درخت حوزه‌های تخصصی

One of the most important needs in learning a second or foreign language is vocabulary acquisition. Certainly, failure to keep vocabulary in mind is a problem for both typically-developing learners as well as those with a learning disability (LD). This language demand requires teachers to use techniques in order to reinforce vocabulary recall. The current study is an attempt to investigate the effect of two post-teaching vocabulary learning techniques of diglot-weave and cooperative learning on vocabulary knowledge of LD students and to compare them with the common instruction of picture-word definition. To this end, 90 Iranian female LD students from 10 intact classes in two Junior Exceptional Schools in Shiraz were randomly assigned to one of the three groups. After the intensive teaching sessions, the test was administered to examine their vocabulary recall performance in each group and after a two-week interval, the same test was used to examine their vocabulary retention. The results by conducting the one-way ANOVA indicated that both experimental groups of diglot-weave and cooperative learning techniques outperformed the control group of picture-definition in the vocabulary recall and retention tests. However, there was no significant difference between the performance of diglot-weave and cooperative learning groups. Therefore, the findings of the present study could provide useful implications for foreign language teaching programs particularly in Special Education and students with LD.

Purpose: The aim of this study was to provide a model for social responsibility in education staff. Methodology: The present study was mixed in terms of implementation method (qualitative-quantitative) and applied in terms of research purpose. In the qualitative part of the research, the participants were 29 experts in the field of social sciences and management who were selected by purposive sampling. The research tool was semi-structured interviews and the data were analyzed at three levels of open, axial and selective coding. Professors' critique was used for data validity and agreement coefficient between coders was used for reliability (CVR = 0.86). In the quantitative part, the statistical population was the administrative staff of different departments of Khuzestan province (1350 people) that based on Krejcie and Morgan table, 384 of them was selected as a sample size by simple random sampling method. The research instrument was a researcher-made questionnaire based on qualitative findings and the reliability of the instrument was obtained by Cronbach's alpha test (0.84). Data analysis was performed using Spss19 and Amos24 software which included descriptive and inferential statistics (structural equations). Findings: From the perspective of experts in ethical, economic, legal, strategic responsibility, transparency of presentation and accountability as the main components of social responsibility and the factors affecting it, including staff training, compliance with ethical charters, providing cheap services, organizational standards, financial and extra-financial support, facilitation Needs were commitment and attention to the growth of staff creativity and innovation. Among the components of social responsibility, accountability with coefficient of path (0.85), ethical component with (0.84) and legal component with (0.81) were more important, respectively. Staff training with path coefficient (0.67), commitment (0.63) and observance of social and moral values ​​(0.59) were the most important factors on social responsibility. Conclusion: Important elements of social responsibility are transparency, accountability, and greater commitment to ethical and legal norms, which improve employees’ social responsibility by empowering and strengthening social values.

Purpose: The aim of this research was designing a model for increasing organizational justice with the approach of cultural ethical values in education staff. Methodology: This study was applied in terms of purpose and combined (qualitative and quantitative) in terms of implementation method. The research population in the qualitative section was the management experts of the Islamic Azad University of Neishabour and the managers and deputies of the weekly districts of Mashhad and in the quantitative section were the education staff of the weekly districts of Mashhad in the 2019-20 academic years. The research sample in the qualitative section was 30 people who were selected according to the principle of theoretical saturation by available sampling method and in the quantitative section were 257 people who were selected by stratified random sampling method. Data were collected by methods of phishing, interviews and researcher-made questionnaire whose face validity and structure were confirmed and its reliability was obtained by Cronbach’s alpha method for all dimensions above 0.80. Data of in the qualitative section were analyzed by Delphi method and in the quantitative section were analyzed by descriptive statistical indicators and structural equations in SPSS-26 and AMOS-23 software. Findings: The findings of the qualitative section showed that organizational justice has four components of distributive (4 subscales), procedural (3 subscales), interactive (2 subscales) and linguistic (2 subscales) and cultural ethical values has four components of cultural values (3 subscales), ethical leadership (4 subscales), professional ethics (3 subscales) and ethical Climate (2 subscales). The findings of the quantitative section showed that the components of both factors were confirmed, subscales and components had a significant effect on the model of increasing organizational justice with the approach of cultural ethical values and the model had appropriate fitness indicators. Conclusion: Based on the results, the final model of increasing organizational justice with the approach of cultural ethical values in education staff that this model can have practical implications for education professionals and use it to improve the education organization

The purpose of this study was to investigation the role of parenting styles in predicting academic procrastination of female that in high school degree students in city of Ardabil. The research method was statistical and correlating and included all high school students who were studying in 2021 and it choose randomly 50 sample of female students were selected by convenience sampling. The tools of this article are Baum rind Thorpe, Clark, & Knicks 1939 parenting style questionnaire and the Solomon and Roth Bloom 1984 academic procrastination questionnaire. The results showed that in parenting styles, authoritarian style (R = 0.180) at the level (P <0.05) has a positive and significant relationship with academic procrastination, also negative and significant relationship between authoritative parenting style (R= -0.320) at the level (P <0.01) and academic procrastination. Also, the results of regression analysis showed that among the predictor variable of parenting styles, authoritative style (Beta = -0.320) can predict students' academic procrastination. This study can be inferred that parenting styles have a significant relationship with academic procrastination.

The family is the most important element of society and therefore the health of the family depends on the relationship between husband and wife and one of the most important issues between couples is the issue of sexual satisfaction. This study aimed to evaluate the effectiveness of mindfulness training in improving sexual satisfaction in married women. The present study was a quasi-experimental method with a control and experimental group. The study population was all married women aged 25 to 40 years in Sirjan. The sample size was 30 women in experimental (n = 15) and control (n = 15) groups. The sampling method was available by sampling method. The method of data collection was sexual satisfaction questionnaire and the experimental group was trained in mindfulness training in 8 sessions of 60 minutes. Data were analyzed by analysis of covariance. The results of the research hypothesis showed that mindfulness increases sexual satisfaction among married women.