Routledge

In Hurufi history, the identity of Faḍlallāh’s children is a controversial subject. Although the Hurufi writings provide information on Faḍlallāh Astarābādī, the information related to his family has been analyzed incorrectly. More than ten different names for Faḍlallāh's children are in circulation. This lack of clarity prevents the precise historical analysis of his children. This article shares new findings regarding the Faḍlallāh family using a unique copy of Faḍlallāh’s genealogy, which provides a list of his children and grandchildren. Other sources, including Faḍlallāh’s testament, the Maḥramnāma, and primary Hurufi sources, are also considered. This article reveals Faḍlallāh’s four children, only three of whom were alive when he died, and the roles played by Faḍlallāh’s family at the time of Shāhrukh and Jahānshāh.

Outdoor experiential training is often used for the enhancement of generalised workplace skills including those considered relevant for effective leadership. Traditionally, facilitation processes and strategies employed in outdoor experiential training have often relied on ...

The purpose of this study was to assess 171 employees' job satisfaction and job commitment using two questionnaires, one to evaluate job satisfaction and one to examine commitment of the respondents to their respective jobs. The Job Satisfaction Questionnaire assessed job security, job status, relations with managers, and relations with colleagues. The desire to fulfill the commitments related to job requirements was tested using the scores on the Organizational Commitment Scale which measures discipline, concern, and updating. Scores on job satisfaction and the desire to fulfill job commitments were correlated; however, scores on job security were not correlated with the motivation towards job fulfillment. Positive satisfaction for relations with managers and with colleagues and job status were significantly correlated with positive job commitment. The canonical variant indicated that those who were disciplined about their work tended to have better relations with their manager...

Despite its ubiquity as the term, ‘student movements’ are not easy to build or sustain. This is because campus activism typically features a diversity of political views and tactical preferences, and is organisationally restricted by the constant turnover of graduating cohorts. This chapter uses the 2010/11 UK student protests to explore some of the challenges students face in building a wider student movement. United initially by a common grievance of rising tuition fees, students responded quickly with a multi-repertoire mass campaign. Yet its tactical breadth generated diverging collective experiences and identities, and once the fees were passed by Government these identities proved difficult to unite as an overarching movement.

The results of a secondary data analysis of 3,999 administrative cases from a national abortion fund, representing patients who received pledges for financial assistance to pay for an abortion from 2010 to 2015, are presented. Case data from the fund's national call center was analyzed to assess the impact of the fund and examine sample demographics which were compared to the demographics of national abortion patients. Procedure costs, patient resources, funding pledges, additional aid, and changes over time in financial pledges for second-trimester procedures were also examined. Results indicate that the fund sample differed from national abortion patients in that fund patients were primarily single, African American, and seeking funding for second trimester abortions. Patients were also seeking to fund expensive procedures, costing an average of over $2,000; patients were receiving over $1,000 per case in pledges and other aid; and funding pledges for second trimester procedur...

This article reads Kleist’s narrative dialogue essay ‘Über das Marionettentheater’ (1810) as a text that is instructive for scholars examining the culture of classical education and the disciplines of knowing, interpreting and reading around 1800. This means mobilizing Kleist as a disruptive guide to emblematic tropes of disciplinary enquiry and pedagogy, especially those glossed on the Platonic desire for knowledge. What Földényi called a drama of ‘disturbed erotics’ is thus also a drama of ‘disturbed philology’. It is, at the same time, a reminder that the structures of artistic and literary classicism around 1800 are closely bound up with the structures of classical knowledge and its increasingly professionalized practices, especially in light of their emphasis on teaching, understanding and ‘Bildung’.