درخت حوزه‌های تخصصی

Purpose: The purpose of this study was to explain the aesthetic foundations of Khaje Nasir and Rousseau's ideas in order to develop a model of artistic education for elementary students. Methodology: Based on the stated purpose, the type of research is applied and its method is qualitative (quantitative). The study population in the qualitative section consisted of 17 experts using purposive sampling method and the target population in the quantitative section was 108 teachers of Bandar Kangan elementary school using proportional stratified random sampling method. . In order to collect the required information in the qualitative part, the deductive content analysis and structured interview were used and the researcher-made questionnaire was used to collect the required data. The questionnaire was confirmed by content and face validity and Cronbach's alpha coefficient and spss22 software were used to determine its reliability. Findings: The findings obtained from the qualitative section were extracted in two general categories based on the aesthetic ideas of Khaje Nasir al-Din Tusi and Rousseau and 15 components. Accordingly, ethics, art, divine closeness, values, consciousness, perfection, nature, moral conscience, art, naturalism, community, intellect, aesthetic education are among the aesthetic elements of Khawaja Nasir al-Din Tusi and Rousseau's aesthetic elements. Similarly, structural equation technique using pls software showed that the above mentioned components are 0.95 at the significant level of 1.96 and these factors are effective in children's artistic education. Conclusion: This study showed that artistic education of children is important and has aesthetic characteristics in the development of children which is clearly expressed in the thoughts of Khaje Nasir al-Din Tusi and Rousseau and can play an effective role in the development of humanity of children in all stages of individual life and Have their own community. The naturalistic approach of R. Usu and Khaje Nasir enables students to be more careful about the nature of individuals and to see the sophistication and sophistication of nature and to enhance artistic talent in different fields.

Purpose: The purpose of this study was to design and test the structural model of the effects of life experiences, personality traits and thinking styles on the success of teachers with the mediation of job interests. Methodology: In order to achieve this goal, 234 teachers were selected using a cluster sampling method among high school teachers in Bojnourd city as the sample of this study. At first, their success rate was assessed by managers and students through a researcher-made questionnaire. Then Sternberg-Wagner Stress Thinking Styles Questionnaire, Five Factor Questionnaire, Short Form Personality Traits, Job Awareness Questionnaire and Researcher-made Life-Exercise Questionnaire were completed by the teachers. At first, the descriptive characteristics of the data from the research sample were examined. In the next step, based on the path analysis method, the research model was extracted based on the relationships between the variables and finally, the fit of the extracted model with the experimental data was evaluated using the structural equation modeling method. Findings: The results indicated that the personality traits of psychosis, extroversion and direct consistency, and personality trait of conscientiousness indirectly through external job interests, have a significant effect on the prediction of teachers' professional success. Also, Kurds of thinking styles, cognitive thinking, forms of thinking styles, group thinking, levels of thinking styles, holistic thinking, and the domains of thinking styles, external thinking, and the forms of thinking, thinking, and marital styles are also Both indirectly and indirectly through interpersonal and interpersonal interests, and the work of thinking styles, peer-to-peer, indirectly through external job interests, coefficients have a significant effect on the prediction of the professional success of teachers. Conclusion: successful teachers include content knowledge, teaching skills, classroom management, communication skills and motivation, creativity development, interaction power.

Purpose: this study was conducted aimed to provide a knowledge management model for the branches of the Islamic Azad University of West Azerbaijan Province. Methodology: The present study was applied in terms of aim and quantitatively correlated in terms of implementation method. The study population was 654 faculty members of the Islamic Azad University of West Azerbaijan Province during the academic years 2020-21. The sample size was estimated n = 243 based on Cochran's formula who were selected by cluster sampling method with respect to gender ratio and scientific rank. The data were collected by a researcher-made questionnaire (74 items), content validity of which was confirmed by experts and its reliability was calculated by Cronbach's alpha of 0.90. Exploratory factor analysis and structural equation modeling by SPSS-23 and LISREL-8.8 software were used for data analysis. Findings: The results of factor analysis showed that knowledge management with eight factors of infrastructure and information technology, knowledge management processes, organizational structure and setting, intellectual and innovative capital, human resources and training, knowledge leadership, and organizational management and culture explained 74% of the total variance of knowledge management. The results of structural equation modeling showed that the knowledge management model had a good fit and the eight factors had a direct and significant effect on knowledge management (P <0.05). Conclusion: According to the study results, planning to improve knowledge management through factors o infrastructure and information technology factors, knowledge management processes, organizational structure and setting, intellectual and innovative capital, human resources and training, knowledge leadership, and organizational management and culture is essential. For this purpose, the use of training workshops can be effective.

Purpose: The purpose of this study was to examine the modeling of HRM and ethics management by solving the crisis in media organizations. Methodology: The statistical population of the present study was all managers of media organizations in 2016, 120 of them were selected as sample in a targeted sampling method (79 male managers and 41 female ones). In this research, organizational agility questionnaire, Organizational Ethics Questionnaire (CEP) and Organizational Conflict Questionnaire were used to collect data on factors affecting agility. The conceptual model of the research was tested using structural equation modeling. Findings: The findings of the path analysis indicated that the model has a suitable fitting and all factor loads of markers on the variable are significant on the organizational agility variable and all direct path coefficients of the model are significant at alpha level 0.01. According to these results, organizational agility with impact factor (beta) 0.29 affects ethics management. Finally, ethics management with a coefficient of effect (beta) 0. 67 affects the resolution of the media organizations' crisis. Discussion: Ethics management is able to mediate organizational agility and solve the crisis of media organizations. Organizational agility with an impact on ethics management is capable of indirectly affecting the resolution of the media organizations' crisis. Therefore, attention to learning agility and attention to ethics management in organizations can be one of the main strategies for managing crisis management in organizations.