سکینه اشرفی

The purpose of this study is to provide a model of public policy implementation based on the dimensions of social responsibility in medical universities. Is a descriptive and correlational study in terms of data processing (qualitative). Theoretical saturation was selected. The data collection tool was a semi-structured interview based on the foundation data approach. The reliability and validity of the questionnaire were estimated by Delphi technique and the reliability of the questionnaire questions was estimated by Cronbach's alpha coefficient higher than 0.7. MAXQDA11 software was used to analyze the data. The findings of the study introduced 6 categories as causal factors, pivotal phenomenon, strategy, intervening and contextual factors and consequences of implementing a policy based on social responsibility in the University of Medical Sciences. Based on this, it can be said that according to the concepts presented in the paradigm model of the present study, the process of implementing public policy in medical universities can be improved based on the concept of social responsibility.

Throughout the wave of the digital revolution, online learning has continuously grown as a new and effective delivery method of contents and skills. Online learning tools to create richer learning environments than traditional learning are constantly evolving different forms of online learning, Moocs is one of them. MOOC stands for Massive Open Online Course and represents an instructional approach that permits hundreds of thousands of students to access online courses anywhere around the world and typically free of charge. The successful production, development and implementation of these courses require attention to educational, technological and cultural drivers.   The purpose of present article is to Identify Cultural and social drivers of Massive Open Online Course (MOOC) at Payam Noor University. The methodology used in this article is qualitative and the method of data collection was qualitative. The components used were based on the documentation and semi-structured interview tools. Inductive content analysis was used in three levels of open, axial and selective in order to review the documents. For a comprehensive identification of the dimensions and components of Cultural and social drivers of Massive Open Online Course (MOOC) at Payam Noor University in addition to reviewing studies conducted in this field, a semi-structured interview with 15 field experts in MOOC Course were conducted. The results showed that the drivers affecting the MOOC Course in Payam Noor University from a cultural and social perspective include three dimension: Psychological and social preparation of learners and staff, The Cultural and Social requirements of the MOOC Course And the cultural and social context of MOOC courses in Payam Noor University and community officials; and 17 components. The results of the research draw the attention of officials, specialists and those involved in the design and production of MOOC courses to the necessary cultural and social contexts at the level of the course, university and community in order to make these courses as successful as possible.

The aim of present research was to identify Implementation requirements of Massive Open Online Course (MOOC) in Payam Noor University from an Economic perspective. The methodology used in this study was applied and the method of data collection was qualitative. The components used were based on the documentation and semi-structured interview tools. Inductive content analysis was used in three levels of open, axial and selective in order to review the documents. For a comprehensive identification of the main components and sub-components of the implementation requirements, in addition to reviewing studies conducted in this field, semi-structured interview with 15 field experts in MOOC Course were conducted. The results showed that the implementation requirements of MOOC Course in Payam Noor University from an Economic perspective include eleven main components: Forming an Economic team, setting economic goals from launching and delivering mooc Course, supply and demand, cost and revenue, resources, investors, pricing strategy, business model, preparing and writing a business plan and presenting business model, Marketing and financial and legal Issues and 37 sub-components.

The aim of present research is to identify indicators of learners' readiness to participate in Massive Open Online courses (MOOC).

This qualitative research was conducted using a descriptive phenomenological approach. Participants in this study included 25 experts' online learning and MOOC courses .The selection of contributors was based on experience and general familiarity with the subject. The data were collected by semi-structured, interview, and general guidance methods and it continued until theoretical saturation. The data analysis using inductive content analysis method was conducted in three open, axial and selective levels.

The findings of the study showed that learners' readiness to participate in MOOC courses consists of five main components that which are: Technical competencies, social competencies, learning competencies, individual competencies, attitudinal and cultural competencies; and eight sub-components.

