One of the groups of people that suffer heavily from trauma are immigrants. In this issue, Dr. Tekin starts his article on trauma with the example of a couple from Iraq, tortured and abused by terrorists who killed their kids. Now, safe and away from the dangers of their home country, the couple cannot overcome their fears and pains, despite now living under a roof and having plentiful food and work. “Mass Trauma, PTSD, and Treatment Options” raises awareness of this epidemic, which is lived at both personal and public levels. Its effects will not only shape our populations, but will also leave indelible marks in our souls. 

Can one way of dealing with trauma and disasters be relevant to “the way we view the world and our place in relation to it”? Robert Howe suggests it is. “Fundamentally, the problem of environmental decline is a malady of tension – between the self, society, and nature,” writes Howe, for whom “the environment’s decline is a sign that modernity is suffering from a crisis of spirituality.” In his “Regenerating Life with Soulcentric Education”, Howe pinpoints the problem as education systems which value academic intelligences because they serve the economic values the system upholds. For him, the contemporary education is “the story of separation” in which humans are divorced from nature and the world by “othering” and “commodifying” them. One solution, for Howe, could be “regenerative education,” which educates healthy, soul-centered adults who understand why they are on Earth, why they were born, and who live with a sense of belonging to the natural and human communities. It is certainly an interesting piece to read and offers a renewed perspective on our lives.

“Turning the Unknown and the Different into the Familiar and the Friendly” by Ellen Michelson offers a second way of dealing with the troubles plaguing our world: interfaith dialogue. Ellen is the editor of The Menorah newsletter of the Congregation B’nai Israel, in New Jersey. She has been an active member of the interfaith community, and, together with the other members of her congregation, she reaches out to other faith groups to promote dialogue and understanding. Her piece offers a humble reading of what can be done today to overcome prejudice and to build a society that respects differences.

What if somebody came up to you and said the words, “you can’t do it?” What if somebody came up to you and pushed you down, kicked you, forced you to stop moving forward, and forced you to stop trying? What if this same person knocked you down time and again, reminding you that you are a failure, and that you can never do anything with your life? What if this person told you that you’ll never make it over this next obstacle, or that you can never climb that mountain, or that you can never cross that canyon? Well, look up, because that person is you.

Here you are. The mountain is large, and looms over you with such height and width that you start to second guess yourself. You stand at the base of it and simply stare. The snow hits you in the face, and you can feel the trembling cold that seeps in through your coat and gloves. Maybe you should turn back? Maybe you weren’t ready for this. You look at the top, and realize with a start that you can’t even see it. Clouds surround it so thickly, to the point that you aren’t sure if the top even exists. The doubts start flying in, and you have no choice but to listen to them. And, the more you listen, the more you start to believe them. Giving up, at this moment, seems like the best option in the world. The mountain seems too big anyway. Who even knows whether you’d be able to make it all the way to the top or not?

The problem with facing a disaster is not the obstacle, but our mindset. It’s easy to say, “I’ll cross the valley,” but harder to back up words with actions. It’s easy to say to a mountain, “get up, and move” without having the belief that it will. Soon, as we move through life, we understand that the obstacles and disasters are nothing compared to the problems that you pose to ourselves. It is us; it always was us. We continue to be our biggest obstacle. We are the disaster in our own lives. If we can face ourselves, our doubts and fears, then we can surely face any other thing with ease.

“I can’t get through it.” If you keep telling yourself that, you’ll soon believe it. Our perspective is severely flawed. When we look up and see an obstacle or hardship, that’s all we can see. We are unable, incapable, of looking beyond the negativity. It surrounds us, haunts us, and pushes us down, to the point where we believe we cannot ever stand again. We don’t see the reality of our situation: we are the ones holding ourselves back. What we see before us, that disaster we are so afraid to face, is only a single dot in the ever expanding timeline of our lives. Sure, that disaster may look big now, but soon, we will forget we have ever faced it. The important thing to remember is this; that not everything lasts forever. Our eyes have been deceived; they make the obstacles of our lives look bigger than they really are. So, let’s put the blinders on and go out there, face our fears, face ourselves, face the obstacle, and win.

So okay: you’ve managed to convince yourself to attempt and climb this huge, snowy mountain. You’ve begun to trudge up its side, your feet following the ridges so that your boots have something to grip. It’s harder than you imagined it would be: your fingers are already numb, you can barely see the hand in front of your face, and the cold has managed to find a way underneath all of your protective layers. You’ve already lost one bag of supplies, after an accident when you took to a ridge too steep and put the bag down for a moment to catch your breath. Now, it’s just you, a smaller sack, and your ever-weary determination. You hadn’t thought it’d be this difficult, and you start to make promises to yourself that you aren’t sure you can keep. “Oh, I think I should turn around and try another time,” or “I’ll get more supplies and training and come back in a few years.” You pause your climb and start to wonder if turning back is perhaps that is the best course of action at the moment. Besides, it’s too cold, you’ve already lost one bag, and a huge tiredness is suddenly overcoming you. Maybe next time.

Don’t make excuses. Another problem we face is the fact that we often try and get out of facing a certain obstacle. “It’s too hard,” or “I’ll never win,” or “I’ll face it some other time.” Something we must understand is that, when we procrastinate like this, we have already lost. We have given control over to the disaster and are content to sit there and let it attack us on every side. We’ve given up, became soft and lazy. Since when did we become content with doing nothing? Since when are we comfortable with throwing up our white flag every time we meet something we don’t want to face? Get up! This is not a walk in the park! These are our lives, and this is our time. We’ve been given an opportunity to face a disaster other people have been fighting for years. We need to take it into our own hands and believe in ourselves. Enough with the “do it later”’s and “not for me”’s. It’s time to climb harder than we ever have before. Strive to make it. Believe we can make it. Will ourselves to make it.

Without warning, you’ve run into another problem. You settle down on a flat part of ground to make camp for the night. Then you hear a menacing and intimidating growl from behind you. You quickly turn and come face to face with narrowed feline eyes. A giant snow leopard has followed you and, judging by its demeanor, it doesn’t look friendly. You can feel yourself starting to tremble, and your mind goes blank. You hadn’t expected this kind of threat at all, and with your unpreparedness, you are sure to die if you don’t act quickly. How do you act when faced with such an unexpected disaster as this?

In school, we are taught a number of things. We are taught to work with equations, to memorize dates, to know the steps of a number of different processes. We are expected to test on the curriculum, and to learn, memorize, and be familiar with the assigned material. But, I can promise you this: nothing taught in school can ever prepare you for the obstacles ahead. In math class, we are taught to solve for x, yet never taught how to solve our own problems, just somebody else’s. The truth is that you can never be truly prepared for a disaster. There is no textbook to read, no line to memorize, no equation to plug in. There is no single way to solve the problem. And that scares us. We face our obstacles, trying to solve them in the ways that we have been taught all our lives, but we can’t. We have to learn that sometimes, there is no answer. We can’t always solve the problem. What we can do, however, is to get through it. Face it, and then move on. We won’t ever be prepared for the disasters that are coming our way, but we don’t need to be. Everything we ever needed will not be taught to us in a classroom, or from a book, or even from this essay. Everything we will need is inside us, so use it.

I’ve got good news: You’ve fended off the snow leopard. Out of desperation, you took your last remaining bag, containing the rest of your food supplies, and threw it far away from you. Without hesitation, you ran in the opposite direction, abandoning your temporary campsite and every other thing you brought on this adventure. You are now alone, cold, on a mountain, with no supplies or rations of any kind. While escaping, the snow leopard managed to cut you. The blood has soaked through your bandage, and it drips to the ground below you. It stings like crazy. You finally have processed the predicament that you find yourself in, and conclude that there is no way to turn this into a positive. You tried, you failed, and now you will pay the penalty for it. You can’t help it: you press your cold face into your even colder gloves, and cry. Defeat has overtaken you, and you can think of nothing else except to sit and wait, hoping for a rescue of some kind, or, if not that, some kind of relief. Regardless, you’ve lost. It’s all over now, and the snow has turned red.

