مطالب

This research seeks to answer what process should be done for a comprehensive analysis and s tudy of producing urban space. The research method of the present s tudy is influenced by the qualitative nature of the research ques tion and to explain a conceptual framework. It has been prepared based on the analytical-descriptive method and sources. Data collection was done by documentary and library methods, and a three-s tep process was performed. In the firs t s tage, document analysis and direct observation of urban spaces and review of some of the lates t research and global experiences of urban space production have been used, which makes the reliability and validity of the research guaranteed by triangulation of evidence sources. In the second s tage, an analytical framework related to producing and reproducing urban space, which includes four general layers, has been developed by summarizing and analyzing them. Then, in the third s tage, the sub-layers of this framework with emphasis on power relations (influence) of related actors have been refined, and the proposed model of space production has been developed. The production and reproduction of space in the city consis t of 4 layers. These four s tages mus t be examined to s tudy the production or reproduction of a specific area. 1-Geographical context (natural context), 2-Time, 3-Formal urban planning sys tem, 4-Social organization or networks of actors (or s takeholders). In this s tudy, a model for s tudying the production of different urban spaces has been proposed from the collection of findings and analyses.

Ali shah Mosque in Tabriz is one of the remaining buildings from the Ilkhanid period in the region of Azerbaijan in Iran. In his torical documents, this building is mentioned with different names such as citadel and mosque. Despite the research done on this building, researchers s till have disagreements regarding architectural specifications. In this research, based on archaeological and architectural evidence, the authors seek to answer the following basic ques tions in the manner of field s tudies and libraries, which are based on descriptive-his torical and analytical-comparative, how are the architectural features of this building represented by the texts of his torical documents? How is the porch connected to the tomb? Also, what is the relationship between Ali shah Citadel and the school of the two minarets of the Erzurum in terms of physical and trinity elements? The following hypotheses are raised: according to the results, the pillar behind the altar is originally the tomb of Alisha. The main altar was located inside it and had a green dome with skylights. The way to reach this tomb and the altar were from the s tairs leading to the porch. After the huge columns on either side of it, which may have been turned into a minaret, space has become smaller with an indentation. The school and monas tery were connected to its wes tern and eas tern sides. This general form of composite buildings in a complex is a feature of mos t buildings of this period. Other results of this s tudy show that the model of the mosque-school of the Erzurum is derived from this building, which shows the cultural connections between the two regions.

Climatic events, especially severe droughts, have played a key role in cultural evolution and the challenge of civilizations. Climate change, which affects the natural resources and, consequently, the health and subsistence system of human societies, can lead to increased violence, migration, war, and the spread of epidemics. The main purpose of this study is to investigate the possible effects of climate on important events of the Sassanid era. Extensive regions of the Near East and Central Asia have been more vulnerable to droughts, which often recurred during cooling periods, due to semi-arid to hyper-arid environmental conditions. From the second half of the fifth century AD with the beginning of the cold event of the early Middle Ages, the occurrence of droughts and cold waves caused famines and epidemics. These tensions seem to have triggered many social and political events in the Sassanid realm and neighboring regions. These conditions in the sixth and seventh centuries AD caused the gradual decline and eventual fall of the Sassanid government due to Arab invasions. Historical and paleoclimate studies show that successive wars with Central Asian invaders in dry periods, and the frequent outbreak of plague associated with falling temperatures, especially following the floods of the Tigris and Euphrates rivers in AD 628, were affecting factors in the dynasty’s weakness and collapse. Besides, some civil wars and revolts, such as the Mazdaki movement, can be considered as indirect effects of climate tensions that contributed to the gradual decline of the Sassanid Empire. 

A regular hexagon is one of the shapes introduced in Plane Geometry and refers to a hexagon with equal sides wherein the size of each angle is 120 degrees. This geometric shape, which can be quickly drawn today, was constructed over a long period in the millennia BC In the Late Neolithic period in Mesopotamia, the primary geometric shapes, including triangles, quadrilaterals, arcs, and circles, were additionally painted on the surface of pottery ware. Naturally, these shapes had been initially drawn by hand, and the sides of the polygons were not comprised of straight lines, or the circles had not been drawn perfectly. However, in the Chalcolithic age, geometric shapes moved away from handmade forms and approached standard ones. This standardization was not possible without drawing tools. In the meantime, the role of compasses or other objects with a similar use was of utmost importance because drawing a circle with such tools paved the way for drawing regular polygons. In fact, from the Late Neolithic, handmade triangles and arcs in the Near East, the first regular hexagon in the late second or the early first millennium emerged over several thousand years. Constructing this geometric shape with the help of standard circles and arcs has been well documented in the Near Eastern archaeological evidence. On the other hand, regular hexagons have been attributed to the second half of the first millennium in the history of mathematics. Therefore, this study reflected on the construction process of this geometric shape and dated its drawing hundreds of years back.

This study aims at investigating second language learners’ preferences for receiving oral corrective feedback on lexical and grammatical errors in relation to their personality traits. Given the established benefits of providing corrective feedback, the question remains how to customize corrective feedback in order to be effective and appropriate to the individual’s personality. For this purpose, 324 language learners in a language institution were asked to complete Revised NEO Personality Inventory (NEO PI-R) and feedback preference questionnaires. T-test showed that more extroverted learners prefer explicit and immediate feedback while more introverted ones prefer implicit and non-immediate feedback. Moreover, introverts preferred recasts for lexical and grammatical errors while extroverts preferred explicit correction and metalinguistic feedback the most. A follow-up content analysis of interview data revealed learners’ reasons regarding their preferences for receiving corrective feedback. Interviewed extroverts mentioned that explicit correction eliminated ambiguities of peer correction and metalinguistic feedback helped to feel independent. However, recasts were disliked by extroverts because they could not notice the correction, whereas welcomed by introverts due to their least obtrusive nature.

The present study investigated the effects of motivational scaffolding on self-determination and learning achievement of field-dependent/independent Iranian EFL learners. To this purpose, quantitative data were elicited and analyzed from 60 intermediate learners who participated in the study as experimental and control groups. The Group Embedded Figures Test (GEFT) was administered to categorize the learner participants into field-dependent and field-independent learners. Then, the scaffold design proposed by Belland et al. was presented to the experimental group, while the control group got all tests and questionnaires with no scaffolding. At the end of 8 training sessions, a self-determination questionnaire was administered to both groups, and then a post-test was applied to examine the impact of scaffolding on learners’ achievement. The statistical analysis of the elicited data showed that the learners’ interaction within motivational scaffolding improved their self-determination and their learning achievement. The findings of the study have implications for teachers and learners in educational settings and help them to detect possible factors affecting EFL learners’ language performance.