مطالب

Employees' work behavior patterns are associated with their psychological status, especially in the face of work stressors. Among employees with healthy and unhealthy work behavior patterns, the present study aimed to compare psychological disorders and their symptoms in an industrial organization in Mashhad. Through convenience sampling, 144 employees were selected and responded to demographic information questionnaires, work-related behavior and experience patterns questionnaire (AVEM), and Symptom Checklist-90 (SCL-90). Data analysis was performed using a one-way analysis of variance in SPSS software version 26. The findings indicated that psychological symptoms and disorders were significantly higher in employees with unhealthy work behavior patterns, especially the burnout pattern, than in employees with healthy work behavior patterns. The findings highlight the importance of focusing on the mental health of employees who adopt unhealthy work behavior patterns in the face of occupational stressors. In line with existing research evidence, psychological intervention programs that include training in adopting healthy work behavior patterns and enhancing mental health impact employees' well-being and demand further research. Developing and implementing prevention policies and mental health programs in the workplace in favor of employees' well-being is associated with increased organizational productivity and community welfare.

The aim of this research was to model the structural equations of students' sense of responsibility and formative assessment by teachers, with the mediating role of self-regulated learning strategies among students. The research method was applied in terms of purpose, descriptive-correlational in terms of data collection, and quantitative in nature. The statistical population included all students in the Zanjanrud region for the academic year 2023-2024, totaling 258 individuals. For sampling, a proportional stratified method was used, and based on the Krejcie and Morgan (1970) table, 152 individuals (139 female students and 119 male students) were randomly selected for this study. The research tool consisted of three types of questionnaires: the formative assessment questionnaire by Yusefi Afrashteh and colleagues (2014), the sense of responsibility questionnaire by Kordloo (2008), and the self-regulated learning strategies questionnaire by Pintrich and De Groot (1990). For data analysis, the Kaiser-Meyer-Olkin test, Bartlett's test of sphericity, and structural equation modeling were employed. The findings of the study indicated that self-regulated learning strategies play a mediating role between teachers' formative assessment and students' sense of responsibility. Therefore, it can be concluded that self-regulated learning strategies act as a mediator in the relationship between formative assessment and students' sense of responsibility, and that formative assessment, through continuous feedback, helps to enhance their sense of responsibility and improve their learning strategies. Accordingly, it is recommended that educational programs and interventions be designed based on formative assessment to strengthen self-regulated learning strategies and sense of responsibility among students.

With a comparative textual approach, the present study tries to show how the previous termini technici and concepts have been redefined in Manichaeism, which was able to create celestial angels from certain earthly apostles, prophets, and sages, and why the function of any of the Manichaean figures is not equivalent to the function of their counterparts in other religions. After describing and determining the nature and function of the famous Semitic prophets Jacob and Seth, and the Buddhist sage Arahant, this study tries to find a satisfactory answer to why the Manichaeans considered these originally pre-Manichaean characters as angels. For the first time, the present survey paves the way for the hypothesis and logical speculation that syṭ ʻSeth the angelʼ is the angelic form of šytyl ʻSeth the prophet/ apostleʼ and ʾhryndws ʻArhant the angelʼ is the angelic form of (ʾ)rhnd/t ʻArhant the sageʼ and ultimately proves that the Manichaeans used each of these in two different contexts to refer to the two concepts ʻmessenger, prophet, sageʼ and ʻangelʼ simultaneously, which are two sides of the same coin.

From a philosophical standpoint, the fourth Islamic century (tenth-eleventh Christian centuries) stands out as the most remarkable and brilliant period among the centuries of the Islamic calendar. It exemplifies the essence of Islamic civilization, characterized by freedom, tolerance, morality, humanism, and rationality. During this period, Iran and Iraq were governed by the Sunni Abbasid Caliphate and Shiite Persian Buyid Emirate. One characteristic of this significant period, reminiscent of the Renaissance (centuries before the European Renaissance), is its cultural pluralism and religious tolerance. A notable example that epitomizes this remarkable tolerance can be found in the philosophical circles of Iran and Iraq during the tenth century. These circles brought together thinkers from diverse nations and religions. At times, the role of the master and moderator was assumed by Muslim figures like al-Sijistani (d. 1001 AD), while in other instances, Christian philosophers such as Yahya (Yuhanna/John) ibn ʿAdi (893-974 AD) took on the responsibility of moderating these intellectual gatherings. Yahya ibn ʿAdi had two groups of disciples: one comprised of Muslims, including al-Sijistani and Ibn Miskawayh, and the other consisting of Christians such as Ibn Samh, Nazif al-Rumi, and ʿIsa ibn Zurʿa. This study employs the method of intellectual historiography as applied to that age, specifically al-Tawhidi to explore the characteristics of intellectual exchange and the relationship between Muslim and Christian scholars.

This study aims to explore teachers' narratives on implementing AI-based learning tools for students with severe disabilities. The objective is to understand the challenges faced, the impacts on students, and the experiences of teachers using these technologies in special education settings. A qualitative research design was employed, using semi-structured interviews to gather data from 16 certified special education teachers with experience in using AI-based learning tools. Participants were selected through purposive sampling to ensure a diverse range of perspectives. Interviews were transcribed and subjected to thematic analysis to identify key themes and patterns in the data. Three main themes emerged from the analysis: implementation challenges, the impact on students, and teacher experiences. Teachers reported significant technical difficulties, inadequate training, and limited administrative support as major challenges. Despite these issues, AI tools had a positive impact on student engagement, motivation, learning outcomes, social interaction, and behavioral changes. Teachers experienced a range of emotions, from initial skepticism to eventual acceptance, and highlighted the importance of peer support and professional growth. The study underscores the transformative potential of AI in special education, while also identifying critical areas that need attention for successful implementation. The integration of AI-based learning tools in special education offers significant benefits for students with severe disabilities, including enhanced engagement, improved learning outcomes, and better social interactions. However, successful implementation requires addressing technical issues, providing comprehensive training, securing administrative support, and fostering a culture of feedback and reflection. Future research should focus on long-term impacts, comparative effectiveness of different AI tools, and the development of effective training programs. Educational institutions must prioritize these areas to maximize the positive impact of AI technologies in special education.

The Russia-Ukraine war has ignited a complex geopolitical landscape with far-reaching implications. Global trade disruptions, economic strain, and heightened geopolitical tensions are only few of the consequences. This crisis serves as a microcosm of broader power struggles, influenced by historical, regional, and resource-based factors. Iran, although geographically distant from the conflict, is deeply intertwined in this complex web due to overlapping geopolitical interests. Ukraine's strategic position as a grain exporter, coupled with the broader context of NATO expansion and Russia's regional dominance, have placed Iran in a pivotal position. A central question emerges: What type of geopolitical pattern does Iran exhibit in response to the Ukraine crisis? Is it interactive, confrontational, dominance-seeking, influence-oriented, or competitive? To answer this, we will examine Iran's behavior across the various dimensions of geopolitics: geoeconomics, geoculture, geostrategy, and politics. By understanding Iran's approach, we can better assess potential opportunities and risks stemming from this crisis. Grounded theory approach was used for qualitative analysis, focusing on patterns and themes. MaxQDA software was used to analyze data and extract key concepts. Authors conclude that Iran-Ukraine geopolitical relations pattern are confrontational in all three dimensions: geostrategy, geoculture, and geoeconomics.