T Ibrahim

Background Cadavers play an irreplaceable role in anatomy education, offering unique opportunities for hands-on learning and the internalization of ethical values. While large language models (LLMs) are increasingly utilized in medical education, their perspectives on the moral status of cadavers remain underexplored. Methods This study examined the responses of four LLMs—ChatGPT, Gemini, DeepSeek, and Copilot—regarding the concept, significance, and ethical responsibilities toward cadavers. A thematic analysis was conducted based on the AI-generated responses. Results Three main themes emerged: (1) The Meaning of the Cadaver, where all LLMs preferred the term “donor,” reflecting respect for the body’s human origin and voluntary contribution to science; (2) The Importance of the Cadaver, emphasizing its educational superiority over models and simulations due to realism, anatomical variation, and ethical learning; and (3) Attitudes and Responsibilities, where LLMs expressed moral, ethical, legal, and academic responsibilities, highlighting respect, non-maleficence, and professional conduct. LLMs also acknowledged that donor-related terminology and background knowledge influence learners’ attitudes. Conclusions Large language models attribute moral value to cadavers based on their human origin and educational role. While not granting full personhood, they support respectful and ethically guided engagement. These findings suggest that LLMs, when integrated into medical education, may reinforce ethical awareness and serve as potential tools for promoting professional identity formation.

Cadavers play an irreplaceable role in anatomy education, offering unique opportunities for hands-on learning and the internalization of ethical values. While large language models (LLMs) are increasingly utilized in medical education, their perspectives on the moral status of cadavers remain underexplored. This study examined the responses of four LLMs—ChatGPT, Gemini, DeepSeek, and Copilot—regarding the concept, significance, and ethical responsibilities toward cadavers. A thematic analysis was conducted based on the AI-generated responses. Three main themes emerged: (1) The Meaning of the Cadaver, where all LLMs preferred the term “donor,” reflecting respect for the body’s human origin and voluntary contribution to science; (2) The Importance of the Cadaver, emphasizing its educational superiority over models and simulations due to realism, anatomical variation, and ethical learning; and (3) Attitudes and Responsibilities, where LLMs expressed moral, ethical, legal, and academic responsibilities, highlighting respect, non-maleficence, and professional conduct. LLMs also acknowledged that donor-related terminology and background knowledge influence learners’ attitudes. Large language models attribute moral value to cadavers based on their human origin and educational role. While not granting full personhood, they support respectful and ethically guided engagement. These findings suggest that LLMs, when integrated into medical education, may reinforce ethical awareness and serve as potential tools for promoting professional identity formation.

This study examines undergraduate students’ ethical tendencies concerning their field of science/study, perceptions of religiosity, and use of social media. A cross-sectional survey design was employed, with the Ethical Tendencies Scale as the primary data collection tool. Data were gathered from 831 students through convenience sampling. Ethical tendencies were analyzed using variance analyses, in which field of study, religiosity, and social media use were treated as independent variables. Findings revealed that students’ field of study had no significant effect on their ethical orientations, whereas religiosity and social media use demonstrated minor but notable influences. Since ethical orientations encompass multiple sub-dimensions, the study contributes to a more nuanced understanding of ethical behavior within academic contexts.

This study examines undergraduate students’ ethical tendencies concerning their field of science/study, perceptions of religiosity, and use of social media. A cross-sectional survey design was employed, with the Ethical Tendencies Scale as the primary data collection tool. Data were gathered from 831 students through convenience sampling. Ethical tendencies were analyzed using variance analyses, in which field of study, religiosity, and social media use were treated as independent variables. Findings revealed that students’ field of study had no significant effect on their ethical orientations, whereas religiosity and social media use demonstrated minor but notable influences. Since ethical orientations encompass multiple sub-dimensions, the study contributes to a more nuanced understanding of ethical behavior within academic contexts.

