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Dr Ehsan Geraei, Leila Fathi,
Volume 4, Issue 4 (3-2018)
Volume 4, Issue 4 (3-2018)
Abstract
Background and Aim: Proper management of the information process requires considering various definitions and combinations of the term "information". The purpose of this study was to clarify the concepts of information, misinformation and disinformation, and to better understand the ways of sharing, differentiation and relationships between them, and to explain the patterns and motivations for disseminating false and deceptive information.
Methods: The present study uses a library research method to study theoretical foundations and conceptual relationships of different types of information and their dissemination models.
Results: Good and valuable information with features such as accessible, accurate, complete, economical, flexible, relevant, reliable, secure, simple, timely and verifiable. Misinformation is synonymous with incorrect, false, incorrect, incomplete information that is published unintentionally. While disinformation has two main characteristics of false information and misleading intent.
Conclusion: Better understanding of the concepts of information, misinformation and disinformation, and understanding their different dimensions will be the basis for more accurate research in this field and more comprehensive analyzes. Providing critical thinking training and information assessment skills in the form of information literacy, literacy and the like can prevent the publication, retrieval and use of inaccurate and deceptive information by users.
Fatemeh Zandian, Leyla Fathi, Mohammad Hasanzadeh,
Volume 5, Issue 2 (9-2018)
Volume 5, Issue 2 (9-2018)
Abstract
Background and Objectives: Today, websites with diverse and varied uses have revolutionized all social, scientific, educational, artistic, commercial, and other fields of thought. In the meantime, the cinema has not gone away with this technological advancement, and a large number of cinema websites have been set up to help film makers in this field. Whatever the users of a website, the main purpose and the main goals is to provide quick and easy service and to satisfy users, and this goal is achieved only with the assurance of their efficiency and performance review and performance measurement. Web sites are not possible except by evaluating them. Only this way, one can see the strengths and weaknesses of the Web sites, and they have taken steps to refine or complete their progress and development. The purpose of this study was to evaluate the cinematic websites of Iran based on the three-level pyramid model.
Methodology: Using evaluative method, 38 Iranian cinemas were evaluated using two public and specialized criteria. Using these two logos, not screening, navigation, content, availability, interaction, informational services, special services, multimedia services, and customer service have been evaluated.
Results: The evaluation results show that Iran's cinema websites are based on the three-level pyramid model, which are general criteria, at a good level, in the middle of the pyramid with appropriate specialized standards at the head of the pyramid consisting of Specialized criteria are at the right level.
Conclusion: A fully cinematic web site is considered to include at least two criteria for special services and customer service at the head of the pyramid, one in a highly professional and user-friendly manner, and at the level of the best of the same foreign websites Have your website. It seems that Iran's cinematic websites are beginning to work on this and need more activity and experience.
Dr Ehsan Geraei, Mrs Leila Fathi,
Volume 6, Issue 3 (10-2019)
Volume 6, Issue 3 (10-2019)
Abstract
Background and Aim: Searching for information is not always a targeted activity; it can also be done involuntarily. The serendipity has the ability to find information randomly and as something happy, something unexpected, or a pleasant surprise. This paper examines and analyzes the concept of serendipity and its models in the process of information searching.
Methods: The present study uses a library research method to study concept of serendipity and its models in the process of information searching.
Results: Serendipity is a term for a broad and multifaceted phenomenon. Widespread vague nature of serendipity has made it difficult to study and inspect, and has led to numerous explanations and clarifications from researchers. The serendipity (accidental information discovery) is different from the purposeful search of information, because it is more about dealing with information or accidentally discovering information. Unexpected (accidental), intelligent, and valuable or potentially valuable results of the requirements of a worthwhile experience.
Conclusion: Understanding serendipity as an integral part of information behavior can be effective in identifying strategies for retrieving information that leads to accidental information discovery.
