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Showing 4 results for alavi
Ali Tasnimi, Mehyar Alavimoghadam, Ali Sadeghmanesh, Hasti Ghaderisohi,
Volume 8, Issue 1 (8-2019)
Abstract
The quality and extent of activity and working play a significant role in the social development of a society and the people's desire for activity depends on the psychological characteristics that are determined by the lifestyle of the community and family's cultural background. The evaluation of this component in Persian Proverbs and Mottos can be a good basis for understanding the functioning of the phrases related to the activity and work in folk literature. Proverbs and mottos as one of the most influential parts of folk literature, on the one hand, are the manifestation of mental states and dialectal desires of a native speakers in a language and also they have profound effects on the lifestyles of individuals in a community and affect the quality of the component of "activity" during the formation of a lifestyle. Considering the Adler's psychological thoughts and the pathology of proverbs in Dehkhoda’s Proverbs and Mottos (Amsalo Hekam), with analytical content analysis method, we can grasp the profound understanding of the harm and the benefits of this part of Iran's folk culture and literature for the component of social activity.
Hamideh Vaezi, Abbas Alavi Shad,
Volume 10, Issue 1 (8-2021)
Abstract
In Iranian higher education, the university management system (UMS) has taken on an overly pyramidal and centralized structure and has created a minimal intervention space for stakeholders, especially students which have challenged some of the functional areas of universities. This research shows the lack of proper development of participatory culture in universities as one of the main reasons. The objective of the paper is to design a mechanism to promote student participation in the UMS based on the development of cultural components. Using the heuristic mixed method, first in the qualitative section to identify culturally effective components on student participation in a purposeful judgmental method, a sample of 15 studies was selected and 50 components were counted systematically by fuzzy Delphi method through experts consisting of 17 people. In the quantitative section, the current status of student participation based on cultural components were identified in the form of descriptive-survey method, through a researcher-made questionnaire from the perspective of 381 people from the stakeholder community of the Islamic Azad University, Science and Research Branch, selected by simple random sampling method and then assessed using SPSS software. Students' participation in the Iranian UMS based on cultural components is not favorable. The formation of non-interactive processes, unwillingness to work in a team, centralization of universities, lack of appropriate participatory structures along with the weakness of cultural components are all important obstacles. This study indicates that 41 cultural and social components in 4 institutional dimensions (12 components), attitude dimension (13 components), behavioral dimension (8 components) and value dimension (9 components) affect the promotion of student participation in the Iranian UMS. Strengthening these components can lead to the promotion of the university management system in the form of a "council system".
Dr Leila Alavi,
Volume 11, Issue 2 (10-2022)
Abstract
This study examines the lived experience of powerful women who are victims of domestic violence in Iranian society with a qualitative phenomenological approach. Data has been collected in 2021 through semi-structured in-depth interviews with 7 powerful women who were purposefully selected from Tehran. The findings show that domestic violence does not disappear for powerful women, but its types changes. Patterns and themes related to the questions were extracted through theme analysis. The main themes of the social contexts of domestic violence are role conflict, imbalance in the construction of power in the family, the social label of the experience of violence, and the lack of legal protection for the victim. The themes related to the consequences of experiencing domestic violence in powerful women include resilience, negative self-evaluation and depression. Also, the main themes of transpathy of the experience of domestic violence are denying the superiority of men, optimism and emphasizing on their managerial position as a woman. What emerges from the findings is that powerful women who are victims of domestic violence, are affected by hegemonic patriarchal structures, and also, they are victims of the continuation of the cycle of violence resulting from their complicity with their abusive husbands.
Miss Fateme Farahani Monfared, Dr Mehdi Akbari Amoli, Mr Mehdi Alavi,
Volume 13, Issue 1 (7-2024)
Abstract
The aim of the meta-analysis research is to identify the determinants of bullying in school. The research is applied in terms of purpose and the method used is meta-analysis. The study population is all international studies conducted in the field of determinants of bullying in school. By studying 166 articles and reports from the last 20 years (from 2004 to 2023), only 38 important articles were identified that met the criteria and were selected using purposive sampling. The Hedges approach meta-analysis method was used. The time range of data collection is between 2022 to 2024, and the sources used were scientific and research articles and research project reports received from scientific databases. In the analysis section and to improve the power of the test, the effect size index was used, and the comprehensive meta-analysis statistical software (th2CMA) was used to perform the meta-analysis. The findings show that 6 effect sizes with low intensity, 11 effect sizes with medium intensity, and 4 effect sizes with high intensity were evaluated. The average effect size of the seven categorized hypotheses in the fixed effect model was 0.32 and 0.31 in the random model, which was significant. The findings show that out of the seven categorized hypotheses, six significant hypotheses were obtained. Results show that bullying behavior in school had a significant effect on violence, academic failure, depression, low psychological adjustment, and feelings of suspense and insecurity, but the effect of bullying behavior in school was not significant on anxiety. It is necessary to conduct more research on examining and identifying longitudinal causal relationships between the effects of the subsequent variables of bullying behavior in order to better understand the direction of the real effects.
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