Common Philosophy Research Articles

Design of an Advanced Optimal Fuzzy Controller For a Binary Distillation Column

The most common control philosophy followed in the chemical process industries is the SISO system using the conventional PID controller algorithms. One drawback is relying on models for both control and design work in Chemical process industries (CPI) is that many problems are very complex and accurate models are difficult, if not impossible to obtain. To overcome these problems, it will be helpful to apply techniques that use human judgment and experience rather than precise mathematical models, which in the major cases deduced from the linearization of the system and simplification hypothesis. The fuzzy logic systems are capable of handling complex, nonlinear systems using simple solutions. However, obtaining an optimal set of fuzzy membership functions is not an easy task. In this chapter a solution based on artificial intelligence is proposed to improve the control of a binary distillation column. The solution is based on the use of the advantages of both fuzzy logic and genetic algorithms. The fuzzy logic is used as a supervisory PI controller that is a simple PI controller that generally used in controlling distillation columns with parameters deduced from the fuzzy supervisor. The membership functions shape is deduced by using research algorithms based on hierarchical genetic algorithms. The results show that the Fuzzy supervisory PI controller provide an excellent tracking toward set point change.

SERVICE QUALITY AND ORGANIZATIONAL EXCELLENCE AND THEIR RELATIONSHIPS WITH THE WADI RUM PROTECTED AREA EMPLOYEES' JOB SATISFACTION

This study aims to examine the impact of service quality and organizational excellence on employees’ job satisfaction at Wadi Rum Protected Areas located in Jordan. A total of 270 questionnaires containing 40 items are used to collect information from the respondents. Multiple regression analyses are conducted to test the research hypotheses. The results clearly demonstrate a significant positive relationship between service quality and organizational excellence and the job satisfaction of employees. The findings of the study assured that the common philosophy that forms an essential part of the values and culture of a Wadi Rum Protected Area is the dissemination of an organizational excellence culture on service quality to achieve employee satisfaction. Attaining organizational excellence in Wadi Rum Protected Areas in Jordan is crucial not only for the efficient administration of natural resources and tourist experiences but also for improving workers' job satisfaction and well-being. By allocating resources to enhance leadership skills, fostering employee involvement, offering educational and growth prospects, acknowledging and incentivizing accomplishments, and facilitating a harmonious work-life equilibrium, Wadi Rum Protected Areas can establish an environment of exceptional quality that empowers staff members to flourish and make valuable contributions to the organization's prosperity, all the while safeguarding the region's natural splendor and cultural legacy for posterity. This is one of the few studies that covers the impact of service quality and organizational excellence on the job satisfaction of Wadi Rum Protected Area employees and is the first to test the framework in a developing country, Jordan.

Apple Tree Maternity: A Qualitative Exploration of the Development of a Rural Collaborative Interprofessional Maternity Care Service

Introduction: There is currently a maternity care crisis in Canada, with many of the obstetricians and family physicians reaching retirement age in the next 10 years. Primary midwifery care services may offer solutions. However, due to the many constraints and difficulties faced by midwives practicing in rural settings, there is an emerging interest in exploring interprofessional collaborative models of maternity care as a possible solution to the crisis. This study documents the process and experiences of care providers in establishing and providing collaborative interprofessional maternity care in rural British Columbia. Methods: Semistructured interviews were conducted with key stakeholders (primary care providers and allied health professionals) working at Apple Tree Maternity. Interviewees spoke to both the process of establishing a new collaborative interprofessional model of care and the experience of working and providing care within the model. Findings: Four main themes emerged through the dialogue with the stakeholders: motivation for collaboration; challenges and barriers to collaborative care; attributes and benefits of collaborative care; and core qualities and recommendations for successful interprofessional collaboration. Based on their experience of establishing and working within a new model of collaborative, interprofessional, rural maternity care, the study participants identified core qualities and recommendations for successful interprofessional collaboration in a rural community to be mutual trust and respect; common philosophy of care, mutual commitment, and genuine desire to collaborate; clear and effective communication; ensuring the collaborative model is responsive to the unique needs of specific communities; community support; supportive institutional culture; and alternative payment plans and billing structures. Conclusion and implications for practice: This study revealed a number of attributes to collaboration that mirror those identified by others. In addition, study participants identified particular challenges unique to the rural context. Further research documenting the care provider experiences of interprofessional collaboration in other rural settings is warranted. In addition, there is also a need to explore and document the experiences of collaborative practice, in both rural and urban settings, from the client perspective. It is only when this is achieved that significant policy change suggestions should be made that will facilitate both collaborative practice and an improvement in care to women in rural settings. The need for this research is vital given the maternity care crisis in British Columbia and the need for supporting sustainable rural maternity care models. This article has been peer reviewed.

