Education is a continually developing activity, it shapes the way an individual develops their attitudes, thoughts and behavior. Education is not just about being literate but it is an overall development of the person in every aspect of their lives. A society's educational system can be greatly linked to its culture as the culture that one is in have an affect on the type of curriculum the institutions will develop in order to cater to every individual of that particular culture. Education moulds and shapes a society and it is influenced by the culture of the particular country or society. The educational system acts as a point of reference for the society's needs and demands. The principles that dominate this article is culture and education are interrelated and interconnected. Every educational paradigm is influenced by the culture of the society in which it operates. This essay underlines the extensive connection between culture and education. As a result, the goal of this essay is to depict these features from a PHILOSOPHICAL-Psychological Approach.

For many years, history has been an important component of secondary and high school curricula. Various PHILOSOPHICAL ASSUMPTIONs affect the development of history syllabi and its teaching methodology. On the one hand, such ASSUMPTIONs concern the nature of human being; on the other hand, they concentrate on the nature of historical knowledge. This paper aims to formulate new objectives for history curriculum according to an Islamic standpoint. Firstly, epistemological foundations are examined in order to justify this viewpoint. Constructive realism is a PHILOSOPHICAL approach to historical knowledge, according to which historical knowledge is a product of human thinking about the real, historical events. Also, it considers human beings as agents who can make subjective constructs in order to capture the real, historical events and to provide consistent explanations of them. If a historian achieves to provide such an explanation, it can be claimed that s/he has approximated reality.Then, objectives of history curriculum are reformulated in accordance with the Islamic objectives of education and within the framework of constructive realism. This study follows progressive analytic research methodology in which PHILOSOPHICAL objectives and foundations are analyzed and elaborated. Two major objectives of history curriculum are identified consequently: to achieve historical knowledge and insight, and to develop the ability for influential social contribution. The realization of any of these two objectives respectively leads to more achievements: 1) acquaintance with historical reality, 2) cognition of different historical explanations, and 3) acquaintance with the Islamic perspective on the philosophy of history. Moreover, three procedural goals are necessary to realize the first objective: 1) examination of historical documents, 2) re-enactment of historical events, and 3) evaluation of historical explanations. The realized goals of the second objective are: 1) adoptation of a historical perspective, and 2) the ability of deducing limited generalizations from the past for the future.

Scientific scepticism, fundamentally, questions the veracity and epistemic value of claims not supported by scientific evidence. Motivated by the ASSUMPTION that only the empirical investigation of reality leads to the truth, the scientific sceptics often maintain that only scientific method is best suited for this purpose. Claims found to be wanting in scientific evidence are considered untrue, and of little or no epistemic consequence. Using the analytical and critical methods, this paper interrogates this epistemic criterion of justification of scientific scepticism. It shows the inherent epistemic deficits in this criterion of the scientific sceptics, and how absolutizing its demands in such a manner as to undermine the veracity and epistemic significance of claims outside the mainstream discipline of science is not only to entrap themselves in many epistemic burdens, but also to sink under the unsavoury weight of criteriological egocentrism, detrimental to cognitive progress. As a credible alternative, this paper explores the epistemic fecundity of contextualistic pluralism – the pluralism of contextually underwritten cognitive positions – in truth and knowledge justification. It concludes with the relevance of this approach in epistemic justification as evident in its inclusive nature as well as its shift of the focus of PHILOSOPHICAL thinking from identity to diversity in an interculturality society.

For the samples coming from populations with identical distributions and finite variance, we evaluate the extreme deviations of expectations of spacings, when the ASSUMPTION of independence is violated. The evaluations are described in the population standard deviation units. Attainability conditions and numerical results are presented.

