Does one need evidence for belief in God?

It is commonly the case that sound, epistemological principles such as basic beliefs immediately become regarded as invalid when applied to theistic contexts. I will show that despite this, there is a strong sense of comparability between beliefs in God with beliefs in non-theistic beings and other commonly-held basic beliefs such as qualities of love and trust. To establish that both the belief in the existence of God and the existence of other beings and non-perceptual qualities are justified as evidence in the same way, I will have to establish that they are both what Plantinga calls properly basic beliefs. I will argue that this comparability makes it equally justifiable for the belief in God’s existence in itself to be basic, in the same way that it is with other commonly-held beliefs. This argument does however require strong grounds to prove its viability, so I will be examining and critiquing the arguments which allude to a contradiction of this conclusion. By carefully examining these arguments, I will ultimately attempt to provide further justification for Plantinga’s claim that the mere belief in God is sufficient to be regarded as evident to the self, without needing to be justified through logical arguments

Time use: the missing piece of economic development studies

The concern of this paper is to highlight time use as a valuable resource and important factor in the development process of Less Developed Countries. It propounds time use,that is neglected in Development studies, as an important factor in human development index. The role of time management as a crucial element in providing and developing the effective human skills in LDCs will be studied. Learning organizations are recommended to direct social attitudes change toward time management. Traditional way of living and weak socio-economic infrastructures, which result in time-waste society, will be discussed as obstacles to change in LDCs.time use; less developed countries; economic development; change; time management

Maximum-order Complexity and Correlation Measures

We estimate the maximum-order complexity of a binary sequence in terms of its correlation measures. Roughly speaking, we show that any sequence with small correlation measure up to a sufficiently large order $k$ cannot have very small maximum-order complexity

Identifying and classifying the readability levels of Turkish texts

This study aimed to identify and classify the readability levels of Turkish texts. The sample in the Correlation Survey model included 32 Turkish instructional texts. The texts included in the sample of the study were administered to groups of 30 students, extending from the fifth class to the twelfth class. The cloze readability procedure was used in this research. Obtained data were analyzed in the SPSS program. In this research the relationship between the readability of texts and variables such as average word length, average sentence length, number of polysyllabic words, and the rate of repeated words was determined by the Pearson productmoment correlation analysis. As a result of this analysis, “the rate of repeated words” and the rate of polysyllabic words, which express the similar meanings with average word length and -.677 with the readability index, as measured by the cloze scores, were not included in the multiple regression analysis. As a result of multiple regression analysis, regression equation is: CS= 118,823 – 25, 987 x AWL - .971 x ASL According to this, one unit of change in average word length causes -25.987 unit change in readability score, and one unit of change in average sentence length causes -.971 in readability score. On the other hand, the coefficient determination of the equation was .739. Later, the averages of exact score for every class were analyzed by ANOVA test. As a result of this ANOVA test, resulting education level and cloze test scores are higher. Moreover, in order to determine the significant differences among the classes, multiple comparisons were made. According to this, there were not any significant differences among the classes 5-6-7 between the classes 8-9 and among the classes 10-11-12. Finally, as a result of the regression analysis and ANOVA tests, the conversion table was compose