suspicion and fear, books such as this one are especially important for the help they can offer in bridging these rifts. The capacity of scholars to understand these two religions, which stem from the same Abrahamic source, is of the utmost significance, and the best approach to better understanding may be through the mystical traditions, which tend to reflect more tolerance and to recognize a potential for seeing unity in a multiplicity of perspectives. This work conveys the beauty at the heart of the Islamic tradition in a language devoid of technical terminology. (shrink)

On religious life in Islam; conduct of life for Muslims and on Islamic ethics.

Push-pull theory, consumer decision-making models and rational choice theory are commonly used to explain international student mobility. Despite their merits, the individual’s motivation to study abroad is ignored. Based on two motivation theories—expectancy-value theory and self-determination theory, this study examines whether students’ intention to study abroad originates from the students themselves or compromises social pressure and how the external factors defined in push-pull theory work with these motivations to affect their decision-making. A quantitative study was conducted with a (...) sample size of 736 international students in China. The findings show that the decision to study abroad is a highly subjective and intrinsically driven behavior in which realizing one’s self-worth or fulfilling one’s purpose of life plays the most significant role. Making a decision needs a “cost-benefits calculus,” but the utility value of study abroad was positioned behind attainment value and identified motivation. The heterogeneity of international students’ motivation was also differentiated by both their gender and their parents’ educational backgrounds. (shrink)

Holistic ethics education in the professions is never fully served by a reliance on regulatory compliance alone. Data obtained from penalties due to corporate non-compliance in specific professions rarely describe the underlying ethical failures that are the foundation for “rule-breaking” in the professions. However, “violations” data may serve as a springboard for an educational discussion and approach that helps professionals (and those studying to become professionals) to understand the basic moral reasoning that underlies the “good” that is served by adhering (...) to professional Codes of Conduct, Codes of Practice, Codes of Ethics, and the professional regulatory environment. We here use data obtained from the US FDA, US DOJ, and from Violations Tracker and compare these data with the IFPMA (International Federation of Pharmaceutical Manufacturing Association) Ethos and guiding principles. These side-by-side linkages serve as a mechanism to help students assess which ethical principles are at the core of each such violation in the pharmaceutical industry. We further recommend that this approach be incorporated into ethics education, especially beginning at the undergraduate level, as prophylaxis to ethical lapses in later professional life. (shrink)

After the COVID-19 outbreak, the health status of the general population has suffered a huge threat, and the health system has also encountered great challenges. As critical members of human capital in the health sector, medical students with specialized knowledge and skills have positively fought against the epidemic by providing volunteer services that boosted the resilience of the health system. Although volunteer behavior is associated with individual internal motivation, there is sparse evidence on this relationship among medical students, (...) especially regarding potential mechanisms. Therefore, this study had two main objectives: to examine the influence of prosocial motivation of medical students on their VB; and to verify the chain-mediating role of calling and vocation as well as social responsibility in the relationship between PM and VB. Study I: a total of 2454 Chinese full-time medical students were invited to complete an online survey. Data analysis was performed using descriptive statistics, Pearson’s correlation coefficient, and multiple linear regression analysis. The results demonstrated that PM significantly affected VB in medical students ; CV as well as SR chain-mediated the relationship between PM and VB. PM promoted the formation of SR by positively evoking CV of medical students, further resulting in increased VB. Study II: A 28 person qualitative interview was conducted. Qualitative data are added to reduce the limitations of online questionnaires. At the same time, we can also critically study the VB of Chinese medical students during COVID-19. The results showed that there were various reasons for medical students to volunteer in the process of fighting against COVID-19, and the experience of volunteer service and the impact on their future life were different. Lastly, the current findings suggest that fostering volunteerism among medical students requires the joint effort of the government, non-profit organizations, and medical colleges. (shrink)

Religious teachings express the fact that a human is a social being and associates with various people. In order to have a successful and safe life, we should refrain from any selfishness, harming others, malice and humiliating people and should always be forgiving, selfless and humble in relationships. Interpersonal relationships are one of the most important components of human life from birth to death; none of the potential capabilities of humans grow except in the shadow of interpersonal relationships. Learning correct (...) interpersonal relationships is very important in creating mental health, personality development, identity finding, increasing job productivity, increasing quality of life, increasing adaptability and self-fulfilment. The current research was conducted with the aim of explaining the relationship between communication skills based on Islamic teachings and students’ life skills. In this research, Ayats [verses] from the Holy Quran that are related to communication skills and relationships between people in Islamic society have been discussed, and then the components of effective communication and its role in students’ life skills have been explained. This research discusses the following factors: human dignity and self-esteem, tolerance and compromise skills, forgiveness skills, accountability skills, justice orientation skills and individual behaviour skills. Contribution: The results of this research indicate that according to students’ imitation of teachers, paying special attention to the components of communication skills according to Islamic teachings in schools can affect students’ life skills. Therefore, by improving the mental health of the youth, and consequently the health of the society will be affected and it will bring excellence to the society. (shrink)

The inspiring true story of a teacher's experiences with her students and the life lessons she learned that can help others find joy and success. Crash Course chronicles the life lessons that Kim Bearden has learned during an award-winning career in education that has spanned three decades. Kim has taught more than 2,000 students, and each has shown her something about the world and the abundant capacity for love, resilience, and appreciation that we all possess. By sharing her (...) students' stories, she teaches their inspiring lessons to us all. Throughout the ups and downs of her professional and personal life, Kim found that her students were the light that illuminated her path; they were her sanctuary in the storm. From her challenges as a first year teacher, to her triumphs as the cofounder of the highly acclaimed Ron Clark Academy, Kim shares how children can teach each of us the importance of building relationships, abandoning fear, embracing one's unique gifts, and living with passion. Full of honesty, humor, heartbreak, and humanity, Kim's experiences show how children can help any one of us, despite life's obstacles, find the joy and significance in both our personal and professional lives. (shrink)

Radicalism has the potential to become more widespread in a younger generation of Muslims who are too textual, exclusive, extreme and uncritical. Their ethos of struggle has created a momentum to contest radical ideologies of Islamic radicals. This study investigates the potential for the radicalisation of Islamic students in Indonesia and formulates an approach of integrating national and religious values to mitigate the potential for radicalism. A qualitative research approach is used, and data were collected by distributing questionnaires to (...) Indonesian Islamic student activists. Interviews were also conducted with experts to strengthen secondary sources of information. The results show that the potential for Islamic student to be exposed to radical activists is high. Through categorisation, interpretation and analysis, it was found that the concepts and spread of radicalism were more influenced by religious interpretations than social tolerance factors. In addition, the religious nationalist approach is formulated based on religious terminology and religious narratives.Contribution: This research contributes by assisting colleges’ efforts in building a detection system and mitigating the risk of student radicalism through a religious nationalist approach. (shrink)

