درخت حوزه‌های تخصصی

Iraqi Kurdistan has adopted an independent foreign policy from the Iraqi central government in the past two decades; This foreign policy is based on a different model and strategy that aims at independence. In this regard, considering the importance and determinant nature of Iran’s regional policy in the face of regional developments such as the disintegration of neighboring countries along with Tehran’s position on the independence of Iraqi Kurdistan, Erbil is leveraging a strategic model of balance of threat towards the confrontation between Tehran and Tel Aviv. Accordingly, the present study seeks to explain why and how this strategy is adopted by the Iraqi Kurdistan toward the confrontation between the Islamic Republic of Iran and the Zionist regime. Therefore, the main question is "what is the rationale for Iraqi Kurdistan to understand the Iranian threat?" The hypothesis is that due to its historical components, different organizational and social identities, differences in power levels, and personal factors (mindsets of the leaders), Iraqi Kurdistan sees the Islamic Republic of Iran as an obstacle to the way of realization of its independence. Therefore, Iraqi Kurdistan in the Zionism-Iranian confrontation pursues a unique strategy based on the balance of threat. This essay is an analytical-explanatory study that has been done using a combination of theoretical frameworks of the balance of threat and constructivism. Furthermore, the research method in this essay is based on trend analysis.

Purpose: The aim of this study was to investigate media literacy on creativity skills, critical thinking and problem-solving skills of sixth-grade students. Methodology: The statistical population of the present study was all sixth-grade students of non-profit schools in Tehran in the academic year of 2018-2019 whom 206 girls (from the population of 5056 people) and 163 boys (from the population of 4002 people) were selected as the cluster sampling method. The Simone Questionnaire (2017) was used to measure media literacy, the Harris Questionnaire (2016) was used to creativity, the Sarigoz Questionnaire (2012) was used to measure critical thinking and the Sirait Questionnaire (2017) was used to measure problem-solving skills. For data analysis, data analysis method of structural equation technique was used and using LISREL and SPSS software at a significance level of 0.05. Findings: The results showed that media literacy affected the development of creativity, critical thinking and problem solving skills and these effects were not significantly different in the two groups of girls and boys. Also, the mediating role of critical thinking in the effect of media literacy on creativity and the mediating role of creativity in the effect of media literacy on problem solving skills in boys was stronger than in girls (P <0.001). Conclusion: Based on the research findings, it can be acknowledged that media literacy of students can improve problem-solving skills, creativity and critical thinking.