کوروش فتحی واجارگاه

Learning and practical activities in biology is an important element of the curriculum, which has faced challenges and opportunities in the distance education process in the conditions of the coronavirus. The aim of the research was to identify the learning challenges and practical activities of biology professors and undergraduate students of Kabul Education University -Afghanistan in virtual classes under the Covid-19 conditions. This research was conducted with a qualitative approach and grounded theory method. The research population was 36 professors and students who participated in targeted interviews of 20 men and 16 women. The results showed that (limited access to the Internet, non-implementation of practical and laboratory activities, evaluation challenges and changes in the time and place of teaching) are the things that have affected the quality of education, learning and practical activities' of biology in the Corona conditions. By creating a balanced e-learning infrastructure in all regions of the country and investing more in educational technology, can be reduced learning challenges and practical activities.

Purpose: The aim of this study was a comparative study of media literacy curriculum policy in the educational system of leading countries and Iran. Methodology: The approach of the research was qualitative approach and the method used in it was comparative-analytical method. The research population in this study included all valid scientific documents, including books, articles in specialized journals related to media literacy, from which the works related to the subject were selected using purposive sampling method and appropriate to the research objectives of the case. Were analyzed and data were collected by documentary method, Descriptive analysis method was used in data analysis. Based on the research question, a framework for data analysis was considered. Based on this framework, the required data from available resources were selected, organized, and then their similarities and differences were identified and compared and interpreted. Findings: Based on the results of this study, the concerns and views on content, necessities and goals of media literacy in different countries are largely similar and educational planners try to maintain their cultural identity in the use of different media. . The results also showed that media literacy has been considered as one of the most effective monitoring tools in the countries. Also, according to the results of the research, the most important differences between the selected countries and Iran in this regard was that the goal of these countries is to institutionalize the media literacy curriculum in an organized manner and in the form of codified policies and long-term plans, but in Iran. Although this issue has been emphasized in the upstream documents, due to the lack of sufficient infrastructure, lack of culture appropriate to the age of technology and teachers not being familiar with this knowledge, these conditions have not been provided and implementation in schools has been unsuccessful. Several years of implementation have not yet led to a successful indigenous approach and model for implementing this skill in schools. Conclusion: The results showed that the concerns and views on the content, necessities and goals of media literacy in different countries are largely similar and educational planners try to maintain their cultural identity in the use of different media.

Mental health is one of the aspects of health. Students of each community are considered the upcoming generation of the community. The aim of this research was to predicting psychological wellbeing from mindfulness and resiliency among adolescents.Research method was descriptive in the form of correlation and research population consisted of all students in Kohgiluyeh province. Using randomized cluster sampling method, a total of 366 students were selected. Participants completed the Baer et al Five Facet Mindfulness Questionnaire (FFMQ), Connor–Davidson Resilience Scale (CD-RISC), and Ryff Psychological Wellbeing Scale (PWB). Research data were analyzed using descriptive and inferential statistics indices including Pearson correlation coefficient, and multiple linear regression .Finding showed that there was no significant difference between girls and boys in Mindfulness, resiliency and psychological wellbeing variables. Total score of Mindfulness and psychological wellbeing showed positive significant correlation. Resiliency and psychological wellbeing had a positive significant correlation. Mindfulness Dimensions predicted 69% and resiliency predicted 64% of variance of psychological wellbeing. With regard to these findings, we can conclude that mindfulness and resiliency are the factors contributing to the prediction of psychological wellbeing in students. Based on the results of this study, psychologists and school counselors can have psychological well-being to improve their psychological well-being on the basis of their resiliency and mindfulness to provide educational and therapeutic interventions .</strong>