LEILA MASOUDIYEKTA, PARNIAN REZAEIAMJAD, FARIBA ASGHARI
et al.
Introduction: Physician advertising is an important topic in the medical field. It is an important tool for attracting new patients, increasing awareness of medical services, and promoting the brand of physicians and medical centers. Therefore, this study investigated the surgeons’ attitudes toward physician advertising.Methods: This cross-sectional descriptive-analytical study was conducted on 136 surgeons selected from four teaching hospitals and two private hospitals in Tehran using convenience sampling. A researcher-made questionnaire was used to measure the surgeons’ attitudes towards physician advertising. The survey included scales validated by a group of experts, and questionnaire validation methods were performed using a 5-point Likert scale. Data were analyzed using SPSS 18 software. Descriptive statistics were used to summarize the data, and inferential statistical tests, including chi-square, Fisher’s exact test, and independent t-tests, were used to examine the associations.Results: The mean age of the study physicians was 36.99±0.9 years. Regarding the physicians’ perceptions of advertising, 89% fully concurred that physician advertising enhanced their revenue.Conversely, 76.5% of physicians contended that advertising did not foster increased competition or enhance services. Most participants (84.6%) entirely refuted the assertion that advertising undermined the reputation of physicians. Furthermore, 86% expressed complete dissent about the prohibition of advertising by physicians. Seventy-five percent of surgeons said that paying the media to invite physicians to educational seminars was the most improper way for doctors to advertise. Conversely, 88.2 percent of them said that posting instructional information on theirvirtual profiles was the best approach. Statistical testing demonstrated that the judgment of the positive attitude toward physician advertising strongly correlated with age (p=0.002). The status of physician advertising in the community was deemed entirely proper for those under 30 years old, whereas it was deemed wholly inappropriate for those aged 30 to 45 and above.Conclusion: The results of this study showed that physicians’ attitudes towards advertisements by physicians in society were evaluated favorably in terms of ethical aspects and the dignity of the medical profession.
This paper examines Ibrahim Rugova’s philosophical and theoretical contributions to literary studies, focusing on three central categories that define his aesthetics: objectification, the strategy of meaning, and aesthetic refusal. Through the reworking of phenomenological and ontological concepts, Rugova reformulates objectification as the process by which the inner world of personality becomes externalized in the literary work, thereby affirming the autonomy of art as a mode of being. His notion of the strategy of meaning, developed in dialogue with semiotics and structuralism, explains how literature generates both denotative meanings internal to the work and connotative meanings arising from interpretation. Finally, the concept of aesthetic refusal highlights the tension between literature and politics, showing how literature resists ideological and institutional pressures by affirming its autonomy. The study seeks to analyze and synthesize these concepts by examining Rugova’s theoretical–philosophical works, such as <i>Kah teoria Strategjia e kuptimit</i>, and <i>Refuzimi estetik</i>. <i>letrare</i>, through an interdisciplinary methodology that combines philosophical analysis, literary theory, and cultural critique. Taken together, the categories under discussion form a coherent ontology of the literary work that situates Rugova within multiple intellectual traditions that influenced him—including phenomenology, hermeneutics, information theory, structuralism, and dialectical philosophy—while simultaneously underscoring his originality in adapting these ideas to the Albanian intellectual context. The paper concludes that Rugova’s theoretical legacy, often overshadowed by his political role, offers a significant contribution to modern literary theory by defending the autonomy of literature and reaffirming its function as a distinctive mode of truth and human realization.