By critical definition of philosophy studied that whit stand in position of definition of philosophy made the intellect philosophy. So anyone must be practice itself to the philosophy. One with individual thought can be make life, or one with the intellect can be make philosophy and with philosophy can be make life. But philosophy and PHILOSOPHICAL thought was making by which ability of man? Intellect is comprehension & doom, understanding is object of intellect, & memory is the store of data, & mind as system of men discursive, we know it fundamentally is PHILOSOPHICAL. Now the mind is fundamentally PHILOSOPHICAL, so why some people have lack in PHILOSOPHICAL thought? Response this question is the extent or growing of mind. Now if we know that PHILOSOPHICAL mind as a mark of PHILOSOPHICAL man, we will see many of illiterate man & layman have a PHILOSOPHICAL thought, and many of collegian of philosopher speech as layman. Therefore with the each criterion as PHILOSOPHICAL mind & science we divide inhabitant of the society. According to this chart we are introducing "PHILOSOPHICAL Method of Layman" and saying it is trying to salve layman from vulgar thought. Therefore we saying perky: the philosophy is a conversation among aspect of man’s thought and address these conversations is knowledge and in discursive & rational model. Now what are engendering of this method renown as "Tagline of Equilibrium". According to the condition proportion of force are making with equilibrium. Thus findingthe place of equilibrium is duty for every one that in PHILOSOPHICAL method of layman is offering only a method to this act.

Biologic tissues modeling play an important role in understanding the tissue behavior and development of synthetic materials for medical applications. It is also a vital action to develop the predictive models for a wide range of uses including medical and tissue engineering. Various strain energy functions have been introduced to model arteries to date. The newest introduced strain energy function is the Nolan strain energy function. Two-layer arterial modeling using this strain energy function has not been performed so far. In this paper, modeling the arteries was carried out in the form of double layers including media and adventitia and hyperelastic material ASSUMPTION. At first, governing equations were driven based on continuum mechanics. Boundary conditions including inner pressure of artery, axial load and torque as well as static equilibrium were applied. Moreover, Cauchy stress components were gotten by using the continuum mechanics relations. Then, the equilibrium equations in cylindrical coordinate were obtained by using the Cauchy stress. Stress distribution through the artery wall was specified by solving the resulting nonlinear partial differential equations based on generalized differential quadrature method. In the beginning, the artery modeling was conducted in the form of monolayer including the media layer and the results were compared with experimental ones, comparison between stresses in the artery wall and experimental data showed that the volcanic energy function of Nolan is suitable for modeling. After that, the stress distribution was obtained by artery modeling in the form of double layers including the media and adventitia layers.

Dealing with uncertainties in long range planning is one of the main challenges.Different planning tools such as “ASSUMPTION Base Planning (ABP)” are utilized to reduce uncertainties.In this study ABP is used to plan proactive actions, contain shaping and hedging ones. Using ABP in a systematic participatory process which is implemented in this research helps decision makers to achieve consensus and commitment to the outputs. ABP is seen as an Ex-Ante evaluation in a policy process to reduce vulnerable conditions by separating conditions into 1) scenarios and 2) policies. “Comprehensive System of Information Technology”: 2015, as one of the long range whitepapers in diffusion technology in I.R. Iran is analyzed as a case study.

When we saying the “PHILOSOPHICAL mind” maybe is inconsistent of this term that mind originally is the PHILOSOPHICAL. This inconsistence is unfolding when saying the “PHILOSOPHICAL mind”; it means that we were said: (The mind was cleaved to PHILOSOPHICAL and not PHILOSOPHICAL mind). The second species of mind that is not PHILOSOPHICAL is inconsistent of PHILOSOPHICAL nature of mind. This inconsistence isn’t true because the mind is PHILOSOPHICAL forever and if saying the term of PHILOSOPHICAL mind it means that the mind information is developed and if one estimates the not PHILOSOPHICAL mind from PHILOSOPHICAL mind, we have to say sometimes because of man’s indolence & libido that mind is lessening the itself PHILOSOPHICAL function so much that ever isn’t true its title as mind. If we don’t say for mind the mind as title therewith we say mind is not PHILOSOPHICAL and so neglected this saying that mind is not PHILOSOPHICAL.