 Failure. It is the one thing that every person in the world can say they’ve experienced. But we mislabel what our failure really is. We view our loses as a bad thing. We mess up, we make mistakes, we don’t always make it. Anything that goes awry is a failure. We fear it. We always talk about how much we fail, how we just couldn’t do it. We fail to recognize our true error. Our failure is not messing up. Our failure is giving up. When we fail to try, when we get the notion in our head that we can’t do something, or that we can never get out of the situation we are in, these are the true failures. The belief that something cannot be done is the only mistake we could ever make. The disasters in our lives make it seem as though the impossible cannot be done. But this is not the time to give up. Don’t you dare quit. This is where you are your strongest. It’s not over until you allow it to be over. Stand up. Remember why you set out to conquer this disaster or obstacle in the first place. Find your motivation. You want to get over this mountain? Great, now tell me why. What is your why? Why bother setting out in the first place? You have gotten so far, that the only failure you could possibly have is giving up now. But you are not a failure. You can succeed. The final piece of advice I can give you is this: find your why. Once you can answer this question, you have already faced half the battle. Your motivation is your sword, so use it. Fear isn’t your biggest obstacle; it’s your lack of why, which becomes a lack of motivation. So find it and continue forward.

The snow is white now. The bleeding has stopped, as has your crying. You’ve managed to continue forward. Step after step brings you deeper and deeper into the unknown. You’ve fallen into a rhythm now. Step, step, step, pause. Step, step, step, pause. Step, step … an irregularity. You find you cannot go any further. You quickly lift your head up and your eyes are met with the sight you only believed you could achieve. The most wonderful scene is before you, and as you look around, you realize you know exactly where you are. The clouds have cleared, the snow is white, and you have made it. The top does exist after all. Your faith has become sight. Enjoy the view, for you have earned it. It is yours. You have conquered, you have overcome, you have won.

Educators have identified some skills that are necessary for students to succeed in their lives – these are called 21st century skills (Partnership for 21st Century Skills, 2008). In the age of innovation and information, certain skills such as critical thinking, problem solving, communication, innovation, and technological proficiency are vital for succeeding in the new workforce, yet many countries have not yet utilized their resources to teach and assess these skills. It is believed that if countries fully understood the link between students developing these skills and the future of their economies, these countries would invest and develop ways to foster the aforementioned skills in their students.

Due to this, educational researchers have proposed that it is an economic and social imperative for everybody to work towards ensuring the next generation will be eQuipped with 21st century skills (Triling – Fadel, 2009; National Research Council, 2010). In this article, I will discuss some of the 21st century skills, their importance, and whether these skills are enough for today’s students to succeed in the workforce and be happy in their social lives.

21st century skills

Due to increased globalization and access to technology, new skills are needed to succeed in the workforce. Educators, government officials, and business people were asked about what these 21st century skills” entailed. I’m going to address some of their most common answers.

Jerald (2009) justified and explained what skills our students need in this age – and why they need them. He believes we need a generation with newer skills due to changes in automation, globalization, workplace, demographics, and personal risk and responsibility. Computer technology in manufacturing has led to the automation of many jobs that humans once performed better, faster, and cheaper than machines. Technological and political changes as well as competitive forces have caused economies to be globalized. Together, these factors have changed how businesses operate. There is less hierarchy and supervision, and greater autonomy and personal responsibility for workers. Also, the global economy and ever-changing technology create a mobile population; thus, the population demographics of many countries are changing. As a result, individual risk and responsibility have increased. The skills defined as imperative for the 21st century have some commonalities, and they include reading literacy, mathematical literacy, scientific literacy, communication and collaboration, critical thinking and problem solving, and creativity (Jerald, 2009; Pacific Policy Research Center, 2010). I want to look at each of these skills in detail.

Reading literacy: Reading literacy is more about reading to learn rather than learning to read (Jerald, 2009). It is expected that employees are able to decipher many kinds of documents to carry out all kinds of tasks. This task may change from getting a driver’s license to voting in an election to learning how to run new eQuipment. There are a number of national and international assessments that examine teenage and adult literacy. For example, the PISA reading literacy assessment measures students with reading charts, graphs, tables, maps, diagrams, forms, information sheets, advertisements, political flyers, vouchers, and myriad different certificates. Research supports the importance of strong literacy. Adults with stronger literacy skills are more likely to be employed, paid higher, and to have better jobs. Therefore, both individual and organizational success is highly dependent upon a high level of literacy.

Mathematical literacy: Mathematical literacy is sometimes called Quantitative literacy or numeracy.” This implies something other than what students do in a classroom, like answering a multiple-choice Question or solving a test Question. Jerald (2009) says it’s possible that even highly educated people cannot be successful in understanding real life Quantitative information, such as understanding credit card offers or comparing the cost per ounce of food.

Lynn Steen, a professor of mathematics at St Olaf Collage, points out that the roles played by numbers and data in contemporary society are virtually endless” (in Jerald, 2009, p.39). Professor Steen summarizes why mathematics literacy is so important by saying:

Virtually every major public issue-from health care to social security, from international economics to welfare reform-depends on data, projections, inferences, and the kind of systematic thinking that is at the heart of Quantitative literacy (In Jerald, 2009, p.39).

Scientific literacy: Science is known as one of the least favorite or most difficult subjects for most students, but experts say that all adults need to understand and apply science in daily life. There are several types of knowledge necessary for scientific literacy. The first is to be familiar with important scientific topics. OECD’s PISA science literacy assessment measures 15 year old students’ knowledge of physical systems, living systems, earth and space, and technology. The second necessary knowledge is how science works and how to apply scientific methods such as observation and testing. The third piece of necessary knowledge is an understanding of how science and technology impact our society and physical world, for good or ill. Therefore, scientific literacy is one of the critical skills that people have to possess in the 21st century.

Financial literacy: This skill is particularly important for each and every citizen to make healthy economic decisions. Educational research points out that there are considerable weaknesses in financial literacy among students and adults in the United States. For instance, the Jump$tart Coalition’s 2002 biennial financial literacy test results showed that American high school seniors answered only 50 percent of the Questions correctly. Likewise, the Institute of Certified Financial Planners conducted a survey and found that making individual financial decisions is one of the major problems for participants.

Communication and collaboration: Learning is a social activity that happens either in a formal school setting or other environments. Communication and collaboration skills entail students’ ability to communicate clearly by using oral, written, and non-verbal means, and to collaborate effectively and responsibly with the people around them (Pacific Policy Research Center, 2010). The world is shrinking and becoming like a small village thanks to the Internet and new technologies. This creates new communication challenges. Although education has reQuired good communication skills, including speech, writing, and reading, the increasing diversity of the global economy demands a much more complicated and advanced set of skills for communication and collaboration (Trilling – Fadel, 2009). For example, it is expected that students and workers are able to listen effectively to superiors to decipher deeper meanings within the speaker’s speech and attitudes. An effective communicator shouldn’t just be able to listen well, but should be able to speak with diverse groups about different topics – and oftentimes in different languages. For collaboration skills, each individual has to demonstrate the ability to work productively and respectfully with diverse groups. Being flexible and helpful, and making necessary compromises are essential components of effective collaboration skills. Researchers suggest that using active learning methods, including project-based learning, problem-based learning, and game-based learning may help students develop the aforementioned skills.

Critical thinking and problem solving: Employers value critical thinking and problem solving skills the most (Jerald, 2009) because research indicates that workplace tasks demand employees doing things without having to be told or directed to do so (Levy – Mrunane, 2007). For instance, almost 60 percent of companies rate critical thinking and problem solving as very important skills which they expect high school graduates to possess. Unfortunately, 70 percent of employers report that students are mostly lacking in these areas. Mark Maddox, of Unilever Foods North America, explains why critical thinking and problem solving skills are so important and necessary in the workplace, saying, For our production and crafts staff, the hourly workers, we need self-directed people who either have problem-solving skills or can easily be trained to think on their feet and find creative solutions to some very tough, challenging problems” (In Jerald, 2009, p. 51). His company has such high expectations because they no longer employ supervisors who take control or explain things. Students or employees with such skills are good not only for the workplace, but also for their participation in solving local, national, and global problems that pose threats to everybody.