I read Robert Card's recent paper entitled ‘Is there no alternative? Conscientious objection by medical students’ with great interest.1 That Muslim students in America are able to conscientiously object to the cross-gender consultation is somewhat startling. I have just left the Middle East, where I worked as a medical educator for five-and-a-half years , and, to the best of my knowledge, even in the conservative, gender-segregated traditional Muslim culture of the United Arab Emirates, not once did (...) a male or female student refuse to examine a patient of the opposite sex.Several issues, many of which have been described by Padela and del Pozo,2 should be taken into consideration in relation to Muslim students’ conscientious objection to the cross-gender consultation on religious grounds. Although Islam prohibits touching or physical contact by the opposite gender, unless appropriate , in some circumstances, the ‘prohibited becomes permissible’.3 Medicine is one such circumstance. Islam does not …. (shrink)

_ Source: _Volume 40, Issue 1, pp 60 - 79 Studies from the West have reported a positive relationship between religion and mental health, and yet research on the relationship between religiosity and well-being among Chinese is rare. The present study investigated this relationship in a representative sample of Chinese college students. From a total sample of 11139 college students in 16 universities nationwide, 1418 students with self-reported religious beliefs were selected. We assessed religiosity, subjective well-being, psychological (...) distress, and meaning in life. In addition, qualitative interviews were conducted with 10 psychologically distressed and 10 non-distressed religious students. Results indicated that religiosity was associated with higher life satisfaction, a relationship partially mediated by meaning in life. Unexpectedly, religiosity was also associated with higher depressive and anxiety symptoms. Qualitative interviews revealed that distressed religious believers suffered from greater mental distress before becoming involved in religion, compared to non-distressed religious students. (shrink)

In response to concern over the numeracy skills deficit displayed by student nurses, an online computer programme, ?Authentic World??, which aims to simulate a real-life clinical environment and improve the medication dosage calculation skills of users, was developed (Founded in 2004 Authentic World Ltd is a spin out company of Glarmorgan and Cardiff Universities, Cardiff, Wales UK.). Two randomised controlled trials were conducted, each at a UK University, in order to investigate the impact of Authentic World? on student nurses? general (...) numeracy abilities. All first year nursing students who gave consent were randomised equally into an intervention or control group. The intervention group were given access to Authentic World?. The primary outcome measure was the students? scores on a general numeracy test. The Intention to Treat (ITT) analysis in both trials revealed a small negative effect of Authentic World? on general numeracy, which was statistically significant in one trial. However, compliance with the intervention was very low in both trials, with only 24 and 12% of students allocated to the intervention groups spending more than 15 minutes using the programme. Providing nursing students with access to Authentic World? is not an effective use of resources since use of the programme appears to be very low. (shrink)

One of the essential features of the history of Islam and Muslim religious spirituality is the cult of knowledge. Islam has developed a completely different model of the relationship between faith and knowledge, knowledge of God and knowledge of the universe, religion, and science than that which was characteristic of Christianity. For centuries, this difference will be startling: we will see the European civilization, where the church authorities brutally destroyed the germs of free thought and scientific thought and (...) class='Hi'>Muslim civilization, where the cult of knowledge acquired a sacred dimension. The widespread development of medieval Muslim culture, science and art, which has made a significant contribution to the development of world scientific thought, has been posited as the embodiment of Muslims in the life of one of the main religious duties - the acquisition of knowledge, since the path to knowledge is interpreted in Islam as a way to comprehend power and the mercy of the Almighty. "There is no better worship for Allah than gaining knowledge" - it will be written on Maktabas and madrasah. Teachers and students will quote the verses of the Qur'an: "O Lord! Increase my knowledge "! Each new Muslim ruler - from the Caliph to his advisers and ministers - had to build a mosque, his own mausoleum and... a library. (shrink)

