جستجوی مقالات مرتبط با کلیدواژه « skill » در نشریات گروه « علوم انسانی »

Since the police is a symbol of the government, the criminal behavior of the employees due to the lack of training and shooting skills in order to fulfill their legal duties can violate the rights of the parties to the case and the rights of the society. Citizens' and society's trust in the judicial and police system should prevail. The purpose of this research is the pathology of shooting skill training of police officers and its effect on the efficiency of officers in preventing the crime of illegal shooting.

This research was carried out using the usual field and survey method, its statistical population included Ahvaz police employees, 360 employees who committed illegal shooting crimes in the past in line with their legal duties were randomly selected as the sample size. Through a researcher-made questionnaire, they were investigated in the discussion of the pathology of employees' shooting skills and the prevention of illegal shooting crimes. To analyze the data, spss software and variance analysis tests were used.

The results of the research show factors such as: increasing crime rates, lack of specialized training of police officers, unnecessary pursuit of cars and failure to impound them, and the scattering of related laws. With shooting, the most effective factors in the discussion of etiology and in the field of prevention are: the use of modern and high-quality weapons, the use of physically capable employees in

The present research was conducted to design a brand development model for human resources in sports organizations (case study: managers of sports and youth departments in Tehran province).

According to the data collection method, the research was sequentially exploratory. The statistical population of the research in the qualitative part included 20 academic experts, senior managers, and sports assistants of the sports and youth departments of Tehran province. Sampling was done using non-probability and snowball methods. In the quantitative part, the statistical population includes the middle managers, who are the employees of the sports and youth departments of Tehran province and the heads of sports teams of Tehran province. According to Morgan and Karjesi's table, 270 were selected by random stratification. The research tool was a semi-structured interview in the qualitative part and a researcher-made questionnaire in the quantitative part. The face and content validity of the questionnaire were confirmed by university professors who are familiar with the subject of the research. The reliability of the questionnaire was calculated through Cronbach's alpha coefficient, and the reliability of the questionnaire was reported (α=0.883). Finally, the structural equation model was used to design sports organizations' human resources brand development model.

Data analysis identified 128 primary codes, 15 sub-categories, and four main categories. The results showed that the human resources brand development model in sports organizations can be formulated by considering the factors of human resources brand development at four macro levels: macro, micro, individual, and organizational.

Based on the results of the research, sports organizations must empower human resources to shape the personal brand of sports managers, which includes Technical skills, human skills, social communication competence, human resource performance evaluation, perceptual and communication skills, training and development of human resources, psychological skill, satisfaction and commitment of human resources, organizational leadership, organizational justice, organizational culture, internal branding, specialized competencies and pay special attention to individual merits. The findings of this research show that the human resources brand development model in sports organizations can improve the meritocracy of sports managers, improve the performance of managers, and gain a competitive advantage for sports organizations.

