درخت حوزه‌های تخصصی

The Islamic Revolution victory of Iran in February 1979 has been the source of significant changes in the region and the world and has had a tremendous international impact. Concepts such as the revolution exportation from the beginning of the revolution became the strategy of the Islamic Republic. Undoubtedly, the eight-year Iran-Iraq war had an impact on this policy. The present study aimed to express the effect of these imposed factors on exporting the revolution based on a theoretical framework on the theory of Hagerstrand's diffusion and examining the impact of the imposed war at the domestic and international levels. Based on the results, in contrast to the Islamic Revolution, this influence for governments, especially those that consider it a destructive factor for their government, is prolonged or stopped. And the imposed war became a factor for governments' resistance against the revolution exportation. In contrast, the revolution values have particular importance to the nations that noticed the justice-seeking and anti-arrogance of this revolution. Defense and resistance in the imposed war symbolize oppressed nations' resistance against global arrogance as a desirable pattern of behavior. The primary questions are ‘What effects did the imposed war have on the future of Iran?’ ‘Did these effects play a positive and accelerating or negative and deterrent role in the export of the Islamic Revolution?’ According to the hypothesis, some influences had a deterrent role in exporting the Islamic Revolution by those conditions. They caused the change of idealistic to realistic views. On the other hand, the Iranian nation's voice was a symbol of the government defending the oppressed, so it has caused the export of more and more values of this revolution.

The significance of the role of interest groups in domestic politics in the US and EU countries is an undeniable fact. Lobbies, as a kind of interest group, play a crucial role in shaping the foreign policy of western countries. Israeli lobbies increasingly seek to transform the US and EU approaches in the Middle East in favor of Israel interests. In cooperation with their American counterparts, Israeli lobbyists struggle to strengthen their political presence in the EU states to ensure the achievement of their political aims. This article tries to explore these lobbyists’ objectives and activities in recent years across Europe. Findings indicate that they are committed to fighting anti-Semitism in Europe, to inhibit the growth of the BDS movement, to deviate the peace process in the Middle East from its normal path and toward Israel interests, to persuade EU leaders to take strict measures against Iran and the last, but not the least, to delegitimize Iran and Hezbollah in EU institutions and provoke EU states to recognize Hezbollah as a terrorist organization. This article basically seeks to explore the reasons behind Israelis’ efforts to establish Jewish lobbies across Europe. . To answer the research question, a case study of Israeli lobbies, established by influential Jews in the EU countries, is conducted.

This study investigated how several pre-service EFL teachers in an undergraduate programme engaged in a series of collegial discussions after their student teaching experiences over the third year of the programme and how the collegial interactions nurtured their professional development. The individual interviews and group discussions were audio-recorded and transcribed in verbatim. The findings indicated that the active participation of the participant teachers in collegial discussions following their student teaching experiences facilitated learning in a collaborative learning community. The participants shared their personal practical experiences, scaffolded their peers and developed their professional knowledge in several aspects. Their awareness of pedagogical challenges was raised and they addressed their learners' needs and learning strategies in real classroom settings more effectively. The collegial interactions focused on the transfer of theories learned from the disciplinary textbooks to the pedagogical realities of the EFL educational settings. The engagement of the student teachers in collegial discussions made them reconsider their pedagogical beliefs and practices.