Among the Muslims the most common sect is Ḥanafī. It is mentioned in the Ḥanafī sect that there are a line of students who transfer the principles of the sect from generation to generation. In order for the Islamic conquests that started simultaneously in the Eastern and Western lands to be permanent, people were sent to teach Islamic morality, worship and fiqh that encompass daily life. From the 2nd century (A.H.) the sectarianization process that started in the centers such (...) as Kufa, Medina and Damascus has naturally spread to the geography of the West. Many jurists who were educated in the madrasas in the East transferred this education to the newly conquered lands in the West, thus contributing to the fact that sectarianization began in the East and West at the same time. During this period, the views of many mujtahids, including Abū Ḥanīfa and his students, began to enter this geography again through his students. In this article, the most important person who introduced the Ḥanafī sect in the Andalusian region and transferred Abu Ḥanifa's ijtihads, ʿAbdallāh Ibn Farrūkh's life, his scientific personality, his contributions to the spread of the sect and the reasons for the Ḥanafī sect to find supporters in the region will be followed by a short course and the history of the sect will be tried to uncover in the history of Andalusia.Summary: Among the Muslims the most common sect is Ḥanafī. It is not a coincidence that the Ḥanafī sect spread more than other sects and found supporters. Abū Ḥanīfa (d. 150/767) is the most senior among the imams of four leading sects. He experienced about commercial and everyday life, had loyal students. This is because he discussed with his students before deciding on a ruling.Islamic conquests in the east and west started at the same time. Experts teaching Islamic morality were sent to conquered places. In this way, both morality and Islamic law, which encompasses worship and daily life, were also taught. Since the implementation of justice was considered as the main duty of the state, legal affairs were dynamic and systematically organized. For this purpose, both in the Medina and the newly conquered lands, various issues such as, management, use, distribution, non-muslim marriage, trade and so on emerged. These issues were carried out with the "kadi" establishment, which is like today's ministry of justice.In the Hijri 2nd century, Fiqh schools produced practical solutions to matters of process and worship in centers such as, Iraq, Medina and Damascus. These schools completed the sectarianization process after a century. Many Islamic jurists who took madrasah education in the east taught these training in the west. They pioneered the development of this sectarianization process both in the east and the west at the same time.The Islamic jurisprudence solved the problems that emerged with the conquest process that began in Andalusia, primarily through the independent jurisprudence, kadi and muftis in the region. After 710 A.C., the Ḥanafī sect reached Andalusia. After the death of Abū Ḥanīfa, Abu Yusuf became the chief justice. Later, the views of Abū Ḥanīfa gained importance. Abu Yusuf appointed the judges who knew the Ḥanafī sect. Abū Ḥanīfa's students, like a gold mine, embraced the views of their teachers. These jurisprudences were adopted by the supporters. Imam Muhammad was the first to write the case law of Abū Ḥanīfa. The views and thoughts of Abū Ḥanīfa, which were published by Imam Muhammad, spread throughout Iraq, Damascus, Iran and Khorasan. Later these thoughts reached North Africa that was under the control of Aghlabid (A.C. 800-909).In the same era, ʿAbdallāh b. Farrūkh passed to the way 6500 km to learn western sciences. The purpose of Farrūkh is to write the views of his teacher, Abū Ḥanīfa. In this way, he returned to Andalusia by writing ten thousand subjects. Beginning from 767 A.C., Ḥanafī sect gradually began to form in this region. He served as a judge voluntarily, although he did not serve as the official judge. Therefore, it contributed greatly to the spread of this sect in the west. The Mālikī sect, which due to from the animosity of Umayyad (A.C. 661-750) and Abbasids (A.C. 750-1258), came to the forefront. Abdullah b. Ferrûh was not as famous as the other disciples of Abū Ḥanīfa.Although Ḥanafīism spread in the west, it was in the foreground in the eastern geographies. Scholars such as Qadi Ayyad (d. 544/1149), Ibn Farḥūn (d. 799/1397), Muhammad Abū Zahra (d. 1974) and Hintātī state that this sect was effective for a short time in the west. On the other hand, Maqdisī (d. 380/999) states that Ḥanafī existed in Andalusia until the second half of the third century A.C. and was at least as widespread as Mālikīism. Orientalist Lévi Provençal (d. 1956) says that Ḥanafī sect did not reach to Andalusia. However, it can be understood from the above statements that this view is not real. In addition, according to the student hierarchy described in the article, it is understood that the Ḥanafī sect maintained its existence in this region for a while. In Andalusia, the views of the sect from the 8th to the 13th centuries known, recognized and followed by experts and the public. Because this sect was not official, its books were not in demand. For this reason, the basic works belonging to the sect were not reproduced.It is not true that the Ḥanafī sect never came to Andalusia or did not stay for a long time. ʿAbdallāh b. Farrūkh, who studied at Abū Ḥanīfa for 5 years, introduced Ḥanafī sect in Andalusia. Then his students continued this teaching. In this study, the life, mastery and students of ʿAbdallāh b. Farrūkh, who made important contributions for the first time in teaching Ḥanafīsm's to Andalusia, have been brought together. This information is summarized in terms of Ḥanafīsm's entry into Andalusia, the reasons for acceptance in social life and the duration of the sect in the region. (shrink)

In recent years, Chinese Generation Z has shown a strong enthusiasm for the Myers-Briggs Type Indicator (MBTI), often attributing academic or life challenges to their MBTI personality types. This study aims to explore the effects of MBTI on academic major selection, academic performance, and career decision-making among first-year university students in China. Data were collected from 203 freshmen across seven majors at a comprehensive university in Guangdong Province using MBTI personality test scales, peer evaluations, and an open-ended career decision (...) questionnaire. Statistical and correlation analyses were conducted using SPSS 27. The findings revealed that: (1) the Judging/Perceiving dimension is significantly correlated with structured disciplines; (2) Intuitive students tend to perform better academically; and (3) MBTI has a limited impact on career decision-making. These results suggest that while MBTI can offer insights into student preferences, its predictive power is constrained, especially in culturally and societally influenced contexts. Educators should take these factors into account when utilizing MBTI in academic settings and encourage students to explore career paths beyond their perceived personality constraints. (shrink)

Stimulating responsible conduct of research is considered important within universities and research organizations. In this contribution, we investigated if there are gender differences regarding three aspects: students’ attitudes towards integrity related issues, self-reported misconduct, and suspicions of misconduct and willingness to report fellow students. A questionnaire was sent to 1266 first year starting master students in the life sciences. Male students were significantly more likely to report not doing their fair share in group work and (...) putting their name on work without checking it. No significant differences were found regarding attitude and suspecting and reporting other students. (shrink)

This study investigated the effect of ACEs and COVID-19 on grit and whether this effect is mediated by mindfulness. Although current scholarship has found that adverse childhood experiences have harmful consequences to individuals across the life span, less is known about the relationship between ACEs and grit. Grit is predictive of educational success and subjective wellbeing. A cross-sectional online survey administered to junior and senior students from 12 universities spread across China was conducted from September 20, 2020 to October (...) 5, 2020. The universities were selected from geographically diverse regions of China to ensure a diverse sample. We received 1,871 completed responses from 2,229 invited students. The survey response rate was 83.9%. The results indicated that ACEs had significantly negative effects on grit, while mindfulness had significantly positive effects on grit. Once controlling for level of mindfulness, the effects of ACEs on grit largely reduced and became insignificant. The findings of this research indicate that mindfulness has a significant mediational effect on the relation between ACEs and grit and call for mindfulness-based interventions for enhancing grit for the population at risks. (shrink)

