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The rapid growth of digital payment systems has heightened the need for accurate and scalable methods to detect credit card fraud. This study evaluates a range of machine learning and deep learning algorithms, including Logistic Regression, Decision Tree, Random Forest, K-Nearest Neighbors (KNN), XGBoost, Convolutional Neural Networks (CNN), Baseline MLP (Multi-Layer Perceptron), and Long Short-Term Memory (LSTM), to identify effective approaches for detecting fraudulent transactions. Based on comparative analysis, Random Forest and LSTM achieved the strongest individual performance, with accuracies exceeding 96%. Building on these findings, a stacking ensemble model was constructed by integrating Random Forest and LSTM as base learners and Logistic Regression as the meta-classifier. The framework incorporates Convolutional Autoencoder (CAE) for feature extraction and Random Undersampling (RUS) with three resampling ratios (1:1, 1:5, and 1:10) to address class imbalance. Experimental results show that the ensemble model provides improved predictive accuracy compared with individual algorithms, achieving an accuracy of 99.98%, precision of 99.86%, and recall of 99.89% under a 1:10 resampling ratio. Rather than proposing a new algorithmic architecture, this study contributes a systematic and unified evaluation of widely used ML and DL approaches and demonstrates the effectiveness of integrating CAE, RUS, and a Random Forest–LSTM stacking ensemble in enhancing fraud detection performance.

Orthodox readings of Hegels’ expressivist theory of property rights putatively assume he is an apologist for free market capitalism in all spheres of production and distribution. However, greater attention played to his discussion of intellectual property reveals that he is a pluralist about property rights and the particular manifestation of economic distribution and ownership is contingent on structural, economic and technological aspects of a society. The following essays seeks to show that intellectual property rights are an example of pure intentional activity that is best understood as public, social and collective labour when there is an overcoming of rivalrous material limitations. At the end of history, when economic and social conditions allow, private property can be superseded by collective sharing of resources and this is the dynamic nature of sprit, what moves it, the coming out of itself into the world. Recognition for the creator is to be protected and for this reason intellectual labour is both the alpha and omega of property – it is where it begins to where it ends, in the individual being-with the community.

Hegel’s philosophy of religion seeks to define a form of religion capable of preserving social unity in the context of modern transformation. At the center of his system stands the Absolute Spirit, whose historical manifestations appear in art, religion, and philosophy. Religion expresses these manifestations symbolically, and the degree of a religion’s completeness determines the clarity of this expression. Hegel maintains that the development of religion and its reconciliation with philosophy provide a rational grounding for religious truth in the modern age and contribute to the self-consciousness of the Absolute Spirit. This study analyzes the rationalization of religion in Hegel’s thought and concludes that only a complete religion aligned with absolute philosophy can fully shape human self-awareness. Hegel ultimately identifies Lutheran Christianity, through the doctrines of incarnation and the Trinity, as the consummate religion that reconciles historical determination with absoluteness. While this approach unifies religion and philosophy and emphasizes reason, it also invites criticism for its Christian exclusivism, secularizing tendency, and the weakening of religion’s sacred character.

This chapter makes a case for elementary-school children having the ability to discuss difficult, abstract philosophical issues. The question of whether judgments of artistic merit are objective or simply an expression of one’s preferences is used as an example of an issue in the philosophy of art that young children can discuss. To make the abstract discussion easier to enter into, a children’s picture book functions as the vehicle to raise it. In this case, Peter Catalanato’s book, Emily’s Art, raises the question about the objectivity of judgments of artistic merit. In the book, a judge clearly makes a mistake when she rejects Emily’s painting because it is a painting of a dog and she hates dogs. We ask the children what the difference is between saying one painting is better than another and saying that you like one flavor of ice cream better than another. Without introducing the names of either great philosophers or labels for philosophical problems, we are able to get young children to engage in deep philosophical discussions and even propose innovative solutions to the problems they discuss.

In this article, we try to examine virtue-based education with regard to effective factors. Virtue-based moral education lays the groundwork for a responsible and fulfilling existence in society by helping students develop moral habits and traits. With a focus on virtue-based education, the goal of this study was to determine the variables influencing how students develop moral virtues in the classroom. In terms of goal and methodology, the current study is a qualitative, applied, and foundational meta-synthesis. The meta-synthesis approach suggested by Sandelowski & Barroso (2006) was applied in this investigation. The content analysis approach served as the foundation for this study's information analysis methodology. In this study, 32 documents from the sources that were searched were put through a systematic analysis process using the PRISMA technique. Patterns were then found, and the results were categorized using the content analysis method. Several categories can be used to classify the elements that impact students' moral virtue development in the classroom, especially when it comes to virtue-based education: Intra-school factors: educational objectives, curriculum material, Formal and Hidden curricula, teacher and trainer roles, administrative procedures, school management techniques, relationships with peers and classmates, and the general school climate and culture. Micro-Environment Factors; This includes the cultural background of the school's location, the family climate, and the educational policies established by the Education Department. The macro-educational policies, the dominant religious philosophy and beliefs, teachers and trainers recruiting system, global changes and developments, and cultural tensions or gaps are examples of environmental factors that take place outside of schools. Lastly, there are the intrinsic and personal factors of students, such as psychological aspects, motivating factors, and their experiences and abilities. Macro-educational policies should be formulated in a way that makes moral instruction the focal point of a virtue-based educational system, rather than merely a subsidiary objective, so students with strong moral qualities can develop in this system.