علی کریمی

The  tourism planning  and  management is a collective action in which different actors of governmental and non-governmental organizations and institutions are involved. It is necessary to manage this phenomenon both during normal and crisis times. One of the most important actors in the field of tourism management is the government, which is responsible for facilitating and regulating this domain. But the phenomenon that has now negatively affected the tourism industry in Iran and the whole world is the Coronavirus crisis. The purpose of this paper is to examine the role of government in managing the impact of this crisis on the tourism industry. And to identify the effective factors that the government can carry out to save the tourism industry during and after the Coronavirus crisis. The main question of this research is to investigate the extent to which the government can manage the consequences of the Coronavirus crisis on Iran's tourism industry. To this end, in a qualitative method, attempts have been made to answer the research questions via a semi-structured interview. A number of managers and employees (8 persons) of tourism-related institutions in Iran were interviewed. The results of the research show that the government must first have an accurate estimate of the amount of losses caused by the Coronavirus crisis in the field of tourism. And then, by identifying areas that are more or less damaged, consider tax exemptions for them. Also, providing cyberspace and its infrastructure for the prosperity of the tourism is another useful measure of the government to support the tourism industry in the face of the Coronavirus crisis.

purpose: The purpose of this study was to determine the effectiveness of teaching positive thinking skills on decreasing depression among female students of the Sabzevar University of Sabzevar. Methodology: The study population consisted of all female students of Azad University of Sabzevar Branch in the academic year of 97-96, including 30 people who were selected using purposeful sampling. They were randomly assigned to the experimental group (15) and the control group (15 People) was replaced. The Beck Depression Inventory and Positive Thinking Training Package, which was set up in 9 sessions one and a half hours, was used to collect data. Finding: The results of statistical analyses showed that teaching positive thinking skills with an effect size of 0.13 reduces students' depression. Therefore, there is a significant difference between the effect of teaching positive thinking skills on reducing depression (p <0.05). Conclusion: At the end of the treatment sessions, students learned in both groups to choose their own behaviors in order to attain their demands, each of whom should choose responsible behaviors while maintaining ethical principles and applying optimistic, correct and responsible actions to Your wishes are also met. Teaching positive thinking skills creates a supportive and safe environment where students can experience a feeling of acceptance and psychosocial security, which brings greater compatibility and fewer conflicts.