Critical rationalism faces difficulty in Karl Popper’s Socratic formulation: “I may be wrong, and you may be right, and by an effort, we may find the truth.” But the Socratic elenchus, using refutations, can only give us negative knowledge of general principles, which is not the wisdom we seek. Affirmatively, we can only find a collection of opinions to be coherent, which is one of many. Francis Bacon proposed an improved elenchus to find general truths. You must take up a limited topic to study, then cross-examine your evidence for and against its apparent nature. Experiments contrary to evidence and presumed knowledge are entered as self-contradictions in tables of opposition recorded in an “experimental and natural history.” Such an account highlights a challenging puzzle if the account is to be made coherent. With enough problematized evidence, a coherent reading, or a solution of the puzzle, will be unique. Being both coherent and unique, it will be the truth about that limited reality being investigated. Unlike the method of hypothesis (“Anticipating Nature”), deciphering a coherent model is “Interpreting Nature,” allowing us to find a general truth on a limited topic. Isaac Newton achieved great success using Robert Boyle’s mechanistic version of this method. Using the “experimental philosophy,” he discovered general principles of optics and astronomy.

Teacher factors encompass the teachers’ cognitive and affective characteristics that are likely to affect their instructional efficacy. Language teacher immunity is one of the affective factors that determines the teachers’ psychological well-being in their settings. The present study strived to itemize the factors in novice and experienced EFL instructors’ teacher immunity philosophy. To this end, first, the researchers used convenience sampling for selecting 62 EFL teachers including 38 novice and 24 experienced teachers at ten prominent language institutes in Tabriz (Iran) as the participants. Second, they conducted 30-minute interviews with the participants for determining the factors that influenced their TI philosophy using a researcher-developed semi-structured interview protocol. Lastly, they used thematic analysis in order to particularize the main factors in their teacher immunity philosophy. The findings of the study indicated that while the novice teachers considered external support as the main factor in their philosophy, the experienced teachers regarded their internal strength as the decisive factor that influenced their teacher immunity philosophy. The findings may have practical implications for teacher education courses in foreign language contexts.

Lever, is the deep conceptual and functional with a long history in financial literature, which requires understanding, knowledge, and why is it based on facts. This achievement comes with the knowledge to tackle the financial and development role play, with other sciences such as physics in the interaction and a new branch of science called physics to finance was introduced.This Study is the Analytical-Inductive base method diagnoses the historical, philosophical framework to explain the history and nature of the lever and a new approach to identifying and promoting financial sciences.Although the original words were from Archimedes, but the first time was in Iran where it brought up by Ibn Sina in the field of measurement and the concept of comprehensive.And it has roots in the land of Iran. This is confirmed by research evidence that First, Famous Iranian great celebrity, Ibn Sina applied the lever to displace heavy objects as mechanics in physics can be comprehensively and measurable. Second, this concept influence to the finance from physics. Third, Measurement of leverage on the financial knowledge is the same heavy burden in literature of physics based on Ibn Sina’s theories which is essential for economic corporation survival and success.

According to Deleuze, it is an expression of the discipline that connects Spinoza's ontology, epistemology, physics, and ethics. In other words, the logic of expression is the logic that governs all the different areas of Spinoza's philosophy, and for this reason, Deleuze named his most detailed study about Spinoza Expression in philosophy, Spinoza. In this article, I try to have an overview of this book and while examining each section, the concepts proposed in them and the process of the chapters, how Deleuze identifies the presence of the logic of expression in each aspect of Spinoza's philosophy will also be displayed. In this way, the basic concepts in Deleuze's reading of Spinoza will be revealed. In addition, we will see how immanence is related to expression in ontology, and how Deleuze describes the trinity of essence and its results by identifying two levels of expression, creative nature and created nature, as well as the theory of finite states. With respect to physics, the body is an expression of substance, a mode that is essentially an intensive degree of power. In this way, the triad of mode expression is described. In epistemology, the sufficiency of the true idea implies its expression. In ethics, the issue is about capacity and power, which belongs to the human body and mind, since the mind and body are an expression of essence, and therefore a degree of power.

The present article deals with introducing and critically studying the book Descartes Embodied: Reading Cartesian philosophy through Cartesian Science by Daniel Garber. Garber, one of the most prominent researchers of modern philosophy and contemporary Descartes-scholar, wrote the book in 1980, and it was published by Cambridge University Press. This work has been released in French, yet there is no Persian translation available. It is a collection of articles written separately by author and published in credible philosophical journals. The unifying subject of the articles is the relationship between Descartes’ philosophical and scientific areas of interest. This article intends to introduce the author and covers the literary style of the book in English in brief. The article mainly addresses the introduction and critical analysis of the book itself, in two parts successively: form and content. This article intends to introduce the author and covers the literary style of the book in English in brief. The article mainly addresses the introduction and critical analysis of the book itself, in two parts successively: form and content.

Different types of contact, including contact between node pairs, any-contact of nodes, and contacts of the entire network, are used to characterize social relations in mobile social networks. Different modes of routing, from the point of view of message delivery semantics, encompass unicasting, multicasting, any-casting, and broadcasting. Studies have shown that using probability distribution functions of contact data, which is mainly assumed to be homogeneous for nodes, improves the performance of these networks. However, there exists an important challenge in studies on distributions. A lot of works apply the distribution of one type of contact to other types. Hence in routing Applications, it causes to use of the distribution of one type of contact for any mode of routing. This study provides a complete solution to model each type of homogeneous contact data distribution and to use them in different modes of routing. We propose a routing algorithm that uses this new model. Results show that our solution improves the average latency of comparing methods Epidemic, TCCB, and DR about 3.5-times, 30%, and 45%, respectively. It achieves a delivery rate of about 5% and 6%, and average latency about 6% and 8% better than that of DR and TCCB, respectively.

