درخت حوزه‌های تخصصی

The environment of the seas is one of the global concerns, the effects and consequences of which cannot be hidden in the political, economic,and security fields of the coastal countries or all the governments of the world.This is because today most of the countries of the world benefit directly or indirectly from the benefits of the seas.Based on this, the concern of the present research is to be able to address the responsibility of the coastal states in protecting the environment of the seas by relying on the principle of participation.The question of the current research is,what are the solutions to make the coastal states responsible for the area of the marine environment?In line with this question,the findings of the present research have shown that making the coastal states responsible requires creating a balance between the economic interests of the states and environmental groups.Also,relying on scientific and research findings concerning the opinion of experts,the principles of international maritime law,and also modeling some regional treaties such as European maritime laws or restrictions imposed by the Australian government,is a suitable support for Identifying the rights and duties of coastal states. Also,the participation of the coastal states automatically and with their supervision is not a solution. This is because the coastal states have interests in marine resources, and in return, the role of non-governmental organizations, civil society, and free media should be taken into account to identify the environmental problems of the seas and also provide solutions from them citing cases of pollution, the contribution of each government and The amount of responsibility of that government is specific. In the current research, due to the critical nature of the topics, the theoretical framework of problem-solving, which originates from critical theory, was used. Also, the research method is descriptive and analytical using library tools.

Reflective practice and noticing can be regarded as two essential concerns for novice teachers’ survival and development in their first practices. Therefore, this study was an attempt to explore how reflective practices activate novice English as a Foreign Language (EFL) teachers’ noticing. To that end, we conducted an instrumental case study to explore the role of reflective practice among Iranian novice EFL teachers in activating their noticing. An inductive-deductive thematic analysis of the data collected through teachers’ portfolios and semi-structured interviews indicated that novice teachers’ noticing could be activated and sharpened through teachers’ personal, cognitive, and professional developments addressed by reflective practice. Furthermore, the findings showed that there are relationships among novice teachers’ personal, cognitive, and professional developments and the components of teacher noticing, including framing, perceptual activities and exploration, and interaction, leading to sharpening novice EFL teachers’ noticing. Hence, it can be concluded reflective practice can activate novice EFL teachers' noticing, impacting their professional development through framing, interaction, perceptual activities, and exploration. The study has implications for EFL teacher education programs, where teacher educators can help teachers develop critical reflection skills to address problems in their classrooms.

The Heideggerian theme of authenticity (Eigentlichkeit) proves crucial to the task of fundamental ontology that Heidegger pursues in Being and Time. Unfortunately, clear and textually based commentary on this notion of authenticity has been sparse. Many prominent readings of authenticity fail to stay true to its purpose in Being and Time, opting instead to render a stronger existentialist reading than is warranted. While such readings of authenticity are truly fascinating as independent conceptions worthy of philosophical attention, they cannot be properly ascribed to Heidegger or the project of Being and Time. The present essay serves as an attempt to correct this course in the scholarship, offering a textually supported account of authenticity that recognizes its role as that which makes manifest the transparency that everyday Dasein lacks—a transparency that can do away with self-concealments and assist Heidegger in his pursuit of an answer to the question of Being qua Being.