Distinguishing between Prescriptive and advisory Commands is an undeniable and significant necessity in jurisprudential inference. In this study, through the case study of famous examples of advisory Commands and comparing the three types of religious Commands i.e. advisory, preferred Prescriptive and Prescriptive Command being a path, the main elements that form advisory and Prescriptive Commands will be discovered. The results of this research show that the essential element in Prescriptive Commands is the use of the lordship status and the lord’s legal personality in stimulating the servant to perform the act; on the other hand, advisory Commands apply where either there is no lordship or the lord, for certain reasons, does not use his lordship to stimulate the servant and instead he uses other methods such as declaring the benefits and harms of an act.  Nevertheless, in any type of Commands, the lord actually desires that the servant performs the act or refrains from it and only the method and means of stimulation are different. The results of this research show that having an independent benefit, entailing reward, lack of punishment, being related to worldly and hereafter affairs, the existence of real or factitious demand, the existence or absence of an independent intellectual ruling, being new-established or emphasized, etc. do not constitute inclusive and exclusive standards for the distinction between advisory and Prescriptive Commands.

In any country where various dialects are spoken, there is always a need for a common language to help facilitate the communication of the indigenous people. Usually it is the dialect spoken by the rulers of the country that assumes the role of the common language, becoming, in the course of time, the standard language of the whole territory. The author follows in this paper the process of language standardization, as outlined by various linguists, and finds that the process is usually helped by "Prescriptive" practices of experts who issue a series of "do's" and "don'ts". And he concludes that this "prescriptivism" is a part and parcel of the standardization process.

The human sciences can be divided into two types: descriptive and Prescriptive. Descriptive human sciences are those sciences which explain and describe human phenomena. On the contrary, Prescriptive human sciences are those sciences which provide a set of Prescriptive propositions-ought tos and ought not tos, consistent with the already affirmed already principles, for the sake of achieving the desired aims. There has been a long running dispute among human scientists as to accept or reject Prescriptive human sciences, so that a group considers them as science whereas another group do not. Adopting certain methods in the human sciences and thinking that there is no logical relationship between reality and value contribute to excluding Prescriptive sciences. Accordingly, criticizing these two factors renders Prescriptive human sciences acceptable. Having examined the quiddity and characteristics of Prescriptive human sciences, the present paper goes through and criticizes the proofs provided by the opponents of Prescriptive human sciences.

The purpose of this study is to "enumerate the methods of managerial empowerment and Command of part-time undergraduate students in a military university". The type of research in terms of applied nature and research method is descriptive survey and for data analysis and quantitative method has been done using descriptive and inferential statistics. The statistical population included all Commanders, professors, experts and researchers and in order to purposefully select features, 119 people were identified and 80 people were randomly selected using Cochran's formula. The researcher-made questionnaire was distributed among them and after collecting it was analyzed using SPSS software. To obtain validity, the questionnaire was distributed among 15 experts and after obtaining their opinion and calculating the lavche coefficient of about / 9 was counted. The reliability of this study using Cronbach's alpha formula is 0.97. The results show that the components of general and specialized knowledge, religious and revolutionary and the talented educational environment of the university have been effective in managerial, Command, religious, moral, and behavioral empowerment.

Introduction: Prescriptive authority for nurses has moved forward significantly in some countries. However this authority hasn't come about for Iranian nurses.We aimed to perform this study in order to find out factors that affecting on Prescriptive authority in Iranian nurses.Methods: A qualitative approach was used in Jahrom and Shiraz. A sample was chosen based on purposeful sampling method amongst stuff, educator and student nurses. Sample size was dependent on the data saturation with a total 10 participants at the end. Data gathering was done using semi-structured interviews, and then data were analyzed by qualitative content analysis.Results: Four main themes emerged: (a) competency, (b) legal license, (c) change and (d) promotion.Conclusion: The results of this study revealed that prescription by Iranian nurses is possible if the law centers support and verify the prescription task. But since this condition has not been achieved thus they are needed to more thinking planning and training.