Creativity and innovation: The new Skills Commission (2007) did extensive research on the workforce and global economic indicators; they concluded that in addition to all the important above-mentioned skills, the U.S. needs a crucial new skill that will maintain its competitiveness in the global economy – a skill called creativity and innovation. Creativity is an essential skill that incorporates communication, problem solving, risk taking, curiosity, tolerance of ambiguity, and Questioning (Conference Board, 2008). The type of creativity adults need in today’s workplace is the one that enables workers to solve problems not encountered before. It also helps them cope with ill-structured tasks or problems that have no single right solution – or even any good solution.

Global awareness: This theme emphasizes the importance of working collaboratively with diverse people from different cultures, lifestyles, religions, ideologies, and backgrounds; this work must be done with an attitude of mutual respect. Also, promoting the study of other languages is very meaningful and necessary for understanding different nations and cultures. Doing this will enable students to feel closer to global issues and diverse learning communities; thus, they will create a new world where everybody respects each other, accepts others in their positions, and seeks ways to solve problems rather than fighting and killing innocent people and destroying valuable land.

Conclusion

I believe that these are all important skills for an individual’s success in life and countries’ success in the global economy. But today, it is not only the economy that reQuires a different set of skills. Rapidly changing technology and the internet have changed both personal and international affairs, from relationships to trade. The only meaningful way to make each and every country’s future bright and promising is to develop a generation of citizens who are aware of their responsibilities to preserve and strengthen diversity and democracy. This will ensure our world is a better place. Thus, we want our schools, regardless of culture and location, to prepare students eQuipped with the aforementioned skills to face a changing world.

Sahin, PhD, is a Research Scientist at Aggie STEM.

References

• Jerald, C. D. (2009). Defining a 21st century education. Retrieved from http://www.cfsd16.org/public/_century/pdf/Defininga21stCenturyEducation_Jerald_2009.pdf
• Levy, F. – Murnane, R. J. (2007). How computerized work and globalization shape human skill demands. In Suarez-Orozco, M. M. (Ed.), Learning in the global era: International perspectives on globalization and education (pp. 158-176). Berkeley, CA: University of California Press.
• Nelson, C. (2005). Fethullah Gulen: A vision of transcendent education. Retrieved from http://fethullahgulenconference.org/houston/read.php?p=fethullah-gulen-vision-transcendent-education
• National Center on Education and the Economy. (2007). Tough choices or tough times: The report of the New Commission on the Skills of the American workforce. San Francisco, CA: Jossey-Bass. (p. 19)
• National Research Council. (2010). Exploring the intersection of science education and 21st century skills: A workshop summary. Margaret Hilton, Rapporteur. Board on Science Education, Center for Education, Division of Behavioral and Social Sciences and Education. Washington, DC: The National Academies Press.
• NCREL – Metiri Group. (2003). enGauge 21st century skills: literacy in the digital age.Partnership for 21st Century Skills. (2008). 21st century skills, education – competitiveness: A resource and policy guide. Retrieved from http://www.pkwy.k12.mo.us/projectParkway/File/21st_century_skills_education_and_competitiveness_guide.pdf
• Pacific Policy Research Center. (2010). 21st century skills for students and teachers. Retrieved from http://www.ksbe.edu/spi/PDFS/21%20century%20skills%20full.pdf
• Trilling, B. – Fadel, C. (2009). Q – A on 21st century skills. Retrieved from http://21stcenturyskillsbook.com/blog/Q-a/

Various studies exist about these compartments – which controls the expression of the soul through the body, which is responsible for memory, intelligence, belief, hatred and love. The brain’s two hemispheres have different functions and specialize in different areas. For example, linguistic abilities and tongue functions are usually controlled by the left hemisphere, while musical abilities and the ability to comment and analyze complex images are controlled by the right hemisphere. However, it is not possible to state that the forebrain functions independently from the hemispheres of the brain. The Wernicke’s area, located on the upper tail of the temporal lobe, is responsible for language comprehension, and the Angular Gyrus that is a mediator between sound and vision, is responsible for linguistic and mathematical operations. For this reason, the Angular Gyrus is accepted to be related with superior consciousness and intelligence. Scientists have proven that intelligence and consciousness decrease more dramatically upon the destruction of these areas when compared to the destruction of the forebrain. Therefore, for the spiritual functions to be able to operate in the body, it’s essential that these areas of the brain function.

The more accepted view, at least today, is that spiritual characteristics and personality function independent of the brain. A convincing proof disregarding this view is that during many tumor surgeries, even though the body’s vital activities remain intact, after removing tissue from the brain, spiritual characteristics sometimes degrade. Another proof is the surgery performed to remove the forebrain of depressed patients (a prefrontal lobotomy). The patients vital activities were not disrupted upon surgery and their mood improved for a while. For a short amount of time, patients stopped suffering from serious neurological and psychiatric disturbances. However, when the patients were observed several years after the surgery, it was concluded that the patients lacked the functions of the forebrain and these surgeries were abandoned. The most prevalent side effects related to the removal of the forebrain were:

• Loss of the ability to solve complex social problems,
• Loss of the ability to take sequential steps in order to resolve a complex problem,
• Loss of the ability to multitask,
• Loss of determination, effort and desire to do activities,
• Loss of the ability for a community response when faced with a problem,
• Loss of ethical values and the feeling of shame,
• Loss of coherent thought even though the ability to speak and understand what is said is not lost,
• Instant emotional changes: from kindness to frustration, passion, violence and insanity,
• Inability to use artistic or naturally existing talents for the sake of a purpose.

These dysfunctions made it apparent that there was a correlation between the forebrain and spiritual characteristics.

Single neurons, not from the human brain, were inoculated in the lab and an experiment was carried out.. Studies showed that these neurons were not a means to highly intellectual capabilities, such as intelligence; whereas when neurons taken from the forebrain were inoculated and experimented on, it was found that they were a means to uniquely human capabilities like intelligence. Complex problem solving and the capacity to make discoveries were found to be correlated with the forebrain. It is not possible to explain such a fact without taking the soul into consideration. Spiritual characteristics such as sadness, happiness, joy, peace, patience, compassion, and love are all the results of complex interactions within the brain. However, it is not convincing to say that they are only results of electrical or chemical interactions within the brain.

The prefrontal area is where all thoughts coming from lower brain areas (such as sight, hearing, and feeling cortex areas, and the thalamus and hypothalamus) are gathered and processed to be enriched. Many information and memories gathered from different parts of the brain come together in the prefrontal area to be synthesized into deeper thoughts. Active memory is when different pieces of information are synthesized together and form a thought; and this thought is later acted upon. This allows to accurately surmise future events, and to plan for them.

It also allows for a rapid, appropriate response to the signals gathered by the five sensory channels. It allows for predicting the consequences of actions before performing them and for resolving problems of a complex medical, mathematical, ethical, moral, or philosophical basis. It can also postpone emotional responses for an appropriate time, measure the consequences of verbal and physical communications, use will power to measure the ethical and moral consequences of actions, and use information gathered from all channels to diagnose a problem. People who have damaged prefrontal cortexes, have serious difficulty synthesizing information and processing it to form coherent thoughts (active memory). This situation shows us that the prefrontal cortex enables consciousness and highly intellectual actions.

Another function of the prefrontal cortex is to enable focus about a specific topic. Taking this into consideration, the prefrontal cortex is semi related to attention. An existing proof for this is that people with damaged prefrontal cortexes are unable to concentrate and their focus is easily disturbed. Individuals whose prefrontal cortex has been removed or damaged can acquire a spiritual consciousness; however due to their handicap, they are unable to express their thoughts in a serial and sensible fashion for more than a minute. They can be easily distracted from the original subject. The prefrontal cortex allows an individual to accomplish a process of thought despite distractions, and allows for communication between the soul and the mind.

