درخت حوزه‌های تخصصی

Purpose: Today, the use of cyber social media is increasing dramatically. Therefore, the current research was conducted with the aim of factor analysis of the extreme enthusiasm of the use of cyber social media in athletes and coaches. Methodology: This study in terms of purpose was applied and in terms of implementation method was descriptive-survey. The research population was the athletes and coaches of Tehran city, which the sample size based on Cochran's formula were determined 386 people, but 400 questionnaires were distributed and these numbers were selected by cluster sampling method. The tools of the current research were included a demographic information form and a researcher-made questionnaire of extreme enthusiasm of the use of cyber social media with 24 items, and the data obtained from their implementation were analyzed with the methods of exploratory factor analysis and structural equation modeling in SPSS-22 and LISREL-8.5 software. Findings: The findings showed that the extreme enthusiasm of the use of cyber social media in athletes and coaches had 24 items in 6 components of social interaction, entertainment, internet unemployment, extreme enthusiasm, emotions and belonging in sports; So that the factor loading of all items was higher than 0.50, and the average variance extracted of all components was higher than 0.50 and the Cronbach's alpha of all components was higher than 0.70. Also, the extreme enthusiasm model of the use of cyber social media in athletes and coaches had a good fit, and in this model, the effect of entertainment, social interaction and internet unemployment on extreme enthusiasm, the effect of extreme enthusiasm on belonging in sports and emotions, and the effect of belonging in sports on emotions was meaningful (P<0.05). Conclusion: According to the results of this study, factors such as social interaction, entertainment, internet unemployment, extreme enthusiasm, emotions and belonging in sports had an effective role in the extreme enthusiasm of the use of cyber social media in athletes and coaches.

Purpose: The purpose of this article is to depict inequality cases and examine the complexity of black teachers' experiences in the British white system. For this reason, the researchers of this article applied concepts of whiteness, intersectionality, and battle fatigue to Boakye's I Heard What You Said (2022). Methodology: This is qualitative research and its nature is deductive. The theoretical framework primarily was based on Crenshaw and Bradbury's definitions of intersectionality, Kincheloe’s of whiteness, and Smith’s of battle fatigue. Loden and Rosener's diversity wheel was also used to clarify various cases of intersectionality. I Heard What You Said (2022) contains 56 experiences of a black teacher in the British white education system. The sample size includes all 56 experiences of the black teacher. Findings: Finding shows that Whiteness and the internalization of white characteristics play a significant role in defining black identities. They are inferior not only because of their different skin color but also because of numerous criteria and the differences from whites. In this educational system, all learning is also consistent with white beliefs and the norms that define them within the system. Boakye mentions that “‘white is light’ imagery and ‘white is right’ ideology” is imposed on students from the early days of attending schools which demonstrates white supremacy in the British education system. In the British educational system, not only are teachers marginalized, but also they have to make an effort in order to institutionalize white beliefs and ideas in students’ minds. The British education system ignores diversity in its curriculum, wanting to follow the concept of “sameness” in education. The narrator criticized the aim of the National Curriculum of England in the late 1860s, based on the view of Mattew Arnowl, citing some ambiguous concepts such as “essential knowledge”, “educated citizens”, “the best that has been thought and said”, and “…engender an appreciation of human creativity and achievements …” He explained the condition in Arnold's time in 1860. It highlighted that the white education system shows no changes in its aim through time. It seeks to stabilize its characteristics in the educational system in relation to ignorance of differences and white supremacy in all parts of the educational system in British. Furthermore, applying the concept of intersectionality, it becomes clear that each proof emphasizes the connection of the particular sections, which to some extent differs from others. Considering the concept of intersectionality in the context of whites being superior, makes the causes more complex. Applying the concept of battle fatigue shows that the black teachers fight against racism even if they believe they could bring insignificant changes to the British educational system. Conclusion: The research shows that black teachers' experiences of discrimination in the British education system are based not only on their skin color as black but on the connection between different dimensions of diversity and criteria in different areas of the personal, sociocultural, and organizational sphere. There is a need to revise the National Curriculum of Britain to start work on eliminating inequalities in the education document and to extend it to the whole education system.

Purpose: The purpose of this study was to provide an optimal model for the effectiveness of entrepreneurship education on graduate students in university. Methodology: This research was carried out in a mixed method. The statistical population of this research in the qualitative part included experts in the scientific community and academic experts who had executive backgrounds at decision-making levels and the quantitative part all graduates of the management faculty in the Islamic Azad University of Central Tehran branch, which were a total of 1500 graduate students. Using Cochran's equation, 305 subjects were evaluated. The subjects were randomly introduced from the statistical population and selected as the statistical sample. A researcher-made questionnaire was used for collecting data on a five-point scale containing 42 items. Its face and content validity was confirmed by 10 experts and its reliability in a preliminary test with 30 subjects for all variables studied was obtained above 0.7, which was acceptable. For data analysis, descriptive and inferential statistics of structural equation analysis in Smart PLS software and Kolmogorov-Smirnov test in SPSS software were used. Findings: The findings showed that the cultural, economic, political, social, educational and demographic factors influenced entrepreneurship education. Conclusion: Entrepreneurship education is one of the most important categories in the field of education, which serious attention to it causes the economic, educational and social development of students. Therefore, raising entrepreneurs in the country can be considered as a first step in the development of education.