Farhad Fathi, Kourosh Fathi Vagargah, Esmaeil Jafari, Mojtaba Vahidi Asl,
Volume 11, Issue 3 (12-2024)
Volume 11, Issue 3 (12-2024)
Abstract
Businesses affected by digital transformations are facing new employee management and development needs. Employees in these companies not only need to acquire the right technical skills, but also have the mindset to help them cope with the new challenges of the digital workforce in the modern world. These changes and needs that are subsequently created in the development path lead to a digital transformation in the training of managers, as trainers and training professionals need to transition to new work forms to find, create and use digital tools to help future managers, companies and employees. The evolving literature of electronic human resource management expresses its challenges and potential. Stone et al. (2015) found that data-driven decision-making environments in the field of human interactions have a high ability to evaluate recruitment volunteers, improve staff levels, as well as provide digital tools for employee training and development. However, most studies in electronic Human Resource Management have concluded that more innovation is needed to improve the efficiency and performance of these digital tools.
In 2010, ifenthaler stated that in the not-too-distant future, when learners become active builders of their learning environments, setting individual goals and creating content structures for the knowledge and content they want to master, we may see the emergence of the true meaning of Constructivism (Ifenthaler, 2010) and that is now when eifenthaler mentioned it 12 years ago, and on this basis, the fundamental issue of research can be seen as the mismatch of the current situation.education and human resource development with new technologies. The digital age requires digital transformation in the most important context of humanity, the platform of teaching and learning. On the other hand, although the severity of the covid-19 pandemic has decreased and training has been resumed from the virtual platform, in the digital world and the volume of available data and the moment-to-moment updating of information, it is never possible to transfer them through face-to-face training. On the other hand, a person does not have the capacity to learn all the information and data available, so it is desirable that what he learns is based on his personal development, interests and expertise to make learning deeper and more effective. So this research seeks to address or adjust these issues to take a step towards improving the education and Human Resource Development situation in the country, and this will be achieved by designing a model of AI-based digital curriculum. To this end, the current research questions include:
1. What are the components of AI from the point of view of commentators?
2. What is the concept of digital curriculum from the point of view of commentators?
3. What are the coordinates of the AI-based digital curriculum model?
Methods and Materoal
Based on the purpose, the present research is applied, and in terms of data collection, it is a qualitative design. Among the various qualitative methods, the grounded theory method of the foundation was used with the constructivist approach of Charmaz. The current research community is all specialists in the field of curriculum, educational technology, educational technology and artificial intelligence, and the samples included 23 specialists. In order to collect information, semi-structured interview, observation and study of documents were used. In order to analyze the data in this research, the three-step method of Susanne Friese including noticing, collecting and thinking was done with the help of Atlas t.i software.
Resultss and Discussion
In 2010, ifenthaler stated that in the not-too-distant future, when learners become active builders of their learning environments, setting individual goals and creating content structures for the knowledge and content they want to master, we may see the emergence of the true meaning of Constructivism (Ifenthaler, 2010) and that is now when eifenthaler mentioned it 12 years ago, and on this basis, the fundamental issue of research can be seen as the mismatch of the current situation.education and human resource development with new technologies. The digital age requires digital transformation in the most important context of humanity, the platform of teaching and learning. On the other hand, although the severity of the covid-19 pandemic has decreased and training has been resumed from the virtual platform, in the digital world and the volume of available data and the moment-to-moment updating of information, it is never possible to transfer them through face-to-face training. On the other hand, a person does not have the capacity to learn all the information and data available, so it is desirable that what he learns is based on his personal development, interests and expertise to make learning deeper and more effective. So this research seeks to address or adjust these issues to take a step towards improving the education and Human Resource Development situation in the country, and this will be achieved by designing a model of AI-based digital curriculum. To this end, the current research questions include:
1. What are the components of AI from the point of view of commentators?
2. What is the concept of digital curriculum from the point of view of commentators?
3. What are the coordinates of the AI-based digital curriculum model?
Methods and Materoal
Based on the purpose, the present research is applied, and in terms of data collection, it is a qualitative design. Among the various qualitative methods, the grounded theory method of the foundation was used with the constructivist approach of Charmaz. The current research community is all specialists in the field of curriculum, educational technology, educational technology and artificial intelligence, and the samples included 23 specialists. In order to collect information, semi-structured interview, observation and study of documents were used. In order to analyze the data in this research, the three-step method of Susanne Friese including noticing, collecting and thinking was done with the help of Atlas t.i software.
