مطالب

During the last decade, tourism has always had an ascending approach in appealing new audiences. One of the types of tourism, which is considered the most popular type of tourism in this century, is war tourism. In Iran, war tourism is organized in the form of war tourism camps and is based on the memories and stories of the eight years of holy defense. Preserving the memory and sacrifices of the past generation is one of Iran's cultural priorities, and war tourism camp is one of the most important related cultural events in the country, which transmits these concepts to the new generation. Students and professors are among the influential groups in the society's culture and are among the main audiences of tourism, knowing more about their attitudes and views towards the war tourism can contribute to increase the productivity of this event and the satisfaction of tourists. In this regard, the aim of this study is to identify and categorize the views of the academic community towards war tourism camps. The method was to use Q approach to survey experts and categorize their views. Then, with k-means clustering algorithms, students' opinions have been analyzed with a larger sample size. According to the findings of Q analysis, 3 categories of views have been identified, and according to the outputs of the clustering algorithm, 5 clusters of views have been identified, and the generalities of these cases are very similar.

It is vitally important to recognize the differences in abilities among learners and then adapt training programs to their characteristics in team design training (TDT). According to this background, the present study aims to identify and predict students' team design ability and its dimensions, content, and process, using their learning preferences (LPs) within the modes of receiving/perceiving information, viz., abstract conceptualization/concrete experience (AC/CE) and processing/internalizing it, namely, active experimentation/reflective observation (AE/RO) in Kolb's Experiential Learning Theory (KELT). In this respect, the self-and-peer assessment (S&PA) outcomes in the design teams indicate a significant correlation between the students' bipolar LPs (BLPs) and their team design ability along with its dimensions, implying that their team design ability can be well predicted from their LPs. It is thus expected that learners who prefer to exploit AC in receiving/perceiving information and AE in processing/internalizing it and those correspondingly choosing CE and AE for the same purposes will have better ability in the content and process dimensions of team design, respectively. Considering the impact of both dimensions and their effectiveness ratio on the overall team design ability, it is concluded that learners who wish to process/internalize information by AE will exhibit higher team design ability.

The neighborhood is considered as the center of thinking about the City. Neighborhoods have undergone changes in different eras based on different crises. The emergence of the Corona pandemic has caused immediate changes in the way of living and the creation of new demands in the last four years. The daily concerns caused by the pandemic have put the dwellers' physical, mental, and psychological health at risk. Therefore, the research's main goal is to rethink the concept of neighborhood health as required in the post-pandemic era. This research was developed based on the correspondence of experiences and literature of "contemporary neighborhood" and "pandemic concept." Based on theme base method, studies related to the "pandemic" were investigated to base the obtained data on the content matching of two concepts of the contemporary neighborhood and pandemic and to make it possible to realize the research goals. Based on the findings, eighteen criteria related to place, ten related to biopsychology, and seven related to biomedicine have been promoted in contemporary urban planning. The summation of the criteria related to the contemporary neighborhood also confirms eighteen criteria. Examining the content of the basis of livability criteria in the pandemic era and the contemporary neighborhood shows that these two phenomena (chronological) not only do not have a fundamental conflict with each other in content, but the content coherence between the criteria is evident.

This study investigates the effect of strategy training on EFL learners’ attitudes regarding the concept and applicability of critical thinking in an educational context. To achieve this goal,80 EFL learners were selected using convenience sampling and homogenized based on the Oxford Placement Test.They completed a questionnaire adapted from Stupple et al.(2017) to assess their attitudes toward critical thinking,which served as the pre-test. Subsequently,the participants were divided into experimental and control groups.The experimental group underwent strategy training over10 sessions,during which various strategies were explained, and participants practiced using them to solve problems and exchange feedback.Additionally,they discussed the applicability and challenges associated with critical thinking in an educational context.The control group received mainstream instruction.After the treatment,both groups completed the same critical thinking questionnaire as the posttest.Furthermore,qualitative interviews were conducted with participants from the experimental group to gain an in-depth understanding. The data analysis revealed significant changes in the attitudes of the experimental group.Overall,this study follows a quasi-experimental explanatory sequential mixed-method design “In nature,the data analysis showed that,in general,the attitudes of the experimental group had changed significantly in the post-test compared to the control group.However,there was no significant difference in the attitude of the experimental and control groups regarding the applicability of strategy training for improving critical thinking and their ability to deploy critical thinking effectively.The results of the interviews and the comment section showed that teachers’ theoretical knowledge and willingness,EFL learners’ preparedness, and educational factors play important roles in the successful implementation of strategy training for developing critical thinking among EFL learners.”