Vision

In this paper I propose an argument against the conciliatory view in peer disagreement. One of the most important grounds for conciliatory views is the assumption that the epistemic situation in peer disagreement between two peers is symmetri cal. Symmetry justifies the conciliatory views. If so, showing that the situation is actually asymmetric should count as a refutation to conciliatory views of disagreement. By appealing to the difference between the processes by which the beliefs of the two parties have been formed, I try to show that there is a difference between the reliabilities of the two beliefs. This means the asymmetrical situation between two peers in disagreement. Since the conciliatory and steadfast views are contradictory views, any argument against one of them should be considered as an argument for the other.

The goal of this paper is to compile strategies for a Chinese international telecommunication vendor which entered into Iran telecom market in the year 2000. Since ZTE is involved with business in more than 135 countries and it is out of our power to collect huge data from all over the world, we have limited our strategies to Iranian market and we will compile strategies for Iran business unit only. To proceed with compiling strategies for ZTE Company, we will firstly give a brief introduction about ZTE. Then we will give a short explanation about the method of compiling strategies for any kind of firm. At the end, based on the method introduced, we will select the most adequate strategies in order to maintain ZTE’s competitive advantage in Iran telecom market.

Since the establishment of the Islamic Republic of Iran, there have been three packages used in the state-controlled schools of the country, namely, Graded, Right Path to English, and Prospect/Vision series. These textbooks all include prefaces to indicate the general philosophy of language teaching and education, and how the agents (learners and teachers) have to play roles in the system. This article aims to have a postcolonial reading of the Islamic post-revolutionary English language textbooks published in Iran. To this aim, the prefaces are critically content-analyzed and explained taking into consideration the key concepts of postcolonialism. After developing the table of themes in relation to postcolonial issues, the findings indicate that the resistance prevalent in the prefaces is particularly hybrid, anxious, and unstable of the Iranian type due to the socio-politico-cultural background of the country. This resistance, thus, is a tragic attempt for developing a firm background for developing language learners'' knowledge.

Teacher enthusiasm and its impact on students’ learning and emotions have remained unnoticed in the realm of second language learning and teaching. This study aimed at exploring the possibility of boosting language teacher enthusiasm and its potential relationship with language learners’ effort and attitude for language learning. In order to foster teacher enthusiasm, the highly novel concept of vision was utilized and a vision enhancement program was conducted to improve language teacher enthusiasm. Four EFL teachers and their 46 students participated in the research project. Two of the teachers were assigned to the six-week visionary intervention and the other two received no treatment. A Likert-scale questionnaire measuring perceived teacher enthusiasm, intended effort, and attitude to language learning was administered to all the students before and after the treatment. Results of ANCOVA revealed that those students whose teachers were subjected to vision enhancement were significantly different from the students whose teachers did not receive the treatment. Moreover, linear regression analyses demonstrated that students’ perception of teacher enthusiasm can positively predict their effort and attitude. The efficiency of visionary training for improving teacher enthusiasm gained empirical support. Besides, the findings underscore the link between teacher enthusiasm and students’ effort and attitude.

INTRODUCTION: The rapid population growth and fast-paced development of urban texture have given rise to unwise decisions which can be only prevented by strategic management of city neighborhoods based on a vision in accordance with the common values of society. The vision development aims at determining the position a neighborhood strives to reach. In the meantime, disaster-stricken areas have a special position, considering reconstruction as a golden opportunity. The present article aimed to develop a vision for Shiroodi and Fooladi neighborhoods in Sarpol-e Zahab after the 1396 earthquake in Kermanshah province. METHODS: The present applied research was conducted based on a descriptive-analytical design. To this end, situation assessment was firstly performed in both strategic and local domains based on urban systems. For each system, the table of strengths, weaknesses, opportunities, and threats (SWOT) was prepared. Moreover, combining different layers, a vulnerability map and an integrated SWOT analysis map were obtained. Finally, based on these maps, field observations, interviews with residents, and expert opinions, a vision statement was presented and the necessary policies were formulated. FINDINGS: Based on the obtained results, the strengths, and opportunities, such as quick access to the main artery and the presence of barren lands, have a resilient state in response to disasters. On the other hand, weaknesses, and threats, such as construction on agricultural lands or the narrow passages, are among the factors that highlight the need to select a vision with a resilient approach to future disasters. CONCLUSION: As evidenced by the research of the study, the first stage of visioning must be based on urban systems, such as land use, movement and access, physical form, and landscape urbanism. In this regard, a vision needs to assess resilience at different physical, environmental, social, and economic levels. Furthermore, this vision should lead to the presentation of some instructions, such as the obtainment of a checkered texture, expansion of green spaces, reduction of enclosures, as well as safety in infrastructure and networks, to increase the resilience of the target neighborhood after the earthquake.

In the text of the Holy Quran and the Bible, it is emphasized that God is invisible and cannot be seen by the eyes. There is a distinction in that while the Old Testament does not regard God as merely a mental entity, it acknowledges a direct presence of God in speaking to humans through specific verses and signs. The vision represented in the Quran is used to explain the perception of events and the manifestation of human actions on the Day of Judgment, whereas the vision in bodily form regarding seeing God exists in the Two Testaments. The language of the Holy Quran cannot be influenced by the language of the Bible, although there are similarities in some instances. Ultimately, despite the claims of the Bible regarding the invisibility of God, their descriptions often suggest a corporeal image. However, the Quran explicitly denies the embodiment and vision of God Almighty, and instances discussing sight are often interpreted as a denial of sight.

Developing the empirical method based on observation and experiment, Alhazen is considered the greatest Muslim physicist and the most significant figure in the history of optics between antiquity and the seventeenth century. Inventing a camera obscura, Alhazen rebuilt our conception of eyesight. His theory of vision was enormously prominent and much of our understanding of optics and light is based upon his groundbreaking discoveries. He began his criticism of emission by describing what happens when people are exposed to bright lights. No matter what the light source, the effect of bright lights was always the same. What this indicates to Alhazen is that light entering into the eye from an external source had some serious function in eyesight. Respecting observation, experiment and empirical method, Suhrawardi, the father of Illumination School, argues all theories of vision and rejects them just by mere reasoning. Suhrawardi validates his own Illuminationist method by scientists’ empirical method. So, I will argue, he is not to deny empirical aspect of Alhazen’s theory of vision. In an allegory, I will use the camera, representing the whole process of a human vision, while I use “beyond camera” for the embodiment that allows for the unfolding of a human soul’s position in the process of vision. What Alhazen is speaking of, we might call the process within the camera; while what Suhrawardi is speaking of, we could name the process behind the camera.

Materials evaluation plays an important role in language teaching as it helps practitioners to develop an awareness of the coverage and quality of the existing materials and as such, guides most instruction and revision decisions. Therefore, we sought to evaluate three English Vision textbooks exclusively written for Iranian secondary high school students through a comparison to the identical Interchange book series, the fifth edition. Following a model of nominal groups outlined here, the evaluation targeted the quantity and quality of the groups appearing in the two series as they are assumed to be an important part of authentic language. For the quantitative part, the results indicated a significantly higher use of nominal groups in the Interchange series. Similarly, in the qualitative analyses, we found higher quality nominal groups appearing in the Interchange books. The findings revealed inadequate inclusion of nominal groups' potentially useful structures in the Vision textbooks, supposed to help teachers to raise an awareness so as to come up with appropriate instructional policies, and the textbook developers to consider the findings when any revision is due.