Resultss and Discussion
- What are the components of AI from the point of view of commentators?
The components of artificial intelligence consisted of 5 Main and 19 sub-categories. These include charting systems (algorithm, phase logic, classification), learning systems (supervised learning ,unsupervised learning, hybrid knowledge - based systems, reinforcement learning, learning from incomplete data), semantic systems (self-learning, semantic similarity, natural language understanding, prediction), control of complex systems (dealing with nonlinear problems, expert system), neural network model (problem solving, optimization, flexibility, reasoning).
2. What is the concept of digital curriculum from the point of view of commentators?
The concept of digital curriculum has 6 Main and 33 sub-categories. These categories include digital curriculum objectives (increasing the capacity of program design by teachers, developing cognitive skills, meaningful learning experiences, participatory learning opportunities, educational dynamics, research-oriented, educational justice, self-learning), digital curriculum features (stable yet flexible, transforming learning into a lifelong process, balancing the learner and learning environment, using technology in the classroom, digital teaching culture, high compliance capacity), digital curriculum tools (educational games, digital laboratories, electronic libraries, simulators, environmental features of the digital curriculum (interactive, flexible, classroom Networking lessons, personalization of the learning environment), digital curriculum resources (Smart Textbooks,personalization of learning resources, web-based resources, open educational resources, textbooks), evaluation methods in the digital curriculum (online tests, video dialogue, video recorded by the learner, online critical texts, digital evaluation tools, quizzes).
3. What are the coordinates of the AI-based digital curriculum model?
phase curriculum model includes phase1 curriculum (learning based on specific pattern, classification and organization of content, linear learning, learning under external supervision, reinforcement learning and mutual understanding of language), phase2 curriculum (combined knowledge in learning, optimal building learning, learning from incomplete data, reasoning-based learning, predicting the learning process and facing learning problems) and phase3 curriculum (facing non-linear problems, deep learning, unsupervised learning, expertise in learning, semantic parallelism, self-directed learning and flexibility in learning).
Conclusion
Digital transformations have significantly changed teaching and learning practices. The present study examines the new needs of employee development and empowerment in the digital age, identifying the components of artificial intelligence and digital curriculum. The main objective of the present study is to define the components of artificial intelligence and then apply them in the form of digital curriculum elements. In other words, the digital curriculum in the workplace is defined by the components and functions of artificial intelligence.This model is designed based on the phase logic of artificial intelligence and can help to improve the design of the digital workplace curriculum. Based on the background studies, no research was found that could organize the digital workplace curriculum in this way, and therefore, the findings of the current research and the final output were completely unique.
2. What is the concept of digital curriculum from the point of view of commentators?
The concept of digital curriculum has 6 Main and 33 sub-categories. These categories include digital curriculum objectives (increasing the capacity of program design by teachers, developing cognitive skills, meaningful learning experiences, participatory learning opportunities, educational dynamics, research-oriented, educational justice, self-learning), digital curriculum features (stable yet flexible, transforming learning into a lifelong process, balancing the learner and learning environment, using technology in the classroom, digital teaching culture, high compliance capacity), digital curriculum tools (educational games, digital laboratories, electronic libraries, simulators, environmental features of the digital curriculum (interactive, flexible, classroom Networking lessons, personalization of the learning environment), digital curriculum resources (Smart Textbooks,personalization of learning resources, web-based resources, open educational resources, textbooks), evaluation methods in the digital curriculum (online tests, video dialogue, video recorded by the learner, online critical texts, digital evaluation tools, quizzes).
3. What are the coordinates of the AI-based digital curriculum model?
phase curriculum model includes phase1 curriculum (learning based on specific pattern, classification and organization of content, linear learning, learning under external supervision, reinforcement learning and mutual understanding of language), phase2 curriculum (combined knowledge in learning, optimal building learning, learning from incomplete data, reasoning-based learning, predicting the learning process and facing learning problems) and phase3 curriculum (facing non-linear problems, deep learning, unsupervised learning, expertise in learning, semantic parallelism, self-directed learning and flexibility in learning).