Today, which is described as the information age, it is expected from schools where knowledge is produced, education-training activities are carried out, and education is realized, to raise a self-confident student profile in accordance with the requirements of this age. The learning climate is important in this regard. Learning climate, which is one of the new components used instead of organizational climate and school climate in the climate literature, includes all kinds of factors related to learning ability; human factors are (...) dealt with in many dimensions, especially the virtual/real spaces where learning takes place, and measurements are made with the tools developed to measure the learning climate. The data obtained is a source for improvement studies. In our study, the school learning climate was discussed in terms of school engagement, learning environment, and communication dimensions. As a type of self-efficacy, one of the basic concepts of Social Cognitive Theory, academic self-efficacy, which expresses the students' self-confidence in subjects that require academic study, can be explained as the individual's ability to use effective cognitive strategies in order to learn, effectively manage their learning environment and learning times, and effectively organize their own performance. Academic self-efficacy is considered by researchers in different dimensions, measurements are made with different scales. In our study, academic self-efficacy was handled in cognitive, social and technical dimensions. The main factors that make people strong in the flow of life are self-confidence, critical perspective, success in social relations; basic skills such as interest in any sporting, artistic or cultural field are possible with the students' gain from the school climate. In this case, we can say that having a good wind at school, creating a livable and lovable atmosphere, and sitting on an original and critical ground is only possible with a positive and sustainable school climate. The school climate, which positively nurtures academic self-efficacy, will bring the success of the human elements affected by the climate. A positive school climate and strong academic self-efficacy will become the greatest means of academic success. Measuring the learning climate, interpersonal relationships, role models, expectations, etc. in schools. It can help to understand the quality of life as well as the success and satisfaction of students. The aim of this study is to examine the relationship between the learning climate perceptions of students of higher religion and their academic self-efficacy and academic achievement. In this framework, four basic research questions have been tried to be answered: (i) What is the level of the learning climate and academic self-efficacy perceptions of higher religious education students? (ii) Is there a significant relationship between higher religious education students' learning climate and academic self-efficacy? (iii) Are the age, learning climate and academic self-efficacy beliefs of higher religious education students significant predictors of their academic achievement? (iv) What are the views of higher religious education students regarding their negative perceptions of the learning climate? The triangulation strategy was used in the study, which was patterned with mixed method and convergent parallel research design. In the quantitative section of this study, Academic Self-Efficacy Scale developed by Owen and Froman and adapted into Turkish by Ekici and the School Climate Scale for University Students, developed by Terzi was applied to 1147 students from six faculties, who study in high religious education in public universities within Turkey. In the qualitative part, interview forms were filled in by 18 students from the same faculties. Test of normality was applied to the quantitative data set obtained after the research conducted in May 2019. Independent Samples t-Test, Mann Whitney U Test, Levene test, One-way Analysis of Variance (ANOVA), Scheffe Test, Kruskal Wallis H Test, Pearson Product-Moment Correlation, Polyserial Correlation and Path Analysis were used to analyze the data. Qualitative data were analyzed by descriptive analysis. According to the results of the research, the perception of the learning climate and also of academic self-efficacy in general was negative for of the students of higher religious education. The correlation between general average of School Climate Scale and Academic Self-Efficacy Perception Scale is at medium level. According to the results of the research, the findings were discussed in the light of the literature, and after the comments, various solution suggestions were presented that are thought to provide a positive learning climate in higher religious education, strengthen the academic self-efficacy of higher religious education students and increase their academic success. (shrink)

IntroductionInternet addiction is characterized by excessive and uncontrolled use of the internet affecting everyday life. Adolescents are the primary risk group for internet addiction. Data on internet addiction is lacking in Africa. Thus, this review aimed to determine the pooled prevalence of internet addiction and its associated factors among high school and university students in Africa.MethodsA comprehensive literature search was conducted using electronic databases to locate potential studies. Heterogeneity between studies was checked using Cochrane Q test statistics and I2 (...) test statistics and small-study effects were checked using Egger's statistical test at a 5% significance level. A sensitivity analysis was performed. A random-effects model was employed to estimate the pooled prevalence and associated factors of internet addiction among students. The primary outcome of measure of this review was the prevalence of internet addiction and the secondary outcome of measures are the factors associated with internet addiction.ResultsA total of 5,562 studies were identified among the five databases. Of these, 28 studies from 10 countries with 14,946 high school and university students were included in this review. The overall pooled prevalence of internet addiction among the students was 34.53% [95% Confidence Interval : 26.83, 42.23, I2 = 99.20%]. Male sex [Pooled Odds Ratio = 1.92, 95% CI:1.43, 2.57 I2 = 0.00], urban residence, and duration of daily internet use for more than 4 h (POR = 2.25, 95% CI:1.20, 4.21, I2 = 0.00%, were significantly associated with internet addiction among adolescents.ConclusionAlmost one-third of university and high school students in Africa are addicted to the internet. Male students, those from urban areas, and those who use the internet for more than 4 h per day have higher odds of internet addiction. Thus, we recommend that health planners and policymakers pay attention to the use of the internet and internet addiction in Africa. (shrink)

Student teachers’ experiences of professional ethics, as lived practice, need to be visualized and verbalized to support their ability to develop an ethical practice. The aim of this article is to discuss the lived experiences of professional ethics from beginning teachers’ internship, based on a phenomenological study. Some of the essential meanings are interpreted in relation to the tension between responsibility and accountability that is emerging from neoliberal influences in teacher education. Inspired by Reflective Life World Research, interviews were conducted (...) with student teachers specializing in preschool and elementary school. The empirical data was analyzed in order to determine the meanings that constitute the lived experience of professional ethics for early career teachers. By identifying the implications of professional ethics in neoliberal times, teacher educators can more easily observe and communicate the manifestations this has for teaching. Discussions and observations of professional ethics can stimulate student teachers’ learning as part of teacher education discourse. (shrink)

BackgroundThe psychological condition of university students has been the focus of research since several years. In this population, prevalence rates of depression, suicidal ideation, anxiety disorders and substance abuse are higher than those of the general population, and medical students are more likely to have mental health issues than other students.AimsThis study deals with the psychological condition of medical students, with a focus on correlations between depression, suicidal ideation and the quality of the perceived parenting style. (...) Gender differences were also considered.MethodsA cross-sectional study was conducted on a population of medical students, with an online questionnaire consisting of a personal data sheet for demographic and anamnestic data, and of three self-rating scales: the Beck Depression Inventory II, for the screening of depressive symptoms; the Beck Hopelessness Scale, to assess suicidal ideation; the Parental Bonding Instrument, to investigate the memory of the attitude of one’s parents in the first 16 years of life. Two main affective dimensions were considered by PBI: “care” and “protection”. Four different patterns of parenting styles are so evidenced: Neglectful Parenting, Affectionless Control, Optimal Parenting, and Affectionate Constraint.ResultsOverall, 671 students participated. Females, compared to males, experienced more distress and self-injurious behaviors, while males experienced more drugs or alcohol abuse. The BHS and BDI-II scores correlated positively with the PBI score for “protection” and negatively with that for “care.” Affectionless Control and Neglectful Parenting were associated with higher medians of BHS and BDI-II scores.ConclusionThe study confirms that the undergraduate medical student population has higher prevalence of depression and suicidal ideation than those detectable in the general population and that some specific parenting styles correlate with these two clinical variables. The impact of Affectionless Control and Neglectful Parenting on suicidal ideation and depressive symptomatology was more pronounced in females than in males. For males, the role of the father seemed to have less impact on the affective roots of suicidal thoughts and depression. (shrink)

