I have previously argued that human flourishing partly consists in the ability to exercise essential human capacities, many of which are non-distinctive and shared with other animals. The concept of flourishing is itself species-specific. Thus, the development of essential capacities (human and nonhuman) comprises a large part of the goods that we ought to promote. Problems about the definition of ‘essential’ are discussed, as are related issues about whether there are necessary and sufficient conditions for the correct use of sortal UNIVERSAL terms. The relation of the exercise of essential capacities to basic needs is investigated, and the essential nature of the human capacity for meaningful work, which has been disputed by John White, is defended. Finally, some suggestions are offered about what the proponents of the capabilities approach might derive from that of essential capacities.

Introduction: The aim of this study was to investigate the fraction rate of Pro Taper UNIVERSAL and Neoniti rotary files during the preparation of simulated severely-curved root canals.Materials & Methods: A total of 70 resin blocks with simulated severely-curved canals were randomly divided into two groups and prepared with Pro Taper UNIVERSAL and Neoniti files. Each set of files was used for cleaning and shaping five canals; the files were sterilized after each application. Afterwards, the number of deformed and fractured files was recorded.Results: Deformation was reported in 11.4% and 19% of Pro Taper and Neoniti files, respectively (P>0.05). Also, fraction was found in 11.4% of Pro Taper files, while no fracture was reported in the Neoniti group; overall, no statistically significant difference was found between the groups (P>0.05).Conclusion: Based on the present findings, there was no significant difference between Pro Taper UNIVERSAL and Neoniti files with respect to the incidence of deformation or fracture during the preparation of severely-curved canals.

This article is intended to be a survey on some combinatorial topics in group theory. The bibliography at the end is neither claimed to be exhaustive, nor is it necessarily connected with a reference in the text. I include it as I see it revolves around the concepts which are discussed in the text.

he methodology of Islamic human science is charged with finding out, describing, and epistemologically evaluating the methods proposed by the THEORIES of religious sciences and Islamic human sciences. The description above-mentioned consists of introducing data collection techniques, analyzing these data which are related to the questions or hypothesis of the research, and expounding the logic and general patterns of scientific activities accomplished in Islamic human sciences. Epistemological evaluation of the results obtained from applying the methods should be done on the basis of this description. This epistemological analysis is an important part of methodology. This article has the intention of giving an account of the methodic, and methodological requirements of religious sciences and Islamic human sciences. Consequently, it expresses these requirements in three realms: first, in scientific recognition of the subject of research; secondly, in recognition of the religious doctrines connected with the subject of research, and thirdly, in the necessity of showing the relation between the Islamic doctrines and the results obtained from applying the methods proposed. These requirements are expounded as a UNIVERSAL framework for describing and evaluating the THEORIES of religious sciences and Islamic social sciences.

Contemporary aesthetics emerged and developed in the United States of America in the second half of the twentieth century and in particular during its last three decades. The changes it underwent were not relevant to contemporary scientific paradigms and philosophy; yet its basic concepts and perspective alterations were introduced by John Dewey in the first half of the twentieth century. “ Nature-Environment” is one of the main components of contemporary aesthetics and Dewey’ s aesthetic paradigm. The fundamental question is to see whether a UNIVERSAL aesthetics model of nature-environment can be accounted for and incorporated in contemporary trends in environmental aesthetics through understanding of Dewey’ s aesthetic paradigm. The aim of this study was to understand the contemporary aesthetics of nature-environment from the perspective of UNIVERSAL aesthetics and based on Dewey’ s THEORIES. Accordingly, the characteristics of Dewey’ s Aesthetic paradigm were first identified using the inferential-analytic method and a UNIVERSAL aesthetics model of nature-environment was then proposed based on Dewey’ s aesthetic components and the review of existing models. Finally, its relationship with environmental aesthetic, the aesthetics of human environments and everyday life, and sustainable aesthetics was elaborated on.

Postmodernism represents skepticism toward metanarratives and UNIVERSAL ideologies that dominated the modernist era. The study focuses on three key postmodernist concepts - alternative assessment, process syllabi, and self-directed learning. Alternative assessment emphasizes evaluating the learning process over summative testing. Process syllabi focus on the learning experience rather than rigid outcomes. Self-directed learning enables student responsibility in setting learning goals and processes. This paper examined the effects of postmodernist educational concepts on improving Iranian EFL learners’ autonomy. A quasi-experimental pre-test/post-test design was utilized with 60 intermediate level Iranian EFL students divided into an experimental and control group (n=30 each). The experimental group received instruction utilizing the three postmodernist concepts over 14 weeks, while the control group received traditional modernist instruction. Autonomy was measured using a validated questionnaire before and after the intervention. The results showed the experimental group demonstrated significant increases in autonomy compared to the control group. Paired sample t-tests revealed significant differences between pre-test and post-test autonomy for the experimental group across all three postmodern concepts - alternative assessment, process syllabi, and self-directed learning. This suggests postmodernist concepts that decentralize instruction and emphasize student process over outcomes can enhance Iranian EFL learners’ self-direction and responsibility for language acquisition. The study implies EFL syllabus designers and instruction should transition to postmodern models centered on individualized assessment, flexible syllabi, and student-guided learning to boost autonomy. Further research can expand sample sizes and explore additional postmodernist concepts across diverse demographics.

The UNIVERSAL Declaration of Human Rights is one of the most important texts of international law. Its effect shows that it is not unfounded. Now the question is, what are the basics of the declaration, especially its basics about justice and freedom? Because the introduction and the text of the declaration consider freedom and justice as the most basic human rights. To understand these basics, it is necessary to have a brief look at the ideas raised in the philosophy of law in order to understand the place of freedom and justice in the UNIVERSAL Declaration. This article analyzes the principles of the Declaration by focusing on the ideas of Kant and Hume about justice and freedom. This analysis is based on a case study of several evidences from the preamble and materials of the UNIVERSAL Declaration. The UNIVERSAL Declaration of Human Rights is the result of epistemological and philosophical thoughts in modernity; therefore, the foundations of this declaration should be sought in the thoughts of the great philosophers of this era. Although the modern era has seen great thinkers, the ideas of Kant and Hume have been turning points in the history of the philosophy of law and politics in this era. The findings of this research show the alignment of the declaration with Kant's thoughts in the field of justice and freedom. Although Hume had a significant influence on modernity, the theme of justice and freedom in the UNIVERSAL Declaration was more influenced by Kant than by Hume. In Kant's view, freedom is an important feature in human life. It can almost be said that Kant's intellectual foundation in the field of practical reason is based on freedom. This shows that Kant considers justice and freedom as an eternal and inalienable right and value. In fact, Kant considered freedom as a comprehensive and absolute principle that does not depend on the will of the legislator; like other liberals who considered freedom as the highest value and justice as subordinate to it. The writings of these two thinkers in the field of justice and freedom show the ups and downs of justice in modernity, as a result of which Hume's ideas lost their effectiveness due to numerous problems, and after that, Kant's beliefs were able to give new life to legal and political liberalism, which is the product of It is the UNIVERSAL Declaration of Humanity as a comprehensive prescription for the development of liberalism. Despite the abundance of writings about the UNIVERSAL Declaration, the difference of this article is in determining the relationship of this declaration with justice and freedom based on the reading of these two thinkers. Not to examine the general concepts of justice and freedom or their relationship with the general concept of human rights.