فهرست مطالب firouz mahmoudi

In democratic policymaking, the demands of citizens in Criminal Normalization are taken into consideration. The legitimacy of criminal measures is achieved through the identification of citizens and the protection of their freedoms. In a democratic system, citizens have the most democratic participation in the Criminal process. In this research, this question is answered in a descriptive-analytical way through library information in the light of the three principles of representation, citizenship rights, and limitation of power. What is the position of citizens' demands for a fair criminal policy that is maximally acceptable and to what extent should the will of the general public be taken into account? The result of the present study is that the principles of democracy in any society, in terms of the degree to which it is conceptualized, affect the type and manner of criminal policies. Democracy by providing citizens' satisfaction and providing democratic participation while influencing criminalization can provide the basis for a fair criminal response in society. Paying attention to the will of citizens in democratic policy-making causes criminal responses to be redefined in the light of the concepts of civil rights, and criminalization and Sentencing to be carried out following the culture and civilization of society. the findings in this study are positive this fact, That the coercive result of establishing the concepts of democracy in societies is not necessarily the establishment of humane criminal responses, and in some cases, policymakers deviate from democratic concepts to establish strict responses

AbstractThe concept of "right" has always been discussable and controversial during the time. Therefore the nature and existence of the "right not to be punished" are often discussed as challengeable issues among philosophers. The discussion has become more serious between proponents and opponents of the aforementioned right especially in the last few decades. Through a descriptive-analytical method (library study), this article, while studying the nature of the right not to be punished, from the perspective of both natural and positivist (positive) approaches, examines the existence or non-existence of this right in the perspective of its proponents and opponents. Our research found that the “right not to be punished” is as the type of “conditional negative claim-right” that the proponents of natural rights, justifies its existence. while positivists do not believe such a right. Even they are talking about “the right to be punished” and the government,s duty to punish criminals. of course, the number of philosophers who agree with the “right not to be punished” and the reasons for their justification is less than the number of philosophers who oppose it; But these same justifiable reasons (the proponents) are more in line with the approach of natural law, moral theories of punishment, human dignity and the principle of criminal law as last and least resort. Generally, “the right not to be punished” does not mean never to be punished, but to impose a corrective, dignified, minimal and, necessary punishment on the offender.

In-Service Training is a way of upgrading teachers’ skills and knowledge for improving teaching and learning which may lead to a better job performance. In order to reach this, affective participation of teachers is needed. The current qualitative study was conducted with a grounded theory approach on 28 teachers of the primary schools of Tehran city through targeted sampling and data saturation. The data collection method was carried out through a semi-structured interview and was analyzed using Strauss and Corbin (2008) method. Findings in the contextual conditions include: in-service course subject, in-service teacher, teachers’ need to in-service education, teachers’ economic situation, teachers’ social status, bonus, delivery mode, time and teachers' family Status. The strategies used by teachers who participated in this research were: Reaction to the legal requirement, motivational factors, self-regulation and results were teachers’ change of view, effectiveness of in-service training and self-esteem.

The factors affecting learning are very wide and it is very important to identify these factors in solving the problems in the educational system. Learning style is one of these factors. Hence, present study was conducted to identify and compare the learning styles based on the gender, the syllabus and the educational level by using cluster analysis.

This study was an applied research in its goal and a descriptive-survey study in its methodology. The study population included all the primary school students of grades 4, 5 and 6 in West Azerbaijan in the academic year 2017-2018. Among which, a sample of 1961 students (928 boys and 1033 girls) was selected by multi-stage clustering and completed VARK Learning Style Questionnaire (1998). Data were analyzed by cluster analysis and Chi-square.

The results of cluster analysis indicated five learning styles in the students, including the visual, auditory, reading/writing, kinesthetic and multiple styles. Among which, the multiple style was the most prevalent, while the auditory style was the least prevalent one. Results also showed that learning style is different according to the gender (P<0.01 ; X2=16.87) and educational level (P<0.05 ; X2=18.320), but no significant difference was found in the learning style of the students based on the syllabus.   

Based on the results of this study, students prefer using multiple learning styles. Learning styles are different based on the gender and educational level, however no significant difference was found according to the syllabus. Accordingly, identifying the learning style of the students can help teachers in teaching more efficiently and decreasing the learning problems.

The present research seeks to explore the common learning experiences of elementary school teachers from the current status of the curriculum decentralization. The purpose of the study was to demonstrate the measures and actions taken to curriculum decentralization.The methodology of this research is qualitative research in the form of interpretive phenomenology and The statistical population of the study included all the teachers of elementary schools in Khoy and Chayparaat cities in the academic year of 1395-96 which were selected through targeted sampling. In this regard, semi-structured interviews were conducted with 23 educators.The data were analyzed using Smith's phenomenological method (1995). The findings of this research consisted of four main themes including barriers and constraints, teacher's roles, innovations and stakeholder engagement, each of which had several sub themes, which included a total of 20 sub-components, including: Centralized decentralization, the view of the ruling national curriculum, in-service training, The nature of the elementary school, social acceptance, professional identity, teacher culture, teacher as researcher, teacher groups, teacher position, electronic content generation, Integration Curriculum, Educational plans, constructivist theory, provincial secretariats, conferences, Curriculum guiders, head teachers, teachers' councils, parents and educators associations.

Professional ethics has always been one of the main goals of the educational system. Educational instructors found that professional-level planning is a way to prepare graduates for a changing field.
This current qualitative study was conducted with a grounded theory approach in the fall of 1397 on 24 educators and teachers of the University of Farhangian by targeted sampling and up to saturation data and observing the confidentiality of the information and the possibility of leaving the study whenever Willing to continue, the data collection method was carried out through a semi-structured interview; Huber data was analyzed based on Strauss & Corbin method.
Generally, seven main categories and eight subclasses were created. Finally, six themes from these classes were extracted under the titles of individual factors, organizational factors, social factors, global factors, and scientific factors affecting professional ethics.
Findings of this study showed that considering different factors in the formation of professional ethics, a special attention is paid to professional ethics as one of the main pillars of the growth and excellence of work efficiency in different sectors. Education officials and educators have taken great care to highlight future plans for education and universities. This should be given special attention to the students of the University of Cultural Sciences, because these students will enter the Jirga of Education in the near future and if they are not trained and undeveloped, they will have irreparable blows on generations. Next will arrive.

The purpose of this study was to investigate the relationship between teachers’ familiarity with process-oriented evaluation and their use of process-oriented evaluation in their classes in Mamaghan Elementary school. This is a descriptive – survey research and included all 180 primary school teachers in Mamaghan in the academic year 1392-1393, among whom 127 teachers completed the questionnaires. To collect the data, two researcher-made questionnaires were used. The reliability of the first questionnaire was calculated by Cronbach’s Alpha ).92), and the reliability of the second questionnaire was calculated through spilt-half method (.83). The results showed that teachers were less familiar with process-oriented evaluation and its tools, concepts, characteristic and principles. But, they had a positive attitude toward process-oriented evaluation and used it in their classrooms. The other finding was that teachers` degree and experience did not have a significant relationship with their familiaarty and use of process-oriented evaluation.