درخت حوزه‌های تخصصی

Achaemenid architecture is distinguished by its columned halls and porticoes, which can be found in the empire’s major capitals, such as Pasargadae, Susa, and Persepolis. Column bases are one of the most essential parts of a column, and square and bell-shaped column bases were frequently used during the Achaemenid period. During a 2018 survey conducted in Hannā, Semirom County, Esfahan Province, the authors discovered two square-column bases that showed a striking resemblance to other column bases found in the Achaemenid Empire. The column bases, along with several partly carved slabs, were found by a bulldozer during the digging process. If these column bases and carved slabs are indeed from an Achaemenid period construction, it serves as a strong indication of the importance of the Hannā site in Semirom. An additional indication of the significance of these findings is the lack of palaces or buildings with columns from the Achaemenid period in the region of Esfahan. Furthermore, it is essential to take into account the continued use of square-column bases in post-Achaemenid structures, as well as the fact that the masonry tools employed during this period remained unchanged throughout the following centuries. By analyzing the presence of carved stone slabs and columned bases of pillared buildings and halls from the Achaemenid period and beyond, we may determine that we are dealing with a prestigious structure that is associated with the elite of society. After the decline of the Achaemenid Empire, pillared structures and this type of square and stepped column base were used.

The intergroup bias makes us to place a greater value on our group members than other group members. In society, people sort themselves into groups and sometimes they label other groups as weak and incompetent. In some situations, minority groups are viewed as threats by majority groups when they differ too much from them. The effects of such attitudes and behaviors can be profound on society and communications, and lead to discrimination against outgroups and a social division. In this study, we review literature in this area in order to find practical ways to reduce prejudice and in-group bias. We discuss related influencing factors such as intergroup contact, intergroup acceptance, intergroup similarities, social norms, status of a group, and size. This study provides some significant takeaways include the relationship between anxiety and in-group bias and our tendency to behave less prejudiced in times of confidence and less stress; as well as the effect of revealing intergroup similarities through education and social media. Other procedures are also listed that can be used by everyone especially policymakers and researchers to find and develop effective approaches to improve societies by overcoming in-group bias. Other methods are also listed that can be used by everyone especially policymakers and researchers to find and develop effective approaches to improve societies by overcoming in-group bias.

The illustrated manuscripts of Iran in the Islamic period have various cultural, archaeological, social, historical, religious, artistic and other information, And this information is important for historians, archaeologists and scientists of various sciences. kings counted as the main supporters of creating illustrated manuscripts with different topics such as heroic, religious in the Taymurid period. So many books such as Khavaran Nameh, Shahnameh, Khamseh, rewritten and illustrated by same kings in the Taymurid period. Generally, Shahrokhi’s Merajnameh is one of the most important illustrated manuscripts in the Taymuird period and this book has almost 58 miniatures with illustrated pages that written in Turkish,Uighur and Arabic languages. Shahrokhi's Merajnameh has valuable miniatures that indicate us cultural and artistic and historical information about the Taymuird period. One of the main purpose of this article is to introduce the illustrated manuscripts in Merajnameh as one of the study sources in the field of history, art and archeology in the Taymurid period. Archaeological and artistic analysis of the miniatures of this book is another goal of this research.In this research, with fieldwork and library studies, a number of illustrated miniatures of Merajnameh have been studied with descriptive and analytical methods and sometimes with a comparative approach.The result of this research shows the importance of Merajnameh miniatures in the cultural reconstruction of the Taymurid period in Iran.

This study explores the detailed experiences and coping mechanisms of Iranian English as a Foreign Language (EFL) teachers about teacher immunity in the Iranian educational setting. A total of thirty experienced instructors of English as a Foreign Language (EFL), with an average age of 32 and an average teaching experience of nine years, were selectively chosen to take part in comprehensive interviews conducted in the Persian language. The study utilized the grounded theory technique, where interviews were transcribed and systematically analyzed using MAXQDA. The results highlight the crucial significance of a conducive work atmosphere, opportunities for professional growth, and efficient communication in enhancing teacher resilience and immunity. Peer support, strong administrative support, and favorable school rules play a vital role in cultivating a culture of mutual assistance that is essential for teacher resilience. Professional development programs improve educators' ability to adapt and increase their job happiness. The autonomy to make decisions also strengthens their resilience. Additionally, it is crucial to prioritize a good equilibrium between work and personal life, even if it might be difficult due to the blurring lines between these two domains. Mindfulness techniques and seeking social support are crucial coping methods that effectively reduce stress and burnout among teachers. This study examines how individual traits, environmental factors, and coping techniques influence teacher immunity in the Iranian EFL teaching context. The acquired insights provide useful assistance for creating interventions that aim to improve the well-being and productivity of teachers and, ultimately, the quality of education.

Writing proficiency is a key factor in the development of language skills and there are different approaches to writing development. This study sought to investigate the effect of flipped classroom, interactive classroom, and the integration of two approaches on Iranian advanced English as a Foreign Language (EFL) learners’ writing performance. Eighty-five Iranian learners enrolled in EFL programs at the Sokhan English Institution in Guilan, Iran, participated in this quasi-experimental research. There were both male and females. After homogenizing them with the Oxford Placemen, they were divided into three experimental groups: the flipped classroom, the interactive classroom, and the integration of two approaches. Three instruments were used to collect data: the Oxford placement test, the pretest, and the posttest of writing. They had 13 sessions of treatment. Data analysis by ANCOVA revealed that both flipped classroom, and interactive classroom positively impacted the writing skills of EFL learners. However, the group receiving the integration of flipped and interactive approaches treatment outperformed in its effect on learners' writing performance. The current research findings could assist creators of textbooks, educational organizers, material developers, language institutions, educators, and students in creating a more effective environment for learning foreign languages and enhancing writing skills.

 Objective: Reports showed that a cognitive-behavioral therapy effectively helps patients overcome a wide variety of maladaptive behaviors such as anxiety. The aim of the present study was to further examine this issue by exploring the effects of a cognitive-behavioral therapy on academic anxiety of children with learning disorders.Methods: The quasi-experimental research design was pretest-posttest with a control group. The statistical population included 32 children (9-13 years) with academic anxiety (mild, moderate and severe) who were selected by convenience sampling method and randomly (using a coin-throwing method) assigned to two experimental and control groups. The standard School Anxiety Scale questionnaire was used to measure academic anxiety. The behavioral-cognitive therapy program was implemented for 12 sessions, 3 sessions of 45 minutes each week for the experimental group. After the intervention, all participants participated in posttest. Paired sample t test, independent t test, and analysis of covariance were used to analyze data.Results: The average of academic anxiety before the intervention in the experimental and control groups was 23.94±2.18 and 22.87±3.64, respectively, and the independent t-test did not show a significant difference (P=0.39). The average of the groups shows that the academic anxiety scores of the experimental group have decreased compared to the pre-test scores (t=16.58, P<0.001). Finally, the results of ANCOVA showed that a cognitive-behavioral therapy has led to a reduction in academic anxiety (P<0.001).Conclusion: Reconstructing children’s thoughts and beliefs helps them to identify their wrong thoughts about the exam and gradually replace them with correct beliefs and thoughts. Therefore, teachers and practitioners can use cognitive-behavioral therapy to help children with learning disorders to have less anxiety without feeling hurt from the negative evaluation of others.