SOCIAL STUDIES AND RESEARCH IN IRAN
Year:2021 | Volume:10 | Issue:3|Papers Count:11

Introduction In this article, considering the field of study and gender, we seek to answer the question of how much identity is influenced by these two variables and what tendency is strengthened by strengthening each of the religious and modern identities? Based on the aspects related to the changes and implicit complexities in the status of identity, especially among students, the present study seeks to answer the main question of what is the relationship between the tendency towards modern values and religious identity among students. Method The method of this research is correlation and its statistical population is all students enrolled in the second semester of 1397 in the faculties of technology, art and social sciences of the University of Tehran as three disciplines from three different fields in the mother university and the symbol of higher education in Iran. According to the size of the statistical population in different fields, 380 samples were selected by stratified random sampling. The data collection tool was a questionnaire whose validity was considered by the professors of social sciences and also the validity of the questionnaire through Cronbach's alpha test. Finding The results show that there is an inverse relationship between modern and religious identity, boys are more inclined to modern identity than girls. In further study, the difference between the means showed that there is a significant difference between the disciplines of the Faculty of Engineering and the disciplines of the Faculty of Arts in the tendency towards modern values. There is a significant difference between technical and art disciplines in the tendency towards religious values, so that technical students are more inclined towards the values of religious identity. This result is fully confirmed by the significance coefficient of 0. 000. However, there is no significant difference between technical and social sciences students due to the fact that the significance coefficient is greater than 0. 050. There is also a significant difference between art students and social science students, and social science students are more inclined to the values of religious identity. This result is reliable and generalizable to the statistical population due to the reliability coefficient of 0. 001 which is less than 0. 05. Interestingly, among students, technical tendencies compared to other students, tendency to modern values and religious values are more than other tendencies. The identity of students in these orientations is a combination and construction of the two mentioned values. Conclusion The quality of fluidity and interaction between the two categories of values has been internalized in students and can disrupt predictions of student behavior in future situations and also promise constructive interaction between two categories of resources within them. This article examines the formulation of identity as a fluid state under the influence of various sources that different people, especially student youths, who are in the most important stages of socialization. Numerous sources are very influential in shaping the identity of student youth. Although this article does not seek to create a dichotomy between modern identity and religious identity, it seeks to identify different formulations influenced by sources that have different weights among different groups of students. For this reason, in order to identify the elements and components affecting identity, these components can be distinguished from modern, national, religious, etc., but lived in practice and experience and based on the findings in the present study, it can be said that in general, these elements and components constitute the identity of students, so it cannot be reduced to one or two dimensions.

Introduction The main issue of this paper is the relation between State and Capital in 1960s decade in Tehran through the “ Tehran” . To analyze this issue, we used the theory of “ production of space” and liberal Governance technique. According to the main question of the paper, among three aspects of production of space, representation of space is emphasized. Method We have used regressive– progressive method of Lefebvre, and the technical method is document review. The comprehensive plan for Tehran was written in 1969. Finding This paper is to study the space and time of development that is hidden in the comprehensive plan to demonstrate the relationship between State and capital. As conclusion Space and time of project crystallized capital space and space. Its implications was definition of happiness based on future that constitute its principles the accumulation of capital, population, and duality of leisure and labor. Its strategies is proficiency, sufficiency, and ultimately, also it’ s linear designation of bases, consumption-led and imitation of project from mode-orientation of grand cities was as mediation of capital territoriality. Historical condition of relationship between state and capital in Iran meditating the legitimation crisis of Pahlavi government, for failure of development programs and ‘ Tarhe Jame’ that it’ s consequences was appeared at 1357 (1979) revolution. State has bounden necessarily to constituting of capital market and support of bureaucratic bourgeoisie in Iran. So can says of Liberality’ s Government Art in authoritarian government and capital space and time in which would provoke to legitimation crisis every crisis in relationship between state and capital. Conclusion The legitimacy crisis of Pahlavi regime got deeper by determination of the development plan and its failure. This defeat is lead up to disorder in capital cycling and created crisis. The crisis added to all gaps between people and state, and then resulted in 1979 waves of dissatisfactions. However, in a country like Iran where the government supported the expansion of capital, any failure would immediately undermine the legitimacy of the government. This is because in Iran, an authoritarian government was formed first, and it was necessary to expose it to the vast territory of capital which was also accompanied by colonialism. This authoritarian and nationalist government, which began after the constitution and specifically under the rule of Reza Shah, had to provide the conditions for the expansion of capital. Reza Shah provided the infrastructure, but the Iranian bourgeoisie was supported during the reign of Mohammad Reza Shah; hence, in Iran, in the 1960s, a kind of bureaucratic bourgeoisie was formed, which depended on the support of the government and basically pledged its legitimacy to maintain it. At the same time, the government itself was responsible for the production of capital spaces and saw the longing of a millennial civilization in the construction of the ideal capital of the future.

