مطالب

The importance of the historical study of the Russian and Ottoman neighborhood policy lies in the fact that, in addition to the importance of these two countries in geographical, social, cultural, political and economic dimensions, a large number of Iran's neighboring countries were somehow under the control of these two empires before independence. In this research, the historical process of Iran's relations with these two important neighboring countries has been studied using the descriptive method and discourse analysis of Lacla and Moufe with the approach of historical institutionalism. The results show that during the lifetime of the Ottoman Empire until the disintegration of this empire, coinciding with the Safavid to Qajar governments, we witness two neighboring discourses. The discourse of the first period, the discourse of structural divergence, later with the change of political, economic and social geography and the requirements of the world system, this discourse turns into the discourse of minimal convergence. The discourse of "structural divergence" was formed on the centrality of the neighborhood policy based on the tyranny of the kingdom. The discourse signs of structural divergence included geographical dominance, expansion of religious ideology, political divergence, economic divergence, and world trade. The minimal convergence discourse is based on the centrality of the political signifier based on the court's understanding of global realities. The semantic system of this discourse is based on the main signs of acknowledging the existence of the neighboring country, the unbalanced weight of different aspects of the relations between the two countries, and the continuation of divergence alongside convergence. However, in comparison, the central sign of the discourse of the neighborhood with Russia is tsarist imprudence and court tyranny, and the main signs are passivity against Russia's expansionism, "military weakness in exercising territorial sovereignty, weakness in attracting the Iranian peoples of Central Asia and the Caucasus, and giving in to disgraceful agreements." they give. With the formation of the Soviet Union and the beginning of a new discourse, Russian expansionism in Iran in its territorial form ended and the chapter of ideological confrontations between communism and capitalism began. The discourse of Iran's neighborhood policy with the Ottomans and Russia is like two pieces of a puzzle that are both complementary and effective on each other's growth. If Iran's neighborhood policy regarding Russia and Ottomans had the same importance for Iran's ruling body, it is possible that a different historical path would have been established for the region and Iran.

Purpose: The purpose of the current research was to investigate the impact of self-development on staff creativity with the mediating role of human capital mediation in high schools.Design/methodology/approach: The study was applicable to the quantitative approach using the descriptive–correlative method. The population comprised (55888) all human resources, including Teachers, school administrations, and other support staff working in the high school of Tehran city, among whom 381 were selected using the multi-stage cluster sampling technique. Data have been collected based on "human capital," "creativity," and "self-development" questionnaire and then analyzed using the structural equation modeling approach.Findings: The study findings revealed that self-development was effective on human capital with a path coefficient of γ=0.37, and human capital impacted creativity with a path coefficient of β=0.12. Furthermore, self-development with the mediation of human capital has positively impacted creativity (β=0.27). Finally, self-development can significantly influence human resource creativity (γ=0.23).

L’objectif de cette recherche est d’analyser les caractéristiques des tâches numériques proposées dans les manuels de FLE et sa mise en place par les enseignants iraniens. Les outils de la collecte des données comprennent donc des manuels de FLE utilisés dans les instituts de langues en Iran et les entretiens avec 18 enseignants iraniens. Deux dispositifs d’analyse de données ont alors été adoptés : une grille d’analyse des tâches numériques et le logiciel MAXQDA. L’analyse des manuels montrent que les tâches numériques ont pris une place croissante dans les méthodes étudiées. Les résultats obtenus de l’analyse des entretiens révèlent que la majorité des enseignantes n’effectuent pas les tâches numériques proposées par les manuels dû à plusieurs facteurs notamment le manque de temps et d’installation numérique dans leurs instituts. Pour certaines interviewées la mise en œuvre des tâches numériques équivaut à l’utilisation des sites Internet pour proposer des exercices aux apprenants ou à l’enseignement à distance. Nous pouvons conclure des résultats que le besoin des stages de formation est ressenti de la part des enseignants pour d’abord les initier au concept de tâche et de tâche numérique et ensuite les former à la mise en place des outils numériques dans le processus d’enseignement, selon un choix raisonné compte tenu de leur contexte, en vue de créer un environnement authentique d’enseignement/apprentissage du FLE en Iran.