World champion GHOLAMREZA TAKHTI

A great wrestler and religious minded man. Iranians remember him as world champion. He was full of honesty and integrity. He was full of kindness and love for people and mostly thought of humanity and self- sacrifice rather than championship. While winning multiple international medals, TAKHTI never lost his decency and modesty toward people. The world champion was a disciple of AYATOLLAH TALEGHANI and participated in the struggle for nationalization of Iranian oil industry. He also played a prominent role in collecting public donations for earthquake victims of BOEEN ZAHRA area. This action provoked the sensitivity of regime. Champion was in several political activities against imperial government. To control him, authorities asked him to become head of wrestling federation, but GHOLAMREZA rejected the precious post. After sometime they requested him to work as parliament member, again he refused. TAKHTI`s increasing popularity among people and opposing PAHLAVI family, kept no way to cajole him, to implement its conspiracy on his murder on 7 January 1968. Now TAKHTI is a martyr for Iranians.

BIRTH: August 27, 1930

He born in a poor family in south of Tehran. His father had 5 children, including GHOLAMREZA. Father lost his lands, because REZA KHAN wanted to build railway through them.

He had great interest in the ancient sport of wrestling. Interest and passion forced him to go to FOULAD club. And showed considerable talent. Initially started wrestling as a hobby and entertainment. But poorness forced him to go to south. Then went to compulsory military training. There, he found opportunity and concern. After returning from arm, he re attended training period. Champion says: when in 1949, I attended a major sporting event, French cup. I was knockout. Even though I intended to win the starting point. But I worked hard and hard to understand the struggle techs. I had passion to win.

With exemplary diligence exercises, he became a member of national team in 1951. Same year in Helsinki, in wrestling world championship, he became vice world champion. After that event, he was victor over 15 years with dozens of medals in international fields. In Olympic of 1952 he got six win and one loss. He was active from 1950 to 1966. Attended in 79 and 97 kg weights. Fair height of 180 cm made him so smart.

His character:

TAKHTI was quite fair when competing against rivals. For instance, once he had a match with Russian wrestler ALEXANDER MEDVED who had an injured right knee. When champion found that out the matter, he avoided the injured leg and tried to attack the other leg. He lost the match. But showed valued and honorable behavior.

Once he was heading to America for another sport competition. He turned to a reporter and said: gold and money are not worthy. I need people`s respect.

In 1962, a terrible earthquake occurred in BOEEN ZAHRA in west of Iran. TAKHTI began to walk in avenues of Tehran, asking for assistance for the victims. He inspired others to follow.

Marriage: In 1967, he married SHAHLA TAVAKOLI. In 1968, his son, BABAK was born.

Final journey:

Late champion`s dead body was found in a hotel room. The government officially proclaimed his death a suicide. He is buried in EBN E BABOYEH cemetery, where he is commemorated every year by his lovers. May God keep his soul in heaven for ever.

BIOGRAPHY OF AHMAD KHOMEINI:

Date of birth: 1946

Death: 1995

Name of father: ROUHULLAH KHOMEINI

HAJ SEYED AHMAD KHOMEINI was born in 1946. His mother who was a pious woman, Mrs. SAGHAFI, the great Imam`s wife remembers AHMAD`s childhood as such: he was a quit and obeying son and sometimes I used to tell the daughters: in a month I need not tell this little boy do this or do not do this. But I need to order you several times in a day and you girls are very naughty. Dear son was quit engaging in his playing. When he became 7 years old, was sent to OHADI School to be educated.

AHMAD explains: the first day, they sent me to school, I escaped. Then when my teacher punished me, I attended the class and I had to do that. Until the sixth elementary grade, I was punished by many of teachers. In childhood period, imam paid much attention to his education and training. He paid attention to with whom did he go and come and who were his friends. And also HOJATOLESLAM SEYED HASAN KHOMEINI is citing about his father: My father once said: I was small, so small that I could not read and write. Imam made me sit beside him. He was reading and I played with his books.

HAJ AHMAD attended elementary school and high school in holy city of QOM. During the time he was receiving education, he became interested in sports, particularly in soccer. Among the friends, he had in this time was Mr. KAZEM RAHIMI, who has interesting memories of his exercises. AHMAD Says: in that time, slowly we began our neighborhood football matches. We liked the match so much that, a night before, we were going to window side and were staring at the sky to find out about rain, will it rain tomorrow or not? If it was raining, it was like somebody hits our head with a mountain, indicating that, tomorrow we could not have a match. We went from this neighborhood to the other for a match in the fields of football, volleyball, running in the grounds and other exercises. Whenever we were winning, we were beaten by the host. And occasionally a few minutes before the match ends, we used to scape.

When I finished the elementary period, meaning the sixth grade, and got in to the seventh grade, I became a member of football, basketball and volleyball teams. I was popular player in high school. After getting his diploma, SEYED AHMAD went to Tehran, because SHAHEEN team invited him to play for it. In those days, he accepted the team`s invitation in order to leave Iran. And he himself concerning this says: I was not selected since others were better than me.

Religious education:

After getting his diploma from QOM`S HAKIM NEZAMI high school, with guidance and explanation of dear Imam, he began his religious studies. HOJATOLESLAM MOHTASHEMI concerning this matter says: When HAJ AHMAD returned from HOLY NAJAF city to QOM in the year 1966, based on the great Imam`s recommendation, joined the spirituality classes and started the scholars training in a serious way. Of course, he joined officially and seriously after the message that Imam sent from NAJAF, and said: tell AHMAD, it is my advice to him to become a scholar, if he does it, I will pay all the expenses regarding this matter, and if he is not willing to do so, then he has to go and take care of himself. I will not help him as far as materialism is concerned. Of course this was in the circumstances when SEYED AHMAD joined the spirituality classes and was studying.

Since the beginning of his studies in the scientific domain, Mr. AHMAD was like a normal scholar with simplicity and without paying attention to the status of having been born in a prestigious family, started to learn Islamic sciences. AYATOLLAH TAHERI KHORAMABADI concerning this phase reports: After Imam`s exile to NAJAF, I saw repeatedly, he was sitting in FEIZIYEH school like a normal scholar. And this was surprising for me, since he was Imam`s son. It was not as such that he gets the title that he was born in a prestigious family and chooses a domain for himself and in discussions be separated from others and be different from others.

He continues and adds: while he was serious scholar and studied like other serious ones and for those who liked Imam, he was a hope spot. We all witnessed that Imam`s son, although he was not watched by his father and was away from him, he was busy with his teachings and discussions just like the other ones.

In the meantime, he had a simple life and in those times I used to go to his house repeatedly. He, after several years, completed the high phase levels. As he himself has said frankly after his first trip to NAJAF, began his religious studies in a serious manners.

HOJATOLESLAM MOHAMMAD ALIRAHMANI who was a friend of AHMAD says: I studied the same level when I was with Mr. ABTAHI, Mr. SADEGHI and Mr. SOLTANI. When son of Imam in the year 1966, came to NAJAF ASHRAF, he wore personal clothes. At the same time, we heard, that based on the great Imam`s recommendation, he returned to Iran. Seemingly, some problems had been created concerning the continuation of his studies in the university. The great Imam had said that I would like him to wear the clergy clothes and in total enters religious studies.

Of course at that time, he had studied introductions relating to the Islamic teachings and in the outside section of the great Imam`s house in NAJAF, I heard this from the deceased AYATHOLLA HAJ AGHA MOSTAFAEE: our AHMAD went to engage in his studies and had put on the clergy clothes and he was very happy too.

In his trips to NAFAF, it has been quoted from him, that he studied the book, ALKOBRA FELMANTEGH with Imam. After several years, he completed the level phase and began the outside course. In 1978, when he went to NAJAF (last travel) along with some of the scholars, attended the ASFAR course belonging to AYATOLLAH REZVANI. During that stay, they had reached to the end of KAFAYESH volumes, but the martyrdom of his brother led to leave the course. After the revolution, he made an effort to finish his incomplete studies.

AYATOLLAH MORTEZA PASANDIDEH remembers him as one who is good at politics and has fine education.

One can point to the discussions of Imam`s memorial (his son. Mr. AHMAD) in his studies with SAJADI ESFAHANI, VAHEDI and many more. HOJATOLESLAM MOHTASHEMI explains: I came to Iran in 1968 and was in Qom for few months. In there, I witnessed that haj AHMAD, studied very seriously. Mr. MOHAMMAD REZA LAVASANI was the one who discussed issues with him. He was the son of AYATOLLAH LAVASANI who was the representative of Imam in Iran, meaning that particularly Imam and AYATOLLAH LAVASANI began their scholar activities together. The sons of these two great ones, began their activities together.

SEYED AHMAD married the daughter of AYATOLLAH SOLTANI TABATABAEE. The main role in getting to know and then marriage was played by FARIDE MOSTAFAVI (daughter of Imam).

She explains: If I say that concerning my brother`s marriage with his wife, I played a major role, I have not said something very much wrong. To learn tailoring, I used to go to a certain place. I saw her who then was a young girl. At that very time I thought she was a suitable girl to become my brother`s wife. Later I and my family travelled to Iraq and in NAJAF, we met Imam. There, I told my father what was my opinion. Imam liked their family and verified the matter.

Then we returned to Qom city and followed the issue. Some months later, they married.

Mrs. FATEME TABATABAEE, the wife of late AHMAD says: the first day when HAJ AHMAD gave the marriage proposal, my father concerning his personality said: you are going to marry an individual who may not have a quiet life. Meaning that AHMAD is a revolutionist and he is son of AYATOLLAH KHOMEINI. And naturally, he will follow his father and will fight. In this situation, you should think and see if you are ready to accept this life. It is possible that, there will not be problem.

Mrs. TABATABAEE continuous: After the proposal, an accident happened for the wife of martyr MOSTAFA KHOMEINI.

SAVAK officials had gone to their house and this led to her abortion. My father pointed out the issue and wanted me to be ready in every sense for my common living with AHMAD.

Our marriage took place when Imam was in exile and AHMAD was in charge of Imam`s house in Qom. He did his duty in best way.

Imam congratulated the marriage and wished them a happy and prosperous life.

As a result they had 3 sons, HASAN, YASER and ALI.

THE BEGINNING OF POLITICAL FIGHT:

SEYED AHMAD was son of the personality that the Islamic movement took shape through his guidance and leadership.

Being raised in such a dynasty, automatically involved him in fighting issues. In the beginning of the movement, Imam did not have a servant in his home. When the guests were there, AHMAD was supposed to be their host.

AYATOLLAH TAHERI KHORAMABADI says: I remember a feast day. Some people had gone to see Imam. AHMAD at that time was a teenager. He brought a tray to collect the glasses that were empty. While leaving, he fell and glasses were scattered on the ground. After this episode, friends of Imam decided that in the following feasts, they do the tasks in home of Imam.

In the period, relating to Imam KHOMEINI`s struggle from 1952, until the exile in 1954, considering the presence of elder brother, who was beside his father, his actions has been overshadowed by his brother`s role. After exile of Imam to turkey and from there to Iraq, gradually, his political role which was effective as far as the movement was concerned, showed itself.

VISITING FATHER:

During the period, Imam was in exile in Turkey, AHMAD did not succeed to visit the father. After the spreading the news relating to his father`s stay in NAJAF, he made a move to see him. He has said frankly that he accepted the SHAHEEN team`s invitation in order to exit the country but was not chosen and after that without having a passport, he went to Iraq. Of course, due to security factors, SAVAK officials exercised heavy control on the proponents of the Imam KHOMEINI`s movement and it is perfectly clear, that was even heavier for the son of the leader of the movement.

In this direction, lieutenant –general NASIRI through a circular letter sent to the police head- quarters asked: if the said person asked for issuing or extension of the passport and an exit permit, before taking any step, you have to report the case to this office.

Despite such preparations, AHMAD in a letter wrote the news concerning his return and sent it to SHEIKH NASRULLAH KHALKHALI.

With discovery of this letter, the SAVAK officials in their head -quarters wanted to know about the previous records of AHMAD MOSTAFAVI.

SAVAK reports to the center:

He went to HAMEDAN to visit SHAHABODIN ESHRAGHI, while the SAVAK of that area did not report. It seems, he has come to Iran to carry out a mission. Please order about his activities and behaviors and activities, control him so it becomes clear what is his goal for coming to Iran.

Capturing:

After returning to Iran, as SAVAK predicted, AHMAD came to carry out certain missions and in the last days of 1967, again secretly went from KHORAMSHAR to NAJAF, in this trip, with the assistance of Imam KHOMEINI, he had put on a turban and wore the clergy clothes. This was beginning of a new phase in his activities. This time when he was passing through the border on April 8 1968, he was captured in GHASRE SHIRIN area and SAVAK detected his identity and case was reported to the center.

SAVAK REPORTS: Today AHMAD MOSTAFAVI along with some people from the bazar were brought to the office and during the investigations, he declared he is son of KHOMEINI.

AHMAD says: Returning from one of my trips from Iraq, I was arrested. Almost for three months, I was not tortured.

They transferred him from GHASRE SHIRIN city to GHEZEL GHALEH prison in Tehran and the arrest case was issued on April 12, 1968 with charge of taking a step against internal security. Based on controlling the letters through post office, they investigated AHMAD, in a number of sessions. And SEYED AHMAD with an especial cleverness, answered the questions.

SAVAK asked: who is SHIKH NASROLLAH KHALKHALI, and why you wrote him a letter?

AHMAD answered: one who has no responsibilities. One who until now hadn`t record. I know nothing about him. Can a 70 years old man be my friend? A man who is older than my father. I have nothing to hide.

With spreading of the news that son of Khomeini has been arrested, AYATOLLAH HAKIM in a letter to Ayo ATOLLAH TEHRANI, asks him to do something so that he gets released.

SAVAK could not gather documents to prove his guilt. So to make use of this matter, they gave the news concerning arrest of AHMAD by Iraqi officials to the press and this unwillingly led to the surfacing the name and memory of Imam and AHMAD as a political figure.

Finally he was released on 24 August 1968 from prison and after several days went to QOM. After returning to QOM, a number of clergies from different cities particularly from KHOMEIN, came to visit him. And SAVAK was controlling him more. SAVAK reports: AHMAD who was previously a student, has recently wears the clergy clothes and because of this principle and noting his father`s position. He is in good standing in QOM city. It is possible that he along with supporters of his father, engages in offensive activities. So it is better to control him more. Moreover it is better, he goes to NAJAF.

AHMAD played an active role in printing and distributing the Imam` announcements that were issued from NAJAF.

AHMAD continued his journeys to MECA and Syria also. He met doctor CHAMRAN and his dangerous position. CHAMRAN talked about his activities and AHMAD listened carefully.

In 1978, AHMAD and his wife went to Iraq. This time whole family were together. But unexpected death of MOSTAFA, was not tolerable.

Everybody knew, now younger brother should take all responsibilities. Imam has issued a certificate for AHMAD as next of kin. And younger brother has done his duty well.

In 1979, the whole situation changed. King of Iran escaped. Now Iran was in control of Imam. So AHMAD continued his duty along with other great men to serve Islam and Iran.

