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Persian (Farsi) to English: Institutions and Economic Growth General field: Social Sciences Detailed field: Economics
Source text - Persian (Farsi) نهادها و رشد اقتصادی (تحلیلی بنیادین از موانع نهادی رشد-اقتصادی ایران عصر پهلوی دوم)
چکیده
یکی از الگوهای نظری رایج برای فهم ریشه‌های تاریخی توسعه‌نیافتگی جوامع گوناگون، نظریه نهادگرایان جدید درباره‌ی بهبود کیفیت نهادی است که بر منشأهای بنیادین رشد¬اقتصادی تأکید دارد. بر اساس این نظریه، نهادهای سیاسی و اقتصادی به دو دسته نهادهای فراگیر و بهره¬کش تقسیم می¬شوند که عامل اصلی تفاوت در موفقیت اقتصادی جوامع گوناگون می¬باشند. جوامع دارای نهادهای فراگیر با حرکت به سوی چرخه¬های تکاملی، رشد و توسعه اقتصادی را تجربه خواهند کرد؛ اما جوامع دارای نهادهای بهره¬کش با حرکت به سوی چرخه-های شوم، در بلندمدت دچار عقب¬افتادگی و افول می¬شوند. در این پژوهش سعی خواهد شد با بهره¬گیری از نظریه بهبود کیفیت نهادی، عملکرد اقتصادی کشور ایران در عصر پهلوی دوم (از سال 1320 تا سال 1357) مورد واکاوی قرار گیرد. نتایج حاصل از این پژوهش حاکی از آن است که در اوایل این دوران به دلیل نزاع بر سر قدرت و ایجاد شرایط نظم با دسترسی محدود شکننده، نهادهای سیاسی بهره¬کش در سایه خشونت تولید و اشاعه یافتند؛ اما پس از شکست دولت مصدق، ائتلاف حاکم به پشتوانه درآمدهای نفتی و کمک¬های خارجی به منظور حفظ بقای خود از ابزار سرکوب استفاده نمود تا نهادهای سیاسی بهره¬کش به حیات خود ادامه بدهند. در چنین شرایطی، فضای عدم¬اطمینان بر بازار سیاسی و اقتصادی سایه افکند تا نخبگان سیاسی و اقتصادی کشور اهداف کوتاه¬مدت و سودجویانه خود را مدنظر قرار دهند؛ به همین منظور توزیع رانت در سایه سیطره روابط شخصی به صورت نامولد شکل گرفت تا نهادهای اقتصادی بهره¬کش همسو با نهادهای سیاسی تولید و اشاعه یابند. در طول این دوران، رشد-اقتصادی کوتاه مدتی در سایه همسویی نهادهای سیاسی و اقتصادی بهره¬کش محقق شد؛ اما سرانجام کشور ایران با وجود برخورداری از درآمدهای نفتی و کمک¬های خارجی به دلیل عدم شکل¬گیری فرآیند تخریب خلاق در بازار سیاسی و اقتصادی، نتوانست از بزنگاه¬های تاریخی خود استفاده نماید و برخلاف انتظارات به سوی چرخه شوم حرکت کرد.
کلید واژه: رشد¬اقتصادی، نظریه بهبود کیفیت نهادی، نهادهای فراگیر و بهره¬کش، تخریب خلاق، چرخه¬های شوم
Translation - English Institutions and Economic Growth (Fundamental Analysis of the Institutional Barriers to Economic Growth in Iran during the Second Pahlavi Period)
Abstract
One of the prevalent theoretical models for understanding the historical roots of the underdevelopment of various societies is the new institutionalist theory of institutional quality improvement which emphasizes the fundamental origins of economic growth. According to this theory, political and economic institutions are divided into two categories, namely inclusive and extractive institutions, which are the main causes of differences in the economic success of different societies. Societies with inclusive institutions will experience economic growth and development while moving toward evolutionary cycles. Societies with extractive institutions, however, will lag behind in the long run while moving toward vicious cycles. In this study, it will be tried to analyze the economic performance of Iran during the second Pahlavi period (1941-1979) by applying the theory of institutional quality improvement. The results obtained from this research indicate that early in this period, the extractive political institutions were produced and disseminated in the shadow of violence due to power struggles and the creation of fragile limited access order conditions. Nevertheless after Mossadegh's state failure, supported by oil revenues and foreign aid, the ruling coalition used repressive means to maintain its survival so that extractive political institutions could continue their lives. In such a situation, the uncertainty atmosphere overshadowed the political and economic markets for the Iranian political and economic superordinates consider their short-term and profitable goals; therefore, the distribution of rents was formed non-generatively in the domination shadow of the personal relations in a way that extractive economic institutions are produced and disseminated in line with political institutions. During this period, economic growth was achieved for a short time in the shadow of the alignment of extractive political and economic institutions, but despite benefiting from oil revenues and foreign aid, Iran could not eventually make use of its historical crises as the process of creative destruction was not formed on the political and economic markets, And it moved toward the vicious cycle against the expectations.
