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This essay was originally written during my third year as an undergraduate philosophy student, as a commentary on Chapters 5-7 of Jonathan Haidt's The Righteous Mind and Richard Dawkins' The Selfish Gene. At the time, I was deeply engaged with questions about morality, intuition, and cultural evolution-but I now recognize that the essay may reflect eary-stage misinterpretations or theoretical simplifications of the theories involved, particularly with respect to Dawkins' memetics and Haidt's moral modularity. Rather than revise the original arguments to align with my current understanding, I have chosen to preserve the essay largely as it was-edited only for clarity and flow. I believe it still captures a valuable stage in my intellectual development and may offer useful questions, even where it stumbles on the answers. A version of this essay will also be made available on PubPub, where I plan to curate a collection of commentary essays under the community name The Imagined Mind. 본 에세이는 조너선 하이트가 『바른 마음』에서 제시한 도덕성 모듈 이론과, 리처드 도킨스가 『이기적 유전자』에서 주장한 유전적 이기주의 및 밈 이론을 비판적으로 검토합니다. 두 이론의 관점을 교차 분석하며, 도덕성이 유전적 진화의 직접적 산물이라기보다는, 밈이라는 문화적 복제자를 통해 전승되며 인간의 상상력에 의해 확장되는 동적 구조로 이해되어야 한다고 주장합니다. 하이트는 도덕 직관이 생물학적으로 미리 구조화된 모듈에서 비롯된다고 보았지만, 본 에세이는 그러한 모듈이 유전적으로 타고난 것인지, 혹은 문화적으로 내면화된 학습 결과인지를 비판적으로 묻습니다. 도킨스의 진화론적 시각을 빌려 유전자 기반의 행동과 밈 기반의 도덕성 간의 긴장을 탐색한 뒤, 결론적으로 도덕적 판단 능력—그리고 자신을 형성한 복제자들(유전자와 밈 모두)에 저항할 수 있는 능력—은 유전자도, 밈도 아닌 인간 고유의 '상상적 시뮬레이션 능력'에서 비롯된다고 제안합니다.

هدفت هذه الدراسة إلى الكشف عن درجة ممارسة رعاية الموهوبين والفائقين بأبعادها في مدارس التعليم الابتدائي في دولة الإمارات العربية المتحدة من وجهه نظر المعلمات، وكذلك التعرف على علاقتها بتنمية التفكير الإبداعي لدى طلاب المرحلة الابتدائية من وجهة نظرهم، واستخدمت الدراسة المنهج الكمي الوصفي التحليلي، وشمل مجتمع الدراسة جميع معلمى الحلقة الاولى فى مدارس امارة الفجيرة، وتكونت عينة الدراسة من (379) معلمًا تم اختيارهم بطريقة عشوائية طبقية وتمثلت أداة الدراسة فى استبانة وأظهرت النتائج ارتفاع مستوى تطبيق ممارسات رعاية الموهوبين بمتوسط (3.59)، والتفكير الإبداعي بمتوسط (3.83)، مع وجود علاقة دالة بينهما تفسر 22.1% من التباين. كما تبين أن "الاختيار والتحديد" كان الأكثر تأثيرًا في تعزيز الطلاقة والمرونة الفكرية.

This study investigates the ways the corporate culture impacts worker engagement, productivity, and JS. Organizational culture exerts a more profound influence on employee behavior and overall productivity of the organization because it comprises common principles, customs, and val-ues that mold attitudes of workers. This scholarly inquiry delves into the intricate interrelation between cultural variables and employee outcomes by analyzing them in-depth particular while gazing at communication, leadership styles, teamwork, and shared values. Using a quantitative methodology, data were collected from 203 employees across various Dubai-based firms using purposive sampling. The study employed cor-relation and regression analyses to test the proposed relationships. These interviews offered insightful information on the ways in which corporate culture influences workers' drive and performance. The results show that worker engagement, output, and job satisfaction are all considerably in-creased by a business with a good and well-aligned culture. The aim and intent of this research report is to provide firms seeking to formulate a culture that supports worker well-being and fosters long-term success in a competitive business climate with practical advice. The study's conclu-sions will help academics and practitioners both gain insight into how culture affects the outcomes of organizations.

