List of Articles نهادهای آموزشی

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  1 - A Study on the Structure of Rab’i Rashidi in Ilkhanids Era
  Amir Dehghan Nejad Abdolrasoul Emadi Mohsen Rahmati
  Rab’-i- Rashidi” was the largest medical center with a great religious endowment in Ilkhanids era. It was a hospital, for admitting and treating patients and a place for teaching medicine as well as preparing various drugs. The present paper investigates the More

  Rab’-i- Rashidi” was the largest medical center with a great religious endowment in Ilkhanids era. It was a hospital, for admitting and treating patients and a place for teaching medicine as well as preparing various drugs. The present paper investigates the Rab’-i-Rashidi’s management structure, financial system, medical and scholarly functions via an analytic-descriptive study. The results show that, with the financial backing Rab’-i-Rashidi has had many functions as the modern hospitals. Using theoretical and clinical teaching methods simultaneously and also connecting to the educational centers worldwide, particularly China and India, Rab’-i- Rashidi tried to transform the scientific accomplishments to Iran. References Awḥadī Marāghiʾī, Rukn al- Dīn, Kulliyyāt- i Ashār- i Awḥadī Marāghiī (Manṭiḳ al- ʿUshshāḳ, Djām- i Djam), Revised by Saeed Nafisi, Tehran, Intishārāt- i Sanāyī, 1391/ 2012. Chardin, Jean, Safar- Nāma (Journal du voyage du Chevalier Chardin en persea aux Indes Orientals), Trans. Eghbal Yaghmaei, Tehran, Tūs, 1372/ 1992. Clavijo, Ruy González de, Safar-Nāma- yi Clavijo(Clavijo Embassy), Trans. Masoud Rajab Nia, Tehran, Bungāh- i Tardjuma wa Nashr- i Kitāb, 1377/ 1998. Clinical Research Development Units (CRDU) Hospital Research Development Committee  (HRDC) Declaration of Alma-Ata International Conference on Primary Health Care, Alma-Ata,  USSR, 6-12 September 1978. Sadeghiani, Ebrahim,  Sāzmān wa Mudīriyyat- i Bīmāristān, Vol. 2, Tehran, Intishārāt- i Djahān Rāyāna, 1377- 1389/ 1998- 2010. Gholi pour, Ariyan & KhaterehSilani, Mudīriyyat- i Manābi- i Insānī dar Bīmāristān- hā wa Marākiz- i Bihdāshtī wa Darmānī, Tehran, Mehraban Publishers , 1392/ 2013. Hamdānī, Rashīd al- Dīn Faḍl ullāh, Āthār wa Iḥyā, Revised by Manouchehr Sotodeh & Iraj Afshar, Tehran, University of Tehran McGill, 1368/ 1989. Idem, Djāmi al- Tawārīkh, Tarīkh- i Aḳwām Pādishāhān- i Khatā, Revised by Mohammad Roshan, Tehran Mīrāth- i Maktūb, 1385/ 2006. Idem, Laṭāif al- Ḥaḳāyiḳ, Revised by Gholamreza Taher, Vol.2, Tehran, University of Tehran, 1356/ 1977. Idem, Mukātibāt- i Rashīdī, Revised by Mohammad Shafi, Lahore, Lahore press, 1945/ 1324. Idem, Sawāniḥ al- Afkā al- Rashīdī, Revised by Mohammad Taqi Danesh Pajouh, Tehran, University of Tehran, 1358/ 1979. Idem, Tansūḳ- Nāma Yā Ṭib- i Ahl- i Khatā, Prolegomena by Mojtaba Minovi, Tehran, University of Tehran, 1350/ 1971. Idem, Tarīkh- i Mubārak Ghāzānī, Karl Jahn, Hertford, Steven Austin press, 1940/ 1319. Idem, Waḳf-nāma- yi Rab- i Rashīdī, Revised by Mojtaba Minovi & Iraj Afshar, Tehran, Intishārāt- iAndjuman- i Āthār- i Millī, 1356/ 1977. Herse,paul and kenneht H. Blancard, management of Organizional Behavior:Utilizing  human Resources, Englewood cliffs, New jersey, prentice Hall, Inc, 1989. Ivancevich, j, Human Resource management,11th  Editon. Irwin professional pub,2010. Jafari, Gholam- Ali & Others, Istāndārd- Hā- yi Itibār Bakhshī- yi