hassan shabani

Japan has been one of the export destinations of Persian carpets and has purchased a significant number of Persian carpets in recent years. Given that the criteria and reasons consumers choose carpets have a direct effect on the level of demand and supply, identifying and being aware of those standards and criteria is important and necessary for the manufacturers. The purpose of the present study is to study the cultural characteristics of Japan as one of the factors affecting the selection and purchase of carpets. For this purpose, this article studies the culture of both countries of Iran and Japan focusing on their cultural similarities and differences, and tries to explain the relationship between Japanese culture and people's taste in using carpet. The research data has been obtained through face-to-face conversations with carpet manufacturers and traders and the publication of a questionnaire which has been carefully examined. The results indicate that the culture of the destination country (Japan) can affect the choice and taste of consumers. Culture is used indirectly by applying the views of Japanese experts on exported Persian carpets. However, in the current products, the manufacturers of handmade carpets have not been able to implement the culture and point of view of the Japanese people in their products. Therefore, according toJapanese businessmen and Persian carpet exporters, more attention should be paid to this matter to stabilize the rank of Persian carpets in the expected market.Many consumers of works of art who have a different culture from the creators or manufacturers of the work do not pay much attention to matching and harmonizing their taste with the taste of the creators, and having a work of art from a culture other than their own can be considered the most important reason for buying or preparing works of art. But when it comes to the practical use of a product with practical and artistic features, criteria for choosing and purchasing become important because products that have practical and artistic features provide both material needs (as a means of livelihood) and spiritual needs (in line with the need of beauty and friendship) for those who are interested and consumers. Although these criteria are primarily related to the conditions and place of life and the material use of the product, since the living conditions of any society have a direct relationship with the cultural features of that society, it also affects the choice and purchasing criteria of the products used. On the other hand, it urges the creators of the works not to be indifferent to the cultural features of the consumer society in order to attract more audiences.Culture has many indicators, and failure to pay attention to any of these indicators will cause the failure of sales of products, produced in one country to export to another country. Therefore, before producing the product, the cultural compatibility of the product in the destination country should be checked. Based on the cultural indicators of that country, the manufacturer proceeded to produce the product in a targeted manner.The Persian carpet is a product that has two practical and artistic aspects. This product, whether it is one of the necessary means needed in life or a work of art, has for many years exceeded the scope of use by the people who produce it, beyond the geographical boundaries of production, and by exporting it as a commercial product to different countries and even continents, it is used by people with different lifestyles and aesthetic tastes. In the traditional way of exporting carpets, which has been customary in Iran for a long time, the factor of culture has not been comprehensively studied. In some cases, this neglect has caused irreparable damage to exports.Since the amount and volume of exports of this commercial product play a significant role in Iran's economy, it becomes important and necessary to identify factors such as cultural components that affect consumers' interest and the actual amount of carpet exports.Research Questions: Which aspect of Persian carpet production is prone to direct or indirect susceptibility from Japanese culture?Which part of the production process of handmade carpets is compatible with the culture of the mentioned country?What are the opportunities and challenges of Persian carpet manufacturers and exporters facing the consumers of this product in Japan?

 Current research uses the survey method to apply the opinions of experts in this field and analyze the information according to the dependent variables, including the type of raw materials of the carpet (wool, silk, cotton), the dimensions of the carpet, the design and pattern (medallion design-corner and hunting ground, etc.), dyeing and weaving style (urban, rural, nomadic).Research data has been collected through interviews and questionnaires and has been carefully analyzed. For this purpose, the manufacturers, exporters, and sellers of Persian carpets who have had a direct relationship with the culture of Japan (some Iranian and some Japanese) were considered as the statistical population, and the sampling was done by quota and purposive method.Also, the data from the questionnaire was analyzed in 2021 using descriptive-inferential statistics by SPSS 26 software, the Cronbach's alpha coefficient was 0.667, which means moderate reliability.

The present study aimed to describe the elements of the preschool curriculum with a problem-solving approach from the perspective of curriculum planning specialists and educational psychologists.  This study was a qualitative study conducted in Tehran. The population consisted of curriculum specialists (n=200) and educational psychologists (n=238) who were selected using the purposive snowball sampling method, and 24 subjects were studied until reaching theoretical saturation. Semi-structured interviews were used to collect data. To analyze and interpret the data, the method of thematic analysis through coding was used. The findings indicated that from the perspective of curriculum planning specialists and educational psychologists, a problem-solving curriculum for preschoolers includes goals (cognitive, attitudinal, functional), content (organization, presentation methods), teaching methods (traditional methods, attention to learner's age, instructor's characteristics, and active methods), learning activities (individual, group), instructional materials (features and types of resources), space (physical characteristics of facilities), time (duration, attention to the child's preparedness and age), grouping (attention to responsibility, respect for others, attention to ethics considerations, attention to group homogeneity, nature of the problem, group heterogeneity, number of group members, gender, age, personal differences), and evaluation (of the program based on personal, procedural, quantitative, and descriptive differences).  Given the importance of the Comments, it can be continuously applied to and formulated for the preschool level to raise problem-solving skills in children and foster their abilities to understand and reflect on life in the future society.

