درخت حوزه‌های تخصصی

International peace and security are one of the values ​​and aspirations of humanity in the world, and for all human beings, regardless of ethnicity, race, religion or nationality, enjoying a life of peace and security is a vital value. This common sense, the study of the history of human life, tells of bitter events and bloody wars that have disrupted the order of the international community and endangered peace and security. All factors have led to the implementation of any rules related to the public interest of the international community to solve this problem; International humanitarian law and human rights are part of international law that builds peace and security. They communicate internationally and exchange and coordinate with each other for the sake of international peace and security. This article will provide a comparative study of humanitarian law and human rights in the context of international peace and security and will answer the question of how human rights and humanitarian law contribute to international peace and security.  

The present study seeks to examine whether the measurement of political and social participation is effective on political trust in the elections in the province of West Azerbaijan from 2011 to 2019? It seeks to examine the hypothesis that there is a significant relationship between civic participation, forgiveness and the spirit of volunteerism, political participation and religious participation with political trust. Survey research method was used to test the hypotheses; The statistical population of this study includes all citizens of West Azerbaijan province, both men and women (urban and rural); Who are over the age of 18 and are eligible to vote by law. According to the latest information and statistics of the Management and Planning Organization of West Azerbaijan Province, there are 2,284,359 (two million two hundred and eighty-four thousand three hundred and fifty-nine) people. In this study, simple random sampling method was used and 384 samples were selected. Research questionnaires have been prepared from standard questionnaires in two parts related to dependent variable (political trust) and independent variable (social and political participation). The inferential statistics method used in this section includes tests such as: factor analysis test, Pearson correlation coefficient test, regression test, path analysis test. To analyze the data of the present study, SPSS software version 24 was used and according to the results of the research, the research hypotheses were confirmed.

In this article, the authors try to design a social capital promotion model for the branches of the Social Security Organization of Mazandaran Province during the corona outbreak. The research method is exploratory (qualitative-quantitative). The statistical population in the qualitative section was 30 university professors and executive elites in the field of management and in the quantitative section was 150 elites in the field of social security. In the qualitative part, using the snowball method of dreading theoretical saturation with 16 experts, in-depth interviews were conducted and in the quantitative part, to evaluate the model, a researcher-made questionnaire was distributed among 90 samples by relative cluster sampling method. The validity of the questionnaire was confirmed by form-content method and its reliability was confirmed by Cronbach's alpha method. Data were analyzed by exploratory and confirmatory factor analysis using SPSS and AMOS software. The corona outbreak period has 18 dimensions as follows:  causal variables (organizational transparency, competence, support and social cohesion), contextual variables (innovative designs, development and customer relationship management, organizational skills and management), intervention variables (Setting and maintaining policies to overcome constraints, optimal crisis management, efficient manpower and service delivery development), strategic variables (recognizing threats and challenges, innovative strategies, recognizing and financing), and outcome (increasing investment, Intensification of social interaction, deepening social satisfaction, comprehensive development of the organization). The results of the quantitative section showed that all the dimensions of the research model of the research were confirmed

 Despite the attention of many policymakers to the social justice issue, a question can be raised what is the relationship between educational leaders and their social responsibility in the social justice context? Therefore, the current research encompasses the participants' lived experiences of the main essences of educational leadership for social justice to put it in a meaningful context. In the present research with a qualitative approach and a descriptive phenomenology strategy, the potential participants were school principals and experts involved in the education sector of Kermanshah. Among these people, 16 samples were selected by the purposive method and invited to participate in the research. Data were collected using a semi-structured protocol focused on two main and general questions: What have you experienced about leadership for social justice? What situations have affected your experiences of leadership for social justice? The text of interviews was analyzed using the thematic network drawing method (Attride-Stirling, 2001), including three stages of basic, organizing, and inclusive themes. It finally led to a textual and structural description of the experiences and provided an understanding of the participants' common experiences. MAXqda software was used to increase reliability and data management. The results indicated that educational leadership components for the social justice of school principals included six main essences, namely leadership knowledge, professional competence, moral adequacy, cultural capacities, coping strategies, and leadership style. Paying attention to each of these components can effectively promote social justice at schools.

The present study aimed to investigate the role of digital competence in the classroom leadership of new teachers. The study was applied in terms of purpose and used a descriptive-analytical methodology. Moreover, the data were collected according to the quantitative approach. The population included all graduates of Farhangian University in Fars Province who started teaching during the academic years from 2016 to 2021. Using Cochran's formula and the available sampling method, 238 people were selected as a statistical sample from 4500 new teachers. The data were collected using the EU Standardized Digital Competence Questionnaire (as cited in Gümüş & Kukul, 2023)  and the Classroom Leadership Scale (Karabağ Köse, 2019). Using Cronbach's Alpha coefficient, the instruments' reliability was determined at 0.96 and 0.95 for the EU Standardized Digital Competence Questionnaire and the Classroom Leadership Scale, respectively. Data were analyzed using the t-test to determine the status of the research variables, Pearson's correlation coefficient for investigating simple relationships between the variables, stepwise regression analysis, and confirmatory factor analysis for determining the construct validity. The study results showed that the new teachers' digital competence was (in general) above average, and only one component (i.e., creating digital content) was evaluated at an average level. Furthermore, a significant relationship was observed between the components of digital competency and classroom leadership. Ultimately, the results of the stepwise regression indicated that new teachers' digital competence could explain around 30% of their classroom leadership