انه لمن الغريب ان يكون هناك تعصب للعلم.
ما هو التعصب للعلم و كيف نشأء؟
هل العلم هو المصدر الوحيد للمعرفة؟

المصادر و المراجع:

[1]         T. Scheff, "The catastrophe of scientism in social/behavioral science," Contemporary Sociology, vol. 40, no. 3, pp. 264-268, 2011.

[2]         I. G. Barbour, "Taking science seriously without scientism: A response to Taede Smedes," Zygon®, vol. 43, no. 1, pp. 259-269, 2008.

[3]         R. E. Abdel-Halim, "Experimental medicine 1000 years ago," Urology annals, vol. 3, no. 2, p. 55, 2011.

[4]         G. E. Allen, "Eugenics and modern biology: Critiques of eugenics, 1910–1945," Annals of human genetics, vol. 75, no. 3, pp. 314-325, 2011.

[5]         R. N. Williams and D. N. Robinson, Scientism: The new orthodoxy. Bloomsbury Publishing, 2014.

[6]         N. C. Ani, "Does scientism undermine other forms of knowledge?," Verbum et Ecclesia, vol. 37, no. 1, pp. 1-9, 2016.

[7]         T. L. Guidotti, "Between distrust of science and scientism," ed: Taylor & Francis, 2017.

[8]         J. Hietanen, P. Turunen, I. Hirvonen, J. Karisto, I. Pättiniemi, and H. Saarinen, "How not to criticise scientism," Metaphilosophy, vol. 51, no. 4, pp. 522-547, 2020.

[9]         M. A. Peters, "Anti-scientism, technoscience and philosophy of technology: Wittgenstein and Lyotard," ed: Taylor & Francis, 2020.

[10]       A. Rosenberg, "Scientism versus the theory of mind," Think, vol. 19, no. 56, pp. 59-73, 2020.

في هذه الحلقة يتحدث الدكتور جعفر السليم عن المسؤولية الاجتماعية للشركات فيوضح اسباب مشاركة الشركات في المسؤولية الاجتماعية و تأثير الفرد على قرارات الشركات في المساهمة في المسؤولية الاجتماعية.

الدكتور جعفر السليم أستاذ مساعد في قسم المحاسبة في جامعة  
Bemidji State University 
في الولايات المتحدة الامريكية. باحث في مجال المسؤولية الاجتماعية للشركات ، و إدارة أرباح و حوكمة الشركات. 

الطلبة الموهوبون ذوي صعوبات التعلم من اكثر الفئات المهملة والتي لها وضعها الخاص.
من هم هؤلاء الطلبة؟ و ما هي تحدياتهم؟


المصادر:

[1]         B. J. Gilman et al., "Critical Issues in the Identification of Gifted Students With Co-Existing Disabilities: The Twice-Exceptional," SAGE Open, vol. 3, no. 3, p. 215824401350585, 2013, doi: 10.1177/2158244013505855.

[2]         D. Sharma, "Academically Talented and Creatively Learning Disabled: How They differ on Achievement Motivation and Cognitive Style," Educational Quest- An International Journal of Education and Applied Social Sciences, vol. 4, no. 3, pp. 181-186, 2013, doi: 10.5958/j.2230-7311.4.3.016.

[3]         N. Yssel, C. Adams, L. S. Clarke, and R. Jones, "Applying an RTI Model for Students with Learning Disabilities Who are Gifted," TEACHING Exceptional Children, vol. 46, no. 3, pp. 42-52, 2014, doi: 10.1177/004005991404600305.

[4]         C. Buică-Belciu and D.-V. Popovici, "Being Twice Exceptional: Gifted Students with Learning Disabilities," Procedia, social and behavioral sciences, vol. 127, pp. 519-523, 2014, doi: 10.1016/j.sbspro.2014.03.302.

[5]         C. Wormald, K. B. Rogers, and W. Vialle, "A Case Study of Giftedness and Specific Learning Disabilities: Bridging the Two Exceptionalities," Roeper Review, vol. 37, no. 3, pp. 124-138, 2015, doi: 10.1080/02783193.2015.1047547.

[6]         M. Foley Nicpon, A. Allmon, B. Sieck, and R. D. Stinson, "Empirical Investigation of Twice-Exceptionality: Where Have We Been and Where Are We Going?," The Gifted child quarterly, vol. 55, no. 1, pp. 3-17, 2010, doi: 10.1177/0016986210382575.

[7]        J. Josephson, C. Wolfgang, and R. Mehrenberg, "Strategies for Supporting Students Who Are Twice-Exceptional," Journal of Special Education Apprenticeship, vol. 7, no. 2, 2018. [Online].
[8]         E. Beckmann and A. Minnaert, "Non-cognitive characteristics of gifted students with learning disabilities: An in-depth systematic review," Frontiers in psychology, vol. 9, p. 504, 2018, doi: 10.3389/fpsyg.2018.00504.

[9]         D. L. S. Maddocks, "The Identification of Students Who Are Gifted and Have a Learning Disability: A Comparison of Different Diagnostic Criteria," The Gifted child quarterly, vol. 62, no. 2, pp. 175-192, 2018, doi: 10.1177/0016986217752096.

