درخت حوزه‌های تخصصی

Extensive studies on Iranian architecture have been conducted since the late Qajar period. However, many aspects remain unexplored. One of the main challenges in this field is the lack of a systematic approach to architectural analysis. Most previous research has been descriptive, focusing on the physical characteristics of buildings. Yet architecture goes beyond its physical elements; it consists of complex structures that require theoretical and conceptual analysis. As a tool for understanding architecture, the theory allows for a deeper examination of structures, meanings, and cultural transformations. Since the 1960s, linguistics has emerged as a significant architectural theory paradigm due to the renewed focus on meaning in architecture. Language and architecture are manifestations of culture—while language reflects culture, it also organizes other cultural domains. The structural similarities between language and architecture have led architects and theorists to adopt linguistic theories for "understanding architecture" and finding "design solutions." This article approaches architecture as a language and, inspired by how linguists study language through various approaches, proposes methodologies for the "understanding of architecture." It draws on Ferdinand de Saussure's classification, particularly the synchronic approach, which analyzes language at a specific moment. The scope of this research is centered on the applications of the synchronic approach in understanding Iranian architecture. Through a comparative study of linguistic and architectural methodologies, the article demonstrates how synchronic linguistic concepts and methods can be applied to analyze Iranian architecture's structures, meanings, and spatial systems, contributing to developing a theoretical model for its study.

Since the beginning of human settlement, the most important factor in facing various natural and un-natural disasters and facilitating development in a society has been solidarity and unity. However, this can only be achieved through the performance of rulers and the formation of governments. As different societies have formed and various cultures have emerged, and as humanity has progressed toward evolution and excellence, the model of this consensus has also undergone changes. With the establishment of governments, based on the decisions of societies in their modern form, multiple fac-tors have played fundamental roles in shaping this unity, while progressive human thought undoubt-edly influencing this process. However, what prompts further reflection on this issue is how this co-hesion emerges when needed and how its fragmentation being prevented under a governance struc-ture. It is evident that a national governance structure plays a significant role in shaping different pol-icy approaches. Due to the influence of various ideas on the formation of governments and the relent-less efforts of scholars and thinkers to develop a suitable and superior governance model, the concept of "good governance" has gained attention in recent decades. Good governance, when properly aligned with a structure that suits a society’s prevailing conditions, can play a crucial role and evolve over time. Principles such as participation, accountability, transparency, the rule of law, etc., are among the fundamental aspects of governance. Each of these principles can be extensively analyzed, but in this discussion, the focus is on the formation of public consensus or, more appropriately, "so-cial convergence" within a desirable "governance structure." Undoubtedly, this structure plays a key role as a fundamental prerequisite for comprehensive and effective implementation of governance thought in fostering social convergence across various sectors of society and government.

Objective: The present study aimed to examine the effectiveness of Choice Theory-based parenting education on distress tolerance, family cohesion, and maternal parenting self-efficacy in mothers of children exhibiting oppositional defiant behaviors. Method: This quasi-experimental study employed a pre-test, post-test, follow-up, and control group design. The sample population included all mothers of children aged 7-12 years with oppositional defiant behaviors covered by the Imam Khomeini Relief Committee in Sari during the 2021-2022 academic year. Using purposive non-random sampling based on scores from the Distress Tolerance Scale (Simons & Gaher, 2005), the Family Cohesion Scale (Shakeri, 2003), and the Parenting Self-Efficacy Questionnaire (Dumka, 1996) at pre-test, 30 eligible mothers were selected. These mothers were then randomly assigned into two groups of 15 each (experimental and control groups). Data were analyzed using repeated measures ANOVA with the assistance of SPSS version 27 software. Findings: Results indicated that Choice Theory-based parenting education significantly improves distress tolerance, family cohesion, and maternal parenting self-efficacy in mothers of children with oppositional defiant behaviors. Conclusions: Given these results, the use of this educational approach is recommended to enhance distress tolerance, family cohesion, and maternal parenting self-efficacy in mothers of children with oppositional defiant behaviors.

Objective: This study aims to analyze and compare the representation of social harms threatening the family institution in Iranian cinema during the 1990s and 2000s. The primary objective is to explore the evolution of these representations across two decades, reflecting broader social and cultural changes in Iranian society. Methods: The research utilizes a quantitative content analysis method to systematically examine a sample of 40 Iranian films—20 from the 1990s and 20 from the 2000s. These films were selected to represent a broad cross-section of Iranian cinema. Data were collected using a structured coding sheet, focusing on the depiction of various social harms, including norm violation, lawbreaking, migration, unemployment, divorce, infidelity, delinquency, and more. The analysis was conducted using SPSS software to identify trends and shifts in the portrayal of these issues over time. Findings: The findings indicate a significant shift in the representation of social harms in Iranian cinema from the 1990s to the 2000s. In the 1990s, the most prominently depicted social harms were norm violation, lawbreaking, migration, and unemployment. By the 2000s, the focus shifted to divorce, infidelity, and delinquency, reflecting changing social dynamics and concerns in Iranian society. The study also found that while certain issues, such as violence and prostitution, remained relevant across both decades, their representation in cinema evolved, reflecting broader societal changes. Conclusion: This study demonstrates that Iranian cinema serves as a crucial medium for reflecting and critiquing social issues, with the portrayal of social harms evolving in response to changing societal concerns. The findings highlight the dynamic relationship between cinema and society in Iran, with films playing a vital role in both mirroring and influencing public discourse on social issues.

Learner autonomy as both an individual as well as a social concept is considered to be a vital element in language learning. Moreover, enhancing learner autonomy has been a main concern among language learning scholars. Because of this primacy, this study in two phases, first sought to examine the desirability and feasibility of learner autonomy from teachers' perspective, and then sought to study the effectiveness of training on enhancing teachers' autonomy-supportive behaviors. Seventy-two Iranian EFL teachers' views were collected via an autonomy questionnaire developed by Borg and Al-Busaidi (2012). The results indicated that the teachers conceived autonomy to be more desirable than feasible. They considered autonomy as an ideal optional rather than an accessible purpose. Furthermore, classroom observations indicated that training in workshops that were based on self-determination theory (SDT) enhanced teachers' autonomy-supportive behaviors. Trained teachers outperformed untrained teachers in almost all criteria in the ASBI checklist. The study has implications for EFL teachers and teacher educators. The contribution SDT can have on autonomy enhancement indicates its significance and potential to be accentuated in instructional programs as well as pre-service and in-service training sessions.