IntroductionGovernance is a term that lacks a precise and clear definition due to its broad scope and evolving nature. It can be broadly defined as the capacity to effectively manage a society through productive engagement with various sectors. For a public organization's governing body to fulfill its responsibilities effectively, it must possess and institutionalize the necessary capabilities within the organization. Given the significance of good governance in today's intricate societies and its substantial impact on organizational outcomes, it is crucial to have a governance framework capable of fulfilling its role competently. This framework should be able to establish the organization's objectives, vision, and trajectory, steer its subordinates towards achieving these objectives, and enact essential reforms through timely evaluations of goals and stakeholders' conduct. Failure to possess these essential capabilities and execute its role effectively will lead to program inefficiencies and the inability to attain set objectives, eventually resulting in discontent among stakeholders. Therefore, the objective of this research is to identify and categorize the essential governance capabilities required. The methodology involved literature reviews, surveys, and interviews with experts. Through qualitative content analysis, key capabilities for effective governance were delineated. The expert panel consisted of ten seasoned researchers and managers specializing in organizational management within an Iranian government entity. The research timeline spanned from 2020 to 2022, focusing on one of Iran's ministries.Methodology The thematic analysis in this research followed the Brown and Clark method, which involves three steps: analysing the interview texts and coding them, creating a network of themes, and extracting categories. For qualitative interviews in this study, the semi-structured interview method was chosen due to the subject's nature and the necessity of obtaining exploratory information while minimizing research bias. The interviews were conducted until theoretical saturation was achieved. To reach theoretical saturation, the researchers adopted a gradual approach to analysing the interviews. After each interview, the complete process of coding and thematic analysis was carried out, instead of analysing all interviews at once.Results and Discussion In general, it can be inferred that the governance level within government organizations must possess a range of capabilities to effectively manage their responsibilities. These capabilities encompass ethical considerations, systemic understanding, attention to complexities, and leadership skills within the governing team. The integration of all these capabilities is essential for ensuring effective governance. Ethical governance entails key characteristics that define the individuals involved in governance. These characteristics, identified through literature review and interviews, include commitment, determination, openness, critical thinking, honesty, and accountability. Organizational structures should be designed to promote these characteristics as standard behaviours, minimizing the likelihood of breaches. Systemic governance involves capabilities linked to managers' awareness of the organization's systemic aspects and insights derived from human experience. Neglecting these capabilities can lead to systemic issues and eventual failure. Subcategories within this domain encompass foresight, holistic thinking, attention to complexities, and creativity. Competent governance behaviour encompasses leadership and managerial skills necessary for guiding subordinates towards goal attainment and creating a conducive environment for their success. This category includes subcategories such as organization and leadership, policy formulation, fostering a conducive culture, creating opportunities, and facilitating processes. Each of these categories comprises four dimensions, identifying a total of 59 minor capabilities essential for effective governance.Conclusion This study has comprehensively identified governance capabilities ranging from overarching dimensions to minute routine behaviours, a level of detail not previously explored in existing research. The findings of this research not only contribute valuable insights to the existing literature on governance capabilities but also offer practical policy recommendations for policymakers and managers to enhance governance capabilities within their organizations.

Developing entrepreneurial leaders is the key to finding hidden value in communities. If we learn how to create or revive the spirit of entrepreneurship in our society, all stakeholders will benefit. Based on this, the present research was conducted with the aim of identifying and evaluating entrepreneurial leadership skills and competencies in transitioning countries. The objective is descriptive-applicative and the data collection tool was a questionnaire, which after designing its face validity (based on the opinion of experts) and its reliability (using Cronbach's alpha coefficient 0.878) were measured. The statistical sample of the research was determined by the Cochran formula of 273 people, which included organizational and academic experts. Data analysis has been done using the structural equation method and Smart PLS3 software. Based on the results, it has been determined that entrepreneurial leadership skills and competencies include "exploration, acceleration, search, integration, influencing others, coaching, Facilitation, guidance, opportunism and motivation have an impact on entrepreneurial leadership. In addition, "individual, acquired and functional characteristics" also affect the performance of entrepreneurial leadership.

This article uses a quantitative content analysis of fifth grade elementary school and third grade of middle school textbooks from the 1370s/1990s and 1380s/2000s in an attemp to show the contribution of the environment and its protection in textbooks and subsequently in formal education. In addition, this article tries to find out what factors influenced the thinking of curriculum planners and textbook authors. The results of the study show that only two percent of the total text content of the books deals with environmental protection. Of the threefold levels of knowledge, attitude and skills in these books, 78% are at the knowledge level. Furthermore, the largest amount of environmental data is found in books such as Geography, Experimental Science and Technology & Occupation. This could be an indication of the dominance of experimental thinking in the eyes of curriculum designers in the field of environmental education. However, it seems that in the 1380s, the textbooks paid more attention to the level of attitude, so that it increased from 2% in the 1370s to 4% in the 1380s. Moreover, in the 1380s, the dominance of experimental thinking seems to have decreased and environmentalism was included in non-experimental books such as Farsi and religious teachings. In addition, in the 1380s, textbooks paid more attention to pollution and the impact of polluting human activities on the environment than in the previous two decades.

Background& The aim of this study was to investigate the effect of Cognitive and Motivational Imagery on the learning of soccer shooting and pass skills. Subjects of this study consist of 48 masculine students of Shahid Beheshti University with age ranged 19-30 years who did not participate in organized soccer trainings. Participants were randomly assigned in 6 groups (cognitive imagery, motivational imagery and control in shoot as motor skill and pass as cognitive skill). Research protocol included pre-test; 15 acquisition sessions (3 days a week); acquisition test immediately after the last acquisition session; and retention and transfer tests, 72 hours after the acquisition test. For data analyzing, with regard to the effect of pretest scores on posttest scores, it was used one-way analysis of covariance Bonferroni post hoc test in acquisition, retention and transfer. Results indicated that in instep shooting skill, there was no significant difference between cognitive and motivational imagery, but in pass skill motivational imagery group was significantly better performance than other groups. Regarding these results, coaches and athletes are advised to use motivational or cognitive imagery in motor skills and motivational imagery in cognitive skills.

