درخت حوزه‌های تخصصی

Ego identity defined as a fundamental element of a person and as self-continuum, mental and inward image that an individual has about him or herself. This subject investigated in contemporary world, amply. For actualizing and testing this concept, four bases including achievement, moratorium, foreclosure and diffusion introduced and based on this framework, and the effect of different factors on ego identity of individuals assessed and evaluated. In the study, the effect of school architecture on students’ ego identity formation in high school investigated. For this purpose that AISS1 questionnaire has been used, in which, in schools of Iran is used for evaluation of ego identity, moreover its reliability and validity for Iran’s schools has been verified. In addition, for evaluation the effect of architecture on identity formation, intervention factors decreased to their minimum level in order to one could evaluate just the effect of architectural environment. It is important to note that results of filling 600 questionnaires from seven schools in two types of architectures, i.e., traditional and modern, have been compared. According to mentioned states, in this article the effect of environmental architecture on identity formation of high school students in Yazd and Tehran provinces is determined. This subject has evaluated and compared in two types of architecture environments: modern and traditional. For completion of this work, effective architecture components on ego identity formation in traditional and modern schools will introduce.

This research study was conducted to investigate the most representative characteristics of the habitus developed by academically successful Iranian English majors. Learning a second or foreign language, like many sociocultural practices, from a Bourdieusian perspective, is informed by the interrelation between habitus, field, and cultural capital (CC). Within an exploratory qualitative design, utilizing the Biographical Narrative Interpretive Method of both semi-structured and unstructured one-on-one interviews, seven academically successful BA students majoring in English language studies were studied in an attempt to explore their CC and habitus. Each participant was interviewed in 3 separate sessions. The constructivist grounded theory method was adopted to analyze the collected data. Constructed on 75 initial codes, 22 focused codes, 10 categories, and 4 themes, two major themes were most relevantly indicative of theoretical associations with the research problem. The findings suggest that the habitus developed by the English majors in this study was representative of their accumulation of certain forms of CC. Their habitus seemed to have been developed under the influence of their interaction with the mediatory field of learning and majoring in a foreign language. In an exigency-driven social quest for certain forms of cultural capital, the participants’ habitus were majorly characterized and influenced by their strategic accumulation of institutional and social capital, their field-oriented social identities, and their strategic administration of CC in the field. The knowledge developed by the findings of this study can provide useful sociocultural insights into academic achievements of English language majors.

A couple of decades before 9/11, after the collapse of USSR, Islam started to be culturally represented as the major “Other” in the West. 9/11 attacks accelerated the movement with the “culture talk” project positioning Islam as the backward culture against which the West and secularism are portrayed as the epitome of progressive liberal civilization/culture. Muslims, however, wrote back to the project. Literature, especially fiction, was found an appropriate media through which Muslims’ voice could be expressed. Robin Yassin Kassab’s The Road from Damascus is a true writing back attempt in order to respond to the hegemonic “othering” of Islam in the West. The narrative actualizes the purpose upending the constructed bifurcation of “the West” versus “Islam”. Being approached from a new perspective, both terms/signs are deconstructed in the novel so that the center/periphery opposition is reversed. In this new structure each term/sign is given new significances challenging the mainstream “imagined identities” of Muslims in the West.

The aim of this study was threefold: it aimed to develop a field-specific academic word list for accounting, to find the degree of coincidence between the word list and Coxhead's academic word list (AWL), and also to compare the occurrences of the most frequently used words in the list with six available word lists in different disciplines. A large corpus of accounting research articles was compiled and analyzed. We recognized 658 academic word families with the highest frequency in the corpus which we calledAccounting Academic Word List (AAWL ) . These 658-word families accounted for 10.16 % of the whole corpus. Further analysis indicated that out of these high-frequency word families we identified, only 354 coincided with those listed in AWL. Moreover, 50 most frequently used words in the list accounted for 3.98 % of the whole corpus. These words appeared in six available word lists in different disciplines with different degrees of occurrences which is a starting point for the development of a composite word list. Generally, this study confirmed the significance of subject-specificity of corpus-based word lists. The findings of this study suggest that AAWL can be used as a reference for the accounting community.