Conclusion
Digital transformations have significantly changed teaching and learning practices. The present study examines the new needs of employee development and empowerment in the digital age, identifying the components of artificial intelligence and digital curriculum. The main objective of the present study is to define the components of artificial intelligence and then apply them in the form of digital curriculum elements. In other words, the digital curriculum in the workplace is defined by the components and functions of artificial intelligence.This model is designed based on the phase logic of artificial intelligence and can help to improve the design of the digital workplace curriculum. Based on the background studies, no research was found that could organize the digital workplace curriculum in this way, and therefore, the findings of the current research and the final output were completely unique.
Sorush Fathi, , , ,
Volume 11, Issue 4 (1-2025)
Volume 11, Issue 4 (1-2025)
Abstract
Introduction:
The role of women, particularly female heads of household, has been a significant topic in social research, especially in the context of empowerment and economic independence. Women who become the primary earners in their households often face unique challenges related to gender expectations, financial responsibilities, and societal perceptions. The study of their lived experiences provides valuable insights into the factors that contribute to their empowerment or hinder their progress. This research seeks to explore the lived experience of economically empowered female heads of household, aiming to construct a locally relevant model or pattern that can be used to support other women in similar situations. By focusing on the personal, familial, and societal factors influencing these women's empowerment, the study contributes to a deeper understanding of the social dynamics at play and proposes strategies for promoting economic independence among female heads of household.
Methods and Materials:
A qualitative research design was employed for this study, using in-depth interviews as the primary data collection method. Snowball sampling was used to identify participants, ensuring a diverse group of economically empowered female heads of household. The interviews were conducted in person, with the researcher continuing to interview participants until theoretical saturation was achieved. A total of 13 women were interviewed for this study. The data were analyzed using open, axial, and selective coding techniques to identify the key themes and concepts related to their lived experiences. The codes were then categorized into broader themes, and a central phenomenon was identified.
Results and Discussion:
The analysis revealed a complex interplay of structural, contextual, and personal factors that influenced the economic empowerment of female heads of household. At the structural level, the dominance of gender culture, societal expectations, and the overwhelming commitments of women were identified as significant barriers. These women often had to navigate the intersection of traditional gender roles with the demands of being the primary financial provider for their families. In many cases, the conditions of employment were not aligned with the specific needs of female heads of household, leading to significant challenges in balancing work and family responsibilities. Contextual factors, such as the absence of a husband, the responsibility of caring for children, and the need to provide for the family’s basic needs, were also found to be crucial in shaping the experiences of these women. The lack of supportive resources and institutional frameworks further exacerbated these challenges. In particular, the absence of family support, financial resources, and access to training or employment opportunities created significant barriers to economic empowerment. Despite these challenges, several strategies emerged that helped these women overcome obstacles and achieve economic empowerment. At the individual level, continuing education, vocational training, and participation in professional development courses were found to be important. These strategies helped women acquire new skills, build confidence, and gain the qualifications needed to secure better employment opportunities. At the family level, the support of family members, including emotional and financial assistance, was identified as a critical factor in overcoming obstacles. Financial planning, budgeting, and resource management were also key strategies that contributed to the women's ability to maintain financial stability and improve their economic position. At the societal level, access to government and organizational support services played a crucial role in the empowerment process. Financial assistance, job placement services, and social protection programs were all found to be instrumental in helping these women gain financial independence. Furthermore, social recognition and the improvement of their social standing contributed to their sense of empowerment and self-worth. The central phenomenon identified in this study was the desire for economic empowerment. While these women did not initially possess the economic experience or readiness required for headship, they gradually developed the skills and knowledge needed to manage their families’ financial needs. Economic empowerment allowed these women to reduce their social exclusion, alleviate poverty, and integrate into social networks, improving both their personal and social conditions.
