The aim of this study was to investigate the effect of using portulaca oleracea as a source of plant antioxidants for feeding fattening male lambs, on carcass traits, meat quality, AND oxidative STABILITY. Twenty-one male lambs with an average weight of 24±1.5 kg AND 150±15 days old were fed with one of the experimental rations included a diet without portulaca oleracea as control, a diet containing 7.5%, AND a diet containing 15% portulaca oleracea, for 84 days. The muscle (Longissimus dorsi) samplewas used to determine pH, chemical composition, colorimetric properties, AND oxidative STABILITY of meat. Meat lipid oxidation was determined after 1, 7, AND 30 days of refrigerated storage using thiobarbituric acid (TBARS). The use of portulaca oleracea in diets improved meat color characteristics such as L, chroma, AND Hue. The highest ash concentration AND the lowest meat moisture were observed in the treatment of 15% portulaca oleracea (P<0.05). Meat pH was the lowest in the first hour after slaughter but did not differ at 24 h. Compared to the control, in both treatment groups feeding the lambs with portulaca significantly reduced the concentration of Malondialdehyde in the meat of the lambs AND increased the meat oxidative STABILITY (P<0.05). The results of this experiment showed that feeding portulaca oleracea by improving properties such as color AND increasing the meat oxidative STABILITY improves meat quality, which may have lead to an increase in its nutritional value in terms of human health.

current research is to critically analyze the discourse of world PEACE in the textbooks of the Iranian educational system based on the theory of identification by L& M. For this purpose, the textbooks between the years 1357-1392 (primary period AND first period high school) have been analyzed. This article has been done with the combined method of analyzing the discourse of Fairclough, L &M AND focusing on the following questions: What was the status of the world PEACE discourse in the educational documents of this era? What subjects are these educational materials trying to create? What role have the dominant political discourses in this era played in shaping the identity of these subjects? The findings show that the discourse of world PEACE in educational books AND documents has been rejected due to the demarcation between Islamic AND non-Islamic, internal AND external. Power processes have tried to create militant AND vengeful subjects with a military identity. The factor of persuasion of the subjects is the axiomatization of the ideologies of the revolution with an Islamic nature. Also, the educational content by inducing specific defense ideologies has formed pacifist identities in all individual, interpersonal, social AND international dimensions.

SUBJECT AND OBJECTIVES: As Muslims, we find inner PEACE in the remembrance of our Creator ” Zikr” . People search for PEACE in many things; Some of them try to find calmness AND serenity in reading books. Whether it’ s non-fiction, fiction, or the many genres available, they seek PEACE in reading them. Perhaps it is a book on crime investigation, or mysterious AND fantasy worlds. We must remind ourselves that reading the Quran AND traditions AND Bible proves for us that the key for the world PEACE AND any external AND real PEACE is the inner PEACE. METHOD AND FINDING: Those who want to be PEACE makers AND PEACE keepers should be able first to make PEACE within themselves AND with themselves then they are able to be activists in the field of PEACE. Our religious leaders AND saints were real PEACE makers AND PEACE keepers because they had merely this capacity. When we read about life of our Prophet AND the household we find that all of them were prominent PEACE makers. CONCLUSION: Examples mentioned in this research are the glorious messenger of God Muhammad AND Imam Ali AND Imam Hassan AND Imam Hussein AND Imam Mahdi AND Bible. Also some verses of Holy Quran AND traditions are surveyed here AND also some opinions of modern AND contemporary Psychologists are cited for more certainty.

It is widely accepted that the freedom to practice one's religion, AND to live according to one's religious beliefs, is a basic human right, AND the key to PEACEful coexistence among religious communities AND among nations. In my paper I will focus on the problems that arise when sincerely held religious beliefs come into conflict with the rights of others. Recently in the United States, two such situations have received widespread attention. One case involves pharmacists who refuse to fill prescriptions for birth control pills, because they believe that the use of certain kinds of contraception violates their Christian religious beliefs. The other case involves Muslim taxicab drivers who refuse to transport passengers carrying alcohol for similar reasons. In response to such conflicts, religious tolerance is often embraced as a solution. In western society, the ideal of religious tolerance can be traced back at least to John Locke, AND received considerable attention in the work of political philosopher John Rawls. In recent years, tolerance has been embraced as a public value through programs that teach tolerance in public schools....