History of scholarship and learning. The humanities
El objetivo del presente trabajo es poner de relieve una de las preocupaciones centrales del pensamiento de Theodor W. Adorno: la imbricación entre las relaciones sociales atravesadas por la lógica de acumulación capitalista y el modo en que estas constituyen la subjetividad de los individuos vivos insertos en dicha sociedad hasta en sus fibras más íntimas. Se tratará de acometer esta tarea exponiendo su diagnóstico de la aniquilación del individuo en el capitalismo posliberal, procurando señalar a lo largo de la exposición la importante herencia marxiana del mismo. El trabajo se desarrollará de la siguiente manera: en primer lugar, expondremos de forma sucinta los elementos del pensamiento de Marx que a nuestro entender están a la base de las reflexiones de Adorno, intentando trazar para ello algunos puntos de conexión entre el Marx de los Manuscritos y el de la Crítica de la Economía Política. A continuación, presentaremos la cuestión de la aniquilación o disolución del individuo, situando brevemente esta aportación en su contexto histórico para indicar el sentido preciso en el que, según Adorno, la categoría del individuo se ha vaciado de contenido en las sociedades del capitalismo posliberal. Seguidamente, señalaremos cómo para Adorno esta descomposición del tradicional papel social del individuo no está en modo alguno reñida con la producción social de atomización e individualismo, sino que estos rasgos proliferan y se recrudecen amparados por una apariencia de individualidad que, borrando su génesis histórica y social, sigue operando plenamente aunque no tenga un correlato en el estado real de los sujetos vivos, cada vez más dañados e impotentes. A modo de conclusión, apuntaremos algunas breves notas sobre la vigencia de ciertas reflexiones de Adorno, así como de la necesaria distancia que nos separa de ellas en el presente.
History (General), Ethnology. Social and cultural anthropology
Anh Thi Tram Le, Thao Viet Tran, Trang Mai Tran
et al.
Scientific research is the important task of lecturers in universities. However, university lecturers often struggle to balance research and teaching and focus more on teaching than research. In addition, the motivation for lecturers to do research is a little. This article surveys lecturers at some universities in Vietnam to find the factors that motivate lecturers to do science. The motivating factors include intrinsic factors (creativity, passion…), extrinsic factors (financial, promotion ..), and barriers to the scientific research activities of lecturers. Research results show that intrinsic and extrinsic factors positively impact the scientific research activities of lecturers, and the barrier factors negatively affect the research activities of lectures. Based on the research results, the authors make some suggestions to strengthen further the research activities of lecturers at universities in Vietnam.
History of scholarship and learning. The humanities, Social Sciences
In this research, a proposed model aims to automatically identify patterns of spatial and temporal behavior of moving objects in video sequences. The moving objects are analyzed and characterized based on their shape and observable attributes in displacement. To quantify the moving objects over time and form a homogeneous database, a set of shape descriptors is introduced. Geometric measurements of shape, contrast, and connectedness are used to represent each moving object. The proposal uses Granger’s theory to find causal relationships from the history of each moving object stored in a database. The model is tested in two scenarios; the first is a public database, and the second scenario uses a proprietary database from a real scenario. The results show an average accuracy value of 78% in the detection of atypical behaviors in positive and negative dependence relationships.
This article examines the obsession that British women during the Victorian period had with pure, white skin. Examining the ways in which pale skin became popular, it is possible to see that this preoccupation created a new and increased demand for products and potions that would give the illusion of a milky white complexion, the epitome of beauty, regardless of their toxic composition. The preference for natural products, like soap, became popular as poisonous powders and lotions came under scrutiny. Advertisements assisted with the obsession, with the British views of beauty, morality, purity, youthfulness, and racial superiority becoming intertwined with notions of whiteness. Messages likes these ensured that women would do whatever it took to achieve the ideal beauty, even if it was dangerous to their health.
This essay employs a broad historical approach to complexify common narratives around the treatment of queer people within the early Soviet Union. By examining how structures of control surrounding, and competing conceptions of, factors such as modernity, sexuality, race, location and gender intersect, it challenges notions of a decline from liberatory post-revolutionary policy into oppressive Stalinist policy. It also reveals a more nuanced picture of the treatment of queer people in the Soviet Union, one which highlights the variety of ways in which queer expression was legalised, medicalised, and criminalised, and the resulting plurality of queer experience during this period. As an essay centred on the experiences of queer people, it also serves to prevent the all too common erasure of queer people from historical narratives, which is essential to creating a nuanced historical tradition that itself challenges misconceptions of the nature and existence of queer people.
Ariane Aspirault, Gesche Winkler, Aurélie Jolivet
et al.
