Students have always been introduced as a critical class in society; Criticisms that, if properly presented and properly exploited, can pave the way for faster development of the country, especially the executive affairs, which are the most important and effective actions of the government, and if not properly presented, can spread immorality and destruction to foreign media propaganda against the country's executive structures. With this assumption, the present study randomly seeks the opinions of 274 students until they reach scientific saturation regarding criticism of the decisions and actions of the twelfth government of the Islamic Republic of Iran, and then examines their opinions through content analysis. The conclusion is that the lack of constructive criticism can be divided into two categories of structural defects and individual weakness. Of course, satisfaction is also a factor that has prevented the formation of constructive criticism.Structural factors are divided into a sense of ineffective criticism, a sense of not hearing criticism, a sense of fear, and a lack of a legal solution to criticism. Inability to criticize, ignorance, indifference and apathy are among the individual weaknesses of critics, and satisfaction with living conditions, more attention to opportunities and acceptance of government decisions are factors that prevent the formation of constructive criticism by creating satisfaction.

Constructive realism (CR) is an attempt to overcome the difficulties associated with naïve realism and radical constructivism. There are different versions for CR. In this paper, I defend a particular version of CR. Complexity of reality, on the one hand, and the impact of human mind, language, and culture, on the other, leads to the inevitable contribution of constructs in knowledge development. According to the CR, even if mental, linguistic and cultural side of constructs could not be avoided in principle, a certain proportion of reality-contact can be considered and defended for the constructs. In this sense, human mind and culture has a constitutive role to play in knowledge acquiring instead of being an innocent means in the process of acquiring knowledge. On the other hand, the role played by the reality in this process cannot be ignored because, according to the CR, knowledge consists after all of knowing 'something' in the real world. On the whole, taking into account both the constitutive role of mind and culture, on the one hand, and the inevitable role of the reality, on the other, shows the difference between the CR and pure realism, pure constructivism, and those versions of CR that do not take the constitutive role of mind into account.There are requirements for the CR in science education. First of all, there must be a constant caution for making sure that our scientific theories have caught the proportion of reality-contact. This point shows the difference between the CR and pure constructivism. This caution should be present in our science teaching as well. Secondly, we should encourage our students to develop imaginative alternative constructs when they are learning sciences. This shows the difference between the CR with naïve realists who ignore the importance of students' imaginations in suggesting alternative constructs. Notwithstanding, while we encourage the students to develop their imaginative constructs, there should be considered a limitation for their over-justification about their constructs. In this way, we as teachers should urge them to take counter-evidence most seriously into account. This is a point in which constructive realists are distinguished from pragmatists too. Pragmatists do not give up their theories in confrontation with counter-evidence but rather look for almost limitless changes in their constructs in order for making the counter-evidence compatible with their theories, whereas constructive realists will be ready to take counter-evidence more serious and correct their constructs accordingly.

The purpose of current study was the effect of communication skills training on constructive and non-constructive conflict resolution styles of the engaged. The current study was conducted as semi-experimental with pretest post-test and control group. The population of this study included all the engaged design, in 2015 had been referred to Welfare Center of Ardabil city, using voluntary sampling method, 30 couples were selected and randomly were assigned to experimental (15 couples) and control (15 couples) groups. During seven sessions the participants in the experimental group, were under communication skills training. The experimental and control groups in pre-test and post-test stages, responded to the Rahim's Conflict Resolution Styles Questionnaire. The data were analyzed using covariance statistical method and SPSS-21 software. The results showed that experimental group participants, in comparison with the control group participants, used larger constructive conflict resolution styles and fewer than non-constructive conflict resolution styles. Therefore, pre-marital communication skills training for young people is very important in to improve the quality of marital life.

Political economic system needs to create capital in different fields to develop and promote globally. In recent decades, the emergence of abnormal phenomena related to the economic system, especially economic corruptions have made economic policies and policymaking confront serious challenges. These unpleasant effects include economic corruptions' victims' awareness and distrust against this system. An issue that prior to affect the real victims targets the economic system and reveals destruction causes of investment grounds and sustainable development. Thus, this article provides a general result of victimization and has a specific regard to Victimological approaches in economic corruptions to achieve deeper studies and practical approaches.

By introducing and examining van Fraassen’s constructive empiricism, on the one hand, and undermining his criticisms against realistic arguments, i.e. Inference to the Best Explanation and Conjunction Argument, on the other hand, this essay purports to show that constructive empiricism is not an adequate alternative for realism.

Classic and traditional structure of security in the Middle-East has been mostly constructed on realistic view after World War II. Arab-Israel War, battles over occupied lands, Iran-Iraq War, Golf War, US conflicts with Saddam and Taliban, and other crises all have made the structure of security in the region root deep in conflict and battle. The author of present paper, however, believes that emergence of new events and variables in the Middle-East can prepare the constructivist ground for basic changes in the region’s security. On this basis, US troop’s invasion of Iraq and Afghanistan and reluctance of region’s states to the idea of Great Middle East, on one hand, and new wave of fundamentalism, on the other hand, has led to more prominent role of state-nation and replacement of previous doctrines based on the balance between terror and neorealist by new security doctrines based on institutionalism, convergence, and structuralism (Kent Waltz). In other words, phenomena such as presence of coalition troops, doubts on new waves of radicalism and reluctance to and dissatisfaction with the idea of Great Middle-East, not only have built a new foundation for state-nation connection, but also promoted such states’ perception of concepts like national security and national interests. Based on such changes, with the role of nation state becoming prominent, regardless of all ideological, political, historical, and cultural gaps, a new convergence in the region is emerging based on constructivist approach.