مطالب

 Indus trial heritage includes remnants of an indus trial period with his torical, technological, social, architectural, or scientific value and is therefore worthy of protection. The adaptability of indus trial heritage is one of the conservation approaches that will lead to sus tainability while preserving heritage and preserving social and cultural values. Accordingly, the purpose of this s tudy is to provide a comprehensive model in the field of indus trial heritage adaptability with the perspective that covers as much as possible the components affecting adaptability and empowers s takeholders in this field to answer the ques tions. This research is of a mixed type, which is done in two qualitative and quantitative phases and two s tages of model presentation due to comparative s tudies and model validation. The components of the proposed research model were identified through a comparative s tudy of 5 successful examples in the field of indus trial heritage adaptability to the landscape. In order to validate, the final model was presented to 180 experts, and the model's validity was confirmed using s tructural equations in the confirmatory factor analysis phase. The results showed that nine economic, his torical, physical, social, cultural, infras tructural, technological, environmental, and policy factors affect the adaptability of indus trial heritage to the landscape. This research presents an improved model that can be useful in adapting the indus trial heritage to the landscape in the country.

Scaffolding research has been widely investigated involving parent-child within the first language (L1) context without considering the cognitive issues and Intelligence Quotients (IQ) aspects as crucial precursors of the scaffolding process. This case study aims to find emergent themes and theorize potential scaffolding theory from the interaction of two-second language (L2) Autism Spectrum Disorder (ASD) children and normal parents with minimum English exposure, cognitive disorders, and different IQ levels on the mobile story-sharing application. Participant observations and in-depth interviews on scaffolding using story-sharing activities among children, parents, and researchers were conducted every week for six months. Thematic analysis was implemented inductively and interpreted by two experts to find the emerging variation of scaffolding theories. The results showed that ASD learners' scaffolding process involved more complex stages than the previous studies. The complexities of scaffolding involved repetitive recall, translating, imitating, cooperating, target and crises. ASD learners could write a simple phrase and short sentence after exhaustive efforts. Since ASD learners’ previous vocabulary mastery was excluded, it is worth pursuing further researchers to examine learners’ vocabulary and story writing development using the same application.