LAST DAYS OF AHMAD:

In the morning of 21 March 1995, the news concerning AHMAD`s illness created a wave of worries in Tehran and few minutes later throughout Iran. Reports were telling that his heart and breath are in disposition. And later in his sleep, this has led to brain stop.

Anyway the medical team spent 5 days on him. But no result. On the night of 25 March 1995, became the end of his worldly life. He lived throughout his life beside KHOMEINI and his goal.

ALAME AMINI:

SHEIKH ABDOLHOSEIN AMINI, known as ALAME AMINI, author of high value book, ALGHADIR, was born in 1281 (H.S) in SARDHA village, a function of SARAB city.

His childhood was passed by father`s teachings (who was great scholar in that province). In teenage time, learned primary scientific subjects in schools of Tabriz. Then in the presence of great masters like MOLANA, KHOSROSHAHI and SHIKH HOSEIN, studied other parts of Islamic science. Then went to Najaf, to attend the classes of FIROUZABADI, KHOVANSARI and many more.

AMINI, achieved his discretion permission from great religious leaders like: SEYED ABOLHASAN ESFAHANI and others. After sometime, went back to Tabriz to do professional job but left it soon and moved to Najaf to do research and write.

ALAME was master in Islamic sciences such as: interpretation, Hadith, understandings, Elders science, religious science and history.

When he published his first book entitled: martyrs of virtue at the age of 35, authorities and leaders including: ESFAHANI, TABATABAEE and many others praised him and certified his values. This was the beginning of his great works. When he published the precious book of ALGHADIR to Islamic world, many critics, researchers, authors, scholars and poets praised his work and accepted that, ALGHADIR is the greatest document for unity of Muslims and also the valuable source for their works.

ALGHADIR is the top of his works. And he worked for about 40 years on it, which has 20 volumes. To write this book, he studied more than ten thousand books and thesis and also travelled to many places. These journeys were based on studying, finding the source and meeting the masters. He went to DECAN, HEYDERABAD (in India), LACKNOW, ALIGAR, KANPOUR, CAIRO and DAMASCUS.

The name of ALGHADIR is related to its subject. Author proved the caliphate of Imam Ali (AS). He gathered the Hadith of holy Prophet(PBUH) in this regard, and many articles from non-Shia, and Sunni religious leaders and also the historical articles.

Our great master has many more essays like: treatise on faith, martyrs of virtue, interpretation of HAMD verse, treatise on understanding science and our way is the way of our prophet.

ALAME, other than writing books, also dedicated to good practices, including the establishment of AMIRULMOMENIN library in Najaf, which is one of the most valuable libraries of Islamic world.

On 12^th TIR of 1349, at the time of noon prayer, the great master after two years suffering expired at the age of 70. Funeral was held in Tehran and then his body was carried to Najaf, to be buried in his own library

5 – کیفیت های یک معلم خوب چیست ؟

بیش از 200 کلمه ننویسید و لطفاً بصورت دست نوشته در بیاورید واز تایپ و یا واژه پرداز استفاده نکنید . من فکر می کنم که معلمهای خوب کسانی هستند که در کار خودشان پر شور هستند و زیر و بم کار را می دانندولی این را تشخیص می دهند که همه چیز را نمی دانند ، و از اینکه اشتباه می کنند ، نمی ترسند . به عبارت دیگر معلم های خوب ، هنوز در حال یادگیری هستند . بعنوان یک یاد گیرنده ، شما به خودتان کمک می کنید که بفهمید چه چیزی را باید یاد گرفت و این کار شما را متواضع می کند . من فکر می کنم که یک معلم خوب ، آدم متواضعی است و اصلا مبتکر نیست من همچنین فکر می کنم که یک آموزگار خوب مهارت رهبری را دارد . این بدان معنی است که او می تواند بعنوان یک نمونه قرار گیرد که دیگران از ته دل بخواهندمثل او شوند . آموزگاران خوب برشاگردان خود تاثیر دارند . و شاگردان آنها را مورد احترام قرار می دهند و آنها را تحسین می کنند . ولی از آموزگاران خود نمی ترسند به خاطر اینکه ، یک معلم خوب ، بایستی خوش برخورد ، مشوق ، صمیمی رفتاری دوستانه داشته باشد من فکر می کنم که یک معلم خوب ؛ شخص خلاقی است . شما بایستی ایده هایی برای یک تدریس خوب داشته باشید . اگر چه آموزگاران خوب همکاری شاگردان را نیز به همرا دارند و سخت کار می کنند تا فضای مثبتی را ایجاد کنند ودر آن فضا ، شاگردان به خواست خود نظرات شان را ارائه می دهند و اصلا ً احساس تهدید نمی کنند . من فکر می کنم که معلمهای خوب بیشتر شبیه به راهنما هستند ، در این فضای حمایت وار ، و آنها اجازه نمی دهند که اشتباه انجام دهند و از این اشتباه ، چیزی یاد بگیرند. در آخر آموزگاران خوب ، اصلاً منفی باف نیستند . آنها خالصانه به دروس ، شاگردان ، همکاران و کار کنان ، اهمیت می دهند .

گرامر در کارهای قبل از شروع رشته آموزشی =

سوال 1 در کارهای قبل از شروع رشتۀ آموزشی یک سوال گرامری است آموزشیاران خصوصی ، معمولاً گرامر را قبل از شروع رشتۀ آموزشی ، می گنجانند ، بنا به دلایل زیاد . اولاً ، بدون انگار ، این یک قسمت مهم آموزش است . بنابر این ، این می تواند یک مقدمۀ خوب در یک قسمت مهم برای شما باشد .

دوماً در این قسمت ، مردم معمولاً در آن دچار چالش و سر در گمی هستند . بنابر این کامل کردن آن ، می تواند یک نشانۀ خوب از تلاس شما برای رسیدن به L O S E T / T L E باشد ( هم برای خودت و هم برای آموزگار خصوصی است ) .

سوماً ، برای آموزشیاران خصوصی ، این کار آسان است که طرح کاری در این خصوص تهیه کنند که برای افرادی که اطلاعات کمی در مورد L O S E T / T L E و یا اصلاً اطلاعات ندارند ، کارایی داشته باشند . زیرا منابع بسیار خوب و آماده ای در این مورد وجود دارد تا به شما کمک کند که به این قسمت بطور مستقل ، کم و بیش برسید .

سر انجام آموزگاران خصوصی از این وسیله استفاه می کنند تا تخصص زبانی شما را بسنجند . بویژه اگر انگلیسی ، زبا اول شما نباشد . در این قسمت ، ممکن است از شما خواسته شود ، تا قسمتهایی از سخنرانی ، اسمهای غیر قابل شمارش و قابل شمارش ، و همچنین اسمها را بسازید و یا حذف کنید و ممکن است از شما خواسته شود تا فرق بین انواع فعل ها را توضیح دهید . مثل : من به مدت دوسال است که در اینجا زندگی می کنم و من دو سال در اینجا زندگی کردم . و این نیز ممکن است که از شما خواسته شود که فکر کنید در مورد اینکه چگونه می توانید معنی ساختار ها را برای یک یاد گیرنده ، توضیح دهید .
مثل : کاری را به انجام رساندن ، در جمله من آرایش موهایم را در سال 2 عصر انجام دادم . فرهنگ لغات در کارهای قبل از شروع دورۀ آموزشی :

سوال 2 در کار بالایی یک سوال واژه ای است . از شما در بارۀ معنی کلمات می پرسد ، و اینکه چگونه آن را در گفتگو به کار ببریم ممکن است از شما سوال شود که فکر کنید در بارۀ افعال دو قسمتی ، مانند : رها کردن ، اصلاحاتی مانند روی تور سیمی نشستن ، و اختلاف در شیوه میان کلمات مانند : سخت کار کردن وسیگار ، معنی های مختلف یک کلمه مثل فشار در چرا فشار نمی آوری ، او کمی زورگو است ، متاسفم من عجله دارم ، او مجبور شد وقت روز را به من بدهد و غیره . همراه با حالت های گرامری ، احتمال دارد که از شما خواسته شود که بگوئید چطور تفاوت معنی کلمه ها رابرای زبان آموزان توضیح می دهید کارکرد در کارهای پیش از شروع دورۀ آموزشی :

سوال 3 در کار بالا یک پرسشی است در بارۀ کارکرد یک زبان کارکرد یک کلمه است و موقعی استفاده می شود که ما بخواهیم در بارۀ شخصی صحبت کنیم که امید به رسیدن به چه کاری را دارد و آن بوسیلۀ زبان بخصوصی ادا می شود . آن به معنی شغل است ، هدف یا نقش زبانی است که شما برای استفاده کردن انتخاب کرده اید برای مثال : اگر مثال بگوئید : آیا می توانیم کمکتان کنم ؟ شما یک پیشنهاد را ارائه کرده اید . اگر شما بگوئید : من موافق نیستم یا امکان دارد حق با شما باشد ، ولی ...... شما عدم رضایت خود را بیان کرده اید . اگر شما بگوئید : من واقعاً متاسفم ، شما عذر خواهی کرده اید . در هر مورد ، راههای زیادی برای اجرای کارکرد وجود دارد . برای مثال : برای عدم رضایت ، شما همچنین می توانید بگوئید : مطمئن نیستم که با آن موافقم یا شما به نکته ای رسید ه اید ولی ............ یا در مقابل ........... هر کدام از این راههای توصیف عدم رضایت توصیف کنندۀ کار کرد خوانده می شوند . توصیف کننده به راحتی مثال معنی می شود ممکن است از شما خواسته شود که این کارکرد ها و دیگر کارکردها را شناسایی کنید ، که شامل : برای مثال ، پیشنهاد دادن ، شکایت کردن ، در خواست کردن ، رد کردن ، دعوت کردن ، قبول کردن و موافقعت کردن ، ممکن است از شما خواسته شود که چندین راهکار برای بیان یک عملکرد ، شناسایی کنید .

( این بدان معنی است ، چندین تشریح کننده ) و فکر کنید در باره اینکه چگونه معنی هر آموزشی :

سوال 4 در کار بالا یک پرسش است در بارۀ تلفظ ، این سوال بخصوص از شما می خواهد که فکر کنید در مورد روابط بین هجی کردن یک کلمه ( گاهی اوقات رسم الخط نامیده می شود . ) و صدای یک کلمه ( تلفظ آن ) در زبان انگلیسی ، رواابط هجی کردن صدا بصورت یکی یکی نیست ، در حقیقت ، شما متوجه مطالب زیر خواهید شد:

هر حرفی همیشه همان صدا ندارد . در بارۀ حرف e فکر کن ، و اینکه چگونه این حرف در کلمات زیر تلفظ می شود :

قرمز ، مال او ، انگلیسی . هر صدا ، همیشه بوسیله یک حرف نشان داده نمی شود . فکر کن در بارۀ حروف صدادار در کلمۀ دیدن . و حالا نگاهی بینداز که چگونه همان صدا هجی می شود در این کلمات : دریافت کردن ، چای ، زمین ، اسکی ، مردم ، حروفی هستند که در بعضی کلمات ، اصلاً تلفظ نمی شوند در بارۀ این کلمات فکر کنید : شمشیر ، رهن ، چاقو ، بعضی از صداها موقعی ایجاد می شوند که حرف مربوطه در حروف معین وجود ندارد . در مورد کلمۀ یک فکر کن .

اولین صدایش چیست ؟ این ممکن است به شما کمک کند تا بتوانید جواب دهید اگر شما به شخص دیگری گوش کنید که همان کلمه را می گوید ، و بنگرید همان گونه که دیگران این کار را انجام می دهند . شما قادر خواهید بود که بشنوید ( و ببنید ) که این کلمه با صدای دبلیو شروع می شود ( خطوطی که در هر دو سوی دبلیو وجود دارند ، نشان می دهند که دبلیویک صدا است و نه یک حرف ) و همچنین در صداها ی انفرادی ، ممکن است از شما خواسته شود که فکر کنید در بارۀ سیلاب های کلمات ، که کدام سیلاب ها کشش دار هستند ، یعنی در مقایسه با دیگر سیلاب ها ، با تاکید بیشتری تلفظ می شوند . یک فرهنگ لغت یک زبانۀ نوآموزان ( یک لغتنامۀ انگلیسی به انگلیسی که برای نو آموزان طراحی شده است ، لغت نامۀ مطالعاتی لانگ من ( 2000 ) یک نمونۀ خوب است ) این کتاب می تواند به شما کمک کند هم در صدا و هم در سیلاب های کشش دار . زیرا بعد از سر واژه ، بلافاصله تلفظ کلمه داده شده است ، در شکل سمبل های صدا شناسی . خیلی در مورد اینکه سمبل ها چه معنی ای دارند ، نگران نباش

(اگر چه ، یاداشت کردن این مطالب نیز اهمیت دارد که تمام دیکشنری های تک زبانه نوآموز ان که سمبل های صدا شناسی را استفاده می کنند ، یک راه حل برای این سمبل ها ، ارائه می دهند . ) ولی به یاد داشته باشید ، این نوع فرهنگ لغت می تواند به شما کمک کند در بارۀ سوالاتی مثل پرسش 4 در کار بالا ، چونکه هر سمبل نشان دهندۀ یک صدا است . سیلاب های کشش دار در همان تست ورود ، نشان داده شد ه اند با استفاده از این سمبل که بلافاصله قبل از سیلاب پدیدار می شود ، کشش دار شده است . تدریس و یادگیری در مراحل قبل از شروع دورۀ آموزشی =

پرشش 5 در کار بالا , سوالی است در مورد آموزش و یادگیری . در این نوع پرسشها ، از شما در خواست خواهد شد که :

● شناسایی کنید که قدرت و ضعف خود را در تدریس

● فکر کنید در مورد موقعیت های متفاوت آموزشی

● یک تجربۀ یادگیری موفقیت آمیز را که داشته اید ، توضیح دهید .

● یک آموزگار خوب ، که شما از او شناخت داشته اید را توصیف کنید .

● احتیاجات یک گروه بزرگسال نوآموز را شناسایی کنید که به تازگی به یک کشور انگلیسی زبان برای زندگی کردن و کار آمد ه اند . و انگلیسی کمی بلد هستند . ممکن است از شما سوال شود که در مورد جملات زیر اظهار نظر کنید :

● زبان آموزان ، احتیاجی ندارند که در کلاسها برای یاد گیری زبان انگلیسی حاضر شوند . آنها می توانند از طریق کتاب ، لغتنامه ، رادیو ، تلویزیون و اینترنت انگلیسی را فرا بگیرند .

● گرامر مهم تر از هر چیزی است و یاد گیرندگان ، اول از همه باید گرامر را فرا بگیرند ، چونکه فراگیرانی که گرامر را خوب درک کرده اند ، قادر خواهند بود که بخوانند ، بنویسند ، صحبت کنند و به انگلیسی گوش فرا دهند .

در هر حالت ، از شما خواسته خواهد شد که 200 تا 300 کلمه بنویسند .