Introduction Living in a healthy society results in a healthy self, and having healthy selves results in a healthy society. Previous research has found that pupils had higher expectations of themselves than reality. The current study assesses the lived experience of students and graduates with postgraduate experience from a phenomenological standpoint. The goal is to hit it. The goal of this study is to interpret young people's experiences from their actual distance to their ideal after completing their schooling. Method By using the phenomenological technique to conduct this study, it has attempted to understand the phenomena of the distance between the real self and the ideal self, taking into account the benefits of the qualitative approach and its relevance to the study issue. The circumstances for generating more appropriate findings were created by conducting a semi-structured interview to the necessary extent. Purposive sampling instructions were used to choose participants. The researchers were able to cover the full research problem after interviewing 38 participants, and saturation was obtained. Finding Before the actuality of schooling, the triple of real immaterial, material, and interactive self, as well as the duality of ideal material and immaterial self, were identified. The reality of education was next analysed, followed by the impact of education on self-reality. After experiencing the reality of education, people increase their understanding of their personality and become more familiar with structural weaknesses. People have a better grasp of their personalities and become more aware of structural flaws after experiencing the realities of schooling. After seeing the realities of education, it was perfect in and of itself, and the typology of the participants' experience of moving away suggests that people either feel short and long-term frustration or redouble their efforts. The study's findings revealed that when participants were confronted with the realities of schooling, they sensed the structure more strongly than they had wished. They also move on to the next stage of their lives. Education can't help them better their economic situation because of their wide range of vision and self-awareness. Although society strives to instil a good attitude in its citizens, it is not always successful. Conclusion After experiencing the reality of education, young people realize that education does not allow them to achieve economic status. An educated young self is initially an efficient insider, but his or her true self usually lacks this feature after graduation. The society seeked to create a positive attitude in people, but it is not always successful. After facing the reality of education, participants perceived the structure more strongly than their abilities.

Introduction The social problem is one of the most important concepts in the field of sociological studies that lacks common semantic coordinates. In each of the modern and postmodern approaches, this concept has a different definition and the choice of each of these approaches leads to determining different paths in the face of the concept of social problem. This has led to ambiguities in social policy-making and has hampered the path of social decision-making. Because every decision requires research foundations that, if based on it, can make the right decisions. Accordingly, this article attempts to answer the nature and definition of the social problem and the indicators of recognizing a phenomenon as a social problem by relying on the ontological positions of the most prominent thinkers of the modern and postmodern approach, Emile Durkheim and Jean Baudrillard. Method The research method is comparative study. In this method, first the selected books are studied in depth, then based on the main concepts of the research, they are purposefully summarized. Then, based on the initial summaries, overt and covert themes were extracted and finally, in the form of comparative comparison, they were rewritten and formulated in a structured way. Finding As a result of answering these questions, it became clear that Durkheim believes that social realities are objective phenomena that are not dependent on human life and are independent of human will. Accordingly, the social issue, like other social realities, is an objective and independent matter whose change does not depend on human free will. In his view, the social problem has a characteristic: lack of generality, lack of function and going beyond the natural limits. According to these characteristics, which are identified according to the type and period of evolution of society, social issues are identified. In contrast, Baudrillard believes that the social world and social issues are mental constructs that have nothing to do with reality, because they do not believe in social reality and deny the existence of independent social phenomena. In his view, social issues are defined based on the language system of each social group and according to gender, religious, national, racial, class differences. In the meantime, the media creates hyper-real through the decoupage industry and mass production of global information. A world that refers to signs that are not real through simulation. The interests of the centers of power are important links in the interests of which the media creates the social world and introduces its disturbing phenomena as a social problem. In this situation, social issues are created without relying on reality in the interests of the centers of power and through the media. Conclusion The reason for the difference between the two views is the wide-ranging changes at the global level. After the occurrence of various political, religious, scientific and industrial revolutions, modern society experienced social turmoil and the restoration of collective order was a desirable goal for all thinkers of that era. Accordingly, modern thinkers such as Durkheim sought to restore social order by believing in the capabilities of science. Whereas in the postmodern era, with the outbreak of world and regional wars, political expansionism and inhumane economic violence, and the conquest of the media by the centers of power, the ideals of the modern world and the ability of science to shape human order were seriously questioned. Thus Baudrillard sought a theoretical explanation of how the social world was constructed and created.

