محمدرضا سعیدآبادی

A professional learning community consisting of dialogue and engagement. Interaction does not mean simple one-way transfer of information from teacher to learner, but the discovery of ideas through others, the search for answers to questions and problem solving with others. In this paper, 15 papers were reviewed and analyzes continued to saturation. The registration unit was considered in this research. At the end of inductive content analysis, 6 categories and 17 subcategories emerged with continuous comparison of the obtained codes A professional learning community consisting of dialogue and engagement. Interaction does not mean simple one-way transfer of information from teacher to learner, but the discovery of ideas through others, the search for answers to questions and problem solving with others. In this paper, the factors contributing to the professional learning community in distance learning have been studied. Using qualitative content analysis method, a structured interview of teachers, experts and e-learning students at the educational institution was conducted in a targeted way. 15 papers were reviewed and analyzes continued to saturation. The registration unit was considered in this research. At the end of inductive content analysis, 6 categories and 17 subcategories emerged with continuous comparison of the obtained codes. The main categories are teacher, participation, online environment, time, tools and evaluation. The result from this article can be a guide to the action of trainers and distance education designers to increase student participation in formal education courses and finally to form a community of professional learning in this environment.

By causing a serious gap in the optimistic literature on European integration processes, Brexit has provided numerous challenges for international relations theorists. In this regard, in the present article, three influential theories that best explain Brexit will be discussed: neorealism, constructivism, and the English school of international relations. Notwithstanding that both neorealism and constructivism are able to raise important issues, it seems that there are still certain shortcomings in the two theories in explaining Brexit. Neorealism relies too much on macro-analysis and material factors, and, on the other hand, constructivism tries to account for essential factors from the domestic or secondlevel analysis. Therefore, the paper's central question is how does the English School provide a convincing explanatory framework for understanding Brexit? In response to the question, the paper adopts a theoretical perspective to analyze and explain both the micro-level and macro-level of the Brexit phenomenon by utilizing the English School’s central assumptions: institutions, the great power status, pluralist-solidarist debate, and the balance of power. It is concluded that English School is able to explain Brexit more satisfactorily. According to the school’s assumptions, Brexit is not an oddity, but a natural consequence of internal and external equations in the United Kingdom.

Introduction: In Iran, during the past few years, start-up activities have been seriously pursued in the academic sector and recently it has been mixed with media technologies. Due to the nascent nature of this field, there are many challenges in the path of their growth and development, which require more research and more practical solutions to solve them. In this research, considering the importance of ethical issues in any profession, the main goal is to identify the ethical and legal challenges faced by academic entrepreneurs' start-ups in using social media. Material & Methods: The qualitative research method is based on classical data theory. The statistical population of the research is made up of university entrepreneurs who were selected using the purposeful sampling method and until reaching theoretical saturation, a sample of 12 people. The data collection tool was semi-structured interviews with 7 general questions. Data analysis was done in three stages of open, axial and theoretical coding. Results: Data analysis and coding led to the extraction of 34 concepts, 7 subcategories and finally 2 main categories from the integration and classification of concepts. Conclusion: Based on the proposed model, internal challenge (management issues, ethical relationship with customers, branding, professional ethics) and external challenge (unethical competition, technology infrastructure, policies, laws and regulations) were identified as the dimensions of ethical and legal challenges faced by university start-ups in using social media.

WWII and its consequences served to bring a new era of extensive cooperation between the United Kingdom and the United States, leading to the birth of the Anglo-American special relationship (AASR). However, the two countries’ global widespread interests led to inevitable conflicts of interest, mostly favoring the US. Here, the question arises: Why did postwar Britain maintain its attachment to the AASR in times of conflicting interest with America? The paper, motivated by Gidden’s definition of ontological security, discusses that the consequences of WWII not only generated for the UK physical security concerns, but also ontological insecurity. In this respect, postwar Britain, accepting an inferior role, sought a special relationship with the US to consolidate this mutual partnership in order to mitigate its ontological insecurity in the postwar world order. The paper then, by investigating two cases of British-American conflicting interests in Iran, and raising a material-ideational debate, aims to identify the advantages of ontological security theory in explaining Britain’s “mechanism of tolerance” in preserving the AASR. Otherwise stated, through the proposed conceptual framework, the paper explores the way in which ontological security needs shape the postwar UK’s behaviors to prioritize its close relations with the US, regardless of the costs.

The UK’s departure from the EU is a pivotal moment in the history of Europe. The United Kingdom and the European Union has a longstanding relationship going back to 1973; however, against all expectations, in a referendum on June 23, 2016, the British people voted to leave the EU. According to the referendum result, more than 51.9% of the voters voted to leave. There is a hypothesis that British national identity can be the source of UK hostility to European integration. The main question to be posed here is that, how the unique formation of British identity drove the majority of people to vote in favour of leaving the EU in the 2016 referendum. In order to achieve this objective, Social Identity Theory has been applied as the main theoretical framework. Moreover, this study employed a qualitative methodology, and data was gathered from the existing survey polls such as Ipsos MORI, Eurobarometer and British Social Attitudes (BSA) surveys. The findings of this paper indicated that British identity has not been Europeanised as much as other European countries yet, and Britain’s weak sense of European identity was a key contributor to the Brexit vote.