مطالب

Many scholars believe that the city is a social innovation whose size, location, and internal organization are in terms of "power"; And many changes in the structure and role-playing of the city are due to the mobility of "citizens". The shape and appearance of the city, like the country, represents the pressure from the bottom up. Therefore, urban space processes have very low effects on the whole of politics, especially political development Competitiveness is one of the important issues that has been emphasized in urban literature in recent years and in this regard, different perspectives on the determinants of competitiveness have been presented. As a geographical phenomenon, the city has an effective role in power games and constitutes the most important spatial level of stress, action and competition in the present age. The present fundamental research with descriptive-analytical method express the fact that the necessary fields for their geopolitical study have been provided by creating a competitive environment and promoting the domestic and international competitiveness level of metropolises. Hence, an urban-scale geopolitics has made cities important actors in different geographical areas. The results of this study show that there is a relationship between the effectiveness of the roles of a place and the geographical area with its "power". That is, as the roles have more extensive and in other words the broader function, the power of geographic location increases, like global cities. Indeed, the phenomenon of the city is studied and investigated in various dimensions, with emphasis on the central elements of politics, power and competition.

The present study aimed to investigate the effect of domain-specific and domain-general precursors of mathematical training on preschoolers' number sense and estimation. This study adopted a quasi-experimental, pretest-posttest-follow-up design. The statistical population comprised all preschoolers in Kermanshah (Iran) in 2020. Using multi-stage cluster random sampling, a sample of 45 was selected and allocated to three groups (15 per group). The data were collected using the short form of the Wechsler Preschool and Primary Scale of Intelligence (WPPSI), the Number Sense Screener, and the PLUS test (number estimation). The data were analyzed using descriptive statistics and repeated-measures analysis of variance (ANOVA). The mean (SD) of IQ was 95.91 (4.21) in the working memory group and 97.78 (3.38) and 96.66 (4.03), respectively, in the number estimation and control groups. In the linear combination of number estimation variables in terms of group membership, the group x time interaction was significant on the pretest, posttest, and follow-up (p<0.01). The difference in the mean scores of the working memory, number estimation, and control groups was also significant on the variable of number sense (p<0.01). There was no significant difference in the effectiveness of the two training methods on the posttest and follow-up, and both interventions exerted the same effect on improving number sense and estimation.