Education is a continually developing activity, it shapes the way an individual develops their attitudes, thoughts and behavior. Education is not just about being literate but it is an overall development of the person in every aspect of their lives. A society's educational system can be greatly linked to its culture as the culture that one is in have an affect on the type of curriculum the institutions will develop in order to cater to every individual of that particular culture. Education moulds and shapes a society and it is influenced by the culture of the particular country or society. The educational system acts as a point of reference for the society's needs and demands. The principles that dominate this article is culture and education are interrelated and interconnected. Every educational paradigm is influenced by the culture of the society in which it operates. This essay underlines the extensive connection between culture and education. As a result, the goal of this essay is to depict these features from a Philosophical-Psychological Approach.

Artifacts are ubiquitous and influential in our world, but their nature and existence are controversial. Several theories have been proposed to explain the ontology of artifacts. Drawing on Popper's theory of three worlds, this paper suggests a metaphysics for artifacts along the line of a critical rationalist (CR) approach. This theory distinguishes between three realms of reality: the physical world (World 1), the mental world (World 2), and the world of objective knowledge (World 3). The paper argues that artifacts have different ontological components that correspond to these three realms, and that each component is real and causal. The paper shows how this perspective can account for the intentional and functional aspects of artifacts, as well as their dependence on plans that influence different realms of reality. The paper explains how this pluralistic ontology, compared to the rival theories, enables one to explain the relevant ontological problems of artifacts. The paper also explores how this proposal can lead to a research program encompassing a broader range of technologies, such as social artifacts. In sum, the paper suggests that Popper's three worlds theory provides a rich and comprehensive framework for understanding the metaphysics of artifacts.

High gain Balun-low-noise-amplifier (LNA) is proposed for tuner of digital televisions (DTVs). The proposed Balun-LNA is based on CS-CG (common-source-common-gate) structure. To improve the isolasion and frequency response, Balun-LNA has cascode transistors before load resistors. Balun-LNA uses current-bleeding circuit to increasie transconductance of CS transistor, so that current-bleeding transistor has transconductance of N-1 times larger than transconductance of cascode transistor. Thereby, transconductance and current of CS transistor are increased N times, as N-1 times of current pass to current-bleeding transistor. Therefore current of CG and CS stages stay identical. Also, Balun-LNA employs a positive feedback to satisfy input impedance matching and CG transistor has higher transconductance. By increasing transconductance of CS and CG transistors, the proposed Balun-LNA achieves to high voltage gain. Accordingly, CG and CS tansistors have symmetrical currents and loads at the differential output of the proposed Balun-LNA. Symmetrical loads cause the balanced differential outputs. This proposed Balun-LNA is designed in 90-nm CMOS technology and covers the frequency range of 40 MHz to 1GHz. This Balun-LNA achieves the voltage gain of 22.6 dB, S11 of less than -10 dB and the Minimum NF of 5 dB. This Balun-LNA operates at the nominal supply voltage of 2.2v.

Distributed Denial of Service (DDoS) attacks are among the primary concerns in internet security today. Machine learning can be exploited to detect such attacks. In this paper, a multi-layer perceptron model is proposed and implemented using deep machine learning to distinguish between malicious and normal traffic based on their behavioral patterns. The proposed model is trained and tested using the CICDDoS2019 dataset. To remove irrelevant and redundant data from the dataset and increase learning accuracy, feature selection is used to select and extract the most effective features that allow us to detect these attacks. Moreover, we use the grid search algorithm to acquire optimum values of the model’s hyperparameters among the parameters’ space. In addition, the sensitivity of accuracy of the model to variations of an input parameter is analyzed. Finally, the effectiveness of the presented model is validated in comparison with some state-of-the-art works.

The problem of personal identity among others may stem from the following question—what does be the person that you are, from one day to the next, necessarily consist of? The diachronic problem of personal identity raises question on the necessary and sufficient conditions for the identity of the person over time. The synchronic problem is grounded in the question of what features or traits characterize a given person at one time. To answer these questions, John Locke discarded the soul and the body as necessary and sufficient substances for personal identity over time. He accepted consciousness as the only criterion for personal identity; the only thing capable of remaining the same and preserving personal identity through change. Though Locke’s argument is somewhat clear and coherent but what remains vague and incoherent is embedded in the question—what exactly is consciousness? How and why should it be the basis or criterion for the determination of personal identity? Using the method of critical analysis, I argue that Locke’s choice of consciousness as the determinant of personal identity, though quite novel, is incoherent and vague. Secondly, Locke had already presumed and anticipated clearly though fallaciously the very thing he wishes to substantiate. I therefore conclude that Locke’s argument is just another way of trying to escape but inadvertently prolonging the difficulty of apparently articulating a distinction between the psychological approach and physiological approach to the problem of personal identity. However, in my submission, I propose the concept of the “other” as alternative approach— a sort of an extrinsic-intrinsic approach to the problem of personal identity.

This article introduces, analyzes, and criticizes the work of Lawrence M. Hinman, Ethics: A Pluralistic Approach to Moral Theory. Hinman is a Philosopher of Ethics in the multimedia learning. He believes that multiculturalism is important factor of nowadays so the most important responsibility of philosophers of Ethics is prevention of moral conflict. The global communication and information in 21st century needs global tolerance and respect of various nations, cultures, and moralities together because different people and societies have a common human nature and common natural rights that obligate to justice and moral relationship between different people and various societies’ beliefs throughout the world. Moral communication in multiculturalism approach is against racial, gender, national, and ethnic prejudice. Hinman believes in moral dialogue and global learning across different cultures. The book of Ethics: A Pluralistic Approach to Moral Theory has a proper category of new ethical problems, and the candid standpoint of author is considerable. He has a logical method, and in the end of every part of book there are some questions for evaluation of students learning. So this book is proper for the philosophy of ethics in universities.

Introduction: Students use a set of mental activities while studying to apply different study approaches according to their performance, the nature of the curriculum and their mastery during the study. This study aimed to compare study approaches and academic performance of male and female medical students in the first, second, third and fourth years (basic sciences and physiopathology). Methods: The method of this study is descriptive-cross-sectional.The sample of this study is 287 medical students in basic sciences and physiopathology in Tehran University of Medical Sciences in the academic year 2018-2019 who were selected through Stratified sampling. The tools of approaches to study and learning Were used. Analysis was performed by Anova test. Results: The results showed that the score of surface approaches to study of first year students is significantly lower than third year and fourth year students. Third-year students' use of the strategic & deep approach was significantly lower than second, third and fourth year students. Conclusions: The present study has shown new results on the transition of the use of approaches  to study during the four years of general medicine. Students' use of surface, deep and strategic approaches has grown transitionly and in higher years, the use of surface approach has decreased and more deep and strategic approaches are used.  after the second year due to the different structure of the curriculum, academic failure is observed.