The desert areas of the playas are important due to the diversity of geomorphological landforms and the great potential for geo-tourism development. These areas can be provided using statistical and quantitative models to determine the areas with a higher geomorphological diversity value to land planners for the sustainable development. This research was conducted to evaluate the geomorphodiversity in Mesileh playas in Namak Lake and Hoz-e- Sultan region. The geomorphological landforms in this area were extracted using satellite images and field studies, Fragstats software and the eight quantitative indicators of the landscape metrics include Patch Richness Density, Relative Patch Richness, Simpsons Evenness Index, Index Shannon Evenness, Shannons Diversity Index, Simpson's Diversity Index, Modified Simpson's Diversity Index, Modified Sahanon Evenness Index were exerted to evaluate the richness of geomorphological units in Masileh playas. The results indicate that the geomorphological units of alluvial fans, salt flats, salt mud flats and dunes, respectively, have the highest value among the landscape metrics. In addition, from the point of view of the landscape metrics, the northwest regions of Kashan and Abuzeydabad have the most incredible variety of geomorphology. This research showed that geomorphological units could be used as a suitable indicator in evaluating the diversity of the landscape, especially in flat areas with morphometric and geological diversity.

This article introduces and evaluates Nietzsche and philosophy by Gilles Deleuze. Deleuze's book, first published in 1962 in France, was later translated into English in 1983. In the 1960s, the book was a reaction to the predominating Hegelianism of France's Alexandre Kojè ve and Jean Hyppolite, and Deleuze attempts to put Nietzsche against Hegel to show that Hegel's philosophy is a philosophy of difference, plurality, and vitality and vitality of life. This book is just like an introduction to all themes of Deleuze's next books. Three thinkers have a central role in Deleuze's thought: Spinoza, Bergson and Nietzsche. If Spinoza is a father, Bergson will be the son and Nietzsche will be the Holy Spirit. But this article, while analyzing Deleuze's philosophy in this book, seeks to demonstrate that Deleuze narrates another form of Hegelian dialectics in Nietzsche's style, and thus Deleuze's does not escape from the Hegelian dialectical thinking.

2Undoubtedly, Rousseau's ideas in the field of Application and practice can be given a prominent role in education. As in France itself, they recognized him late and understood his thoughts, and 16 years after Rousseau's death, his body was transferred to the Pantheon (the mausoleum of great men of that country) by the decision of the French Revolutionary Assembly and was buried here, perhaps for a period of time. It takes a lot to put his ideas into practice. But what is clear is that in the matter of teaching and learning, this theory can be greatly benefited in the following dimensions: 1- Learner: Rousseau's emphasis on knowing the student is comprehensive and he believes that one should have the necessary and sufficient information about the student before any effective action. Modern psychological theories also emphasize the importance of knowing the student in the medical education group or other similar groups, the first step for teaching and learning should be the foundation of knowing the students. The teacher must know the learner in terms of cognitive processes, previous experiences, intelligence and talent, background, motivation, emotional maturity, etc. because all these things will be effective in his teaching and communication methods, and without the knowledge of these processes, he will build an intellectual scaffolding. And the pre-organizers cannot have high hopes for the results of their work. The teacher should know the needs of the learner and guide the curriculum in that direction, and the most important thing is to take into account the individual differences of the learners. It is also important to pay attention to the cognitive development stages of learners and what should be provided to Anna at each stage. 2- Instructor: The role of the instructor should be a facilitator and guide. The teacher should be a complete practical model for the learners. Even in theories of social-cognitive psychology such as Bandura, the role of the model and the fact that the giver must perform well in his position are mentioned. The teacher should motivate the students and according to Rousseau, the art of a teacher is to make his student enjoy the lesson. If a school is chosen for teaching a subject, it must have the necessary expertise in that subject and discipline and start it with sufficient motivation. The teacher should be able to establish a good relationship with the learner or learners and play the role of a friend and helper, and the learner should be able to learn by his side. 3- Environment: The environment is something that Rousseau is very sensitive about and he is forced to grow and cultivate his desire even in solitude. Rousseau does not accept an educational environment that imposes negative training on the individual or is not stimulating enough. Today, new theories of psychology have confirmed the correctness of Rousseau's theory. In the matter of teaching and learning, creating suitable, creative, and stimulating environments, suitable emotional atmosphere, suitable physical environment, sufficient facilities, and tools, etc., have a great impact on the amount and desirability of students' learning and it is necessary to create a dynamic environment. 4- Curriculum: the content presented to the learners should be consistent with their natural needs. Using learning with the help of the senses and applying the experimental method in teaching and learning was one of Rousseau's philosophical principles, which later became the basis of Dewey's theory of pragmatism. Curriculums should be comprehensive and should allow learners as much freedom in learning as possible. Also, curricula should be flexible and far from monotony and dryness. Emphasizing new teaching methods is one of the principles of this philosophical theory and teachers should not insist on traditional teaching. Curricula should be problem-oriented and make the learner think and reflect. Provide him with an objective and first-hand experiences. It is very important to include moral content in lessons and one should not ignore its hidden effects. Learning how to think should be included in the curriculum. Giving learners independence and freedom of action to touch and experience what they like to learn should be done with teacher facilitation.