Bīmāristān dar Iran, Tehran, Intishārāt- i Markaz- i Nashr- i Ṣidā, 1391. Khwāndmīr, Ghiyāth al- Dīn b. Hamām al- Dīn Ḥusaynī,Ḥabīb al- Siyar fī Akhbār-i Afrād al- Bashar, Vol. 4, Tehran, Intishārāt-i Kitāb Furūshi- yi Khayyām, 2nd ed., 1380/ 2001. Koontz, Harold & Others, Uṣūl- i Mudīriyyat(Essentials of management), Trans. Mohammad Ali Toosi & Others, Vol. 2, Tehran, Intishārāt- i Markaz Āmūzish- i Mudīriyyat- i Dawlatī, 1374/ 1995. Mīrkhwānd, Muḥammad b. Khwānshāh b. Maḥmūd, Rawḍat al- Ṣafā fī Sīrat al- Anbiyā wa l Mulūk wa l Khulafā, Revised by Jamshid Kian Far,Vol. 15, Tehran, Intishārāt- i Asāṭīr,1380/ 2001. Mojtahedi, Karim, Madāris wa Dānishgāh-hā- yi Islāmī wa Gharbī dar Ḳurūn- i Wusṭā, Tehran, IHCS, 1379/ 2000. Mustawfī, Ḥamdullāh, Nuzhat al- Ḳulūb, Revised by Mohammad Dabirsiaghi, Tahouri Bookstore, 1336/ 1957. Nahas VL and Others, Jordanian undergraduate nursing students' perceptions of effec  clinical teachers, Nurse Educ Today 1999; 19(8): 639-48.  Nasr, Hossein, Maḳām- i Rashīd al- Dīn Faḍl Allāh dar Tarīkh- i Falsafa wa Ulūm-i Islāmī, Madjmūa- yi Khaṭaba- Hā- yi Taḥḳīḳī Darbara- yi Rashīd al- Dīn Faḍl Allāh Hamdānī, University of Tehran, 1350/ 1971. Petrushevsky, Ilya Pavlovich & John Masson Smith, Tarīkh-i Idjtimāī- Iḳtiṣādī-yi Iran Dar Dawra- yi Mughūl,Trans. yaghoub Azhand, Tehran, Intishārāt- i  Iṭilāʿāt, 1366/ 1987. Rahnima, Majid, "Rashīd al- Dīn wa Rabʿ al- Rashīdī", Madjmūa- yi Khaṭaba- Hā- yi Taḥḳīḳī Darbara- yi Rashīd al- Dīn Faḍl Allāh Hamdānī, Tehran, Tehran University Press, 1350/ 1971. Rezaeian, Ali, Mabānī- yi Mudīriyyat- i Raftār- i Sāzmānī, Tehran, Samt, 1382/ 2003. Samarḳandī, Dawlatshāh, Tadhkirat  al- Shuarā, Revised by Edward Browne, Tehran, Asāṭīr, 1382/ 2003. Samarḳandī, Kamāl al- dīn ʿAbd al- Razzāḳ, Maṭla al- Sadayn wa-Madj ma-i al- Baḥrayn, Revised by Abdolhossein Navaei, Vol. 4, Tehran, Institute for Humanities and Cultural Studies, 1383/ 2004. Sarton, George, Muḳaddamih’ ī  bar Tarīkh- i Ilm(Introduction to the History of Science), Trans. Golamhossein Sadri Afshar, Vol.3, Tehran, Intishārāt- i ʿIlmī wa Farhangī, 1383/ 2004. Shanghi Ranking consultancy. 2014. Retrieved 29 January 2015. Tabrizi, Hossein Abdoh, Nahād- i Mālī- yi Ṣandūḳ- hā- yi Waḳfī wa Uṣūl- i Islāmī- yi Faāliyyat- i Ān dar Iran, Nashriyya Markaz- i Taḥḳīḳāt- i Dānishgāh Imām Ṣādiḳ, No.25, 1384/ 2005. Ṭūsī, Khwadja Naṣīr al- Dīn Muḥammad b. Aḥmad, Madjmūa Rasāil Khwadja Naṣīr al- Dīn Ṭūsī, Revised byMohammad Taqi Modarres Razavi, Tehran, University of Tehran, 2nd ed., 1390/ 2011. Waṣṣāf, Faḍl Allāh b. ʿAbdullāh, Tarīkh- i Waṣṣāf al- Ḥaḍrat, Revised by Mohammad Mahdi Esfahani, Tehran, Ebne Sina & Allama Jafari Library, 1338/ 1959. Yidan, Wang, Khadamāt- i Khwādja Rashīd al- Dīn Hamdānī Dar Gustarish- i chīn Shināsī, Madjmūa- yi Maḳālāt Darbāra- yi Khwādja Rashīd al- Dīn Faḍlullāh wa Rabl- Rashīdī Tabrīzī, Revised by Reza Rahmani, Vol.2, Tehran, (Und.), 1388/ 2009.               Manuscript profile
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  2 - Analysis of City-Dwelling the Growth Process of New Middle Class in Iran
  Mehrdad Navabakhsh Gorbanali Aghaahmady
  Some factors such as education, profession, social status and income determine the structure of the new middle class in today’s Iranian society. The present article attempts to analyze the relationship between city-dwelling and development of the new middle class More