Understanding, empathizing, sympathizing, communicating, knowing, and changing, attained through reading literature, are all natural human needs for survival. Survival in its broadest meanings, in Sebeok’s sense, involves all kinds of activities for improving life. Taking reading literature as a special competence for surviving, a quality/competence specific to humans alone, necessitates two primary activities: awareness and modeling. Awareness refers to humans’ knowing the very fact that they are in a persistent state of needing. Modeling refers to the very need for semiotic strategies so that they can use any natural human activity, such as cognitive and emotional interaction, in any process of interpretation. If the reader treats her/his reading activity as naturally purposive and meaningful, s/he will be able to model this activity so as to maximize the benefits. Knowing the benefits implied in reading literature, the reader will consciously or unconsciously categorize all aspects of this activity in various forms and models. Modeling in this sense is organizing knowledge, but also concretizing knowing. Thus, reading literature improves the readers’ relations with their environment by knowing more about the way humans think, but also by generating new texts, namely, producing new ways of knowing. Knowing authors’ knowing is one of the major purposes of reading literature. Knowing of knowing is the naturalizing process of the culture, and as such it is a question of anthroposemiotics. The anthropsemiotic approach to reading literature is not concerned with understanding itself but the way we conduct understanding and the use of such an understanding. Producing new meanings and new ways of knowing from existing knowledge is undoubtedly an evolutional property specific to humans as verbally communicative organisms.

Background Media narratives about healthcare scandals can profoundly influence public trust in medical institutions and professionals. In neonatal care, where trust in healthcare providers is crucial for parental decision-making, negative media portrayals may create ethical challenges by fostering fear and skepticism. The erosion of trust in neonatal nurses and healthcare institutions may seriously affect maternal decision-making and neonatal health outcomes. Aim To explore the ethical implications of media narratives on maternal trust in neonatal care. Specifically, it investigates how media portrayals of neonatal care scandals impact expectant mothers’ perceptions of neonatal professionals, their emotional responses, and their healthcare choices. Research design A qualitative research design was employed using semi-structured interviews. Thematic analysis, following Braun and Clarke’s framework, was used to analyze the data. Participants and research context The study included 22 expectant mothers in their third trimester who had been exposed to media coverage of neonatal care scandals in Turkey. Ethical considerations Ethical approval was obtained from the University Research Ethics Committee. Participants provided written informed consent, ensuring voluntary participation and anonymity. Results Four major themes emerged: (1) erosion of trust in neonatal nurses and institutions, leading to skepticism and emotional distress; (2) the emotional impact of media narratives, including fear, anxiety, and defensive decision-making regarding neonatal care choices; (3) perceived quality of care, highlighting concerns over the differences between public and private NICUs and resource allocation; and (4) the need for ethical reforms, including transparency, independent oversight, and media accountability to restore trust. Conclusions Media narratives significantly shape maternal perceptions of neonatal care, raising critical ethical concerns about trust and accountability. The findings highlight the need for systemic reforms to ensure ethical transparency, responsible media reporting, and enhanced communication between healthcare providers and the public. Addressing these ethical challenges is essential for fostering trust in neonatal nursing and ensuring equitable, high-quality care for newborns.

Ülkemizdeki ve dünyanın çeşitli bölgelerindeki kârîlerin, imâleyi farklı okudukları bir vakıadır; teknolojik olanaklarla bunların bir dizi ses kaydına erişebilmek mümkündür. Muhtelif okumalar, kârîlerin aynı imâle olgusunu ferdî tecrübeleriyle seslendirmelerinden kaynaklanmaktadır. O halde imâlenin kişisel deneyimlerden arındırılarak, ilk dönemlerden itibaren kitâbî olarak nasıl neşv-ü nemâ bulduğu ve nihaî olarak nasıl bir tanım ve uygulamaya eriştiğiyle ilgili bir tespite gereksinim duyulmaktadır. Bu sayede hangi kârî ya da kârîlerin, imâleyle ilgili telaffuz biçiminin sahih okuyuşa en yakın olduğu sonucuna erişilebilecektir. Makalemizde sahih okuyuşu tespit etmek amacıyla, imâle ve feth çeşitlerinin ilk dönem eserlerinden bu yana nasıl açıklandığını, kategorilerinin karşılaştırmalı olarak nasıl değerlendirildiğini, bazı kârîlerin okuyuşlarından örnekler de sunarak incelemeye çalışacağız.

Employing manifold symbolic, iconic, and indexical signs – whether linguistic or extralinguistic – along with their polysemic and multimodular features, edusemiotics is an integrative and interdisciplinary conceptual framework that surmounts learning processes where learners find significance and meaning under the assumed responsibility of English language teachers for the provision of such a participative environment. Allowing for the salience of intonation despite its intricate nature, thus its inevitable underrepresentation in course books and teaching practices, this article intends to propose a novel means of intonation instruction as well as its components (i.e., stress, pitch, and juncture) for English language teacher education (henceforth ELTE) contexts within the edusemiotic framework. Promoting the importance of edusemiotic teaching of intonation, this article further aims to add to our understanding of how signs and sign systems can be benefitted in ELTE settings and their potential exploitation across various other disciplines. It concludes with suggestions for future research on more practical aspects of edusemiotic tools and learner and teacher attitudes toward integrating them within the teaching program.