در رابطه با کامل کردن دورۀ پیش رشته آموزش ، دو مطلب ، دارای جزئیات بیشتری هستند . اینها : شناسایی قدرت و ضعف خودتان ، و رساندن معنی به این مطالب ، بایستی توجه بیشتری داده شود . زیرا اینها ، مطالب ضروری برای هر مدرسی در مراحل L O S E T / T L E هستند ، نه فقط در این مرحلۀ پیش آموزش ، بلکه در حین و بعد از دوره هم مهم می باشند .

شناسایی نقاط قوت و ضعف شما :

سوالاتی که در بارۀ شناسایی نقاط قوت و ضعف شما پرسیده می شوند ؛ رایج هستند ، چونکه از شما انتظار می رود که این مهارت را حین انجام رشته ، بهینه سازی کنید .

نمونه ای از این پرسش که ممکن است در دورۀ پیش آموزش پدیدار شود ، این است : شمه چه فکر می کنید در مورد نقاط قوت و ضعف خودمان بعنوان یک آموزگار زبان ؟

خیلی از شرگت کنندگان قبلی احساس کردند که همچین سوالاتی برای جواب دادن ، خیلی مشکل است ، بویژه در مراحل اولیۀ رشتۀ آموزشی .

این همچنین موردی است که در یک موقعیت نقطۀ ضعف است و در موقعیت دیگر یک مزیت محسوب می شود . یکی از بهترین راه ها برای رسیدن به این پرسش ، تهیۀ لیستی از کلمات است که شما احساس می کنید آن کلمات ، شخصیت شما را توصیف می کنند . از یک دوست بخواه تا به شما کمک کند اگر احساس کردید که این مرحله مشکل است . برای مثال ، اگر این کار را باید انجام دهم احتمال دارد که من با این مراحل روبرو شوم .

● مــرحلۀ روش دار

● شیوه سازمان دهی شده

● خجالت

برنامۀ کا ری 3 از من می خواهد تا توضیح دهم ، نقاط قوتم و همچنین نقاط ضعفم را چه نقاط قوتی ؟

من نمی توانم به سوی معلم خصوصی ام بروم و بگویم ، هی من در چیزی خوب هستم ؟ من می دانم که در چه چیزی بد هستم ، ولی فکر نمی کنم در چیزی خوب باشم . من حتی نمی دانم که آیا در راه درست کاری هستم یا نه ؟ کمک ، شرکت کننده ، هنگ کنگ

اغلب من می بینم که چگونه نقاط قوت در دیگر مراحل نقاط ضعف ایجاد می کنند خط ما بین خط ما بین قوت و ضعف ، مبهم می شود و اغلب من احساس می کنم که هر نقطه قوتی که من استفاده می کنم تا تدریس ام را بهبود بخشم ، یک اما به آن چسبیده است .

شرکت کننده ، هنگ کنگ ( برگرفته از جواب به تکلیف کاری شمارۀ 3 ، درسهایی از کلاس درس ) .

اگرمن در بارۀ هریک از این نکاتی که در رابطه با موقعیتهای واقعی هستند . فکر کنم ، زود می فهم که هر کدام ، نقطه قوتی در بعضی موقعیتها و نقطه ضعفی در دیکر موقعیتها هستند . برای مثال : من آماده ام . نقطه مثبت آن این است که من معمولاً می توانم بفهم که به چه چیزی احتیاج دارم و چه موقع به آن احتیاج دارم . نقطۀ منفی آن این است که چهار نفر دیگر در خانوادۀ من هست و اگر از آنها بخواهم که مانند من آماده باشند ، غیر منطقی بنظر می رسد . البته این چیزی است که دقیقاً من انجام می دهم ، این یکی از نقاط ضعف من است و گاهی اوقات من بایستی با آن مواجه شوم . این جریان کاری به شما کمک خواهد کرد تا نقاط قوت و ضعف خود را شناسایی کنید ، و این کار را شما باید قبل از شروع دورۀ آموزشی انجام دهید و شما در حین دورۀ آموزشی به آن احتیاج دارید . این مهارت ضروری است ، برای مثال ، در کامل کردن کارهای نوشتاری ( نگاهی بیندازید به فصل 6 ، مراحل نوشتاری ) . در این مرحلۀ آغازین ، توانایی برای راستگو و صمیمی بودن در مورد نقاط قوت و ضعف ، یک مهارت است که بایستی گسترش یابد سعی کن از آن اشخاصی نباشید که می گویند : هی من در چه چیزی خوب هستم ؟ من می دانم که در چه چیزی بد هستم . ولی فکر نکنم من در چیزی خوب باشم . در عوض ، به خصوصیات خودت فکر کن و اینکه هر کدام از خصوصیات شما ، می توانند کم وپیش مفید باشند در رابطه با مجموعه ای بخصوص از موقعیتها .

معنی ارتباط :

در سراسر دورۀ پیش آموزشی ، سوالاتی که تمرکز دارند بر مطلب ارتباط برای فراگیران ، بسیار معمول هستند . چه معنی حالت گرامری باشند ، مثل آنها برای دو سال در آنجا زندگی کردند یا معنی لغوی ، مثل گریه کردن ، خاموش کردن ، زیرا این کارها باعث می شود که شما در بارۀ فراگیران فکر کنید ، و اینکه آنها باید چه چیز هایی از شما فرا بگیرند . در جواب برای این نوع از سوالات ، و در دیگر مراحل یاد گیری ، شما متوجه خواهید شد که یک یا چند نوع از این تکنیکها ، سودمند خواهند بود :

● نشان دادن حالت صورت ( برای مثال ، با اشاره به گریه کردن تا غم را نشان دهد )

● آشکار سازی ( شروع کاری یا پایان کاری را می توان با رفتاری نشان داد ، برای مثال )

● واضح صحبت کردن و احتمالاً کمی آهسته تر تا از غلبۀ آهنگ صدا جلوگیری شود )

● از انگلیسی پیچیده پرهیز شود ،

از انگلیسی ساده استفاده شود و همینطور از انگلیسی کاهش یافته دوری شود . 0 آیا می توانم برای شما کمکی باشم و آیا می توانم شما را یاری کنم ؟ اینها پیچیده هستند .

جمله آیا می توانم به شما کمک کنم ؟ یک جمله ساده است ، جمله می توانم کمک کنم ؟ یک جمله کاهش یافته است . و از آن باید پرهیز شود

● استفاده از شکلها و نمودار ها ( برای مثال ، نقشه و یا تصویری از یک شئی .

شما می توانید از آن نمودار عکس استفاده کنید تا بتوانید . تا بتوانید معنی چمدان را برسانید .

● استفاده از چیزهایی که اطراف شما هستند ( برای مثال ، برای توصیف کلمۀ زیر یک جسم را زیر جسم دیگر قرار می دهید .

جمله را به صورت دیگری بیان کردن ، ( بطور مثال ، شما می توانید از یاد گیرنده بپرسید : آیا تکالیف خودت را به پایان رساند ه ای ؟ یا تکالیف شما تمام شد ؟ یا تکلیف داری ؟ یا می توانم تکالیف شما را ببینم ؟ از این ایده ها می توان استفاده کرد تا به سوالات ویژه جواب د هید .

سوالاتی که در رابطه با معنی ارتباط می باشند . راهکارهای وسیع تر که می توانند به شما دراین مرحلۀ آموزشی کمک کنند در مرحلۀ بعد قرار گرفته اند .

راهکارهای پیش دورۀ آموزشی :

تعداد زیادی راهکار عملی وجود دارد که به شما کمک می کند تا برای به پایان رساندن دورۀ آموزشی ، یکی از آنها ر ا انتخاب کنید . ● از هر مقاله یا کتاب مرجع که گیر می آورید ، استفاده کنید ، مثل فرهنگ لغت نوآموزان که به موضوع ربط داشته باشد . نگاهی بیندازید به WWW ، شما پیشنهاداتی در مورد رشتۀ آموزشی خواهید یافت . کتاب انگلیسی را کشف کنید( 2002) اثری از بولیتو و تام لینسون است که منبع خوبی است برای هر کس که به دنبال جواب سوالات آگاهانه می گردد .

● زنگ بزنید یا ایمیل بفرستید اگر مطلبی برای شما ، شفاف نشده است . از سوال کردن نترسید . با یک استاد L O S E T / T L E و یا / کسی که با این مرحله آشنایی دارد ، قبل از / و یا بعد از کامل کردن دوره ، و یا حین کامل کردن دوره . و این کار را انجام دهید بدون اینکه احساس کنید دارید تقلب مرتکب می شوید ( احساسی که قبلاً بوسیلۀ شرکت کنندگان قبلی گزارش شده است ) بخاطر اینکه هدف شما از انجام این کارها ، یاد گیری است . کارهای پیش دوره ، فقط مراحلی از این جریان کاری است اگر چه کارهای دیگر نیز در بالا ذکر شده اند . مصاحبه ، بهترین موقعیتی است که شما را مطمئن می سازد که تصمیم درستی گرفته اید .

مصاحبـــه :

مصاحبه ها در رشته های مدرک دار مانند دوره های پیش آموزشی و فرم های کار بردی از لحاظ طول و ساختار از یک مرکز تا مرکز دیگر فرق دارند . در بعضی مراکز ، مصاحبه ها 45 دقیقه طول می کشد ، و در دیگر مراکز ، 30 دقیقه طول می کشد ممکن است از شما خواسته شود که کاری را در حین مصاحبه ، کامل کنید . ولی تمام معلم های خصوصی این کار را نمی کنند . ممکن است مصاحبه شما با دیگر کاندید اها ، همراه هم باشد . و این مصاحبه ممکن است با بیش از یک استاد برگزار شود و شاید با تلفن انجام شود . در بعضی از مصاحبه های دورۀ پیش آموزشی ، مصاحبه بصورت دو بخشی است . از طریق مصاحبۀ رودر رو ، استادان قضاوت بهتری در مورد فعالیتها استعداد ، اطلاعات داخلی و پتانسیل شما خواهند داشت . و این کار بهتر از امتحان کتبی است . تا این مرحله ، ایدۀ مصاحبه ، عملی شده است استادان به دنبال شرگت کنندگانی می گردند که آمادگی امتحان را داشته باشند . آنها به دنبال ارادۀ مثبت در بارۀ زبان انگلیسی و مردمی که از دیگر زبان و فرهنگ هستند می گردند . آنها به دنبال مردمی می گردند که فصیح ، مبتکر هستند و سطح قابل اعتمادی را ارائه دهند تا بتوانند در مقابل یک کلاس تشکیل شده از غریبه ها بایستد و در امور مربوطه صحبت کنند .

شما احتیاج دارید تا این قابلیت ها را نشان دهید تا بتوانید در این رشته آموزشی تسلط پیدا کنید .

اگر چه مطابق با کارهای پیش آموزشی ، در این مصاحبه موقعیت یادگیری برایتان وجود دارد .

ولی این یکی در موقعیت های ویژه ، فراموش می شود .

زیرا که شما سخت تمرکز بر این دارید که امتحان را قبول شوید .

اگر شما به زمانی برگردید که خود را برای مصاحبه آماده می کردید ، آن موقعیتی است برای شما تا یاد بگیرید در مورد

حدود درسی تا آنجایی که ممکن است ( چه دوره های پیش آموزشی داشته اید و یا نداشته اید ) و این خواست را شما

نگاه خواهید داشت تا حتی در دوره مصاحبه نیز چیزی یاد بگبرید .

موقعیت فعالی اتخاذ کنید و سوال های خوبی بپرسید و شنود مناسبی بیابید و همچنین نت برداری کنید ، این رفتار شما

دو نتیجه مهم در بر دارد :

اولا : این که شما در مورد ELT/ TESOL چیز های بیشتری فرا می گیرید و کارهای آموزشی که قبلا انجام داده اید.

دوما : اینکه شما به مصاحبه گر نشان می دهید که آماده جواب دادن هستید و می خواهید بیشتر یاد بگیرید .

اگر می خواهید یک آموزگار شوید اینه خبرهای خوبی هستند .

آنهایی که در مرحله مصاحبه رد شده اند،کسانی هستند که مراحل مقدماتی برای ELT / TESOL را مطالعه نکرده اند

( که شامل اطلاعات زبانی نیز می شود ) کسانی که بیشتر از اینکه در مصاحبه فعال باشند ، مضطرب هستند.

یا کسانی که رد می شوند که اراده مثبتی در بیان شغل و مردم آن ندارند . اگر چه خیلی از کسانی که در این رشته مقامی

بدست نیاورده اند به خاطر آن بوده که مصاحبه را به طور کامل درک نکرده اند .

این مصاحبه یک موقعیت برای یاد گیری رشته آموزشی است .

آنها این قبیل چیزها را می گویند :

چرا آنها به من نگفتند که تکالیف خیلی زیاد هستند ؟

چرا کسی به ما نگفت که ما از روز اول در مورد TP سنجیده می شویم ؟

بیشتر این این مسئولیت بر عهده استادانی است که باید جواب هر سوال را مهیا کنند ، بدون اینکه متقاضی سوالی در آن

مورد کند . درحقیقت ، یکی از همکاران من می گوید ، نقش او در مصاحبه این که آیا متقاضیان می دانند که چیکار باید

کنند در این مرحله و بایستی به آنها گفته شود که در چه راهی قدم گذاشته اند .

ولی استادان از لغزش به دور هستند و برای اینکه آن اطلاعاتی که شما احتیاج دارید ، از طریق اینترنت درز پیدا نکند ،

بایستی آمادگی آن را داشته باشی .

فقط از طریق یک آمادگی با دقت است که شما خواهید توانست در مصاحبه ، سوالات مناسبی بپرسید ، بنابراین در

شروع دوره آموزشی ، شما به اندازه کافی اطلاعات خواهید داشت .

همکاران من و بنده ، سوالاتی را تهیه کردیم که برای مصاحبه از آنها استفاده می کنیم ، آنها شامل :

. درباره خودت بگو

. چه نوع شخصیتی هستید ؟

. شیوه یادگیری شما چیست ؟

. نقطه قوتی که در کلاس درس به شما کمک می کند چیست ؟

. چرا دوره آموزشی مدرک دار می خواهید ؟

. چرا می خواهید معلم زبان انگلیسی شوید ؟

. از اینکه یک زبان خارجه را فرا گرفته اید چه تجربیاتی دارید ؟

. چگونه دانشجویان را در کلاس با صحبت کردن می کشانی ؟

. چگونه به کسی مطلبی را نفهمیده کمک می کنی ؟

. آیا همه دوره آموزشی را قبول می شوند ؟

. چگونه تعلیمات تدریس را مرتب می کنید ؟

. چقدر تکالیف وجود دارد ؟

. آیا دسترسی به اینترنت خواهم داشت ؟

. چه نوع افرادی در گروه من خواهند بود ؟ ( چه نوع رده سنی ؟ )

. آیا تعدادی از آنها تجربه تدریس داشته اند ؟

. آیا برای یک دوره آموزشی ، باید شهریه اضافی پرداخت کرد ؟ ( برای مثال کتاب ، لوازم التحریر ، فتوکپی ، استفاده

از اینترنت )

شما می توانید تمام و یا بعضی از این سوالات ها را در مصاحبه هایت بپرسی ، ولی فکر افرادی باش که شخصا از آنها

سوال می پرسی .