The Coronavirus disease 2019 pandemic is affecting many areas of life and has led to major changes in undergraduate medical education. Even before the COVID-19 pandemic, high mental burden of medical students has frequently been reported in the literature. Additional pandemic-specific stressors could exacerbate this situation. This study aimed to assess mental health outcomes among medical students during the first semester after the COVID-19 outbreak and perception of the students on how the learning environment has changed. In (...) May 2020, we conducted a cross-sectional survey among undergraduate medical students at a large medical school in Germany. The survey included validated mental health instruments and self-developed items to examine the perception of the study situation during the COVID-19 pandemic. Open-ended questions were analyzed by conventional content analyses. The response rate was 59.2%. Overall, 61.9% of the students reported distress levels above the cutoff. Year 1 students reported significantly higher levels of distress, anxiety and depression than students during their second to fourth year of studies. 48.3% of the students indicated a decrease in their study motivation since the beginning of the COVID-19 pandemic with significant differences between study years. The binary logistic regression model showed that male gender, being in study year 2, higher distress scores and higher symptoms of depression were significantly associated with a higher likelihood for experiencing serious worries. In the open-ended questions on current concerns related to the impact of the COVID-19 pandemic on their studies, students most frequently reported concerns about missing relevant practical learning experience, difficulties with self-regulated learning and self motivation as well as study-related worries. Year 4 students reported significantly more worries about the lack of practical training than students from study years 1 to 3. Analysis of gender differences showed that female students reported more frequently diverse worries. In contrast, female students shared more frequently helpful strategies in all the categories compared to male students. Our findings suggest that medical students experience significant levels of distress and mental burden during the COVID-19 pandemic and highlight the need for ongoing psychological and educational support for medical students during the COVID-19 pandemic and after. (shrink)

The Digital Humanities is a comprehensive introduction and practical guide to how humanists use the digital to conduct research, organize materials, analyze, and publish findings. It summarizes the turn toward the digital that is reinventing every aspect of the humanities among scholars, libraries, publishers, administrators, and the public. Beginning with some definitions and a brief historical survey of the humanities, the book examines how humanists work, what they study, and how humanists and their research have been impacted by the (...) digital and how, in turn, they shape it. It surveys digital humanities tools and their functions, the digital humanists' environments, and the outcomes and reception of their work. The book pays particular attention to both theoretical underpinnings and practical considerations for embarking on digital humanities projects. It places the digital humanities firmly within the historical traditions of the humanities and in the contexts of current academic and scholarly life. (shrink)

This study investigates potential differences in attitudes towards corporate social responsibility between Saudis and Muslims from other predominately Islamic countries. We propose that Saudi Arabia’s unique rentier-state welfare and higher education systems account for these distinctions. In evaluating our propositions, we replicate Brammer et al. :229–243, 2007) survey on attitudes towards CSR using a sample of Saudi undergraduate and graduate business students and compare the results against data from subjects in other majority Muslim countries. In addition, this work (...) examines possible differences within the Saudi sample with respect to sex and academic level. Our results indicate that our Saudi subjects maintain higher expectations for corporations’ social responsibility within their supply chain than the Brammer et al.’s sample. In contrast, Muslims in the Brammer et al.’s sample hold higher expectations for corporations in supporting societal development and poverty alleviation in comparison to the Saudi sample. We also find within the Saudi sample that females and subjects at higher academic levels are more inclined to hold corporations responsible for social issues related to CSR than males and subjects in lower academic levels. We examine these findings, explore their implications, and propose areas for future research. (shrink)

HUMAN CONDUCT strives to motivate and challenge ethics students through the use of realistic dialogues that bring ethical dilemmas to life. An engaging narrative style (including fiction) and an extensive series of examples illustrate theories of right and wrong as this introductory text describes and critiques traditional and contemporary moral problems.

In lieu of an abstract, here is a brief excerpt of the content:Conversations from the Shin Buddhist-Muslim-Christian Workshops, 2016–2019:IntroductionDennis HirotaIn 2016, members of the Research Center for World Buddhist Cultures at Ryukoku University initiated a project that came to be titled "Conversations in Comparative Theology: Shin Buddhism, Christianity, Islam." The basic plan called for a small number of scholars of the three traditions to meet to present papers on shared themes and discuss vital topics in their own traditions. The (...) hope was that participants would, through the presentations, reflect critically on issues within their own tradition in the light of the theological thinking of other traditions.The first meeting was held at Ryukoku University in 2016. The planning for the project was joined, at various stages, by Perry Schmidt-Leukel of Münster University, Peter Phan of Georgetown University, and David Matsumoto of the Institute of Buddhist Studies, all of whom hosted a meeting at their home institution. In all, four meetings were held in four consecutive years in Kyoto, Münster, Washington, D.C., and Berkeley.For the first three meetings, panels were organized around set themes, with one panelist presenting for each tradition. The themes for all the panels were largely determined at the outset of the project. They were intended to be topics of major significance with broad resonance across the traditions. It was anticipated that each topic would be viewed as harboring issues requiring current deliberation. In this respect, some of the panel topics were more fruitful than others.The panel topics for the first meeting were: (i) Buddha's teaching, revelation, truth; (ii) universality and exclusivism; (iii) myth and history; and (iv) Amida, Allah, Trinity.The panel topics for the second meeting: (i) karmic evil, sin, suffering, and predestination; (ii) practice, prayer, and transformation; (iii) repentance and forgiveness, aspiration, and hope; and (iv) human existence.The topics for the third meeting: (i) wisdom-compassion, divine love/mercy, and transcendence; (ii) shinjin, nembutsu, surrender/faith, remembrance, and the prophetic voice; (iii) Amida's directing of virtue; grace, justice, and moral life; and (iv) naturalness (jinen), fitra, spirit. [End Page 239]At the final meeting, participants presented revised or augmented papers reflecting their experience during the entire project. The eight articles gathered here were originally written as part of the project at various points during the four-year course of its proceedings.Readers will be able to determine the success of the project itself by the merits or limitations of the contributions. It may be useful, however, to offer a reflection on the meetings as a whole. Students of religion experienced in interreligious, intercultural, or comparative theological dialogue will recognize some of the difficulties surrounding the project. I will mention simply that a tension or polarity of concerns quickly emerged that might be characterized as the distance between "comparative" approaches, on the one hand, and more traditional "theological" practices, on the other hand. We learned that students of religion engage in comparison based on diverse hermeneutical presuppositions, and that theological reflection within religious communities of discourse can vary widely as well.Another challenge, at least initially, was limited knowledge of other traditions. This may have inclined presenters to focus on clarifying concepts in their own tradition or highlighting points of convergence with other traditions. This tendency seems heightened when three traditions are involved, although participants were not required to include all three in their research. The basic goal of the project was to foster work in constructive theological treatments of pressing issues in our respective traditions by means of critical engagement with another tradition. This goal may be ambitious, but we learned it is worth the effort. [End Page 240]Dennis HirotaRyukoku UniversityCopyright © 2022 University of Hawai'i Press... (shrink)

