مطالب

INTRODUCTION: The Islamic Republic of Iran Red Crescent Society, which is one of the elements of the country’s crisis management organization, is always present at the scene from the earliest moments in the critical situations such as floods, earthquakes, fires, etc. and deals with the crisis and facilitates the situation. Given the increasing role of technology in all aspects of human life, the present study is carried out aiming to investigate the role of new technologies in crisis management in the Iranian Red Crescent Society (IRCS). METHODS: This study was applied in terms of objective and qualitative in terms of data collection. The statistical population of the study consisted of the IRCS experts 9 of whom were selected by the purposeful snowball sampling method. The data collection tool was in-depth interviews. The content analysis method was used to analyze the findings of the interview using the categorization method. RESULTS: New technologies help prevent crises by creating motivation, enhancing interaction, and informing. In addition, using technology in the crisis prevention phase leads to the increased learning, decreased costs, reduced losses, and increased awareness. The application of new technologies in the crisis prevention stage also faces challenges, including infrastructure, human resources, education and research, culture, and access challenges. CONCLUSION: New technologies have led to the creation of social networks, interaction with the international community, and providing information at any time and place, which has a vital and remarkable role in crisis prevention.

Motivation for learning a new language does not have an all-or-none impact. It is gradually ‎formed and fluctuated over time and on each timescale has varying levels of influence on a ‎person’s endeavor to learn a language. At the present time, scholars claim that throughout the ‎Second Language Development (SLD) different timescales interact with each other and this ‎interaction is nonlinear, complex and dynamic in nature (de Bot 2015). The present study ‎attempted to investigate the motivational dynamics of a group of Persian learners in longer ‎timescales composed of a number of tasks performed on shorter timescales. Ten participants were ‎interviewed at the onset, while performing tasks and at the end of the course to better picture the ‎interplay of different motivational themes over time. The findings confirmed temporal variation ‎in participants’ motivation. Although some individual specific variation was observed, the ‎average group motivation was increasingly tending toward an overall stable state. Moreover, the ‎data revealed the fact that motivational themes were not equally effective over the course and ‎during task performance. It was shown, for example, that factors influencing learners’ initial ‎motivation were less influential during the task completion. Finally, L2 motivation was found to ‎contain an interrelationship of a number of dynamic and complex factors which varied over ‎different timescales and had different motivational intensity in each specific stage. Finally, some ‎implications were driven from the findings of the study.‎