To sum it up, the prefrontal cortex is correlated with intellectual characteristics such as consciousness, intelligence, and self control, and also relates to how well we perform our moral values. For example, if the prefrontal cortex is unable to function, the individual does not feel shame anymore. This makes people believe shame is related only to the prefrontal cortex. However, the brain is merely a bridge between the body and the soul. Our brain is a bridge and curtain for our soul, which is the source of our spiritual characteristics. When we physically have a problem with our brain, the soul carries on its existence as before, however it is unable to express its consciousness, intellect, and will power in this material world.

Imagine two children fighting over an orange. Not knowing what the other one is interested in, one of them aspires to eat the orange, and the other desires to make a cake with the orange peel (Fisher, Ury, & Patton, 1981). There are several different scenarios that they may end up with when they finally stop quarrelling over who found the orange first, and decide to end the dispute. In the first scenario, they simply split the orange into two equal halves. The first child peels the orange and eats the fruit and throws away the peel, while the second one throws away the fruit and uses the peel to make the cake. Both parties compromise; however, effectively half of the orange gets wasted, and both parties actually lose something. In the second scenario, one of the children forcefully takes the whole orange with threats and physical force, while the other capitulates. The dispute ends with one party winning, and the other losing. The forceful one may seem to be victorious at first sight, but loses his friend’s trust, damaging a valuable relationship in the long term. In the third scenario, the children decide to calm down and listen to each other, and understand why each one wants the orange, and resolve the dispute in a way that fulfills both their needs. One of them gets the whole orange peel, which is enough to make the cake, and the other gets the whole fruit to eat. Nothing is wasted, and everyone gets the best they could. Both parties win.

Looking at the orange sharing example, are there lessons here that we can learn and apply to the broader world? For starters, I think it’s clear that dialogue naturally leads to collaboration, and collaboration helps to attain the optimal resolution, whereas other approaches to dispute resolution are likely to produce sub-optimal results for both parties. Parties who collaborate gain power with others. Just as in the case of the last orange sharing scenario, parties work together to attain maximum gains for all. In contrast, when one party declares victory by exerting power over the other, similar to the episode where the child grasps the orange by force, this leaves behind a legacy of injustice and mistrust, for one party has deprived the other of his share. In the long term, future dealings will be very difficult. When the parties in a dispute use tactics of coercion, threat, or deception in a way that exacerbates their power differences, not only is the trust between the parties damaged, but they also become suspicious and hostile of one another (Deutsch, et al., 2006). Even if the disputing parties can reach a settlement in the end, often the underlying interests of neither party can be truly addressed, or one party is at a serious disadvantage. Overall, since the root causes remain unaddressed, the dispute can manifest itself again sooner or later, in some other shape or form. Moreover, the competitive nature of the process brings material losses and dissatisfaction, worsening relationships, and exacerbating negative psychological effects (Deutsch, 2006), as there are losers in this process. The true winners are the ones who choose the way of dialogue and collaboration.

The story of the Prophet Muhammad, peace and blessings be upon him, and his creative idea for settling a dispute that occurred during the rebuilding of the Ka‘ba in Mecca (before his prophethood) brilliantly exemplifies a collaborative agreement: when the sacred Black Stone was to be put in place, the leaders of several tribes quarreled about who should have the honor to place it. They could not resolve the dispute by themselves and decided to pick the first person who entered Ka‘ba as an arbitrator. Acting as the neutral third party to the dispute, the Prophet’s idea was to place the stone on a cloak and the heads of each tribe would take a side of the cloak and together carry it in; hence each could have the honor of putting the stone in place (Satha-Anand, 1998; Saritoprak, 2010; Abu-Nimer, 2000; Coleman & Deutsch, 2006). This innovative resolution, where all the parties got what they wanted, produced no losers. Everybody won as the resolution was compatible with their underlying interests. The historical episode not only highlights the importance of creativity, and the important role of a wise and neutral third party in dispute resolution, but also demonstrates that even difficult disputes can be overcome through collaborative problem solving. When parties in a dispute can identify and frame the issue at hand as a mutual problem to be solved, they can work together to achieve a common goal. They separate emotions from the problem. They are attentive to each others’ needs, listen to each other to understand each others’ underlying interests, and they creatively brainstorm on alternative solutions to address those interests (Bolton, 1986; Deutsch, Coleman & Marcus, 2006).

As the Prophet’s peace building skills were well-known, the leaders of the city of Medina invited him and his followers to their city to build peace among rival tribes after his prophet hood (Saritoprak, 2010; Abu-Nimer, 2000). The tribes of Medina had been fighting for centuries. As a visionary, he was able to implement a collaborative treaty (the Charter of Medina is the first constitution created by the Prophet) that ensured the rights of all inhabitants of Medina, which consisted of Christians, Jews, Muslims, and pagans. The Charter of Medina can also be highlighted as an example of interfaith dialogue in action. The Prophet often reminded his followers about the significance of solidarity and unity between Muslims and non-Muslims (Abu-Nimer, 2000). A peaceful society was successfully established in Medina and existed as a single inclusive community. The same peaceful model was later extended to Mecca.

The civilization that flourished in Medina was built on two main principles. These are namely “the mutual cooperation” and “the loving interrelatedness of the creation” that puts forward “collaborative action” and “solidarity” (Saritoprak, 2010). The mutual cooperation of creatures on earth can be observed in all the physical events around us. For example, the elements cooperate with each other to form the matter. The red and white corpuscles in the blood work together in protecting and feeding the body. The cells in the body function in cooperation. Rain helps plants to grow, plants help animals to grow, and they both help human beings to grow. The loving interrelatedness of the creation emphasizes that all members of creation are brothers and sisters, and rejects all forms of bias, such as racism and nationalism, and prioritizes communal solidarity that includes both Muslims and non-Muslims.

As the Charter of Medina illustrates, for a collaborative resolution, the parties in a dispute must team up and empower each other in order to find the most creative solution that best satisfies all parties. They work on implementing a plan that identifies the roles of each party and commits to positive outcomes for all. Due to the cooperative nature of the process, the parties have more resources, more diversity in ideas, and more social support for the problem solving work involved (Coleman & Deutsch, 2006). Furthermore, cooperation brings greater group productivity, more favorable interpersonal relations, better psychological health, and higher self-esteem (Deutsch, 2006). There are no losers in this process, and everybody wins.

You may question the applicability of collaborative dispute resolution and win-win results. They may sound too idealistic, and because we live in an increasingly materialistic, self-centered, and egoistic culture, not realistic for our current world. People tend to be under the control of their carnal selves, ignore the needs of the others, or even take it to the point of dehumanizing the other, especially during stressful situations. Emotions such as anger and humiliation may take over common sense, and may make it very difficult to be constructive. Therefore, contention may seem inevitable.

However, as human beings, we have the gift of conscience that can help us defeat our carnal selves and attain win-win results, regardless of the extent of the conflict. The voice of our conscience would encourage us to listen with empathy, and to respect the basic human needs of the other party, regardless of who we are dealing with. It would encourage us to be patient, tolerant, and loving. Our conscience, in a sense, can act as the “inner” neutral third party that can remind us of the basic tenets of humanity (Ury, 1999, cited in Moix, 2006). All major faiths share the virtues of compassion, love, tolerance, respect for human dignity, and value the sacredness of human life; all these things also relate to the development of our conscience. These common values have contributed to the international human rights standards, ethical norms, and humanitarian laws, as well as the philosophy and practice of peacemaking (Moix, 2006). Emphasizing such spiritual teachings for the good of mankind in general, regardless of religion or ethnicity, is crucial when aspirations consume people, and drive them to commit atrocities. In this respect, interfaith dialogue can help strengthen the possibility of constructive resolutions. If disputes grow and turn into conflicts involving atrocities, faith leaders can act as the “outer” neutral third parties to mediate and remind people to draw on their faiths rather than their emotions. Especially, if the leaders engage in a strong interfaith dialogue network that they can mobilize; many disputes involving people of multiple faiths can be eliminated before they can grow, whether these disputes are at the interpersonal or intergroup level. Examples of successful peace building through interfaith dialogue exist around the conflict regions of the world. Consider the collective action and advocacy in the Philippines, Sri Lanka, and Israel – Palestine (Abu-Nimer, 2008), as well as in Turkey, through the efforts of Journalists and Writers Foundation.

