In order to attribute moral responsibility to an agent for a particular action, several conditions must be present. These conditions include knowledge, awareness, intention, ability, and ultimately, the presence of free will. Nevertheless, there are instances where even if an agent initially appears to lack certain conditions, we still attribute responsibility to them for the resulting action. This is because we can trace the conditions of moral responsibility back in time to verify their fulfillment in the past. By employing an analytical approach, This article aims to explore moral responsibility in the context of different forms of moral self-deception. I contend that in cases of moral self-deception, when an agent deliberately chooses to ignore their prior inclinations and allows their motivational bias to influence their desired beliefs, the element of intention can be discerned in their self-deceptive actions. As a result, the agent can be held morally responsible.

Researchers in the field of organization and management, generally conduct research with the aim of describing or explaining a phenomenon. Clearly, in researches aimed at explanation, it is important to identify the causal chains that create a phenomenon. Since the discovery of correlations between two variables, which is a common method in quantitative research, cannot indicate the existence or absence of causal relationships, taking a qualitative approach and, in particular, the case study method is recommended to researchers. In this research, while introducing the Process Tracing method, which is one of the most important tools of causal inference in qualitative research and case study, an attempt is made to describe its various techniques and the capacities resulting from the application of this method. Since, the executive mechanism of the Process Tracing method, unlike statistical models or even other issues related to qualitative methods, has not been studied much, at the end of this study, the method of applying and implementing this method is examined.

How to profoundly change the beliefs of the polytheists during the age of revelation from the denial of the Prophet (pbuh) to the certainty of his Message and the acceptance of his full guardianship is a question worthy of attention. The order of verses about prophecy based on the order of revelation is the reason to lead a transformative Process and a special Quranic method in institutionalizing the belief of prophecy in the lives of Arabs. In the first stage, the Holy Quran in the first Makkī (Arabic: المکّیّ, suras revealed in Mecca) chapters has prepared the community from the motivational side to accept the truth of the Prophet’s (pbuh) prophecy and briefly stating the key issues surrounding it. The Holy Book of Quran at the time of the emergence of oppositions and doubts (the second stage) destroyed the arguments of the polytheists and explained the prophecy and proved its authenticity from a cognitive perspective in the second stage by presenting clear arguments. and the Holy Book of Quran in the third stage after Madanī (Arabic: المدنیّ, suras revealed in Medina) period has undertaken measures in order to fulfill the goals of the Massage by explaining the true position of the Prophet (pbuh) to deepen and operationalize the Prophetic belief through explaining practical duties for the Prophet (pbuh) and behavior based on the acceptance of Walaya (Arabic: ولایة, meaning “guardianship” or “governance”).

Having witnessed the unprecedented prevalence of online education during the COVID-19 pandemic worldwide, the present research was motivated to explore the challenges facing an EFL teacher throughout an online English course of intermediate level. To this aim, a Process-Tracing approach (Checkel, 2006) was employed to unravel the causal mechanisms involved in the beginning, middle, and end of the course. The results showed that deficient technological resources caused the greatest challenges throughout the course, especially in the initial and mid-sessions. Also, the two other causal categories, human and content resources, were at their peak at the beginning of the course and were no longer noticeable at the end of the course. The most troublesome challenges the teacher faced were platform limitations, internet connection, and human resources’ unpreparedness for online education. Furthermore, the teacher’ s and most students’ technological knowledge, as well as their media literacy, increased by the end of the course, but some students’ rather slow adaptation to the sudden online environment challenged the teacher during the course. Finally, suggestions were made to prevent these challenges or handle them effectively upon occurrence, especially in developing countries, where the required infrastructure for online education is lacking, and the majority of teachers, students, and institutions might not be yet adequately prepared for the online mode of teaching and learning languages.

The cleavage between Yalta global order and French perception and trying to influence on dominant order based on the logic of international oligarchy during the cold war and balancing actor in the post-cold war is the main attempt of France. In other words, transition from enlarged sanctuarization, ideologic rationality and offensive Gaullism towards pragmatism, diplomacy of conflict mitigation and balancing power led to changing the France’ s voting behavior in the Security Council. Such evolution is caused by context-dependency of French Gaullism. Thus, the main question of the current paper is to understand the logic of France’ s voting behavior in the SC. In fact, restoring international position and prestige and trying to identify as game-changer based upon independence, activism, and international presence is the main hypothesis of this paper. Nevertheless, appraising the French voting behavior necessitates to analyze the micro, meso and macro levels of foreign policy. The current paper will test the hypothesis with analytic-comparative method and power transition theory and balance of power.

Losing its evidence over time, the view of Shaykh Mufīd and Sayyid Murtaḍā (unauthenticity of isolated tradition (al-khabar al-wāḥid)) proved to be inefficient, and therefore ‘Allāmah Ḥilī proposed the theory of the authenticity of isolated tradition and thus, made the examination of the chain of transmission and consideration of the attributes of narrators matter more than before. This provided the basis for the transformation of the two-fold division of hadith (authentic and weak) to the four-fold division (authentic, good, reliable and weak). Of course, in the viewpoint of ‘Allāmah Ḥilī and the first generations of the school of Ḥilah, evaluating the chain of transmission was not the only criterion for confirming narrations, and they were not indifferent to the evidence; therefore, sometimes they considered inauthentic traditions as authentic and acted according to them if they happened to have some features. The last generation of the school of Ḥilah, however, by leaving aside the evidence, chose the authenticity of the chain of transmission as the only criterion for accepting narrations, and unlike the former generations, they considered authentic hadiths to be limited to the authentic narrations and even insisted on accepting the highest authentic narrations (khabar ṣaḥīḥ a‘lā'ī). On the one hand, this extreme approach caused the emergence of the Akhbārīs and the isolation of the jurisprudence model of Muḥaqqiq Ardabīlī among the mujtahids after him, and on the other hand, it caused many rulings to be unsupported and, as a result, the principle (principle of non-existence (aṣl ‘adam)) to be more frequently used in issuing fatwas.In this article, we deal with the strictness of the followers of the school of Ḥilah in accepting the traditions and its effects.

Using the Process Tracing technique, this paper attempted to examine the characteristics of qualitative research papers about national identity in Iran after the Islamic Revolution. The findings revealed that Iranian researchers were not fully cognizant of the Process Tracing technique in order to recognize the characteristics, causes, and influential factors of national identity in post-Revolution Iran. The findings also demonstrated that although the selected papers had considerable and practicable results, they had some methodological problems including reducational image, the difficulty of comparability negligence of new techniques, emphasis on political and cultural factors, and the absence of casual linking mechanisms.