Amyand’s hernia refers to the condition in which an inflamed, perforated, or normal appendix is present in the hernia sac. It accounts for 1% of all inguinal hernias and its preoperative diagnosis in patients is difficult. A 67-year-old male patient who underwent right-sided inguinal hernia repair with a mesh approximately 2 years before at another healthcare center was referred to our clinic with complaints of pain in his right inguinal area and swelling, which became evident while coughing or straining, for approximately 2 months. A surgical procedure to repair his recurrent inguinal hernia was planned, and appendiceal tissue was observed in the hernia sac during the procedure. Appendectomy was not performed because the appendix was observed to be normal. Tension-free mesh hernioplasty was performed. The patient was discharged on postoperative day 1, without any complications. Amyand’s hernia is generally intraoperatively diagnosed and is a rare form of hernia with no specific symptoms. In this case report, we showed that despite the patient undergoing a surgical procedure, the appendix was present in the hernia sac because of recurrence, and we aimed at reviewing Amyand’s hernia with the literature.

Since it is one of Descartes' basic beliefs that any attempt to explain natural phenomena, as well as to discover natural laws, must be grounded in metaphysics, scholars have interpreted Descartes as if he intended logically to deduce physics, an empirical science, from metaphysics. Consequently, they maintain that Descartes' study of nature results in an a priori system, which is independent of experience and observation. It is the main thesis of this dissertation to reject that interpretation of Descartes' philosophy of nature. It is true that Descartes uses the term "deduction" to describe the relation between physics and metaphysics. However, it will be argued here that Descartes does not interpret this term in the strict sense of logical deduction. He uses it, rather, in a looser sense to describe the foundational role of metaphysics. This role is to provide a general conceptual context within which principles of physics first arise as hypotheses. But these hypotheses can be confirmed only in the light of observations and well-constructed experiments. Thus, Descartes' conception of the foundational role of metaphysics does not commit him to treating physics as an a priori system