Essentially, if the parties in a dispute can use the power of collaborative problem solving to produce beneficial alternatives for all, they can attain the creative atmosphere to expand the range of alternatives for positive change and growth (Coleman & Deutsch, 2006).With authenticity, respect, and love, the parties can easily attain constructive resolution, and there is chance to reach the optimal solution where positive outcomes – such as strengthening relationships, and improving psychological health and productivity – are prevalent, as opposed to feelings of distress, resentment, and alienation resulting from other alternatives (Bolton, 1986).

In sum, if the parties in a dispute can approach the resolution process with positive intentions, they are more likely to achieve collaborative problem solving which will produce beneficial alternatives for all. In parallel with the philosophy of Yunus Emre (the 13th century Sufi master) who once said, “We love the Created because of the Creator,” the key is to start with love and tolerance by prioritizing human well-being. If we can use the power of our “inner” neutral third parties, difficult problems and disputes are likely to resolve naturally.

Alptekin Kavi is an electrical engineer and designs computer chips at a high-technology company. He lives in Superior, Colorado.

References

• Abu-Nimer, M. (2000-2001). A framework for nonviolence and peacebuilding in Islam. Journal of Law and Religion, 15(1/2), 217-265.
• Abu-Nimer, M. (2008). The role of religious peacebuilding in traumatized societies. In Hart, B. (Ed.), Peacebuilding in traumatized societies (pp. 239-257). The United States of America: University Press of America.
• Bolton, R. (1986). People skills (pp. 232-257), New York: Simon & Schuster Inc. (Original work published 1979).
• Coleman, P. T. (2006). Power and conflict. In M. Deutsch, P. T. Coleman, & E. C. Marcus. (Eds.), The handbook of conflict resolution: Theory and practice (pp. 120-143). San Francisco: Jossey-Bass A Wiley Imprint
• Coleman, P. T., & Deutsch, M. (2006). Some guidelines for developing a creative approach to conflict. In M. Deutsch, P. T. Coleman, & E. C. Marcus (Eds.), The handbook of conflict resolution: Theory and practice (pp. 402-413). San Francisco: Jossey-Bass A Wiley Imprint.
• Deutsch, M. (2006). Cooperation and competition. In M. Deutsch, P. T. Coleman, & E. C. Marcus (Eds.), The handbook of conflict resolution: Theory and practice (pp. 23-42). San Francisco: Jossey-Bass A Wiley Imprint.
• Fisher, R., Ury, W., & Patton, B. (Ed.). (1991). Getting to yes. New York: Penguin Books. (Original work published in 1981).
• Moix, B. (2006). Matters of faith: Religion, conflict, and conflict resolution. In M. Deutsch, P. T. Coleman, & E. C. Marcus (Eds.), The handbook of conflict resolution: Theory and practice (pp. 582-601). San Francisco: Jossey-Bass A Wiley Imprint.
• Nursi, S. The Rays from Risale-i Nur collection, (pp. 19). Retrieved from http://www.scribd.com/doc/13667249/The-Rays-From-Risalei-Nur-Collection
• Saritoprak, Z. (2010). Fethullah Gulen’s theology of peacebuilding. In Esposito, J. L., & Yilmaz, I. (Eds.), Islam and peacebuilding (pp. 169-187). New York: Blue Dome Press.
• Satha-Anand, C. “Three Prophets’ Nonviolent Actions: Case Stories from the Lives of the Buddha, Jesus and Muhammad.” In Chaiwat Satha-Anand and Michael True (eds.), The Frontiers of Nonviolence. Honolulu: International Peace Research Association, 1998.
• Ury, W. Getting to Peace: Transforming Conflict at Home, at Work, and in the World. New York: Penguin, 1999.

ENIAC had cost around $500.000 and was capable of 5000 simple operations per second. Today, basic personal computers (PC) cost around $500 with enough processing power to perform millions of operations per second. An average PC is enough in terms of computing power for everyday use like word processing, checking emails, and computer games. However, some areas in scientific research require computers at the frontline of current processing capacity, called Super Computers. Twice a year, the TOP500 project, which started in 1993, ranks and publishes details of the 500 most powerful super computers in the world. The IBM Roadrunner, located at Los Alamos National Laboratory, was announced as the fastest supercomputer in the world as of May 2008.

In computing, “flop” (Floating Point Operations Per Second) is a measure of a computer’s performance which is similar to calculations per second. The IBM Roadrunner had cost $133 million and had a peak performance of 1.7 petaflops, which is around 1.7×1015 operations per second. The Roadrunner was delivered on 21 tractor-trailer trucks to its current location. Supercomputers are an essential component of research in areas like computational biology, fluid dynamics, structural mechanics and cancer research, which requires high computing power.

While computers get faster every year, their computing power is way behind when compared to a human brain. They consume hundreds of times more energy than a brain. It is estimated that a computer will be able to simulate a human brain in seven years, yet we are decades away from expecting a computer that can think like a human and make decisions. The brain is one of the most miraculous parts of the human body, full of mysteries. It works more efficiently than any machine developed in the last 50 years of the computer history.

However, the human brain is not the only body part which has an incredible computing power. In 1994, Leonard M. Adleman, a professor at the University of Southern California, introduced the idea of using DNA (Deoxyribonucleic Acid) to solve computational problems [3]. This idea then led to a new field of science, called DNA Computing, which combines two disciplines, biology and computer science, to build the fastest and smallest computers ever. DNA is known as the blueprint of life, with unique properties such as self-assembly, molecular recognition, minute size and high information density.

Computationally challenging problems have known solutions, but enormous amounts of resources (time and/or cost) are required to find the optimum solution. Some problems, such as optimization, can be solved by generating many possible solutions, and then selecting the optimum one. Standard computing methods can generate or test a possible solution one at a time. On the other hand, parallel computing methods can carry out this process simultaneously for thousands of possible solutions.

Similarly, enzymes can work in parallel for replicating and repairing DNA strands. They can even work on the next strand before the first one is replicated. An enzyme can replicate a DNA strand 500 times in a second, which is equal to 0.001 MIPS (million instructions per second). The computations in DNA can reach to 1014 MIPS, while a modern computer runs at an average of 1000 MIPS. DNA computing is not only faster in processing, but also much more efficient in energy consumption. The energy consumption of a DNA operation (on one strand) is about 1010 times less than the energy consumption of an operation on modern computers.

The Traveling Salesman Problem (TSP) is one of the most studied problems in computational mathematics. Here is an example of the problem: a traveling salesman needs to visit 20 cities once, with predefined starting and ending locations, and certain rules. The complexity of the TSP problems increases exponentially with the number of cities, so problems with only hundreds of cities will take thousands of years to solve by modern computers. If there are 18 factorial possible paths in this problem, it will take 2 whole years for a computer with 100 MIPS of processing power to generate the possible paths and find the correct answer. However, all possible paths can be generated in a very short time by using DNA computing. A simplified version of the Traveling Salesman problem presented by Adleman involves the following scenario:

A salesman wants to visit the cities (Figure 3) Monroe, Gainesville, and Conyers, starting from Athens, and arriving at Atlanta last. Each city should be visited only once. The cities are not fully connected. While some cities are connected to another in one direction, others are connected in both directions. Our objective is to find the shortest route to visit all cities once. The solution for this problem is a travel from Athens -> Gainesville -> Monroe -> Conyers -> Atlanta.