Can Art be Offensive? To Whom? A View of Artistic Obligations

All over the world, there are artists of varied fields. These artists express their skills, thoughts, philosophies, and beliefs through their artistic works. Humans are not a homogenous group who share common and basic beliefs and philosophy of life. Consequently, any work of art is mostly not going to be liked by all. To address the need the question; can art be offensive and to whom? requires us to first examine the works of art and the persons who appreciate them as a means of examining how artworks could be considered offensive to people. This article uses textual and content analysis as a means of examining some of the legal and cultural implications of art products and how injurious they can be to societies and individuals. From examples drawn from the analysis, it is surmised that artists should know they do not operate in an abstract world but a world of culture, religion, and preferences. It is thus recommendable that artists take due cognizance of the communities in which they operate and act accordingly to avoid damaging criticism, threats of death, and lawsuits.

Common Content, Philosophy, and Programming Support Thriving Collaborations Between Cognitive Science Labs and Museums

AbstractUniversity research labs focusing on education, psychology, and cognitive development have been collaborating with museums more and more over the past decade. Nevertheless, cognitive science labs that primarily engage in basic as opposed to applied research may find it difficult to entice museums to collaborate, and existing collaborations may fall short of their full potential to garner benefits to labs and museums alike. Here, we focus on a kind of lab and museum collaboration that has common content, philosophy, and programming and impacts both scientific theory development and museum practice. By illustrating one example of a collaboration between the Lab for the Developing Mind at New York University and the National Museum of Mathematics in New York City, we offer practical tips and suggestions for other cognitive science labs aiming to achieve strong lab‐museum synergy.

BAM Postures Toward Church Ministry: Identifying Four Common Philosophies

Business as mission (BAM) and hybrid organizations with multiple bottom lines have risen in popularity. However, some authors and scholars have noticed a lack of clarity on defining and measuring the multiple bottom lines, especially spiritual bottom lines. This article seeks to spark conversation through the author’s attempt of suggesting four distinct methodological philosophies that arise as authors express their understanding of faithfully pursuing business and mission together. Through a literature review, the author offers a continuum of understanding how a business cooperates with a local church in a missional setting. These postures are described in the article as “platform,” “partner,” “peer,” and “province” with the hope of clarifying the businesses’ philosophical approach to how they conduct business and mission for the purposes of communicating to shareholders, employees, and the marketplace.

Immersive simulations to teach infodemic management: WHO global infodemic manager trainings

Abstract Background When teaching infodemic management (IM) to health professionals and emergency response staff, teaching only technical skills is not sufficient because infodemics affect health workers both professionally and personally. Infodemic response also requires lateral thinking to problem-solve and thus requires experiential learning to teach IM competencies. WHO has developed, delivered and continuously improved a simulation-based training approach to teach IM to health workers and public health practitioners. Objectives To deliver an effective immersive IM simulation the following components must be considered: Designing the simulation world; Designing the tasks in the simulation world; Introducing humor and causing infodemic experience; Teaching cultural humility and ensuring psychological safety; Providing support to trainees; Considerations for virtual vs in-person delivery; Preparing and assembling the delivery team; Delivering the performance and simulation experience. Results WHO has designed delivered and evaluated teaching immersive simulations in in-person, online and hybrid formats, in English and French, with over 1400 trainees in 4 online and 4 offline trainings. Building and delivering an immersive world requires a team of people with different skills but a common vision and training philosophy. The facilitator team must build rapport between trainees quickly and offer multiple ways how trainees can ask for help, and encourage experience sharing and encourage further diffusion of materials, concepts and training approaches within the trainee community. Conclusions WHO immersive teaching simulations for infodemic management competence building have used human-centered design and flipped classroom approaches in design and delivery of the learning and teaching programmes. Simulations have been adapted to other languages, topics, and adapted to regional cultural contexts. Key messages • Simulation teaches trainees how information overload and infodemics impact both health workers and communities they serve. • Immersive teaching simulations providing a wrap-around experience that is fun and safe for experimenting and learning by participants.

