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Copyright of Journal of Arabian Sciences Heritage is the property of Republic of Iraq Ministry of Higher Education & Scientific Research (MOHESR) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Designing in mining represents the process of implementing conceptual solutions and requires a multidisciplinary approach to teamwork. Application of knowledge, experience, skills, and use of tools and techniques are elements of creativity in the function of realization of project requirements. Information technologies and software products are mechanisms that are necessary for achieving the objectives defined by the project task. Sophisticated design includes knowledge of information technology, and software programs, which have the role of facilitating the performance of operational tasks while ensuring a quick response to client requests. Designed project solutions must meet investment requirements with mandatory compliance with legal regulations. A prerequisite for this is clearly defined goals and guidelines, as a reliable basis for the implementation of the project. The starting point in the development of mining projects is the input parameters. The quality definition of initial conditions is the result of using a database with as many elements as possible. The design process needs to include as many inputs as possible, such as the natural environment, geology, geotechnics, hydrogeology, ecology, etc. Gathering information needed for testing, calculations, analysis and harmonizing the results of modulated solutions affects the making of correct conclusions. In the absence of information, which is important for a safe, reliable and efficient functioning system of the exploitation process, the monitoring and control of such operations are to a considerable extent subject to risks. Solving unexpected problems is much more demanding to find adequate solutions for timely production process planning.

By explaining the argument from ignorance in terms of the presumption of innocence, many textbooks in argumentation theory suggest that some arguments from ignorance might share essential features with some types of presumptive reasoning. The stronger version of this view, suggesting that arguments from ignorance and presumptive reasoning are almost indistinguishable, is occasionally proposed by Douglas Walton. This paper explores the nature and limits of the stronger proposal and argues that initial presumptions and arguments from ignorance are not closely connected. There are three main reasons. First, the argument from ignorance, unlike typical presumptive reasoning, is a negative kind of inference. Second, the typical initial presumption is sensitive to a broader set of defeaters and thus assumes a higher (negative) standard of acceptability. Third, in dialectical terms, initial presumption and argument from ignorance bring different attacking rights and obligations. I conclude that Waltonian intuition is unsupported or, at best, is limited only to practical presumptions and practical arguments from ignorance. [ABSTRACT FROM AUTHOR]

This paper examines how politicians employ metaphors to express starting points in British parliamentary debates. Because these metaphors are conceptual tools that may have presuppositions and entailments that are not in line with the ideas and values of all discussion parties, political opponents can resist them by advancing argumentative criticisms. This paper aims to explore how different types of metaphor can be used to express starting points, and how various types of responses can be instrumental to achieving diverging outcomes in the discussion stage at which starting points are commonly decided. To this end, we present a number of case studies of resistance to metaphorically expressed starting points found in British Public Bill Committee debates. Our analysis reveals that metaphors can be important strategies in parliamentary debates when starting points are established between parties, and that resisting them seems to be a pertinent skill. [ABSTRACT FROM AUTHOR]

This study is of a theoretical-conceptual nature and is a partial outcome of the research project VEGA MŠVVaŠ SR and SAV no. 1/0176/15. It deals with one of the problems currently faced by educational theory and practice, i.e. the foreign language education of seniors. The trend is typical for many EU member states, since it results from the needs of a modern society. In addition to strategic documents, programs and legislation which binds the Slovak Republic to create conditions for lifelong education, including foreign language education, the authors are more closely preoccupied with specificities and possibilities of the language education of seniors, which are explained on a comparative basis with the language education of children and youth. Even though in literature one can find results of many substantial empirical research projects devoted to foreign language education of children and youth, research into the education of adults and seniors in the area of foreign languages falls behind considerably. A sufficient platform for the methodology of language education of adults and seniors in Slovakia has not been created either, if compared with the methodology of language education of younger age categories. This shortcoming is often quite noticeable in practice. The study attempts to pay adequate attention to the analysis of selected teaching styles specific for adult and senior age as well as teaching methods which may be used in the language education of seniors.

The article analyzes strategic manoeuvring within the pragmadialectical framework with respect to the selection of starting points in the opening stage to frame the arguments. The Terri Schiavo case is presented, which can provide interesting insights concerning this issue. I would like to show that resolution of the difference of opinion requires the resolution of a subordinate difference of opinion concerning how to label her medical state, and why discussants were not able to resolve this subordinate difference of opinion. After, the conflict that arises between critical reasonableness and rhetorical effectiveness is examined and how strategic manoeuvring aims to resolve this conflict. In the final part of the paper I argue that the problems raised can be dealt with within the framework of pragma-dialectics.