Anthropogenic noise is a pervasive feature of the coastal ocean soundscape and is intensifying as vessel traffic activity increases. Low-frequency sounds from wave action on coastal reefs or anthropogenic noise have been shown to initiate larval settlement of marine invertebrates and accelerate metamorphosis to juvenile stages. These results suggest that some planktonic species can perceive and be impacted by anthropogenic sound. Hence, we tested the hypothesis that vessel noise has an impact on the feeding behavior of blue mussel (Mytilus edulis) veligers and of the copepod Eurytemora herdmani as well as on the growth of the rotifer Brachionus plicatilis. The results show that microalgae and feeding behavior of early life stages of mussels and copepods are not influenced by the presence of vessel noise. The growth of the rotifers was similar between the two sound treatments, but rotifers’ egg production in the absence of vessel noise was higher and eggs were also larger. Our results suggest that the effects of noise on plankton are complex; much more work is needed to unravel these often subtle effects.
Science, General. Including nature conservation, geographical distribution
以往教育研究多注意國家太平時期的發展，較少關注政局動盪下的教育變革。1912年1月中華民國建立，但因民初政局未穩，為因應開學所需，新設教育部只得儘速修改前清癸卯學制後發布命令施行；之後再新頒教育宗旨、學校系統、各級教育令及課程標準。最初教育部曾想另訂新制，但後迫於復學時間緊湊，只能修改舊制。再者，新訂學校系統仍是以前清學
制為基礎而稍修訂。本研究旨在探討民初辛亥革命後至袁氏稱帝前（1912-1916年）教育制度的再造，採史學方法，根據政府檔案、法規、公報、教育報刊及時人文集等一手資料，經內、外部考證後，探討教育制度調整的原因、經過、實施狀況及影響因素。研究發現，當時地方未能完全落實新制，其原因除政局不穩、戰事迭起外，原仿日學制持續發揮影響力、中央及地方經費支絀、地方教育行政體制殘破及中央地方爭權，均影響新制改革與落實。最後，研究指出政治革命後，舊有教育制度不必然也遭推翻，政府往往仍沿用後再修改，策略上是「穿衣改衣」，而無法另起爐灶。此段國家動盪時期的教育變革經驗，值得今後欲採革命式教育改革策略決策者關注。
The state of education during tumultuous times has often been overlooked by educational historians. However, such periods warrant attention because educational opportunities can be severely limited during these times. The fall of the Ch’ing dynasty in October 1911 led to the establishment of the Republic of China. Although a provisional Republican government was
inaugurated in Nanking on January 1, 1912, the new democracy remained divided. A new Ministry of Education was established, and Dr. Yuan-Pei Tsai became its first minister. Tsai endeavored to replace the Ch’ing dynasty’s existing K’uei Mao School System, instituted in 1904, with a new educational framework for the Republic. Because the government urgently wished to resume academic sessions by March of that year, a provisional general education regulation was promulgated through telegrams by the new ministry. The Republic was forced to adapt the Chi’ing dynasty’s educational system, implementing emergency modifications such as renaming schools and principals, implementing a two-semester academic year, permitting coeducation in primary schools, removing the distinction between general and vocational secondary schools, revising primary and secondary school textbooks, and shortening the duration of secondary and normal school to 4 years.
The effectiveness of the new regulations remained unclear because of ongoing conflicts between China’s southern and northern governments.
Reconciliation between the two factions led to superficial national unity in April. Subsequently, the Ministry of Education convened the Provisional Education Meeting in Peking, the new capital, in July 1912. President Shih-Kai Yuan announced new educational objectives and a reformed school
system in early September, 2 months after the meeting. The revised educational goals emphasized moral, military and national, and aesthetic education. The new system comprised five educational stages: 4-year junior elementary school, 3-year senior elementary school, 4-year secondary school, 3-year prep-school, and 4-year university. This structure, although similar to the Ch’ing dynasty 4-5-4-3-3-4 model, had been streamlined to a 4-3-4-3-4 model; completing one’s education from elementary school through university required a minimum of 18 years. A series of educational codes, regulations, and curricula were systematically introduced between 1912 and 1913, culminating in the establishment of the Jen Tzu K’uei Ch’ou School System.
