درخت حوزه‌های تخصصی

Отношения между Россией и Персией имеют длительную историю, но проблема взаимного осмысления и восприятия иной культуры еще мало изучена. Особенный интерес в этом отношении представляют документальные свидетельства об общественно-политических и культурных контактах между Россией и Персией. Важным источником являются записки, письма, путевые журналы русских путешественников, посещавших Персию в XVIII – XIX вв. Интересным документом, передающим непосредственное впечатление от встречи с «чудным» и «фантастическим» Востоком, являются записки князя Алексея Дмитриевича Салтыкова «Путешествие в Персию». Книга была написана во время путешествия автора в Персию в 1838-1839 гг. и издана в 1849 г. Особенно ценны в этих и подобных записках «живые подробности» авторской рефлексии от встреч и путевых наблюдений. Эти натурные детали и личные впечатления легли в основу ориентального текста русской литературы.

L’œuvre romanesque d’Olivier Adam en général et Les Lisières en particulier reflètent les crises, écarts, conflits, et rancœurs de la société contemporaine française. Par l’intermédiaire de maintes descriptions spatiales et d’innombrables personnages dont il nous relate la vie privée et le parcours professionnel, le romancier s’évertue à traiter l’instauration du système qui a entraîné de telles conséquences de même que les mécanismes qui ont favorisé sa durabilité. Au cours de ce travail, par le biais de la sociologie bourdieusienne et ayant recours aux termes propres au sociologue français tels que « l’espace social », « l’habitus », « la champ » et « la domination », on étudie la façon dont le jeune auteur a analysé la hiérarchie sociale en  concrétisant le concept de « l’espace social » à l’aide des figures qui représentent de multiples « positions sociales ». On démontre également les stratégies de « domination » qui ont été retracées par le romancier en premier lieu dans les champs limités et à une plus grande échelle par l’État. Enfin, la théorie de « la distinction », si méticuleusement concrétée par le romancier, est traitée pour montrer les obsessions d’un écrivain qui se veut engagé au XXI e siècle.

The purpose of the study was to investigate the effect of mediation on the development of a novice teacher and in turn the effect of transformation of the teacher on the behaviors and emotions of the learners using Vygotskian sociocultural view of learning. For this purpose, a novice teacher teaching the general English course at an Iranian university was selected. To develop an understanding of the instructional setting and to diagnose her weaknesses and strengths, she was observed by a teacher educator during the first five sessions. Different instruments and tools like the teacher and students’ narratives, stimulated recall of voice-recorded actual teaching, and observation were also used during the study to trace the teacher’s cognitive and emotional development. As most of her practices displayed over-reliance on translation and deductive teaching of grammar, and her oral narration showed instances of cognitive/emotional dissonance, strategic mediations, both implicit and explicit, based on her needs were offered after the fifth session in a face-to-face interaction to help her develop gradually. Analysis of the results showed the gradual development of her and the positive attitudes and active engagement of the learners during she was being mediated. Implications of the findings are presented and discussed.

Purpose: The purpose of this study was to present a model of educational citizenship behavior among teachers. Methodology: The present study was applied in terms of purpose, in terms of data collection, Induction and exploration in terms of qualitative method with the data base method. The statistical population of this study consisted of all first grade High School teachers in the academic year of 2018-19 who were selected by snowball method. In this study, we interviewed 42 teachers and teachers from the northern provinces of the country who were interviewed from seventeen onwards, repeatedly on the received information, and after the twenty-four interviews, the data were completely duplicated and theoretically saturated, but to be sure of the interview. 42 continued. In-depth interviews started with questions about "Teacher Citizenship Behavior among Teachers" and the rest of the questions were based on the answers of the interviewee. In this study, systematic method (open coding, axial coding and selective coding) was used for data analysis. Findings: Data analysis based on content analysis and Grounded Theory method using data base theory showed that educational citizenship behavior in teachers was related to five components: economic needs, organizational justice, teacher organizational characteristics, education strategic plans, respect So we can base on these five factors. Developed a model of educational citizenship behavior in teachers. Conclusion: Teachers need mutual respect for power and social base. Teachers who have this need seek education, learning and teaching, and tend to have the learning environment under their control.

