درخت حوزه‌های تخصصی

During the last three decades, financial sanctions have been imposed on Iran by the United States, the European Union, and the United Nations Security Council. This paper aims at estimating the effect of financial sanctions on the import of capital and intermediate goods in Iran, which was carried out for two independent time periods. The first period (2010-2013) includes multilateral financial sanctions, and the second period (2016-2019) includes multilateral sanctions and the withdrawal of the United States from the JCPOA. We examined the impact using the difference-in-difference (DID) method. The results of the first period indicate that the decrease in the imports of capital and intermediate goods in Iran depends more on the countries that "provided the sanctions plan" than the countries that did not provide the sanctions plan, because the coefficient of dummy variable for implementation in the random effects model is statistically significant. The negative effect of 0.007 on imports shows that the effect is weak, because this group of countries behaved differently. In the second period, the random effects model is statistically significant. In this model, the negetive effect of 0.22 on imports indicates a significant effect. Therefore, the reduction of Iran's imports in this period depends more on the countries that provided the sanctions plan than the countries that did not provide the plan.

Purpose: Mentoring creates a competitive advantage for the organization in compared to the competing organizations. As a result, the aim of this study was identifying the dimensions of mentoring for school principals of Tehran province. Methodology: This study in terms of purpose was applied and in terms of implementation method was qualitative from type of synthesis research and content analysis. The research population was articles related to mentoring in domestic and foreign valid databases in the 2000 to 2023 years and academic experts and officials with experience in education of Tehran province in the 2021-2022 academic year, which number of 18 articles and 17 experts and officials of education according to the principle of theoretical saturation were selected as a sample with the purposive sampling method. Data were collected by taking notes from articles and semi-structured interviews with academic experts and education officials and were analyzed by using thematic analysis method in MAXQDA-V12 analysis software. Findings: The findings showed that based on the review of articles and interviews with experts and officials, mentoring for school principals of Tehran province had 81 sub-themes in 16 main themes of knowledge, attitude, skill, participation-oriented, focus, organization, support, educational leadership, educational communication, development of inherent skills, development of communication skills, development of technical skills, development of environmental skills, innovative performance, competitive performance and educational performance. Finally, a themes network of mentoring for school principals of Tehran province was drawn. Conclusion: According to the findings of this study, can be taken an effective step in order to implement the school principals mentoring of Tehran province through the realization of the identified sub-themes and main themes.

Purpose: The Covid-19 pandemic has presented unprecedented challenges to higher education institutions, necessitating a robust resilience framework to navigate disruptions and ensure continued educational excellence. This study aimed to design a resilience pattern for higher education institutions based on grounded theory, drawing insights from the experiences of stakeholders in Islamic Azad Universities in Tehran, Iran. Methodology: The present study in terms of purpose was applied and in terms of implementation method was qualitative. The target population was all students, employees, and faculty members of Islamic Azad Universities in Tehran, Iran. The sample size of this study was determined based on the principle of theoretical saturation, resulting in a total of 29 participants who were selected by the purposive and theoretical sampling method and were underwent to a semi-structured interview. Interview validity was established using triangulation, and reliability was assessed using the intercoder agreement coefficient method, yielding a value of 0.72. The data obtained from semi-structured interviews were analyzed using open, axial, and selective coding techniques in ATLAS.ti qualitative software version 9. Findings: The analysis showed that the resilience pattern of higher education institutions in response to the Covid-19 pandemic had 189 concepts, 39 subcategories and 10 main categories based on the systematic grounded theory. In this pattern, the central phenomenon was the resilient response of higher education institutions to the Covid-19 pandemic. Causal conditions were categorized into three main categories: individual (6 subcategories, 29 concepts), organizational (7 subcategories, 41 concepts), and social (3 subcategories, 11 concepts). Intervening conditions consisted of national factors (4 subcategories, 18 concepts), while context were represented by global factors (4 subcategories, 16 concepts). Strategies included prediction and prevention (3 subcategories, 17 concepts), response and coping (5 subcategories, 24 concepts), and adaptation and compatibility (3 subcategories, 18 concepts). Consequences were classified into short-term (2 subcategories, 8 concepts) and long-term consequences (2 subcategories, 7 concepts). Finally, the resilience pattern of higher education institutions in response to the Covid-19 pandemic based on grounded theory was designed. Conclusion: The proposed resilience pattern serves as a valuable guide for higher education institutions to proactively address the challenges posed by unforeseen disruptions, fostering adaptability and sustainability in an increasingly volatile world. The framework emphasizes the importance of resilience not only at the organizational level but also among students, staff, and faculty members. By incorporating this pattern into their strategic planning and operational practices, higher education institutions can enhance their capacity to navigate crises such as Covid-19 pandemic and emerge stronger amidst adversity.