هدفت الدراسة إلى استكشاف دور المرونة النفسية في التنبؤ بالتكيف الأكاديمي لدى الطلبة الموهوبين في إمارة الفجيرة، وتحديد مستوياتهما والكشف عن العلاقة بينهما. شملت العينة 77 طالبًا وطالبة من مدارس وفصول الموهوبين، وتم استخدام المنهج الوصفي التحليلي. استخدمت الباحثة مقياس المرونة النفسية (Connor & Davidson, 2010) ومقياسًا خاصًا بالتكيف الأكاديمي. أظهرت النتائج أن مستوى المرونة النفسية كان مرتفعًا (متوسط = 3.85)، حيث سجل بُعدا "تعدد المصادر" و"الغرض أو الهدف" أعلى القيم، بينما جاء بُعد "الصلابة" في المرتبة الأخيرة. كما تبيّن أن مستوى التكيف الأكاديمي مرتفع أيضًا (متوسط = 4.04)، وبرز بُعدا "إدارة الوقت" و"العلاقات الاجتماعية" كمجالات قوة. لم تُظهر النتائج فروقًا دالة إحصائيًا بحسب متغير العمر. بالمقابل، كشفت النتائج عن وجود علاقة ارتباطية موجبة ودالة بين المرونة النفسية والتكيف الأكاديمي (r = 0.447, p < 0.01)، كما بيّن تحليل الانحدار أن المرونة النفسية متغير تنبؤي دال للتكيف الأكاديمي (R² = 0.20, p < 0.001). توصي الدراسة بتقديم برامج تدريبية لتعزيز التفكير الإيجابي والصلابة النفسية، وتوفير بيئات تعليمية محفزة تدعم التكيف الأكاديمي وتحسّن أداء الطلبة الموهوبين.

This quantitative study examines the influence of quality management practices on operational performance across multiple sectors in the United Arab Emirates (UAE). Data were collected from 30 organizational respondents using structured questionnaires. The analysis explored the relationships among quality management practices (QMP), organizational culture (OC), leadership support (LS), employee engagement (EE), and organizational productivity (OP). Regression results revealed that OC (β = 0.396, p = 0.048) and LS (β = 0.394, p = 0.034) significantly enhanced productivity, while EE (β = -0.142, p = 0.479) showed no significant effect. QMP had a positive but non-significant relationship (β = 0.138, p = 0.449). The findings support the importance of leadership and culture in driving quality outcomes and operational excellence. The study recommends continuous improvement strategies, proactive risk mitigation, and increased use of data analytics to support quality-driven performance.

هدفت هذه الدراسة الاستكشافية إلى تحليل العلاقة بين الذكاء الوجداني والتحصيل الأكاديمي في مادة الرياضيات لدى الطلاب الموهوبين في الحلقة الثانية بدولة الإمارات العربية المتحدة. سعت الدراسة للإجابة عن ثلاثة أسئلة رئيسية: ما مستوى الذكاء الوجداني لدى هؤلاء الطلاب؟ وما مستوى تحصيلهم الأكاديمي في الرياضيات؟ وما طبيعة العلاقة بين هذين المتغيرين؟ استخدمت الدراسة المنهج الوصفي الارتباطي، وتم تطبيق مقياس معدل للذكاء الوجداني (EQ Scale) واختبار تحصيلي في مادة الرياضيات على عينة عشوائية طبقية مكونة من 53 طالبًا موهوبًا من الصف السادس. أظهرت النتائج أن مستوى الذكاء الوجداني كان جيدًا بمتوسط بلغ (3.62 من 5)، مع تفوق ملحوظ في بعدي "إدراك المشاعر" و"فهم المشاعر"، مقابل انخفاض نسبي في مهارة "إدارة المشاعر". أما في التحصيل الأكاديمي، فقد حقق الطلاب أداءً مرتفعًا في الأسئلة الموضوعية، بينما واجهوا صعوبة نسبية في الأسئلة المقالية، وبلغ متوسط الأداء العام (23.81 من 30) أي ما يعادل 79%. كما كشفت النتائج عن وجود علاقة ارتباط إيجابية قوية بين الذكاء الوجداني والتحصيل الأكاديمي (معامل الارتباط = 0.721)، مما يشير إلى أن الذكاء الوجداني يفسر نسبة كبيرة من التباين في أداء الطلاب. وأظهرت الدراسة أيضًا أن جودة الحياة مثلت متغيرًا وسيطًا مؤثرًا في هذه العلاقة. توصي الدراسة بدمج برامج الذكاء الوجداني في المناهج الدراسية وتدريب المعلمين على دعم الجوانب الوجدانية لدى الطلبة.