هفت مرحله برای موفقیت یک مصاحبه :

1- کمی اطلاعات در مورد مرکز آموزشی گیر بیاور

2- در مورد ELT / TESOL تحقیق کن ، تا آنجا که می توانی در مورد اطلاعات گیر بیاور

3- شما در حال متخصص شدن هستید ، پس مثل یک متخصص رفتار کن .

4- بیاد داشته باش که مصاحبه یک نوع گفتگو است و تبادل اطلاعات باید کاملا آزاد جریان داشته باشد .

5- پرسش ها را برای سوال کردن آماده کن ، از این کتاب استفاده کن تا سوالات مناسب را شناسایی کنی .

6- برای سوالات ، جواب تهیه کن ، این به شما کمک می کند که با اطمینان جواب دهید .

7- این کتاب را یخوانید .

آمادگی تهیه کردن مواد آموزشی برای پیش دوره :

شرکت کنندگان قبلی ، پیشنهادات زیادی ارائه کردند ، بیشترین توصیه آنها این بود که دیگر شغل های راحتی اگر کار

نیمه وقت باشد رها کنید و برای این رشته آموزشی ، وقت کافی بگذارید .

اگر چه افرادی که دوره های نیمه وقت داشته اند ، احساس می کنید که این دوره ها بر فشار تجربه اضافه می کند .

و خیلی های دیگر با داشتن شغل تمام وقت ، نیز موفق بوده اند ولی دیگران اینگونه نصیحت کردند :

من فکر کنم که بایستی از رییس می خواستم که کار سبک به من بدهد ، چون اگر روز پر از اضطراب و یا کار سنگینی

داشته باشی ، تقریبا غیر ممکن است که این دوره ها را بگذرانی .

بعضی ها پیشنهاد می کنند که قبل از شروع دروه شما بایستی قدم های فعالی بردارید :

. مطمئن شو که قبل از شروع دوره آموزشی از لحاظ بدنی مشکل نداری

. یخچال را پر از مواد غذایی کن تا در چند روز اولی که از شروع دوره می گذرد ، احتیاج به بیرون رفتن و از دست

دادن اوقات گران بها نداشته باشی .

. سعی کن که حمایت خانواده را در مورد آزادی بیشتر برای گذراندن این دوره بدست بیاوری .

. قرار ملاقات ها را کنسل کن یا به وقت دیگری موکول بگردان .

. کتاب ها و لوازمی را که مرکز آموزشی ، توصیه کرده از قبل تهیه کن .

. وسیله مناسبی تهیه کن تا در کمترین زمان شما را به مرکز آموزشی برساند .

. مطمئن شو که فضای مناسب و دنجی در خانه برای مطالعه داشته باشی .

. لیستی از منابع مورد نیاز برای تدریس پیدا کن مانند ( روزنامه – مجله – عکس و غیره ) .

. سعی کن که با مشخصات ریشه ای ELT / TESOL آشنا شوی ، از طریق کتاب های مرتبط .

. با محیط و آب و هوای محیط تحصیلی آشنائی پیدا کن .

دلت که نمی خواهد اوقات پر ارزشی را در روزهای اول از دست بدهی ، شروع کن :

روزهای اول : اول از همه شما بایستی با محیط تحصیل خود عادت کنید . و همین طور در باره مردمی که در آنجا

زندگی می کنند ، به چه شغلی اشتغال دارند ، دستگاه فتوکپی در کجا قرار گرفته ، اشیاء مهم در کجا قرار گرفته اند .

متقاضیان قبلی نیز با اتلاف کاری و کاغذ بازی در روزهای نخست مواجه بودند .

شما با این نکته نیز روبرو خواهید شد که مرکز آموزشی ، برای هر مقطعی ، یک نوع فرم دارد . و همین طور برای

نحوه تدریس ، برنامه برای درس ها ، نوشتارها ، ارزیابی رشته تحصیلی ، برای تمام این ها ، مرکز آموزشی برنامه

ریزی کرده .

این می تواند نقطه شروع خوبی برای تجربه باشد . شما برای این کار باید وقت کنار بگذارید ، سعی کن تا تمام فرمها را

پر کرده باشی و همه متن ها را وارد پوشه ها کرده باشی ، به تعویق انداختن کارها ، فکر خوبی نیست .

چه دوره آموزشی نیمه وقت ثبت نام کرده اید و چه تمام وقت راه های زیادی برای شناخت ابزار کاری وجود دارد ، اگر

چه متقاضیانی قبلی ذکر کرده اند که شناخت ابزار کاری ، کار بسیار مشکلی است .

در آخر هر دوره هر شرکت کننده برای خود ، دو پوشه درست کرده .

یکی یادداشت های شخصی است و دومی مختصات کاری خودش .

این دو پوشه بایستی در آخر دوره آموزشی تحویل مرکز آموزشی شود .

مختصات کاری بدین صورت تنظیم می شود :

1- مقالات و نکته ها از استاد

2- تمرین تدریس :

1-2 برنامه درسی

2-2 دست نوشته ها برای فراگیری است

3-2 جزوه های استاد

4-2 خود ارزیابی

5-2 اطلاعات از کتاب مشابه

3- معلومات از کلاس های درسی

4- ارزیابی دوره آموزشی ( در پوشه شخصی ، مراحل زیر گذاشته می شود ) :

1) برنامه ریزی

2) زبان کاری : (a) گرامر ، (b) فرهنگ لغت ،(c) صدا شناسی ،(d) خواندن (e)نوشتن (f) صحبت کردن (g) شنیدن

3) روش شناسی

4) مدیریت کلاس درس و مهارت های تدریس

5) مشاهدات

6) کپی از هر چیزی ( خیلی از شرکت کنندگان قبلی اظهار کرده اند که برای پیشرفت در دوره آموزشی این کار بهتر از آن است که در آخر کار فتوکپی بگیریم ) .

بعضی از استادان ، پیشنهادات خود را برای این دوره در اول کار ارائه می دهند ، اگر این کار را نکردند بهتر

است که شما پیش آنها بروید و از آن پیشنهادهایشان را برای درج در پوشه بگیرید .

خاطراتی از روزهای اولیه :

( در متن زیر خاطراتی از تجربه آلیسون از دوره آموزشی را خواهید دید )

. او چه چیزی را در روزهای اولیه دوره آموزشی ستایش می کرد

. چیزهایی که او درباره آنها نگران بود تجربه من از دوره آموزشی سلتا ( ادامه مطلب ) آلیسون استندرینگ

لحظات اولیه : شب قبل از شروع دوره من به منطقه استینگ رسیدم و اقامت کردم در خانه ای که به مدت چهار

هفته بایستی در آن می ماندم .

روز اول : این روز با فعالیت هایی که بایستی انجام می دادیم ، آشنا شدیم. بعد از آن درس زبان خارجه داشتیم در آن

کلاس ، یاد گرفتیم که چگونه به زبان ژاپنی از یک تا ده بگوییم و هم چنین زمان را به زبان ژاپنی بگوییم ( هنوز این مطالب به یادم هست ) .

بعد از ناهار از ما خواستند که تدریس کنیم. کار من این بود که به مدت بیست دقیقه یک امتحان معلومات عمومی راه

بیندازم . ترسیدم خیلی برایم زود بود . من آمادگی آن را نداشتم . خیلی زود من در برابر پانزده نوجوان خوش روی

لهستانی قرار گرفتم .

این بهترین موقعیت بود که بر اضطرابم غلبه پیدا کردم.

هفته اول : در تمام طول هفته اول فقط به این فکر می کردم که هفته را بدون فاجعه به پایان برسانم . ( اصلا نگران

نبودم در مورد این که چیزی به کسی یاد می دهم یا نه ) .

اول صبح مطالبی در مورد مدیریت کلاس درس و برنامه ریزی درسی و در بعد ظهر ، ما تمرین تدریس داشتیم ( TP)

بعد از ان اطلاعاتی در مورد TP به ما می دادند که هر کس اظهار نظری داشت در مورد نقاط قوت و ضعف دیگری و

سپس استاد در هر مورد نصیحت می کرد

. آلیسون از چه چیزی در روزهای اول ستایش می کرد .

. او فکر می کرد که بعد از اتمام دوره آموزشی چه موقعیت های مهیجی اتفاق خواهد افتاد .

. اینکه در عمق ماجرا قرارگرفته و وقت ناراحت شدن ندارد .

. از سختی تدریس درس اول رها شدن .

. حمایت فکری از طرف استادش که روی او حساب کرده بود .

. نگرانی های آلیسون در روز های اول

. هماهنگ شدن با کسانی که در یک خانه زندگی می کرد.

. نمی دانست که دوره آموزشی شامل چه چیزهائی می تواند باشد .

. حجم کاری

. شرمنده شدن در جلوی دانشجویان

. هماهنگی با دیگران در گروهش به خصوص با استاد .

. اضطراب آمادگی تدریس

. تدریس بدون مصیبت .

. تنظیم کاری چیزی که در موقعیت های تدریس امری الزامی است .

نگرانی های آلیسون در سه فصل یادگیری ، تدریس و همکاری با یکدیگر ، بیشتر ذکر شده است .

شروع کاری :

نکات کلیدی که باید همراه خود داشته باشی :

. وقتی که شما یک فرم درخواست نامه را کامل می کنید ، در مورد تجربه ات و آشنایی ات با دوره آموزشی را نیز

بنویس و هم چنین چیزهایی که خود رعایت می کنی .

. تمام اطلاعات دوره آموزشی را مطالعه کن . نکات کلیدی را با ماژیک روشن مشخص کن .

. اگر کاری در مورد دوره پیش آموزش گیرت آمد انجام بده و آن را یک موقعیت در نظر بگیر .

. از اطلاعاتی که فراگیران دارند ، سر در بیاور. این امر به شما کمک می کند تا از مشکلات آنها سر دربیاوری .

. اگر نتوانستی موارد قوت و ضعف خود را بیابی پس فکر کن در باره خصوصیات خودن و موقعیتی که در آن قرار

گرفته ای ، در بعضی از موقعیت ها ، خصوصیات فردی می تواند قوت و در دیگر موقعیت ها می تواند ضعف باشد .

در مصاحبه ، استادان به دنبال کسانی می گردند که آمادگی فکری داشته باشند و نظر مثبتی در مورد فرهنگ و زبان مردم دارند .

. بعد از اینکه مراحل درخواست نامه را پر کردی به خودت مطمئن باش که استادان از کسانی خوششان می آید که

اعتقاد به قبولی دارند .

. کارهای اداری ممکن است در چند روز اول دست و پا گیر باشند ، آنها را کنترل کن .

. پیشنهاد می شود اگر دوره آموزشی تمام وقت برداشته ای ، شغل نیمه وقت ، نداشته باش .

. اگر دوره آموزشی نیمه وقت برداشته ای و شغل تمام وقت داری ، سعی کن از شدت کاری کم کنی .

. به یاد داشته باش که چند روز اول سخت است ولی لذت بخش .

فصل ششم

یاد گیری :

در این فصل ، شما یاد خواهید گرفت درباره :

. عنوان هایی که شما توقع دارید درکارگاه روی آنها کار شود .

. درس زبان خارجه و چگونه می توانید آن را اجرا کنید .

. مشاهدات هدایت شده ، و این که چگونه می توان از بیشتر موقعبت ها برای مشاهده معلم های با تجربه استفاده کرد

. مطالب نوشته شده و چگونگی استفاده از آنها

. چگونه اوقات خودتان را مدیریت کنید تا مطمئن شوید که بیشترین استفاده را خواهید برد .

کارگاهها :

کارگاهها بهترین اماکنی هستند که استادان از آنجا برای پیاده کردن محتوای دوره آموزشی استفاده می کنند .

یعنی دادن اطلاعات در مورد صدا شناسی و برنامه ریزی درسی .

در مطالب زیر شما نمونه ای از برنامه کاری یک کارگاه را مشاهده خواهید کرد.

این نشان دهنده مطالبی است که بایستی تدریس شود .

از شرکت کنندگان توقع می رود که در تمام کارگاهها در ساعت مقرر حاضر شوند و هم چنین کلاس های تمرین تدریس

و بقیه مطالب درسی .

توجه کنید به نکاتی که در کلاس ها به شما داده می شود نه اینکه فقط بنویسید ( دانستنیهای زبان شماره یک )

هماهنگ کنندگان دوره آموزشی به شرکت کنندگان اطلاع می دهند که دوره مذکور شامل :

فرم ، عبارت ، معنی و استفاده می باشد . و هم چنین شامل اصطلاحات فنی .

شما می توانید برای پیدا کردن معنی بعضی از کلمات می توانید به کتاب بولیتو و تام لینسون (2002) نگاهی بیندازید .

یک برنامه کاری برای کارگاه زبان :

این برنامه کاری برای یک دوره آموزشی تمام وقت چهار هفته ای می باشد .

به یاد داشته باشید که این یک نمونه کاریست و هر مرکز آموزشی برنامه کاری مختص به خود را درارند .

هرچند که مراکز آموزشی ، تمرینات مشابه ای دارند ولی عناوین مختلفی برای خود انتخاب کرده اند .

برای مثال : مهارت های زبانی 2 ، گسترش مهارت های روخوانی ، مهارت های قابل قبول 2 .

این عناوین مهم نیستند ، مهم این است که شما باید بدانید که مطالبی دارید که بایستی در مورد آنها تحقیقات انجام دهید.

دوره تدریس زبان انگلیسی

برنامه کاری کارگاه

تمام مراکز آموزشی در سه جهت فعالیت می کنند :

. به شما چه چیزی آموزش داده شده .

. چگونه به شما آموزش داده شده .

. یادگیری در کلاس درس خودتان اگر چه ، کارگاههای آموزشی ، تجربیات کاری گوناگونی را ارائه می دهند .

آنها می خواهند بدانند که چگونه یاد گرفتی و نه اینکه چی یاد گرفتی .

فرق بین کارگاههای آموزشی در متون زیر آمده است .

ما کارگاههایی را مورد بازرسی قرار می دهیم که مختص درس زبان خارجه باشند .

درس زبان خارجه :

خیلی از دوره های آموزشی ، یک زبان ناشناخته را به شما یاد می دهند .

شرکت کنندگان قبلی ، این کار را یک کار ارزشمند نامیده اند .

استاد به زبان خارجه صحبت می کند و ما باید بفهمیم که او چه می گوید.

در تمام این کارها ، سعی می شود که شما تجربه خود را آنالیز کنید . و از شما امتحانی به عمل نمی آید که چقدر از

دوره را فرا گرفته اید .

بعنوان یک نو آموز ، شما تکنیک های جدیدی را فرا می گیرید . همیشه به یاد داشته باشید که زبان جدید یعنی :

مقدمه ، محتوا و یا دقت کردن در دستور العمل کاری .

