مطالب

(Genesis 11:6): "And the LORD said, Behold, the people is one, and they have all one language; and this they begin to do; and now nothing will be restrained from them, which they have imagined to do".Imagination for Bible as a gift permits us to see beyond the here and now and visualize a future shaped by faith. However, one might ask basically what the nature or conception of imagination is. I’ll focus on the vantage points of Farabi and Hegel as two avatars of the traditions of Christian thinkers and Muslim philosophers. Imagination, Farabi believes, may well be defined by its three most notable activities of preserving the sensible forms, combining and separating the sensible forms to make new images, and representing sensible beings as well as the intelligible affairs and beings by sensible forms of two former kinds of images, that is, preserved forms in imagination and the forms created by imagination via combining and separating the sensible forms. Imagination keeps forms of a horse, a stone, a wing, a smell, etc. Imagination also makes a horse with two wings, or a stone that is crying, or a wall that is singing. Imagination gets the image of the horse from nature, and the image of the wings from nature too, and then produces a new form by joining them. Imagination represents, for example, the vice of damaging environment by drawing a row of crying trees in a painting. Three stages of imagination according to Hegel include the first stage as reproductive imagination, the second stage as the productive and associative imagination, and third stage as the sign-making fantasy. Three stages mentioned by Hegel very well correspond three activities pointed out in Farabi’s theory of imagination.

The present research was conducted with the aim of measuring the effectiveness of face to face and virtual in-service training of elementary school teachers in Birjand city based on the Kirkpatrick model and comparing them. The current research method is a quasi-experimental pre-test-post-test type. The statistical population of this research includes all primary school teachers of Birjand city who have participated in in-service and virtual courses in the academic year 2023-2024. Using available sampling, 45 teachers participating in face-to-face courses and 45 teachers participating in virtual courses were selected. In the first level, i.e. reaction, participants' opinions were collected in two stages (the beginning of the courses and the end of the courses). The tool used at this level was a researcher-made questionnaire. The second level, i.e. learning, was conducted using a researcher-made test of 19 questions and was performed as a pre-test and post-test. In the third level, i.e. behavior, data was collected 5 months after the end of the courses using the teachers' self-evaluation form and the teachers' evaluation form by their managers. The results of the inter-subject effects test to compare the reaction level components in the post-test stage and the f value obtained for all components are significant at the alpha level of 0.05. The F value obtained in the results of covariance analysis for comparing learning scores in the post-test stage is 26.563. The value of the t statistic and the value of the significance level for comparing the scores of the behavior level show that there is no difference in the variance between the two groups of face-to-face and virtual education The findings of the research show that face-to-face and virtual in-service courses are effective in the levels of reaction, learning and behavior, and there is a significant difference between the effectiveness of face-to-face and virtual courses; So that the obtained averages show that face-to-face training can have a significant effect compared to virtual training in these three levels.

Challenging menstrual situation is more difficult for orphans and vulnerable adolescent girls; also negative experiences of having period have a significant impact on their physical and mental health. Awareness of their experiences is essential for improving and developing programs as well as psycho-social interventions. Thus, the present phenomenological qualitative study investigated menstrual experiences of orphans and vulnerable adolescent girls residing in residential houses of OVC Care Institutions in Iran. Saturated sampling lead to collecting 12 semi-structured interviews with the OVGs living in OVC Care Institutions residential houses of Iran. Qualitative analysis was performed using the Colaizzi’s method of data analysis to examine the patterns derived from the data. The results of analysis included five main themes and sixteen sub-themes. 1) Psychological problems of menstruation 2) Psychological problems 3) Positive strategies (attributing positive meaning, acceptance, attending to the body, seeking help and religious expectations compatibility. 4) negative strategies (relying on false/limited information, focusing on negative excitements and immature behaviors) 5. Needs and privileges of care homes (high numbers of supporters/ low privacy, desirable health facilities but limited access, helpful but non-comprehensive menstrual knowledge). Understanding menstrual experiences of orphans and vulnerable adolescent girls residing in residential houses can provide insights into gender-specific needs from a beneficiaries’ perspective so that it would be useful for improving the quality of care and also in developing educational interventions and preventing negative consequences throughout life.