In the current times, there is an increasing need to recognize the impact of social and structural factors impacting health care and care experiences of individuals. Increased structural vulnerabilities (e.g., structural stigma and discrimination) among individuals from underserved populations result in inequalities. The term health inequalities broadly refers to health differences and social structures, including health-damaging behaviors and unjust health conditions among underserved populations.

The lack of Quranic approaches in the production of Quran-based humanities is still felt, despite the predominance of the philosophical approach in critical approaches to modern humanities, which has become very common in the Islamic world and in Iran for several decades. It seems that the capacity of the method of thematic exegesis (al-Tafsīr al-mawdū'ī, Arabic: التفسیر الموضوعیّ) in this regard, can be used to bring the Holy Quran into the field of humanities. Thematic exegesis, according to whether its subject is inside or outside the Qur'an, has several functions in criticizing the structure of modern knowledge and scientific research, as well as the production of Islamic humanities. It is possible to make use of thematic exegesis of the inside of the Holy Book of Quran in order to “fundamental criticism” of the general fundamentals of humanities -the fundamentals of epistemology, axiology, ontology and anthropology- and it is also possible to use thematic exegesis for constructing and producing foundation of humanities obtained from the Holy Quran. It is used by thematic interpretation exegesis of the outside of the Holy Book of Quran -such as Shahīd (martyr) Sadr’s interrogational approach- to answer the problems of humanities and this process faces challenges such as the complexity and multiplicity of the “subject” of the humanities that exist in modern terminology of this field. It can be used in order to solve this issue in some cases to know the process of the change of the components of the modern of the conceptual history’s approach and also by analyzing the issue into several components can be shown that the components are not necessarily a product of the modern era and can be followed up in the Holy Quran and can be found up in the Holy Quran. The perspective of the Holy Quran, after that, regarding the modern subject in the desired field by the “combining” of the results obtained based on the thematic interpretation.

Reconciliating the logics of Post-method Era, Critical Pedagogy, and Sociocultural Theory in its conceptual framework, this study postulated Iranian EFL teachers’ socio-pedagogical identity as comprising conformity, criticality, and conformity-criticality mediation in order to explore and model the different aspects of Iranian EFL teachers’ "transformative teaching self, " probably contributing to their pedagogical ZPD and sociocultural identity development. To this end, Systematic Reflexive Constructivist Grounded Theory was utilized as the methodology of this 63-participant study managing both the data collection procedures, i.e. interview, focus group, observation, field notes, and document analysis, and the data analysis procedures, i.e. tabulation, open coding, initial memoing, axial coding, intermediate memoing, selective coding, advanced memoing, and theoretical sampling. The findings of the study were put into a putative model, delineating Iranian EFL teachers’ transformative teaching self at its core, which can constantly stimulate the teachers’ three interactive triplex identity types, i.e. conformative, critical, and mediational identities. Finally, this study entailed some implications such as updating teachers’ knowledge of mediational identity, professional retraining about mediation, encouraging teachers to achieve an understanding of their transformative teaching self, and preparing them to be efficient transformative teaching learners and practitioners of the model in this study.

Natural and man-made disasters have increased the attention of practitioners and researchers to vulnerability. Identifying business vulnerability is one of the basic elements of strategic analysis and public policy. The purpose of this paper is to explore evolutionary pathways to reduce the vulnerability of technology-based businesses. The intellectual structure of this subject was examined using both bibliometric co-occurrence and co-citation analyses. We focused on 629 articles published between 1981 and 2021. This article identifies four specific areas, namely business performance, small business vulnerability, sources of sustainability in business, and adaptation policy assessment. A novel framework was developed based on the most prominent papers identified in co-citation as well as the highly cited papers. The proposed model includes drivers, vulnerability appearance, and vulnerability reduction. This study examines the basis of research concepts, themes, and communities in reducing the vulnerability of technology-based businesses. This article identifies business vulnerability as one of the relevant areas to disaster economics and sustainability studies.

Achieving development is the most important present and future goal for countries, and it is clear today that entrepreneurship is recognized as the main engine driving the development of countries. But, since entrepreneurship encompasses various domains and orientations, and choosing any of them can have specific consequences, determining a development-oriented approach for entrepreneurship programs in schools and the curriculum model for the education system of the country is essential. Therefore, the present research focuses on the development-oriented approach to entrepreneurship and its curriculum model. The research questions include: What is development-oriented entrepreneurship? What is the optimal model of curriculum for development-oriented entrepreneurship? The approach of this study is qualitative to answer the first question"Speculative Essay" is used as a research method and "Review of Documentation" is used as a tool for information gathering. The descriptive-analytical method has been used to answer the second question which is to collect information, The library method and receipt method are used and research sources include written and unwritten works. The research population includes the curriculum of technological entrepreneurship in the formal education systems worldwide, with a targeted focus on the curriculum of technological entrepreneurship in three developed countries (England, the United States, and South Korea) and developing country (Malaysia). The findings of the first part of the research indicate that development-oriented entrepreneurship is technopreneurship, following an approach that cultivates technological wisdom, According to the findings of the second part of the research, the STEM and STEAM models is one of the most popular technopreneurship curriculum models and each of the studied countries follows one of these patterns based on its specific conditions. The current research concludes that schools in the country, by cultivating technological wisdom in their curriculum, can hope to educate a generation of entrepreneurs who will provide the necessary foundations for the development of the country in all its dimensions. But, this requires changes and developments in the macro policies of the education system.