Introduction: In recent years, one of the topics which absorbed great volume of psychological researches welfare. In the last two decades, research on happiness have risen dramatically. ARGYLE (1995) believes, if happiness is just the opposite of depression, there is no need to measure and evaluate it. Because the depression is well known. He believes that, three main components of happiness are: positive emotion, satisfaction from life and lack of negative excitements including depression and anxiety. He and his colleagues found that positive relations with others, purpose in life, personal growth, loving others and nature are also part of happiness. Myers & DIENER (1995), say: when people were asked, who is happy person? In response, they point to a supportive network of interpersonal relationship in a culture, who have positive and optimistic interpretation from everyday events. Components of happiness are: first, affective and emotional component, which makes happy people to be in happy mood always. Second, is social component, social relationship with others, follows increase in social support. Third component is cognitive, which causes the happy fellow to have his own thinking and information processing and interprets the current events in a way that brings his optimism. There is so much interest among researchers to determine what makes people happy. Although researches have been concentrated on demographic factors and other economical social variables, but today it is thought that some people are happier than others, because of their personality traits. Most of the researches in connection with happiness following this study just like BREBNER & MARTIN (1995), CHAN (2004), FURNHAM & CHAN (1997), HILL & ARGYLE (2001) and LEVY& LEVY (2005) have confirmed these associations. However, other personal dimensions were not considered as extraversion and extreme mental depression in researches. ASGARI (2014), investigated about theoretical social acceptance with the help of theories of behavioral analysis. EBRAHIMPOUR, ZAHED and ELYASI (2014), considered the role of managers social utility in organizational performance as significant. SHABANI, DELAVAR, BELOUKI and MAMSHARIFI (2013), reported about the relationship of self-efficacy, social support and optimistic in mental well-being forecast in order to develop a structural model of students. In 1960 decade, American poll organizations began asking questions about happiness and satisfaction. In 1984, DIENER, did the same work and it was updated in 1999. GALLUP, MORT and other poll organizations were conducting other surveys, not only in America but also in Europe and common market countries. In the theories called as final goal, there is a belief as happiness is necessary and welfare will be achieved when, individuals cover their goals based upon values and needs. Those fellows who are assuming their goals as more important and consider more success possibility to reach them, will feel more happiness and welfare. But those who have less happiness, will feel more prejudice. It seems that individuals efficient move toward their goals, is the reason for positive changes in their happiness. (DIENER 2005). Self-efficacy is one of the important structures in social cognitive theory of BANDURA. And it means the person has confidence and belief toward his own abilities in thoughts control, feelings, activities and also his effective operation in stressed activities. Therefore, on individual real operation, emotions, selections, effective events inhabitation, organize and run the needful operations in a direction of achieving and scoring performance level and finally the rate of effort which person spends on activity is effective (STEPHENS, 2002). Self-efficacy as personality variable, has important role in individual encounter with life issues. And as property of predictor personality can be effective factor in in train and education opportunities. Durability in assignment performance, high operation level and proportional with abilities, active search in new successes, challenge assume of problems, effective collision with the events and conditions, issue decoding ability and appropriate use from analytical thought, failure courage, selecting more challengeable tasks, selecting higher goals, commitment and stability to reach them and self- mastery when withdrawal is necessary are the characteristics of self- efficacy individuals (BANDURA, 2006). One more variable for individual recognize dimension is social utility. Tendency to be eligible is a common need among all humans. All people, naturally like to be accepted by others and try to gain it (SEDGH POUR, MAHMOUDIAN & SOLEIMANIAN, 2010). Social utility is just like continuum, in one of its end, there are some people with high level of social utility who will change their own ideas and experiences in interviews and in replying to the questions. And in the other end, there are some people with less level of social utility who will never change their own ideas and experiences. Considering the above statement, the main objective of the present study is to investigate the role of social desirability predictor and self-efficacy in happiness of girl students in high school section in BANDAR ABAS city. In other words, this research seeks to ensure that social desirability and self –efficacy predicts how much of happiness variances in female students in BANDAR ABAS city? Method: The recent study is a description of solidarity kind which has been implemented as square form has been paid to study the role of social desirability and self-efficacy in happiness of female students in high school section in BANDAR ABAS city. And also self-efficacy and utility are considered as independent variable, and happiness is considered as depended variable. According to the purpose of the study the statistical society including all female students who are studying in section one of education ministry of BANDAR ABAS city in the year 2015-2016 and, and they are 1790 people and final sample was on the basis of the MORGAN table. So they were selected 316 people with simple random selection system. But at the end, 300 questionnaire were returned and was used statistically. Research tools: Oxford happiness questionnaire: a list of 29 items of oxford happiness was made for the first time by ARGYL and LU. After some years, ARGYL has revised the scale and now it is widely used in the UK. This with 29 words was set in LIKERT four degrees scale. And was numbered as (3, always, 2, sometimes, 1, rarely, 0, never). Scores below 22 (less happiness), scores 22 to 44 (medium), grades 44 to 68 (above joy), and grades 68 to 87 (very happy). FARANSIS in a cross-cultural study in Britain, USA, Australia and Canada reported the alpha 0/89, 0/90, 0/89 and 0/0 respectively (ALIPOUR and AGHAH HARRIS, 2008). Self- efficacy questionnaire of SHERER and staff: This questionnaire has 17 questions. For every self-efficacy scale question, 5 answers were suggested. For this reason, each question gets 5 points. Question numbers 1, 3, 8, 9, 13 and 15 from right to left, points will be raised. And other questions in reverse order, from left to right, points will be increased. The total score will be achieved through sum of the question scores. Those who get one standard deviation up or down the average gain, will be defined as up and down self-efficacy people (SEIF and MARZOGHI, 2009). Social desirability questionnaire: This questionnaire with the goal to measure the rate of social desirability of individuals with 9 questions were used. It was built by KAR and was translated by REZVANI (1997). Scoring system and result interpretation to select each correct answer for numbers 1, 3, 4, 6, 9, give one point to yourself. To select each wrong answer for numbers 2, 5, 7, 8, give one point to yourself. How much your total score is up, shows your tendency toward answer style which is called as social acceptability. The reliability of this study, by internal consistency system of CRONBACH`s alpha was calculated to 0/66 percent. And this is acceptable finishing for this questionnaire (EBRAHIMPOUR, ZAHED and ELYASI, 2014). Method of data analysis: To analyze the statistical data of the KOLMOGOROV SMIRNOV tests to check the normality of the data distribution and PEARSON correlation and multiple regression was used step by step. Findings: Some of the necessary assumptions for doing the PEARSON correlation analysis and multiple regression: Normality of the data distribution which was confirmed by KOLMOGOROV SMIRNOV. Because the significant levels of both variables are smaller than (p<0/05). These variables will not follow normal distribution but due to the high volume of samples (more than 150 people), even though, data distribution related to studied variables is not normal, we can use PERASON correlation coefficient for relation research. (table1) Statistics of normality test of KOLMOGOROV SMIRNOV: __________________________________________________________ Residuals KOLMOGOROV SMIRNOV Statistics value - liberty degree - significant level __________________________________________________________ Social desirability 2/030 300 0/01 __________________________________________________________ Self-efficacy 3/240 300 0/01 __________________________________________________________ Happiness 0/976 300 0/29 Based on the data analysis, it has been indicated that PEARSON correlation coefficient between two social desirability variables and happiness is equal to r=0/348, p<0/001, with attention to a significant level, theory of will be rejected, because of no relation. And therefore, there is significant relationship between social desirability and happiness. But according to PEARSON correlation coefficient, between two self- efficacy variables and happiness is (r = 0/348, p <0/001), and with attention to significant a significant level, theory of will be accepted, because of no relation. And therefore, there is no significant relationship between self-efficacy and happiness. Table 2) correlation coefficients between variables Independent variable Dependent variable correlation coefficient Significant level. Social desirability happiness 0/348 0/01 Self-efficacy happiness 0/079 0/17 According to table 3, and based on the results of the stepwise regression, social desirability is the first priority in happiness predict. And will predict the happiness positively. And will have increase effect in happiness variance (Beta=0/348, p<0/005). But self-efficacy will not predict any change in happiness. And will not have increase effect in its variance (Beta=0/393, p>0/005). Finally, based on R^2value, adjusted 11/8 percent from variance change in happiness variation will be explained by social desirability. Table 3- multiple regression table Variable Criterion: Happiness Not Standard coefficients Standardize coefficients t P Factor B Mistake value Beta Fixed 71/058 2/044 34/772 * 0/001 Predictor variables Social desirability 2/187 0/341 0/348 6/416 * 0/0001 Self-Efficacy 0/950 0/089 0/393 1/648 0/10 Discussion and conclusion: This study aimed to investigate the role of social desirability predictor and self-efficacy in happiness of female students in high school section of BANDAR ABAS city. The results also showed that there is direct relationship between social desirability and happiness. This means that with increase in social desirability rate of students, their happiness will increase also. This finding is consistent with similar studies including AGHABABAEE, MOHAMMADTABAR and SAFARI NIYA (2014), the social behavior of the higher piety and honesty- humility and levels of narcissism, psychopathy were related, and reported a significant relationship between them. SARMADI SOLTAN, ZAREEE MIANKELLI and SALIMI BAJESTANI (2014), also reported a relation between ecological and social desirability. SHABANI, DELAVAR, BULOUKI and MAM SHARIFI (2013) also reported a relation between social support and happiness. Social support and understanding this issue by students is an effective factor in prevention from people`s involvement in psychological trauma such as depression, anxiety and stress. And we can say, those who have support and social desirability will have more health and happiness. Will form stronger and better social networks around themselves. And have healthier life style. On account of this hypothesis, we can say, when people see themselves with high popularity in society and are accepted by social groups, are more satisfied in life, will have more pleasure from being with others, and isolate the effect of anxiety and depression. As a result, happiness rate in these people will increase. The results also show that, between self-efficacy and happiness of female students in high school section in BANDAR ABAS, there is no significant relationship. That is, no relationship between students `s self-efficacy and their happiness. This finding with researches like: ABASI and HOJATI (2010) reported that happiness will have effect in increasing the self-efficacy of the students. ESMAILI FAR, SHAFI ABADI and AHGHAR (2012), reported a significant relationship between self-efficacy and happiness, and announced that self-efficacy will have significant role in happiness predict. SHABANI, DELAVAR, BULOUKI and MAMSHARIFI (2013), reported that when self-efficacy and optimism have shown significant and direct effect on happiness, is inconsistent. But to explain the result of this theory, we can say that the lack of association between self-efficacy and happiness in this study is may be due to the lack of suitable fill out of questionnaire by students and enough description were not given to the responders to prevent their biases or there was not required accuracy in selecting suitable model. It means that the suitable sample was not selected. Resources: EBRAHIMPOUR, HABIB, ZAHED, ADEL, ELYASI and AZIM (2014), role of social desirability of managers and organizational performance, second national conference of modern management science ESMAILIFAR, NEDA, SHAFIABADI, ABDOLLAH and AHGHAR, GHODSI (2010), the share of self-efficacy in predicting happiness, ANDISHE journal, Vol. V, No 19, pp. 27-44 SEIF, DIBA, MARZOUGHI, RAHMATOLLAH, (2009), the relationship between epistemological beliefs and self-efficacy and academic performance of secondary school students in science class, DANESHVAR, RAFTAR, No. 33, pp. 1-14. - SARMADI SOLTAN, VAHID, ZAREEE MIYANKALI, FARSHAD and SALIMI BAJESTANI, HOSSEIN, (2012), the effectiveness of teaching life skills on talking and social desirability of students, Developmental Psychology, tenth year, No. 137, pp. 81-89 SHABANI, SOMAYEH, DELAWAR, BOLOUKI, AZADE and MAMSHARIFI, Ismail, (2013), Evaluation of self-efficacy, social support and subjective well-being optimistic forecasters to develop a structural model for students, studies in clinical psychology journal, Number VIII, second year, pp. 94-117. - SEDGHPOUR, SALEH, MAHMOUDIAN, Majid and SALMANIAN, HAMID REZA, (2010), study the effect of the teachings of the Quran on improvement of social acceptance, QORANIC Interdisciplinary Research Journal, Vol. II, No. VI, pp. 18-25. ASKARI, MOHSEN, (2014), the concept of social acceptance by the theories of behavioral analysis, the second National Conference of modern science management. - ALIPOUR, AHMAD and AGAH Harris, MOJGAN (2008), "The validity and Happiness Index, Oxford in Iranians", Iranian Journal of Psychologists, third year, No. 12, pp. 287- 298. - NESHAT DOUST, Hassan PALAHANG, FATEME BAHRAMI, (2008), TARBIYAT MOALEM University, master degree thesis, Esfahan, JAHAD DANESHGAHI Press. Argyle, M. (1995). Psychology and religion: An introduction. London: ROUTLEDGE. - BREBNER, J., & Martin, M. (1995). Testing for stress & happiness: The role of - Bandura, A. (2006). Adolescent development from an agnatic Perspective. In F. - Cheung, FM (2004). Use of western and Indigenously Developed Personality Test in Asia. Applied Psychology: An International Review, 53, 173-191. - DIENER. E. (1984). Subjective wellbeing. Psychology Bulletin, 95, 542-575. - DIENER. E., SUH, EM, Lucas, RE, & smith, HL (1999). Subjective wellbeing three decades of wellbeing. Psychological Bulletin, 125 (2), 276-302. DIENER. E. (2005). Frequently asked questions about subjective wellbeing - (Happiness and life satisfaction) ". A primer for reports and newcomers. http: // www . PSYCH. UIUC. EDIENER / FAA. Html - Hills, P., & Argyle, M. (2001). Emotional stability as a major dimension of Happiness. Personality and Individual Differences, 31 (8), 1357-1364. - FURNHAM, A., & Cheng, H. (1997). Personality & Happiness. Psychological Reports, 83, 761-762. - Levy, SS, & Levy, V. (2005). The exercise and self- esteem model in adult - MAYERS, DG, & DIENER, E. (1995), Who Is Happy? Psychological Science, 6, 10- 19. Stephens, J. (2002). Physical activity, mental health and personality trait in the USA and Canada: Evidence from four population surveys. Journal of sport Behavior, 20 (4): 465-477. ________________________________________ [1] Graduate Student, Educational Psychology, University of Bandar Abbas, Iran [2] Associate Professor of Psychology, University of Tehran, Bandar Abbas, Iran [3] . Happiness [4] . Argyle [5] . Myers & DIENER [6] . BREBNER & Martin [7] . Chan [8] . FURNHAM [9] . Hills [10] . Levy & Levy [11] .DIENER [12] .Gallup [13] .MORT [14] . DIENER [15] . Bandura [16] . Stephens [17] . FARANSIS

Among men who defended the constitution and nation`s right, SATAR KHAN was the rightful champion of Iran.

He was horse seller in Tabriz. After constitution announcement, joined freedom warriors. He fought government forces in AMIR KHIZ area. Despite the failure of warriors, he did not give up. When all over the country was in the hands of tyrant king, it seemed that constitution is in AMIR KHIZ area only. Russian consulate gave him their flag and insured him if he surrenders, Russian government will protect him. But he proudly rejected the offer. After SATAR`s resistance, other liberty fighters came back and threw away the government forces. That resistance showed to the king, uprising in Tabriz is a serious thing and it might make worse rioting and thinner to take place. So he sent EINODOLE to siege Tabriz. And asked tribes chief to help by weapon and person. But SATAR defeated enemy forces. After this victory, AZERBAIJAN state council decided to capture Tehran. Therefore they started to raise funds. But all of sudden, Russian troops entered Tabriz. SATAR took refuge in Ottoman consulate. And then went to Tehran.