Conclusion
The findings of this study highlight the complex factors influencing the economic empowerment of female heads of household. By understanding the lived experiences of these women, it becomes clear that empowering them requires a multi-faceted approach that addresses structural, contextual, and personal challenges. Policymakers and social planners must consider the specific needs of female heads of household and provide the necessary support, resources, and opportunities to facilitate their empowerment. The results of this study underscore the importance of education, training, family support, and social services in helping these women overcome obstacles and achieve economic independence. Furthermore, recognizing the agency of women in this process is crucial for fostering social change and promoting gender equality.
The role of women, particularly female heads of household, has been a significant topic in social research, especially in the context of empowerment and economic independence. Women who become the primary earners in their households often face unique challenges related to gender expectations, financial responsibilities, and societal perceptions. The study of their lived experiences provides valuable insights into the factors that contribute to their empowerment or hinder their progress. This research seeks to explore the lived experience of economically empowered female heads of household, aiming to construct a locally relevant model or pattern that can be used to support other women in similar situations. By focusing on the personal, familial, and societal factors influencing these women's empowerment, the study contributes to a deeper understanding of the social dynamics at play and proposes strategies for promoting economic independence among female heads of household.
Methods and Materials:
A qualitative research design was employed for this study, using in-depth interviews as the primary data collection method. Snowball sampling was used to identify participants, ensuring a diverse group of economically empowered female heads of household. The interviews were conducted in person, with the researcher continuing to interview participants until theoretical saturation was achieved. A total of 13 women were interviewed for this study. The data were analyzed using open, axial, and selective coding techniques to identify the key themes and concepts related to their lived experiences. The codes were then categorized into broader themes, and a central phenomenon was identified.
Results and Discussion:
The analysis revealed a complex interplay of structural, contextual, and personal factors that influenced the economic empowerment of female heads of household. At the structural level, the dominance of gender culture, societal expectations, and the overwhelming commitments of women were identified as significant barriers. These women often had to navigate the intersection of traditional gender roles with the demands of being the primary financial provider for their families. In many cases, the conditions of employment were not aligned with the specific needs of female heads of household, leading to significant challenges in balancing work and family responsibilities. Contextual factors, such as the absence of a husband, the responsibility of caring for children, and the need to provide for the family’s basic needs, were also found to be crucial in shaping the experiences of these women. The lack of supportive resources and institutional frameworks further exacerbated these challenges. In particular, the absence of family support, financial resources, and access to training or employment opportunities created significant barriers to economic empowerment. Despite these challenges, several strategies emerged that helped these women overcome obstacles and achieve economic empowerment. At the individual level, continuing education, vocational training, and participation in professional development courses were found to be important. These strategies helped women acquire new skills, build confidence, and gain the qualifications needed to secure better employment opportunities. At the family level, the support of family members, including emotional and financial assistance, was identified as a critical factor in overcoming obstacles. Financial planning, budgeting, and resource management were also key strategies that contributed to the women's ability to maintain financial stability and improve their economic position. At the societal level, access to government and organizational support services played a crucial role in the empowerment process. Financial assistance, job placement services, and social protection programs were all found to be instrumental in helping these women gain financial independence. Furthermore, social recognition and the improvement of their social standing contributed to their sense of empowerment and self-worth. The central phenomenon identified in this study was the desire for economic empowerment. While these women did not initially possess the economic experience or readiness required for headship, they gradually developed the skills and knowledge needed to manage their families’ financial needs. Economic empowerment allowed these women to reduce their social exclusion, alleviate poverty, and integrate into social networks, improving both their personal and social conditions.
Conclusion
The findings of this study highlight the complex factors influencing the economic empowerment of female heads of household. By understanding the lived experiences of these women, it becomes clear that empowering them requires a multi-faceted approach that addresses structural, contextual, and personal challenges. Policymakers and social planners must consider the specific needs of female heads of household and provide the necessary support, resources, and opportunities to facilitate their empowerment. The results of this study underscore the importance of education, training, family support, and social services in helping these women overcome obstacles and achieve economic independence. Furthermore, recognizing the agency of women in this process is crucial for fostering social change and promoting gender equality.
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