درخت حوزه‌های تخصصی

Purpose: The aim of this study was to provide a model for social responsibility in education staff. Methodology: The present study was mixed in terms of implementation method (qualitative-quantitative) and applied in terms of research purpose. In the qualitative part of the research, the participants were 29 experts in the field of social sciences and management who were selected by purposive sampling. The research tool was semi-structured interviews and the data were analyzed at three levels of open, axial and selective coding. Professors' critique was used for data validity and agreement coefficient between coders was used for reliability (CVR = 0.86). In the quantitative part, the statistical population was the administrative staff of different departments of Khuzestan province (1350 people) that based on Krejcie and Morgan table, 384 of them was selected as a sample size by simple random sampling method. The research instrument was a researcher-made questionnaire based on qualitative findings and the reliability of the instrument was obtained by Cronbach's alpha test (0.84). Data analysis was performed using Spss19 and Amos24 software which included descriptive and inferential statistics (structural equations). Findings: From the perspective of experts in ethical, economic, legal, strategic responsibility, transparency of presentation and accountability as the main components of social responsibility and the factors affecting it, including staff training, compliance with ethical charters, providing cheap services, organizational standards, financial and extra-financial support, facilitation Needs were commitment and attention to the growth of staff creativity and innovation. Among the components of social responsibility, accountability with coefficient of path (0.85), ethical component with (0.84) and legal component with (0.81) were more important, respectively. Staff training with path coefficient (0.67), commitment (0.63) and observance of social and moral values ​​(0.59) were the most important factors on social responsibility. Conclusion: Important elements of social responsibility are transparency, accountability, and greater commitment to ethical and legal norms, which improve employees’ social responsibility by empowering and strengthening social values.

Purpose: The aim of this study was to compare the effectiveness of Fernald’s multisensory training and computer game training on dyslexia in primary school students with learning disabilities in Ahvaz. Methodology: This study was applied in terms of purpose and in an experimental framework (pre-test-post-test design with control group). The statistical population in the present study consisted of all elementary students with learning disabilities in the first and second grade of elementary learning centers in Ahvaz in 2019. The sample consisted of 45 students with learning disabilities in the first and second grade of elementary school. The research instrument included Wexler (1945) dyslexia questionnaire. Data were analyzed using repeated measures analysis of variance and multivariate covariance of Manqua and ANCOA. Findings: The results of data analysis showed that Fernald’s multisensory training reduced dyslexia in elementary students with learning disabilities in the experimental group (1) compared to the control group and training in the use of computer games reduced the dyslexia in elementary students with learning disabilities in the experimental group (2). In comparison with the control group, it was found that there is a difference between the effectiveness of Fernald’ multisensory training and computer game training on dyslexia of elementary students with learning disabilities and Fernald’s multisensory training compared to computer game training in elementary students with dyslexia. Learning disabilities were more effective. Conclusion: As a result, it can be said that Fernald’s multisensory training methods and computer game training reduce the dyslexia of elementary students with learning disabilities and Fernald’s multisensory training is a more effective method to reduce the dyslexia anger of elementary students with learning disabilities