Background Little is known about teaching medical ethics across cultural and linguistic boundaries. This study examined two successive cohorts of first year medical students in a six year undergraduate MBBS program. Methods The objective was to investigate whether Arabic speaking students studying medicine in an Arabic country would be able to correctly identify some of the principles of Western medical ethical reasoning. This cohort study was conducted on first year students in a six-year undergraduate program studying medicine (...) in English, their second language at a medical school in the Arabian Gulf. The ethics teaching was based on the four-principle approach (autonomy, beneficence, non-malfeasance and justice) and delivered by a non-Muslim native English speaker with no knowledge of the Arabic language. Although the course was respectful of Arabic culture and tradition, the content excluded an analysis of Islamic medical ethics and focused on Western ethical reasoning. Following two 45-minute interactive seminars, students in groups of 3 or 4 visited a primary health care centre for one morning, sitting in with an attending physician seeing his or her patients in Arabic. Each student submitted a personal report for summative assessment detailing the ethical issues they had observed. Results All 62 students enrolled in these courses participated. Each student acting independently was able to correctly identify a median number of 4 different medical ethical issues (range 2–9) and correctly identify and label accurately a median of 2 different medical ethical issues (range 2–7) There were no significant correlations between their English language skills or general academic ability and the number or accuracy of ethical issues identified. Conclusions This study has demonstrated that these students could identify medical ethical issues based on Western constructs, despite learning in English, their second language, being in the third week of their medical school experience and with minimal instruction. This result was independent of their academic and English language skills suggesting that ethical principles as espoused in the four principal approach may be common to the students' Islamic religious beliefs, allowing them to access complex medical ethical reasoning skills at an early stage in the medical curriculum. (shrink)

For graduate students to succeed as professionals, they must develop a set of general “survival skills”. These include writing research articles, making oral presentations, obtaining employment and funding, supervising, and teaching. Traditionally, graduate programs have offered little training in many of these skills. Our educational model provides individuals with formal instruction in each area, including their ethical dimensions. Infusion of research ethics throughout a professional skills curriculum helps to emphasize that responsible conduct is integral to succeeding as a (...) researcher. It also leads to the consideration of ethical dimensions of professional life not covered in traditional ethics courses. (shrink)

Real Life Bully Prevention For Real Kids addresses the pervasive problem of bullying by offering students hands-on activities. Teachers will want to use this book in their classrooms with their students as part of the school’s anti-bullying curriculum. As an added bonus, the activities reinforce English/language arts, social studies, and health education curricular goals. Counselors, therapists, and school administrators can also use the activities in large and small group instruction. Additionally, leaders of after-school programs and youth leadership programs, (...) such as scouting, dramatics classes, and religious education classes, will find the activities helpful in addressing their bully prevention programs. Each activity contains a description, goals for children, and helpful hints for adults to guide their youngsters through the program. (shrink)

Despite the urgency of this issue, AI still struggles to represent social life. This article presents a comprehensive agent-based model that investigates status-power dynamics in groups. Kemper’s sociological status–power theory of social relationships, and a literature review on school children in middle youth, is its basis. The model allows us to investigate causation of the near-ubiquitous phenomenon that females have lower social status on average than males. Possible causes included in the model are children’s dispositional traits (kindness, beauty, and physical (...) power), schoolyard culture (social acceptability of fighting), behavioural strategy (amount of rough-and-tumble play) and the balance between public and dyadic sources of status. An agent-based model of a virtual schoolyard was created in which the children assemble in changing groups and mutually confer status. The status conferred upon a child modifies the status it holds. Rough-and-tumble is modelled as ambiguous: it is intended as a status conferral, but may be perceived as a power move. Running many trials of the model we found that in time, depending on the parameter settings, a gender-based status gap emerged. Rough-and-tumble play had more impact on emergent status differences than did physical power differences. Social acceptability of fighting also strongly moderated the resulting status gap. Placing more weight on dyadic relationship could alleviate status loss. All these model behaviours are in line with empirical findings of child behaviour studies at schools. They have face validity for social status issues in the adult world. We conclude from this that this kind of agent-based model merits use in studying the status–power dynamics of other issues in child behaviour, or indeed in social behaviour in general. (shrink)

Graduate students typically first experience research ethics when they submit their masters or doctoral research projects for ethics approval. Research ethics boards in Canada review and grant ethical approval for student research projects and often have to provide additional support to these novice researchers. Previous studies have explored curriculum content, teaching approaches, and the learning environment related to research ethics for graduate students. However, research does not exist that examines students’ actual experience with the research ethics process. (...) Qualitative description was used to explore the research ethics review experience of 11 masters and doctoral students in health discipline programs. Data analysis revealed four themes: curriculum, supervisor support, the ethics application process, and students’ overall experience. The results of this research suggest ideas for enhancing curriculum, deepening students’ relationships with supervisors, and developing the role of research ethics... (shrink)