Regarding the historical narrative of educational reforms in early Republican China, the literature provides only a cursory overview of the new system; it does not delve into the complexities of the reform process or offer critical commentary. Employing a historical method, this study used first-hand sources, including documents from government archives, statutes, regulations, official gazettes, journals, and newspapers. This study employed both internal and external criticism to explore how the new central government sought to reconstruct China’s educational system between
1912 and 1916; to analyze the causes, process, practices, and factors influencing these educational reforms; and to draw conclusions and implications. The major findings are as follows.
The primary motivations for reforming the Ch’ing dynasty’s educational system included its inefficiency, shortcomings, excessively long duration, improper curricula, and inconsistencies or redundancies across educational levels.
Empirical evidence indicates that only 6 out of 18 provincial governments adopted the new statutes and regulations to implement the new educational system; the status of the remaining provinces remains unknown. Four major factors influenced these reforms. First, the Ch’ing school system, which was modeled after the Japanese system, continued to exert a considerable influence. Although the number of students who had graduated from Western countries increased after 1912, most had not focused on educational studies and consequently had limited understanding of Western educational systems. Second, ongoing political turmoil from 1913 to 1916, involving the rapid failure of the Second Revolution, the dissolution of China’s parliament, the abolition of the constitution, the ascent and rapid descent of President Yuan as Emperor, the fleeting restoration of the Ch’ing dynasty, and the outbreak of civil wars among various warlords, severely hampered
reform efforts. Third, the financial resources allocated to education by local governments were consistently inadequate, primarily due to the diversion of educational funds to military activities. In addition, the limited educational funds were often squandered by local educational agencies and schools. Finally, administrative disorganization and power struggles among provincial, local, and central governments negatively affected the implementation of the new system.
The lessons from China’s modern history indicate that completely abolishing an existing educational system is not strategically necessary for a new regime. In China, some revisions were made, and the old system continued to function.
In understanding these reforms, consideration must be given to the fact that numerous provincial and central government officials visited Japan to gain educational insights after 1894. Additionally, a substantial number of Chinese students were studying in Japan at that time. These factors may have influenced the subsequent introduction of the Japanese education model into China. In the development of comparative education, modern China transitioned from what can be termed the “traveler’s tale” stage to a stage of “educational borrowing.”
A comparison of the number of Chinese students studying in Japan and the US between 1906 and 1912 revealed that more students were in Japan. Moreover, these students displayed a deeper understanding of the educational system they were immersed in. During the Provisional Education
Meeting of 1912, the participants who had received Japanese education outnumbered those of US and therefore likely had a greater influence on the final decisions. Notably, Hsi-Kuang Yau and Yi Chen, who were sent by Hu-Kuang Governor-General Chih-Tung Chang to inspect Japanese education in the late Ch’ing dynasty, played influential roles. Chen had even translated Japanese educational laws and drafted a framework for the K’uei Mao School System. Both individuals were official delegates, and therefore, their influence was substantial.
Since 1922, the educational system established between 1912 and 1913 has been replaced by what is known as the New School System, which was modeled after the US 6-3-3-4 educational structure.
In conclusion, the educational reforms of early Republican China offer valuable lessons for modern educational reformers. Adopting an evolutionary strategy rather than a revolutionary one, China reformed its education system during a period of political instability. Modern China’s
experience serves as an insightful case study for those considering revolutionary strategies for educational reform in the future.
Pedro Medrado Krainovic, Angélica Faria de Resende, Nino Tavares Amazonas
et al.
Restoring tropical forests still relies on expensive tree planting. Timber production from native trees offers a promising opportunity to make restoration financially viable, but species growth data are lacking. We assessed the potential of tropical forest restoration plantations for producing native timber in the Atlantic Forest. For that we inventoried a chronosequence of unmanaged restoration plantation sites with ten commercial native tree species. Then we developed growth models and used the Growth-Oriented Logging (GOL) method to inform targeted management decisions, including an optimized timber-focused scenario, based on growth and bole quality assessment. Usually, growth-rate classes for saw wood production would be defined according to the time necessary for achieving 35 cm in DBH. Harvesting age was markedly reduced using GOL for species of fast-growth (from <50 to <25 years), intermediate-growth (from 50 to 70 to 25–50 years), slow-growth (from >70 to 50–75 years). Following GOL, basal area was 42 ± 30% larger at harvest (taking 35 ± 23% more time) or 60 ± 16.5% smaller (taking 66 ± 16% less time). The optimized scenario speeded tree-size achievement and anticipated harvesting in an average of 58 years. Species selection, individualization, and silvicultural management are critical for producing timber in forest restoration programs.