Learners' readiness to participate in MOOC is an important factor in the register, continuation and follow-up of this type of online training that needs to be identified and reviewed.

the present mixed Research has been implemented with the aim of identifying The duties and roles of school principals in strengthening and developing Thriving at Work among Teachers and evaluating the existent status of of khoramabad schools. in qualitative section, by using purposeful and snow-ball sampling, some famous, experienced and excellent teachers and Principals, who according to parents' and administrators' report can be regarded as enjoying thriving at work, were selected and interviewed. 28 indicators and 6 dimensions were recognized by using content analysis and coding procedure of interviews. In the quantitative section of this Research, based on the identified indicators and dimensions a valid and reliable questionnaire was developed and completed by325 teachers. By exploratory factor analysis, 28 indicators were indentified and were classified into 6 factors (stimulating teachers, its creation of opportunities to enhance knowledge, school atmosphere, aducation supplies, the opportunity to choose and playing role model). In the next step, confirmatory factor analysis revealed that the measurement model of latent variable has good fit with observed data. In the next phase, According to the results of one-sample t-test, the six factors of The duties and roles of school principals in strengthening and developing Thriving at Work among Teachers were evaluated as moderate and meaningful.

The aim of present research was to identify applied requirements of Massive Open Online Course (MOOC) in Payam Noor University from a pedagogical perspective. In this research, qualitative research method and qualitative content analysis approach were used to analyze data. The components used were identified based on the review of documents and semi-structured interview tools. In order to review the documents and analyze the interview findings, the inductive content analysis method was used at three levels: open, axial and selective. In order to comprehensively identify the main components and sub-components of the implementation requirements of Massive Open Online Courses (MOOC) at Payame Noor University from a pedagogical perspective, in addition to reviewing the studies conducted in this field, semi-structured interviews with 15 experts in MOOC were conducted. The results showed that the implementation requirements MOOC in Payam Noor University from a pedagogical perspective include three main components: forming a pedagogy team, structural design and providing pedagogical support services and 17 sub-components. The identified educational requirements (formation of pedagogy team, educational design and provision of pedagogical support services) will act as a guide and implementation instructions appropriate to the situation, conditions and educational needs of the country. Obviously, these educational requirements will play an important role in the design, development and implementation of the first MOOC program in Payam Noor University.

 The aim of present research was to identify Implementation requirements of Massive Open Online Course (MOOC) in Payam Noor University from a Technical perspective. The methodology used in this study was applied and the method of data collection was qualitative. The components used were based on the documentation and semi-structured interview tools. Inductive content analysis was used in three levels of open, axial and selective in order to review the documents. For a comprehensive identification of the main components and sub-components of the implementation requirements, in addition to reviewing studies conducted in this field, semi-structured interview with 15 field experts in Massive Open Online Course were conducted. The results showed that the implementation requirements of Massive Open Online Course) in Payam Noor University from a Technical perspective include five main components: Forming a technical team(hardware-software), platform features, security and privacy, platform technical facilities and providing technical support services; and 34 sub-components.

The aim of present research is to identify indicators of cynicism among the students of Distance Learning, In order to create a conceptual framework and develop its theoretical foundations.

This qualitative research was conducted using a descriptive phenomenological approach. Participants in this study included 18 undergraduate, postgraduate and Ph. D. Students from Payame Noor University in academic year of 1395-1396. The selection of contributors was based on experience and general familiarity with the subject. The data were collected by semi-structured, interview, and general guidance methods and it continued until theoretical saturation. The data analysis using the inductive content analysis method was conducted in three open, axial and selective levels.

The findings showed that 54 indicators can be identified and categorized in four dimensions of cynicism toward the Professor, cynicism toward university, social cynicism and personal cynicism.

Students' cynicism is an important and influential factor in the company and the completion of distance education courses, which requires identification and reviewed.