  Some factors such as education, profession, social status and income determine the structure of the new middle class in today’s Iranian society. The present article attempts to analyze the relationship between city-dwelling and development of the new middle class in Iran. The urban environment has paved the way for inclination to stratification and development of a hierarchy based on criteria that are related to the social classes. The development of distribution of social work and the growth of socio-economic organizations and institutions, complex network of the spaces and social relations and the urbanization system and its rapid pace in developing countries has brought about vast influx to cities and the emergence of service, bureaucratic, and technocratic sectors, as well. The present research has been carried out taking into consideration the viewpoints of Ph.D. and M.A. students of Islamic Azad University, Sciences and Research Branch in Tehran. The present study has employed library research methods in order to identify the research variables. To produce a researcher-made questionnaire, expert opinion was obtained through Delphi method. The population of the study consists of 16179 people in 1388-89 academic year. Using Cochran formula, 443 people were chosen as the sample by means of simple random sampling technique. The study has been done using questionnaire and is based on the fuzzy logic, the Cronbach’s Alpha Index of which is 0.87. The research findings indicate that city-dwelling has paved the way for the growth of the new middle class in Iran through need for development of specialists and skill-owners, technological services, commercial and industrial capitalization, politico-urban institutions and educational systems. Therefore, it can be concluded that economic, social and cultural atmosphere has had an influential role on the development of the new middle class through attraction of population and through development of employment and need for specialized training. The findings of this article illustrate that urbanization provides an appropriate ground for the growth and development of the new middle class through creation of appropriate space for the development of specialized and service activities, creation of appropriate and inappropriate conditions in industrial and commercial investment, the transition of social relations from traditional to modern, and the development of higher education system. Furthermore, the findings indicate that the development of urban services, having the highest rate and ration, has the most important role in the development and maintenance of the new middle class (1.021). The second most important issue is the specialization of affairs in city (.913) and the last is the overall structure of the city (.913). The development of social urbanization has brought about a change in social hierarchies and people’s lifestyle. Training the individuals in higher education and their employment in bureaucratic bodies causes structural renovation of the society. In addition, the findings of the present research are in line with Fialkov’s view that dividing social work and urban techniques along with the activity of craftsmen and bourgeois pave the way for commerce and exchange because exchange with craftsmen gives birth to a new class.   Manuscript profile
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  3 - Designing the Model of ecosystem of entrepreneurship promotion in Iranian cinema
  Mohsen Beigagha Alireza Shirvani Mojtaba Khazaei
  Introduction and Goal: The purpose of this research is designing a model of ecosystem of the entrepreneurship promotion in Iranian cinema. An ecosystem with the elements such as Government, Elites, Financial Resources, NGO's, Educational Institutions and Links between i More

  Introduction and Goal: The purpose of this research is designing a model of ecosystem of the entrepreneurship promotion in Iranian cinema. An ecosystem with the elements such as Government, Elites, Financial Resources, NGO's, Educational Institutions and Links between internal and external entrepreneurs has been designed. The goal is providing guidance to cultural management in Iranian cinema on how to use the entrepreneurship elements. Methodology: The method of research was descriptive and mixed method (Qualitative and quantitative) through purposeful interview and distributing the questionnaire, as main instrument of research. Findings:  All the six factors of research have effect on Innovation factor. Among six factors, financial resources have the more effect on the factor of innovation and links between internal and external entrepreneurs has less effect on the mentioned factor. Result: Tendency of Iranian cinema to absorb young generation, remove governmental supervisory, encourage entrepreneurial ideas and plan a long-term view.   Manuscript profile
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  4 - Islamic culture and educational institutions in Seljuk era
  gholamreza montzve
  Toghrol Beik established a huge Empire with his succor and ambition in 429-455 AH. Then, his descendants; i.e. Alp Arsalan (495-566 AH) and Malekshah Saljuki (485-495 AH) have prevailed the peace and security on their social and political dominion, with the help of thei More

