درخت حوزه‌های تخصصی

This paper adopted the Eco-feminism approach to explore Shell Shaker, solely filled with Native American settings and issues. So, both nature and the woman of the Native American context were the focus of the study. The researcher showed how the Native American women can be representative of the nature of their ancestral lands and identify with it. The main argument that the researcher intended to study was parallel roles of both women and natural land for Native American. To this purpose, theories and notions of several thinkers were exploited. The researcher found different scenes in the novel that show both aspects of nature which include the mentioned concepts. On ‘maternity’, the researcher depicted how nature is considered a source of giving life and existence to the world like women. On 'otherness', the researcher found how nature is marginalized and ignored just like women. In other words, it is shown nature, like women, is ‘other' and secondary in the society. It was shown how nature and culture are related. Besides, it was proved that there is a close relationship between women and nature that one can delve further into. This paper adopted the Eco-feminism approach to explore Shell Shaker, solely filled with Native American settings and issues. So, both nature and the woman of the Native American context were the focus of the study. The researcher showed how the Native American women can be representative of the nature of their ancestral lands and identify with it. The main argument that the researcher intended to study was parallel roles of both women and natural land for Native American. To this purpose, theories and notions of several thinkers were exploited.

The present research was conducted with the aim of measuring the effectiveness of face to face and virtual in-service training of elementary school teachers in Birjand city based on the Kirkpatrick model and comparing them. The current research method is a quasi-experimental pre-test-post-test type. The statistical population of this research includes all primary school teachers of Birjand city who have participated in in-service and virtual courses in the academic year 2023-2024. Using available sampling, 45 teachers participating in face-to-face courses and 45 teachers participating in virtual courses were selected. In the first level, i.e. reaction, participants' opinions were collected in two stages (the beginning of the courses and the end of the courses). The tool used at this level was a researcher-made questionnaire. The second level, i.e. learning, was conducted using a researcher-made test of 19 questions and was performed as a pre-test and post-test. In the third level, i.e. behavior, data was collected 5 months after the end of the courses using the teachers' self-evaluation form and the teachers' evaluation form by their managers. The results of the inter-subject effects test to compare the reaction level components in the post-test stage and the f value obtained for all components are significant at the alpha level of 0.05. The F value obtained in the results of covariance analysis for comparing learning scores in the post-test stage is 26.563. The value of the t statistic and the value of the significance level for comparing the scores of the behavior level show that there is no difference in the variance between the two groups of face-to-face and virtual education The findings of the research show that face-to-face and virtual in-service courses are effective in the levels of reaction, learning and behavior, and there is a significant difference between the effectiveness of face-to-face and virtual courses; So that the obtained averages show that face-to-face training can have a significant effect compared to virtual training in these three levels.

The present research paper is a metacognition of children's religious upbringing based on Avicenna's thoughts on education and upbringing. The qualitative research method of descriptive-analytical type is employed to address the author's main concerns. Religious upbringing in Avicenna's thoughts and writings represents teaching religious concepts and beliefs resulting into intellectual persuasion, true acceptance, and inner commitment. Religious upbringing has comprehensive principles that Avicenna took into consideration. From perspective, these principles include human purposefulness, monotheism, and the strategic principle of moderation. Following the goals and principles, religious upbringing is taken into account as it affects education. Heredity, marriage, and nutrition some of the areas that can affect an individual's upbringing. Avicenna's educational thought indicates that it is important that religious upbringing has content stemming from Tawhid (monotheism), Akhirah (resurrection), prophecy, and imamate. Avicenna believes that religious upbringing requires stages and that success in individuals' upbringing cannot be achieved without going through different stages. The upbringing stages in this regard include upbringing at home and upbringing in school. In a summary of Avicenna's thoughts, one can come to realize that in Avicenna's educational thoughts, a child needs religious upbringing, but in order to educate children, it is necessary to pay attention to various principles, components, and stages in which moderation is considered in the process and the educator should not go beyond moderation in the upbringing process.