The main purpose of this research is to determine the effectiveness of critical thinking skills in explaining the principle of enjoining good and forbidding evil in the second year students of Gilan secondary school. The statistical population was all high school students, with a frequency of 1626 girls' classes and 1678 boys' classes. The sampling method was of a multi-stage clustered probability type. The statistical sample of 262 people included 12 classes (6 treatment classes and 6 control classes) which were randomly selected from among tenth grade students. The experimental research method was conducted with the critical thinking skills questionnaire tool (Glaser-Watson test) for the pre-test. One week after teaching critical thinking skills to the treatment group, a post-test was conducted from both groups. The content of the indirect post-test was about enjoining good and forbidding evil. For analysis, parametric descriptive and inferential statistics were used according to the type of question and hypothesis. The findings showed that teaching critical thinking skills is effective for increasing students' ability to explain what is known and what is forbidden from what is wrong.

Linda Zagzebski's naturalistic approach to cognition has made permissible the entry of human virtue-oriented characteristics into the field of epistemology. Virtues, feelings, and emotions are aspects of human nature that, from Zagzebski's point of view, contribute to the formation of knowledge (ma‘rifat). The motivation arising from emotions leads the belief towards the truthfulness. The application of natural characteristics in knowledge requires a special skill, which, according to Zagzebski, is different from skill as a technique and mastery. Virtue, motivation and success are among the most important naturalistic components of cognition from Zagzebski's point of view. Besides the mentioned natural components, other elements are introduced by traditional epistemologists for the formation of knowledge, such as awareness, will, duty, etc.In analyzing and criticizing Zagzebski's view, the authors deal with three natural components of knowledge, i.e. the elements of virtue, motivation and success. The three components, as proposed by Zagzebski, are not free from fault, and their application in the structure of knowledge requires precision in meaning, limits, and function. For example, if only epistemic and behavioral virtues are counted as effective virtues in cognition, there would appear a possibility of a conflict among virtues and the loss of the capacity of natural virtues in knowledge and the limitation of the scope of easy-to-find beliefs. In this case, the exclusiveness of true beliefs to the beliefs resulting from the truth-seeking motive would lead to neglecting the true beliefs arising from other motives, and the virtue of not having skills will cause the virtue hidden in techniques to disappear.

Skills training is a set of teachings that lead to the creation of a skill repository in the mind and behavioral system of the individual under training, preparing them for agency and deep influence in the work environment. This research was conducted with the aim of representing commanders' experiences of influential factors on skills training in border education centers of the Islamic Republic of Iran's law enforcement command. The present study, in terms of purpose, application, and in terms of the nature of the data and the method of execution, is a qualitative phenomenological research. The data collection tool was semi-structured interviews. The participants in the study were 12 commanders, managers, and experts of border education centers, and the sampling was purposive until theoretical saturation was reached. Four criteria recommended by Guba and Lincoln were used to assess the internal and external validity of the research results and were confirmed. Atlas.ti software was used to analyze the research data. The findings showed that influential factors on skills training consist of 65 basic concepts, eleven organizing concepts, and four comprehensive concepts, including professional competence of instructors, learner characteristics, training conditions, and organizational factors. The research results indicated that for the successful implementation of effective and efficient skills training and empowering learners in education centers, it is better for border commanders to identify the necessary infrastructures for the implementation of skills training based on the identified indigenous components and to use them properly with proper management.

effectiveness of Education programs is one of the most important stages of planning and implementing Education courses.

The present research was conducted in terms of descriptive method, in terms of objective, practical and in terms of data collection, it was done by survey method. The statistical population of this research was 107 students and their immediate commanders and managers. Based on Cochran's formula, 83 students and 32 commanders were selected. In the first and third level, the researcher's questionnaire was used, and in the second level, the scores of skill courses were used. Descriptive and inferential statistical methods, are used to analyze the data.

