مطالب

The present study aimed to investigate the effectiveness of the Delis–Kaplan Executive Function System (D–KEFS) and Dawson–Guare program on neuropsychological functions in students with dyslexia. This was a quasi-experimental study with a pretest-posttest design, a control group, and a follow-up period. The statistical population included all boy and girl third-graders in Tehran within the 2018–2019 academic year. Based on the inclusion criteria, convenience sampling was employed to select 45 dyslexic students from all the boy and girl third-graders with dyslexia. The Raven IQ Test for Children (1983) and the Reading and Dyslexia Test (2016) was conducted for screening, and the Conners’ Continuous Performance Test (2004) was utilized for assessment before and after interventions. The first experimental group received 17 sessions based on the D–KEFS, whereas the second experimental group received 17 sessions in the Dawson–Guare Program. The ANCOVA was then used in SPSS-24 for data analysis. The mean of the post-test and follow-up scores of neuropsychological functions in the D–KEFS and Dawson–Guare Program groups significantly decreased compared to the control group (p<0.01). Moreover, the D–KEFS intervention improved neuropsychological functions further than the Dawson–Guare Program (p<0.05). Based on the findings, it can be concluded that there is a high correlation between enhancing executive skills in dyslexic children and improving their neuropsychological functions. It is possible to enhance neuropsychological functions, which underlie the reading skill, in dyslexic children through interventions that target a wide variety of executive functions.

In order to better understand the relationship between problem solving and empathy, this study looked into the mediating roles of working memory and attentional control. The descriptive-correlation research design was used for this study. All of the students in Zahedan city who were enrolled in classes made up the statistical population of the study With roughly 40,000 students. 500 Zahedan City students were chosen as participants in this study using the cluster sampling method. The problem-solving questionnaire by Hepner and Petersen(1982), the attentional control scale(2013), the empathy questionnaire by Jolliffe and Farrington(2006), and the working memory questionnaire(2012) were all used to gather data. The data were analyzed using SPSS and Amos software using descriptive and inferential statistical methods like Pearson correlation and structural equation modeling. The direct approach to problem solving is detrimental and requires attention (-0.518). Additionally, the non-significant direct relationship between working memory and cognitive emotional empathy (-0.060). There is a negative and significant direct path of attention to cognitive emotional empathy (0.219). The direct correlation between cognitive emotional empathy and problem solving is negative and significant (-0.463). the indirect effect of problem solving on empathy with the mediation of attentional control is favorable and significant (P < 0.01). In general, the findings of the research indicate that paying attention to the role of mediating factors in the relationship between problem solving and empathy is of particular importance, and considering the indirect effects of problem solving on empathy, interventions can be designed to promote empathy.

Purpose: The present study aimed to design, implement and evaluate a learning situation to achieve the goals of economic education in the third grade of elementary school.  Methodology: This research is applied in terms of purpose and is a quasi-experimental research in terms of method. The research design of this study is a pre-test/post-test design with a control group. The sample of this study were 50 third grade female students of Dr. Hesabi School in District 20 of Rey city who were divided into control and experimental groups. In order to collect data, a researcher-made checklist was used. The validity of the questionnaire was content-face validity and was confirmed by educational planning experts. The reliability of the questionnaire was calculated based on Cronbach's alpha value and was more than 70% and was confirmed. For data analysis, mean and standard deviation indices as well as Kolmogorov–Smirnov test, covariance and SPSS software version 20 were used. Findings: Findings showed that there is a significant difference between students' perceptions of the concepts of economic education in the experimental group and the control group in the pre-test and post-test stages and the designed learning situation has been able to influence third grade students' understanding of the economic concepts of benefit, cost, and consumption. The results show that the average benefit variable in the experimental group post-test was 4.80, the average cost variable in the experimental group post-test was 5.20 and the average consumption variable in the post-test of the experimental group was 9.64.  Conclusion: According to the results, it can be said that the learning situation designed to convey the concept of consumption has been more successful than the other two concepts. This is rooted in the lack of sufficient economic resources appropriate to the student's age group (especially the issue of benefit).

The present study was conducted with the aim of designing a model of professional competencies of vocational school principals with an open innovation approach and its validation. Qualitative research is a classic foundation data type. Participants include 20 experts and the director of the conservatory, purposefully sampled and interviewed in a semi-structured manner. The data are encoded using MAXQDAv2020 software, and the researcher has used the Strauss and Corbin acceptance indicators, the technique of visit by members and the self-review approach for validation of the research model. The findings show that the model of professional competencies of the directors of technical and vocational schools with open innovation approach includes 9 main competencies and 20 sub-competencies as follow: social competencies (cultural competence, social responsibility); Cognitive competencies (self-confidence and self-assurance, perfectionism and professional development); Specialized competencies (technical, scientific and functional competencies); Knowledge competencies (general level knowledge, basic level knowledge and professional level knowledge competencies); Attitudinal competencies (systemic thinking and problem solving strategy competencies); Personality competencies (self-awareness and independence, positivity and realism); Communication and networking (competence to establish external and internal communications); Developmental competencies (advocacy for IT, transformation and change management); Strategic and leadership competencies (goal-oriented and planning competencies). The listed methods for validating the model show that it has the necessary validity. The findings of this study provide implications for training and improving the directors of vocational schools in accordance with the identified professional competencies.

Soren Kierkegaard, as one of the leading anti-philosophers of the school of existentialism, employs an ironic and groundbreaking approach to find fault with rationalism, abstract thinking, heteronomy, ethics and pluralism developed from the ideas of thinkers such as Kant and Hegel. Instead of valuing society, government, and conventional ethical and moral norms, he supports de-familiarization, creativity, autonomy, activity, individuality, and singularity. Kierkegaard argues that there are three stages on life’s way or three spheres of existence on the path to self-realization. He believes that the highest realm of human life is the religious sphere in which Abraham, as a believer in the realm of faith, decides to sacrifice his son Isaac to God with the aim of saving his agency, individuality and singularity from the clutches of moral, governmental and public systems. Kierkegaard argues that the leap of faith is making a decision in the very moment of madness, and considers it as a kind of gambling and risk-taking. He believes that faith is a belief in the impossibility, irrationality and paradoxicality. In this sense of faith, on the one hand, Abraham is willing to obey God’s command regarding the sacrifice of Isaac, and on the other hand, he believes in his heart that Isaac will be returned to him in this material world by God’s command. The present paper, accordingly, examines the following hypothesis: Although Kierkegaard is against the official government policy based on sovereignty and pluralism, his leap of faith, which implies standing on the boundaries and suspending the moral and the general, can lead to the emergence of a political event and, consequently, the birth of an active and autonomous subject.