  Toghrol Beik established a huge Empire with his succor and ambition in 429-455 AH. Then, his descendants; i.e. Alp Arsalan (495-566 AH) and Malekshah Saljuki (485-495 AH) have prevailed the peace and security on their social and political dominion, with the help of their tactful and famouse minister's experiences – Khaaje Nezamolmolk Tousi- and then have reached the power and greatness of the Empire to the highest point. The learning spirits of rulers and their interest to build the welfare institutions, mosques, carvanserais, libraries, academic homes, hospitals, school houses; good management and competency of Iranian cultured ministers – particularly Khaaje Nezamol molk Toosi (485 AH)- provided a new chapter in the history of Islamic culture, especially the formation of scientific centers and schools that distinguish this age from previous periods so this age called: '' The Establishment Of School Movement ''. The movement that began in Baghdad with establishing the first Nezamieh school(459AH) and it wasn't long before its results and effects involved the social and political realm of the Abbasian Caliphate and Islamic east; during the cultural exchange, it turned to the model and example for scientific centers and ancient universities of Europe. Besides school ,other educational institutions such as: mosques, libraries, scholars' homes, hospitals, school houses have played an effective role in Islamic culture; developing and expanding of science and technology and training the scholars and scientists that this article attempt to introduce these institutions and cultural outstanding personage in this age as a brief. Manuscript profile
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  5 - Children and Adolescence Education in the Safavid’s Era
  naser homaun
  Children education has existed first at home in the form of modeling and inculcation since ancient times. Since education has cultural value, it prepares children to live in society. For sure the social and economic circumstances play a role in the quality and the reali More

  Children education has existed first at home in the form of modeling and inculcation since ancient times. Since education has cultural value, it prepares children to live in society. For sure the social and economic circumstances play a role in the quality and the realization of education. In the course of historical changes the educational tasks turned into institutional ones, and are assigned to education institution. In post-Islam Iran, the institution ,which had its roots in the culture of ancient Iran and religious teachings, undergone rapid changes and appeared as a remarkable feature throughout the country. After Mongols’ attacks and Teimoor’s military moves, tribal governments spread throughout the country and in some parts governmental institution was established independently. However, Iranian culture and associated institutions like education more or less maintained its unity and homogeneity. After the collapse of tribal governments , the termination of Ghara Ghoylo Torkman government, and weakening of local governments, the Safavids took power. Gradually, Iran regained its social and political solidarity, and enjoyed “national” independence. However, the unity created was through force. It employed cultural institutions based on a special Ghezelbash Shiite. Culture(art, thought, and education) lost its dynamism, and developments were noticeable in some aspects of cultural-materialistic(architecture and decorative arts).   Manuscript profile
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  6 - Ale-ziyar dynasty ,s education and academic institutions and its reflections qabusnameh
  Abolfazl Fazli mohammad sepehri
  Iranian history and civilization has strong cultural and scientific foundations and infrastructures. In this regard, education and academic centers always had a very lofty position and were considered as one of important cultural civilized achievements. The goal of the More

  Iranian history and civilization has strong cultural and scientific foundations and infrastructures. In this regard, education and academic centers always had a very lofty position and were considered as one of important cultural civilized achievements. The goal of the present research was to study education and educational institutions in Ale-Ziyar dynasty and how this educations are reflected in Eonsor-Almaeli’s Qabushnameh. Methodologically, the study is a descriptive-analytical study and data were collected in a library method. Mosques, schools, and scientists’ houses were the most important academic and educational centers in that period. In the Ale-Ziyar territories, education has been the focus of much attention by the rulers. The position of scholars in the court of the rulers of Al-Ziyari has been well respected and Qabushnameh was a good platform for developing ideas and strategies for education in the society. Eonsor-Almaeli has used some tools such as story, allegory, anecdote and various educational methods for compiling Qabushnameh. Manuscript profile