When revolution won and king fled away, new government officials thought there is no need of warriors now. And congregation with gun would undermine the security of the capital. They started to collect weapons. Freedom fighters gathered in front of SATAR KHAN`S house. Heavy shooting broke out. As a result, a bullet had hit leader`s leg. He suffered a lot and after a brief illness, expired. National commander`s death was in the evening of Tuesday 25 November 1915. He was only 48 years old. They buried his lifeless body in a tomb near ABDOLAZIM`s yard in RAY city.

It was an eventful history of the life of a man who saved Iranian constitution. Born in small city. Educated in a corrupt environment. Took up arm in a time of crisis. His defense was constitutional because of the progressive movement. And his name is immortal. He was brave man and homeland lover.

HIS FAMOUSE SAYINGS:

1) Constitutionalist is not the gun holder, but is the bridge of freedom.

2) GHAJAR government should accept the constitution or leaves Iran

3) Iranians have the right to choose their own king and members of the parliament.

4) British and Russian governments have no right to interfere in affairs of Iran.

5) Any attack on Iran will not remain unanswered.

6) Most known patriot to me is FERDOSI.

7) Courage without aim is useless.

8) One of my biggest wish is to restore BAKU.

9) In response to ZELOL SOLTAN wrote: if one day is left in my life, I will fight that day also for independence and dignity of my country, even some give the title of anti-rebellion to me.

10) Khan in a letter to the commander of the Russian army wrote: Iranians may tolerate the king, aliens will be welcomed with a cup of death.

11) If life helps, we will bring back Iran to previous shape.

Western views on Hafiz:Hafiz, your word is as great as eternity for it has no beginning and no end. Your word is the canopy of heaven solely depends upon itself. It is all signs, beauty and excellence. May the whole world fade away, Hafiz, with you, with you alone I want to compete! Let us share Pleasure and pain like twins to love like you, this shall be my pride, my life. Hafiz, I want to compose like you, to verse like you, hafiz, as a single spark is enough to burn down the Emperors territory, your words burn my heart and you know best how we all are enslaved to search. Isnt it true that love brings sadness first and afterwards vim? So let me stay in your love banquet for a moment for I want to admire your illuminate face when sitting with your love.
Above verses are composed by the German poet, Goethe who was greatly influenced by hafiz. This Persian poet has influenced not only Goethe but many other poets to an extent that many western works of literary fiction that are widely known and read are in fact adopted from Persian works. There has been many comments about hafiz by numerous researchers and many have reflected on his views on existence, love, devoutness and asceticism. Although there are controversies on his exact date of birth, birth place and some of his poetry verses meanings, hafiz has always remained a wise compilation of his preceding poets.

ABDOLALI DASTGHEIB, modern literature researcher, states that: hafiz is a combination of Khayyam, Rumi and SAADI, his words hasnt been completely known and understood. And the reason for his being unknown goes to the fact that modern historians have repeated biographers from Jami era and stated the same exact words belonging to TIMURID and SAFAVID dynasty era. Hafiz has actually been a subject of controversy and every group or individual is trying to copy him. The biggest existing obstacle, while trying to explain hafiz is that the fans ask about his ideas on different subjects and this is a controversial obstacle for knowing him since he has a general view on the whole world, his views are not sectional but aesthetic. One similar aspect in investigations is that the researchers grasped subjects in alignment with their own understanding of his verses. His views are not static but always swaying in the vast ocean of life. Hafiz reflects the rhythm of this venturesome ocean in his poetry. Its worth to mention that Khayyam and Rumi have also done the same task but with the difference that with hafiz, spiritual agitation and life moments are composed metaphoricallyand since the modern era is an era of perturbation and stress which brings up many questions for us, his poetry is aligned with this world and that is the reason why human beings most important concerns are answered by his poetry. If we use the expressions "bride" for the words and "groom" for the meaning, as Goethe once did, one who knows hafiz does know about their matrimony. This means hafiz has aligned words and expressions a lot better than other preceding poets.

Modern researcher BAHAODIN KHORAMSHAHI, has had many reflections on hafiz ideas and poetry. As he states: any artist has a complex view on life and in other terms views can be eclectic. But a certain wisdom and cognition can be the element for their frame of thought and culture. Hafiz has information on mysticism, Persian and Arabic literature, philosophy and QORAN as well as general information on medicine, astronomy, history and OSOUL AL FIGH (principles of religion). his memory is filled with various information on different subjects and therefore all the knowledge must have affected his poetry. Now as we can see in his poetry, he has earthly verses as well as other types. As long as one doesnt accept hafiz respect for earthly beauties and literature and poetry and magic of words, one is not able to know him.
BAHAODIN KHORAMSHAHI who had reflections on his mind and language stresses that an earthly poet can have heavenly poetry as well. However, the main view in hafiz poetry is mysticism. The interesting part to know is that hafiz respects Iranian- Islamic morality in his poetry and while composing. Some other researchers and professionals who have analyzed him based on their own personal interest, have known his poetry as worthy of consideration. His poetry is filled with humor and ambiguity. He is able to both fight and make peace with his poetry.
As the author of the book "stylistics: SIROUS SHAMISA, states in his work: Hafiz addresses chronic issues existing in his society with humor and ambiguity. He fights corrupt monarchs as well as hypocritical ascetics and fake SOUPHIZ and therefore his poetry is filled with remarks to the existing issues of his era many of which are still unknown to this day. He is also extremely skilled at using the suitable literary language, which includes the right use of words and connecting them in a rhythmic way. In terms of rhetoric he is more concerned with usage of pun and for meaning he is concentrated on parody and IHAM. His main concern is metaphor, figure of speech and allusion while his poetry never comes without mystical or Quran related remarks. Ambiguity is the most notable device in his poetry and is most widely used to an extent that some consider it specialized for hafiz only. Humor is another notable characteristic seen in hafiz poetry. Compared to other poets preceding modern era his method of using rhetoric is closest to KHAGHANI. But generally speaking his DIVAN is a gist of all the notable literary movements preceding his own era. There are poets considered to be the turning points of Iranian poetry history, they have composed and have been forgotten by the passage of time as well as their poetry. But there are some others who have put the trait of immorality in their work and hence their work remains forever. Those have put the most prosaic words together to make a novel structure. Of those poets, RUDAKI, FERDOSI, NEZAMI, ATAR, RUMI, Hafiz, SAADI, Khayyam, BABA TAHER, SAEB, BIDEL and many more can be named.

As Dr. KAVOUS HASANLY remarks: his poetry is similar to a mirror reflecting ones own self while its being looked at. One critical reason for the great number of hafiz fans is that his poetry is hermeneutical. Since hafiz is known to have regularly read QORAN as a child and during his adulthood, a trait that gave him the alias "LESAN AL GHEIB", the reader of his poetry feels a connection with Quran hearing WAHY from him. This can be another reason for hafiz popularity among people.

His poetry is in fact full of pop culture stories which people find interesting in poems. Many characteristics can be counted for his poetry but while analyzing the words structure, a wonderful connection between the words can be seen demonstrating the odd connection between them. Hafiz is wonderful when it comes to love. His love is of heavenly type. hafiz actually loves all worldly beauties since they all reflect the beauty of god in his mind therefore his love is heavenly and full of eternity. In our religion, earthly love has never been condemned but the corruption of eye and heart.

As was mentioned before, Hafiz is among wise and aesthetic poets as he looks upon the past with wisdom and analyses it, using some parts for his growth and disposing of the rest. In other words: hafiz is at the same time familiar with cultural heritage of his own time and he has also been skilled in many theoretical fields concerning myth and his way of looking at this world is way further than that of the era he lived in. his poetry is filled with the characteristic of any original artistic creation, which is the use of creativity in words usage and not clinging to one traditional world view, he in fact, while staying faithful to all that was mentioned, has put all this heritage into his own personal method resulting in oneness and the special trait of his poetry. The origin of his world views can be found in other Poets works as many of his poetry simile and images have been searched in other works before. But where is he to be found at last? Hafiz is a man with very special thought system as can be seen in his GHAZALZ. The basic subjects mentioned in his poetry include subjects concerning life and death, meaning of life and existential matters and hes not alien with the ongoing political issues around him. He writes about them but all the thoughts that are presented in his poetry are full of literature devices. To open up the internal meaning and search the unity in them, how are we able to understand his thought system if we degrade every symbol to simplesymbol? many terms such as "Magus" can be found in hafizs preceding poets works but these terms and all similar collocations are different for him as a craved figure exposed to sun light looking different from every different angle.

in paradigmatic though system pattern in which the eternal story of creation is the origin of all earthly events, Adam who was created by god and was meant to stay in heaven at first place, is in central position since all he will determine his and his descendants destiny thus determining all humankind destiny. Hafiz makes excuses in various occasions excusing himself from his way of life and his behavior saying "the mighty god is to blame not me". Since he is a poet and usesAmbiguitylanguage many times. As ASHURI states :he narrates eternal events with regard to mystical stories concerning them but in fact he uses hermeneutics a lot and he is influenced by the mystical hermeneutics tradition which was made by the poets and theoreticians preceding him.

As can be seen in his DIVAN, Hafiz has been greatly familiar with literature and mystic texts both in Persian and Arabic. Therefore the real definition of myth in his mind doesnt concern its usual straightforward definition which deals with eternal stories as earthly ones. His definition of myth concerns its hidden mystical meaning.

Dr. MOHAMMAD JAFAR YAHAGHI writes in hafiz studies: Hafizs utopia is both earthly and heavenly at the same time meaning he is in pain from all the miseries we face on the earth and he wishes for them to improve and he is also hopeful that the path to the mighty God be paved for men of god. He believes the ease of pace in Gods path is not as dependent to men as it is to the Gods mercy upon them.

If light of God`s love falls on your heart and soul

God promise, you will be better than sun

His method in aligning the paradox is certainly worthy of attention. He values both earth and heaven, both physical body and the soul.

I said: "in the society of the lofty-sitter, be not idol worshiper?"

He said: "in loves street, also this and also that they make"

In his mind love is the elixir of life, capable of molding any rock in it. He is not degradable to a mere sociologist, philosopher or theorist. He is merely a poet. No poet of no kind can be more attractive than todays subjects. His poetry certainly contains sociology and theoretical subjects, which can`t be limited to any defined frame. There is a characteristic in hafiz which can`t be found in any other wisdom and insight.

Hafiz puts the society, history and philosophy his main subject for poetry without losing his true self in them. He finds solutions for existing problems of history and society without forgetting about other important concepts. His art in doing so is not analyzable but is certainly full of elements that can be used to understand his poetry better. Dr. MOHAMMAD REZA KHALESI has had many comments on hafiz way of using religious characters. As he believes, the use of historical myth has been common during the history of Persian literature and many poets have used the mentioned concepts to express their thoughts. The oldest use of myth characters goes back to the remaining primary poets in Persian literature. The use of religious narrations whether it is in Ghazal or other type of poems is to help the reader understand better the great conceptions used inshort statements and to help him connect with his rich culture and background. Such transformation functions at its best mode when the reader grasps the concepts of these elements together and hafiz is undoubtedly more successful than others in this job. He doesnt only use allusion for narration of religious stories as his preceding poets did and he doesnt use myth just for the poetic fancy of it. Myths are the wonderful ways of association and are completely dependent on the poet and his method of using the literary devices as well as his knowledge of stories and his insight and no poet has hafiz insight in Persian literature. In his narration of religious myth and stories no important event has been left. In idea and thought field he has profited association of myth and historical and social issues of his era. And thats why he chooses the stories of prophets like Adam, HUD, Saleh, Abraham, Jacob, Joseph, Solomon, David, Moses, Jesus and Muhammad (peace be upon him). In case of Adam story, Hafiz mentions the 5 most important parts, creation, prostration, Adam and Satan, load of deposit. About Noah, he only mentions the storm, about HUD and Saleh he mentions the stories of AAD and SAMOUD and SHADAD tribes. And in case of Abraham he mentions his being saved from fire. In case of Joseph, various parts have been mentioned including the story of Joseph and Jacob, Joseph and his brothers, Joseph and the will, Joseph and ZOLEIKHA and the story of Joseph time in prison. In Moses stories, his Pastoralism the Mount Sinai fire and pharaoh have been mentioned. And finally for Muhammad (peace be upon him), his quarrel with ABU LAHAB has been mentioned. The importance of Persian literature translation in west is crucially important. This importance helps us offer our culture along with our literature. And this is how we can make the cultural influence of west on our culture less effective. As Annemarie SCHIMMEL states about the importance and the reason for translating hafiz work in west : while speaking of shiraz in eighth to fourteenth century, every educated man will instantly think of only one name :" MOHAMMAD SHAMSODIN HAFIZ" and his only competitor in English speaking world is Khayyam. While admiring Hafiz international fame, Goethes name is mentioned with him. Theres a memorial monument built for hafiz in Weimar, Goethes birthplace, and theres also a website designed for him. Dr. NATEL KHANLERI believed: the famous English philosopher, Engels writes in a letter to Marx of his interest in Hafiz and he doesnt hide the fact that he is intending to learn Persian to understand Hafiz work better. Annemarie SCHIMMEL states: Europe heard of Hafiz in 1650 for the first time and that was when Italian "PIETRO Della Valle ", mentioned him in his travel log.

FRANSISCO MINITISKY, writer of the first Persian grammar in Latin language translated one of Hafiz GHAZALZ in 1860. The first French translation for some of his GHAZALZ was done in 1771. What follows is the name of some of hafiz poet translators in 18th century:

Sir William Jones translated this precious work in 1771 and in 1774 john Richardson translated it. Thomas la, H.H, John NANT, AUSI LEE and john HEDEN HENDLY did translations respectively in 1785,1786,1787,1795 and 1800.Since 1990 till now his work has been translated numerous times and some of the translators are as follows: Elizabeth gray, Daniel LEDINSKY, Clark, POURAFZAL, MONTGOMERY and many more.

In fact, nowadays Hafiz is known as a classic poet and has great importance alongside other great poets of the world.

هر رمضان که می آد ؛ یاد امام علی دوباره زنده می شه ولی واسه مادرمن ؛ علی دو معنا داره . یکی

امام و یکی برادر . برادری که سالها پیش از دست رفت . وهنوز که هنوزه یادش توی چشمهای مادر من اشک جمع می کنه .

از وقتی یادم می آد ؛ توی تاقچه خونمون ،توی محله قلعه مرغی تهرون ، عکس یک پهلوان زور خانه ای بود . بالاخره به سنی رسیدم که بپرسم : مامان ؛ عکس این پهلوون چرا همیشه اینجاست ؟ مادر خیلی آروم و با درد گفت : آخه این دائیته ؛ دایی علی . آنجا نقطه شروع بود .

یواش یواش از دوست و فامیل ؛ همسایه وغریبه شنیدم که دایی علی یه زمانی توی محله ؛ یلی بود . یلی که به اسمش قسم می خوردند . هر کسی که ظلمی بهش می شد و نمی تونست جواب بده ؛ دق الباب خانه دایی علی می کرد .

نه توی زور خونه کسی می تونست کمرش را بخوابونه ونه توی دعوا با نامردها .

