مطالب

The public considers sociopolitical revolutions and movements as phenomena that occur suddenly and unpredictably. Still, these phenomena carry historical content and stem from sophisticated sociopolitical, cultural, and economic factors in the view of political scientists. Such a view provides the context in which sociopolitical revolutions and movements are analyzed, not in a single cause, but based on a diverse range of factors, to investigate the consequences. In this situation, the factors affecting the formation of sociopolitical phenomena are investigated at the level of structural analysis. The structural look at the factors influencing the formation of sociopolitical revolutions allows the researcher to explain the various fields affecting revolutions, and by examining the role of political agents in the creation of political structures and their impact on structures offers multi-factor analysis. Therefore, what is essential in this study is to look at those structural factors that have hidden in political, economic, cultural, and even historical contexts. Hence, they need to compare with political agents. Still, the setting for entering such a look gives through a review of historical data that, with a historical sequence resulted in political events that took place in the Tunisian revolution in 2011. The present study aimed to investigate the structures that had an impact on the Jasmine revolution as well as the agency of Tunisian people. Our analysis demonstrates that the Tunisian revolution in 2011 took place based on the interaction of structure and agency. Political, economic, cultural, and religious structures provided the context for the agency of Tunisians. They were searching for dignity that had been ignored during the last decades and resulted in the Jasmine revolution.

Purpose: The aim of this study was to design a combination learning model in technical and vocational education. Methodology: This study was applied in terms of purpose and exploratory (quantitative and qualitative) in terms of implementation method. The research population was in the qualitative part of documents and resources and specialists in the field of combined learning and in the quantitative part were the principals and students of technical and vocational schools in Zanjan province in the academic year 2018-19. The sample of research was in the qualitative part of documents and resources related to combined learning and 17 experts in the field of learning who were selected according to the principle of theoretical saturation by sampling method of network experts and in the quantitative part were 176 administrators and students who according to Krejcie and Morgan table with Cluster sampling method was selected. Data were collected by filing methods, interviews and a researcher-made questionnaire (39 items) whose face and content validity of the questionnaire was confirmed and its reliability was obtained by Cronbach's alpha method of 0.81. Qualitative data were analyzed by open and axial coding method based on Klein model and quantitative data were analyzed by Delphi methods to determine the validation of the model and t-test. Finding: The results showed that combined learning in technical and vocational education included 43 basic concepts and 9 structural concepts including learning objectives, learning content, learning activities, learning strategies, grouping, learning materials and resources, learning time, learning location and evaluation. The combined learning model of design and its validity by experts with Delphi method was approved in two stages and the number of basic concepts was reduced from 43 to 39. The results of t-test also showed that technical readiness and readiness of human factors combined learning had an effective role in technical and vocational education. Conclusion: According to the results, the designed model of combined learning approved by experts can be used in combined learning environments in technical and professional organizations and can be a criterion for future research in this organization.