سیده حمیده حسینی

Background: Media content plays a significant role in shaping behaviors, attitudes, and lifestyle choices, especially among children, a demographic that is highly impressionable and actively engaged with various media platforms.Aims: This article explores the role of media literacy in equipping children to critically evaluate media content that promotes unhealthy lifestyles, including poor dietary choices, sedentary behavior, celebrity worship and unrealistic body ideals.Methodology: This study employs a qualitative approach, synthesizing data from case studies, government reports, and peer-reviewed academic literature to explore the role of media literacy in fostering healthy lifestyle choices among children.Findings: The findings indicate that current media literacy education programs for children are insufficient, largely because they often fail to include parental education. Parents play a pivotal role as mediators of children’s media consumption, and their active participation in media literacy education strengthens the impact of such interventions. The article argues for an integrated media literacy curriculum targeting both children and parents to create a more comprehensive understanding of healthy lifestyle practices and critical media engagement. Recommendations for policy, educational frameworks, and family-centered interventions are proposed to address these gaps.Conclusions: We emphasize the importance of a holistic approach to media literacy that includes all involved people and bodies in promoting healthier lifestyle choices among children.

This study investigates the ways in which Iranian sociologists conceptualize artificial intelligence as both an epistemic infrastructure and a geopolitical force within global knowledge production. Drawing on 32 in-depth interviews and grounded theory methodology, the research identifies a central analytic category:  contested epistemic futures . This concept encapsulates the tensions between structural epistemic asymmetries and local efforts to reappropriate AI for culturally specific ends. Participants critiqued AI systems as carriers of Eurocentric epistemologies and instruments of digital colonization, but also highlighted strategic opportunities for local innovation, agency, and resistance. The analysis reveals five key thematic axes: epistemic asymmetry, decontextualization versus cultural specificity, technological determinism versus strategic agency, epistemic justice, and sociotechnical governance. These axes describe AI as neither a neutral tool nor an inevitable threat, but as a socially contingent technology shaped by political choices, institutional infrastructures, and cultural values. The study contributes to critical AI and decolonial epistemology by centering non-Western academic voices and proposing a relational, justice-oriented framework for AI governance.

Education plays a pivotal role in shaping successful business management, serving as both an ethical imperative and a strategic advantage. This article argues that investing in the education of personnel is not merely a moral responsibility but a key driver of organizational success. Educated employees contribute to higher brand value, operational efficiency, mental health, media literacy, and physical well-being, all of which synergistically enhance business outcomes. Businesses that prioritize the continuous learning and development of their workforce foster a culture of innovation, resilience, and adaptability, crucial in today’s competitive and fast-evolving markets. Furthermore, well-educated employees are better equipped to handle complex challenges, leverage technology, and uphold organizational values, thereby strengthening both internal processes and external reputation. Beyond the immediate benefits, such investments signal a company’s commitment to social responsibility, fostering loyalty among employees and stakeholders alike. This article emphasizes the multidimensional benefits of prioritizing education in business strategy and highlights practical approaches for integrating educational initiatives into corporate frameworks.

Artificial intelligence is transforming all aspects of human life and healthcare industry is one of the areas of change due to introduction of AI. This systematic review examines the perspectives of doctors on the use of AI in clinical settings, synthesizing findings from peer-reviewed articles to provide a comprehensive understanding of their attitudes, experiences, and concerns. Drawing on studies conducted across diverse healthcare environments, the review identifies prevailing themes, including the perceived benefits of AI in improving diagnostic accuracy, streamlining workflows, and personalizing patient care. However, it also highlights persistent challenges, such as ethical dilemmas surrounding accountability and autonomy, concerns about data privacy, and the potential for algorithmic biases. The findings reveal that while many physicians are optimistic about the transformative potential of AI, significant gaps remain in education and infrastructure that hinder effective adoption. Doctors frequently underscore the need for explainable AI systems, robust regulatory frameworks, and targeted training programs to address these challenges. This review contributes to the growing body of literature on AI in healthcare by offering insights into how medical professionals perceive and engage with this rapidly evolving technology.

Artificial Intelligence has is a pivotal tool in enhancing crisis management during natural disasters such as earthquakes. This article examines the role of AI in generating real-time information, predicting stakeholder and population responses, and optimizing decision-making processes. A meta-analysis of existing literature highlights AI's potential to transform traditional crisis management approaches by enabling rapid assessment of disaster scenarios, efficient resource allocation, and communication strategies tailored to situational dynamics. However, the integration of AI in such critical domains requires not only technological advancement but also a paradigm shift in the skills and competencies of crisis management professionals. This paper argues for the necessity of continuous education for stakeholders, emphasizing training in AI tools and data literacy to ensure effective utilization of these technologies in high-stakes environments. Furthermore, it explores the ethical implications of AI use in crisis contexts, including issues of accountability, data privacy, and bias mitigation. To address these challenges through sustained education and interdisciplinary collaboration, stakeholders should harness AI’s full potential while minimizing risks.