درخت حوزه‌های تخصصی

Social media platforms like Instagram facilitate connections among individuals through the sharing of images and videos, substantially augmenting the potential for influencing their audience. An area of particular interest that has evolved in recent years, especially with the growth of the virtual space and the visual-centric content on Instagram, is the level of satisfaction individuals have with their physical appearance, particularly among women. Their contentment with their appearance is intricately linked to the idealized beauty standards championed by Instagram beauty bloggers, often inspiring them to emulate or even contrast with these models. In cases where individuals deviate from Instagram's beauty standards, their definition of beauty still reflects certain parallels with these standards. For instance, they do not necessarily consider excess weight as a criterion for beauty, much like the Instagram models, who serve as symbols of conventional beauty, rarely possess excess weight. This qualitative research studied this subject through interviews with six female university students aged 20-30 in Tehran. The study aims to explore the influence of Instagram on their self-perception, satisfaction with their physical appearance, and their notions of beauty and desirable aesthetics. The research process involved a comprehensive review of key concepts and relevant literature, followed by the analysis and comparison of the interview themes. The study's findings, derived from an in-depth examination of these themes and concepts, provide a more profound understanding of the participants' mental constructs within the virtual space, shedding light on the substantial impact of this digital environment on individual mindsets.

Purpose: The knowledge transfer in educational systems, especially higher education plays an important role in improving their educational and non-educational functions. Therefore, the purpose of this study was to present the strategic orientation model of knowledge transfer in University of Applied Sciences and Technology. Methodology: This study in terms of purpose was applied and in terms of implementation method was descriptive from type of correlation. The research population was all the managers and employees in University of Applied Sciences and Technology in Tehran city with number 450 people. The sample size based on Cochran's formula was estimated to be 207 people, who were selected by multi-stage cluster sampling method. The tool of the present study was a researcher-made questionnaire with 36 items, whose face validity was confirmed by the opinion of experts and its reliability was calculated by Cronbach's alpha method 0.95. The data after collecting with a researcher-made questionnaire were analyzed with the methods of exploratory factor analysis in SPSS and Smart PLS software. Findings: The findings of the present study showed that the strategic orientation model of knowledge transfer in University of Applied Sciences and Technology has 36 items in 6 categories including causal factors (with 6 items), central phenomenon (with 3 items), contextual factors (with 7 items), intervening factors (with 4 items), strategies (with 14 items) and consequences (with 2 items), which their factor load was higher than 0.40, their average variance extracted was higher than 0.50 and combined and Cronbach reliability was higher than 0.70. Also, the strategic orientation model of knowledge transfer in University of Applied Sciences and Technology had a good fit and the causal factors had a direct and significant effect on the central phenomenon. The central phenomenon, contextual factors and intervening factors had a direct and significant effect on the strategies and the strategies had a direct and significant effect on the consequences (P<0.001). Conclusion: The results of this study about the strategic orientation model of knowledge transfer in University of Applied Sciences and Technology can help the officials and planners of the University of Applied Sciences and Technology to improve the educational status of the university through knowledge transfer.

Purpose: The development of educational organizations plays an important role in creating a competitive advantage for organizations. Therefore, the aim of this study was to presenting the development model of educational organizations with emphasis on the entrepreneurship drivers in higher education. Methodology: This study in terms of purpose was applied and in terms of implementation method was descriptive from type of cross-sectional. The research population were included all faculty members of Golestan province universities, numbering 1023 people. The sample size was calculated based on Cochran's formula 279 people, which were selected by stratified random sampling method. The research tool was 80 question researcher-made questionnaire on the development of educational organizations with emphasis on entrepreneurial drivers, which whose content validity according to the opinion of experts was calculated as 0.74. Data were analyzed with exploratory factor analysis and structural equation modeling methods in SPSS-21 and Smart PLS-3 software. Findings: The findings showed that the development of educational organizations with emphasis on the entrepreneurial drivers had 80 items in 12 components and 5 dimensions. Dimensions were included entrepreneurial and knowledge-based education and research (with two components of entrepreneurial and knowledge-based research and entrepreneurial and knowledge-based education), structural-organizational (with four components of structure and organization, leadership management, human resources and financial resources and academic independence), technological development and growth (with one component of technological development and growth), policy making of science and technology and the governance system of the higher education system (with two components of development of entrepreneurial mission and perspective and policy making) and contextual factors (with three components of support factors, interaction and communication and cultural-social factors) which whose factor load of all was higher than 0.60, their average variance extracted was higher than 0.50 and their reliability with using Cronbach's alpha and combined methods was calculated higher than 0.70. Also, the development model of educational organizations with emphasis on the entrepreneurship drivers in higher education had a good fit. In addition, the development model of educational organizations with emphasis on the entrepreneurship drivers in higher education on each of the dimensions and each of the dimensions on its components had a direct and significant effect (P<0.001). Conclusion: The development model of educational organizations with emphasis on the entrepreneurship drivers in higher education designed in the present research can help the experts and planners of the higher education system in designing plans to improve educational organizations.

Purpose: Organizational ecology helps to managers so that can look at the organization from a different perspective and take steps towards its growth and improvement. Therefore, the current research was carried out with the aim of designing a paradigmatic model of organizational ecology management in education. Methodology: The current research was qualitative which carried out on specialist and expert professors in the field of population ecology and organization in the field of education and similar organizations in 2022 year. The research sample was 15 people, which whose number was determined according to the principle of theoretical saturation, and they were selected by purposive sampling method. The tool of the current research was a depth semi-structured interview, which its validity and reliability were confirmed, and its data were analyzed with the coding method based on grounded theory of Strauss and Corbin (2000). Findings: The findings of the present research showed that the organizational ecology management in education had 85 concepts, 36 sub components and 12 main components. In this study, the main components in the category of causal conditions were included problems related to macro policy making and abandonment and in the circle of the lack of importance of the organizational ecology discussion, in the category of intervening conditions were included weakness in completing the criteria of positive and progressive organizational indicators and managerial and institutional gaps, in the category of background conditions were included factors related to the macro system, in the category of strategies were included culture and organizational management strategies, attitudinal and discourse strategies, interactive strategies and social influence strategies and in the category of consequences were included social and cultural development, institutional and educational development and political development. Conclusion: According to the identified concepts and sub and main components for the organizational ecology management in education, organizational specialists and planners can accordingly take an effective step towards improving organizational ecology in education.

Purpose: The aim of this article was to identify and evaluate the most effective factors for enhancing the cultural awareness of male high school students in Tehran. Methodology: This study is a qualitative research. The statistical population includes 20 experts in management, who are experts in educational management, curriculum and education, primary education, and cultural management (with books or articles). The sampling method in this study was purposeful. Data were collected using semi-structured interviews using MAXQDA12 software. Findings: The results of 111 main concepts (open codes) were obtained from 23 main concepts (basic codes), in the form of an inverse model including 6 selected codes including causal factors (4 components; 23 indicators), contextual factors (5 components; 23 indicators), strategic factors (6 components; 28 indicators), intervention factors (5 components;16 indicators), key phenomena (1 component; 8 indicators), and consequences (3 components and 13 indicators) were presented. Conclusion: Attention to cultural patterns at three levels, local, national, and international, requires special measures from educational decision-makers. In addition, with the existence of different cultural spectrums in our country and the need for national convergence and unity, the importance of this type of culture in the curriculum is more evident than ever.