After offering an overview of some of the main themes of Popper’s political thought, the paper argues that his account faces two PROBLEMS relating to institutions. The first is that while Popper stresses the ‘rational unity of mankind’, AND the potential for any of us to furnish criticisms of public policy, it is not clear what institutional means currently exist for this to enable this to take place. Second, Popper has stressed the conjectural character of even our best theories. However, at any point, some theories will have fared better in the face of criticism than others, AND they may give us important information about constraints on our actions. At the same time, as ordinary citizens we may not be in a good position to understAND the theories in question, let alone appraise the state of the specialised discussion of them. There is, it is suggested, a case for thinking of ways to institutionally entrench such fallible theories, especially in the current setting in which SOCIAL media play an important role

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.

The present research was conducted with the aim of the relationship between SOCIAL factors AND family violence against children (child abuse). The used method was a survey AND the data collection tool was also a questionnaire. From a total of 155 families with a history of child abuse based on the SOCIAL emergency statistics of Tehran in the last 6 months of 1397, 110 families (parents with one or more children) were selected in District 9 of Tehran Municipality. The rANDom sampling method was simple. In the present study, children under 11 years (6-11 years) were defined as the age range of children AND family violence was also defined as violence applied by parents, older siblings. Research hypotheses were tested with SPSS statistical software through Pearson's correlation coefficient. The results showed that the experience of violence has a positive relationship with PSYCHOLOGICAL violence, physical violence, neglect against children AND family violence against children. In other results, it was found that violence-oriented mentality has a positive relationship with PSYCHOLOGICAL violence, physical violence, neglect against children AND family violence against children. In the continuation of the obtained results, the positive relationship of family PROBLEMS with mental violence, physical violence AND neglect against children AND family violence against children was confirmed AND it was found that gender stereotypes have a positive relationship with mental violence, physical violence AND neglect against children AND family violence against children. Finally, in the main hypothesis, the results showed: SOCIAL factors have a positive relationship with PSYCHOLOGICAL violence, physical violence AND neglect against children AND family violence against children.

Background: The expansion of the use of audio AND video media technology has faced society with many medical, cultural AND economic challenges. In the meantime, excessive use of mobile phones can cause many PROBLEMS. Objective: The aim of this study was to construct AND validate a questionnaire on physical AND PSYCHOLOGICAL injuries of mobile phones. Method: The method of the present study was descriptive-correlational AND confirmatory factor analysis. The statistical population of the study consisted of all citizens of Khorramabad with a diploma or higher in 1399, which was selected as a statistical sample by available sampling method of 200 people online AND virtual. Results: The results showed that the factorized physical AND PSYCHOLOGICAL harm questionnaire of cell phone with 42 questions AND 10 components (fear of loss, vibration syndrome, duck syndrome, nomophobia, insomnia, hearing problem, eye syndrome, tunnel AND neck syndrome SMS) AND has good reliability, validity AND flexibility in terms of psychometrics. Discussion AND Conclusion: The questionnaire of factor analysis of physical AND PSYCHOLOGICAL injuries of mobile phones can be used to identify AND study the physical AND PSYCHOLOGICAL injuries of mobile phones.

Abstract: This study sought to answer the question of what are the causes of marital infidelity in the Iranian family. To Answer the Research Question, Qualitative Meta-Synthesis (QMS) Method Were Used. Then, 78 Scientific Papers Which Were Considered Marital Infidelity in Iran were identified AND were Analyzed. The results showed that the factors of infidelity in Iran can be classified into 9 main categories, including: 1. SOCIAL factors, 2. PSYCHOLOGICAL factors, 3. Cultural factors, 4. Family factors, 5. Personal factors, 6. Relational factors, 7. Economic factors, 8. Media factors, 9. Contextual factors. Each of the main Categories is divided into Different Subcategories. The SOCIAL Factors of infidelity were including “Infidelity Opportunities”, “Friend groups” AND “Environmental Conditions”. PSYCHOLOGICAL Factors of Infidelity Were Including “Personality Type”, “Attachment Styles”, AND their “Love Schema”. Cultural Factors have Pointed to “Change in Beliefs AND values” AND “the level of Religious Education” of people. The Family Factors were including “Inappropriate Marriage”, “Family Conflict” AND “the Kind of Family Background of people”. The Personal Factors are “Sexual Dissatisfaction”, “Emotional Dissatisfaction”, “the Feeling of Loneliness”, “the Spouse Unavailability”, “Weakness in Controlling Spouse”, “Domestic Violence”, “Revenge of the Spouse” AND “the Role of the Third Person in the Relationship”. The Economic factors are including “the Economic Status of the person”, “the Role of Economic PROBLEMS”, “the motivation of entering into infidelity under the Pretext of Job promotion”. The media Factors Were Emphasized on “weakening Iranian Values through SOCIAL Media Networks AND Foreign Satellite Channels” AND “Producing of New Needs by Media”. Finally, the Contextual Factors were including the Role of “Age” AND “Gender” in the Infidelity. Findings showed that Infidelity Occurred in the group of men AND youth in Iran, more than other SOCIAL Groups.