Education is a lifelong process. Education in its broadest sense includes all the knowledge and experiences gained from childhood, adolescence, youth and adulthood through any educational factor such as school, home, community and so on. The purpose of education is to develop children in all aspects. Since preschool is a period of gaining and observing important experiences of the child, it is very important in his development. Preschool education is the cornerstone of children's education activities for later levels. As society becomes more complex and diverse, the process of preparing children and adolescents for independent thinkers, productive citizens, and future leaders becomes more difficult and complex. Accordingly, in order to cope with the amazing changes in today's society, people must learn problem-solving skills. Problem solving is a vital skill for living in the present age. In most societies, everyone believes that the emphasis should be on increasing problem-solving skills. The curriculum, as one of the most important parts of the educational system, has an effective role in providing quality education in childhood. Since there is no comprehensive and specific educational program in the country to develop problem-solving skills of preschool children; therefore, the aim of this study was to identify the components and elements of the curriculum based on developing problem solving skills and provide an optimal model for preschool. In this study, two questions were raised, which are 1. What are the components of problem solving skills in preschool? 2. What characteristics should the elements of the preschool curriculum have based on the components of problem-solving skills?

The research approach was qualitative and the research method used was the Grounded theory method. Grounded theory is a systematic methodology that has been largely, but not exclusively, applied to qualitative research conducted by social scientists. The methodology involves the construction of hypotheses and theories through the collecting and analysis of data. A study based on grounded theory is likely to begin with a question, or even just with the collection of qualitative data. As researchers review the data collected, ideas or concepts become apparent to the researchers. These ideas/concepts are said to "emerge" from the data. The researchers tag those ideas/concepts with codes that succinctly summarize the ideas/concepts. As more data are collected, and re-reviewed, codes can be grouped into higher-level concepts, and then into categories. These categories may become the basis of a hypothesis or a new theory.This research was designed and implemented in two stages. The first stage led to the discovery of the components of problem-solving skills, and in the second stage, the elements of the curriculum based on the development of problem-solving skills were identified and the model of the problem-solving curriculum using nine elements of Klein for preschool was designed and presented. The research population consisted of three groups of specialists in various fields of educational sciences and psychology, including curriculum planners, educational psychologists and preschool teachers. Due to the need for interviews in the qualitative section, the three groups (curriculum planners, educational psychologists and preschool teachers) were sampled separately and in-depth semi-structured interviews were conducted with these specialists. For sampling, the snowball type of purposive sampling method was used, so that in the first step, the interview began separately with one of the curriculum planners, educational psychologists and preschool teachers who have criteria based on expertise and experience in the field of the present study. The interviews began separately and the interviews continued until there was a theoretical saturation and no new information was obtained. The interviews continued until there was a theoretical saturation and no new information was obtained. Interviews were continued with two other people in each group to ensure theoretical data saturation. In total, 36 people were interviewed in three specialists groups. In the second step, the data obtained from the interviews were collected by taking notes, and in the third step, the text and content of the interviews were analyzed. Data analysis consisted of three stages of text coding(open coding, axial coding, selective coding).

The findings of this research in the first stage were the discovery of 10 main components of problem solving skills, which are: development of self-awareness, problem recognition, organizing skills, analysis, evaluation, selection, individual differences, development of, development of thinking skills, development of social skills, development of life skills such as anger and stress management, reducing fear and anxiety and development of self-confidence. In the second stage, the nine elements of the Francis Klein curriculum based on problem-solving skills were developed, based on the components extracted from interviews and specialists opinions, and the optimal model of preschool was presented. The first element identified was the goal, which was classified into three areas: cognitive, attitudinal, and functional. Achieving the all-round development of children is one of the important goals. The preschool curriculum should be regular, flexible, and varied. Content is the next element that should be selected based on criteria such as activity-oriented, logical and explicit, and organized in a way that helps deep understanding, learner motivation and knowledge building in the learner. The third element is educational materials and resources, which are very diverse and as tools and tools that facilitate the teaching-learning process, should be compatible with problem-solving skills and be usable and attractive to preschool students. The fourth element is learning activities that must be designed according to principles to make the learner think, reflect, actively learn and solve problems. In the case of the fifth element, teaching methods, they must have features such as interactivity, practicality, and exploratory. The sixth element is grouping, which should have characteristics such as building common and purposeful knowledge, interaction and negotiation and coordination with the group, flexibility in groups, spirit of cooperation, preferably working in small and two-sided groups, respect for all aspects of personality, be critical, division of tasks, responsibility, specifying tasks in the group, paying attention to individual differences. The seventh element, i.e. evaluation, must be a process and continuous, and various, original and real strategies must be used in evaluation. Space is the eighth element. Appropriate mental and physical spaces create a learning environment to develop problem-solving skills. Regarding the last element, i.e. time, flexibility, coordination, complementarity and time management are important features. The identification of all these elements eventually led to the design of an optimal curriculum model to develop problem-solving skills in preschool children

