Women\u27s Rights and Representation in Saudi Arabia, Iran, and Turkey: The Patriarchal Domination of Religious Interpretations

This research paper is divided into three case studies: Saudi Arabia, Iran and Turkey. The main focus of the paper is to examine barriers to women’s economic and political participation as well as the limits on their rights within the family and society. All three case studies are Muslim-majority countries. The paper argues that the subordination of women is not intrinsic to Islam but stems from patriarchal interpretations of Islam by religious authorities working in conjunction with autocratic political leaders. Furthermore, the paper analyzes cultural, political, and economic explanations for limits on women’s rights in these Muslim-majority countries and shows how each of these explanations apply to Saudi Arabia, Iran and Turkey. Despite variations within and among the pluralistic societies of the region as well as the distinct histories of each country, patriarchal cultures developed by and for male religious and political elites lead to restrictions on women’s economic and political participation. Recommendations include increasing the number of women in religious bureaucracies and in government

Using megaproject performance outcomes to enhance decision-making behaviours in civil engineering graduates

A comprehensive review of megaproject performance propositioned the issues leading to project failure as behavioral. Project failure linked cost overruns and schedule delays to acts of delusion and deception, citing the ability to learn lessons, and the misalignment of incentives as influencing factors. A mixed-methods study was designed to gain insight into the decision-making behaviors of undergraduate civil engineers, and the role that education could play in enhancing decision-making. A co-curricular intervention led to qualitative exploration of decision-making in civil engineering undergraduates. Motivation featured heavily, particularly a conflict between interest and enjoyment, and the reward structures of traditional education and industry. Results led to a quantitative measure of intrinsic motivation and critical thinking ability. Findings from the educational environment have implications for industry and led to recommendations regarding the importance of autonomy and relatedness, to a megaproject environment

Recalcitrant pluralism

Here I argue that the best form of deontology is an ethic of prima facie duties, and that this form of deontology is especially resistant to any form of reduction to a single principle

A Longitudinal Evaluation of the Impact of a Problem-Based Learning Approach to the Teaching of Software Development in Higher Education

First year students on Computing courses at tertiary level find Software Development difficult: learner outcomes are poor, with high failure rates and low learner retention. A number of research studies have shown that novice programmers have low intrinsic motivation and low programming self-efficacy. One of the other possible explanations for the difficulties many learners have with Software Development is that it may be a Threshold Concept in Computing. The literature suggests that Problem-Based Learning (PBL) can improve the teaching of difficult concepts, and it has been promoted by professional and funding bodies as a teaching strategy that can improve learner outcomes and bring about positive changes in learner behaviour. The main aim of this research study was to establish the impact on learner outcomes and behaviour of a Hybrid PBL approach used in the teaching of an introductory Software Development module at an Irish tertiary level institution. Learners on the Software Development module are characterised by low prior attainment in State college entry examinations, and the majority are from low income socio-economic backgrounds. Learner outcomes and behaviours were investigated over four cohorts of learners using a large range of data sources. A randomised controlled experimental design was used to measure changes in attainment, programming self-efficacy, motivation, approaches to study and preferences for types of teaching. Questionnaires, data mining of learner activity and attendance logs were used to provide additional information about learner behaviour, and further analysis was undertaken using qualitative techniques such as classroom observations and interviews. Both qualitative and quantitative measures were used to confirm, cross-validate and corroborate findings. The study made significant discoveries about the strengths and limitations of the Problem-Based Learning approach in the teaching of Software Development to low attainment learners. The implications for instructional practice and for educational theory and research are discussed and a number of recommendations are made

Web-based learning in the field of empirical research methods

This study focuses on the development of a complex web-based learning environment aimed at promoting the acquisition of applicable knowledge in the context of studying empirical research methods at university. This learning environment was then modified further on an empirical basis. The main focus of the present article is to describe the conceptualisation of the learning environment and research activities which were guided by an integrative research paradigm. The learning environment consisted of highly structured, complex texts in which the process of empirical research was illustrated in a detailed manner. By combining these texts with other instructional measures, the learning environment is given a flexible hypertext-structure. The effectiveness of the learning environment as a whole was investigated in three studies (two evaluation studies in the field and one experimental study in the laboratory). It was demonstrated that the additional instructional measures (e.g. a specific feedback-guidance and time-management measures) were not effective. The importance of cognitive, motivational and emotional learning prerequisites for the successful utilisation of the learning environment was highlighted. The implementation of special training and additional preparatory modules is recommended in order to optimise the fit between students' prerequisites and learning environmIm Zentrum der vorliegenden Arbeit steht zum einen die Konzeptualisierung einer Lernumgebung zur Förderung des Erwerbs anwendbaren Wissens im Kontext der universitären Ausbildung in empirischen Forschungsmethoden. Zum anderen werden ausgehend von einem integrativen Forschungsparadigma Forschungsaktivitäten beschrieben, die die empirische Basis zur Weiterentwicklung der Lernumgebung bereitstellen. Die Lernumgebung besteht aus hoch strukturierten, komplexen Texten, in welchen der Prozess empirischer Forschung auf detaillierte Weise veranschaulicht wird. Diese Texte wurden mit anderen instruktionalen Maßnahmen kombiniert, wodurch die Lernumgebung eine flexible, hypertextartige Struktur bekam. Die Effektivität der gesamten Lernumgebung wurde im Rahmen dreier empirischer Studien untersucht, von denen zwei als Evaluationsstudien im Feld durchgeführt wurden; die dritte war eine experimentelle Laborstudie. Es wurde gezeigt, dass die zusätzlichen instruktionalen Maßnahmen (z. B. eine spezifische Feedback-Anleitung und eine Zeitmanagement-Maßnahme) nicht wirksam waren. Die Bedeutung kognitiver, motivationaler und emotionaler Lernvoraussetzungen für die erfolgreiche Nutzung der Lernumgebung konnte nachgewiesen werden. Um die Passung zwischen den Eingangsvoraussetzungen der Studierenden und der Lernumgebung zu verbessern, wurde die Implementation eines speziellen Trainings und eines zusätzlichen vorbereitenden Moduls vorgeschlag

The Fundamental Problem of Philosophy: Its Point

The fundamental problem of philosophy is whether doing it has any point, since if it does not have any point, there is no reason to do it. It is suggested that the intrinsic point of doing philosophy is to establish a rational consensus about what the answers to its main questions are. But it seems that this cannot be accomplished because philosophical arguments are bound to be inconclusive. Still, philosophical research generates an increasing number of finer grained distinctions in terms of which we try to conceptualize reality, and this is a sort of progress. But if, as is likely, our arguments do not suffice to decide between these alternatives, our personalities might slip in to do so. Our philosophy will then express our personality. This could provide philosophy with a point for us. If some of our conclusions have practical import, philosophy could have the further point of giving us something by which we can live

Recommender systems and their ethical challenges

This article presents the first, systematic analysis of the ethical challenges posed by recommender systems through a literature review. The article identifies six areas of concern, and maps them onto a proposed taxonomy of different kinds of ethical impact. The analysis uncovers a gap in the literature: currently user-centred approaches do not consider the interests of a variety of other stakeholders—as opposed to just the receivers of a recommendation—in assessing the ethical impacts of a recommender system