درخت حوزه‌های تخصصی

Purpose: Electronic Tourism is one of the important components of expanding Tourism by synchronizing this industry with information technology. It has not been long since its emergence. Methodology: this field is a combination of tourism and information technology that is one of the most common types of income-generating businesses which is producing job opportunities in the modern world. The advancement of science alongside communication and information technologies presented many opportunities and threats to this field due to tech such as smartphones and sensors, virtual and augmented reality tools, NFC, RFID, etc. Findings: The disclosure of the tourists' information and the possible abuse of it is one such threat. Therefore privacy and non-disclosure of information should be important factors. Recognition of reputable sites is an important factor in solving this problem. In this study, we have presented a model for recognizing fake and phishing sites which use the CFS+PSO and a combination of Info+Ranger alongside their results to reduce the test dataset features so that it could present a model for categorizing and higher accuracy in recognizing phishing sites by using the Multilayer Perceptron method. The proposed model was successful in recognizing 95.5% of phishing sites. Counclusion: The effect of information technology on the tourism industry and the usage of internet websites for selling and providing tourism services to tourists have created new security challenges. Protecting the privacy and personal information of people and tourists is one of these challenges and the disclosure of such information could lead to abuse by unqualified people and dissatisfaction and distrust of such systems.

Purpose: the present study aimed to design and validate decentering schemes for decision making about curriculum based on Schwab’s practical theory and features of the educational system in Iran. Methodology: in the first step, qualitative methods of "Speculative Essay", "Evaluative Inquiry: Situational Assessment", and "Integrative Inquiry: The Research Synthesis" were employed to explain decentering curriculum according to Schwab's theory, to evaluate and analyze the characteristics of the curriculum system in Iran with regard to the decision-making structure, and to codify the first options of decentering the curriculum, respectively. To evaluate the quality of the primary scheme and codify the final one, the qualitative research approach and interviews were employed. Findings: the findings of this study show that decentering decision making about the elements of curriculum in Iran’s curriculum development system includes seven schema as follows: (a) uniform (one type); (b) multiform (four types); (c) formless (ten types); (d) a combination of uniform and multiform (four types); (e) a combination of uniform and formless (ten types); (f) a combination of multiform and formless (forty types), and (g) a combination of uniform, multiform, and formless (forty types). Conclusion: in the designed scheme, several decision-making positions for curriculum are introduced according to various area features of the country to enable all areas to make optimal choices with regard to their capacity.

Purpose: It is more than 30 years that Afghan people immigrate to Iran. This paper aims to find out the educational challenges Afghan High School students face in Iranian schools based on English teachers’ perspectives in Tehran province. Methodology: This research is qualitative and its kind is deductive. Based on the theoretical foundations of migration, relevant studies, especially the research of Sadegh Mousavi et al. (2019), Shishehgran and Haji Dehabadi (2018), and Songhori et al (2014) components of educational challenges were compiled. Guba and Lincoln indices (1994, quoted by Mohsenpour, 2013) were used to validate the components. The tool of this study is a Semi-structured interview based on the accredited components. Data analysis has been done by the use of Braun and Clarke’s thematic method (2006). The number of English teachers who have taught Afghan students for more than four years in public schools and participated in this study was about 32 (17 female and 15 male). Findings: The findings show that parents of these students rarely come to school to ask about the educational progress of their students, Afghan students adapt to the content of Iranian textbooks and the curriculum as the result of having a close relationship with Iranian culture, some students work after school to help their family financially. Regarding citizenship, Afghan students consider themselves differently as first-class Iranian citizens, second-class citizens, and some do not care about the issue of citizenship in Iran because they consider life in Iran to be temporary and intend to immigrate to European countries. Among the female students, no delinquency or victimization was observed by the English teachers, but the male teachers had heard of a few cases such as buying and selling drugs and consuming them. Considering that Afghan students are interested in learning English and its skills, it is necessary to take advantage of the presence of English teachers in reducing the educational challenges of students. Conclusion: This can be achieved by holding compensatory classes by these teachers themselves. This leads to more social communication between students and their English language teachers and to a large extent causes a kind of social control in preventing the occurrence of delinquency and delinquency. It is also suggested that the English language curriculum should pay attention to multiculturalism and anti-racism, and the necessary programs to familiarize school administrators, parents of students, teachers, and Iranian students, as well as parents of Afghan students and the students themselves should be provided.