مطالب

Financial sanctions have many economic consequences for the oil exporting economies. The sanctioned economy adopts economic policies to deal with it. This paper examines the relationship between financial sanctions, oil revenues and monetary and fiscal policies in Iran and explicates how financial sanctions have affected Iran's access to oil revenues. It also examines the role of fiscal and monetary policies in financial stability and resilience in Iran's economy. To this end, we employed a DSGE model with the new Keynesian approach. The results indicate that the interest rate, consumption, imports and inflation have a positive reaction to the oil revenue shock resulting from financial sanctions. However, the production, export, private sector investment and oil sales indicate a negative reaction to the oil revenues’ shock. Regarding the monetary policy shock, the reaction of production and consumption to the shock is positive. However, the reaction of oil sales and interest rate to this shock is negative. In terms of financial policy shock, production, consumption, investment and export indicated a positive reaction to this shock. However, the interest rate, imports and oil sales indicated a negative reaction to the fiscal policy shock. Monetary and fiscal policy shocks increase the effect of financial sanctions for a short period, while monetary policy shock has reduced the effect of financial sanctions for three periods. Therefore, monetary policy has been more effective than fiscal policy in reducing the effect of financial sanctions.

This study examined how Iranian intermediate EFL learners' writing complexity, accuracy, and fluency were affected by collaborative online writing using Wikis. The language proficiency of 75 EFL learners was gauged based on their performance on the Oxford Quick Placement Test (OQPT). They were intermediate male and female EFL learners studying English at three language institutes in Shahrekord, Iran. The participants were then split into two groups at random: a Wiki group (WG), and a control group (CG). Afterwards, learners in the control and experimental group were given a cause-and-effect prompt as a pre-test, and their writing complexity, accuracy, and fluency were assessed using CAF measures. Following the pre-test, the participants in the experimental group began a six-week training period in the collaborative environment of Wiki. The same instructional materials and procedures were presented to the control group, but in a non-collaborative, face-to-face setting. Similar to the writing pre-test, a writing post-test was given to both groups at the end of the intervention, and the writings were graded. In comparison to the conventional methodology, the results obtained revealed that the instructional method via Wiki was advantageous and effective in enhancing writing skills. This result is consistent with theories supporting the use of technology-based approaches in EFL writing settings. The main outcome of this research is that the ease and viability of teaching and learning writing are significantly and meaningfully influenced by giving learners control over their learning through Wiki.

Teachers who possess an achievement value orientation may concentrate on establishing ambitious objectives for themselves, as well as creating opportunities for pupils to showcase their abilities and attain success. This can increase student motivation and ultimately improving job performance. While previous teachers' reflective studies in the field of English as a foreign language (EFL) have examined a wide range of variables, certain variables such as EFL teachers' achievement value orientation and job performance related to reflective teaching have remained under-researched. To this end, this study examined the EFL teachers' achievement value orientation factor identified as having a contributive role in EFL teachers' reflective teaching regarding the mediating role of job performance. The study sample consisted of 237 Iranian EFL teachers aged between 25 and 60. Based on the results of structural equation modeling (SEM), EFL teachers' achievement value orientation directly and significantly influences counterproductive work behavior (CWB) dimension of their job performance as well as metacognitive and affective dimensions of their reflective teaching. It was also shown that task performance (TP) has a direct effect on cognitive, contextual performance (CP) on cognitive and critical, and CWB on the metacognitive dimension of reflective teaching. The results also indicated that the CWB dimension of job performance mediates the impact of EFL Teachers’ achievement value orientation on metacognitive dimension of their reflective teaching. Teacher training programs should emphasize the importance of developing an achievement value orientation in teachers and reflective teaching should be promoted as a key component of teachers' professional development.

The city of Mashhad gradually took shape and expanded after the martyrdom of Imam Reza, around his mausoleum. Throughout history, defensive walls with towers were built in three different periods to ensure the security of citizens and pilgrims around this city. Historical reports and dedicatory Qurans testify to the existence of the existence of defensive walls around the city of Mashhad from the fourth century, which is considered the first defensive wall constructed for the city of Mashhad. the second defensive wall for this city was constructed by Faramarz ibn Ali in 515 AH. The last defensive wall for the city was built by Shah Tahmaseb Safavi to ensure that the city remained safe from Uzbek attacks forever. This defensive wall remained around the city of Mashhad until the first Pahlavi dynasty. During the first Pahlavi dynasty, the improvement of urban security in Mashhad reduced the effectiveness of the city's towers and defensive walls, leading to the expansion of the city beyond the defensive walls. The lack of maintenance for the defensive wall, along with leveling and destroying it to create new roads and expand the city, destroyed the defensive wall of Mashhad.

Today, internal controls have grown so dramatically that we see its progress towards internal consulting in the company's risk management operations. The current research was carried out with the aim of designing a causal model to eliminate the weak points of implementing internal controls in educational institutions according to the Fuzzy Dimtel method. This research is of mixed type (qualitative-quantitative) in terms of nature and content. Information of this research is related to 15 experts in educational institutions (Azad University, higher education, non-profit institutions), which constitute the statistical sample. This research is descriptive in terms of data collection and analysis, practical in terms of purpose, and documentary in terms of method. In order to collect data, the tool of paired comparison questionnaire is used. The results of this research showed that the four main factors of risk components, operational risk, independence of the board of directors, and institutional ownership have an effect on the weak implementation of internal controls. Also, Dimtel's method showed that the factor of independence of the board of directors with an average influence of 18.740, the factor of institutional ownership with an average impact of 9.497 and the factor of risk components with an average impact of 8.742, are among the influential factors. On the other hand, operational risk factor with an influenced average of 14.975 is an influenced factor.