مطالب

No doubt, Gottlob Frege and A. J. Ayer are considered to be among the most prominent contemporary philosophers. Insofar as one of them has revolutionized the linguistic domain while the other has influenced the domain of ethics in a diametrical fashion. Ayer’s theory of emotivism is regarded as one of the most controversial moral theories in the past century. We believe that Frege, as a linguistic philosopher, has influenced emotivism in the methodological, logical, semantic, and epistemological domains. The emphasis on two fundamental principles of “compositionality” and “contextuality”; “the existence of mathematical concepts independent from mind”, “empiricism and verificationism” are all variables upon which emotivism is clearly dependent. The latter claim can be substantiated via analysis of the works of Ayer and particularly his “Language, Truth, and Logic” as well as his assertion in the introduction to this book concerning his debt to Frege. Among the most significant results of this essay, one can refer to the demonstration of the point that what constitutes the identity of the theory of emotivism is influenced by the “general line of linguistic analysis” in the aforementioned four domains.

Teaching English for Academic Purposes (EAP) courses is highly demanding for EAP teachers as they are faced with diverse pedagogical and administrative challenges in such courses. This study addressed the level of burnout among EAP teachers and variations in relation to their demographic and organizational characteristics. To this aim, a demographic questionnaire along with the Persian version of the Maslach Burnout Inventory (MBI) was administered to 276 EAP teachers from state universities in Iran. The results revealed that a considerable number of EAP teachers reported mid-levels of personal accomplishment. Moreover, variations in degree of burnout were found among EAP teachers in relation to marital status, age, years of experience in teaching EAP and content/general English courses, educational background, and the field and number of EAP courses taught. Also, EAP teachers with different demographic and organizational characteristics who were more susceptible to burnout were identified. Finally, implications for enhancing the working conditions of EAP teachers are presented.

Background: Instrumental ethical climate can affect human resources both physically and mentally in the workplace. This trauma may affect contextual performance or behavior of personnel. The purpose of this study is to investigate the effect of instrumental ethical climate on contextual performance of human resources in banks and financial institutions. Method: Research method was mixed. In qualitative section; Theme analysis and Delphi methods have been used. Statistical population was bank’s expert. The sample size included 11 people who were chosen purposefully and then interviewed by a semi-structured questionnaire. The correlational descriptive method was used for quantitative section. The statistical population consisted of bank’s staff and the sample was 384 people based on Morgan table, who were selected randomly. A researcher-made questionnaire was used. Results: According to library studies, 4 indicators for measuring ethical climate and 18 indicators for contextual performance of human resources were identified. Two additional indicators have also been added after interviewing the experts. In the quantitative section, the instrumental climate had the greatest impact on the bankchr('39')s working environment and its effect on the staffchr('39')s behavior was negative and significantly negative? Conclusion: Instrumental ethical climate has a direct and traumatic effect on human resource performance. In order to increase the level of mental health of employees and the development of the organization, it is necessary to prevent the growth of instrumental ethical climate through educational programs.