فصلنامه آموزش در علوم انتظامی
سال یازدهم شماره 1 (پیاپی 40، بهار 1402)

Vandalistic behaviors as one of the pervasive social issues raise major concerns about causing damage to public property, distorting the urban environment, creating a sense of decay and intensifying the sense of insecurity. In the following article, an attempt was made to analyze the strategies of reducing vandalistic behaviors in the urban space from the perspective of experts in the fields of urban management, social planning, mental health, and education.

The research was done in 1400. The research method was qualitative (a case of vandalism) and thematic analysis based on the model (Brown and Clark-2006). The statistical population was formed by the key informants of these three areas across the country. The sampling method was targeted and the sample number was 19 key informants. The data were collected through semi-structured interviews up to the stage of theoretical saturation and were analyzed using MaxQDA version18 software.
 

The analysis of the findings showed that effective strategies in reducing vandalistic behaviors in the urban space can be discussed in the form of 5 general categories. These categories include legal factors, social factors, psychological factors, environmental inhibiting factors and coordinated sectoral policies. Also, the experts mentioned missing strategies in the existing policies to control and prevent vandalistic behaviors, which were mentioned in the findings section.
 

Based on the findings of his research, it can be concluded that by using a network of common measures of legal, social, psychological, deterrence and political spheres, effective strategies to reduce vandalistic behaviors can be designed and put into efficient implementation.

Social security is one of the main factors and components in the sustainable growth and development of any society. The aim of the current research was to explain social security in Iran's higher education system.

The approach of the current research was qualitative and the foundation data method. The data were collected through 15 semi-structured interviews with professors who had valuable experiences and researches related to the research topic, using purposeful sampling based on collection criteria, and based on the instructions of Strauss and Corbin, which include three main stages of coding. It is open, central and selective. Lincoln and Guba (1985) criteria were used for validation

The results of the research indicated a pattern consisting of 10 main categories and 29 sub-categories in the form of causal conditions, contextual conditions, intervention factors, strategies and consequences. The results of the current research indicated that components such as distance Adoption of traditional curriculum, survival in the modern world of education, management based on absorbing and accepting new ideas, traditional and rejecting management, political work, use of modern programs and new educational methods, educational security, multi-dimensional education of economic entanglement and social security, the intertwining of scientific progress and social security, the distribution of knowledge and information, man's control over his own destiny, orderliness and regularity play an important role in social security education in the university. environmental, technical and related information to cover current knowledge in the field of social security in the university was found as a central category.

According to the findings of the current research, social security education plays a key role in various cultural, economic and political dimensions of the society, so the need to address it in higher education is more obvious.

The aim of the present study was to evaluate the action strategies of the faculty members of Imam Hassan Mojtabi University of Police and Officer Training (AS) to eliminate the gaps between the implemented curriculum and the acquired curriculum.

The current research was conducted in the framework of qualitative approach and phenomenological method. The field of research was the University of Police and Officer Training, and the participants were 25 faculty members of the University of Police and Officer Training, which was continued through the purposeful sampling of the criterion type until reaching theoretical saturation. Data were collected using semi-structured in-depth interviews. Data analysis has been done using Giorgi's method and in five steps. Various methods have been used to increase the accuracy and strength of validity and reliability verification, the reliability of study data in the qualitative part. In this research, external audit, review of manuscripts, search for variable evidence and analysis of negative cases and continuous control method were used.

The findings of the research showed that the action strategies of the faculty members of the University of Police and Officer Training to eliminate the gaps between the implemented curriculum and the acquired curriculum in the theme of solutions for students, including the sub-topics of psychological discussion of female police students, updating police students, management The time and companionship of the student commander was followed by the theme of the solutions for the professors including the sub-topics of updating the police professors, mental health and mental issues of the police, the movement of the professors towards teaching practical and workshop topics instead of theoretical topics, and finally the topic of the solutions for the organization included the sub-topics of planning Flexible, holding workshops and increasing facilities could be categorized.

