فهرست مطالب mahdieh rezai

The purpose of this research is to design and validate the model of combined education of educational organizations of the CEPA program for the protection of international wetlands in Sistan and Baluchistan region. In terms of purpose, this research is applied-developmental and in terms of qualitative-quantitative mixed method with exploratory approach. In the qualitative part, the main components of the model were extracted by combining the IBM blended learning model and the components of the CEPA program. Then, to determine the micro-components, evaluation and summarization of the discourse space was done through the Q method, and 51 Q phrases were selected from among 110 statements by ten experts. Then, the Q questionnaire was given to 19 specialists of the CEPA program through targeted sampling, and the micro-components were prioritized. Structural equation modeling analysis was used to test the model. In the quantitative part, the validation of the questionnaire was done by SPSS 22 and Amos software, and the researcher-made questionnaire with Cronbach's alpha of 91% was available to the participants. Based on the results of the qualitative part, the model includes four main components and 14 key micro-components. According to the results of the quantitative section, the t-statistic values for all factors are higher than the standard absolute value of 1.96. The validation of the research model also showed the significance of the relationships between the variables and the acceptability of the overall fit, and the research questions were suitable explanations. Creating the motivation for participation with the highest factor load was the first priority of the model design. Priority micro-components in the main component of communication and interaction, "educational network development", in education and information, "educational process development" in partnership and cooperation, "participatory and interdepartmental management" and sustainable practical action, jointly, "establishment of the indigenous approach" and "combined use of learner-centered styles" were selected.

In Islamic texts, endowment of money has appeared, mostly in the form of the "endowment of dirham and dinar" because money in the early Islamic era has been confined to these two types. The definition provided by the jurists for Waqf (religious endowment) caused to dedicate some important things whose advantage do not waste them. And thus, expanding the circle of Waqf and equipping many assets in its frame have been impossible. Due to the Contractual Nature of money, this question is raised: "Is endowment of money legitimate?" Some Imāmī, Hanbalī and Shāfi'ī and most of the Hanafī jurists, among the community of Shiite and Sunnī scholars, have permitted the endowment of money and many of the Mālikī jurists have agreed absolutely with this issue. These reasons can be cited by the jurists; being the same sentence of Waqf with loan and hire of money, endowment of money's capable of being owned, no contradiction between endowment of money and its remaining, Wise people's view and applying its reason, etc. In the article, we write about it.