Introduction Rohaniat (Shiite religious authority) as a social institute in Tashayo' and Iranian society holds a specified norm system. If this norm system gets into conflict with other common adherent norm system in society, a situation would appear called "norm conflict" in sociological terminology. In the proceeding research, a comparative study between the norm system of Rohaniat and the common adherent norm system in society will be done, the presumptive norm conflict between these two systems will be examined, and the question would get answered that either this situation could be considered as norm conflict or not and whether this norm conflict may lead to social conflict and struggle or not? Although different types of norm conflict around social liberties and lifestyles of members of society can be studied under these assumptions, but our study is concentrated on probable norm conflict over the change in women`s social position. Research Method The method used in this study is a combination of documentary study, interview with specialists and secondary data analysis. In order to answer the research questions, different aspects of Rohaniat norm system have been extracted in refer to jurisprudential adjudication (fatwas), ethic values and norms and political acts. In addition, corresponding norms and attitudes of society have been extracted out of secondary data (national survey of values and attitudes of Iranians: second and third wave). Findings After comparing these two sets of values and norms, consequences of probable norm conflict between these two systems have been examined. According to the findings of this research, there are forms and instances of gender and religious particularism in Rohaniat norm system. Among seven studied subject that are related to women' social position, we can notice remarkable norm conflict in at least 4 subject: premature marriage of girls, women' housekeeping, right for women to divorce and, women' work and employment. Although there is not an explicit and sharp conflict over the right for women to acquire political positions and appointments, but we can notice that a big majority of society contrary to Rohaniat norm system, believes in the right for women to acquire middle and high political appointments like minister, governor, mayor and so on. Conclusion The gap between common norm system of the majority of society and Rohaniat norm system, appears in different explicit social conflicts: (1) political conflicts and struggles between Rohaniat institution and state; (2) theoretical debates and disputes between Rohaniat institution and pro-women' rights social groups; (3) media and virtual conflicts in mass media and social networks; (4) norm conflict between social groups and inside family institution. Consequently, in the triangle of society, state and Rohaniat institution, we notice different forms of social and norm rupture around women' issues that is an alarming social symptom for society. The absence of convincing procedures and the presence of particularistic norm systems in Iranian society, put the vital necessity of social dialogue among Rohaniat institution, women' movement and policymakers about women' issues in front of Iranian society.

