مطالب

One of the most important issues in the world economy is the concept of energy security and the study of its various dimensions in different countries. It is of great importance for Russia as one of the largest oil and gas producing countries in Northern Asia and the world. This study seeks to measure various aspects of energy security in Russia using the factor analysis model. The results show a high degree of interdependence between the two variables of economic growth and energy intensity in Russia. The results of the EFA also show that the two factors, including the general factor and the investment science factor, can explain about 85% of the variance of the observed variables. Moreover, the results of the Russian invasion of Ukraine and its impact on energy security demonstrate the need to separate the short-term effects of the conflict on energy security from the long-term effects. Russia suffers from the problem of energy stickiness due to its economic and political structure and will lag behind the West in the medium- and long-term renewable energy replacement program.

Purpose: The purpose of this study was to design an internal positioning model of state-owned banking services and accreditation. Method: The present study was applied and exploratory. The statistical population of the qualitative stage were the managers of the branches of agricultural, national and housing banks of Khorasan Razavi province and university professors in the field of management who were selected as the sample size by theoretical saturation method. According to Morgan's table, 284 people were selected by simple random sampling as the sample size. For data collection in the qualitative part of the interview and in the quantitative part of the researcher-made questionnaire was used. In order to analyze the data in the qualitative part, the theory of grounded theory and the method of Strauss and Corbin and Maxquda software and in the quantitative part, the technique of structural equations and PLS2 software have been used. Results: The results showed that the model presented in 6 dimensions of causal factors, contextual, intervening, pivotal, strategies and consequences has a good fit. Conclusion: Based on the research findings, they should pay attention to social and personal interactions in order to strengthen their relationships with customers.

Purpose: The aim of this research was identifying the components of the integrated curriculum of arts education from the perspective of specialists, managers and graduates. Methodology: The present study in terms of purpose was applied and in terms of implementation method was qualitative. The research population was the curriculum experts included of specialists, managers and graduates of Farhangian University in 2020 year. The research sample according to the principle of theoretical saturation was considered 28 people who after reviewing the inclusion criteria were selected by purposive sampling method. For data collection were used from take noting and semi-structured interviews methods, which its validity was confirmed by the triangulation method and its reliability was confirmed by the agreement coefficient method between the two coders (r=0.76). Finally, the data were analyzed by content analysis method with a deductive approach. Findings: The findings showed that the integrated curriculum of arts education from the perspective of all three groups of specialists, managers and graduates were included three dimensions of cognitive, skills and attitudinal and emotional competencies, which the cognitive dimension included the specialized knowledge of the integrated curriculum of arts education, general cognitive competence and general knowledge, the skills dimension included the specialized skill of the integrated curriculum of arts education and general skill and the attitudinal and emotional dimension included the attitudinal competence of the integrated curriculum of arts education and general attitudinal competence. Conclusion: According to the results of this study, curriculum specialists and planners for design an integrated curriculum of arts education needed to that considers the three dimensions of cognitive, skills and attitudinal and emotional competencies and their components

Organizational anomie (OA) is defined as the lack of law, as well as violations or weaknesses in the implementation of laws and norms in the organization, which can have detrimental effects on the performance of the organization and its members. The main focus of this study is to establish and validate an organizational anomie scale that can be employed to implement and operate this tool in field studies. The present research is applied-exploratory in terms of purpose and descriptive-survey in terms of method. To conduct this research, issues related to organizational anomie using factor analysis approach and content analysis method of scientific texts as well as from the perspective of qualified and experienced thinkers and experts and a researcher-made questionnaire on organizational anomie in COVID-19 pandemic are analyzed. it placed. Completed by experts and managers. The reliability coefficient of the test was calculated to be 0.85 using Cronbach's alpha test. Exploratory factor analysis of organizational questions revealed that the components of this questionnaire may explain more than 78.512 % of the desired variance. After one rotation of Varimax factors, the correlation between each item with each component was determined in the best situation and accordingly, twelve components were selected and extracted with the most weight: conflicting goals of the individual and organization, weakness in communication, standard selection ,ambiguity in goals, level of trustworthiness, negative attitude of employees towards themselves, feeling useless, understanding justice, weak control, common norms, organizational indifference, lack of socialization. According to the research findings, it can be concluded that organizational anomie is a multidimensional concept with many dimensions and components and cannot be studied with limited dimensions and components.

Decision-making and pedagogical reasoning constitute the foundation of teacher professional practice. This qualitative study was conducted to explore novice Iranian EFL teachers’ professional decision-making and pedagogical reasoning in the three domains of (1) planning and preparation, (2) classroom management, and (3) professional responsibilities during the three phases of pre-active, interactive, and post-active teaching. Data from two sources including scenarios and audio journals revealed five novice teachers’ decisions in each domain and their relevant reasoning. Decisions in the first domain were discovered to embody teachers’ choices about materials, teaching methods, and assessment. In the second domain, teachers’ decisions were focused on management, flexibility, and accountability. In the third domain, their decisions were aimed at professional interaction and professional development. Moreover, a new decision domain, ‘dispositions’, was discovered, which comprised novice teachers’ choice of ethical conduct, care, and accountability. This led to the introduction of a new phase of teaching, beyond-active, which greatly influenced all other decision domains and teaching phases. Additionally, novice teachers’ pedagogical reasoning was uncovered to stem from their knowledge, skills, and personality attributes. These findings suggest that knowledge about teachers’ decisions and underlying reasoning provides insights into the scope of their professional knowledge and practice.