جستجوی مقالات مرتبط با کلیدواژه "محتوای فرهنگی" در نشریات گروه "علوم انسانی"

The research was conducted with the aim of designing a strategic model for promoting the cultural participation of non-governmental organizations with an emphasis on content production in cyberspace. The research was applied in terms of purpose and mixed simultaneously in terms of data. The statistical population was all experts in the field of cultural partnerships, non-governmental organizations and virtual space and all documents. Sampling of experts was done by snowball method and sampling of documents was done by available method. Data analysis was done by coding methods, content analysis, cross matrix analysis and SWOT analysis. Finally, the strategic model of promoting the cultural participation of non-governmental organizations in the production of cultural content in cyber space was obtained with 78 open codes and 37 core codes, which are the levels of participation, participation techniques and types of participation (causal conditions), organizational process, organizational communication, content quality. and organizational knowledge (background conditions), security threats, development of technological infrastructure, financial motivation, diversity of taste and government budget allocation (intervening conditions), promotion of individual and social self-awareness, free participation, change of people's attitude, change of the authoritarian attitude of the government Men, avoiding centralism in cultural policy, mobilizing resources and making participation (strategies) effective and legalizing cultural activities, localization in activities, suitability of cultural activities with current needs, popular participation in cultural activities and implementation and evaluation of activities (consequences) made the paradigm model.

The importance of learning Persian for non-Persian speakers has a significant impact on the compilation of educational materials based on the needs of Persian learners. Since language teaching is mainly associated with the introduction of cultural issues into the knowledge of the language learner, the contribution of educational books to the transmission of cultural concepts is undeniable. This research aims to investigate the amount of reflection of cultural content and elements based on the cultural patterns of "Cortazzi and Jin" (1999) and “Adaskou et al." (1990) in "Parfa 1" textbook. The research method is a statistical analysis of the content of this book based on the integration of the mentioned patterns. Based on this, Cortazzi and Jin (1999) have considered the cultural content of language teaching books into three types: source culture, target culture, and international culture. Noteworthy is that Parfa collection is designed for general Persian language teaching purpose for adult speakers. Accordingly, during the current research process, Iranian culture is determined as the "target culture" and the source and international cultures have been classified under a same group, entitled "other cultures". On this basis, by combining the cultural pattern of Adaskou et al. (1990), the four elements of this concept, including "aesthetic elements", "sociological elements", "semantic elements" and "sociolinguistic elements", are used as the base of statistical analysis for examining the cultural content of "Parfa 1" with an emphasis on Iranian culture as the target language. The research results show that the main cultural elements represented in the culture of the target language are: 1- Aesthetic elements (art, literature, music and media), 2- Sociological elements (everyday life), 3- Semantic elements (cultural conceptualizations of various issues) and 4- Sociolinguistic elements (the way of using language according to social cultural conditions).

Culture is an inseparable part of education in all respects. One of the fields in which culture plays an important role is second language acquisition. English language has become the language of science and technology and that of disseminating knowledge. Hence, English for Specific and General Purposes (ESP and EGP, respectively) is now a subfield in applied linguistics, helping English learners communicate their knowledge through English. The issue of communication leads the field to have a special connection with culture. That said, the purpose of the current study was to investigate the cultural content and cultural elements of the EGP and ESP textbooks used to teach ESP in economic and management, accounting, and psychology in Iranian universities. Using Cortazzi and Jin’s (1999) framework for cultural content, and Adaskou, Britten, and Fahsi’s (1990) framework for their cultural elements, the ESP and EGP textbooks were exqamined. The results indicated that there were statistically significant differences between the cultural content and elements included in the EGP and ESP textbooks; the EGP textbooks contain more cultural content and elements. Thus, it can be concluded that the ESP textbook designers need to pay more attention to the inclusion of cultural content and elements in the ESP textbooks if they want to improve the disciplinary abilities of the ESP students in communicating about the disciplinary notions of their majors.

The studies about ethnicity have a long history, which roots in the exoticism that in turn is affected by the Orientalism viewpoint on other cultures. The procedure of nation-building and modernization of Iran drastically changed the tribal life in Iran. This procedure was accompanied by extensive researched by Western researches on the tribal communities of Iran. During the last two decades, we have seen a decrease in tribal studies and a growing interest in ethnic studies from the perspective of political and social sciences. The new ethnic terms such as Kurds and Balouchs became the substitutes of the former tribal names. However, the transition of the tribe to the ethnic is mostly neglected in the scholarship. These studies have not paid attention to the mechanisms and conversion process form tribe to ethnicity.
For this reason, analyzing the group's dynamics and multiple influential factors in this transition, and also the role of cultural content in the transition process has been ignored. This study is trying to take a fresh look at the issue of the tribal and the ethnic in Iran from a process approach and to emphasize the role of cultural content.