فصلنامه آموزش در علوم انتظامی
سال دوازدهم شماره 2 (پیاپی 45، تابستان 1403)

One of the most important tasks of judicial officers in the implementation of their duties and missions is to file a judicial case and send it along with the final report to the judicial authorities. For the filing of court cases, a series of substantive and formal criteria have been provided in the current laws and regulations, and the purpose of this research is to explain the formal criteria in filing a court case and to familiarize with the educational requirements surrounding them.

The current research is applied in terms of purpose and descriptive-documentary in terms of implementation method using library resources.

The research findings show; With regard to what is specified in the Criminal Procedure Law, judicial officers are required to comply with formal criteria in addition to substantive criteria. Compliance with some of these standards is so important that the legislator has provided for criminal penalties for not complying with them.

According to the obtained results; formal criteria in filing a judicial case (writing statements and investigations, inserting certificates of understanding of the rights of the victim and accused under consideration, setting up summons and summons, entering details of the subject, recording and adding the doctor's certificate in the file, no. placing papers) requires special educational requirements that must be included in the headings of related courses and presented in educational courses.

The aim of this study was to investigate the perception of soldiers' lived experience in teaching technical skills during service، a phenomenological study.

 The study method is qualitative with a phenomenological approach. The study population in this study was all soldiers in Arak in 2021. The sample size for the interview was 20 people، which was done sequentially or sequentially with the snowball approach and using the data saturation method. Semi-structured interviews were used to collect information. To ensure the validity of the findings of this study، participatory reflection on the themes emerged by the research team (supervisor and author) at different stages of the study. The three main themes of the benefits and necessities of skill courses، the limitations of the skill course and the content of the skill courses were examined and the themes of internal motivational factors، external motivational factors، individual limitations، environmental limitations، evaluation، lack of Conformity and qualitative and quantitative standards were extracted.

 The results showed that according to the variables of technical and professional skills training courses، according to the lived experience of soldiers are influenced by environmental conditions and motivational factors and the evaluation and quality system of classes on improving the structure of training classes and developing individual knowledge as needed.

 The market is focused، in the soldiers' skill plan should strengthen the structures that improve the training environment and improve the quality of training and encourage responsibility in the learning process of learners; Noticed.

Curriculum based on positive education approach in secondary school is facing many challenges that need more attention and research to help improve the quality of education and academic results of students. Therefore, the main goal of the current research is to identify the components of the positive education curriculum for the secondary education system.

It was mixed. In the design part of the positive education curriculum model, it was done with systematic foundation data method and the research participants included specialists and experts in the field of studies, educational management, educational psychology and research and education planning experts in the section of secondary school textbooks. which was done with a purposeful sampling method. The research data were collected through studying the theoretical scope of the research and interviewing experts. In total, semi-structured interviews were conducted with 22 experts. Also, in the validation section of the positive education curriculum, a researcher-made questionnaire (survey) was used, and the validity of the model was confirmed by experts.

The findings of the present study showed that several causal factors are involved in the positive education curriculum model for secondary school, which include teacher training, teachers' attitudes and beliefs, support and support for teachers, school support, school culture and policy. Social-emotional development of students, integration of positive education principles in the curriculum. Also, factors such as teachers' professional development opportunities, sufficient financial resources, educational materials and resources, stakeholders' feedback, regular evaluation of positive education curriculum, are intervening factors. 

The results obtained from the implementation of confirmatory factor analysis in the validation of the model showed that the coefficients of factor loadings extracted to explain the indicators identified as desirable indicators of the research positive education curriculum have the necessary and sufficient coherence.

The training and development systems of managers and employees have a significant role in the improvement, development and growth of organizational systems, and therefore, the design of frameworks that logically provide the possibility of forming more complex and robust forms of these systems is necessary. Based on this necessity, this research paper followed the design of the proposed conceptual framework of training and development activities in the development centers of commanders and managers of military organizations in the sections of needs assessment and design, implementation and evaluation. Using qualitative approach, phenomenological method and content analysis of seventeen interviews of organizational and academic experts, the research was carried out. The purposeful sampling method was used for sampling. Data analysis was done by Colaizzi analysis method and Goba and Lincoln criteria were used to ensure the validity of the findings. The findings of the research showed a framework that has approach and method requirements related to "needs assessment and design", "implementation" and "effectiveness evaluation" sections.The findings of this research can be useful as one of the sources of information in the way of designing the model of training and development system for commanders and managers.

This research was conducted with the aim of investigating the effectiveness of school-based positivity training on bullying dimensions and cognitive flexibility of bully students.

The research method of this research is semi-experimental with pre-test and post-test. Amai community includes all sixth grade students of Tabriz city. To select the research sample, a multi-stage cluster sampling method was used for screening in such a way that first, district one was selected from among the five educational districts of Tabriz city, and six schools were selected from district one, and the sixth grade students of these schools were selected. They were screened using the bullying questionnaire. 40 students who were identified as bullies based on screening were randomly assigned to two control (20 people) and experimental (20 people) groups. The students of both groups completed cognitive flexibility questionnaires of Dennis and Vanderwaal (2010) and Qoldari Pachin and Hinduja (2011) as pre-test and post-test.

The results of multivariate covariance analysis showed that school-based positive education has a significant effect on bullying dimensions and that 11.5% of the variance of cyber verbal bullying and 11.8% of traditional bullying is caused by experimental conditions (P<0.05). .Also, the results of univariate covariance analysis showed that positive school-oriented education has a significant effect on cognitive flexibility and 11.2% of the variance of Shakhti's flexibility variable is due to experimental conditions (P<0.05).

It can be concluded that school-based positive education can reduce children's academic and behavioral problems and increase positive academic and cognitive characteristics.

Today, sports organizations are exposed to many environmental changes and developments. To deal with these changes and for the growth and development of their sport, they have designed and compiled strategic plans. Therefore, the purpose of the current research is to develop a strategic program for the development of police command sports with the aim of conducting comparative studies and developing strategies based on the SWOT and QSPM models.

The current research is an applied research based on the method of collecting qualitative data and based on the objective. Necessary information was obtained through documents and interviews. Therefore, interviews have been conducted with experts who are experts in this field. The participating community, whose number was controlled based on theoretical saturation, 15 experts who were related to the topic, were selected purposefully and analyzed the data using the SWOT model, and used the internal and external evaluation matrix to determine the position and QSPM matrix was used.

The current research showed that police command sport has 10 strengths, 10 weaknesses, 10 opportunities and 11 threats. According to the score of the evaluation matrix of internal factors (2.48) and the evaluation matrix of external factors (2.55), it was found that the strategic position of police command sports is in the WO (conservative) area. Finally, based on strategic analysis, a strategy was developed for the development of police command sports.

Considering the situation of sports, the police command should use a conservative strategy that includes maintenance and internal support.