مطالب

This paper investigates the responses of Iran’s macroeconomic variables to the oil embargo against Iran. The article applies a Bayesian time-varying parameter SVAR model along the quarterly data of oil export, real exchange rate, inflation, real GDP and money supply of Iran over the period of 1991:Q2-2020:Q2. Applying time varying parameters in this study helps us to consider the economic structural changes and transition mechanism in analyzing the response of macroeconomic variables to oil embargo. The oil embargo against Iran has been intensified since 2012. To consider the effect of the oil embargo on Iranian macro variables, the model has been estimated in two different periods of time, before and after 2012. The results indicate that the escalation of the oil embargo from 2012 has caused a stagflation period and ends in a decline in real GDP and national currency depreciation. In addition, it has intensified money supply and triggers existing inflation. These results have some policy implications to overcome difficulties raises when the economy faces sanction.

This article examines the effect of government size on the high, medium and low thresholds of the Gini coefficient in Iran. For this purpose, the auto regression model of soft fuzzy logistic transfer (FLSTAR) has been used for the period of 1997-2019. One of the reasons for using this model is flexibility in its application. The main focus of this paper is to calculate the Gini coefficient bands according to the size of government in the economy. Hence, we calculate the bands (high, middle and low) of the Gini coefficient. The study show that the threshold size of the government is equal 0.499. Findings of this research are applied in a real case which reveal that with increase of government share in economy the Gini coefficient increases as well. Therefore, the government should seriously pursue privatization policies.

Aim : The aim of this study was to examine the effectiveness of schema therapy in experiential avoidance and anxiety sensitivity of students with academic procrastination at Ahvaz Jundishapur University of Medical Sciences. Methods : It was a quasi-experimental study with a pretest-posttest design with a control group. The statistical population included students with academic procrastination studying at Ahvaz Jundishapur University of Medical Sciences in the academic year 2021-2022. The first sample of the research consisted of 500 students who were selected by the multi-stage cluster sampling method. These people answered the academic procrastination questionnaire of Solomon and Roth Bloom (1984), and 152 of them who got  at least one score higher than the standard deviation score were separated from Among them, 42 people who met the criteria for entering the research were selected and placed in two groups of 21 people (experimental and control group). The experimental group received schema therapy; however, the control group did not receive any intervention. Other tools of this research include. Reiss et al. (1986) Anxiety Sensitivity questionnaire, and Gamez et al.’s (1988) Multidimensional Experiential Avoidance questionnaire. the research hypotheses were tested through multivariate analysis of covariance (MANCOVA) through SPSS software (version 25). Results: The results showed that there was a significant difference between the experimental and the control groups in the post-test phase in terms of experiential avoidance (p <0.0001, F = 42.81) and anxiety sensitivity (p <0.037, F = 4.67). This difference was also observed in the follow-up phase. Conclusion: Therefore, according to the findings of this study, schema therapy can be used to reduce experiential avoidance and the anxiety sensitivity of students with academic procrastination. 

This study investigated the effect of strategy-based methods vs. translation-based methods on General English and ESP reading comprehension of Iranian university students. 120 homogenous General English and ESP students were selected based on a Quick Placement Test. They were assigned into four groups. One experimental and one comparison group for General English and ESP students. A pretest of General English and ESP reading comprehension was administered to assess their General English and ESP reading comprehension ability. In both experimental groups, the strategy-based method, and in comparison groups, the translation-based method was used for teaching General English and ESP reading comprehension. After the post-test, the result of independent t-tests indicated that the comparison group outperformed the experimental group in the ESP course. However no statistically significant difference was observed between the two groups in General reading comprehension, it can be concluded that in ESP reading comprehension, the translation-based strategy is more effective than the strategy-based method however in General English reading comprehension, students can understand the text via both strategies. So, the strategy-based method was preferred in General English reading comprehension. These findings encourage English teachers to choose a proper strategy for teaching different materials in different contexts.