فهرست مطالب mina tasouji azari

Along with the unprecedented developments regarding all dimensions of education systems, the successful implementation of technology-based pedagogic interventions would be of great interest. One of the major areas of progress deals with the essential qualities of the deep neural network in the various domains of research as well as science, which is fundamentally built to imitate the activity of the human brain, including cognitive, affective, social, and emotional factors. Undoubtedly, great attention should be paid to the feasibility of implementation of the varieties of deep learning architectures in language learning environments, which can be assessed. In this paper, deep learning architectures are examined to study the architectures, aspects, and models regarding deep language learning in order to improve the performance of learners of English as a foreign language. The general stages of any dynamic modeling approach include selecting a mathematical model for a physical problem, developing the model, and finally providing its solution to describe the basic components and theoretical background conducing to the emergence of a new paradigm in the context of language learning. Considering the deep learning architectures of Deep Convolution Neural Networks (DCNN), and Recurrent Neural Networks (RNN), aspects of language learning were examined. The survey necessitates implementing a neurophysiological paradigm embracing all learning requirements.

The survival and success of any learning system depends on the knowledge, expertise, ability and skill of teachers as the core of education. Regarding the important role of teachers in the process of language learning, the present study aimed to investigate the underlying factors conducive to the formation of the Holistic Identity of the Language Teachers (HILT).

The collected data for the present study were analyzed qualitatively, by adopting grounded theory approach (Strauss & Corbin, 2008) and collected through semi-structured interviews with 41 teachers, with teaching experiences varying from 8 to 18 years, working in schools, universities and institutions in Urmia, Iran. The collected data elicited from the interviews including three main questions of the characteristics of a language teacher identity, the causes of teacher identity, and the role of self and society in the formation of the HILT. Then the data were analyzed through open, selective, and axial coding stages observing a Constant Comparative Method.

The present study attempted to inquire and signify the role of self and society as the grounding factors of HILT. Introducing the Teacherality as the core category of HILT, grounding factors are the causes of HILT, naming Persona Grata and Public Persona, representing Self and Society as the major concepts respectively. Accordingly, the category coded as “Persona Grata”, referred to the Self of the teacher, including intra-personal and individualized qualifications required, namely: Language Commanding, Corporeal State, Perceptual Prompt and Sense Agility. The other factor, Public Persona, consists of socially acquired characteristics of being a language teacher, including Teacher Prestige, Public Life, and Media Person.

The core of this theory revolves around the concept of self, stating that the various features and factors of a person and the different interactions taking place in different circumstances would have a direct relationship with personal, social, and professional characteristics of the Self. Furthermore, the theoretical framework of the concept of HILT has been extracted from the interview data, through which the identity has been analyzed in the sense of the comprehensive nature of the language teacher in Iran. The findings indicate that the foundation of holistic identity formation stems from the dynamic nature of self, interacting in the society as contextual category encompassing all social, corporeal, economic, and professional aspects of a language teacher’s holistic identity.

Health care providers are considered as the pioneer forces of health system, thus their health promotion through establishing correct nutrition behaviors, especially dairy consumption by using the most efficient models like Health Belief Model (HBM) has been paid attention. This study was conducted with the purpose of investigating the determinants of dairy use status and effective factors on consumption behaviors on the basis of HBF among health care providers of health centers n Urmia, Iran.

Throughout this descriptive-analytical study, 303 health care providers working in the health centers of Urmia, were included in the study by the counting sampling method, on the basis of inclusion criteria of the study. The instruments of data collection were researcher-made reliable and validated questionnaires in three groups of: personal profile, consumption status of different types of dairy, and (HBM). Data were collected by using the structured interviews, then ultimately analysed  as well as the descriptive analytical tests.
 Among the structures of  (HBM), the dimension of self-efficiency showed significant relationship with the score of the dairy consumption behavior .  there was a meaningful significant relationship between the mean score of dairy consumption behavior with the occupational status, marital status, and ethnicity the structures of HBM indicated 20% of the variance of the dairy consumption behavior. The predicting power of perceived self-efficiency was more than other structures of the model.

The role of self-efficacy is effective in promoting dairy consumption behavior.HBM for educational interventions by officials and policy makers  would be helpful.

It is one of the major areas of interest within the field of educational research to examine the role of teachers, their professional accomplishment and influential factors affecting or inhibiting the practice; of which, the study of teacher identity has taken on fundamental property. Thus, the present study explored different aspects of a language teacher identity which led to the development of the theoretical framework of Holistic Identity of Language Teachers (HILT) based on the grounded theory. The data were collected in semi-structured individual interviews from 64 teachers in Iran. Employing a version of Strauss and Corbin’s (1998) coding paradigm, emerged a framework of a set of categories in terms of ‘process’ (i.e., becoming a teacher) as well as the grounding categories of ‘Persona Grata’ and ‘Public Persona’, resulted in the core category of ‘Teacherality’, along with three categories of ‘Navigating Strategies’, ‘Conditional Contributors’, and ‘Contextual Patterns’. The final consequence of the framework is ‘Actual Teaching Approach’, referring to the eventual phenomenon of the evolutionary continuum of being a holistic language teacher. The most obvious finding of the study refers to the emergent as well as evolutionary nature of HILT. Following the interplay between self and society in emergence of HILT, the schema was proposed to round up all revealed and unnoticed aspects of language teacher identity which can be implemented operationally to redefine, highlight, and activate its unprecedented role in an Iranian context.