Work engagement is a positive mental state of accomplishment, which is characterized by vigor, dedication, and absorption. Teachers' work engagement is defined as the relationship of teachers with their work, and their relationship with school. Engaged teachers have better educational performance, use information to make education more effective, change their skills when they notice that their students are weak in learning, and are more professional in difficulties and in general they obtain better results. The conducted researches in this field indicate that several factors, including personal and job resources, recognition, interactions between teachers, organizational characteristics, leadership and management styles, and supervisor's support have an impact on teachers' work engagement. The present research has been conducted with the aim of identifying the duties and roles of educational officials and school principals in strengthening and developing work engagement among teachers and evaluating the present status of khoramabad schools. This study is a practical research concerning its purpose and methodologically it is a mixed research of explanatory sequential design, which is at first qualitative and then quantitative. The research population of the qualitative section are some famous, experienced and excellent teachers and Principals, who according to parents' and administrators' report can be regarded as engaged in their work. They were chosen by using purposeful and snow-ball sampling and they were interviewed. In quantitative section, research population includes all principals and teachers of the primary educational period (first and second period) and secondary educational period (first and second period) of khoramabad city in the educational year 2016-2017. The number of the sample was 340 of the teachers of different educational periods of khoramabad city, who were selected using stratified random sampling method based on Cochran's formula, and they were examined with researcher-made questionnaire of work engagement. The content validity of the questionnaire was approved by professors and experts in this field and its reliability was authentic (Cronbach's alpha above 0.8). For the analysis of literary texts and interviews open coding method was used in order to formulate teachers' work engagement indices in the qualitative section; and for the statistical analysis of quantitative data, confirmatory factor analysis and T-test (single - sample t) analysis method was used. the findings of the qualitative section of the study indicate that teachers' work engagement include 18 indicators and 5 dimensions: stimulating teachers, performance evaluation procedures, creation of opportunities to enhance learning, democratic management style, school atmosphere. In the qualitative section, confirmatory factor analysisrevealed that the measurement model of latent variable has good fit with observed data. In the quantitative section, According to the results of one-sample t-test, the five factors of the duties and roles of educational officials and school principals in strengthening and developing work engagement among teachers were evaluated as moderate and meaningful. Teachers' work engagement is a complex and multi-dimensional concept that is under the influence of different factors and it needs more identification and investigation.

An issue which is often recurring in discussion on development is whether the main focus of development strategies should be on growth or on poverty and/or inequality. The goal of development strategies can be put in two statements. “First, the rapid elimination of absolute poverty, under all forms, is a meaningful goal for development Second, the reduction of absolute poverty necessarily calls for highly country-specific combination of growth and distribution policies” (Bouguignon, 2003, P. 69).
Issues related to the benefits of growth accrued to the poor have also been a priority of development policy in the 1990s. An emerging consensus is that growth alone is a rather blunt tool for poverty reduction. In addition to the emphasis on poverty reduction, policies of redistribution of income and assets have become increasingly important. A policy agenda that addresses both distributional concerns and poverty reduction could lead to the enhancement of both economic growth and equity. Indeed, the relationship among growth, inequality, and poverty is complex and interdependent. In this paper, the relationship between economic growth, inequality, and poverty during the years of the second to fifth development plan of Iran is examined. To this end, using the concept of pro-poor growth, this study examines the period in which the poor have benefited from economic growth and how the distribution of the benefit of economic growth has been. The measure “Poverty Equivalent Growth Rate” (PEGR) was used, which takes in to account both the growth rate in mean income and how the benefits of growth are distributed among the poor and the non-poor. The proposed measure satisfies a basic requirement that reduction in poverty is a monotonically increasing function of the PEGR; the larger the PEGR, the greater the reduction in poverty will be. Thus, the PEGR is an effective measure of poverty reduction, i.e. maximization of PEGR implies a maximum reduction in poverty. If a government’s objective is to achieve a maximum reduction in poverty, then its policies should be focused on maximizing the PEGR. Further the PEGR can be used as an important indicator to monitor poverty over times as well as across socioeconomic and demographic groups (Kakwani & Son, 2008) This methodology is developed based on Atkinson’s theorem linking the generalized Lorenz curve and changes in poverty.
The pattern of growth has been analyzed in urban and rural regions of Iran using the National Household Survey (NHS) covering the period 1995-2016. On average, each NHS contains information on more than 15,000 households.
Table 1:Poverty growth for Iran: 1995-2016
percentile    Second plan
1995-1999    Third plan
2000-2004    Fourth plan
2005-2010    Fifth plan
2011-2016   Urban    Rural    Urban    Rural    Urban    Rural    Urban    Rural
10    6/37    6/28    9/61    11/20    0/36    -3/34    -9/89    -7/36
20    5/32    4/18    8/68    9/64    0/40    -3/17    -9/44    -6/25
30    5/11    3/10    8/13    8/85    0/39    -3/27    -9/13    -5/69
40    4/90    2/44    7/86    8/16    0/33    -3/36    -8/41    -5/20
50    4/69    2/03    7/78    7/59    0/17    -3/38    -7/54    -4/15
60    4/56    1/75    7/72    7/13    0/09    -3/40    -6/16    -3/09
70    4/47    1/52    7/71    6/79    -0/01    -3/39    -4/89    -2/02
80    4/33    1/33    7/69    6/46    -0/16    -3/38    -3/37    -0/65
90    4/22    1/10    7/74    6/23    -0/42    -3/48    -2/02    0/57
100    3/99    1/37    7/20    6/34    -1/10    -3/88    -0/74    1/08