: The schools of fiqh applied different methods to eliminate contradictions between narrations. In fact, this difference in methodology directly led to fiqh disagreement. Thus, a school explains within the framework of its own procedural system which of the contradictory narratives it uses as evidence, the reason for using this narrative, how they interpret other narrations about the subject or the reason for not using these reports as evidence. This article aims to chronologically examine the theory that the Ḥanafī developed about antithetical narratives based on ‘Īsā ibn Abān, al-Karkhī, al-Jaṣṣāṣ, al-Dabūsī, al-Pazdawī and al-Sarakhsī. Moreover, the criticisms and contributions made by the scholars of the principles of jurisprudence are determined. Frequently repeated approach in some research that the Hanafis first used the abrogation to fulfill the contradiction between the narrations is questioned within the framework of the aforementioned scholars’ viewpoints Summary: The theory of contradictory narratives, developed as part of the narration theory, has an important position in the sense of the school’s approach to the Sunnah. This is because the system that a school of jurisprudence implements to fulfill the contradiction between narrations has an important influence in scholars’ juridical opinion. In some studies carried out today, the system developed by the Ḥanafī to eliminate the contradiction between narratives is presented in two different ways as abrogation, preference, conciliation and not to use as evidence or abrogation, conciliation and applying principles. The common point of the two hierarchies of solution is placing abrogation in first rank. In order to test the accuracy of this information in this research, we studied the system that the Ḥanafi scholars who lived in the first five centuries of the Hijra followed to eliminate the contradiction between the narrations. The development of this theory in the five centuries of the Hijra was examined on the basis of the views of ‘Īsā ibn Abān, al-Karkhī, al-Jaṣṣāṣ, al-Dabūsī and al-Sarakhsī. It is an indisputable fact that the construction and development of a theory requires a process. In this context, the present study investigated when and on which principles the theory of contradictory narratives on Ḥanafīan theory of narrative/Sunnah is started to be instituted; who and for what reasons contributed to it during this evolution process and how; and how it is instituted the way of solution hierarchy in theearly period which makes a differentiation in comments between Ḥanafīan later. This theory was enriched by principles that were developed with different perspectives during a long process and its comprehensibility was boosted using new concepts and systematic expression. Ḥanafī legal theorists benefited from the opinions of masters of the jurisprudence school to enrich this theory in terms of principles. This suggests that the theory is a scientific effort aimed at discovering how masters of the jurisprudence school are following a method in the face of contradictory narratives. As far as known, Isā ibn Abān is the first theoretician to have detailed methodological explanations related to contradictory narratives between the Hanafi scholars. This shows that the theory related to contradictory narratives was established at the beginning of the third century of the hegira. 'Isā ibn Abān divides the opposite narratives into hadiths that are compatible with consensus and hadiths that are contrary to consensus on the basis of consensus. He accepts the hadith in the first group and he evaluates the hadith in the second group as the abrogated if it is authentic. It must be stated that this solution path which Isā ibn Abān put forth is of high practical value. There is no practical value in fıqh to eliminate the contradiction between the hadith which is compatible with the consensus and the hadith contrary to this consensus by the conciliation method. Moreover, giving an active role to the consensus in the determination of the abrogating and abrogated also prevents easy access to the method of abrogation. ‘Isā ibn Abān divides hadiths that are without consensus about their provisions into two: the appearance date is known and unknown. He first applied the conciliation method to fulfill the contradictions between the narrations in both groups. If the problem is not solved by the conciliation method, Isā applies the abrogation method for narrations whose the appearance date is known. The ones that the date is not known can be acceptable in accordance with the originals, and if this is not possible, he says that both narrations cannot be used as evidence. al-Jaṣṣāṣ, who is one of the people who convey mostly al-Karkhī's views on fiqh methodology, does not convey the views of al-Karkhī on contradictory narratives in integrity that we see in the transmission of 'Isā ibn Abān’s theory and its interpretation. It is understood that al-Jaṣṣāṣ benefited from the views of al-Karkhī to improve the system of Isā ibn Abān. This suggests that al-Karkhī basically accepted the system of contradictory narratives established by Isā ibn Abān. al-Jaṣṣāṣ 's most important role in the theory of contradictory narratives is based on the principles laid down by ‘Isā ibn Abān and al-Karkhī. The person who mostly contributed to this theory after al-Karkhī is al-Dabūsī. It is understood from al-Dabūsī’s accounts that he divides the contradiction into two parts, the truth and the apparent. al-Dabūsī stipulated for evaluating a contradiction as a real contradiction. These conditions are, in essence, solutions for the elimination of the contradiction. When it comes to al-Sarakhsī, he dealt with this issue more precisely with concepts such as “evidence”, “judgement”, “state”, “date is clear in the text”, “date is not clear in the text”. In the system of al-Sarakhsī, the last option is the abrogation to eliminate the contradiction.

En este presente artículo se propone analizar la lucha de los grupos negros contra la discriminación, basándose en trabajos de diversos historiadores que han abordado la temática. El problema aquí es el procedimiento de éstos para ser visible en Argentina. El objetivo principal es mostrar el rol de las organizaciones culturales, religiosas y las diferentes agrupaciones. La hipótesis que guía el trabajo es la noción de lucha contra la discriminación como una de las formas en que se presenta el racismo. Los métodos utilizados son el heurístico, hermenéutico, el deductivo-inductivo y un submétodo que es la cronología. El estado-nación de Argentina ha instrumentado un mecanismo para la construcción de una identidad blanca en el país. Asimismo, empezará por un recorrido histórico que irá desde la discriminación hasta la lucha de las asociaciones afrodescendientes para su visibilidad en Argentina.

In the ancient civilizations, the sky has been observed in order to understand the motions of the celestial bodies above the horizon. The study of faiths and practices dealing with the sky in the past has been attributed to the sun, the moon, and the prominent stars. The alignment and orientation of constructions to significant celestial objects were a common practice. The orientation was an important component of the religious structure design. Religious buildings often have an intentional orientation to fix the praying direction. In Islam, a sacred direction towards Kaaba located in the courtyard in the Sacred Mosque in Mecca has been used for praying and fulfilling varied ritual tasks. Therefore, the mosques had then to orientate towards the Qibla direction, being designated by a focal niche in the Qibla-wall, wherever they were built on Earth. In this study, the orientations of the historical Grand mosques in Turkey are surveyed with regard to the folk astronomy derived from pre-Islamic Arabian sources, early traditions of the Islamic period, and geometric-trigonometric computation in mathematical astronomy inherited and developed mostly from Greek sources according to the Islamic view of the World geography.