Introduction The most important problems of innovative companies is about business capabilities and skills especially for students and university graduates who have less cognition with the business environment because of education. these abilities can be cal[1]led business habitus which is gradually internalized in the individual and be a part of his behavior and habits. it is A practical guide for the individual who acted in the field of business and is different among people. business habitus assessment determines whether it is strong or weak in quantitative form and helps to economic actors to strengthen it. Method Research methods is a description of the survey type. statistical community of research is all active members of technology incubator and knowledge-based companies of Ferdowsi University of Mashhad. criteria for selecting companies is based on the names in the technology incubatorthat were stationed in technology incubator. after determining the number of companies(about 100 companies) and its members(relatively about 400 people) sample size was selected 204 of people through the Cochran's formula. sampling method was simple random with no substitute that were selected from the list of companies. for gather information used from a researcher-made questionnaire to measure business habitus in four dimensions of market orientation, social interaction, innovation and business plan presentation. the reliability of the indicators is checked through Cronbach's alpha for items of business habitus dimension. for structural validity used from factor analysis by structural equation method to increase the validity of content used from comments of professors, experts and company managers. Finding Mean and standard deviation of the business habitus index score of the members of the university's growth and knowledge-based companies is intermediate. average innovation variable is lower of other dimensions of habitus. the other three dimensions are almost equal. confirmatory factor analysis of each dimension of the index has been performed and the final habitus business model based on structural equations it shows increases business habitus when increase all four dimensions of innovation, social interactions in business, market orientation and business plan and have a high score. Conclusion According to the results business habitus Index in terms of dimensions and importance it's the same with the expectation that is from a capable person in the business environment and checked in various researches. the final strategy of business habitus formation can be described that is included capability of market orientation with proper knowledge of the market in order to evaluate how products or services enter the market based on technical knowledge, ability to interact socially in business using high public relations in business and economic communications, ability to innovate and strengthen the dimension of innovation in all parts of the production process of the company's products and services, the ability to commercialize means the ability to present appropriate and practical ideas and the ability to have the knowledge to turn an idea into a final product.

Introduction One of the most important issues in marginal areas is the educational decline of students at different levels. A phenomenon that is a serious obstacle to achieving the higher goals of education. Therefore, the subject of the present study is "Factors affecting the educational decline of high school students in Nikshahr" in Sistan and Baluchestan province. Method The research method is survey and its statistical population is all male and female high school students in the city of Nikshahr in the academic year 2016-2017 who have had a history of renewal or rejection during the past five years. The sample size was calculated according to Cochran's formula, 138 people and sampling was done in multi-stage clusters. Finding Findings show that among the twelve variables studied, respectively, academic expenses, employment motivation, desire for success and the number of close friends of the student, had a significant relationship with educational decline, which for the first three variables this relationship is negative and for the fourth variable is positive. Other variables of this study such as gender, socio-economic status, cultural capital, students 'self-esteem, parents' attention to their children's education, parents 'strictness towards students, motivation to obtain a university degree and the number of family members, with students' educational decline did not have a significant relationship. Conclusion Findings of this study showed that some economic factors, some motivational factors and some interaction factors affect the educational decline of high school students in Nikshahr and also contrary to some theories and many previous researches, the relationship among some variables with educational decline were not approved. Therefore, in order to complete the work, it is better to do research on the effects of interactions within schools, educational content of textbooks, types of labeling in schools and social networks in different types and dimensions on students' educational progress and decline. According to the research findings, it is suggested more studies be done on the issue of educational decline in the region with other theoretical approaches and methods, especially qualitative and phenomenological researches. Also, based on the results of this study, it can be suggested to reduce academic failure in the region: Through supportive institutions such as welfare and relief committees and with the help of charities, the necessary support should be provided to students' families to provide tuition fees and educational supplies and equipment. The necessary motivations for education and hope for the future in the course of daily life and education and in the form of overt and covert programs by parents and educators to be strengthened in students. Appropriate modeling of successful and educated students through attractive encouragement, reflection of successes as well as encouragement in real and virtual space and also providing participation of these students in school affairs and especially educational and reinforcement programs for less knowledgeable students must be done.