Empirical study illustrated that the growth has been pro-poor during the second (1995-1999) to third (2000-2004) development plan in urban regions (figure. 1). The annual growth rate of the mean income in the second plan period (1995-1999) is 3.99%. It should be noted that taking account of g(p)>0 for all P values, we can conclude that poverty has declined between 1995 and 1999. Since g(p) is more than 3.99 for all p<100, it implies that the growth has been pro-poor during this period. A similar situation occurs in the next period, 2000-2004. The annual growth rate of per capita income is 7.20% and growth is pro-poor.   
Figure. 1. Pro-poor poverty growth curve for urban regions in Iran: 1995-1999 and 2000-2004


Unfortunately, the pro-poor growth did not continue in the two subsequent periods —forth (2005-2010) and fifth (2011-2016) development plan— when the average growth rate become negative due to the financial crisis. The growth rate of per capita income declined at annual rates of -1.1 and -0.74 during 2005-2010 and 2011-2016, respectively. In the fifth development plan, the benefits of growth received by the poor are proportionally less than those received by the non-poor (Figure. 2)

Figure 2. Not Pro-poor poverty growth curve for urban regions in Iran: (2005-2010) and (2011-2016)
The poverty growth curve in rural regions during development programs was approximately the same in urban regions (figure. 3).  
Figure 3.  The poverty growth curve in rural regions in Iran: 1995-1999; 2000-2004; 2005-2010 and 2011-2016.

The results reveals that despite the implementation of fifth development programs, poverty reduction policies have not been used as a sustainable strategic plan during developmental plans, and the use of oil revenues to solve the poverty issue as a therapeutic project without considering the growth and developmental issues, leads to poverty at some point, but on the other hand, causes the poverty return in later periods with a greater scope. As in recent years, with the slowdown of economic growth, has returned to the society more intensely, and as a result, the phenomenon of poverty and the underdevelopment of the economy in the country have reached a higher degree.  
In the present study, all expenses were borne by the author and he did not have any sponsors
All authors contributed in designing, running, and writing all parts of the research.
The authors declared no conflict of interest
In this article, all rights relating to references are cited and resources are carefully listed.