It seems that the current study, which has collected the opinions of the academic staff of the university comprehensively and together with an exploratory approach, is considered to be the main innovation of the research and implementation solutions at the three levels of the university, professors and centers related to law enforcement sciences can be a step towards To empower the beneficiaries.

The aim of the present study was the mediating role of procrastination and academic involvement in the academic stress model based on cognitive-emotional regulation. This research is a correlational study in terms of practical purpose and in terms of data collection method. The statistical population of the research included the students of a military university in Tehran in the academic year of 1400-1401. Among them, 374 people were randomly selected as the research sample using available sampling method. The tools used to measure the findings in this research included Rio's academic engagement (2013), Garnevsky et al.'s (2001), academic procrastination by (1984), and Godzilla's academic stress (1991). Validity The form and content of this tool were confirmed by experts in this field and their reliability was used based on Cronbach's alpha test. Mean, standard deviation, kurtosis and distribution matrix were used to describe the research conditions, and path analysis and structural equation model were used in SPSS and LISREL software to generalize the sample data to the population and check the research model. The research findings indicate that the direct effects of academic stress on academic procrastination, academic involvement and cognitive regulation of emotion, the direct effect of academic procrastination on cognitive regulation of emotion, and the direct effect of academic conflict on cognitive regulation of emotion are all at the 0.01 level of significance. they have In addition, the structural equation test confirms the mediating role of procrastination and academic engagement in the academic stress model based on cognitive-emotional regulation.

The expansion of the higher education system in different dimensions requires qualitative growth and the development of comprehensive and native models that can strive for human education by having an all-round plan, and the National Defense University is no exception to this rule. Therefore, this research was conducted with the aim of providing a suitable educational and research model for the Higher Defense University with an experimental approach.

The present research was conducted with a qualitative approach and thematic analysis method in terms of practical purpose. The statistical population of the research is 124 faculty members of educational sciences of Tehran universities, based on the rule of reaching the saturation limit, 17 experts were selected in a purposeful way, and semi-structured interviews were also used to collect data. To analyze the data, the methods of conceptual interpretation and coding of concepts and categories were used.

The presented model is a comprehensive, indigenous and religion-oriented model, and the characteristics of its main elements, i.e., content goals, knowledge-oriented students, professors, learning teaching strategies, evaluation strategies, outputs, and the quality of research processes were compiled. .

In addition to the scientific and epistemological characteristics of the graduates, the present model emphasizes the pioneering of the Higher National Defense University in the production of science and excellence, which is one of the main expectations of the Supreme Leader from the Higher National Defense University. Therefore, this institution is expected to be a pioneer of

The present study sought to validate a technological and initiative pedagogy: a teaching model called Flipped Inquiry-Based Learning (Fibal). In terms of purpose, this study was applied. In terms of how to collect the data to examine and answer the two proposed research questions, it is classified in quantitative research method designs. Four pre-formed classes available in one of the national universities in Tehran were used. The semi-experimental comparison between learning groups (semi-experimental designs of the unequal control group: pre-test and post-test) have been implemented. In order to validate the research data collection tools, content validity and Cronbach's alpha reliability estimation test were used. Several statistical tests such as one-way analysis of variance (ANOVA), Welchs, Tamhane's T2 and Dunnett's test were used in order to examine the statistical data related to learning and students' reaction in four classes (146 students in total). The results showed that with 99% confidence, the learning rate of Fibal class students is more and meaningful than the learning of students of "non-flipped traditional" and "simple flipped" classes. At the same time, despite the superiority of the average learning scores of Fibal class students over the "non-flipped inquiry" class, this superiority was not statistically significant. Also, with a 99% confidence level, the reaction rate of students trained through the Fibal approach is better than the reaction rate of students trained through the "non-flipped traditional" and the "simple flipped" and the "non-flipped inquiry" approaches.