Introduction Earthquake experience in Iran has shownthat due to the location of settlements in the country, regardless of the seismicity of the environment, worn texture and low durability of the village, the unpreparedness of the villagers in facing it, low level of use of technology, etc. In such event consequently, destruction and other human and financial losses would come true. Today, governments adopt a variety of strategies to reduce the effects of natural hazards. One of these approaches is resilience to natural hazards. Resilience is a way to strengthen societies by using their capacities and different definitions, approaches, indicators and measurement models have been formed about it. Resilience is the concept that a local community can withstand severe natural disasters without being harmed by destructive casualties and loss of productivity or quality of life, and receive a great deal of help from outside the community. Kuaick Rural Complex was one of the villages that was completely destroyed in November 2017 in Sarpol-e Zahab earthquake due to its non-standard and weak structure and body. 78 residents of this village died in the earthquake. One of the objectives of this research is to know how to respond, retrieve and reconstruct this village, which has gained a favorable experience based on social resilience and benefits from cultural and social capital. Method The present study is a qualitative research and a field study. This method has mostly done through in-depth semi-structured observation and interviews. In this research, the researcher has directly and interactively discussed and observed the affected individuals and groups. In this study, 25 interviews were conducted with heterogeneous sampling and with maximum variety to achieve conceptual saturation. By comparing these interviews with each other, the study of resilience and its dimensions and the impact of social and cultural capital on the degree of resilience in rural society have been studied. Findings The findings of this study have indicated that resilience from a physical-environmental perspective after the earthquake in this village is considered desirable due to the benefit of social capital and cultural symbolism. In terms of "economic resilience", society's capacity to return to pre-accident economic conditions and society's capacity to reduce future exposure have not been favorable, but people of Kuaick Rural Complex, despite highest rate of damage among the earthquake-stricken villages of Sarpol-e-Zahab, have had a very significant social resilience, which has a direct impact on increasing physical, environmental, economic and institutional resilience. This village has highly taken advantages of social resilience which is relied on social capital as well as symbolic resilience. Since the feature of many rural communities is the presence of social and symbolic capital in times of crisis, the use of these features to reduce vulnerability is emphasized. Conclusion Today, resilience analysis of human settlements has become an important and influential field. Accordingly, the analysis and increase of resilience against risks in order to achieve the goals of sustainable development is of particular importance. According to the process of resilience analysis, Kuaick Rural Complex can be considered a society with good resilience, the most important reason is the impact of social indicators on resilience. In our country, according to anthropological characteristics and recent research findings, the most effective component in increasing resilience is the dimension of social capital and symbolic capital, which makes the situation of social resilience more favorable compared to other dimensions of resilience.

Introduction Student violence is an undeniable social phenomenon in many schools. What is missing in explaining student violence is the school itself. Research on school performance suggests that schools can also act as agents of social exclusion (Booth, 2011; McCluskey, 2008; Osler, 2006). The present study seeks to describe and analyze the forms of exclusion and violence of students and to understand how social exclusion of students creates violence in school. Method The method of the present study is critical ethnography. The research field is high schools and vocational schools for boys in Sanandaj and schools were selected that, based on information, field observations, and inquiries from informants, experienced the most manifestations of student violence. Among them, 19 individual interviews, 6 group interviews with students and 10 interviews with teachers, deputies and the school principal were conducted. in In performing critical ethnography, an experimental activity has followed the Carspecken research program. Finding According to the present study, students experience some form of social exclusion through school. Students have their own meanings of social exclusion. Students' experiences of being expelled from school are categorized as "boredom and alienation, " "recognition disorder, " "disciplinary order, " "coalition care policy, " and " One-dimensionality of life. " Student violence in the three main categories of students, teachers and the school was categorized. Conclusion violence and social exclusion in school, it is a cycle that is primarily related to the experience of rejection by teachers as well as to places outside the school. Often, students who are excluded from school are also excluded from home. In critical ethnography, after exposing the rejectionist aspects of school, attempts are made to suggest ways to reverse inequality and expel students. From the students' point of view, the duality of special-ordinary schools needs to be deconstructed. By strengthening social skills, teachers should refrain from blaming and rejecting dissident students and repair their relationships with them on the basis of respect. The transition from one-way and monologue education to democratic and participatory education and valuing the knowledge and needs of students is necessary, especially in marginalized and underprivileged areas.