When we convert the problem to a molecular language, each city is coded as a single-stranded DNA molecule with 8 nucleotides. We can think of nucleotides as bytes in computer programming, which will take the value 0 or 1. Nucleotides exist as four bases: adenine (A), thymine (T), guanine (G) and cytosine (C). All cities are coded with eight nucleotides as follows:

City Code

Athens ATGC CATG

Gainesville TCAG GTCA

Monroe GACT TGAC

Conyers CGTA ACGT

Atlanta AGCT TAGC

Connections between two cities are coded with the last 4 nucleotides of the departure city and the first 4 nucleotides of the arrival city. For example, the connection between Athens (ATGCCATG) and Monroe (GACTTGAC) is coded as CATGGACT. The complementary codes for connections (the Watson-Crick complements), where every C is replaced by a G, every G by a C, every A by a T, and every T by an A, and connection codes are given below:

Connection Code Complementary Code

Athens – Gainesville CATG TCAG GTAC AGTC

Athens – Monroe CATG GACT GTAC CTGA

Gainesville – Atlanta GTCA AGCT CAGT TCGA

Gainesville – Monroe GTCA GACT CAGT CTGA

Monroe – Conyers TGAC CGTA ACTG GCAT

Conyers – Atlanta ACGT AGCT TGCA TCGA

Conyers – Monroe ACGT GACT TGCA CTGA

The mixture for performing reactions will include DNA strands and their complements for 5 cities and 7 connections between cities in our example. If an Athens molecule (ATGC CATG) encounters the complement strand of an Athens-Monroe (GTAC CTGA) connection in the mixture, a hydrogen bond will be formed between strands (Figure 4). Other strands will continue forming bonds for valid connections between cities, building a complete travel path with the help of DNA ligase. There needs to be enough copies of each DNA strand to generate all possible travel paths.

ATGC – CATG

| | | |

GTAC – CTGA

Polymerase Chain Reaction (PCR) will be used to make multiple duplicates of DNA strands containing Athens (start) and Atlanta (end) cities. The result of PCR will be the amplification of correct travel from Athens to Atlanta, which makes it easy to separate. PCR is a method by which a few strands of DNA can be copied into millions in a very short amount of time. This also makes PCR a very important method to increase small amounts of DNA found in blood or hair samples, which could be enough to carry out analysis and reveal a person’s identity in forensic science.

Electrophoresis follows the PCR process to sort the resulting paths according to their sizes. Since every city is coded with 8 nucleotides, the correct path should include exactly 40 nucleotides representing a full path for 5 cities. The gel electrophoresis process uses an electric field to separate DNA strands by size as they travel through a gel matrix. The speed of DNA molecules differs by their size, which results in the sorting of the molecules by size. After this step, DNA strands starting with the code of Athens, ending with the code of Atlanta and with a size of 40 nucleotides are separated from the mixture.

The last step will be reading the code and removing the DNA strands that didn’t contain all the cities. Adleman used a common method known as affinity purification for the separation process. Finally, the mixture has the DNA strands with the correct travel path, starting from Athens and arriving to Atlanta, and traveling through every city once. All the laboratory work looks complex for this simple problem, but as a new concept for computing, it is revolutionary. In its ability to perform parallel computations, DNA computing shows great promise over traditional computing approaches.

Data density is another unique advantage of DNA. Billions of DNA strands can be stored in a regular laboratory tube. A DNA strand is composed of bases A, T, C and G spaced evenly, 0.35 nanometers apart from each other. The data density of DNA is around 106 GB (gigabytes) per square inch, which is 100,000 times larger than the data density of today’s storage technologies (7 GB per square inches). Moreover, DNA is a durable and strong molecule; the information stored within it can be kept for thousands of years in the right conditions. In 2008, 80% of the woolly mammoth genome, several thousand years old, has been identified from tufts of frozen woolly mammoth hair [4].

DNA is also created with remarkable mechanisms such as built-in error correction. The double stranded nature of DNA provides a double check on pairing. Error repairing enzymes are always ready to search for anomalies during the DNA replication process. It results ina ratio of one error per billion replications. DNA is located and protected at the center of each cell with a perfect balance. The miraculous architecture of DNA has waited for thousands of years to be understood by humans and be used for the benefit of the world. Further studies on DNA might open new opportunities to help researchers in solving technologically challenging problems.

Acknowledgment: This article was produced at MERGEOUS [5], an online article and project development service for authors and publishers dedicated to the advancement of technologies in the merging realms of science and religion.

Halil I. Demir is a postdoctoral scholar in the area of Informatics, and lives in Iowa.

References

[1] ENIAC, Image Credit: Wikimedia, http://upload.wikimedia.org/wikipedia/commons/4/4e/Eniac.jpg

[2] IBM Roadrunner, Image Credit: Wikimedia,

http://upload.wikimedia.org/wikipedia/commons/c/c7/Roadrunner_supercomputer_HiRes.jpg

[3] Leonard M. Adleman (1994-11-11). “Molecular Computation of Solutions to Combinatorial Problems.” Science, 266 (11): 1021–1024.

[4] Miller, W (et al). 2008. “Sequencing the nuclear genome of the extinct woolly mammoth”, November, Nature.

[5] Mergeous, http://www.mergeous.com

1. Genes and inheritance
2. Obesity
3. Lack of exercise

The diagnosis of diabetes is described as a level of sugar that is above a certain amount in the blood stream. In fact, diabetes itself is the metabolic disorder of three food sources: carbohydrates, proteins, and lipids (Cholesterol and especially triglycerides). As healthcare providers we, doctors and scientists, are very much aware that the physiology-that is, the mechanism-of this wonderful sugar metabolism is one of many harmonies existent in the human body. While patients with diabetes seek help from us, our help is limited to what we have learned-and are still learning-from the human body. Thus, the medication we use today are not miracles, but rather a good example of understanding how one of the many mechanisms in body works.

Since the discovery of insulin in 1921, a hormone that is secreted from the pancreas and the only one to work at lowering the level of sugar in the body (several others increase the sugar level)-the development of treatments for diabetes has been focused on greatly in an effort to better serve humankind. Such developments include tiny, sharp needles and pens to deliver the insulin-known as insulin pens. Currently many alternative insulin delivery methods have been developed-via the skin or lungs-yet none of these are as successful as the human body’s normal program for dealing with a rise in the sugar during stressful conditions and after meals. Despite the incredible efforts and impressive studies carried out on both animals and humans, not every method of diabetes management (treatment) is suitable for every individual. Each person is unique regarding the capacity of their pancreas to generate insulin.

In the United States, more than 20 million people have diabetes; however this number is well below the actual number of sufferers. Having enough insulin is not the solution to the problem, while resistance to the action of this hormone can limit its efficacy leaving the glucose (sugar) level high. This further suppresses the pancreas’ ability to provide insulin and the remaining glucose becomes toxic to many vital organs, causing several of the following conditions:

• Heart (heart attack)

• Liver (fatty liver)

• Brain (stroke)

• Vessels (hardening of the arteries)

• Blood (easy clotting)

• Feet (gangrene and amputation)

• Immune system (suppression of the immune system, in turn leading to a tendency to infections, giving the opportunity of germs to invade various parts of the body; in the same way increase of tuberculosis bacteria, yeast infections, pneumonia)

• Skin (late healing after abrasions or trauma)

Excess sugar is converted into cholesterol which will further accelerate the detrimental effects to the vital organs (brain, heart, kidney).

Current suggestions for the management of the problem with sugar are education, better diets, correct and regular exercise, correct medication and careful follow-up. We know that God created cures for every illness. Respecting and thinking of this will encourage many of us to concentrate on solving the problem of diabetes. Prophet Muhammad, peace be upon him, indicates “Eat and drink, but never waste” and “Leave the food table before you are full.” The diet that is recommended for people with diabetes is to eat small amounts of food during the 3 main meals and to add 3 snacks to control the undesirable rise in sugar that occurs after eating a large amount. We are informed that we are full due to the induction of tension receptors in the stomach after the meal, the induction of the brain, and the digestion of food that leads to an increase in the level of sugar in the blood stream… etc. Unfortunately, most diabetics wait for the third mechanism to operate before leaving the table; as a result, they may continue to eat and further increase their blood sugar level, and this may in turn be the reason for early or late complications in diabetes.

Today, the greatest number of diabetics per population are the Pima Indians living in Arizona. Interestingly, a new molecule that has recently been developed seems to have a preventive efficacy for the development of diabetes and to assist in its satisfactory management, even after the diagnosis of diabetes. This molecule was actually found to be present in the saliva of Gila Monster again that is fairly close to the area where these affected tribes live.

Kelly J. Smith is a clinical diabetes research scientist in Arizona. 