Purpose: Today, the use of online education significantly has grown in compared to the past. Therefore, the aim of this study was to determine the effect of components of the field of artistic aesthetics on online education. Methodology: The present study in terms of purpose was practical and in terms of implementation method was interventional with a pretest, posttest and one-month follow-up design. The research population was the fourth grade students of district 2 of Tehran city in the 2021-22 academic years. The number of 50 people of them were selected by cluster sampling method and randomly replaced into two experimental and control groups. The experimental group was trained for one month from Saturday to Wednesday in the field of artistic aesthetics in Skyroom, and the control group was trained with the usual method in Skyroom. The research tool was a researcher-made online education questionnaire with 13 items, which the face validity by the opinion of experts was confirmed, and its reliability with the test-retest method was obtained above 0.80. The data were analyzed by methods of variance analysis with repeated measurements and Bonferroni post hoc test in SPSS version 19 software. Findings: The findings of the present research showed that teaching the components of the field of artistic aesthetics led to increase all variables of online education including music and sound, dramatic movements, imagery, visual arts, digital media and film, animation, storytelling and narrative, recognition of colors and lines, poetry and text, pantomime, rhythmic story writing, humor and puppet shows were improved in students and these results remained in the one-month follow-up phase (P<0.05). Conclusion: The results showed the effect of the intervention based on the components of the field of artistic aesthetics on all variables of online education. Therefore, can be used the method of teaching the components of the field of artistic aesthetics along with other educational methods to improve online education.

Purpose: Career foresight is a new concept in career path ultramodern approaches about career choice, career transition and career development. As a result, the aim of this study was to Identifying the Effective Social Factors on the Formation of Future Work Self. Methodology: This study in terms of purpose was developmental and in terms of implementation method was qualitative. The members of the research were the professors of human resource management and organizational behavior and human resource managers of Tehran Municipality. The sample size based on the principle of theoretical saturation was calculated 15 people who were selected by purposive sampling method. The tool of the present study was a semi-structured interview, which its validity was confirmed by the triangulation method and its reliability was calculated by the agreement coefficient method between two coders 0.83. Data were analyzed by thematic analysis method in MAXQDA software. Findings: The findings of the interview with 15 people about the effective social factors on the formation of career foresight indicated that this structure had 28 basic theme, 11 organizing theme and 5 inclusive theme. The inclusive themes of this study were included the conditions of society (including two organizing themes of economic conditions of society and society's values), key characters (including two organizing themes of type of activity of models and heroes and opinions of influential people), educational conditions of school and university (including two organizing themes of content of educational courses of school and university and educational facilities and methods of school and university), family conditions (including three organizing themes of family behavior, family economy and family customs and values) and technology and media (including two organizing themes of lifestyle in media and technology). Based on the identified themes in the current research, a network of themes of effective social factors on the formation of career foresight was designed. Conclusion: According to the findings of this study, municipal managers by recognizing the effective social factors on the formation of career foresight and guiding them through cooperation and coordination with influential institutions such as cultural institutions, education and higher education can create coordination between the individual's career goals with the organization's needs, goals and missions and create and reduce numerous changes in the career path of employees and waste of resources.

Purpose: The integration of visual and verbal modes in educational materials, particularly in school textbooks, plays a chief role in enhancing the learning experience. Thus, the present study aimed to analyze the intersemiotic complementarity of verbal and visual modes in three English school textbooks from two countries with different policies toward English education at public schools, Iran and Malaysia. Methodology: Employing a qualitative descriptive approach, this study analyzes the intersemiotic complementarity within English school textbooks used in the first grade of high school in Iran and Malaysia, focusing on three selected textbooks: Prospect 1 (Iran), Form 1 (Malaysia), and Pulse 2 (Malaysia). The analysis was guided by Royce's (1998) framework for intersemiotic complementarity, with a particular emphasis on the ideational metafunction. This involved examining the coherence between visual representations (images) and textual content (dialogues) to assess how these elements complement each other in conveying educational content and facilitating learning. Findings: The analysis revealed a marked disparity in the integration of visual and verbal modes between the textbooks from the two countries. Iranian textbooks, specifically Prospect 1, demonstrated a significant disconnect between images and text, often leading to confusion and potentially hindering students' learning. In contrast, the Malaysian textbooks (Form 1 and Pulse 2) exhibited a high level of intersemiotic complementarity, with images effectively supporting and enhancing the textual content, thereby facilitating a more cohesive and comprehensible learning experience for students. Conclusion: The study demonstrates the importance of cohesive integration of visual and verbal elements in textbooks to support effective learning, highlighting the need for strategic multimodal design in educational materials. By ensuring a cohesive integration of visual and verbal elements, textbooks can become more effective tools in enhancing comprehension and improving learning outcomes. This research contributes to the growing discourse on multimodal education, suggesting pathways for future investigations into the optimization of textbook design for enhanced educational impact.