The degree of reaction of the students showed high satisfaction and in between, the highest level of satisfaction was with the planning and order of the trainings and the lowest level of satisfaction was with the content of the trainings. The amount of learning of the students in the courses has been positive, and also regarding the analysis of functional changes from the point of view of students and commanders, based on the average and significance level calculated, it can be said that the functional changes in this dimension are at a favorable level.

:l program of improving the skills of traffic operations students has had a favorable effectiveness in the components of reaction, behavior from the point of view of students, commanders and learning, so that this level of effectiveness is relatively high

The important role of competencies in improving job activities is clear. Skilled and competent human resources can lead the organization to great goals. Therefore, the purpose of the present research is to identify the pattern of skill competencies of the commanders of special units related to the assigned missions.

The current research was conducted in terms of practical purpose, in terms of exploratory nature and descriptive-analytical type with the content analysis method of documents. The research community consisted of the collection of all the documents, instructions and books that were compiled and published in the fields of education and skills required by the employees of the special law enforcement units of the Islamic Republic of Iran from 1391 to 1401. In order to ensure the internal and external validity of the research results, the four criteria recommended by Goba and Lincoln were evaluated and confirmed.

The results of the analysis of the findings showed that the skills of the commanders of Faraja special units can be categorized into 5 dimensions, 16 components and 102 indicators. The obtained dimensions were: general skills; specialized professional skills; Individual skills; Management skills andscientific, knowledge and insight skills.

Commanding a police rapid response unit that performs diverse and important missions requires a combination of diverse skills. Therefore, planning for the training and selection of commanders and even empowering them while serving requires attention to all kinds of skills. Some of these skills are general in the military and administrative fields, but many of them are specific to special units and their specialized fields.

the current research has been conducted with the aim of explaining the competency model of architecture graduates using a qualitative method based on the grounded theory approach, in three stages of open, central and selective coding.The statistical population of this research was made up of 21 university professors and prominent architectural experts in the private and government sectors by purposeful and snowball sampling.  According to the findings, the number of 130 conceptual codes and 40 sub-categories in the form of 6 main categories in the paradigm model including the cultivation of capable and competent architects as the central category, causal conditions (design and idea generation skills, specialized knowledge and awareness, research, coaching and development of others, Administrative skills, entrepreneurial skills, communication-social skills, business and leadership skills, mental ability, architectural professional ethics and personal skills), contextual factors (resources and facilities, motivational models and academic training), intervening conditions (process and type of training, interactions and communication patterns, structural facilities and equipment, legal and support infrastructure), strategies (model education and learning, creating wide communication networks, culture building and social needs assessment), consequences (professional response, educational response, individual response) have been placed. The dimensions, components and indicators calculated from the current research can be used as a framework to make changes in the educational programs of architects and guide the architectural education system in order to improve the professional capabilities of architecture graduates. It can also be used as a reliable framework for evaluating and recruiting architects in the professional world.

Critical thinking, as one of the types of human thinking, is necessary for people at higher education levels. Past studies have reported the extent of critical thinking of students of different university levels low. This research aimed to compare the critical thinking of Ph.D. students in different fields. The research method was causal-comparative. The statistical population was 1210 Ph.D. students in different fields at Tabriz Islamic Azad University. The sample size was estimated 212 people by Cochran's method. The sampling method was multi-stage cluster sampling. Data were collected through form B of the California Critical Thinking Skills Test and were analyzed using t-mean comparison and analysis of variance tests. Based on the findings, the mean score of critical thinking of Ph.D. students in the Tabriz branch is 18.81± 5.36. The critical thinking score was highest in the humanities faculty, 19.81±5.54, and it was lowest in the technical-engineering faculty, 17.04±5.19. The mean score of critical thinking in the Agriculture Faculty was lower than the Humanities faculty and higher than the Technical Faculty, 18.25±5.36. There was no significant difference between students of different fields in critical thinking, inference, and induction. However, there was a significant difference in analysis, evaluation, and induction components. Although younger students had more powerful analyses power and older students had more powerful inference power, there were no significant differences between the age groups of students in critical thinking. There were significant differences between men’s and women’s critical thinking, analysis, evaluation, and deduction skills. Women’s critical thinking, analysis, evaluation, and deduction skills were better than men’s. It is better to organize workshops on critical thinking skills for students (with priority for technical-engineering faculty) and ways to strengthen it for university professors.