The purpose of this study was to investigate the effectiveness of entrepreneurship lesson on students’ career routing. The research method was experimental and pre-test and post-test with control group were used. The statistical population of the study included all second grade high school female students in the city of Nourabad. In order to do this research, one second grade of three second grade of the field of work and knowledge and one second grade of eighteen second grade theoretical fields was selected by using random sampling. The tool used in the research was a researcher-made entrepreneurship career routing questionnaire. The Face validity of the questionnaire was assessed by educational counseling experts and its reliability was determined using Cronbach's alpha (α = 0.8). The obtained data were analyzed by using covariance analysis. The results of the study showed that the mean of the variable of the career path of the students and the subscales of entrepreneurship knowledge, the attitude toward entrepreneurship as a career path and the choice of entrepreneurship as a career path were more than the control group but there is no meaningful difference between the two experimental and control groups in the mean subscale of routing knowledge (p<0/05). Therefore, it can be concluded that entrepreneurship education is effective on students’ career routing and entrepreneurship can be considered as a career path.

The purpose of this paper is to investigate the effect economic growth to income inequality, both in linear and non-linear specification.
Autoregressive distributed lag model (ARDL) approach has been used co-integration method for long run relationships and error correction model (ECM) for short run behavior. The paper has used annual time series data over the period of 1978 up to 2016.
Empirically, our baseline estimation and sensitivity analyzes have indicated the inequality is negatively and significantly, associated with economic growth in long run. Our finding is contrast to the Kuznets inverted- U and support for the existence of Kuznets U as well as S- shaped curve in Iran. This paper opens up new direction for policy-making authorities to equalize income distribution and understanding the economic situation in the development process. This paper makes a unique contribution to the literature with reference to Iran, being a pioneer attempt that employs ARDL co-integration approach.

The present mixed research was carried out with the aim of identifying teachers’ entrepreneurial indicators and evaluating the current status of entrepreneurship among teachers in Khorramabad. In the qualitative phase of the study, descriptive phenomenological approach was utilized and through purposeful and snowball sampling, some famous, experienced and expert teachers, who according to parent's and principals’ report can be regarded as entrepreneurs, were selected and interviewed. Fifty indicators and 8 dimensions were identified by using content analysis and coding the interviews (creativity, educational skills, personality traits, self-efficacy, professional enrichment, group work, communication skill, and problem-solving thinking). In the quantitative phase of the study, based on the identified indicators and dimensions, a valid and reliable questionnaire was developed and completed by 290 teachers. The 48 identified indicators were classified into 8 dimensions via exploratory factor analysis (creativity, educational skills, personality traits, self-efficacy, professional enrichment, group work, communication skill, and problem-solving thinking). In the next step, results of one-sample t-test demonstrated that the extent of entrepreneurial indicators was above the average among expert teachers. The findings of the present research will pave the way for the promotion of teachers’ entrepreneurial skills.

The present mixed methods research has been done with the aim of identifying the indicators of work engagement and evaluating the current status of khoramābād school teachers in terms of these indicators. In the qualitative section of the study, using purposeful and snow-ball sampling methods, some famous, experienced and distinguished teachers, who could be considered as enjoying work engagement, were selected and interviewed. 32 indicators and 5 dimensions were recognized using content analysis and coding of interviews. In the quantitative section of the study, based on the identified indicators and dimensions, a valid and reliable questionnaire (Cronbach’s alpha = 0.8) was developed and completed by325 teachers. Using exploratory factor analysis, 25 indicators were identified and classified into 5 dimensions (training and instruction activities engagement, enhancing knowledge, personality traits, colleagues and students). In the next phase, as the results of one-sample t-test indicated teachers had experienced significant work engagement and the five factors of work engagement were evaluated at moderate to high.