God burdens no soul except within its capacity… (Al-Baqarah, 2:286)

This verse is not strange to any Muslim. God has promised that He will never burden a person with difficulties beyond his or her capacity. This is supported by other verses in Surah Al-Inshirah (94:5–6), where it is said that with every hardship, comes relief and this divine statement is repeated twice in the same chapter. This clearly shows how God knows the limits of the human being’s capacity to endure challenges in life.

However, despite these beautiful statements God has made in the Qur’an, we still hear many people complaining about how tough life is, about how they cannot bear their problems anymore and asking why God gives them certain challenges other people do not have to bear. The worst thing is when suicide is contemplated as a reaction to what God has given to His servant.

These complaints, at first glance, appear to contradict these verses, since surely the people so afflicted should know their own capacity to endure tough problems. At second glance, however, it becomes clear that this is not so. Does God really test someone beyond his capacity?

In talking about the endurance of an individual, we cannot avoid the subject of coping skills. Generally, coping skills are divided into two categories, namely avoidance coping skills and approach coping skills (Soderstorm, et.al., 2000).

Avoidance coping skills are basically unhealthy ways of dealing with problems. These coping skills delay the process of recovery and emotional stability. An example of a coping skill of this type is substance abuse, where many people turn to coffee, drugs, cigarettes and other substances when they are in distress.

Another avoidance coping skill is denial, where the person refuses to believe what has happened. In some really bad cases, people go on with their lives, refusing to believe the problem they face and allowing the situation to deteriorate. Some other examples are self-harming, minimization and cognitive avoidance. These mechanisms of coping do not just delay the process of recovery, but also exacerbate the situation.

On the other hand, approach coping mechanisms promote the mental and physical well being of an individual. These mechanisms foster positive thinking and motivate problem-solving behaviors. One of the skills in this category is action taking. Rather than sitting and waiting for something to happen, a person who adopts approach coping mechanisms will plan the strategies and actions required to solve or ease the problem.

Another approach coping skill is acceptance. However, acceptance here means to admit that there is a problem and not resent to the occurrence of the problem. Acceptance which means giving up is not the same as acceptance as an approach coping skills. Positive acceptance is the opposite of denial. Therefore, acceptance is an important beginning of acting to solve or ease a problem.

Humor can also be an approach coping mechanism. By making appropriate fun of the problem, distress can be reduced, and thus more mental stability can be achieved. For example, a mother who has just experienced the loss of her child might say to herself, “At least he is enjoying as much candy as he wants in paradise.” By using appropriate humor like this, the mother can broaden her perspective, allowing her to see the brighter side of the loss she has experienced.

Religious coping is another strategy among approach coping skills. In psychological research, more and more studies suggest ways that spirituality and religiosity help in dealing with life’s problems. One of these studies (Meisenhelder and Chandler 2002) stressed that faith as the concept of spirituality was more applicable than religiosity. One of the variables investigated by these researchers, which was religious coping, correlated positively with mental health. This study is only one out of many to show a strong relation between spirituality and mental and physical well being.

Soderstorm et.al. (2000) also suggested some gender differences in coping strategies. They asserted that men tend to adopt task-oriented coping strategies or approach type and women tend to use the contrary, avoidance coping strategies. However, some other studies have suggested that women are more likely to use task-oriented coping strategies or that there are no gender differences (Holahan & Moos, 1985 as cited in Soderstorm et.al. 2000). Nevertheless, more and more researchers have found a tendency for men to focus on a problem and start taking action to overcome it.

The relation between the verse in Surah al-Baqarah at the beginning of this discussion and coping skills is clear. The question then arises: if it is true that God would never burden a soul beyond its capacity, why do some people complain of being unable to deal with a certain problem they face? If they think that God is unfair, or that they are now unable to cope, or are thinking of committing suicide, it is simply that they have adopted the wrong kind of coping strategy for their individual circumstances, or they may have adopted unhealthy avoidance coping strategies in dealing with problems.

Abi-Hashem (2007) describes how unhealthy coping skills can have negative impacts on people who live in a country with ongoing war, as in the Middle East. Such circumstances, where violence, cruelty, and harshness are an unavoidable part of life make things seem hopeless, and nothing can be done to break away from the situation. The author suggests that at this point, the best coping strategy to be employed is action taking, because worsening mental paralysis can happen to an individual in a country with war who takes no positive action. So, if a person feels as if the challenge God has given them is beyond what they can bear, they should ponder any action they have taken to adjust to the problem. They may have missed some points where, if action is taken, a great deal of worry and stress can be reduced or allayed.

Another way of looking at this is that religious coping skill correlates with mental well being. But sadly not many people realize the importance of religious coping skills in managing life’s problems. In many verses in the Qur’an (e.g. Al-An’am 6:102; Hud 11:123), God reminds us to depend on Him in all affairs, to put our trust in Him and make Him the basis of our decision making. This reflects all research findings, which tell us repeatedly of the advantages and positive outcomes of religious coping. Perhaps this is because we know that there is something we can rely on in hard times, which makes it easier for us to deal with life’s problems. Some practical ways to cope religiously are the performance of greater numbers of recommended prayers, more frequent remembrance of God, and contemplating the creation of the universe.

Sometimes we believe too much in the power of our own selves, feeling too confident that it is we who make the changes, who solve the problems. But we all know the power of togetherness. Support from other people can significantly increase the effectiveness of our coping style. We can reduce our stress by sharing what is bothering us and perhaps getting wiser advice from another person on handling the problems we are facing.

It is important to reflect on ourselves in times of stress. Do we just listen to ourselves? Do we turn to substances when we are distressed by something? Are we brave enough to accept the problem which is afflicting us? Most importantly, do we trust God enough to help us with our problems? These questions can only be answered by each individual for himself or herself.

Taufik Mohammad, PhD, is a senior lecturer in Universiti Sains Malaysia.

References

• Abi-Hashem, N. (2007). The agony, silent grief, and deep frustration of many communities in the Middle East: Challenges for coping and survival. In P. T. P. Wong and C. J. Wong (Eds.), Handbook of Multicultural Perspectives on Stress and Coping, US: Springer US, pp. 457–486.
• Meisenhelder, J. B. & Chandler, E. N. (2002). Spirituality and health outcomes in the elderly. Journal of Religion and Health, 41, 243–252.
• Soderstrom, M., Dolbier, C., Leiferman, J. & Seinhardt, M. (2000). The relationship of hardiness, coping strategies, and perceived stress to symptoms of illness. Journal of Behavioral Medicine, 23, 321–328.

“There were no lovers left for me in the world, I used to think,
Then I took leave of my self and saw all were nothing but lovers.”

The above couplet from Niyazi Mýsri describes the state of a “perfect human,” or insan al-kamil in Sufi terminology. Departing from glorifying our own virtues at the expense of fair judgment of others, is an important challenge for anyone who seeks truth in this transient life. For a true believer who has managed to “take leave of” the carnal self, the universe is a palace, all things in existence are servants welcoming him or her in, and every event in the cosmos is an entertainment glorifying its Owner, Who deserves all praise. For those who cannot attain this level, this life is a horrifying tunnel of darkness, and far from being a true lover, every object and person is a potential threat to their security. The recent Gulen conference in Germany in May, the Turkish festival in Turkey in June, and the coming conference in Melbourne this month have made me ponder this couplet once again. An attraction on this scale with such wide-reaching global reach could only be possible for a person if he can represent insan al-kamil, in the true sense, with an all-embracing love for the whole of humanity.

Reflecting this summer’s busy schedule of activities related to the Gulen Movement, this edition of The Fountain features articles by two scholars who study this civil society movement. Kerim Balci of Today’s Zaman shares with us his observations of the conference “Muslims between tradition and modernity-the Gulen Movement as a bridge between cultures,” jointly organized by the University of Potsdam’s Institute of Religion and the Forum for Intercultural Dialogue, Berlin. He mentions the paper of Dr. Bekim Agai of Halle University, Germany, who commented that thanks to the activities of the Gulen Movement, Turkish migrants in Europe are no longer a part of the problems of Europe, but are problem solvers, and not only on issues relating to migrants themselves.

