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Статья посвящена анализу направлений в изучении литературного творчества Д.И. Фонвизина, сложившихся в российском и зарубежном литературоведении более чем за два века признания комедиографа ключевой фигурой в русской литературе XVIII в. Поставлена проблема целостности фонвизинского наследия в школьной и вузовской интерпретации; сделаны выводы о значении такого подхода для установления системных связей фонвизинских комедий с другими сохранившимися произведениями писателя, а также историко-литературным контекстом екатерининского времени. В центре доклада – проблема ценностных ориентиров творчества Д.И. Фонвизина. Впервые она была поднята в «Послании к слугам моим…» (нач. 1760–х гг.) и впоследствии развертывалась как в драматургии, так и в прозе, и публицистике писателя. Художественная философия Фонвизина развивается от осмысления духовного кризиса современников к открытию ценностей, на которые может опираться в построении своей личности человек: национальное самосознание, образование и воспитание, дом и семья, что в конечном итоге означает возможность внутренней независимости, обретение которой русским дворянством стало главной культурной задачей екатерининского времени.

Purpose: The purpose of this research is to design a model and accreditation of the organizational health. Methodology: The research method was applied in terms of purpose and qualitative in terms of data type. The statistical population of the study consisted of the university experts and senior managers of Tehran municipality. Ten people were selected using purposeful sampling method and saturation principle as the sample. The interview with the experts indicated that the interview was valid, Reliability method between two encoders was used to calculate the reliability. Findings: The results indicated that the interview was valid and reliable. Content analysis was used to analyze the research data. The results of the research showed that the organizational health pattern in the municipality included the bonus components, flexibility, job commitment, successor planning, trust, effective relationships, comprehensive leadership, work-life balance, environment perspective, teamwork, specific system, developing the skills and competencies, clear vision and job success. Conclusion: With the regard to the mechanisms, facilitators and barriers ahead, a general model was presented for the organizational health.

Purpose: Investigating the cultural content of EFL textbooks is significant in critical discourse studies. The effect of cultural values on EFL learners’ social identity has been less investigated in the Iranian context. This study aimed at identifying type of cultural values embedded in New Interchange and Passages textbooks in terms of being global, local or glocal and the impact of these textbooks’ cultural values on Iranian EFL learners’ social identity. Methodology: 90 upper-intermediate EFL learners at 2 private language institutes and high schools in the city of Gilanegharb were selected among a population of 120 EFL learners based on taking an Oxford Placement Test (OPT). They were randomly divided into an experimental group (45 learners) and a control group (45 learners). The experimental group received global cultural teaching through exposure to private institute textbooks’ cultural values while the control group was taught through local cultural values embedded in the local textbooks. A Student Identity Questionnaire (SIQ) was used as both pre-test and posttest. Data were analyzed through Independent Sample T-tests using SPSS 21 software. Findings: The results indicated that the most frequent textbook cultural values were social power through the U.S. superiority, social relation through friendship and party, and accomplishments through success. Further analysis showed that the textbook cultural values had a significant impact on social identity scores of Iranian EFL learners showing stronger agreement with global cultural values promoted in the imported textbooks. Discussion: Results had implications for EFL teachers, learners, policy makers and material developers.