[10]       R. D. Mayes and J. L. Moore, "Adversity and Pitfalls of Twice-Exceptional Urban Learners," Journal of Advanced Academics, vol. 27, no. 3, pp. 167-189, 2016, doi: 10.1177/1932202X16649930.

[11]       C.-W. Lee and J. A. Ritchotte, "Seeing and Supporting Twice-Exceptional Learners," The Educational Forum, vol. 82, no. 1, pp. 68-84, 2018, doi: 10.1080/00131725.2018.1379580.

[12]       M. Bianco, "The Effects of Disability Labels on Special Education and General Education Teachers' Referrals for Gifted Programs," Learning disability quarterly, vol. 28, no. 4, pp. 285-293, 2016, doi: 10.2307/4126967.

[13]       M. Bianco and N. L. Leech, "Twice-Exceptional Learners: Effects of Teacher Preparation and Disability Labels on Gifted Referrals," Teacher education and special education, vol. 33, no. 4, pp. 319-334, 2010, doi: 10.1177/0888406409356392.

تقنية التزييف العميق ستغير ما نعرفه اليوم من مصداقية مقاطع الفديو.
ما هو التزييف العميق؟ كيف بدأ؟
ما هي ايجابياته و سلبياته؟
هل هناك حلول؟

المصادر

 

[1]         J. Kietzmann, L. W. Lee, I. P. McCarthy, and T. C. Kietzmann, "Deepfakes: Trick or treat?," Business Horizons, vol. 63, no. 2, pp. 135-146, 2020.

[2]         Y. Mirsky and W. Lee, "The Creation and Detection of Deepfakes: A Survey," arXiv preprint arXiv:2004.11138, 2020.

[3]         D. Fallis, "The Epistemic Threat of Deepfakes," Philosophy & technology, 2020, doi: 10.1007/s13347-020-00419-2.

[4]         L. Verdoliva, "Media forensics and deepfakes: an overview," arXiv preprint arXiv:2001.06564, 2020.

[5]         R. Tolosana, R. Vera-Rodriguez, J. Fierrez, A. Morales, and J. Ortega-Garcia, "Deepfakes and beyond: A survey of face manipulation and fake detection," arXiv preprint arXiv:2001.00179, 2020.

[6]         B. Zhu, H. Fang, Y. Sui, and L. Li, "Deepfakes for Medical Video De-Identification: Privacy Protection and Diagnostic Information Preservation," in Proceedings of the AAAI/ACM Conference on AI, Ethics, and Society, 2020, pp. 414-420. 

[7]         D. T. Crystal, N. G. Cuccolo, A. M. Ibrahim, H. Furnas, and S. J. Lin, "Photographic and video deepfakes have arrived: How machine learning may influence plastic surgery," Plastic and Reconstructive Surgery, vol. 145, no. 4, pp. 1079-1086, 2020.

[8]         S. Karnouskos, "Artificial Intelligence in Digital Media: The Era of Deepfakes," IEEE Transactions on Technology and Society, 2020.

انه لمن الغريب ان نرى من يحارب العلم مع وصول الانسان الى تطور غير مسبوق. لماذا يحارب بعض الناس العلم؟

المصادر

[1]         G. W. Gauchat, "A test of three theories of anti-science attitudes," Sociological Focus, vol. 41, no. 4, pp. 337-357, 2008.

[2]         M. J. Hornsey and K. S. Fielding, "Attitude roots and Jiu Jitsu persuasion: Understanding and overcoming the motivated rejection of science," American Psychologist, vol. 72, no. 5, p. 459, 2017.

[3]         M. Kuntz, "Why the postmodern attitude towards science should be denounced," EMBO reports, vol. 14, no. 2, pp. 114-116, 2013, doi: 10.1038/embor.2012.214.

[4]         G. D. Novack, "Anti-science in the 21st century," The Ocular Surface, vol. 15, no. 4, pp. 813-819, 2017, doi: 10.1016/j.jtos.2017.08.005.

[5]         "Blurred lines," Nature (London), vol. 545, no. 7653, p. 133, 2017. [Online]. Available:.

[6]         M. C. Erviti, M. Codina, and B. León, "Pro-Science, Anti-Science and Neutral Science in Online Videos on Climate Change, Vaccines and Nanotechnology," Media and communication (Lisboa), vol. 8, no. 2, pp. 329-338, 2020, doi: 10.17645/mac.v8i2.2937.

[7]         S. E. Apitz, T. Backhaus, P. M. Chapman, W. Landis, and G. Suter, "Science, antiscience, and environmental decision making: A call to action," Integrated Environmental Assessment and Management, vol. 13, no. 4, pp. 557-559, 2017, doi: 10.1002/ieam.1937.

[8]         B. W. Hardy, M. Tallapragada, J. C. Besley, and S. Yuan, "The Effects of the “War on Science” Frame on Scientists’ Credibility," Science communication, vol. 41, no. 1, pp. 90-112, 2019, doi: 10.1177/1075547018822081.