درخت حوزه‌های تخصصی

This article has chosen the theoretical framework of ontological security to explain the impact of Salafism on Saudi Arabia's Middle East policy. The question is why Saudi Arabia has moved towards more support for the Taqlidi Salafist movement over the past decade, and what the identity and security implications of this support have been? The argument of the article is that the role and position of Salafism in Saudi Arabia's Middle East policy should be considered as a continuation of the historical alliance between Al-Saud and Al-Sheikh, which has played an important role in maintaining the identity and security of this actor. But the internal dynamism of the Salafi discourse, the emergence of regional rivalries, and the emergence of the so-called global counter-terrorism literature have shifted the discourse into Saudi Arabia's Middle East policy, leading to differences in identity and security with other Salafi, Sunni, and Islamism currents. The findings of the article show that between 2011 and 2020, Saudi Arabia placed Taqlidi Salafism as a pragmatic current with a conservative reading and close to the official institution of Wahhabism at the center of its Middle East policy, especially in Yemen and Libya. The present article is based on explanatory-analytical approach and the required information has been collected by library method and internet sources.

This paper examines US general election debates to discover whether or not the Republican and Democratic candidates equally present Iran as a major US foreign policy issue. Petrocik’s Issue Ownership theory was employed as the theoretical framework of this paper. The Issue Ownership theory asserts that since American voters perceive the Republican and Democratic parties to handle different sets of political, social, and economic issues better than their opponents, each party will highlight and emphasize issues that they are regarded to own during elections. In this regard, Petrocik’s theory predicts that since the Republican party is perceived to handle foreign policy and national security-related issues better than their Democratic opponents by American voters, their candidates are more likely to bring up foreign policy-related issues while Democrats are more likely to avoid such issues during presidential campaigns. Overall, 13 US general election debate transcripts from among the 16 General debates held from 2004 to 2016 were selected for analysis using the Critical Case Sampling approach. The analysis, which utilized the Critical Framework Analysis method, resulted in seven major thematic categories concerning Iran: nuclear program, threat, sanctions, negotiations, war, Iran’s influence, and sponsorship of terrorism. The study finds that although Republican candidates did present Iran as a major foreign policy issue more frequently than their opponents in US general election debates, there was an element of convergence on Iran. Therefore, contrary to what the Issue Ownership theory would have predicted, the Democrats did not typically avoid nor show any hesitancy in talking about Iran. 

The US presidential election has always been influenced by the competition of candidates in the context of explaining domestic and foreign policy issues and providing solutions to overcome the crises ahead. During the election campaign in the field of foreign policy, several issues are raised. These include threats from Russia, China, North Korea, and the Islamic Republic of Iran. In the present article, the issue of Iran in the 2020 US presidential election has been examined in two levels: strategic imagery and tactical approaches. The question of the present study is what are the similarities and differences between the issue of the Islamic Republic of Iran in the foreign policy of Biden and Trump during the election campaign at both strategic and tactical levels? In response to this question, the following research hypothesis is proposed. In Biden and Trump's campaign policies at the level of strategic explanation, the Islamic Republic of Iran is in a similar situation in terms of being at the macro level of security threats, but at the level of tactics and methods of dealing, Trump seeks to score points all at once in the form of pressure policy. It was maximal, and Biden sought to take advantage of transatlantic multilateralism and gradual and gradual scoring by criticizing Trump's approach. The data collection method in the present study is documentary and the analysis method is descriptive-descriptive.

Purpose: Because of the important role schools play in the lives of children and in responding to post-crisis problems, and given the recent earthquake in Kermanshah province, the current study aimed to identify the indicators of an efficient school. Methodology: Using a qualitative method, this study was performed in classic Delphi and phenomenological phases on a research population comprising all workers and experts in the field of education in Sarpol-e Zahab city, Iran, who had worked from 2017 to 2019 in the city. In the first (phenomenological) phase, 15 city employees in the field of education were chosen using purposive sampling. In the second phase of the study, the sample comprised 11 people of Sarpol-e Zahab who were deemed education experts by education employees in the region, had worked in the city from 2017 to 2019, and had witnessed the earthquake. Findings: After documenting the interviews conducted with the participants, 290 codes were conceptualized and then categorized into four general indices (students; school teachers and staff; school facilities, structure, and environment; and family). Based on the codes extracted from phase one, an 82-item questionnaire was designed for the second research phase (Delphi study). Ultimately, after three rounds of responses, 23 questions were removed, and the expert panel agreed on 59 questions. Conclusions: Based on the results, it can be concluded that an efficient school is one that can consider the four dimensions of students school teachers and staff, school facilities and structure, and environment and family in designing the school.

Purpose: This study aims at developing an environmental curriculum model based on self-management in the high school in a qualitative study. Methodology: This is an applied study in terms of purpose and a qualitative study in terms of implementation method. The research community included environmental curriculum experts in Iran based on self-management in 2021. The research sample was estimated to include 15 subjects according to the theoretical saturation principle. They were selected by purposive sampling method based on the inclusion criteria. Indexing and semi-structured interviews were used to collect data, the validity and reliability of which were confirmed. Finally, the data were analyzed by content analysis method. Findings: The results showed that, in terms of objectives, the self-management-based environmental curriculum in the high school included the themes of organizing critical thinking skills development, constructive thinking promotion, behavioral strategies, improving environmental knowledge and cognition, environmental culture promotion, internalization of environmental value, and natural reward strategies. Also, in terms of contents, it included themes of organizing integrated content, applied content, development of thinking skills, alignment with humanities and ethics, comprehensiveness of content, development of managerial skills and integrated content. In addition, in terms of teaching and learning strategies, the themes included being organizational and practicality, interactivity, and being exploratory. The themes of the evaluation element included rational organization, situation-based evaluation, evidence-based evaluation, and evaluation feedback. Finally, based on the organizational and basic themes in the area of objectives, content, teaching and learning strategies and evaluation, a self-management-based environmental curriculum model was designed for the high school. Conclusion: According to the results, experts and planners can improve the self-management-based environmental curriculum.