Jeremy Bentham on David Hume: “Having Enter’d into Metaphysics,” but “Having Lost His Way”

Abstract This article argues that Bentham’s metaphysics has until recently been unfairly belittled, and that it in fact built on and surpassed that of David Hume, of whom Bentham was both an attentive student and a fierce critic. Bentham’s logic is metaphysically based, multi-levelled, and comprehensive. First, taking Hume’s empiricism as a starting point, Bentham developed the additional mechanism of “reflection” to facilitate a utilitarian pragmatic resolution to Hume’s skepticism. Second, unlike Hume, Bentham aspired to encyclopedic knowledge, especially of the human mind, which he believed allowed him to place his thought on a more solid and broader foundation. Third, whereas Hume focused on the passive understanding, Bentham captured the interaction between understanding and volition. Fourth, in relation to moral approbation, Hume adopted an approach which highlighted benevolence, whereas Bentham sought to reconcile self-preference with benevolence. Fifth, Hume’s common sense moral philosophy pushed him to associate justice with social convention, and helped to make him a conservative. Bentham developed the principle of utility to direct and push forward social reform for a better world.

Concerning physical quantity, its true value, error, and measurement uncertainty

The former USSR journal «Ismeritelnaja technika» («Measurement technic») published the article by Vitalii Pronenko, one of the modern scientific metrology school creators, «Concerning physical quantity, its true value, measurement error, and uncertainty» («О физической величине, ее истинном значении, погрешности и неопределенности измерений»). As soon as the discussion concerning the review of the «International vocabulary of metrology — Basic and general concepts and associated terms», VIM-3, with the aim to create its new version VIM-4, runs now among the metrological community, our journal editorial team considers the article by Pronenko as actual taking in account its common philosophy content with consideration for modern concepts and associated terms. Due to war conditions in Ukraine, it is impossible to connect the editorial office of «Measurement technic» journal. So, the editorial team of «Measurements infrastructure» journal accepts its responsibility based on the agreement of Mr. Pronenko sons Serhii and Yurii Pronenko (Vitalii Pronenko passed away in 1990), the translation of the article by V. Pronenko, into Ukrainian and English and its publication on the journal site.

Growth Education: A New Concept of Elementary Education based on “Education as Growth”

China's famous educator Mr. Ye Shengtao’s “education is agriculture” and Dewey's “education is growth” metaphor both imply the common educational philosophy of respecting students' subjective status, emphasizing students' subjective initiative and attaching importance to endogenous theory. Based on “Education is agriculture” and “education is growth”, growth education against the shortcomings of traditional education, put forward the educational goals of “the learning to be”, “learning to learn”, “learning to live”, “learning to create”, its core value is “healthy growth”. in terms of curriculum modules: “build a variety of platforms to pay attention to the healthy growth of each student”, in terms of education evaluation: “focus on comprehensive performance, use appreciation to promote the healthy growth of students”, in terms of growth environmental: “based on students, attention to detail, care for the healthy growth of students”. This new educational philosophy has important practical value for the implementation of quality education and core literacy.

ADOPT: A system for Alerting Drivers to Occluded Pedestrian Traffic

Recent statistics reveal an alarming increase in accidents involving pedestrians (especially children) crossing the street. A common philosophy of existing pedestrian detection approaches is that this task should be undertaken by the moving cars1 themselves. In sharp departure from this philosophy, we propose to enlist the help of cars parked along the sidewalk to detect and protect crossing pedestrians. In support of this goal, we propose ADOPT: a system for Alerting Drivers to Occluded Pedestrian Traffic. ADOPT lays the theoretical foundations of a system that uses parked cars to: (1) detect the presence of a group of crossing pedestrians – a crossing cohort; (2) predict the time the last member of the cohort takes to clear the street; (3) send alert messages to those approaching cars that may reach the crossing area while pedestrians are still in the street; and, (4) show how approaching cars can adjust their speed, given several simultaneous crossing locations. Importantly, in ADOPT all communications occur over very short distances and at very low power. Our extensive simulations using SUMO-generated pedestrian and car traffic have shown the effectiveness of ADOPT in detecting and protecting crossing pedestrians.

Frugal innovation in wound care: a critical discussion of what we can learn from low-resource settings.

Frugal innovation is a common philosophy in low-income settings due to limited access to resources. However, with both the increasing prevalence and clinical acuity of patients with wounds in the UK, it is essential that alongside innovation such as harnessing cutting-edge new technologies, frugal innovation is also pursued. This may improve both economic efficiency and patient outcomes. Frugal innovations were adopted throughout the COVID-19 pandemic and included opportunistic solutions such as video-conferencing services to run clinics. However, there are many more opportunities for frugal innovation in wound care, including the use of smartphone technology, which is already accessible to 99.5% of UK clinicians caring for wounds, or the simplification of wound-assessment processes using pulse oximeters as an alternative to dopplers, as in the Lanarkshire Oximetry Index. This article explores what frugal innovation is and how it could improve UK wound services. The authors invite clinicians working in wound care to consider their access to existing resources that may not be considered useful for wound-care processes and explore how these could be used to improve clinical outcomes.