The purpose of this study was to investigate the causal relationship between professional Development and organizational maturity with educational productivity of educators (case study of Bushehr Province). In terms of the applied purpose, this research is descriptive in terms of descriptive strategy and in terms of the method of data collection it is a field survey that is carried out. The instrument for measuring this research was a researcher-made questionnaire for organizational maturity (13 items), a researcher-made questionnaire designed for educational productivity of teachers (34 items), and a researcher-made questionnaire developed by professional teachers of teachers (15 items) that were set in the 5-value Likert scale . From the viewpoint of the professors of counsel and counsel, as well as 11 experts, for confirmation of face validity and content of the questionnaires and confirmatory factor analysis, the validity of the questionnaire structure was used and the reliability of the questionnaire was carried out on 30 members of the community of research and calculation Cronbach's alpha coefficient was 0.81, 0.88 and 0.79 for organizational maturity, professional growth and teacher productivity. The statistical population consisted of all the educators of Bushehr province (N = 511) and the sample size of the study was determined using Morgan table 213 people. Sampling method was cluster random sampling. To analyze the data, at the level of descriptive statistics, frequency and frequency, mean and standard deviation of the frequency table, and the level of inferential statistics, confirmatory factor analysis for verifying the validity of the research questionnaire structure, to determine the normal distribution of variables from the Smirnov colomograph test and, finally, to test the assumptions The final model of the research was drawn from Pearson correlation tests, multiple regression and structural equation modeling using SPSS version 23 and AMOS software. The results of the study showed that between professional growth and educational productivity (r = 0.725) and its components, between organizational maturity and educational productivity (r = 0.431) and its components, and between professional growth and organizational maturity (602 / 0 = r) There is a positive and significant correlation between the education teachers of Bushehr province (Sig = 0.001). Also, educational productivity changes with the use of professional growth components (F = 170 = 879) and organizational maturity components (F = 18.627), as well as organizational maturity changes using professional growth components (24.624) = F) Predictability. The results showed that professional development has a significant positive effect on educational productivity (t = 4/131) and organizational maturity (t = 3/614/3) and organizational maturity on educational productivity (t = 3/38 = 38) in Bushehr province. (Sig = 0/001) and the developed models for these variables had a good fit.

The purpose of the study was to examine how teacher motivational practice might influence Iranian EFL Learners’ Request and Refusal Speech Acts Production. To this end, five instruments were used to provide appropriate responses to research questions: (a) Quick Placement Test (b) the Motivational Orientation of Language Teaching classroom observation scheme, (c) the Post-Lesson Teacher Evaluation scale, (d) student motivational state questionnaire and (e) Discourse Completion Task administered to 300 male students from 12 classes (upper intermediate senior high schools of 6 districts in Isfahan, Iran. The research indicates that, there is statistically significant difference between the students in high motivation index teachers’ (HMIT) classes and low motivation teachers’ (LMIT) classes with respect to their request speech act posttest scores. There was also a statistically significant difference between the students in HMIT and LMIT classes concerning their refusal speech act posttest scores. So it seems a must for the EFL curriculum developers at Iranian ministry of education and training to think about remedies for improving motivation among their EFL teachers for persuading their students to provide more practical and real opportunities to use English in a class and so on.

Involvement Load Hypothesis (ILH) and Technique Feature Analysis (TFA) are two frameworks which operationalize depth of processing of a vocabulary learning task. However, there is dearth of research comparing the predictive power of the ILH and the TFA across second language (L2) vocabulary learning tasks. The present study, therefore, aimed to examine this issue across four vocabulary learning tasks (i.e., reading with glosses, keyword techniques, word card, and reading and finding the words in text) ranked differently by the ILH and the TFA. To this end, 80 English as a foreign language (EFL) learners were randomly assigned to one of four tasks of learning 16 target words. The results of one-way ANOVA, LSD Post hoc tests, and multiple regression analyses showed that the TFA had a better explanatory power than the ILH in predicting vocabulary learning gains. The findings highlight the TFA as a more powerful framework.

On 14 July 2015, the Joint Comprehensive Plan of Action (JCPOA) was finalized, marking the end of long-term negotiations between the Ministry of Foreign Affairs of both Iran and the E3/EU+3. Only six days later, the United Nations Security Council askedall participants of JCPOA to fully implement the deal. It also adopted Resolution 2231 and terminated all previous resolutions. However, despite all absolute commitments of the participants of JCPOA and contrary to theU.N. Security Council resolution, the U.S. overlooked the deal starting from the implementation day. Eventually,the current U.S. President, Donald Trump, announced on Tuesday, May 8, 2018, that he will withdraw the United States from the Iran nuclear deal. Nevertheless, according to international law, JCPOA is not considered a bilateral agreement and so does not provide grounds for any participants to alter their position asthey wish. Rather, it is a multilateral political comprehension endorsed by the UNSC and has a binding nature deriving from Resolution 2231. This resolution reiterates full and holistic implementation of JCPOA and prohibits any violation regardingthe deal. The main question of the present paperis about the legal nature of the JCPOA. The approach of the UNSC towards JCPOA and the responsibilities of the participants and other U.N. member states toward JCPOA are other questions thatare worth considering from an international perspective.