Despite the recognition of part of the rights of the nation in Chapter 3 of theConstitution of the Islamic Republic of Iran and the relevant ordinary laws,the "Charter of Citizenship Rights" -2016 - is one of the most important legaldocuments after the Islamic Revolution Which has officially recognizedlegal rights under the title of citizenship rights. In the present study, in adescriptive-analytical format, the possibility of invoking the Charter ofCitizenship Rights in the Administrative Justice Court was examined. Thefindings of this study showed that considering the role of the President in thepolitical and administrative system of the Islamic Republic of Iran andproving the legislative authority for this authority, the Charter of CitizenshipRights should be considered as government regulations and in terms ofnormative hierarchy under ordinary laws. Therefore, considering that inaccordance with Articles 167 and 170 of the Constitution and also theprocedure of the Administrative Justice Court, it is possible for judges of theCourt to invoke government regulations, this charter can be invoked in thecourt proceedings within the limits of the law.

The main purpose of this study was to investigate the effects of mental health and job satisfaction on the performance of Ansar Bank staffs in Tehran Province.

The research methodology is descriptive of the type of fieldwork. The present research community consists of all staffs of Ansar bank in Tehran branch. In the present study, 120 people were selected as the sample by following the available sampling method. In this research, a multi-faceted personality trait questionnaire (MMPI-2RF), a job satisfaction questionnaire, and a performance questionnaire that has an appropriate validity and reliability questionnaire have been used as a tool.

 Finally, the multivariate regression model was used to test the research questions and the findings of the research showed that with the increase of "emotional deficiency", "job performance" decreases and by decreasing "emotional deficiency", "job performance” increased. Also, with "low positive emotions" and "negative emotional distress", "job performance" decreases and "job performance" increases with decreasing "low positive emotions" and "disruptive negative emotions".  

Finally, it was found that increasing "satisfaction from colleagues" and "supervisor satisfaction" increased "job performance".

The aim of the present study was to examine the effectiveness of life skills training program on the improvement of students’ life quality.The pretest-posttest with control group design was used. Thirty students with the lowest score in the Short Form Health Survey (SF-36; Warosherbon,1992) were selected from management and accounting faculty of EslamShahr branch of Islamic Azad University in 2011-2012 academic year. The participants were randomly assigned to either experimental or control groups. The experimental group received nine life skills training sessions weekly for 90 mintues.The results of covariance analysis indicated that the life skills training program increased the mental and physical healths of the students significantly. The findings suggested the effects of life skills training on improving the life quality of the students.

The kind of insight to the human being and believing in his characteristics and capabilities that can lead him to ultimate growth and excellence in his educational endeavors are among the most important issues in education. Imam Khomeini, with respect to educational and guidance viewpoints of Islam about individuals, and ontological issues drawn from Islamic teachings, has interpreted and analyzed educational principles based on innate structure and goal oriented creation. By studying Imam Khomeini’s educational viewpoints, it can be concluded that the most fundamental issue in educating human beings is recognizing the anthropological principles of education. By knowing human innate characteristics, educational objectives can be identified, general educational principles and do and don’t of education can be explored, and further smooth the educational pathways. In this article, seven anthropological principles of education and their applications are discussed.

The present study has been carried out with the aim of standardizing invitational teaching survey (ITS) and investigating its relationship with intelligence beliefs and performance of high school students in Kashmar city (Iran). The research population comprised all male and female students studying at high schools in the academic year of 2009-2010 in Kashmar town. The research sample included 540 students (270 females, 270 males), selected through multi-stage random sampling: the city was divided into three regions (north, center, south), then four schools in each region and three classes in each school were randomly selected. Research instruments consisted of (a) Invitational Teaching Survey (Amos, Purkey, Tobias, 1980; Revised 1990; shaw 2003); (b) Intelligence Beliefs Questionnaire (Zabihi, 2005). Grade point average was used as an indicator of student's academic performance. Data were analyzed using step by step regression analysis, Pearson correlation, one-sided ANOVA, and t-test. The results showed that (a) the invitational teaching survey has high reliability and validity; (b) incremental and inherent components of intelligence beliefs and consideration, patience, skill, and commitment components of invitational education are the best predictors of students academic performance; (c) there is a significant relationship between invitational education components and those of intelligence beliefs; (d) there is significant relationship between intelligence beliefs and academic performance. These findings have some implications for effective teaching and learning, which are discussed in this article.