Background Research involves the systematic collection and analysis of data to enhance understanding of a particular phenomenon. Participation in medical research is crucial for advancing healthcare practices. However, there has been limited focus on understanding the factors that motivate medical students to engage in research. Additionally, in the era of e-learning, the easy accessibility of online resources has contributed to a widespread ‘copy-paste culture’ among digital-native students, which is recognized in academia as plagiarism. Existing studies suggest that a (...) contributing factor to the increasing prevalence of plagiarism is students’ limited understanding of this act. The purpose of this study was to assess medical students’ attitudes toward research and plagiarism, and to evaluate the psychometric properties of the Attitudes Toward Research (ATR) and Attitudes Toward Plagiarism (ATP) questionnaires. Methods This was a multicenter study conducted among medical undergraduate and postgraduate students attending the three medical universities who were involved in research. Students’ attitudes toward research and plagiarism were assessed using the ATR and ATP questionnaires. The research instruments underwent translation and cultural adaptation in accordance with internationally accepted methodology. The psychometric properties of the ATR and ATP, including validity and reliability, were assessed. Confirmatory factor analysis was used to test the model’s fit to the data. Results The ATR and ATP questionnaires were completed by 793 medical students who were involved in research (647 undergraduates and 146 PhD students). Cronbach’s alpha coefficients of 0.917 and 0.822 indicated excellent and good scale reliability for the ATR and ATP questionnaires, respectively. The five-and three- factor structures of ATR and ATP have been validated with maximum likelihood confirmatory analysis, and the results demonstrated an adequate level of model fit (TLI = 0.930, CFI = 0.942 and TLI = 0.924, CFI = 0.943, respectively). Medical students showed a high degree of positive attitudes toward research and favorable scores across all three domains of attitudes toward plagiarism. In multivariate regression models, age was found to be positively associated with favorable attitudes of research usefulness, positive attitudes, relevance to life subscales and total ATR scale (p < 0.001), while PhD study level was related to research anxiety (p < 0.001) and favorable attitudes across all three ATP domains (p < 0.001). Conclusion Medical students who were involved in research showed a high degree of favorable attitudes toward research and plagiarism. Adjusting medical school curricula to include research courses would broaden the students’ interest in scientific research and maximize their impact on the full preservation of research ethics and integrity. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Vetera Novis Augere et Perficere:Thomas Aquinas and Christian-Muslim DialogueJoseph Ellul, O.P.Pope Leo XIII's encyclical letter Aeterni Patris, issued on August 4, 1879, sought to address many issues that were challenging nineteenth-century Catholic scholarship and academic life. In proposing the thought of Thomas Aquinas as a model of Catholic teaching, the Pope intended, in his own words, "to strengthen and complete the old by aid of the new,"1 not (...) only by reviving the study of the works and teachings of the Angelic Doctor, especially in the realm of philosophy, but also to uphold as perennial his method of engaging with his contemporaries within and without the Catholic faith.2 It is within this context that we are called upon to reflect upon this appeal: "vetera novis augere et perficere."The thirteenth century was indeed a time of intellectual upheaval, following the introduction of Aristotle and, later on, the translations into Latin of the Arabic commentaries on Aristotle by Ibn Rušd (Lat. Averröes; d. 1198). This event was met within the ecclesiastical world with apprehension, if not outright fear. Neo-Platonic philosophy and its interpretation by Ibn Sina (Lat. Avicenna; d. 1037) was already perfectly acceptable to Mediaeval Christian scholars. The latter was in fact considered an essential tool for understanding the illuminationist thought of St. Augustine. Étienne Gilson even spoke of Augustinisme avicennisant (Avicennized [End Page 1231] Augustinianism).3 The problem was Aristotle and his renowned commentator Ibn Rušd: a pagan commented on by an infidel.One must also note, however, that mediaeval Western intellectuals and institutions were able to encounter and adapt the Islamic legacy, because they already possessed a sufficient scientific base (with of course the contribution of translations of Greek together with Latin works) with which to understand, assimilate, and build upon this new knowledge that appeared from the East. In sum, mediaeval Christendom created living, vibrant societies, constantly searching, always discovering something new.In dealing with the specific (and delicate) subject of Aquinas's dialogue with Islamic thought, it would be necessary to reflect in particular upon two key works of his: the Liber de Veritate Catholicae Fidei contra Errores Infidelium (A Book on the Truth of the Catholic Faith against the Errors of Unbelievers),4 popularly known as the Summa contra gentiles [SCG], together with his De rationibus fidei contra Saracenos, Gnæcos et Armenos ad Cantorem Antiochenum, better known simply as De rationibus fidei.At this point it would be necessary to articulate the term "Islamic thought." Of itself it should not be identified with Islam as a religion. Rather, it should be considered as embracing classical Greek philosophy as interpreted by the Neo-Platonic movement and disseminated through Oriental Christian and Jewish schools of thought. Islamic civilization absorbed these teachings and built its own proper ediice upon these foundations.A Model for Interreligious Dialogue?Proposing Thomas Aquinas as a model for engagement with Islamic thought may also raise a few eyebrows. Hence, it would be appropriate to pose an essential question: "What type of dialogue existed in mediaeval times?" One should begin with an a priori exclusion of dialogue as it is understood today, given the fact that there existed neither the motive nor the means to implement it.In fact mediaeval society was aware of only three religions: the pagan, which had been replaced by Christianity; the Jewish, founded upon the precepts of the First Covenant which "Christ fulilled by his actions and [End Page 1232] by his teaching"5 and which was also believed to prefigure the everlasting New Covenant sealed by Jesus on the Cross; and finally, the Christian, which believed in Jesus as the final revelation of God to humanity.6 With such a vision in mind it is obvious that any doctrine that is not situated within these parameters, or which proposes some form of belief or conduct which was different from, if not contrary to, the Christian vision of God, the cosmos, and society, would be considered as heretical and its promoter an impostor.7When Islam made its appearance in the Christian world, it carried with it a book that it considered of divine provenance, and... (shrink)

Sermons, chiefly on the conduct of life for Islamic scholars and students.

The life story of Kant’s student F. A. Hahnrieder (1765/6–1829) provides us with new examples of the application of the categorical imperative. Kant has given his opinion about that. The biography of Hahnrieder suggests that Kant has not always insisted on the uniqueness of the interpretation of the categorical imperative. He has also admitted other, “paradoxical”, “unusual”, but not “fantastic” interpretations. Kant has even respected a radical interpretation of the categorical imperative. On the base of the archive data, numerous mistakes (...) about Hahnrieder were corrected in biographies of Kant and in the Akademie-Ausgabe. (shrink)

The COVID-19 pandemic caused university education to transition from face-to-face contacts to virtual learning environments. Young adults were forced to live an entirely new life online, without valuable and enjoyable social interaction. We examined subjective perspectives towards life online during the pandemic. We identified four viewpoints about life mediated by computers. Two viewpoints express “struggling”: Viewpoint 1 (Angry, Depressed and Overwhelmed), and Viewpoint 3 (Restricted to and Overwhelmed by Virtuality). A third feeling-state conveys experiences of “surviving”: Viewpoint 4 (Isolated and (...) Powerless in Convenience). Surprisingly, Viewpoint 2 is about “thriving” (Comfortable and Convenient Routine with Computers). The research shows that virtualization, confinement, and anxiety are taking a toll on the mental health of some members of the younger generation, while at the same time other members feel they are thriving in a situation of limited resources, virtuality, and reduced face-to-face human interaction. (shrink)