The aim of the present study was to examine the digital divide among students in terms of familiarity with, interest in and use of information and communication technologies and its relationship with academic achievement. The research method was descriptive-correlational. The study population included 250 students of Educational Sciences in Payame Noor University (Delfan Branch). Then, 150 students were selected using the systematic sampling method. Besides, the required data were gathered through the researcher-made questionnaires. Next, the collected information was analyzed using the One Sample T-Test, Independent T-test, One-way ANOVA, Pearson's Correlation Coefficient and Regression. The findings showed that the mean of the three components of the digital divide was greater than the mean of the population. Furthermore, there was no significant difference between the three components of the digital divide in terms of gender and income level. However, there were significant differences between the forenamed components in terms of student's age and academic term. The findings showed a weak correlation between the digital divide and student's academic achievement.

the present mixed research aims in identifying the roles of school principals in strengthening and developing thriving at work among teachers and evaluating the status quo of Khorramabad schools. For this purpose, descriptive phenomenology was applied as a qualitative research method. In qualitative section, by using purposeful and snow-ball sampling, some famous, experienced and excellent teachers and principals, who according to parent's and administrator's report can be regarded as enjoying thriving at work, were selected and interviewed. 28 indicators and 6 dimensions were recognized by using content analysis and coding procedure of interviews. In the quantitative section of this research, a descriptive correlation was applied and based on the identified indicators and dimensions a valid and reliable questionnaire was developed and completed by 325 teachers. By exploratory factor analysis, 28 indicators were identified and were classified into 6 factors (stimulating teachers, creation of opportunities to enhance knowledge, school atmosphere, education supplies, the opportunity to choose, and playing role model). By confirmatory factor analysis, 28 indicators were identified and were classified into 6 factors. in the next step, confirmatory factor analysis revealed that the measurement model of latent variable has good fit with observed data. In the next phase, according to the results of one-sample t-test, the six factors of the roles of school principals in strengthening and develop thriving at work among teachers were evaluated significantly higher than average.

The purpose of this paper was to investigate the mediating role of Job Involvement in the relationship between Talent Management and Turnover Intentions. The research method was descriptive-functional. Population of this study consisted of all high school teachers (n=10656) in the school year 2014-2015. That 370 teachers were selected as sample by utilizing Cluster random sampling. In other to data collection, three separate questionnaires have been used, i.e., Talent Management by Ahmadi & et al (2009) and Job Involvement by Lodahl & Kenjer (1965) and Turnover Intentions Combined questionnaire Mobly & Horne(1978), Lions(1971), that their validity and reliability were confirmed. In order to analyze the data, descriptive statistics and the structural equation modeling and SPSS and Amos softwares were used. The results indicated that Talent Management directly and indirectly with the mediating role of Job Involvement is on effective Turnover Intentions. The Job Involvement also has a significant impact on Turnover Intentions.

The overall goal of this research is the study of satisfaction and attitudes of graduate students based education among University of Isfahan students The method of education. The statistical society includes total of graduate students based education in term 3 at University of Isfahan (112 people) in the 90-91academic year. Statistical sample was chosen Equal to size of statistical society, therefore, 112 questionnaires were administered in the final 86 questionnaires were returned. Research method is Descriptive survey and data needed have been collected through questionnaires. Formal validity of the questionnaire, after the primary administration and troubleshoot, was approved by 5 University of Isfahan Professors. Reliability was determined using Cronbach's alpha coefficient of 0.92, indicating the high reliability of the questionnaire. Statistical tests were used for data analysis in the descriptive and inferential levels. Results showed that students based education are not satisfied Future job ( =2.19) and education ( =2.34), so that, they concerns about their Future job .Among them, the vision of scientific community is somewhat positive ( =2.51) toward this way. Also, the results showed that students based education in general are interested in this way ( =3.37). Therefore it is necessary to we provide the eliminate instrument of students concerns through the guidance that related with Future job and education and of these students. Also, students are satisfy from offers a seminar lesson instead of a thesis ( =3.60). The researchers assessment from participate in this study showed that unlike the original philosophy of based education courses providing mainly for teachers, students based education mainly who were that had the lower ranks in the master focus test. In other words, because of their entry into the study period hasn’t uniformity with main goal of establish the training period.