بعد خواستم بفهم که چرا مامان هنوز که هنوزه سر قبر برادرش مثل روزهای اول رفتنش ؛ اشک می ریزه ؛ چون یاد گرفته بودم که زمان تسکین دهنده دردهاس .

تا اینکه بی بی ام تعریف کرد اون یل به مجرد اینکه می رسید خونه هنوز توی راهرو بود که می گفت : کجاست خواهر من ؟ کجاست ناز من ؟ کجاس فاطمه من ؟ ببین چی براش آوردم ؟ تا مامانم رو نمی دید ؛ سرسفره نمی نشست . حالا حساب کنید که چقدر توی روحیه یک دختر بچه ،این همه محبت تاثیر می کنه ؛ که واسه خواهرش می شد همه چیز . میشه سمبل وفا ، سمبل امید . مامان فاطمه می دید که حتی شبهای تاریک و سرد ؛ مردم در خونه شون رو ول نمی کنند . وصدای آقا علی ؛ آقا علی بود که پشت در انتظار می کشید

- آقا علی ؛ دستم به دامنت .

- آقا علی ؛ تورو خدا ؛ یه کاری بکن .

- آقا علی ؛ غیر از تو که ما کسی رو نداریم .

حالا همین علی ؛ اگه یکدفعه از پشت با قمه ؛ ضربه بخوره و بیفته ؛ چه به سر خواهرش می آد ؟

خواهری که منتظره تا دادشش از در بیاد تو وداد بزنه : فاطمه من کجاست ؟ عزیز من کجاست ؟ وقتی یکدفعه صدای خوش آن یل خاموش بشه ؛ هیچ فاطمه ای آروم نمی گیره . هیچ فاطمه ای رنگ خوشی نمی بینه .

قتل دائی علی سالها پیش اتفاق افتاد . آن سالها یی که آبی پوشها ؛ حکومت می کردند . آن موقع آژانها هیچ کاری واسه خانواده مادرم نکردند .

بقول معروف جریان قتل رو ماس مالی کردند . چون دائی علی از کارهای آبی پوش ها ؛ خوشش نمی اومد .

جمله اش رو خیلی ها به یاد دارن که می گفت :

اگه این آژانهای آبی ؛ مایه نمی گرفتند و بعضی جریانها رو زیر سیبیلی در نمی کردند ؛ محله به این بدبختی نمی افتاد .

طوفان انقلاب بود یا طوفان امام علی ؛ یکی از این دو تا بود که مادرم رو به این فکر انداخت که حالا که حکومت عوض شده ؛ بره وپرونده رو زنده کنه که پرونده قتل دائی علی دوباره زنده شد . اونی که سبب قتل بود توی هچل افتاد ؛ و خانواده اش دست به دامن نه نه ام شدند . یادم می آد که مادرم ؛ تازه داغ دلش شروع شده بود .

گفت : یادتونه چطور علی منو گرفتید ؟ بعد هم روی جنازه اش تف انداختید ؟ حالا نوبت منه . تا روی جنازه قاتل علی تف بیندازم . من نمی بخشم تا دنیا بدونه چوب خدا صدا نداره ؛ بزنه دوا نداره . دادشم رو کشتید و من با مرگ او یتیم شدم . چون او بعد از خدا همه چیز من بود. هر رمضان جیغ می زدم که ای امام علی (ع) خون علی من هدر نره . تو رو به فاطمه قسم انتقام منو از قاتل داداشم بگیر .

قاتل دائی علی به مجازات رسید ولی مادرم به جنازه قاتل که از بالای دار پائین آوردنش ؛ تف نکرد . آخه هر چی باشه ؛ فاطمه وار شد .

بابا بزرگ همیشه آیه نحس می خوند . - نه امکان نداره. - اینها توی خیابونهای تهرون ؛ چی می خوان ؟ - مگه می شه شاهی رو که دنیا قبولش داره ؛ عوضش کرد ؟ اینها جملات بابا بزرگ بودن ؛ که سر سفره ؛ پای تلویزیون ؛توی میدون اذری خلاصه هر جا که چونه اش گرم می شد می گفت : مامانم هم منتظر این جمله ها بود تا نزاره ما بچه ها توی تظاهرات بریم و مرگ بر شاه بگیم هر چی بابام می گفت : باباجون ؛ انقلاب شده ؛ مردم دیگه سلطنت رو نمی خوان . توی گوش بابا بزرگ نمی رفت که نمی رفت . می گفت : کیا می خوان انقلاب کنن ؛ این هیپی ها ؟ یا طرفداران بیتل ها ؟ مگه می شه جوونهایی که از صبح تا شب از تلویزیون واسه شون فیلمهای جان وین پخش می کنن و بیست وچهار ساعته به جای اذان ؛ موسیقی راک اند رول توی گوششون می خونن ؛ بیان انقلاب به پا کنن . آنهم انقلاب اسلامی . نه پسرم ؛ امکان نداره . بابام گفت : مگه دکتر شریعتی نگفت که ملتی که از چارلز برونسون به علی ( ع ) برسه ؛ فرق کرده ؟ خوب ؛ اینها همونا هستن . بابا جون ؛ نگاه کن تا حمله ای از طرف سربازها می شه و یه عده زخمی می شن چه جور مردم ؛ زخمی ها رو به بیمارستان می رسوندن . چه قدر داوطلب برای اهدای خون ؛ هجوم می آرن ؟ چه قدر صف نماز گزار زیاد شده ؟ بابا بزرگ ابروها رو بالا می انداخت و می گفت : اینها زیاد زور بزنن ؛ فقط نخست وزیر عوض می شه . توی این هین وبین ؛ مامان یه شب توی خواب دید که یک آقای بلند بالایی با صورت نورانی وارد خونه شد و مستقیم به طرف مادرم آمد و گفت : دخترم زهرا بزار بچه هات برن توی تظاهرات . بزار توی این پیروزی سهیم بشن . بعداز اون خواب بود که نه نه دیگه جلوی ما رو نگرفت . آخ کیف داشت توی تظاهرات رفتن و شعار دادن . آخ کیف داشت وقتی که خبرهای امام می رسید و بابا بزرگ وا می موند که این مجتهد چه حرفهای گنده گنده می زنه . یاد اون روز بخیر که توی روزنامه ها نوشتن ؛ امام گفت : شاه باید بره . آن روز با با بزرگ یه نگاه عمیق به عکس امام توی روزنامه انداخت و گفت : سید ؛ کار سنگینی دست گرفتی ؛ « جد ت کمک کنه » و جدش کمکش کرد . آن پیر خمین ؛ کاری کرد ؛ کارستان . ارتش مجهز و آماده برای جنگ در مقابل مردمی بی سلاح شکست خورد و تسلیم شد . « شاه رفت » همانطور که روزنامه ها با حروف بزرگ نوشتن . بابا بزرگ خیلی دلش می خواست امام روتوی فرودگاه مهر اباد ببینه . وقتی توی محفل خانوادگی ازش می پرسیدن : بابا بزرگ ؛ بالاخره ؛ انقلاب پیروز شد . حالا چی می گی ؟ می گفت : فقط می خوام این سید رو از نزدیک ببینم . عکسش رو زیاد دیدم . کیف نداره ؛ می خوام کسی که کار شکافتن نیل موسی رو انجام داد ؛ از نزدیک ببینم . عاقبت یه روز بابا بزرگ دستش رو از میون جمعیت به دست امام زد . بعدش واسه بابام تعریف کرد که می خواستم ببینم این سیدی که سلطنت رضا قلدر و پسرش رو از جا کند ؛ واقعی بود یا یک فرشته بود . جون من تجربه از قیام مشروطه دارم . کار این سید تنها ؛ خیلی مشکل بود . آنهم بدون اسلحه . حالا بابا بزرگ نیستش ولی هر سالگرد انقلاب که می آد یاد حرفهای اون بزرگ می افتیم . یاد امام بخیر. و یاد بابا بزرگم

BIOGRAPHY OF JAMALUDIN ASADABADI:

Seyed Jamaludin Asad Abadi was born in Asad Abad, Hamedan in 1838. began to study along with his father since he was five. After sometime, he became familiar with Qoran interpretaiton due to his great talent. Then decided to emigrate to Qazvin & Tehran, respectively in order to keep on receiving training and after that he moved to Najaf city in 1849.

In 1853, Sheikh Ansari ordered him to leave for India and during the acquaintance with new types of Science, he endeavoured to mobilize Muslims for Brtitish colonization though being compelled to leave England for Ottoman. Nevertheless, he resided in Egypt in the end.

In Egypt he managed to establish a counter colonization & British abstract movement settling up a structure known as secret assossiation. However, he was forced to leave the Egypt. Then after a short residence in India he went to Europe publishing the Orvat-Olvosgha newspaper. He was invited by King Naserudin to come back aiming for new reform establishments but soon he was dismissed from the country as the king was claimed to be the main cause of the adversity of the nation. After His dismiss Seyed Jamal, an islamic awakener, emigrated to Iraq, Basre city. wrote a letter to Seyed Hassan Shirazi with Seyed Ali Shirazi in which he refered to The kings much cruelty over th nation and some people believed it to have serious imact on issuing well-known Tobacco sanction sentence.

Happiness and society:

An analyze of the social conditions, affecting the happiness of students in Iran

Abstract:

Today, the subject of happiness is one of the most important issues in modern societies. Because, human development, depends on efficient use of manpower and paying attention to it in human societies. Happiness and social vitality may be an indicator of social health of a community. Because the man with a sense of exhilaration, can be innovative, creative and efficient. The present survey, by using investigation method aims to study social fields, which are effective on happiness, but does not neglect the role of psychological factors. Statistical people in this research are, all students of Islamic Azad university of Kerman branch in the year 2014, equal to 16403 members. We used Cochran formula, which has been estimated a sample of 400 fellows and also the Oxford questionnaire to evaluate the happiness and joy. Theoretical framework is based on the ideas of MAX HALER and MARKAZ HADLER, BELBUM and BARHIR, SHINEZ, BERGEZMA, was figured in section of effective factors on creating happiness and based on it, some assumptions were set, then by using AMOS 16 software, path diagram was fitted, results showed that, social factors just like: hope to the future, social class and sense of relative deprivation are affecting happiness through their effectiveness on psychological factors and individuals (0/24). And direct effectiveness of these variables on happiness in the present research is not significant. But on the other hand, direct impact of psychological factors such as openness, interest in others and family status on happiness is positive (1/77) and strong.

Key words: happiness, family status, interest in others, social development.

Introduction and expression of the problem:

One of the issues, if properly addressed, can lead to the expansion of mind, mobility, individual comfort and social comfort, in urban and rural areas and facilitate the process of growth and social development. The debate is about joy and happiness. Majority of the humans and maybe all of them, want to be happy. Because man from olden days, wanted to live better (KAMYAB and colleagues, 108, 2009)

What tools will provide his satisfaction? And by what mechanism, he can breathe with joy and takes more interest? While the results of different researches indicates that cultural pressures (KARAMI, NOURI, 2002) and economical pressure (MIR SHAH, JAFARI, 2002), (AKBARZADEH and colleagues, 2011), social pressure (KARAMI, NOURI, 20020), political pressure (BENDELOW and ARGYLE, 1997), family and psychological pressure (HEZAR JARIBI and coworkers, 2009), (KAMYAB and companions, 2009), and population pressure. The mentioned pressures can reduce the satisfaction and happiness of people in urban areas (AKBARZADEH and colleagues, 2011). Therefore, for most of the people, happiness remained hopelessly and out of access. While, results of the studies are pointing to this matter that happiness (as a factor of mind and mental), itself can be cure for diseases and physical pain (ALIPOUR and colleagues, 2000), OKUN and companions, 1984: 111), while, lack of happiness and joy in society, brings lot of negative results (KAMYAB and coworkers, 2009), just like: depression, pessimism, negative assessment of events, apathy toward work, lack of consciousness, addiction to drugs, social disorders,

Prevalent of violence in social relations, divorce and interest in foreign culture and outsider.

In transnational studies on happiness, MINCO (2009), quoted by AKBARZADEH and colleagues (2013), and has done a research at international level on the happiness and in that, measured the happiness index of the countries. And showed the level of happiness in Iran, during the 1997-2007 among 97 countries was in class 56, which is lower than the average (MINCO, 2009:163, quoted by AKBARZADEH and colleagues, 2013).

On the basis of another theory, which measured the happiness feeling in different countries in a period of 10 years (from 1995-2005), (the level of happiness feeling was calculated in variable dimension of zero to ten), level of happiness in Iran was equal to 6, its criterion deviation was equal to 2/7, and class of Iran among 95 countries which were under study was 51-53. Hope for life in Iran was 69/4, expecting a happy life in years of hope to live was 41/4 was estimated. and in case of rate of happy feelings and expecting a happy life in years of hope to live in compare with some countries like Denmark, Island, Canada, Ireland, Netherland, Germany, Britain, Italy, Indonesia, Japan, Portugal etc. was very low. And in terms of inequality of happiness feeling in the said countries had allocated a higher figure to itself (Eur. NI. report, 2006). By evaluating such figures, a question comes to our mind, with attention to the fields and conditions, which create happy feelings, why Iran and Iranians, in compare to some other countries are allocated to themselves less figure of happiness. Unfortunately, the results of many researches regarding happiness of students `happiness, indicates that Iranian students have passive mood and are not succulent.

This mood belongs to various problems of society (ZAREI MATIN and coworkers, 2009), and with attention to these conditions, succulence, exhilaration and creating positive energy, in students environment are very necessary. Limitations and barriers, which are existed especially in traditional and undeveloped societies are frustrating youth, especially those who have more knowledge. Some of the students, in undeveloped countries, are suffering, because they say: why surrounding people and society are not understanding them, in such conditions, they decide to commit suicide. So, because of this reason, they lost hope in life. (ZAREI MATIN and companions, 2009). In this research, we are trying to verify, which mental and social fields (psychological) are effective on happiness? The reason for selecting KERMAN and Islamic Azad University is because, KERMAN is a city with great potentials of mines (coal and precious stones) and industries (such as copper and etc.), is going with great speed to modernization, and also transition from traditional society to modern society. And because of its traditional society, ethnic prejudice and very strong social capital within group, has especial social conditions (see MOINULDINI and SANATKHAH, 2013). So, necessity to do research on happiness phenomenon, based on said developments are very important. In this respect, Islamic Azad University in 2014, became a complete unit and allocated to itself a wide range of university courses and students, which is a suitable environment to measure the variables of survey.

Previous researches:

In the field of happiness, many studies have been done in Iran and in globe. Of course, some researchers believe that, the root of this discussion goes back to centuries ago (ancient time, theories of Aristotle and others).

