درخت حوزه‌های تخصصی

This study followed discussion-based techniques using mobile phone technologies in order to compare Iranian EFL teachers' perceptions with their practices in higher education. Applying Convergent Parallel Mixed-Method Design, 73 English for Specific Purposes (ESP) instructors, teaching technical English courses to Law students at Islamic Azad University (IAU), South Tehran, Qods and Eslamshahr branches, completed a questionnaire, assessing teachers’ perceptions versus practices on the use of mobile phone technologies in discussion-based classes. Through typical-case purposive sampling, out of 73 ESP instructors, eight instructors (four traditional and four communicative), extracted through the questionnaire, joined semi-structured interviews, and their classes were observed during the semester by two observers completing the observation scheme. Afterwards, applying the grounded-theory-instigated analytical framework of Onwuegbuzie and Teddlie (2003), the triangulated observation-interview data were thematically analyzed through open, axial, and selective codifications congruent with Mishra and Koehler’s (2008) TPACK model components, i.e., technology, pedagogy and content knowledge. The results demonstrated EFL teachers' interest in interactional mobile phone technologies and in the content constituent, i.e., the second component of the questionnaire as well as the third module of TRACK model. Additionally, the results signified EFL teachers’ use of comparative translation activities for the reading comprehension skills via collaborative/cooperative reading strategies. Finally, this research represents some pedagogical implications for administrative executives in the Iranian Ministry of Science, Research and Technology to revise Law students’ curriculum, and positively alters material providers’ and ESP instructors’ attitudes toward using mobile phone technologies in discussion-based classes.

Objective: The purpose of this study was to modeling the role of organizational ethics atmospheres and work-family conflict in cyber loafing. Methods: Methodology of the research in terms of the strategy was quantitative-field and in terms of analytical, was descriptive. The statistical population of this study included all staff of Universities affiliated with the Ministry of Science at four levels of international, national, regional and local levels of performance across the country. The research data were collected from 430 staff members who were selected by multi-stage cluster sampling method. The sample size according to the Kregci-Morgan model and with error α = 0/05, was considered 430 persons. To collect data Cyber Loafing Questionnaire of Bella et al (2006), Organizational Ethical Atmospheres Questionnaire of Victor and Cullen (1988) and work-family Conflict Questionnaire of DuBrin (1985) was used. Validity of the tools was confirmed by the professors of education and psychology. Data were analyzed by artificial neural network with multilayer perceptron (MPL) method. Results: The results showed modeling the organizational factors affecting on cyber loafing has an input layer with seven units and a hidden layer with one unit and the artificial neural network is well able to predict the jumps and the process of cyber loafing of academic staff based on organizational factors of organizational ethics atmospheres and work-family conflict. Conclusion: It is necessary to pay attention to these components and their effects on the organization human resource behavior and avoiding deviant behavior.

This study aimed to compare the effectiveness of mindfulness-based therapy and cognitive-emotional therapy on the cognitive fusion of autoimmune patients. In this study, the research method was experimental with a pre-test-post-test design and a control group. The statistical population included all autoimmune patients in Tehran who were referred to medical centers in Tehran in 2019, and 45 autoimmune patients using the purposive sampling method were selected. This number of samples was randomly divided into two experimental groups (15 people in experimental group 1 and 15 people in experimental group 2) and a control group (15 people). The experimental groups were then trained in mindfulness-based therapy and cognitive-emotional therapy (for each therapy, seven weeks and sessions in two hours). But the control group did not receive any training. The instrument used was the revised Cognitive Fusion Questionnaire (Gillanders, Bolderston, Bond, Dempster, Flaxman, et al., 2014). Data were analyzed using a multivariate analysis of covariance. Finally, the findings showed that the effectiveness of both mindfulness and cognitive-emotional therapies on cognitive fusion components are desirable, but according to the mean, cognitive-emotional therapy was more effective than mindfulness therapy on the component of cognitive fusion. In conclusion, these therapies will help to decrease cognitive fusion and improve cognitive defusion in autoimmune patients.