Aim: The purpose of this study was to investigate the effectiveness of life skills training on personal-social adjustment and psychological capital of high school students in Tehran during 1397. Methodology: The method used in this study was applied in terms of purpose and in terms of data collection, a quasi-experimental design with pretest-posttest design with control group and random sampling. The statistical population consisted of all female secondary school students in 1397. Using random sampling, 30 students in both experimental and control groups (15 subjects) and control (15 subjects) were considered as the sample size. The experimental group received 8 life skills training sessions, and the control group did not receive any treatment. In order to collect information, two questionnaires, personal-social adjustment (California, 1953) and McGee's Psychological Capital questionnaires (2011) were used. In order to determine the reliability of the questionnaire, Cronbach's alpha coefficient was used and the coefficient for each questionnaire was higher than 0.7. Content validity was also used to assess the validity of the questionnaire, which was approved by the relevant experts. Data analysis was performed using SPSS software in two sections: descriptive and inferential (covariance analysis). Findings: Findings showed that life skills training increased personal and social compatibility of students. Based on the results of the findings, life skills training increased the psychological capital and its components in students(P> .0 / 01). Conclusion: Therefore, it seems that life skills training can enhance students' adaptation and provide effective techniques for increasing psychological capital.

Purpose: Today, countries around the world have come to realize that a wide range of skills, thinking skills and basic skills are needed to prepare students for an unpredictable future. To achieve this, learners must expand their awareness of themselves as thinkers and learners, practice strategies for effective thinking, and develop the thinking skills they need throughout their lives, because thinking and thinking are at the beginning of any Production and construction in the human world. The new education is trying to provide children with the necessary curriculum preparation through the various curricula. Teaching philosophy to children is one of the ways that has been considered in recent years for thinking and reasoning. Methodology: The purpose of this study was fundamental and in terms of data collection, it was a descriptive survey and it was a qualitative research in terms of content analysis and foundation data method. All elementary school students in the city of Sari were the community of research experts who had at least one elementary school teacher. Semi-structured interviews were conducted with 12 people using snowball sampling. Findings: The results of the content analysis and dimensional data analysis method showed that teaching philosophy included teaching how to think, teaching to ask, how to ask. Emphasis on the rightness of thought, on right thinking, on the transfer of philosophical thoughts to learners. Conclusion: Involving children in teaching philosophy has both cognitive effects and increased self-esteem, self-efficacy, social intelligence, emotional intelligence and perhaps transferable skills. It is effective in reducing anxiety, enhancing positive behaviors in the classroom, promoting positive self-concept, cultivating emotional adjustment, and reducing irrational thinking

Purpose: The purpose of the present study was to determine the effectiveness of life skills training on coping strategies and psychological capital of adolescents. Methodology: The research design was quasi-experimental with pretest-posttest design with the control group. The statistical population of this study consisted of all female high school students in the 4th District of Tehran in the academic year of 1396-97. According to Cohen's table, the sample size was 30 people. The initial random sampling method was used, but the participants in the control and experimental groups were randomly assigned and 15 individuals in the experimental group and 15 in the control group were replaced. The measuring tools included Lazarus's Coping Strategies Scale (1985) and Lutz's Psychological Capital Scale (2007), which subjects completed before and after the life skills training program. Analysis of variance (ANOVA) was performed using Spss21 software at a significant level of 0.05. Findings: The results showed that life skills training (14.3%) played a role in explaining the problem-focused coping strategy, but it was not effective in the emotion-focused coping strategy (P = 0.824). Life was 19.7% in explaining self-efficacy, 23.2% in explaining hope, and 17.1% in explaining the resilience of the experimental group. But the experiment group was not optimistic (P = 0.904). Conclusion: Based on the findings, it can be concluded that life skills training has been effective in coping strategies and psychological capital of adolescents.