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.

Since the emergence of modernity, AND in response to its myriad aspects AND potentials, which are constantly unfolding, countless reactions have kept emerging in almost all quarters of the globe. A large variety of anti-modern reactions, the common core of which is perhaps the idea that modernity, in one way or another, is illegitimate, stAND out among these responses. According to some of these anti-modern responses, modernity has usurped the characteristics AND features of religion, which has been the soul as well as the main shaping force of the pre-modern era AND has reproduced it in a corrupted form. Two German-speaking philosophers, Karl Popper AND Hans Blumenberg, are among the intellectuals who have defended modernity against the onslaught of anti-modern tendencies. In this paper, I briefly, though critically, compare AND contrast the APPROACHES as well as some of the arguments of these two thinkers in defence of modernity.

IDENTITY has a comprehensive meaning including: individual, collective, in-group, tribal AND transnational identities. There is no doubt that all youth AND children come across with a problem in their identities. Those who had more problems previously, live in this CRISIS. These individuals may be deceived by some extremist religious groups to know more about their potentials or weaknesses, social values AND life goals, AND social/ religious beliefs. Children try to get new experiences in order to review their origin, but when there is no deep relationship with their parents, so they disappoint. In this case they feel nonsense, dissocialism, wANDering AND sluggish. IDENTITY CRISIS is not only one of injurious social factors, but also has negative circumstances such as: divorce, misdemeanance, etc.Our country has young generations, so we confront more IDENTITY CRISIS which leads disobedience AND disclaim liability. It has negative effects on people activities, so our authorities should try more to study the effect of IDENTITY in society. In this research some key APPROACHES have been given in addition to explain IDENTITY CRISIS, religious IDENTITY AND IDENTITY CRISIS indexes.

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.

The main focus of this article is a review of Critique AND CRISIS, Enlightenment AND the Pathogenesis of Modern Society by Reinhart Koselleck. Critique AND CRISIS was first published in German in 1959 AND published in English in 1988 by The MIT Press. Koselleck’ s book attempts to explain the Utopian ideas of the twentieth century by looking at their origins in the eighteenth. The main idea of Critique AND CRISIS is that the Enlightenment itself became Utopian AND even hypocritical because-as far as continental Europe was concerned-it saw itself excluded from political power-sharing. The structure of Absolutism, which was rooted in the dichotomy between sovereign AND subject, between public policy AND private morality, prevented the Enlightenment AND the emancipation movement produced by it from seeing itself as a political phenomenon. Instead the Enlightenment developed patterns of thought AND behaviour which, at the latest from 1789 onwards, foundered on the rocks of the concrete political challenges that arose. The Enlightenment succumbed to a Utopian image which, while deceptively propelling it, helped to produce contradictions that could not be resolved in practice AND prepared the way for the Terror AND for dictatorship. The main idea of Koselleck’ s book seems to be based on the idea of Carl Schmitt in The Leviathan in the State Theory of Thomas Hobbes, which he explains AND expAND in this book. Koselleck’ s critique AND its historical entwinement with twentieth-century totalitarianism is a biased or willfully selective picture.

Objective: The present study was conducted with the aim of effective school-based self-control skill training on increasing PSYCHOLOGICAL hardiness AND self-efficacy of male students of the first secondary level.Method: This research is a semi-experimental study with a pre-test-post-test design with a control group. The statistical population of the present study included male students of the first secondary school in Qom city, 30 students were selected using the available sampling method AND divided into two groups of 15 people completely rANDomly. Students in the experimental group participated in 8 sessions of the school-based self-control training program, AND the control group did not receive training. Before AND after the implementation of the intervention, both groups were evaluated using the PSYCHOLOGICAL hardiness scale of Lang AND Goulet (2003) AND the self-efficacy scale of children AND adolescents (SEQ-C). The data was analyzed using spss-22 software AND through repeated measures analysis of variance test.Findings: The results showed that school-based self-control skill training has a significant effect on increasing students' PSYCHOLOGICAL hardiness AND self-efficacy (P<0.01). Conclusion: The findings of the present study indicated that school-based self-control skill training can be an effective intervention in increasing PSYCHOLOGICAL hardiness AND self-efficacy in students.

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.

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 current research was conducted with the aim of the effect of attachment style on emotion regulation with the mediating role of IDENTITY style. The research method was descriptive AND structural equation analysis. The statistical population of the research was all second year high school students of Kashan city in the academic year of 1400-1401, of which 500 people were selected by rANDom cluster method. Data were collected based on three questionnaires: Gross & Jan (2003) Emotional Regulation Inventory, IDENTITY Style Scale (6G-ISI) AND Collins AND Reid (1990) Attachment Style Questionnaire. The data are obtained by structural equation modeling AND using Laserl 8.8 AND 26 spss software. analyzed. Based on the results, secure attachment style at a significance level of 0.01, avoidant attachment style at a significance level of 0.05, AND ambivalent attachment style at a significance level of 0.01 directly predicted emotion regulation. Among the three attachments, secure attachment style predicted emotion regulation at a significant level of 0.01, with the mediation of IDENTITY styles. Informational IDENTITY style at a significance level of 0.01, confused IDENTITY style at a significance level of 0.05 directly predicted emotion regulation. Among the three attachments, only the secure attachment style at a significance level of 0.01 had a significant role in predicting the normative IDENTITY style. According to the results of this study, emotion regulation is one of the most important constructs of educational psychology AND an important factor in determining mental health AND successful performance. It is in education that the factors affecting emotion regulation AND its antecedents should be identified. Planning for training AND holding educational workshops in this field in schools is suggested for students.