درخت حوزه‌های تخصصی

This study offers a full symbolic interactionist examination of Anne Tyler's novel A Slipping-Down Life, examining how identity is developed, acted out, and challenged by symbolic movements, emotional labor, and social recognition. With a focus on the protagonist Evie Decker, this study takes up seven primary questions of inquiry about the formation of identity in terms of performance, the influence of gender expectations, the utilization of music and silence as communication, and the intersections of trauma, emotion, and resistance in terms of negotiating identity. Basing itself on the classic theoretical models constructed by Mead, Blumer, Goffman, and Cooley—and recent reformulations and explications provided by Charmaz, Burke and Stets, and feminist theorists such as Butler and Gilligan—this article places Evie's transformation within generic sociological and psychological contexts. Through acts of self-scarification, deliberate silence, and remaking maternity roles, Evie operates within a condition of marginality and misrecognition. Her experience demonstrates identity as an active, networked, and emotional process, with a strong impact of gender roles and social norms. The research points out that literature, and especially texts richly textured with sociological context, such as Tyler's, offers a fertile backdrop for comprehending identity formation as an emotional, symbolic, and performative process. By drawing upon knowledge from narrative psychology, feminist theory, and cultural sociology, this study highlights the benefit of applying interdisciplinary approaches to literary analysis and the sociological imagination.

Teachers' and students’ perceptions play a crucial role in textbook evaluation. This paper examines English teachers' and students' perception of sociolinguistic features of Vision text books at senior high schools in Iran. To do so 5 male English teachers from various provinces of Iran, namely: Ilam, Lorestan, Kermanshah and Khouzestan, with an age range between 25 and 44, with 4 to 20 years experience and with a variety of academic degrees (1 PhD, 2 masters, 2 bachelors) were chosen to participate in the study, along with 5 high school students (1 grade 10, 2 grade 11 and 2 grade 12). The semi-structured interview consisted of 7 items, used to obtain participants' perceptions regarding textbook sociolinguistic features. An inductive and deductive thematic analysis was used to analyze the data. The target culture, gender and religion were represented in the deductive phase of analysis, and new themes emerged from the data in the inductive phase, including representation of races and ethnicities, dress codes, and traditions and customs. According to the findings, the majority of teachers and students believe that newly published EFL textbooks do not provide opportunities for students to improve their communicative competence and cultural awareness in the target language. Furthermore, they believed that male characters dominated the Vision series' texts and illustrations and Islamic ideology was dominant in the Vision series. Teachers, students, and ELT administrators, as well as textbook designers and materials creators, may benefit from the results of this study.

Incorporating technology into the process of writing in an EFL setting can aid educators to create an engaging learning environment and learners to explore various strategies of developing their writing skills. This study was set up to investigate the experiences of 28 pre-service EFL teachers in an MS Word integrated writing course at Farhangian University. Participants were selected through convenience sampling. Data were collected through semi-structured interviews administered upon completing the course, and triangulated via focused group discussions moderated by an expert in academic writing. Content analysis of the interviews revealed that students expressed favoring an MS Word integrated approach with regard to writing skills improvement (through features such as spell check, grammar suggestions, thesaurus tools, etc.) as well as utilizing feedback mechanisms in the Review menu (via track changes feature and editing facilities, proofing, and comments), and the References menu (via Manage sources and Insert citation features). Participants also expressed preferring the on-screen editing activities performed in the classroom compared with their previously held conventional writing sessions. Implications regarding how MS Word can be incorporated into teacher education curricula to improve both their academic writing skills and teaching writing through technology-based instruction are discussed.

The present study was conducted with the aim of explaining the effect of knowledge management empowerment through distance learning on the performance and organizational intelligence of middle school administrators in Nimroz city. The present study is applied in terms of its purpose and is classified as a quantitative descriptive-correlation research. The statistical population of the present study consists of all middle school administrators in Nimroz city in the academic year 1402-1403, who were selected as the research sample by census method, 12 men and 12 women. The data collection tool included the Nonaka and Takachi Knowledge Management Questionnaire (1995), Yazdanijedah Manager Performance Questionnaire (2009), and Albrecht Manager Organizational Intelligence Questionnaire (2002). The data collected from the questionnaires were analyzed using SPSS26 software and descriptive statistics such as tables and graphs to show demographic characteristics, and Pearson correlation coefficient and regression test were used to infer data. After data collection, the distribution of data was examined to see if it followed a normal distribution using the Kolmogorov-Smirnov test. The results indicated that there was a positive and significant relationship between the components of knowledge management through distance learning and the organizational performance of managers, and also between the components of knowledge management and the total score of knowledge management and the organizational intelligence of managers. Empowering the component of knowledge application is effective on the organizational performance of managers, and empowering the component of knowledge sharing and application of knowledge is effective on all components of organizational intelligence (p≤0.05). Therefore, education and training, by expanding and applying virtual networks and distance learning through Sky Room, can create a dynamic space so that managers can develop their knowledge, achieve new ideas, and acquire new knowledge.