درخت حوزه‌های تخصصی

Purpose: The purpose of this study is to analyze and explain the foundational foundations of the Iranian national curriculum, with emphasis on the concept of morality and the presentation of the "conceptual-moral model" of the program. Methodology: The ethical model elaborated in this paper is a model of evaluation and development of national curriculum, which is applied by the method of analytical-document research in the context of conceptual deduction of the main and semantic foundations of "ethics" based on the analysis of the cognitive value of the national curriculum based on school standards Islamic Realism is formed. Findings: What is conceived as a logical criterion in the model implies that the "concept of morality" in the image of man, the world, and God, in terms of the values involved in the construction of a national curriculum. This "ethical-educational approach" is based on: - the need to emphasize ethical commitment at school, this should be done in teacher education and in school, and this is a topic that needs to be further explored. - Emphasizing the continued practice of the Qur'anic ethics for Children, adolescents, young people and adults on the path to human dignity. Discussion: The need to emphasize the reality of "interpreting ethical values from different perspectives" and the system of common national values. - The need to promote spiritual and moral development in school and society. - Establishment for value Putting on the value and truth of man, the world and God

Different communities have been involved with the dangers of drugs from long ago, and the variety of the drugs is increasing day by day; especially when the drugs became industrial, and new drug called “psychedelic drug” was created with the various effects on the individuals’ mind and will. Hence, different legal systems deal with different types of crimes related to these drugs with different approaches. The criminal policy governing drug crimes primarily focuses on the government's responses, both criminal and non- criminal, but the role of organs and NGOs is significant in the field of prevention and treatment of non-drug responses. The relative decimation of addiction, the participation of NGOs in the treatment of drug addicts and the drug rehabilitation, the perpetrator of industrial psychotropic drugs, and the reduction of the confiscation of the perpetrator’s entire property to the property derived from crime, cooperation with the other countries in the prosecution of drug crimes, the guarantee for the implementation of the cancellation of the passport for perpetrators and the intensification of the punishment of the heads and perpetrators of drug crimes from the cases of the 2010 Amendment of the Counter Narcotics Law, have the influenced of the general anti-narcotics policies adopted in 2006, as well as international documents. Contrary to Iran pathology approach, it is possible to use social and non-repressive punishments for some minor drug crimes in the UK's legal system.

Purpose: The school is one of the most important social and academic institutions and the most important element of education, which is established and administered in accordance with the goals approved by the academic curriculum and the standards and guidelines of the Ministry of Education. Therefore, the purpose of this study was to compare the degree of academic procrastination and the students’ academic Engagement. Methodology: The research was descriptive in terms of purpose, and applied in terms of methodology. The statistical population consisted of all female students of the sixth grade of rural and urban elementary schools of Bojnourd City; 1164 sixth-grade girls in urban schools and 669 girls in rural elementary schools, according to a report prepared by the Ministry of Education of Bojnourd in the academic year 2017-2018. The stratified sampling method was used to determine the sample size. A sample of 320 urban students and 268 rural students were selected based on Cochran formula at the error level 5%. The instruments for data collection were Solomon & Roth Blum Academic Procrastination Questionnaire (1984), and Academic Engagement Questionnaire of Frederic et al. (2004), which had formal and content validity, and reliability was obtained 0.84 and 0.87, respectively, according to Cronbach's alpha coefficient. Data were analyzed by SPSS-21 software using t-test at the significance level of 0.05. Findings: The results showed that there was a significant difference between the academic procrastination scores of rural and urban students (p <0.05). The mean of urban students' procrastination was greater than that of rural students. There was also a difference between academic Engagement of rural and urban students (p <0.05). Conclusion: About 47 percent of rural students and about 53 percent of urban students had academic procrastination. Also, about 57% of rural students and about 63% of urban students had a high degree of academic Engagement.