The second article comes from Maimul Ahsan Khan, a professor of law in Bangladesh, who introduces Gulen as a “modern-day Rumi.” For Khan, “Gulen has brought [Rumi’s] glorious tradition [that cut across the lines between nationalistic and sectarian differences] back to the minds of millions of modern and religious Turks.” Professor Khan notes that for Gulen the question is how well Muslims can represent the universal message of Islam to build a global society based on equality, tranquility, and humane treatment for all.

Also in this issue comes a thought-provoking interview with Dr. Lynn Mitchell, a Professor of Religious Studies at the University of Houston. Having taught a course titled “The Bible and Modern Science” for many years, Dr. Mitchell offers noteworthy insights into the history of the relationship of science and religion.

As is the case in many scientific arenas, the first studies in the field of algorithms were conducted by Muslim scientists. The concept of algorithm was used for the first time by the worldwide renowned Muslim scientist Al-Khwarizmi, who lived between 780–850 AD in Baghdad. Al Khwarizmi put his name to historic studies in the fields of mathematics, astronomy, and geography. His work entitled Hisāb al-jabr wa-l-muqābala (Calculation by Completion and Balancing) constitutes the first collection of algorithms. The Latin translation attracted great attention in Europe. The Europeans used the term algoritmi, rendered from “Khwarizmi,” to refer to rules for solving arithmetical problems by using Arabic numerals.

Having first developed as a branch of mathematics, algorithms have been described as a sequence of instructions that is used to solve a certain problem. These finite number of steps,begin at a certain point and come to an end with a result. But, today when we talk about algorithms, what comes to mind are the methods pursued in the operations of sequencing in computer programming; though algorithms are used in many fields, including physics, chemistry, biology, and music.

When different algorithms are used for solving the same problem, this enables us to reach the same solution through different means. There are, for instance, a great number of sorting algorithms (selection sorting, merge sorting, quick sorting) that have been developed for the purpose of incrementally sorting a given set of numbers. The same also applies to the search algorithms which find a given number in a set of numbers. What does this imply for us? Different people can attempt to solve the same problem with different algorithms or approaches that are better, truer or more “beautiful”. Thus, it is always important not to reject an idea without a prior examination or understanding, to welcome proposals of different opinions and to try to benefit from better alternatives or solutions. Thus, we can understand from an algorithmic approach that establishing dialogue and showing mutual respect are essential moral virtues in transforming differences into wealth.

Computer algorithms solve certain problems according to pre-defined parameters. Thus, we should never forget that computers cannot carry out a spontaneous operation, but can only carry out functions that have previously been programmed into them by human beings. Although some researchers, by relying too much on recent developments in computer sciences, and particularly in fields like artificial intelligence, attribute human characteristics to computers. They even estimate that they can produce human-like things in the near future, which seems rather unfeasible when we consider countless physical and spiritual features of humans. What does this imply for us? Pursuing a systematic method when solving problems in both computer sciences and daily life would considerably increase one’s success rate in solving any problems encountered. The most critical stages in problem solving are obviously a correct diagnosis and full description of the problem. The algorithms are developed and the most coherent and suitable are then chosen.

After an algorithm is designed in a flowchart, it is translated into software and tested against verifiable data prior to its usage in real operations. This test is necessary to prevent probable flaws in the software. What does this imply for us? By utilizing all the talents and especially the intelligence granted to us, human beings are always able to find what is better or truer. Research has been conducted in scientific studies by keeping in mind that there is always a next step in any development that has been achieved; the experience of the history of mankind demonstrates that a method that has been developed today might prove to be inadequate tomorrow.

When analyzing a number of different algorithms that are used to solve the same problem, the cost is assessed, with the least costly and most suitable one being selected. The cost of an algorithm is determined according to the number of operations carried out in solving any problem. An algorithm which solves the same problem with a greater number of steps has a lesser efficiency and a lesser performance.

Sorting algorithm by insertion

Sorting algorithms are one of the most frequently used algorithms in computers. As sorted data is more easily processed and used, data are usually sorted first with a sorting algorithm before it is processed within more costly operations.

In insertion sort (i.e., sorting by insertion), numbers to be sorted are inserted into a new “sorted” set. The new sorted set is empty at the beginning, and the numbers are inserted one by one into the right position of this set. During each insertion, the number at hand is compared to the numbers of the new set from the smallest to the largest. During a comparison, if the term (number) at hand is smaller than the term in the new sorted set, then the term is inserted right before the term in the sorted set. As each term is generally compared with all the terms which precede it, sorting of n numbers is done by about n2 comparisons. Thus, the cost of such a sorting algorithm is O(n2).

The quick-sort algorithm

This algorithm is used to find the shortest way between two points. Let us suppose that we have a limited number of points, some of which are inter-related. During this type of calculation, the shortest way is systematically found by checking all the combinations that have been able to be established among given points. The web sources that are provided for planning routes and mapping services with PNDs (Portable Navigation Devices) for travelers can be given as examples; here the minutest details of every highway and road have been recorded to the virtual media. In accordance with certain criteria, by taking into consideration all the probable routes between the two addresses provided by the user, the optimum driving route, including road and street names, is suggested.

Use of algorithm in medicine

Any research or inquiry used in the diagnosis and treatment/curing of a disease is defined as a medical algorithm. The logic of a decision tree is used in diagnosing, curing and following up diseases with these algorithms. Guiding algorithms, for example, “if symptoms A, B, C are observed in patient, then, the patient is probably suffering from the disease D, so, use the treatment E” are used in medical expert systems. The purpose of such algorithms is to standardize the medical services provided and thus minimize potential uncertainties and errors that likely to arise. Moreover, such algorithms are also used for educational and training purposes and as a guide to approaching the patients, diagnosing and curing diseases and towards solving their problems with greater ease. A great number of medical information that has been published has been transformed into numerous algorithms, ranging from those that use simple calculations to those that make highly complicated decisions. For instance, in the algorithm that was developed to measure the Body Mass Index (BMI), age, sex, height and weight are among the questions that are asked of the patient. The data obtained from the patient is later applied to a formula developed from the experiences of medical science, and the said index can thus be calculated. However, doctors should compare the results obtained from such algorithms with their existing knowledge, for even such simple algorithms as BMI become undependable in different cases, for example an athlete or an expectant mother. Algorithms only provide guidance for physicians, but the final decision should be taken by the physician after having individually assessed the status of each and every patient.

Algorithms and music

The algorithmic composition has been used in music for centuries to produce music with a methodological approach. Canon, for example, is a form of music produced with an algorithm in which a melody is replicated by one or more imitations of it played after a given duration.

Human brain, nature, and algorithms

Although the secrets of brain have not yet been fully explained, vital information has been compiled about its biological structure and functioning, thus proving that different sections of the brain fulfill different roles. Such sophisticated tasks as controlling the bodily organs, mental discernment, functions corresponding to the use of tongue and other sensory activities, the perception of colors, calculation of actions and the perception of physical conditions, are all carried out by use of brain mechanisms and faculties. All these tasks are accomplished by algorithmic processes which have not yet been fully explained. The issue of the unification of the data or images received by the eyes is, for instance, one of the matters that scientists do not yet fully understand. Although many have tried to imitate the human brain, such simple cerebral functions as walking and communicating have, to date, not been convincingly imitated.

What algorithms imply for us

As science and technology develop more and more, new inventions are being made, algorithms are being proposed for unsolved problems, while algorithms of already solved problems are being further developed. For example, many ciphers, which in the 1970s were believed to be unsolvable within an acceptable span of time, are being easily solved today thanks to the algorithms that have been developed and the ever-increasing operational power of computers. Consequently, developments in algorithms suggest to us that we should always search for that which is better and more effective; also we should remember that there are a number of different ways that lead to the very same target. Thus, we should always be open to the ideas of others and willing to consult with them before making a decision about any subject.

Ahmet Isik has a PhD in mathematics and is a freelance writer.

References

• Cormen, T. H., C. E. Leiserson, R. L. Rivest, Clifford Stein. Introduction to Algorithms, MIT Press, 24th Edition, 2000.
• http://www.nist.gov/dads/termsType.html#P