This paper presents selected findings from a questionnaire completed by 509 primary school teachers in Scotland. Drawing on policy enactment theory, the paper focusses on teachers’ personal experiences of physical education and perceptions of the importance of physical education in their schools. More than half (56%) reported that physical education was either ‘very important’ or ‘important’, while almost 40% perceived it to be of ‘limited’ or ‘very limited importance’. ‘Staff’, ‘time’ and ‘subject status’ were the main themes they drew on to explain their responses. Our findings highlight the diverse nature of the physical education professional cultures in Scottish primary schools. From this, we propose that future initiatives to support change in primary physical education should, as a starting point, acknowledge these diverse professional cultures and move beyond the simplistic one-size-fits-all change projects that have been shown to have limited impact on practice. [ABSTRACT FROM AUTHOR]

In this paper we discuss the resolution of Kepler's equation in all eccentricity regimes. To avoid rounding off problems we find a suitable starting point for Newton's method in the hyperbolic case. Then, we analytically prove that Kepler's equation undergoes a smooth transition around parabolic orbits. This regularity allows us to fix known numerical issues in the near parabolic region and results in a non-singular iterative technique to solve Kepler's equation for any kind of orbit. We measure the performance and the robustness of this technique by comprehensive numerical tests. [ABSTRACT FROM AUTHOR]

Pattern-based block motion estimation (PBME) is a critical element in the contemporary video coding system because it typically dominates the coding efficiency and the computing power. Therefore, many proposals have been suggested to reduce its computational complexity, but most of them are devised based on experimental data or heuristic ideas. In this letter, we look into every component of a typical PBME algorithm and fine tune the major components systematically to achieve the optimal or nearly optimal results. Our methodology is developed based on our proposed analytical model together with statistical tools. First, we use the analytic model to analyze and design effective genetic-algorithm-based search patterns. Moreover, we propose an adaptive switching strategy that dynamically switches between two search patterns. Second, we extend our PBMIE model to evaluate the efficiency of starting (initial search) points. A near optimal set of starting points is progressively identified. Last, we study the early termination threshold technique and suggest a metric in selecting an effective threshold. An accurate threshold mechanism is thus constructed. Combining all these techniques, we develop a PBME algorithm that outperforms most popular algorithms. [ABSTRACT FROM AUTHOR]

In this paper we find bounds on the solution to Kepler's equation for hyperbolic and parabolic motions. Two general concepts introduced here may be proved useful in similar numerical problems. Moreover, we give optimal starting points for Kepler's equation in hyperbolic and elliptic motions with particular attention to nearly parabolic orbits. It allows to expand the accepted earlier interval |e - 1| ≤ 0.01 for nearly parabolic orbits to the interval |e - 1| ≤ 0.05. [ABSTRACT FROM AUTHOR]

Infants must learn to carve events at their joints to best understand who is doing what to whom or whether an object or agent has reached its intended goal. Recent behavioral research demonstrates that infants do not see the world as a movie devoid of meaning, but rather as a series of sub-events that include agents moving in different manners along paths from sources to goals. This research uses behavioral and electrophysiological methods to investigate infants' (10-14 months) attention to disruptions within relatively unfamiliar human action that does not rely on goal-objects to signal attainment (i.e., Olympic figure skating). Infants' visual (Study 1, N = 48) and neurophysiological (Study 2, N = 21) responses to pauses at starting points, endpoints, and within-action locations were recorded. Both measures revealed differential responses to pauses at endpoints relative to pauses elsewhere in the action (i.e., starting point; within-action). Eye-tracking data indicated that infants' visual attention was greater for events containing pauses at endpoints relative to events with pauses at starting points or within-actions. ERP activity reflecting perceptual processes in early-latency windows (<200 ms) and memory updating processes in long-latency windows (700-1000 ms) showed differential activation to disruptions at the end of a figure-skating action compared to other locations. Mid-latency windows (250-750 ms), in contrast, showed enhanced activation at frontal regions across conditions, suggesting electrophysiological resources may have been recruited to encode disruptions within unfamiliar dynamic human action. Combined, results hint at broad sensitivity to endpoints as a mechanism that supports infants' proclivity for carving continuous and complex event streams into meaningful units. Findings have potential implications for language development as these units are mapped onto budding linguistic representations. We discuss empirical and methodological contributions for action perception and address potential merits and pitfalls of applying behavioral techniques in conjunction with brain-based measures to study infant development. [ABSTRACT FROM AUTHOR]