التشريع انعكاس لفلسفة السلطة الحاكمة و سياستها , و تنفيذ لما تضعه من استراتيجيات و خطط لإدارة الدولة و تنظيم المجتمع.
We concentrate in this research on a question which relates the two principles:
justice & ( the promise & warning) , which is the question of frustration of work & falling
it , it means a measure of human works value .
The problem focus on the ret
ires view for the interest of (Favors & Bad works )
through comparison of liabilities positions of ( Ashaera & Imamiah ).
This research consist of : Introduction , conclusion & six main parts .
The first part is the terminological meaning of (Frustration &Penance) , those
concepts mean falling .
The second part : discusses the problem in Almutazela's thought , within two
positions : the first one is the position of (Abu Ali Aljeba'ee) who said in frustration&
penance with the pure sense . The second position is the position of (Abu Hashem
Aljeba'ee) how compares between the two meanings : ( Reward & Punishment ) , and the
victories of the most a preponderance in comparison of the lowest preponderance .
The Third & Forth part concentrates on Almutazela intellect & transportism
evidences on the frustration and atonement and the evidences of the liabilities on the same
question .
This paper seeks to stress that Marlowe's Edward II is, at bottom, a tragic
story or a personal history of its hero's agonies. Therefore, it starts by
considering the dramatic genre of the chronicle play, and shows that
studying Edward II as a tra
ditional history play does not penetrate into its
design and operation. Then the paper moves to emphasize that Mortimer's
rebellion and punishment fit didactic history drama. This leads us to
explore Edward's continual endeavors to write his agonies in the form of
a tale or tragedy.
The goal of the present research is to uncover the most used methods of punishment by teachers to adjust the behavior of students with intellectual disabilities: the method of corporal punishment, Time-out, the method of verbal reprimand and non-verb
al, cost Response method. The aim of the research is to detect differences among teachers in the use of methods of punishment to control the behavior of students with intellectual disabilities in the light of some of the variables (sex of the teacher, the number of years of experience, academic qualifications, age, to undergo training courses). The study sample consisted of (70) teachers of students with mental disabilities. The research found the following results:
1- All teachers use the methods of punishment to control the behavior of students with mental disabilities and the methods of punishment was the order of most used to least frequently used as follows: cost response method, the method of Time-out, the method of verbal reprimand and non-verbal method, corporal punishment.
2- There are no statistically significant differences in the methods of punishment used to control the behavior of students with mental disabilities due to the variable of sex of the teacher.
3- There is no statistically significant differences in the methods of punishment used to control the behavior of students with mental disabilities due to the variable number of years of experience, except
where the method of Time-out found significant differences in favor of teachers who have more experience than ten years.
4- There is no statistically significant differences in the methods of punishment used to control the behavior of students with mental disabilities due to the variable of educational qualification, except where the cost response method, and there wene statistically significant differences in favor of teachers who obtained the diploma.
5- There are no statistically significant differences in the meth ods of punishment used to control the behavior of students with mental disabilities due to the variable age of the teacher.
6- There are no statistically significant differences in the methods of punishment used to control the behavior of students with mental disabilities due to the variable of undergoing training courses.