The aim of this study is to investigate the cultural and educational needs of secondary school students. This study is an applied and exploratory research using a mixed data collection approach, incorporating qualitative (document review) and quantitative (social survey using a semi-structured questionnaire in the virtual space) methods. The qualitative segment involves identifying Prescriptive needs through document analysis (Document of Fundamental Education Reform, National Curriculum, and Objectives of Formal and Public Education). Subsequently, based on the findings, a framework of concepts and variables for the needs assessment questionnaire of high school students was developed. The initial questionnaire was validated (with a reliability coefficient of 0.7 for all questions), then administered to a sample of 708 high school students to ascertain their stated needs. A comparison was made between the Prescriptive and normative needs derived from documents and interviews. Data analysis involved coding with an inductive method for the qualitative part, while the quantitative approach utilized descriptive statistics, one-sample chi-square test, and the Farid Mann test. The results uncovered a disparity between the needs articulated by high school students and those documented in reviews. The documents prioritize education, socialization, religious and political training of students; however, students themselves emphasized artistic and literary needs, entertainment, and job skills as their primary concerns.

Process models in management studies are quite applicable and prevalent. They often tend to be developed on the basis of qualitative and subjective approaches. The purpose of this article is to show how to develop a Prescriptive process model using a quantitative method. The process model discussed in this article is on robust strategy; one which is viable regardless of what scenario happens in the environment and can thrive in a variegated environment.Although there are different techniques for robust strategy, none of them are complete and comprehensive, so the main problem can be formulated as developing a stepwise comprehensive and applied process model for designing a robust strategy, which can in its turn be used for developing strategies that are viable and reasonable in different situation.To design the process model, first, various applicable techniques were identified: Robust Decision Making (RDM), Stakeholders Analysis (SA) and Stakeholders Based Strategic Planning, Assumption Based Planning (ABP), Failure Mode and Effect Analysis (FMEA), Fault Tree Analysis (FTA), Potential Problem Analysis (PPA), Solution Effect Analysis (SEA), Uncertainty Sensitive Planning (USP), Scenario Based Planning (SBP). Second, these techniques were combined by interpretive structural modeling. The result of research (initial process model) was fed into action research as an input. The model was applied in an organization. Action, observation and reflection phases were done. Then a consensus group was used to test the utility of resultant process model.This article tried to design and propose a mix method to design a process model that makes modeling process, repeatable, clear, transparent, testable and structured. The result of research is Prescriptive process model of robust strategy that is supported by observation and individual and collective reflection phases of action research.

Background: Wearing spectacles is the most common approach in correcting the refractive errors worldwide. Due to harmful effects of overexposure to solar ultraviolet radiations, the usage of multi-layer coatings in ophthalmic lenses has recently been increased. These lenses can reduce the reflections and hence increase the transmission of visible light; they can also decrease the transmission of ultraviolet rays. This study aims to compare the transmission of ultraviolet (A and B) and visible rays through coated and uncoated Prescriptive ophthalmic plastic lenses.Materials and Methods: In this study, 39 minus non-photochromic multi-coated white plastic single-vision lenses; 9 similar lenses but without any coatings were assessed by spectral transmittancemeter for evaluation of the transmission of visible and ultraviolet rays.Results: The transmission of visible light was 97.9%±1.07% for coated lenses and 93.5%±0.54% for lenses without coating. Ultraviolet-A transmission was 12.15%±8.02% for coated lenses compared to 66.27%±23.92% in lenses without coating. The transmission of ultraviolet-B rays was 1.21%±0.4% and 23.0%±15.97% for lenses with and without coatings, respectively.Conclusion: The transmission of visible light was significantly higher in multi-coated lenses compared to uncoated samples; whereas the transmissions of ultraviolet rays in multi-coated lenses were significantly lower than uncoated ones. Therefore, it is recommended that, except for particular cases, prescribed lenses be equipped with this multi-layer coating.

In their meta-ethical views known as constructivism and prescriptivism respectively, John Rawls and Richard Mervin have criticized the traditional views toward objectivity from an anti-realistic position. Both thinkers reject the existence of the moral facts existing in the outside world independent of the moral subject; they are also against the intuitionism as a representative of this conception of objectivity. Yet, these two thinkers introduce themselves as the believers of the objectivity of moral principles. They believe that verifiability and falsifiability, universalizability, and the possibility of the moral reasoning are among the requirements of the objectivity in ethics and that their views meet such requirements. These requirements are fulfilled by the key functions of "impartiality' " and "justice" in Rawls' theory and by the emphasis on "putting oneself in others' position" in Hare's view. To avoid subjectivity, therefore, they argue for another conception of objectivity of which the characteristic feature is totality and generality originated from Kant's thoughts. These two views are anti-realistic, but Rawls' theory has the features of both cognitivism and descriptivism; unlike Hare who is anti-cognitivist and anti-descriptivist. The purpose of the present essay is the study of the similarities and differences of these two views to objectivity in ethics.