درخت حوزه‌های تخصصی

As a treasure of revolutionary thinking, morale, and behavior in defense of religion and the country, the Sacred Defense, has a similarity and distinction function to distinguish insiders (friends) from outsiders (enemies), which has given it a unique feature. The Sacred Defense is the answer to who, what, and how we are in defensive arenas, telling the boundary between the civilization friends and enemies of the revolution and Iran. This article aims to explain the unique aspects of the Sacred Defense towards other Iranian and world wars in three cognitive, affective, and behavioral dimensions by using descriptive-analytical methods. The results show that in the mental dimension, revolutionary Islam and the theory of Velayat-e Faqih and convention of the Leadership of Velayat-e Faqih in the war with the title of "Commander-in-chief" is the exclusive feature of the Sacred Defense. In the affective dimension, the consolidation of the Islamic-Iranian identity bond is another unique feature that has created general mobilization in defense of the religion and land of Iran as a rendezvous for Velayi Islam. In the behavioral dimension, the accelerated growth of sacrificial behaviors, jihad, martyrdom, resistance, trust (in God), self-sacrifice, sincerity, etc., is another unique feature that has highlighted the Sacred Defense in the form of a civilization defense in Iran's history. Therefore, the Sacred Defense was a "Civilization Defense against the Enemies of the Civilization," which brought the enemies to their knees with an entire trilogy: ‘Velayi leadership based on the admission of Velayat-e Faqih’, ‘mass mobilization based on Islamic and Iranian identity bond’, and ‘jihad and sacrifice based on the belief in the divine salvation.

Objective: Pathogen disgust has evolved as a psychological adaptation in response to the avoidance of disease-causing organisms. Recently, evolutionary social psychologists have proposed the existence of a behavioral immune system that has evolved to avoid pathogens as a psychological adaptation. However, researchers claim that the concept of a behavioral immune system is not the same as pathogen avoidance. Therefore, in this study, the aim is to investigate whether the behavioral immune system is the same as the pathogen avoidance system or has a broader meaning. Method: using Google Scholar database keywords such as disease avoidance, pathogen disgust, the behavioral immune system were searched. PubMed for the behavioral immune system, system over perception disease cues, and disease over perception bias was investigated. All-time periods were used for this review study and more than two hundred documents were reviewed and extracted according to the criteria. Results: The findings show that there are three main mechanisms involved in the behavioral immune system. This system includes the emotional, cognitive, and behavioral mechanisms. Therefore the results showed that the behavioral immune system has a broader meaning than the pathogen avoidance system. Conclusion: Research on physiological correlations with emotional experiences shows that disgust is evoked in response to pathogen-related stimuli and is associated with unique patterns of autonomic nervous system and neural activity. However little is known about the functional connections between anatomical structures, neurochemical processes, and various cognitive and behavioral phenomena that are the manifestations of the behavioral immune system, and more studies are needed in this area.

Although EFL learners pass different courses in writing at university and are expected to be able to express their thoughts in various forms of writing, their texts suffer from many problems. Therefore, the current study aimed to identify the type of problems that postgraduate EFL learners encounter in writing their thesis proposals. To this end, first, the problems marked by supervisors in thirty-two proposals written by TEFL and Translation Studies students were classified into two general categories: macro and micro problems. Then, these problems were classified based on Halliday and Hassan’s (1976) and Tardy’s (2009) models of academic genre. After that, a questionnaire about writing problems was administered to participants to elicit their perceptions towards writing MA proposals. The responses were then analyzed according to Dornyei’s (2003) suggestions for analyzing qualitative data. The findings revealed that discoursal and linguistic problems were among the highest frequent problems. The analysis of the questionnaires also indicated that EFL postgraduate learners hold negative attitude towards proposal writing, and considered discoursal problems as their major challenge in writing. There was consistency between their ideas and the real problems.