نشریه پژوهش اجتماعی
پیاپی 49 (زمستان 1399)

This study was descriptive-survey, with the aim of social development dimensions evaluating and from the viewpoints of faculty members and managers at Babol Noshirvani University of Technology. 120 faculty members and managers were selected by stratified random sampling. The research instrument was social development a standard questionnaire consisting of 25 pairs of corresponding questions were designed on a 5-point Likert scale. Data were analyzed using Wilcoxon tests, Friedman rankings by spss 21 software. The findings from the viewpoints of faculty members and managers at Babol Noshirvani University of Technology showed that ratings of social development dimensions were respectively consisted identity, consensus and social cohesion ( 4.62 ) , social capital ( 4.36 ) , social accountability (4.23) , social welfare ( 3.97 ) , Social security ( 3.86 ) , social justice ( 3.62 ) , sustainability ( 3.35 ), there is a gap in all social development dimensions. The size of the gaps were respectively related to the social accountability ( -1.32) , social security ( -1.28 ) , sustainability ( -1.27 ) , social welfare ( -1.14 ) , social justice ( -1.01 ) , identity and social cohesion ( -0.99 ) , social capital ( -0.82 ). Accordingly can be concluded that in the role of social development, universities should pay more attention to social justice and sustainability, in order to the role of social development dimensions and in doing so, they should make greater use of the strategy of strengthening identity consensus and social cohesion and promoting of social capital.

Today, schools are increasingly concerned about students' behavioral disorders such as violence, disciplinary issues, bullying, and destructive and brazen behaviors.Statement of Problem: One of the important questions is why adolescents engage in behaviors such as bullying?  Parents are the first to communicate with the child and have the most influential encounters and interactions in shaping the structure of the child's future life. Children's perception of this type of interaction is much more important than the practical experience of such interactions.

Object: 

The aim of the present study was to predict bullying based on perceived parenting style through mediation role of self-concept in students.

The present study was descriptive and correlational and structural equation modeling method. The statistical population of high school students was studying in the second grade of high school in Tehran in the academic year of 2018-19. A total of 290 students were selected by cluster sampling. The research instruments included Grolink's perceived parenting questionnaire (1997), Rogers 'self-concept questionnaire (1977), and Illinois' (2001) bullying scale. Structural equation modeling was used to analyze the data.

The results of the statistical test showed that the fit indicators of the research model were in good condition. Also, the variable parenting variable on bullying had both a direct and an indirect effect (through self-concept) (p <0.05). Self-concept also directly affects bullying (p <0.05).

The results of the present study confirmed the need to pay attention to the perceived parenting style as a family variable in predicting bullying behaviors in students in the country's schools.

The purpose of this study was to investigate the relationship between knowledge capabilities and entrepreneurial orientation with Considering the mediating role of social capital. This is a descriptive-correlational study that was conducted as a survey. The statistical population included the staff of Imam Khomeini Relief Committee in Golestan province with a volume of 750 people and the sampling method was simple random. The sample size was 256 based on the Krejcie-Morgan table. To collect data, Knowledge Capabilities Questionnaires Patrick and Sonia (2009), Entrepreneurial Orientation Antonik and Hisrich (2003) and Social Capital Nahapit and Gushal (1998) were used. The content validity of the questionnaire was confirmed by experts and the construct validity was confirmed by confirmatory factor analysis and the reliability was confirmed by Cronbach's alpha test and combined reliability. Then, the collected data were analyzed using Smart PLS software through correlation matrix, structural equation testing and model fit. The results showed that there is a significant relationship between knowledge acquisition and social capital. There is a significant relationship between knowledge creation and social capital. There is a significant relationship between knowledge storage and social capital. There is a significant relationship between knowledge distribution and social capital. There is a significant relationship between knowledge retention and social capital. There is a significant relationship between social capital and entrepreneurship orientation. Therefore, special attention to the capabilities of knowledge and social capital as a competitive advantage in the 21st century, will make the organization more successful in achieving its goals and leading to increase entrepreneurial capacity.

One of the important issues in development today is social health, which along with physical, mental and spiritual health has found a wide role and importance; In a way that health is no longer just being free from physical and mental illnesses, but also how a person functions in social relations and how he thinks about society is also one of the criteria for assessing a person's health in society. Social health is influenced by social conditions of society. One of the most important issues in development today is social health, which has played a significant role alongside physical, mental and spiritual health. Health has a wide meaning and its definition is influenced by the level of awareness and attitude of societies with different geographical and cultural conditions. This study sought to study the sociological relationship between social support, social trust and economic and social status of individuals Among  Women  between the ages of 18 and 60 in the khesht city of Fars province. The theoretical approaches of this study are based on the theories of Keyes social health, Fischer and Tardy social support, and Fukuyama social trust. Method, survey, and data collection tools were standard questionnaires made by Keiz and esearcher. The data were analyzed by SPSS software and LISREL software. The results showed that there is a significant relationship between independent variables and women's social health. Also, the result of the structural equation model was that as social support increased, women's social capital increased, and as social capital increased, so did their social health.

This research goal was to submit a model of return on investment (ROI) measurement to assess Master of Art (M.A) courses of organization. This was an applied research in descriptive framework, kind of survey and its population was consisting of all M.A graduated which include N = 75. Sample is chosen based on Morgan table including 62 people. Stratified sampling was used randomly. For collecting data, library and field methods are applied. Research was done in two phase. During the first phase, a focus group was convened to identify the components of financial a non financial benefits of program, and M.A costs and also as entry for num1 questionnaire of current research. Within second phase two questionnaires was set to assess and measurement of ROI. Witch first one included 34 questions that contained 5parameter and second one included 17 test that that contained 4 parameters through in 5-level Likert scale. Collected data was classified in SPSS and the amount of reliability coefficient was calculated by Cronbach Alpha method (0/936) for this tool. The main goal of this study was to submit a model to measure the ROI for organization (M.A) courses assessment. The research achievement led to determining the components of ROI model. Which was represent with model, never the less recognizing of M.A course and proms, measurement of changed done in organizational results and above mention of the added value courses measurement in different levels of ROI model was lone. There for based on the results and compliance of them with past researchers and current theories, it concluded that submitted framework is well theoretical and experimental supported and is credible enough and its performance purposes to measure the ROI to assess organization M.A was suggested

The purpose of this study is to investigate the Amartya Sen capability approach to the role of education in five economic, social and cultural development programs of the Islamic Republic of Iran. According to Amartya Sen, the measure of development is not just goals such as increasing GDP or industrialization; He believes that the value of indicators such as technological advancement and social modernization depends on human capabilities. Empowering individuals requires opportunities such as economic freedom, political freedom, and social facilities, including adequate health care and education. It is as a result of such an approach that the free human factor can make economic and political development possible. Any disruption to individuals' access to freedom and justice will prevent them from growing and empowering themselves. This attitude is contrary to current policy; Policies that limit human development to rich countries only. The main question of the research is to what extent the macro educational policies in the development programs of the country are in line with increasing the capabilities of individuals? Based on this hypothesis, a review of the educational goals of the five economic, social and cultural development programs of the Islamic Republic of Iran shows a gradual and conscious increase in attention to education as a capability in the country's macro-policies over the past four decades. In this research, it is descriptive-analytical and library and documentary sources have been used to collect its data. The findings of the research indicate that although the role of education as a capability in the goals of the first and second economic, social and cultural development programs of the Islamic Republic of Iran It is not outstanding, but in the third, fourth and fifth development plans, effective steps are taken to use education as an essential capability for empowering people.