مطالب

Thomas Hobbes's theory of "social contract" provided a new basis for the establishment of the gov-ernment, which had fundamental differences with the theories before it. In such a way that he con-sidered the government "constitutional" and not "natural". According to him, before the govern-ment, people lived in a natural state, which is a kind of a state of war, and according to the natural law and the rule of reason, they should have left this state and entered a state of peace. A state of peace requires the "establishment" of the government to provide security. Based on this, the citizens establish the government through agreement and contract and transfer all their rights to it in order to end the war situation and be the final judge of the affairs. This theory of Hobbes was proposed in the field of religious and political ideological controversies, which its roots go back to the late Mid-dle Ages and the conflict between the church and the kingdom regarding the basis of the legitimacy of the government. On this basis, without paying attention to the context of Hobbes's discussion, it is not possible to get a precise understanding of his theory and intention in the "Social Contract" plan. Our goal in this article is to read Hobbes's theory "context-centered" and we use Quentin Skinner's approach. As a result, our question is, in what context was Thomas Hobbes's "social con-tract" about the basis of government legitimacy formed, and what was his intention in proposing it? Our hypothesis is that Thomas Hobbes, in the field of disputes between the church and the kings, based on the two main theories of the absolute authority of the Pope (controversy of installation) and the divine right of kings, to transition from the state of religious-political wars in England, pro-posed a "social contract" and provided a new basis of legitimacy for the establishment of the state.

The Encyclopedia of Public International Law in Asia copyrighted in 2021(3 regional volumes) is an invaluable work of numerous distinguished authors. This comprehensive collection drafted by eminent academic scholars, describes how Asian States deal and interact with public international law. The book organized in 16 State Volumes, reveals the examination of international law and its application in Northeast Asia, Southeast Asia, and Central and South Asia. This reference work has a distinctive feature, compared with others of the genre, in the way that it places a strong focus on the States as the main actors in law-making and law enforcement in international law. Numerous timely issues in international law are covered in each State Volume. Thus this encyclopedia offers a thorough consideration of the many dimensions of Asian States’ approaches to international matters. Iran Volume is also included in the book which will be briefly analyzed in this book review. In this brief text, I will try to give a short overview of the book’s main points and discuss some detailed opinions about it.

Improving students' academic buoyancy is a priority of education and health systems. The main purpose of this study was structural analysis of the relationship between health literacy, organizational support, school climate with students' academic buoyancy by teachers’ and school nurses’ job performance mediation in health promoting schools. The method of this correlation research is based on structural equation model. 160 health promoting schools were selected by stratified random sampling and two teachers, one health nurse and two students were randomly selected from each school. In total, 160 health nurses, 320 teachers and 960 students were studied. Annual teachers’ and school nurses’ job performance score, health literacy, organizational support, school climate and academic buoyancy questionnaires were used to collect data. Smart-PLS structural equation model has been used to analyze the data. The path coefficient of direct effect of organizational support on the performance of teachers and school nurses was 0.48, the correlation between performance with academic buoyancy was 0.74, the correlation between school climate and performance was 0.33 (P <0.05). The path coefficient of indirect effects of organizational support on academic buoyancy mediated by the performance was 0.36 and also the indirect correlation between school climate and academic buoyancy mediated by the performance was 0.24 (P <0.05). The direct effect of school climate, organizational support and health literacy on academic buoyancy is not significant (P> 0.05). Attention to improving the performance and organizational support of teachers leads to improving the academic buoyancy of students.

Objectives: The present study aimed to investigate the relationship between active work behaviors, transformational leadership style, and work engagement of vocational school teachers with the mediating role of innovation culture using Structural Equation Modeling(SEM). Methods & Materials: This research is applied and correlational. The study population consisted of teachers of vocational school in Urmia city during the academic year 2021-2022, totaling 309 individuals. A sample of 200 teachers was selected using stratified random sampling and Cochran's formula. The data were collected using the Zopiatis et al. work engagement questionnaire (2014), Tornau and Ferse's active work behaviors scale (2013), Bass and Avolio's transformational leadership style scale (1995) and Dobni's innovation culture scale (2008). The validity and reliability of the instruments were confirmed. Structural equation modeling (SEM) was used to analyze the data using SPSS and AMOS24 software. Results: In this study, a model of relevant variables affecting work engagement was examined. The findings showed that innovation culture and active job behaviors have a direct, positive, and significant effect on work engagement. The direct effect of active job behaviors, transformational leadership style on innovation culture is positive and significant. Moreover, the mediating roles of innovation culture on work engagement were confirmed. Active job behaviors, transformational leadership style, affect work engagement through the mediating variable of positive and meaningful innovation culture. Conclusions:The findings highlighted the importance and role of active job behaviors and transformational leadership style in increasing work engagement of vocational school’s teachers  through innovation culture

Migration has become an international challenge that has affected all social institutions, especially the educational system, in terms of changing the composition of the cultural context of students. Therefore, intercultural communication is the key to creating social harmony. The aim of research was to analyze intercultural interactions from the perspective of primary school students and their teachers in Ardakan City, using grounded theory method. The research field includes teachers and pupils of different ethnic groups in Ardakan City, and purposeful sampling methods (semi-structured interview & free group interview) for data collection and open, central, and selective coding methods for data analysis were used, respectively. The findings of the research point to three similarities between the views of teachers and students and two basic differences: Effectiveness of intercultural interactions makes students more prepared to accept and choose a transformational strategy and live in a multicultural society under the influence of age characteristics. In contrast, teachers' efforts to ignore and downplay cultural differences are based on emphasizing the national and systemic curriculum and devoting more time. The results of the research indicate that intercultural interactions in immigrant-accepting areas should be considered by policymakers and educational planners in order to reduce tensions and lead to intercultural synergy

Objective: Irritable bowel syndrome is a chronic and debilitating digestive disorder that is more common in people with psychological disorders than in the general population. This study is aimed at the effectiveness of cognitive-behavioral therapy in the mitigating of chronic pain and cognitive-emotional regulation in patients with Irritable bowel syndrome. Method: This study investigates the efficacy of cognitive-behavioral therapy on chronic pains and cognitive emotion regulation in patients with IBS. The research method is quasi-experimental with a pretest-posttest and control group and a six-month follow-up. All patients with IBS who had presented to the Shariati Hospital of Tehran and Masoud Gastroenterology and Liver Clinic from autumn 2019 to winter 2020 comprised the statistical population. The sample size was 48 people selected by convenience sampling, then divided into an experimental group and a control group using a block randomization procedure (with each group containing 24). Chronic Pain Grade Scale and Cognitive Emotion Regulation Questionnaire were the research tools provided to the two groups. However, the control group remained on the waiting list and received no interventions. The cognitive-behavioral therapy intervention was performed for the experimental group for eight 90-minute sessions. Descriptive statistics and Repeated Measures analyzed research data.Results: Findings indicated that cognitive-behavioral therapy reduced chronic pain and increased cognitive regulation (p>0.01). This efficacy remained stable until a six-month follow-up (p>0.05).Conclusion: This finding can also be associated with reducing and improving cognitive emotion regulation within psychological interventions planning vision among patients with IBS, and thus have clinical usages.