Ecology, General. Including nature conservation, geographical distribution
The article, which aims to place itself in the space of encounter between theatre studies and Sound Studies, develops the analysis of the sound recordings, found in the archives of the Teatro Nazionale in Genoa, of four takes of I due gemelli veneziani (directed by Luigi Squarzina, starring Alberto Lionello) that cover the entire life of the production (1963-1978). By enhancing the documentary specificity of the sound materials and introducing elements of electroacoustic analysis, the study aims to discuss the performance as an object of dynamics of continuity and alteration – with particular attention to the progressive transformations in relation to the response of the different types of audience – with particular interest in Lionello’s voice, the acoustically most emblematic element. A technical analysis allows us to appreciate the rhythmic, timbre and prosodic diversification with which the actor characterises the two characters he plays and to verify his metamorphosis over the years. The case study of I due gemelli turns out to be particularly suitable to demonstrate the potentiality of materials usually neglected, especially with regard to “traditional” performances and to highlight the consequences of the text’s embodiment in the actor’s body over a long period of time: these objectives allow to open a new front concerning the use of sound sources within the strand, long pursued by ORMETE Research Group, concerning the creation and enhancement of oral sources for Performance Studies.
Violence, colonial living and the shift in political ideologies explained the success of expansion and consolidation of liberal-capitalism in the north Atlantic world in the early modern period. Although, disease greatly decimated the Indigenous population, internal conflicts ultimately led to the reduction of Indigenous authority and paved the way for colonial expansion. Unlike the French, which colonized to solidify trading, the English strategy was to bring in as many settlers to plant colonies, therefore pressuring Indigenous communities into surrendering control and power in the New World.At the same time, although the war was marked as a British victory, the British government quickly learns that their ignorance towards their North American colonies would become costly.
Sara Tortorella, Alberto Zanelli, Valentina Domenici
Several scientific channels on TV, crowded scientific fairs, and many serious scientific board games on the market demonstrate that people is curious about science. However, when asked about the perception of scientific subjects, chemistry in the first place, general public still shows rejection toward “too complicated”, “abstract”, and “far from everyday life” topics. Unarguably, every chemist would not recognize chemistry as neither “abstract” nor “far from everyday life”: actually chemistry, the so-called central science, is all around us. Where is the gap to fill, then? Why are not we able to convert that innate curiosity, which makes people stepping out from their houses to join public engagement activities, into genuine, time-persistent, passion about chemistry? Such questions will be addressed herein, giving practical examples of possible approaches to address the problem. Special emphasis will be given to new learning means, generically referred as “Open Learning” ones, and interactive teaching approaches typical of non-formal environments, such as Science Festivals. Real examples of activities beyond the formal curricula of chemical study, some carried out by us in the framework of the “Diffusione della Cultura Chimica –
Società Chimica Italiana ” mission and vision, will be discussed underlining their role in enhancing learning and inspiring confidence and passion toward chemistry.
History (General) and history of Europe, Chemistry
Early one September morning in 1975, in a quiet Metairie subdivision west of Transcontinental Drive, a ranch house suddenly exploded in a fireball so powerful it damaged 20 neighboring buildings and broke windows a mile away. The house plus four adjacent homes were reduced to rubble, and 11 people were seriously injured.
Geography. Anthropology. Recreation, History of scholarship and learning. The humanities
This study aims to compare the effectiveness of grammar and Arabic rhetoric in analyzing phonetic phenomena, and to show the different ways that both rhetoricians and text scholars follow in analysis with a descriptive-analytical approach. In this field, the focus is on defining the phonetic phenomena common to Arabic rhetoric and the syntax of the text, and identifying the points of agreement and divergence between them when analyzing literary texts, within the framework of analyzing an eloquent literary text and a great book, Nahj al-Balaghah.
History of scholarship and learning. The humanities, Arts in general