This research shows how business students’ disciplinary specializations can affect their sense of personal responsibility by providing rationalizations for moral disengagement. It thereby conceptualizes business students’ disciplinary specializations as a key dimension of the business school responsibility learning environment. Students use four main rationalizations to displace responsibility variously away from their own disciplinary specializations, to claim responsibility as the prerogative of their specialization, and to shiftirresponsibility onto disciplinary out-groups. Yet despite their disciplinary identifications, students largely rationalized (...) that their sense of responsibility was an individual matter that was unlikely to be affected by contextual influences, and they attributedirresponsible behavior to incorrigible ‘bad apples.’ A theoretical model is offered which illustrates these dynamics by combining Bandura’s social cognitive theory with social identity theory. The research is based on secondary data, specifically focus-group interviews conducted with undergraduate students at a major Scandinavian business school in connection with the implementation of the UN Principles for Responsible Management Education (PRME) initiative. The implications for management education include the need to strengthen students’ ‘disciplinary reflexivity,’ and to explicitly address the tension between students’ disciplinary solidarities and their faith in their own individual moral infallibility. (shrink)

The COVID-19 pandemic has affected all aspects of the educational system, including students’ learning styles, which are heavily dependent on self-regulated studying strategies and motivation. The purpose of this study was to discover whether Central European students, in this case the Slovak and Czech students, were able to perform self-regulated learning during online learning under the COVID-19 pandemic to achieve their learning goals and improve academic performance, as well as to propose a few practical recommendations how to (...) develop and maintain students’ self-regulation learning in this new online environment. The methodology was based on a questionnaire survey conducted among 268 students at two Central European universities in February and March 2021. The findings indicate that Central European students seemed to be able to perform their online self-study, especially in regard to personal competencies, meaningfulness and motivation. They reported higher awareness of their strengths and weaknesses in learning, time management, and/or the usefulness of making an effort to study. However, the findings reveal an urgent need for more work to be done in the area of metacognitive strategies, such as reflective and critical thinking, analyzing and evaluating. In this respect, the teacher’s role is replaceable since s/he serves as a facilitator and promotes these metacognitive strategies by providing students with constructive feedback, monitoring their learning, reviewing their progress, and/or providing opportunities to reflect on their learning. There were not any striking differences between the Czech and Slovak students. Nevertheless, Slovak students seemed to be more self-disciplined and goal-oriented in their learning. (shrink)

While many western countries now have large Muslim communities, relatively little scholarly attention is given to the attitudes of Muslims regarding end-of-life issues. Meanwhile, we receive strong and significant signals from physicians and pastoral care teams on the difficulty of discussing pain treatment with Muslim patients. With this study of Islamic views on pain control and palliative sedation in English Sunni e-fatwas we wish to make a contribution from the field of religious studies to a better understanding of (...) how Muslim patients balance their personal needs for pain treatment with the Islamic normative background. Using Broeckaert’s conceptual framework on treatment decisions in advanced disease, we conducted an in-depth analysis of English Sunni e-fatwas on pain control and palliative sedation. The e-fatwas were selected using Bunt’s typology of Cyber Islamic Environments and Tyan’s definition of a fatwa. We found that references to the use of sedative medication to reduce the consciousness of the patient for pain treatment were very scarce in the texts we analysed. Although the idea of patiently enduring pain is present in the e-fatwas, it does not dominate the discussion, since the alleviation of pain is equally encouraged. When the pain medication used is addictive, alters the patient’s state of consciousness or contains alcohol making it problematic from an Islamic normative point of view, the use of this type of medication can be permitted on the basis of a principle in Islamic jurisprudence: necessity permits breaking the law. The possible danger of death after the administration of high doses of pain medicine is countered based on the intention of the treating physician: he or she aims to alleviate the pain and not kill the patient. The study of English Sunni e-fatwas on pain and symptom control indicates the absence of an insurmountable ethical problem connected to the use of heavy pain medication. (shrink)

K-3 students were interviewed to elicit their knowledge and thinking (including misconceptions) about families, a major topic in primary social studies. Along with valid knowledge, the students displayed significant knowledge gaps and misconceptions about marriage, kinship relations, and family life in the past, in other cultures, and in urban vs. rural communities within the contemporary United States. These findings are discussed with reference to implications for teaching about families in primary social studies, emphasizing commonalities rooted in the shared (...) human condition as a way to counteract children’s orientation toward presentism and chauvinism. (shrink)

Recent political and social events as well as advances in science and technology have posed challenges to the traditional Muslim discourse on ethics. In this latest in the series of Occasional Papers produced by the Institute of Ismaili Studies, Amyn B. Sajoo examines these challenges, and through a critical analysis of the implications of emerging initiatives in political pluralism and civic culture, in bio-medicine and environmental conservatism, considers how the contours of public ethics in Islam may be redefined to (...) provide shared conceptions of the good in pluralist societies. (shrink)

Student-generated video creation assessments are an innovative and emerging form of assessment in higher education. Academic staff may be understandably reluctant to transform assessment practices without robust evidence of the benefits and rationale for doing so and some guidance regarding how to do so successfully. A systematic approach to searching the literature was conducted to identify relevant resources, which generated key documents, authors and internet sources which were thematically analysed. This comprehensive critical synthesis of literature is presented here under the (...) headings of findings from literature, relevance of digital capabilities, understanding the influence of local context and resources, and pedagogical considerations. Student-generated video creation for assessment is shown to have several benefits, notably in supporting development of digital and communication skills relevant to today’s world and in enhancing learning. As an emerging innovation within assessment, intentionally planning and supporting a change management process with both students and staff is required. The importance of alignment to learning outcomes, context and resources, choice of video format to desired skills development, and to relevance beyond graduation is emphasised for video creation in assessment to be used successfully. Video creation for assessment is likely to grow in popularity and it is hoped the evidence of benefits, rationale and guidance as to how to do this effectively presented here will support this transformation. Further research to consider video creation for assessment with individuals rather than collaborative group assessments, and to establish academic rigour and equivalence would be beneficial. (shrink)