The Knowledge Based System for Diagnosing Breast Cancer is used to assist medical students to improve their education on diagnosis and counseling the process of analyzing the biopsy image of the microscope, determining the type of tumor and the treatment method for each case and identifying the disease related questions. According to the Ministry of Health in its annual report in Gaza, between 2009 and 2014 there are 7069 cases of breast cancer, and in 2014 there are 1502 cases of (...) breast cancer . We are now in the age of visual information where 65% of the populations are visual learners; the Knowledge Based System is the easiest way to ensure students remember the information in the long term, using visual and textual information. The Knowledge Based System has an easy-to-use interface to help students diagnose the disease and enhance their information about the disease; the system can be used on smart phones. This Knowledge Based System can be divided into three main parts: The first part is specific questions for the patient, to help student to know questions type. The second part is the process of analyzing the biopsy sample image, to see if the biopsy image is intact or infected. The last part is the video shows ways to treat breast cancer in the form of animation. (shrink)

The nature of tragedy has always been felt to be a problem, not only by the philosopher, but also, and perhaps even more, by the ordinary man. The question so often asked is: why, if there is so much suffering already in the world, do we want to go to a theatre or read a story describing more suffering? Why indeed should the spectacle of suffering ever be pleasing to us? Yet it is obvious that olarge numbers of ordinary people (...) do like reading or seeing tragedies; and that there are some tragedies which are generally judged to be the most valuable works of literary art ever produced. What then is the nature of the value which we extract from these works? That is the question to which I would like to address myself. (shrink)

Speeches of the author on theory of knowledge in the context of Islamic philosophy.

For the first time in print, well-known spiritual teacher A.H. Almaas presents the highest level and most profound teachings of the Diamond Approach on the true nature of reality and the path to enlightenment. For more than thirty years, A.H. Almaas has been developing and teaching the Diamond Approach, a spiritual path of self-realization and maturity based on an original synthesis of modern discoveries in the field of psychology and a new paradigm about spiritual nature. If we can say the (...) Diamond Approach has a goal it is to realize the truth at progressively deeper levels until one reaches the ultimate Truth, the Absolute, and to become integrated into that truth so that we are a living presence and embodiment of that truth. The teachings of this path have been unfolding over time, and Runaway Realization presents--for the first time in print--the highest level of teachings in the Diamond Approach in the most profound work by Almaas so far. In this book, Almaas offers a detailed look at the true nature of reality and the nature of enlightenment. He also talks about practice--what it is and what it isn't, and how practice relates to the process of realization. He looks at what it is to be a human being and what our role is in the totality of the universe. The material includes a discussion of the nature of space and time, as well as a view of more and more subtle levels of realization. (shrink)

We make a brief review of the Kramers escape rate theory for the probabilistic motion of a particle in a potential well U(x), and under the influence of classical fluctuation forces. The Kramers theory is extended in order to take into account the action of the thermal and zero-point random electromagnetic fields on a charged particle. The result is physically relevant because we get a non-null escape rate over the potential barrier at low temperatures (T → 0). It is found (...) that, even if the mean energy is much smaller than the barrier height, the classical particle can escape from the potential well due to the action of the zero-point fluctuating fields. These stochastic effects can be used to give a classical interpretation to some quantum tunneling phenomena. Relevant experimental data are used to illustrate the theoretical results. (shrink)

On Sikh ethics; includes brief biographies of Sikh religious leaders.

In his general account of moral thought, Prichard holds that to regard a given action as right, we must imagine ourselves to be in a certain set of circumstances. In doing so, we conceive of ourselves as bound by those circumstances to perform that action. Since we have various general convictions about moral obligation, no single characteristic leads us to regard right acts as right. When two general convictions conflict, we are not in a position to know what our duty (...) is. Being ignorant of some relevant circumstances, we cannot answer the question ‘What ought we to do?’ This follows from the fact that no common characteristic renders actions into duties. (shrink)

In elementary derivations of the quantization of azimuthal angular momentum the eigenfunction is determined to be exp(im φ), which is “oversensitive” to the rotation φ → φ+2π, unlessm is an integer. In a recent paper Kerner examined the classical system of charge and magnetic pole, and expressed Π, a vector constant of motion for the system, in terms of a physical angle ψ, to deduce a remarkable paradox. Kerner pointed out that Π(ψ) is “oversensitive” to ψ → ψ+2π unless a (...) certain charge quantization condition is met. Our explicandum of this paradox highlights the distinction between coordinates in classical and quantum physics. It is shown why the single-valuedness requirement on Π(ψ) is devoid of physical significance. We are finally led to examine the classical analog of the quantum mechanical argument that demonstrates the quantization of magnetic charge, to show that there is “no hope” of a classical quantization condition. (shrink)

This essay argues that schooling in Israel is tied too closely to ideology. This results in an indoctrinary orientation that contributes to divisiveness and imperils Israeli democracy. After reviewing and critiquing the roots of this orientation, I advance an alternative that understands education as an agent of the good rather than ideology. Israeli schooling requires a vision of goodness broad enough to encompass competing conceptions of Jewish life espoused by the majority as well as non-Jewish orientations affirmed by various minorities. (...) Such a vision can be grounded, I contend, in a democratic Jewish theology that emphasizes God as teacher rather than tyrant. (shrink)