Introduction: Ethical leadership is leadership focused on appropriate behavior through respect for ethics AND values, as well as the rights AND dignity of others. Ethical leadership can add value to businesses by motivating employees AND fulfilling company values. Therefore, the present research was conducted with the aim of analyzing the relationship between ethical leadership AND cooperative SOCIAL responsibility AND the moral climate of the organization. Material & Methods: The current research is applied in terms of purpose AND descriptive AND correlational in terms of data collection method. The statistical population of this research included all employees of Management AND Science University (MSU) in Malaysia. Among them, 200 people were selected as the research sample using a simple rANDom sampling method. A stANDard questionnaire was used to collect data. The data was analyzed by structural equation modeling method. Results: The results of statistical analysis showed that ethical leadership has a direct AND positive effect on cooperative SOCIAL responsibility AND ethical climate. Also, moral climate has a direct AND positive effect on cooperative SOCIAL responsibility. At the same time, ethical leadership has an indirect AND positive effect on cooperative SOCIAL responsibility through the mediation of ethical climate. Conclusion: Ethical leadership can affect their SOCIAL responsibility by inspiring employees to motivate AND align with the company's values. The results of this research showed that ethical leadership leads to greater employee satisfaction AND collaborative responsibility AND leads to the formation of an ethical atmosphere in the organization

Introduction: Alternative punishments of imprisonment, which are called as a new approach of the penal system to fight against the negative consequences of prison, have many effects AND consequences that need to be investigated. Therefore, in this study, while examining the types of alternative punishments, the moral AND SOCIAL effects of the implementation of these punishments have been explored. Materials AND Methods: The present study was conducted using an analytical-descriptive method. In this study, in order to provide an appropriate answer to the question presented, by referring to the theoretical bases (books) AND articles published in the ISC, Magiran, Civilica, SID AND Ensani in the years 2011 to 2023 AND with the method of extracting the existing legal provisions, the effectiveness of this type of punishment was also criticized in reaching the intended goals. Conclusion: The results of this study show that with the implementation of such punishments, the level of public trust, the growth of morals AND SOCIAL capital in the society will also improve. Therefore, the implementation of these punishments, while reducing the criminal population of prisoners AND reforming them, provides better implementation of SOCIAL justice AND improvement of public trust, emotional AND financial support for the families of criminals

Introduction: In the current research, it has been tried to qualitatively study all kinds of policies AND measures necessary for alignment between teacher preparation programs AND democratic SOCIAL education competencies under the model of teacher education curricula, which include: direct (official) curriculum, Indirect curriculum, informal curriculum (implicit) AND unstructured curriculum (hidden) should be identified in the educational system. Method: Qualitative approach AND phenomenological method were used in this research. The field of research is Farhangian University of Hormozgan AND the participants are  13  lecturers of this university. The sampling method is a combination of convenience AND snowball sampling. The research tool was a semi-structured interview. The information was analyzed using thematic analysis method AND then using MAXQDA software... Result: The information was analyzed using the theme analysis method AND then using MAXQDA software in the form of 2  overarching themes, 8 organizing themes AND 25  basic themes. The results of this research showed the basic policies AND measures for teacher preparation programs, in the form of two components, strategies AND solutions of teacher training curricula, separated by curricula (formal, informal, informal, unstructured curriculum) AND with the goal of preparing The formation of teachers has been identified in the educational system to realize the competencies of democratic SOCIAL education. Conclusion: Therefore, examining the opportunities, facilities, AND resources available to achieve these actions should be on the agenda of decision makers AND educational planners. It is necessary to pay special attention to the strategies AND solutions of teacher training curricula.

We are... So, to reframe the inquiry: who are we on a metaphysical level? Which aspects of ourselves are the most universally representative of who we are? How do we fare in the face of the passage of time? For decades, philosophers have debated the concept of diachronic personal identity, which focuses on the question of what keeps us alive. An intricate debate has developed between those who hold the body view (animalism) AND those who hold the PSYCHOLOGICAL view (memory) on the question of who we are. The two groups will eventually become so firmly set in their views that they will be unable to compromise. Hylomorphic animalism, or the view that humans are rational animals, living bodies made of prime matter AND a rational soul, is an alternative answer to this divisive question that I propose in this study, following in the footsteps of Aristotle AND Aquinas. We only survive if matter AND rational souls do.