درخت حوزه‌های تخصصی

According to event-causal modest libertarian accounts of free action, the sort of control an agent requires to perform free actions consists in the action’s being nondeviantly and indeterministically caused by apt reasons of the agent. It has been argued that these modest views succumb to a problem of luck because they imply that, given exactly the same past up to the time of action, and the same laws of nature, at this time the agent could have performed a different action, or no action at all. Hence, it appears that whatever the agent does at this time as a result of indeterministic deliberation is a matter of freedom- or responsibility-undermining luck. In this paper, I argue that neither Robert Kane’s variant of modest libertarianism, which combines a form of non-traditional agent causation with indeterministic event causation, nor John Lemos’ weightings variant, in which agents perform intentional acts of assigning weights to their reasons, circumvents the luck objection.  

Purpose: Considering the role of teachers' motivation in improving the teaching, educating and learning processes, the present study was conducted with the aim of providing a suitable model to promoting teachers' motivation for the education process. Methodology: The present study in terms of purpose was applied and in terms of implementation method was mixed (qualitative and quantitative). The research population in the qualitative part was the academic experts of Tehran city in 2020 year, which number of 15 people of them were selected as a sample according to the principle of theoretical saturation and by purposive sampling method. The research population in the quantitative part was the high school teachers of Tehran city in 2020 year, which number of 316 people of them were selected as a sample according to the Cochran's formula and by simple random sampling method. The research tool in the qualitative part was semi-structured interview and in the quantitative part was researcher-made questionnaire, which the validity and reliability of them were confirmed. The data in the qualitative part were analyzed by coding method based on grounded theory in MAXQDA software and data in the quantitative part were analyzed by exploratory factor analysis and structural equation modeling in SPSS and LISREL software. Findings: The results of the qualitative part showed that the central category included promoting teachers' motivation for the education process, causal factors included work environment, cultural and social context, teaching level, individual characteristics and demographic factors, intervention factors included psychological-attitudinal factors, individual-motivational factors, facility-welfare factors, managerial and structural factors and negation of work, contextual factors included financial rewards, school physical facilities and job enrichment and job development, strategies included planning to improve quality and academic level, behavior, attitude and policy educational of managers, teacher empowerment and encouragement active teacher and outcomes included trustworthy, academic competence, good social relations and understanding of circumstances and duties. Also, the results of the quantitative part showed that the factor load of all components was appropriate and work environment, cultural and social context, teaching level, individual characteristics and demographic factors on causal factors, psychological-attitudinal factors, individual-motivational factors, facility-welfare factors, managerial and structural factors and negation of work on intervention factors, financial rewards, school physical facilities and job enrichment and job development on contextual factors, planning to improve quality and academic level, behavior, attitude and policy educational of managers, teacher empowerment and encouragement active teacher and on strategies and trustworthy, academic competence, good social relations and understanding of circumstances and duties on outcomes had a significant effect on outcomes (P<0.05). Conclusion: According to the results of the present study, to promoting teachers' motivation for the education process can be action through the identified components in the present study.

Purpose: the aim of the present study was to investigate the dimensions and quality of teaching-learning interactions by elementary teachers during the Covid-19 pandemic. Methodology: this was a qualitative study carried out using a phenomenological approach. The study population included all elementary school teachers in Abhar City (Iran). From this population, 12 individuals were selected as participants in the study using purposive sampling (chain sampling) who were engaged in online teaching from the onset of the Covid-19 pandemic. Data collection instrument included semi-structured or in-depth interviews performed in the Google meet interactive platform. The interviews continued until reaching data saturation. Data analysis was also carried out using thematic analysis and theme network formation. Validity was also assessed using peer review and member checking and reliability was assessed by text coding of three interviews by anonymous people outside the research. Findings: the results reflect the dimensions and quality of teaching/learning interactions by elementary teachers during the Covid-19 pandemic in the form of 226 basic themes, 21 organizing themes and 4 global themes. Conclusion: the results showed that elementary teachers had relatively acceptable interactions with themselves, students and parents during this process. However, there were no acceptable interactions between teachers and their colleagues.

Like other economic markets, housing market is comprised of supply and demand dimensions and equality of supply and demand makes the housing market balanced. The aim of this paper is to investigate the characteristics of housing market of Tehran city and some deficiencies of this market with fundamental – applied methodology. The variable studied here is the saleable residential unit with minimum 50m2 area which is obtained after statistical evaluations of housing price for many years and estimation of the loans and deposit of families in different income levels. Results reveal that problems of housing market can be attributed to lack of appropriate planning in housing building and supply (in quantity, area and geographic location), decreasing purchasing power of people various income levels as a result of misfit of increase in income and price of housing, low demand of families and finally, limited income groups for purchasing appropriate housing.

This study examines how The Maximus Poems by Charles Olson and The Opening of the Field by Robert Duncan build on Fredric Jameson’s critique of pastiche, offering a more immediate and engaged model of postmodern writing. Drawing on Jameson’s reading of Lacan—particularly his use of schizophrenia as a way to describe the breakdown of the signifying chain in late capitalism—the research explores how both poets confront the fragmentation of language and its absorption into commodified culture. Olson’s projective verse emphasizes presence and locality, while Duncan’s layered syntax and mythic references resist fixed interpretation and invite open-ended exploration. The study uses close reading and theoretical interpretation to show how both poets turn poetic form into a site of resistance, where language—though fractured— still carries meaning and shapes how we see the world. In Jameson’s terms, these works function as “symbolic texts,” where personal expression and social contradiction intersect. Rather than mirror postmodern disorientation, the poems open up a space for a different kind of awareness—one that moves through the tension between imagination and structure, and points toward the hope and possibility woven into poetic form.