مطالب

The present study was conducted to determine the effectiveness of parenting skills training based on a solution-oriented approach to internalization disorders in preschool children in District 4 of Isfahan. The research method is quasi-experimental and based on a pre-test-post-test design with a control group. To conduct the research, first one area was randomly selected from the six education districts of Isfahan and then two schools were selected as available. After completing the Children Behavior Checklist Questionnaire - Parent Form (CBCL) by parents, 30 couples of parents who reported the most internalization disorders from their children and met the inclusion criteria were selected and asked to participate voluntarily. Cooperation was requested in the training sessions. These numbers were randomly divided into two groups of 15 pairs of experiments and controls. The parents of the experimental group received parenting skills training based on the solution-oriented approach in 6 sessions of 90 minutes. At the end of the sessions, all samples, both experimental and control, who had not received any training, underwent post-test (again, the children-behavioral checklist completed the parent form). Mann-Whitney and Wilcoxon tests were used to analyze the data. Based on the results, in the experimental group compared to the control group in the post-test phase, a significant decrease in the severity of internalization disorders was observed. The results show that all components of pediatric internalization disorders are significantly reduced. Based on the results of the present study, teaching parenting skills to parents with a solution-oriented approach can be an effective method in reducing internalization disorders in preschool children.

The Middle East and North Africa have always been of great interest to global thought and power due to their strategic location and huge fuel resources. One instance was Nazi Germany, which had specific geographical considerations for the region. This study seeks to answer the question: "How did the change in the role of German geopolitics from Haushofer's Ideas to Hitler's affect the fate of Iran during Reza Shah's reign?"; We will explain what happened, and why it happened. This research is descriptive-analysis in terms of its nature and method. In this article, an attempt was made to use graphical models to better understand concepts. The results indicate that Nazi Germany's ideas for conquering the world under Adolf Hitler and Rudolf Hess were very different from those of Haushofer. In World War II, Haushofer’s theory was replaced by Hitler's viewpoints. This change had a direct impact on Iran's strategy; Reza Shah adopted a neutral strategy during this period, which eventually led to defeat and military occupation of Iran. Thus, when Nazi Germany's strategy shifted from Haushofer’s to Hitler’s, Reza Shah should have changed his approach too. 

In philosophy, many reflections and categories were the result of intuition and thought experiments. Intuition is defined as direct, immediate, and non-inferential knowledge accompanied by a sense of certainty. The thought experiment has always been a source of new insights by imagining possible situations to demarcate concepts and revise common philosophical theories. Metaphysicians usually have consensus on the informativity of intuition, but in the analytical tradition, there are severe challenges in dealing with this type of knowledge. On the other hand, some contemporary philosophers believe that the thought experiment induce the unjustified and unacceptable results in the mind of audience. In this article, by referring to some aspects of Kripke's thought, we show that his use of intuition and thought experiments in his critique of radical physicalism is defensible. By distinguishing between fixing the referent of the mental state and the physical phenomenon, Kripke has been committed to the theory of property dualism, which is a critical approach to physicalism in the realm of philosophy of mind.

Philosophers consider sense as a means for true cognition. In spite of the fact that Islamic philosophy are generally regarded as rational philosophy, it does not mean that they do not assume epistemological value for sense. To some of them, including Ibn Sina, sense is extremely important. In the present article, I argue that the role of sense in Ibn Sina's epistemological system is very significant although the I would not consider Ibn Sina  as an empiricist in the sense that Hume is in the Western philosophy. Rather, I consider Ibn Sina empiricism similar to  the theory of Locke. It is due to the fact that Ibn Sina considers the human mind as a tabula rasa with no actual data at the birth. It is believed that with sense the knowledge begins. In addition, in this study, by taking into the account of both empirical and rational criteria (in Ibn Sina's epistemological system), it is ultimately accentuated that in the most cases, Ibn Sina's tendency is found to be more toward empiricism. In another part of the paper, the role of sense in the realm of the concepts and affirmation (sensory and rational) is explained. It is concluded that sensory conceptions are the outcomes of sense. Other ideas (concepts) are mediated by sense; sensory affirmations immediately come from sense and in rational affirmations, sense plays a role as an introduction. In sum, this is the explanation of Ibn Sina's statement: "Whoever has no sense will have no knowledge"

Achieving the goals of educational systems and responding correctly to the expectations of students, parents and teachers depend on the existence of efficient and effective educational administrators and their beliefs. Therefore, the attention of education researchers is focused on the understanding of management in educational settings. Since individuals' beliefs cause the creation of personality structures, so the study of managers' personality structures can be helpful in selecting, transferring and relocating educational managers on a scientific basis, recognizing the necessary components of management to establish training courses, predicting future actions of managers and reducing skepticism and uncertainty and identifying the stylistic complexity of managers. On the other hand, structures enable educational administrators to better fulfill their professional mission. Based on the importance of this issue, the main purpose of the study was to identify and compare the personal structures of management among school principals. In the present study, in order to achieve the personal construct of managers, an interpretive approach and a qualitative method of case study were used. Participants included all public school principals in Sanandaj who were employed in 2021 and had more than one year of managerial experience. Therefore, sampling was done in a target based using the criterion method. Also, the number of samples was appropriate for the Repertory Grid Technique which is usually used for the sample with small number, 43 novice and experienced Principal were chosen. Data were collected using semi-structured interviews and a Repertory Grid Matrix. Finally, 575 personal construct were extracted during 43 interviews. Content analysis with the unit of subject was applied for the data analysis. The collected data of the personal construct of administrator were classified in 4 main categories and 13 sub-categories, which included issues as morality, relationship, personal features and intellectual-functional. The results of this study indicates that the highest percentage of personal constructs of novice and experienced managers is in the category of communication and the lowest percentage of personal structures for novice managers is in the category of intellectual-operational and also for experienced managers is in the category of ethics.