Goal-oriented care as a common philosophy in primary care: the development of a training package

The International Journal of Integrated Care (IJIC) is an online, open-access, peer-reviewed scientific journal that publishes original articles in the field of integrated care on a continuous basis.IJIC has an Impact Factor of 2.913 (2021 JCR, received in June 2022)The IJIC 20th Anniversary Issue was published in 2021.

Juliet Hess, Music Education for Social Change–Constructing an Activist Music Education (New York, Routledge, 2019)

Reviewed by: Music Education for Social Change–Constructing an Activist Music Education by Juliet Hess Martin Berger Juliet Hess, Music Education for Social Change–Constructing an Activist Music Education (New York, Routledge, 2019) Juliet Hess’s book is written with great passion and composed for a very good reason. It is published in troubling times when music educators are looking for new perspectives on old problems and in search of a revived relevance for the subject. Although music educators appear to be better qualified for their jobs than ever before, there is still an underlying concern that we have lost the positive political influence on society we might have had in the past, that our contributions to enhancing tolerance and social justice are at stake again, and that our voices are not being heard. Or, in other words, that we lack relevance if we do not act. Juliet Hess raises her voice, reclaiming this relevance at a time when “[h]ate continually manifests in both new and familiar ways” and “the presence of oppression is consistent across time.”1 According to her, rising-up against oppressive ideologies, injustices, and material violence is imperative and urgent. Hess calls on finding ways for music education to contribute to resistance and hails concepts that allow educators to devise a distinctly anti-oppressive pedagogy. Her purpose is to offer a framework for what she calls an “activist music education,” a pedagogy that “aims to address the sexism, racism, Islamophobia, anti-Semitism, heterosexism, cisgenderism, classism, ableism, anti-immigrant [End Page 207] sentiments, and other oppressions so prevalent in our society.”2 Inspired by the impact of their musicking, Hess conducts interviews with twenty activist musicians, exploring common themes, perceptions, values, philosophies, and ideas. All individuals interviewed are involved in social change movements across the United States and Canada. Hess positions them as “catalysts for change in music education,”3 providing “a means to conceptualize activist music education for school music.”4 Activism and music, says Hess, are “enmeshed and inextricably connected,”5 since both intrinsically involve exploring historical, political, social, and cultural contexts. Inspired by the relevance of activist music to a society, Hess is in search of a similar meaning for music education. As a result, she sketches a possible K-12 curriculum with three essential goals: fostering connection with Others, honoring and sharing lived experience, and enabling critical reflection on the world.6 In search of a conceptualization for her idea, Hess draws mainly on Freirian and critical pedagogy as a theoretical framework, placing lived experience at the center of education, and with conscientization and praxis being her key terms.7 According to Hess, praxis, defined as “the integration of thoughtful reflection and action,”8 is fundamental to any kind of transformation, while conscientization refers to processes through which learners “become aware and reflect upon the conditions that shape their lives.”9 Although Hess acknowledges the valuable scholarly contribution to critical pedagogy in the past, she remains careful in its application, urging music educators to “avert any dogmatic implementation.”10 As a result, she suggests a “tri-faceted pedagogy for future activism,”11 which is connective, communicative, and critical: “a pedagogy of community, based on activist musicians’ emphasis on connectivity, a pedagogy of expression rooted in honoring lived experiences and sharing them through music, and a pedagogy of noticing that emerges from activist-musicians’ work on critical thinking.”12 This combination will, according to her, set “the conditions for future activism among youth and offers a possible practical enactment of critical pedagogy for music education.”13 A valuable and most inspiring read! Although I strongly agree with the intention of this book, I do have some questions. The dream of a classroom that exercises social criticism both through thinking about music and through musicking itself has always been an aspiration. Scholars have regularly encouraged music educators to be public intellectuals and agents of change, ideally striving for social justice (or at the very least for social awareness), and preparing learners to be global citizens, able to think critically and ready to engage with the world.14 It is widely agreed that “music education deserves to be seen as a serious form of cultural...

Correction to: Outdoor education in Canadian post-secondary education: common philosophies, goals, and activities

Correction to: Outdoor education in Canadian post-secondary education: common philosophies, goals, and activities

Outdoor education in Canadian post-secondary education: common philosophies, goals, and activities

Canada has a long history of outdoor education (OE) in sectors including summer camps, K-12, and post-secondary education (PSE). However, previous research has demonstrated that OE is sometimes poorly understood in the PSE sector leading to program closures and limited program development. As a result, scholars have called for national and international collaboration to promote the value of OE including identifying common OE learning outcomes and the theoretical and philosophical underpinnings guiding OE practices. Therefore, the purpose of this study is to identify common philosophies, learning goals, and characteristics of PSE OE in Canada. Results reported here are part of a larger three-phase, exploratory sequential mixed-method project and used a convenience sample of PSE outdoor educators recruited from across Canada. Findings indicate that PSE OE in Canada is influenced by six common philosophies and includes five common learning goals. Overall, this study demonstrates that OE is well aligned with the common goals and missions of PSE in Canada.

