درخت حوزه‌های تخصصی

Hooshang Golshiri’s “My little Chapel” relates the story of a character who finds himself in possession of a toe-like protrusion from the beginning of his life, an abnormality which brings him into a never-ending conflict with his surroundings. The obsessional attachment of the narrator with his sixth-toe, however, poses significant questions regarding the nature of his symptomatic dependence on this apparently useless piece of flesh. Through a psychoanalytical reading of the story, the present article is an attempt to shed light on the psychological intricacies of this problematic relation. Drawing on the teachings of Jacques Lacan and Slavoj Zizek, it argues that the only solution to this enigma is to consider the toe as a materialization of the pure nothingness and lack which, from a psychoanalytical point of view, marks the very core of the subject in the symbolic universe and becomes the only venue for the safe flowing of jouissance. Through its inert presence, the toe embodies the Lacanian objet a as the most precious, albeit illusory, thing in the psychic life of the human beings, the removal, or the disclosure, of which could lead to irreparable consequences.

In today's educational world, the importance of academic life skills and self-regulated motivation for students, especially in the senior high school, has been noted repeatedly. Thus, the purpose of this research was to investigate the effectiveness of teaching life skills and self-regulation of motivation on the academic motivation of female students of the senior high schools. This research is a quantitative applied study adopting a quasi-experimental design, with a pre-test/post-test and a control group. The statistical population included 31180 female students of the senior of high schools in Tabriz in the academic year of 2021-2022. From this population, 90 students were selected by multi-stage cluster random sampling method and were randomly divided into three groups with 30 participants. The control group received its traditional instruction while the first and second experimental groups received educational life skills and self-regulated motivation interventions respectively for eight sessions of two hours. The instruments included the academic motivation questionnaire (Vallerand et al., 1992). For data analysis, in addition to descriptive statistics, Shapiro-Wilk test, MANOVA, regression slope homogeneity test, Box's M Test, Leven test, MANCOVA, and Bonferroni post hoc test were used. The findings showed that the educational life skills and self-regulation of motivation training programs had a positive effect on the academic motivation of female students of the senior high schools. Also, motivational self-regulation training has a higher effectiveness in the academic motivation of the participants than teaching life skills. According to the results, it is concluded that the integration of educational self-regulation motivation and academic life skills training programs in the school environment can have positive effects on students. Schools and educational centers should look for ways to incorporate these skills into their curricula, so that students can develop the skills to manage their motivation and behaviors in a supportive and interactive environment. Also, it is important that teachers and trainers receive the necessary training to be able to effectively impart these skills to students.

Purpose: Immigration always faces challenges and one of the can be investigated challenges in this field is violence towards immigrants. Therefore, the aim of this study was to analysis the lived experience of teachers' violence towards Afghan students in primary schools. Methodology: The present study in terms of purpose was applied and in terms of implementation method was descriptive from type of qualitative. The research population was of Afghan elementary school students who had experienced of violence from teachers and principals of elementary schools, which 20 students and 10 principals were selected as samples through purposive sampling method. The research tool was a semi-structured and in-depth interview based on researcher-made questions, and the validity of the interviews was confirmed by the triangulation method and its reliability was obtained by the agreement coefficient method between two coders at 0.79. The data of the present study were analyzed by the coding method in MAXQDA-Pro software. Findings: The findings of this study indicated that the types of teachers' violence have 17 concepts in 3 components of verbal violence (6 concepts), behavioral violence (6 concepts) and physical violence (5 concepts), the effects of teachers' violence have 22 concepts in 4 components of mental (9 concept), academic (4 concepts), physical (3 concepts) and social (6 concepts) and control strategies of teachers' violence have 19 concepts in 5 components of educational (5 concepts), employment (3 concepts), planning (5 concepts), disciplinary (3 concepts) and cultural (3 concepts). Also, the pattern of types of teachers' violence, effects of teachers' violence and control strategies of teachers' violence were designed. Conclusion: According to the results, it is recommended to the education managers to use the control strategies of teachers' violence in order to reduce the types of teachers' violence and its effects.