This study examined the implications of unnecessary radiological exposure from rejected X-ray images at Healthpoint Hospital, UAE, and assessed radiographers’ awareness and application of radiation protection practices. Managerial aspects of image rejection—including patient or equipment mispositioning, factors leading to repeated exposures, and resource wastage—were also evaluated. A qualitative approach using in-depth interviews with ten radiographers explored their workplace practices and challenges. Findings revealed that radiographers adhered to principles of radiation safety, including ALARA, use of protective equipment, and patient education. However, systemic issues contributed to image rejection, such as high workload, lack of structured communication across departments, and insufficient advanced training in complex patient positioning. The study highlighted the need for institutional improvements, including structured reject analysis systems, regular equipment maintenance, and enhanced interdepartmental collaboration. Additionally, the role of departmental leadership was identified as critical in fostering continuous professional development, implementing quality assurance practices, and investing in advanced imaging technologies. Such initiatives are essential to reducing radiation risk, ensuring patient safety, and promoting professionalism within radiology. Addressing these factors would support more effective radiographic practice and strengthen the hospital’s overall performance in imaging services.

Generative AI learning has brought new possibilities of personalized inquiry-based learning. This study examines the uses, issues, and guidelines of the current implementation of ChatGPT in science lessons of high school students in the Institute of applied Technology (IAT) in the United Arab Emirates. The study was conducted against a constructivist framework and based on Straussian Grounded Theory, and it involved semi-structured interviews with 15 science teachers, generating 1074 coded data segments. The five essential themes which appeared were: AI literacy and competency, curriculum alignment, policy and stakeholder coordination, infrastructure equity, and ethical AI use. The systemic obstacles to the broader use of ChatGPT were the inequalities in policies, inadequate training, and access that accompanied the innovative use of ChatGPT as teachers differentiated and assessed continuously. To fix this, the study suggests the use of the PRISM-AI Framework (Policy, Resources, Integration, Support, Monitoring), which is a multi-level framework and offers application strategies to students, teachers, schools, and ministries. The findings stress the importance of the standardized, ethical, and inclusive practices of AI according to the UAE National AI Strategy 2031. The present study contributes a contexted regionally, and practically applicable framework to guide the addition of AI in science education at the K-12 level and fill the gap between the innovation promise and classroom delivery.

Generative AI learning has brought new possibilities of personalized inquiry-based learning. This study examines the uses, issues, and guidelines of the current implementation of ChatGPT in science lessons of high school students in the Institute of applied Technology (IAT) in the United Arab Emirates. The study was conducted against a constructivist framework and based on Straussian Grounded Theory, and it involved semi-structured interviews with 15 science teachers, generating 1074 coded data segments. The five essential themes which appeared were: AI literacy and competency, curriculum alignment, policy and stakeholder coordination, infrastructure equity, and ethical AI use. The systemic obstacles to the broader use of ChatGPT were the inequalities in policies, inadequate training, and access that accompanied the innovative use of ChatGPT as teachers differentiated and assessed continuously. To fix this, the study suggests the use of the PRISM-AI Framework (Policy, Resources, Integration, Support, Monitoring), which is a multi-level framework and offers application strategies to students, teachers, schools, and ministries. The findings stress the importance of the standardized, ethical, and inclusive practices of AI according to the UAE National AI Strategy 2031. The present study contributes a contexted regionally, and practically applicable framework to guide the addition of AI in science education at the K-12 level and fill the gap between the innovation promise and classroom delivery.