Purpose: One of the important functions in the football game is the decision-making function, which should be improved and promoted. Therefore, the current research was conducted with the aim of determining and comparing the effectiveness of teaching game for understanding, sports teaching and their combination on the decision-making performance in the football game of students. Methodology: The present research method was semi-experimental with a pre-test and post-test design without a control group. The statistical population of this study was all male students aged 10 to 12 years in Tehran city in the fourth to sixth grades. The sample of the research was 60 people who were selected by the purposive sampling method and randomly replaced in three experimental groups. The research tool was game performance evaluation tool (G-PET), which evaluates game performance from different aspects including decision-making (passing, dribbling and shooting). The first experimental group was trained with the method of teaching game for understanding, the second experimental group was trained with the method of sports teaching 15 sessions, and the third experimental group was trained with their combination method. The data were analyzed with the methods of paired t-test, one-way analysis of variance and LSD post hoc test in SPSS version 25 software at a significance level of 0.05. Findings: The results showed that all three methods of teaching game for understanding, sports teaching and their combination improved the decision-making performance in the football game of students (P<0.001). Also, there was a significant difference between the three groups in terms of decision-making performance; So that the effectiveness of teaching game for understanding was higher in compared to sports teaching and their combination, and in addition, the effectiveness of combined teaching was higher in compared to sports teaching (P<0.001). Conclusion: According to the results of the present research, to improve the decision-making performance in the football game of students can use the method of teaching game for understanding, method of combining teaching game for understanding and sports teaching, and finally, the method of sports teaching.

Purpose: Obstacles of creating learning organization cause a sharp decline in the performance of organizations, especially in educational organizations. Therefore, the aim of this study was to evaluate the relationship between the categories of the obstacle model of creating learning organizations. Methodology: This study in terms of purpose was applied and in terms of implementation method was descriptive from type of correlation. The research population were professors from Al-Qadisiyah and Kufa universities of Iraq with number 720 people and with using Cochran's formula, the sample size was estimated to be 251 people, which this number were selected by available sampling method. The research tool was a researcher-made questionnaire of barriers to obstacle of creating learning organizations with 69 questions, which data obtained its implementation were analyzed by methods of exploratory factor analysis and partial least squares in SPSS and Smart PLS software. Findings: The findings showed that the factor load of all questions was higher than 0.50 and significant, and the correlation coefficients of the categories of causal conditions, contextual conditions, intervening conditions, central phenomenon, strategies and consequences were less than 0.45, and indicating their non-overlapping. Also, content validity ratio and Cronbach and combined reliability of the categories were estimated higher than 0.70 and 0.80, respectively. In addition, according to the indicators of commonality and redundancy, the obstacle model of creating learning organizations had a good fit and the effect of causal conditions, contextual conditions and intervening conditions on central phenomenon, the effect of central phenomenon on strategies and the effect of strategies on outcomes were significant (P<0.05). Conclusion: The designed obstacle model of creating learning organizations can help to university officials in designing programs to remove obstacle of creating learning organizations

Purpose: The success of universities depends on their ability to respond and adapt to environmental changes and developments. Therefore, the purpose of this study was designing the organizational learning capacity development model with an entrepreneur university approach. Methodology: In a qualitative study on 24 experts familiar with the field of research and relevant documents in this field, the organizational learning capacity development model with an entrepreneur university approach was investigated. The experts of the current research were selected by purposeful and snowball sampling methods and were underwent to three rounds of Delphi. The data were collected by taking notes from the documents and checking the level of agreement of the experts and were analyzed by coding methods and the percentage of agreement with the Delphi method. Findings: The findings of coding indicated that the organizational learning capacity development model with an entrepreneur university approach had 81 components in 21 dimensions. The results showed that in the first round of Delphi 3 components, in the second round of Delphi 4 components and in the third round of Delphi 2 components were removed, and finally, for the organizational learning capacity development model with an entrepreneur university approach were identified 72 components in 21 dimensions with an agreement percentage of higher than 70% for all components. Conclusion: The results of this study help to better understand the methods of organizational learning capacity development with an entrepreneur university approach. Therefore, universal specialists and planners in order to improve organizational learning capacity can provide the basis for improving the identified dimensions and components in the current research.