درخت حوزه‌های تخصصی

This study explored the referential or display questions used in teachers’ scaffolding and investigated if they conform to Initiation-Response-Follow-up model. To do so, 6 teachers in young-adult and 6 in adult department, in each department 3 experienced and 3 inexperienced were analyzed. Being full-time teacher or 3-year period one was considered to distinguish the experienced from inexperienced teachers. Three Reach 2 classes with experienced and 3 with inexperienced teachers in young-adult department, and in adult department, 3 Pre-intermediate 1 classes with experienced and 3 with inexperienced teachers were recorded and analyzed through IRF model. The frequency of referential and display questions and uptakes of scaffolding between teachers were also compared. Results indicated experienced teachers used more display questions in scaffolding adult students, while inexperienced ones preferred referential ones. Conversely, experienced young-adult teachers used more referential questions, and inexperienced counterparts used display questions. Moreover, IRF model was met by referential and display questions in adult classes, while it was violated in young-adult classes. Finally, much of the scaffolding in adult classes was more successful than young-adult classes. This study raises teachers’ awareness toward their choice of questions in the classroom to trigger a genuine interaction and its conforming to IRF framework.

Historically, the United Nations Security Council has been the dominant international venue for discussing on matters relevant to the maintaining of global security and peace. The term “rule of law” refers to a political and social structure in which everyone is held to the same legal standards. On the other hand, the concept that everyone is equal before the law is undermined when the veto power gives the Permanent Members the opportunity to disregard its accountability. This article aims to overview the use of veto powers in the United Nations Security Council that reflects the Rule of Law. Due to the fact that this method of research is qualitative, the data that was gathered and analysed came from non-numerical sources such as journals, articles, and news reports. The goal is to gain a deeper understanding of the conventional notions of Rule of Law as well as the ways in which the veto system is in opposition to Rule of Law. According to the findings of the research, there is a contradiction between the veto system and the Rule of Law, notably the notion that all individuals ought to be treated with equal regard to the law.     

Modern teaching practices emphasize learner autonomy and learner-centered approaches to language learning. Such teaching methods require corresponding assessment approaches. Self-assessment is viewed as an assessment mode which matches modern learner-centered teaching methodologies. However, the validity and reliability of self-assessments are not yet conclusively established. This study aimed to provide validity and reliability evidence for self-assessments among Iranian EFL university learners. The Common European Framework of Reference (CEFR) Self-Assessment Grid was translated into Persian and was given to a sample of Iranian undergraduate students of English. A C-Test battery containing four passages was used as a criterion for concurrent validation. Self-assessments of university EFL learners were examined for internal consistency and test-retest reliability. Findings showed that while self-assessments are highly reliable they lack validity as evidenced with low correlations between components of self-assessment grid and the C-Test. The implications of the study for the application of self-assessments in foreign language education are discussed.

As one of the most popular means of trade in the world, shipping by sea has always been subject to maritime hazards. Thus, the implicit commitment of a ship lease contract is that the transport operator provides a seaworthy ship. There is, however, no specific definition of the legal nature of this obligation in most conventions or international laws, and it is only in this regard that the statement of seaworthiness is cited as an implied obligation. Having been written in the descriptive-analytical method, this study attempts to explain the legal nature of this obligation, its position among absolutes or relatives, primaries or subsidiaries, implicit fundamentals or customs, its compliance with the conditions of article 234, the burden of proving seaworthiness, and the lack of performance guarantees caused by its absence. According to the results of the study, a transport operator is under a relative obligation to provide a seaworthy vessel. The existence of this obligation can be mentioned both as a main condition and a secondary condition, and if there is no specification in the contract, it is referred to as a customary implied obligation. Additionally, the condition of seaworthiness would be close to the verb condition in accordance with Article 234 of the Civil Code of Iran. For a claimant (the owner of the goods) to prove a lack of seaworthiness, they only need to provide evidence that the loss has occurred. For the sea transport operator to be relieved of responsibility, s/he must prove that s/he took the necessary precautions at the start of the voyage. The owner, otherwise, is responsible for compensating the victim for the damages caused by the violation of unseaworthiness by restoring the previous situation by providing the property and if an excuse is provided, by supplying a substitute.

Type 2 diabetes is conceptualized as a complex interaction of psycho-physiological factors, so it is necessary to consider the factors against this chronic disease. Accordingly, the present study aimed to compare the effectiveness of emotional regulation training and autogenic training on the perceived anxiety control in women with type 2 diabetes. Using a quasi-experimental method with pretest-posttest design, 33 women with type 2 diabetes were selected through purposive sampling from Tehran and randomly assigned in two experimental groups and one control group. Members of each experimental group received emotional regulation training and autogenic training in ten 90-minute sessions, separately. All respondents were asked to answer the items of demographic information and the Percieved Anxiety Control Questionnaire (ACQ) before and after interventions. To analyze data, MANOVA and Schefee post hoctest were used as statistical methods. The results of analysis showed that both interventions were effective in increasing the perceived anxiety control (p <0.05), but the difference between the two groups was not significant (p> 0.05). Explaining the effectiveness of the interventions, it can be said that both trainings have been able to increase the perceived anxiety control through special techniques, hence using them along with medical treatments is recommended.