mojtaba moazemi

The traditional approaches of learning and teaching have undergone a fundamental change and transformation with the emergence of new technologies such as multimedia, trans-media and distance communication.

The purpose of this article was to present a cooperative learning management model in the context of virtual education in primary schools in Tehran.

Therefore, in terms of the purpose, it is an applied research, because in addition to the awareness-raising and scientific aspect, it will also have a practical aspect for the relevant organizations, and in terms of the method, it was a qualitative research that was conducted by interviewing research experts. The approach of the qualitative part has been grounded theory. The statistical population includes experts familiar with the subject of the research (professors and experts in the field of teaching-learning (preferably cooperative learning) who had conducted at least two researches in the field of cooperative learning and virtual education experts with at least 5 years of experience in this field, as well as virtual education professors in Tehran. with experience of at least 5 years in virtual education) and sampling was done purposefully (18 people).

Finally, the categories were determined in the form of 16 categories and 85 conceptual codes and were placed in the heart of the 6 dimensions of the paradigm model. Factors such as teachers' characteristics, media culture, and macro factors have an effect on cooperative learning management in the context of virtual education in elementary schools of Tehran.

Therefore, for a better conclusion, the model of cooperative learning in the context of virtual education should be used from equipment, expert people, and also the experience of successful countries in this field.

Considering the role of teachers' motivation in improving the teaching, educating and learning processes, the present study was conducted with the aim of providing a suitable model to promoting teachers' motivation for the education process.

The present study in terms of purpose was applied and in terms of implementation method was mixed (qualitative and quantitative). The research population in the qualitative part was the academic experts of Tehran city in 2020 year, which number of 15 people of them were selected as a sample according to the principle of theoretical saturation and by purposive sampling method. The research population in the quantitative part was the high school teachers of Tehran city in 2020 year, which number of 316 people of them were selected as a sample according to the Cochran's formula and by simple random sampling method. The research tool in the qualitative part was semi-structured interview and in the quantitative part was researcher-made questionnaire, which the validity and reliability of them were confirmed. The data in the qualitative part were analyzed by coding method based on grounded theory in MAXQDA software and data in the quantitative part were analyzed by exploratory factor analysis and structural equation modeling in SPSS and LISREL software.

The results of the qualitative part showed that the central category included promoting teachers' motivation for the education process, causal factors included work environment, cultural and social context, teaching level, individual characteristics and demographic factors, intervention factors included psychological-attitudinal factors, individual-motivational factors, facility-welfare factors, managerial and structural factors and negation of work, contextual factors included financial rewards, school physical facilities and job enrichment and job development, strategies included planning to improve quality and academic level, behavior, attitude and policy educational of managers, teacher empowerment and encouragement active teacher and outcomes included trustworthy, academic competence, good social relations and understanding of circumstances and duties. Also, the results of the quantitative part showed that the factor load of all components was appropriate and work environment, cultural and social context, teaching level, individual characteristics and demographic factors on causal factors, psychological-attitudinal factors, individual-motivational factors, facility-welfare factors, managerial and structural factors and negation of work on intervention factors, financial rewards, school physical facilities and job enrichment and job development on contextual factors, planning to improve quality and academic level, behavior, attitude and policy educational of managers, teacher empowerment and encouragement active teacher and on strategies and trustworthy, academic competence, good social relations and understanding of circumstances and duties on outcomes had a significant effect on outcomes (P<0.05).

According to the results of the present study, to promoting teachers' motivation for the education process can be action through the identified components in the present study.

The aim of this research was identify the dimensions and components of promoting teachers' motivation in the education process.

The type of research based on the purpose was applied and based on the implementation method was exploratory from type qualitative. The research community was the documents and texts of promoting teachers' motivation in the education process and the experts and researchers in the fields of educational sciences of Tehran city in 2019 year. The research sample according to the theoretical saturation principle was 15 people who were selected by purposive non-random sampling method. Information collection tools included taking notes from documents and texts and interview with experts and researchers. Data were analyzed by open, axial and selective coding methods in MAXQDA-2020 software.

The findings showed that t the dimensions and components of promoting teachers' motivation in the education process had 86 indicators, 8 components and 3 dimensions. The organizational dimension had three components of management and coworkers, work environment conditions and performance appraisal system, the social dimension had three components of social relations, social responsibility and social status of the teacher and the individual dimension had two components of personal characteristics and immaterial goals of teachers.

According to the identified dimensions and components of promoting teachers' motivation in the education process, planning are essential to improve teachers' motivation by promoting the components of management and coworkers, work environment conditions, performance appraisal system, social relations, social responsibility, social status of the teacher, personal characteristics and immaterial goals of teachers.

The purpose of this research was study the affected factors on entrepreneurial University in Islamic Azad University. The method conducted in this study is field research and library literature one. In terms of the way of conducting, it will be correlational research and in terms of the research purpose, it will be among applied researches. The statistical population of the study was 80 employees of Islamic Azad University who were selected by census method. According to a sample formula should be 80. Therefore, questionnaires were distributed among members of the target population. In Next Phase, the researcher has analyzed and interpreted the data gathered. Both descriptive and inferential statistics have been used to analyze the data of this study. Description of data has been presented in table representing different indices such as absolute and relative frequency, mean, standard deviation and variance in background and main variables. Correlational tests, multiple regression and F-test were used to get into the proper conclusion and test hypotheses. The results showed that dimentions ofdimentions (entrepreneurial of leadership , instruction of entrepreneurship , culture of entrepreneurship, Characteristics traits) influences on entrepreneurial University in Islamic Azad University.

This study was conducted to provide a qualitative model of professional competencies of teachers of the University of Applied Sciences. Using inductive content analysis, 1519 concept codes have been identified, coded and categorized, and then in three stages, nine dimensions and 22 components were explained. Finally, using Delphi three-stage technique, these indicators were modified and adjusted among 18 scientific and executive experts. In the end, the model of professional competencies of teachers of the University of Applied Sciences was presented in nine dimensions as follows: specialized knowledge competencies (in 3 categories), teaching competencies (in 3 categories), professional competencies (in 2 categories), professional skills competencies (In 4 categories), professional attitude competencies (in 2 categories), social competencies (in 2 categories), cultural competencies (in 2 categories), organizational knowledge competencies

The purpose of this research was to investigate the impact of social media marketing activities on brand equity and customer responsiveness in Yale Lock Company. A descriptive-correlational method was used for this research. The statistical population of the study consisted of all clients of the locksmith company, whose number is unlimited. Based on the Cochran formula, the sample size was 385 people. To investigate the variables of the research, the questionnaire tool was used which has 23 questions. The reliability of the questionnaires was confirmed by Cronbach's alpha coefficient. Content validity of the questionnaires was confirmed by a group of university professors and their construct validity was verified by a confirmatory factor analysis. Parametric inferential statistics methods, such as Kolmogorov Smirnov test, have been used to test the hypotheses to ensure that the data are normal and the structural equation modeling and path analysis using Laser Les software. The most important findings of the research showed that social media marketing activities have a significant positive effect on brand awareness; social media marketing activities have a positive effect on brand image; brand awareness has a significant positive effect on oral and oral marketing; brand image Oral-oral marketing has a significant positive effect, brand awareness has a significant positive effect on commitment, brand image has a significant positive effect on commitment.