Different schools AND scholars have emphasized the importance of PEACE AND the necessity to realize it as the essential AND fundamental necessity in human life. Muslim scholars such as Farabi in the Muslim world AND Kant AND his followers in contemporary the West, have focused on this issue in their own way. Therefore, the purpose of this study is to study AND explain "sustainable PEACE" in Abu Nasr Farabi AND Kant' s attitude in a comparative manner. The main question of the research is that: Which of the Kant AND Farabi's theories of PEACE, according to their worldviews, are capable of explaining the nature of PEACE AND realizing it in a stable AND steady state. In a comparative study, the findings of the research show that both theories are considered to be "human" AND both put forward a moral attitude towards the realization of PEACE; but Farabi, with a comprehensive AND virtuous look, observes AND explains human AND society, AND the needs of both, such as PEACE AND calmness. In addition, the foundations of PEACE in al-Farabi's political philosophy, in compared to the Kant's sustained foundations of PEACE, due to divine-humanity AND innateness, as one of the sources of human identity AND human security, has the potential to be more feasible AND more realistic.

The Nobel PEACE Prize for 2024 was awarded to Nihon Hidankyo, a Japanese organization of Hibakusha, who are atomic bomb survivors. They have continued to fight against people’s ignorance about AND indifference to what happened under the atomic bomb mushroom clouds. PEACE education is an essential tool for the atomic bomb survivors. PEACE education in Hiroshima AND Nagasaki is sometimes criticized, however, because it is always emphasizing the damages caused by the atomic bombing. This paper explains the complicated background of the fact that PEACE education in Hiroshima focuses on the damages. Since the world ignored their suffering due to political censorship AND indifference, one of the most significant missions for the survivors was to make people understAND the horrible reality under the clouds. The paper then discusses how the philosophy of education can contribute to disentangling the Hiroshima complexity AND shaping mutual understANDing.

Purpose of this research is to examine the PEACE-based curriculum philosophically in accordance to the views of the greatest philosopher of the Post-Enlightenment period, Immanuel Kant. Kant is particularly important for Insisting both on the ethical AND cognitive approaches to PEACE, AND the inclusive national AND international approaches. Also he views PEACE realistically AND at the same time not optimistically; idealistically AND at the same time not romantically. Since Kant has a substantial essay named «Constant PEACE: A Philosophical Project», his thought about PEACE AND how was his philosophical project to establish PEACE can be a suitable subject for teachers in analyzing the PEACE curricula.The national level, Kant believes in a republic system based on the opinion of the majority of the people. At the international level, he proposes to establish a federation of free nations with minimum institutionalism. According to him, the establishment of such a federation is a means for the realization of the ideal of the universal nation AND the universal citizen Kant believes that the pasturelAND leads human to the universal nation, but once the life of human becomes completely moral AND wisdom dominates all .his  social AND political actions, this end would come true Regarding Kant's ideas, an eclectic curriculum of PEACE has been suggested, which is self-religiosity, experience-based, democratic, pragmatic, reformist, AND critical. The scope of the curricula, according to the educational purposes influenced by Kant's philosophy, consists of three phases PEACE skills large-scale PEACE studies eclectic PEACE studies Nowadays, some critics pose objections to some aspects of Kant's philosophy of PEACE, arguing that he his philosophy is nominal AND that it cares only for the intention AND not the results of an act. Also, unchangeability of Kant's moral principles has been criticized by the advocates of cultural multiplicity, since Kant's insists on the existence of the same moral codes among all nations AND human communities.