A Case Study on Evaluation of Socio-Economic Consequence of Climate Change in a Project Area in Bangladesh

There have been tremendous impacts of climate change on a rural area in their socioeconomic in terms of environmental events. Even though the agriculture sector has been adversely affected and decreased productivity due to climate change. Moreover, rural development and conservation policies have been influenced by climate change likewise natural disasters, migration, poverty, diseases, and food security. Thus, adopt the impact of climate change, stakeholders and experts suggest and develop various practices and solutions. Additionally, they develop integrated problem-solving action and adaptation strategies for the long term which can be directly related to the climate problems. 87 Upazila in 36 districts were selected on the basis of the largest surface areas where tuber crops were cultivated, strong and leading position as crop production. For evaluation the socio-economic condition of the project areas that affected by climate change, it was emphasized on three main point: demographic information of the participants, overall information about climate change, and the planning for climate change to investigate the socioeconomic condition of the project area affected by climate change impact. Poor education level hampered to gather knowledge and awareness about the climate change affects, mitigation and adaptation strategies. However, continue living same place would be a significant term in order to strengthen adaptation and mitigation actions. Both participants underline the common philosophies such as pattern of planning and organizational collaboration to deal with climate change impact which is related to political issues and environmental issues. The study highlights the integrated planning, pattern for crop production, river management for water resources needed to develop the socioeconomic condition of the project area.

Practice-to-Research: Responding to the Complexities of Inclusion for Students with Emotional and Behavioral Disorders with Recommendations for Schools

School administrators are instructional leaders responsible for ensuring high quality inclusive education for all students including those with disabilities. In this article, the authors review legal mandates, discuss inclusion of students with emotional and behavioral disorders (EBD) in practice, and obstacles to effectiveness. Recommendations are provided to assist administrators in maintaining high quality inclusive education for students with EBD by addressing the following barriers: (a) administrator preparation and training; (b) prioritization; (c) common philosophy, vision, and mission; (d) funding and resources; (e) teacher training and coaching, (f) effective practices and (g) effective co-teaching. While experts continue to debate the inclusion of students with EBD, school administrators have moved on and are leading inclusive practices in schools. Barriers must be addressed prior to instating a fully inclusive model or face loss of staff and failure of students with EBD. As such, the authors propose a model of practice to research, in which strategies are recommended for current practice to overcome the identified barriers with available research. With implementation of the recommendations in this article, it is highly probable that students with EBD can be successful in inclusive settings.

What is the Foundation of Medical Ethics-Common Morality, Professional Norms, or Moral Philosophy?

This paper considers the relation between medical ethics (ME) and common morality (CM), professional norms, and moral philosophy. It proceeds by analyzing two recent book-length critical analyses of this relationship by Bob Baker in "The Structure of Moral Revolutions-Studies of Changes in the Morality of Abortion, Death, and the Bioethics Revolution" and Rosamond Rhodes in "The Trusted Doctor-Medical Ethics and Professionalism." It argues that despite the strengths of these critical arguments, there is nevertheless a relationship between ME, understood as the professional ethics of the healthcare professions, and both CM and moral philosophy. It also argues that ME cannot and should not be understood purely as the internally developed professional norms of the medical or healthcare professions.

Making Teaching Communal: Peer Mentoring through Teaching Squares

Teaching can often seem like an independent endeavor, and seeking out ways to engage in dialogue and exchanges surrounding teaching can be beneficial. Opportunities to observe peers’ teaching and discuss teaching practices, challenges, and experiences with peers can lead to an increased sense of community, a fruitful exchange of ideas, and ultimately more thoughtful and effective teaching (Hendry and Oliver, 2012; Lemus-Martinez et al., 2021). One venue for such engagement is the teaching square, an exercise in which teachers observe each other’s teaching practice, typically with the goal of self-reflection of one’s own practice rather than evaluation of a peer performance. We suggest that even as the common philosophy behind teaching squares emphasizes self-reflection, they can also be catalysts for peer mentoring among participants. This article discusses teaching squares as a peer mentorship opportunity, drawing attention to the benefits of cultivating peer mentorship focused on teaching practices. We provide an account of our experience in undertaking a teaching square and the informal peer mentorship that resulted.