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One of the issues that mos t cities across the world are faced with is natural disas ters. Natural hazards and their devas tating effects remain on the ground, especially in recent years, the countries have been about to reduce the damage caused to it to plan and manage their events. Adminis trative units could have an important role as one of the elements before, during, and after the crisis. In this s tudy, connective s tatus and building accessibility in the offices of region 5 in Isfahan were s tudied, including Telecommunication Organizations, Fire S tations, Electricity Companies, municipalities, Education Minis try, and Gas Companies. Heretofore, there was no study of the connective s tatus and accessibility of the office buildings in Esfahan. This research is a descriptive and analytical survey. The required information was evaluated and weighed by six indices, including the questionnaire, field collecting method, and A.H.P. measures. The results indicated that among administrative centers in terms of the degree of connectivity and accessibility, adminis trative codes 6 and 17, with weights of 0.03% and 0.031% were the mos t accessible, and adminis trative codes 14, 8, 9, 10, and 11 with weights of 0.07%, 0.067% were the mos t inaccessible.

Interlanguage pragmatic learning strategies (IPLS) as particularly tailored language learning strategies for acquiring L2 pragmatic knowledge have been recently paid paramount attention in the pragmatics literature. These strategies are, therefore, related to some other social variables which are central to pragmatic development such as L2 social identity. Because of the importance of the IPLS and the rarity of research about the relationship between IPLS and with L2 social identity as a highly pragmatic-oriented variable, the current study tried to investigate the contribution of various forms of IPLS to L2 social identity among a randomly selected sample of 125 upper-intermediate to advanced EFL learners at a state university in Iran. During the two-phased data collection procedure, first, the participants filled out Locastro’s (2001) L2 social identity questionnaire, and then Malmir and Tajeddin’s (2015) IPLS inventory in two subsequent sessions. Data analysis using multiple regression revealed that all types of IPLS were significant contributors to L2 social identity except for the memory IPLS. Among the other five types of IPLS, social IPLS was a significant and strong contributor to L2 social identity. Affective and compensatory IPLS were significant moderate contributors to L2 social identity; however, metacognitive and cognitive interlanguage pragmatic learning strategies were weak albeit significant predictors of Iranian EFL learners’ social identity in English as an L2. The results of this study imply that L2 teachers can enhance social identity among the learners by fostering the knowledge of various forms of IPLS.