RABANI and colleagues (2011), in their survey measured the happiness in head of families in Isfahan city, they concluded that average of happiness (in range of zero to hundred) was 56/23 in head of families (happiness dimension was equal to 59/37, social dimension was equal to 55/42, and cognitive dimension was 53/88), and among field variables of research, the happiness of family heads, on the account of gender, marital status and occupation was different. And also, social capital variables, satisfaction from region facilities, using rate of civil rights, level of dignity role and income, have direct correlation with happiness of family heads. And other results of this study indicates that, using citizenship rights, dignity role and social capital are having most effective roles on happiness, respectively. In research of MIRSHAH JAFARI and coworkers (2002), we can see, how to reach to happiness, to strengthen it and effective factors for accessing to this critical need, character, self-esteem, religious believes, social capital, leisure activities and many more, are of the factors, which on the basis of their document and research results, have significant impact on this phenomenon.

AKBARZADEH and companions (2011), in their own survey, tried to measure the influence of economic capital with happiness of young people in BABOLSAR city by the side of social and psychological factors on happiness feeling. Results declared that, relationship of gender variables, marital status and education are not significant with happiness, while, variables of economic capital and occupation are having significant relationship with happiness. Therefore, despite the perception of public, the influence rate of capital economic on happiness is weak. We can explain the weak share of economic capital in happiness as: money, alone can`t be much effective in happiness of people.

Researchers in this connection believe, first: persons will get used to their level of income, very soon. Second: majority of people are comparing their salary and property with others salary and income, and the third reason is, human has some needs, which can`t be compared with money or purchased. Among international researches, OZTURK, and coworkers (2010), are trying to investigate the relation between happiness and stress in students compare to current events and past events. Their view is: people should have healthy relationship with others, so by this way, they can have happy life. However, they declare: we will not reach to what we want. Interested subject of OZTURK and his companions are international students, who must study in a different social environment compare to their living place. OZTURK wants to know, is there a relationship between stress and anxiety, and happiness, which students have in their surrounding environment? Results show the social stress of foreign students is more than native students. And this factor is the cause, that their happiness is lower than native students. THOGERSEN and colleagues are trying to find the relation of sports cooperation and 3 components of happiness (body of person, work relationship and goals) in samples from office workers in a research. In fact, they want to know, is there a relation between sports physical activities and happiness or no? results are showing us, exercise activities of organization members have direct effect on their happiness, and as much as their exercise hours goes up, their happiness will be more also. ANAND and companions (2011), in their research are trying to investigate between happiness and social correlation. Results are showing, empathy, self-worth, personal goals, security and stress are effective variables on life satisfaction. And life satisfaction have great impact on happiness. This means, it has indirect effect.

Theoretical framework of research:

In order to present the theoretical framework of factors affecting the happiness, the theories related to two sections, should be combined. First one is the theory which is related to the psychological section and this one expresses the psychological features, which makes happiness in his life. And the second one is social section and sociological, which is expressing the social section and sociological, which is expressing the social fields, that can bring happiness for people. In integration field of above theories, we can point to the theory of MAX HALER and MARKAZ HADLER about effect of structures on excitements and especially happiness. They are separating 4 sections which are related to each other. Those 4 sections are:

*Networks and major personal relationships

*Solidarities and cultural-social relations and altruism

*Cooperation and job success and position of social base

* Great institutional and political-social context (HALER & HADLER, 2006: 178)

In fact, what HALER and HADLER are insisting in wisdom social context, contains: links, social interaction, commitment, social responsibility, solidarity, social belonging and altruism, and what they call as great social context contains: some institutions which have duties of service distribution and welfare services in community, granting freedom and political democracy and providing the necessary condition for the acquisition of persons to political-social rights, generally, they are having responsibility to obtain the rights of citizenship, and each of them, somehow, are having effective roles in appearance of special excitements, particularly happiness. To certify the claim of HALER and HADLER, BELBUM and BARHIR (HALER & HADLER, 2006: 179), in their research showed: hearty and good relationship with other people, spouse, parents, children, relatives, friends, neighbors and colleagues are the main sources of satisfaction in life and happiness. On the other side, HIUM, also claims, acquiring happiness is a fundamental goal, which can be achieved through relationship with other people (HALER & HADLER, 2006: 179-180).

We have to pay attention, in addition to wisdom social context, great political –social context also, which is consisted of a set of institutions, which deal with the rights of citizens in the community, is an effective factor in creating and maintaining the happiness of society members.

Based on the researches, as much as economical-social conditions of society becomes more favorable and satisfies more needs, happiness of the community members will be more too (SCHYNS, 1998: 4).

Therefore, better environmental conditions (family, economic, political, educational etc.), all these are necessary for humans to love each other and feel happy. To explain this subject, DINER and LOKAS, also reported that, rich and wealthy communities, are providing more time to meet the needs of their citizens. And are increasing the hope of life. in these communities, people get better education, respect more civil rights, create stronger scientific infrastructure, as a result, they are happier communities (DINER and LOKAS, 2000:43).

Thus, one of the most important tasks of large institutions in the country is that, regardless of gender, age, employment status, health, etc. provide all necessary standards for all members of society.

So, by this way, create the necessary field for satisfaction and happiness (HALER & HADLER, 2006: 182).

Therefore, VEENHOVEN, and KALMYJEN emphasize on justice in creation of happiness and believe, as much as economic justice, social, cultural and political, appear more in community, level of happiness and its distribution will be fairer and better (VEENHOVEN and coworkers, 2005: 435).

But in case of psychological aspects which are effective on happiness, ALEXANDER JEROLF (quoted by ZAREI MATIN and companions 2009) drawn a model and according to his idea, the said model can explain the happiness in case of psychology. In his idea, some factors, such as: positive thinking is a skill, which can be learned, and is considered to be an important factor for happiness and success in life. The necessity for happiness and being happy is nothing except positive thinking and pursuit of goodness and beauties. The man with a negative attitude toward world is not having anything except depressed mood, sad face, and angry mood.

Another factor, which he emphasized is the openness, the said one will cause happiness in life and in reverse case, will hide the thoughts and…….can create depression. Openness will make trust in people and then they would feel valuable. If people know, what they are doing, that will be more efficient, and their ability for taking decision will be increased. one more factor of said model is person`s interest to others (when it is more, happiness is also more). And learning can effect on happiness (ZAREI and colleagues, 2009), because he thinks humans are learning machines, and can learn from every happening in their surrounding and enjoy about discovery of the facts. Learning is happiness.

Figure 1: Analytical models of social and psychological aspects, affecting happiness:

Based on the theoretical framework of the research, the following assumptions can be made:

1-There is a relationship between social class and happiness in students.

2-There is a relationship between family status and sense of joy in students.

3-There is a relationship between openness and happiness in students.

4-There is a relationship between interested to others and feel of joy in students.

5-There is a relationship between hope for the future and sense of joy in students

6-There is a relationship between sense of relative deprivation and happiness in students.

Statistical population of research includes: all students of the Islamic Azad University of Kerman city who are studying in six colleges. The student population of Islamic Azad University of Kerman in educational years of 2014-2015 is equal to 16403 persons, out of it 6411 are males and 5316 are females. Sample capacity was estimated 384 persons according to Cochran formula but 500 papers were distributed among students. Sampling was based on selecting different clusters, each college and also gender, and then, was classified, and selected according to the said search model. In this research, to evaluate the credit, we used construct validity, in addition, we shown the questionnaire to 3 sociologists and 2 psychologists, who had PhD.

And to evaluate the reliability of questionnaire, we used CRONBACH`S alpha coefficient. And CRONBACH`S alpha coefficient was obtained for family status variable (0/613), openness (0/667), interest in others (0/709), hope to future (0/799), sense of relative deprivation (0/843), satisfaction in life (0/797), satisfaction in life (0/887). But, the conceptual and operational definition of some survey variables are mentioned in table (1).

Table 1: components of happiness and definition of conceptual &operational:

Findings:

According to the achieved results, from the capacity of survey sample, 211 persons, women (%55.5), 169, men, (%44.5) were participated. %65/8 singles, %29/2 married fellows, %1/5 divorced and %4/2 lost their spouse were formed in the participants. Average age of the respondents was 17, and in term of social class, research data, shows that the majority of the respondents are from high middle class and high class.

As it is clear from conceptual model of study, variables: family status, openness, interest in others, relative deprivation, hope for the future and life satisfaction are of main factors influencing happiness. Said variables are verified by some indicators in LIKERT spectrum (in 5 options). Dedicated scores to spectrum are on the range of 1 to 5.

Table (2), shows the obtained average scores on the base of variable family status. The results indicate that family status in verified population tends to dialogue and in that, interactions and dialogue in family flows. And the rate of aggression and quarrel in families is low. This matter according to theoretical frame work of research can be a base for happiness among students.

Table 2- Frequency percentage of responder`s evaluation about family status:

In table 3, we can see the average scores of each item related to variable of hope for future job. According to results obtained from this table, except some items such as: improving the situation (education and research facilities) in the country and teaching quality and knowledge of masters and teachers, that students have hope to become better is in average limit, for other items such as working conditions, health and hope for the future, the situation is not desirable.

Table 3- Frequency percentage of responder`s evaluation about hope variable about future:

Table 4 shows the obtained average scores relating to said items, relating to sense of relative deprivation among all responders. Research data indicates that sense of relative deprivation has been reported for all items relating to higher than medium limit. And this expression may indicate high sense of relative deprivation of students. The results of research show, most of relative deprivation sense is related to welfare in life and financial facilities (equal to 3/75) and least average is related to service distribution and local, provincial facilities (equal to 3/11).

Table 4- Frequency percentage of responder`s evaluation about variable of relative deprivation:

Average scores (out of 5), related to items consisting variable of openness indicates that evaluation of students openness in classroom and university (2/73) work and organizational environment (2/22), community (2/26) is very poor and reported lower than average limit.

While the average scores regarding interest to others for items: others (generally) is equal to 3/15. Managers and authorities (2/96), family (4/43), relatives (4), which show the great interest of students to others. Least interest is related to managers and highest is related to family.

Structural equation modeling and presenting the path model:

After calculating the Pearson correlation coefficient, research variables were recognized, the relationship among all predicted variables in survey conceptual model is significant with each other`s happiness. Thus, the said variables for the sake of analyze, entered the model path, so the evaluate model could be fitted by AMOSS 17 software. The results related to fitness of CMIN model is equal to 7/481 which shows fitness of model is with reality (p=0.381), when confidence level in modeling is not significant, it means, between provided model in research and survey data, there is no significant difference and provided model is consistent with reality (data), (unlike the calculations in SPSS software, which confidence level must be smaller than 0/05). Other fit coefficients of model are: comparative fit index (RMR=1/227), normed fit NFI (0/980), second root of squares estimated error RMSEA (0/013), second root of remained squares RMR (1/227), all these are indicating that proper fitness of model with reality.

Table 5, shows the regression coefficients of standard and non-standard search variables. As significant levels in this table show direct relationship of social factors such as: social class, hope on future and sense of relative deprivation are not significant and impact of these variables on psychological and individual factors are effective on happiness indirectly. In this model, it is clear, the social class of the person can effect on his interest toward others (standard regression coefficient is equal to 0/133), and with forming interest to others, happiness of the people will be more, because interest to others is one of the effective psychological components on happiness which has direct effect on happiness.

According to this result, we can say: one of the ways which social factors, can impact on happiness, will be through effect of social class on person`s interest in others, sign of above relationship will be more, it means, as much as higher class is the person.

Chart: path model of effective psychological & social factors on happiness:

Class (social class)-situation (family situation)-self (openness)-interest (interest on others)-hope (hope to future)-sense (sense of relative deprivation)-satisfaction (satisfaction from life)-happiness (feeling happy)-happy (joy)-e and z (error outside the model)-spirit (psychological factors)-socio (social factors)

Other provided result by this model is, hope to future, which can effect on openness (standard regression coefficient is equal to 0/343), it means that, as much as hope on future in person increases, he will be more interested to open his mind in class room, university, work and organizational environment, his own house and community, and as much as hope on future in person is low, interest of the person to show his idea is lesser. On the other side, as much as person is free to show himself in community, that much his happiness will be more.

Another important result is as sense of relative deprivation in community members is more, by the same level, people have tendency to say their words and thoughts and their openness is higher (standard regression is equal to 0/154), sense of relative deprivation is cause for increase in dissatisfaction and discontent can accompany opinion expression to show the objection. You can see other results which was obtained from the model in table 5.

Table 5: standard and non-standard regression coefficients of effective psychological and educational factors on happiness:

***Significant level is %9

Table 6: outside of model error covariance

Summary and Conclusions:

The survey sought to answer this question, which are effective psychological and social factors affecting the happiness?

While this question has been raised, results of many researches indicates that happiness has positive effect on health of community members, unfortunately the results of other studies showed that condition of Iran in case of happiness is not suitable, and also, results of many surveys regarding students are showing that Iranian students are passive and unhappy, thus study about psychological-social factors which are effective on happiness are essential.

In the recent survey, relationship of social class and sense of joy are significant. This result with research results obtained by AKBARZADEH and colleagues (2011) are consistent.in his research, also, some of the components of social class just like variables relationship of economic capital are significant with happiness. and also, there is a relationship between interest in others and pleasure feeling, this result is consistent with research of OZTUK and companions (2010), and study results declares that, there are relationships between family status and openness with happiness, and these results are consistent with the results of TAJERS, NETUMANI and his colleagues (2005). but the achieved results from the path model of study indicates that effective social factors on happiness are those factors which have relationship with components like hope to the future, sense of relative deprivation and social class. Even though, such variables, do not have direct effect on happiness, but through indirect influence which they have on openness, interest on others and family status, will effect on happiness.

Social class, itself, can effect on interest in others. And research results indicates that, as much as class is high, this interest will be more. One of the reasons: it may have root within group or outside group of social capital. Our previous research results (SANATKHAH, 2013), indicates the severe social capital of strong within group in KERMAN city. This kind of capital, is the cause for benefit seeking among individuals, because it will draw a red line between own people and strangers and will not allow others to enter the limited circle of relationship. Upper class has more leisure time, better access to media and have more time to learn foreign languages, can travel to other countries, etc. They are able to spend more time for reading and their social knowledge is more than lower classes (refer to DADKHAHFAR, 2012), This knowledge can be a base for stronger outside group of social capital in this group, and this kind of capital can increase the interest to others, because it will increase the seeking responsibility and compassion. And also, search results indicates that hope to the future will lead to the interest on others and according to our research, hope to future in upper classes is more.

Other results, show sense of relative deprivation is a main factor in decreasing the happiness. This variable, itself, has influence on openness, and will help to the people to open they views and ideas in community in different environment such as school or university, working place and social places, but this openness as a negative component will decrease the sense of pleasure, the reason for this decrease is the effectiveness, which he will get from sense of relative deprivation.

Now about the ways, the government have to take in consideration. That must be on such factors which may have relationship with components like hope to the future, sense of relative deprivation and related social class.

Going out of ailing economy of Iran and important decisions in the field of employment, disinflation, and giving value to human values are very important. On the other side, cultural factors in this field, are having sensitive roles. Openness points to showing thoughts and ideas freely in social places and creating the suitable fields to declare the opinions or even criticism in social areas, creates double impact on happiness. this factor along with other psychological factors are having positive influence on sense of pleasure, but this factor, itself, is under influence of relative deprivation. The most effective factor on Happiness is interest to others, but this interest is related to economic conditions, strictly, poorness, inflation, shortages are having destructive effects on interest to others and decreasing the said factors will bring happiness.

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