درخت حوزه‌های تخصصی

Purpose: The purpose of the present study was to investigate the individual entrepreneurial components of students from the perspective of university lecturers. Methodology: The present study is based on a data-base research method that was conducted through interviews with 12 experts including a combination of university professors and members of the profession including various professional disciplines using purposive sampling method. selected. Data categorization, interviews were analyzed based on the first two stages of the three-stage Strauss and Corbin system, namely open and axial coding and categorical coding. Subcategories and categories were obtained and finally They were divided into main categories that are more general and conceptual. After collecting the questionnaires, 50 raw data were identified which converted this raw data into 17 common codes and 17 common codes were presented in 9 classification concepts, then 9 concepts were classified into 4 categories. In this study, the main variables extracted from the data and their subcategories were investigated. Findings: Data content analysis resulted in the extraction of 4 main themes (subcategories) and 9 sub-themes (concepts) as follows: Creativity with sub-themes: desire for innovation and initiative and fluidity; meta-cognitive beliefs with Sub-themes: Tolerance of ambiguity and flexibility; Self-esteem with sub-themes: Self-esteem and self-assurance; Sub-themes of thinking style: General and partial thinking. Conclusion: The increasing importance of entrepreneurship education and its ability to improve economic growth and job opportunities is evident in some universities at both academic and non-academic levels.

Based on eighteen months of ethnographic fieldwork from 2004 to 2006 among a range of Iranian organizations in Washington, D.C., this article argues that the studied organizations were engaged, without being always necessarily aware of it or formulating it as such, in what we may call an “ethos transplant:” a transformation of “Iranian character” and political culture to make it more susceptible to “democracy;”a subject-making project in the Foucauldian sense.  We trace this medicalized discourse about “national traits” and “political culture” to the 19th century and review several outbursts of this approach in the Iranian and international scene thenceforth.  Bram Stoker’s 1897 novel, Dracula, is discussed at length as the epitome of this kind of approach

Purpose: Epistemological beliefs mean what people believe about the nature of knowledge and knowing that can be related to areas such as learning and theory of mind.The purpose of the present study was to investigate the growth of epistemological beliefs in 9-year-old girl children. Methodology: This was a qualitative grounded theory study. The study population consisted of elementary third grade girl students in Babolsar city in 1397. A sample of 20 students through purposeful sampling method with Theoretical saturation was selected and the epistemological beliefs of these participants were examined in two stages over a period of one year. The research tool was in-depth interviews with emphasis on "draw, write, tell" technique which was used in both stages. Coding was also used to analyze the data. The validity of the findings was evaluated by triangulation method including expert review, continuous comparison of data and different methods of data collection. Findings: The epistemological beliefs of children emerged in five dimensions, including ' Ownership ', ‘Innateness’, ' Exactness', 'simplicity' and ‘pace’. Each of these dimensions was relatively complex, and developed over a period of one year, especially in dimension of ownership. Conclusion: Based on the findings, it can be said that the development of girl children's epistemological beliefs towards more complex beliefs can occur if necessary conditions are in instructional Environments. Therefore, it is suggested that providing children with appropriate learning environments such as constructive learning environments and opportunities to reinforce the power of reasoning and argumentation.