درخت حوزه‌های تخصصی

Purpose: Scientific-applied education as higher education needs coherent and structured planning. So, this study was conducted with the aim of explaining the challenges and obstacles of the application of land use planning in the development of scientific-applied higher education. Methodology: The present study was of applied in terms of purpose and qualitative in terms of implementation method. The research community of land development planning documents in 2001-2020 and experts, including faculty members, managers and experts of scientific-applied higher educations in 2021, based on the principle of theoretical saturation, 35 cases of land development planning documents and 23 experts with targeted sampling method were selected as samples. The research tools were note-taking of documents and semi-structured interviews with experts, whose validity was confirmed by the opinion of experts along with triangulation method, and the reliability was obtained by the method of agreement coefficient between multiple coders of 0.85. Finally, the data were analyzed by thematic analysis method in Maxquda-12 software. Findings: The findings showed that 50 basic themes, 8 organizing themes and 5 comprehensive themes were identified for the challenges and obstacles of land use planning in the development of scientific-applied higher education; So that comprehensive themes includhng assessment of skill training needs (with two themes organizing labor market information bank, products and products with local and regional participation and curriculum design and revision), ecosystem, ecology and regional population (with two themes organizing economic activities and commercializing scientific-applied and training, empowering and scientific-applied professional qualifications), organizing and polarizing optimally in terms of space and time (with an organizing theme of the geographical arrangement of polarization and mission-oriented scientific-applied education centers), provincial and regional governance (with an organizing theme of local partnership management) and scientific-applied higher education preparation (with two themes organizing the training, superior laws and documents, challenges and obstacles in the use and application of the preparation of the land). Conclusion: According to the findings of this study, it is possible to use the basic, organizing and comprehensive themes identified to reduce the challenges and obstacles in the application of land use planning in the development of scientific-applied higher education.

Purpose: The immigrants in the destination communities always face many challenges in cultural and social fields and they must coordinate and adapt themselves to cultural and social influences. Therefore, the current research was conducted with the aim of sociological investigating of cultural-social influence of Afghanistan immigrant families from Iran. Methodology: In a qualitative, applied and cross-sectional research, 16 parents and children of Afghanistan immigrant families referring to the one of Tehran's helper clinics were examined in terms of cultural-social influence. The research tool was included semi-structured interviews with parents and children of Afghanistan immigrant families. For data analysis was used thematic analysis method according to grounded theory. Findings: The findings of the sociological investigating of cultural-social influence of Afghanistan immigrant families from Iran showed that 20 concepts in 7 categories of insecurity in Afghanistan (with 3 concepts of life insecurity, economic insecurity and financial insecurity), better living conditions in Iran (with 4 concepts better health, food preparation and food hygiene, better environmental conditions of people and better moral feedback in the society), better economic conditions in Iran (with 2 concepts of providing social life basic facilities and more economic situations), problems of social life in Iran (with 3 concept of racial mentality of Iranians in dealing with Afghans, financial and economic discrimination against Afghans and humiliation of native culture of Afghans), preservation of Afghan traditions and cultural values in Iran (with 2 concepts of holding traditional ceremonies of Afghans and connection of young Afghans with traditional ceremonies of Afghans), problems of educating Afghans in Iran (with 2 concepts of structural problems against the education of Afghans and negative cultural and racial attitudes from some Iranians) and accepting the values and norms of Iranian society (with 4 concepts of accepting and carrying out common traditions, understanding and accepting some aspects of culture daily social life of Iranians, participation in friendly gatherings of Iranians and family relationship and marriage with Iranians) were identified. The analyzes according to the grounded theory showed that in the causal conditions of the social structures of the acceptance of immigrants there are four categories of social trust, institutionalization of the principles of social education, development of structures that support the acceptance of immigrants and creation of equal conditions for the social life of immigrants, in the central phenomenon of security, health and better living conditions in Iran three are three category of lack of security in Afghanistan, better living conditions in Iran and better economic conditions in Iran, in the basic conditions of infrastructure there are two categories of financial resources and human resources, in the interfering conditions of social life challenges of Afghan immigrants there are one category of individual-social life problems in Iran, in the proposal solutions for the acceptance and participation of immigrants in Iranian society there are two categories of solving structural problems in the social presence of Afghans and cultural education of Iranians for better acceptance of Afghan immigrants and in the consequences of the life outcome

Purpose: This study was an attempt to find the impact of audio corrective feedback on Iranian intermediate EFL learners’ writing improvement at micro and macro levels using static and dynamic assessment methods. Methodology: This study employs a quasi-experimental design; The study population comprises individuals residing in Yazd, Iran, aged between 22 and 30 years old, and possessing intermediate-level proficiency in the English language.Forty Iranian intermediate EFL learners were randomly chosen and assigned to two groups of static and dynamic assessment, each comprising 20 learners. Both groups received audio corrective feedback on the micro (grammatical range and accuracy and lexical resource) and macro (task response and coherence and cohesion) writing skills. The data were collected by the pre-test and post-test of writing and analyzed by multivariate analysis of covariance (MANCOVA). Findings: The results revealed significant effects of audio corrective feedback on EFL learners' writing skills. Improvements were observed in grammatical accuracy (F = 12.45, p < 0.01), lexical resource (F = 9.67, p < 0.05), task response (F = 14.32, p < 0.01), and coherence and cohesion (F = 11.21, p < 0.01). Furthermore, comparison between the static and dynamic assessment groups showed a more pronounced improvement in the dynamic group, with significant differences in micro skills (F = 5.78, p < 0.05) and macro skills (F = 6.34, p < 0.05). Conclusions: The results of this study indicate that the dynamic assessment approach had a statistically significant effect on enhancing both micro and macro-level writing skills among the participants. Notably, it had a more pronounced impact on the improvement of task response and grammatical range and accuracy. This highlights the potential of dynamic assessment as a valuable tool for educators and curriculum designers to promote more comprehensive writing skill development in Iranian EFL learners.