درخت حوزه‌های تخصصی

Today, tourism industry is addressed with a wise and specialized approach which encompasses different sectors. One of the important sectors of tourism is ecotourism and geotourism. From scientific viewpoint, Ecotourists and Geotourists are those who start on a journey to observe natural and geological sights and landscapes in order to visually observe world’s wonders. In addition to beautiful natural landscapes including deserts, kavirs, basins, beautiful coasts, mountains and unique plant covers, Iran has high tourism (ecotourism and geotourism) potentials due to diverse climatic conditions, suitable sunny hours, etc. Among all these landscapes, Dasht-e-Kavir, as the largest salare of Iran and world with an area more than 120,000 km 2, has placed in itself a set of most unique landscapes of the world. Based on geological divisions, Dasht-e-Kavir is located in the limits of central Iran and has experienced several changes during its life. It is likely to have been under water for millions of years as the result of tectonic movements or it may sometimes have come out of water due to vertical movements. By formation of Alborz and Zagros mountain ranges in about 65 million years ago, a shallow lake was formed at that part and was affected by several complicated climatic and tectonic conditions in Tertiary and Quaternary periods. The result of all these accidents has provided the possibility of formation of a set of most surprising landscapes in a relatively limited space. The main goal of this research is to introduce tourism and ecotourism attractions of Dasht-e-Kavir. In this desert, a set of salares, deserts, sand dunes, salt polygons, salt and clay pans, several swamps and cold and warm springs are observed beside historical works. Major landscapes and historical works available in Dasht-e-Kavir include Masileh Desert, Hoz-e-Soltan, Salt Lake, Dagh Sorkh, Rig Gen, Nakhjir valley of Maranjab desert, mountains of Siah Kouh, Talheh Mountain, Bahram Palace, Shah Abbasi Caravanserai.

Previous evidence suggests that teachers’ practices are invariably inconsistent with their beliefs. Different factors have been cited as responsible for such a lack of correspondence. To advance the accumulated scholarship, the current study examined the correspondence/non-correspondence between English as Foreign Language (EFL) teachers’ cognitive and behavioral manifestations of pedagogical beliefs and the extent that teacher grit, as a personal variable, impacts the connection between these two manifestations. An initial group of 70 EFL teachers responded to L2 Teacher Grit Scale and Pedagogical Beliefs Questionnaire. Based on their performance on the Grit Scale, two sub-groups of fifteen teachers (with high and low levels of teacher grit) were selected to examine the alignment/non-alignment of their pedagogical beliefs and practices. Two instructional sessions per teacher were observed by means of an observation checklist designed based on the Pedagogical Beliefs Questionnaire. Comparisons across the teachers showed that whereas the two groups valued pedagogical beliefs roughly equally, only the teachers with high grit levels showed strong evidence of correspondence between their beliefs and actual instructional practices. Based on the findings, it can be implied that teacher grit can serve a prominent role in the correlation between EFL teachers' self-reported pedagogical beliefs and their actual practices.