درخت حوزه‌های تخصصی

This analysis identifies the problem of the media saturation of people’s lives as a reason for developing programs teaching media literacy. It argues that the basic or foundational disciplines found in cultural studies, such as applied semiotics, psychoanalytic theory, sociological theory, and Marxist analysis, are the proper way to teach media criticism and media literacy (See Berger, A.A., Media Analysis Techniques, 6th edition, 2019). The methods by themselves are not adequate, which means that teaching media literacy also involves providing exercises and learning games that show students how to apply the theories they learn to their analyses of media texts (See Berger, A.A., Games and Activities for Media, Communication, and Cultural Studies Students,2004). Finally, it is suggested that media literacy should be taught at all educational levels. 

This study investigates problematic smartphone attachment under conditions of short-term smartphone separation. Two experimental studies with randomized group allocation were designed to investigate effects of smartphone separation on anxiety and inhibitory control. Problematic smartphone use pathways were explored using a self-report measure. In the first experiment (N= 85) smartphone addicted participants showed an increase in state anxiety after 20 min of separation from their smartphones compared to a control group of non-addicted participants. There was no evidence for impaired inhibitory control based on a period of smartphone separation. In the second experiment the methodology was slightly varied, and the participants (N= 95) were provided with a task during a smartphone separation of 15 min. This led to a reduction of state anxiety for problematic attached participants but did not result in a change for unproblematic attached participants. Problematic attached participants showed a larger disturbance in inhibitory control undergoing a separation period than unproblematic attached participants. Moreover, the results provide supplementary evidence for the existence of specific problematic smartphone attachment pathways and further variables.

Purpose: Considering the role and importance of knowledge and its transfer in education, the purpose of this research was to investigating the inefficiency causes of education in the field of knowledge transfer. Methodology: This study in terms of purpose was from type of applied and in terms of implementation method was from type of qualitative. The research population was education specialists, principals, teachers, parents and high school students of Iran in the 2019-20 academic years. The sample size was considered 20 people which from each of the five group number of 4 people were selected as a sample by available sampling method. The research tool was a semi-structured interview whose validity was confirmed by the triangulation method and its reliability was obtained by the agreement coefficient method between the two coders 0.87. Data were analyzed by open, axial and selective coding method in MAXQDA software. Findings: The results showed that the inefficiency causes of educational institution in the field of knowledge transfer had 184 open codes or indicator, 16 axial codes or component and 7 selected codes or categorical. The category of objective had two components of human education and training, the category of teacher had four components of material and spiritual rights, selection, moral commitment and professional commitment, the category of student had two components of motivation and learning, the category of curriculum had two components of content and curriculum and settings, categories of educational methods had two components of teaching methods and teaching aids equipment, the category of educational environment had two components of educational space and secondary education space and the student's psychological category had two components of family and social status. Finally, based on them a pattern of inefficiency causes of education in the field of knowledge transfer was designed. Conclusion: According to the identified indicators, components and categories for the inefficiency causes of education in the field of knowledge transfer, planning is necessary to reduce the inefficiency of the mentioned institution in the field of knowledge transfer.