Keywords: Economic Growth, Theory of Institutional Quality Improvement, Inclusive and Extractive Institutions, Creative Destruction, Vicious Cycles
Persian (Farsi) to English: Playfullness General field: Social Sciences Detailed field: Psychology
Source text - Persian (Farsi) چكيده
هدف از انجام پژوهش حاضر مقایسه ی بازیگوشی روانشناختی، کنجکاوی و سبک¬های یادگیری در افراد دارای اختلال بینایی با افراد بینا بود. این پژوهش با روش علی مقایسه¬ای انجام شده است و جامعه ی آماری آن را کلیه ی دانش¬آموزان دختر و پسر 14 تا 18 سال بینا و نابینای شهر اصفهان در سال 1392 تشکیل داده¬اند. و به همین منظور 40 نفر از دانش¬آموزان بینا و 40 نفر از دانش¬آموزان کم¬بینا با شیوه ی نمونه¬گیری تصادفی انتخاب شدند. ابزار¬های این پژوهش شامل پرسش¬نامه ی بازیگوشی روانشناختی (اسمپ، 2012) پرسش¬نامه ی کنجکاوی (کشدن؛ 2009) و پرسش¬نامه ی سبک¬های یادگیری (فلدر و سیلورمن؛ 1996) بود. تجزیه و تحلیل داده¬های این پژوهش با استفاده از نرم¬افزار آماری اس پی اس اس 19 در دو سطح آمار توصیفی و استنباطی انجام شد که در بخش آمار توصیفی مشخصه¬های آماری مانند فراوانی، میانگین و انحراف معیار و در بخش آمار استنباطی از آزمون تحلیل کوواریانس استفاده شد. نتایج این پژوهش گویای آن بود که بازیگوشی روانشناختی در بین افراد بینا و کم¬بینا تفاوت معناداری نداشت ولی کنجکاوی در بین افراد بینا بیشتر از افراد کم-بینا بود و این تفاوت در بین گروه¬ها در سطح >01/0p معنیدار بود. و هم¬چنین نتایج مقایسه ی این دو گروه در سبک¬های یادگیری نشان داد که بین گروه¬ها در سبک¬های یادگیری فعال¬تعملی، حسی¬شهودی و متوالی¬کلی تفاوت معناداری وجود ندارد ولی تفاوت معناداری بین سبک¬های دیداری¬کلامی در سطح 01/0p در بین این دو گروه وجود داشت. (در مجموع بر اساس نتایج این پژوهش مشخص شد که نقص بینایی صرفاً می¬تواند بر کنجکاوی و برخی از سبک¬های یادگیری دانش-آموز دارای اختلال بینایی تإثیر بگذارد).
کلید واژه¬ها
بازیگوشی روانشناختی، سبک¬های یادگیری، کنجکاوی افراد دارای اختلال بینایی
Translation - English Abstract
The present research is aimed at comparing playfulness, curiosity, and learning styles between the visually impaired and the sighted. This study was performed using comparative-causative method. The statistical population included all 14-18-year-old visually impaired and sighted male and female students in Isfahan, Iran in 2013. A total of 40 visually impaired and 40 sighted students were selected using random sampling method. The research instruments included the Playfulness questionnaire by Smap (2012), the curiosity questionnaire by Kashdon (2009), and the Learning Styles Inventory by Felder and Silverman (1996). The research data was analyzed using SPSS19 at descriptive and inferential statistic levels. The descriptive statistics included indexes such as frequency, average, and Standard deviation, while the covariance analysis test was applied in inferential statistics part. The results indicated no significant difference in playfulness between the visually impaired and the sighted; However, curiosity was higher in the sighted than in the visually impaired. This difference between the two groups was significant at P
English to Persian (Farsi) (University of Isfahan, verified) Persian (Farsi) to English (University of Isfahan, verified) English to Persian (Farsi) (University of Isfahan, verified) Persian (Farsi) to English (University of Isfahan, verified)
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Software
Adobe Acrobat, Fluency, memoQ, MemSource Cloud, Microsoft Excel, Microsoft Word, OmegaT, Google Meet, Microsoft Teams, Skype, Zoom, Plunet BusinessManager, Smartcat, Subtitle Edit, Trados Studio, Wordfast, XTM, XTRF Translation Management System
I am an experienced freelance translator and remote/over the phone
interpreter; with some independent English language teaching and
translator training experience; skilled in translation, proofreading,
consecutive interpretation, E-learning, and audio transcription; holding
a B.A. in English Language and Literature from University of Isfahan, a
top university in Iran; knowing French to an upper-intermediate level;
HIPAA compliant and keeping up with the latest courses and trainings related to my profession!
During the past 6 years of my active
membership on proz.com, I have provided services to multiple tens of
clients worldwide. The majority of them rely on me for their final
delivery because of my accuracy and precision. To mention some but not all my projects, they include: Persian<>English translation of financial/legal documents and
certificates for legal purposes, Persian-English translation of academic medical
articles, Persian audio-English text translations, participation in Google
Assistant transcreation project from English intents to Persian on Google
Translator Toolkit platform, subtitling and proofreading subtitles of hours of English and French series
into Persian, translating and proofreading manuals including Huawei,
Skillsoft and Sumtotal,
COVID-19 related translation/proofreading and voiceover, and translation
of letters and informative texts in many other domains from English to
Persian.
For interpretation purposes, also, I speak clearly and my
English accent
is American. I provided over 1000 hours of over the phone
interpretation online as a full-timer during 2021-2023 in various
domains including but not limited to medical, financial, educational,
legal and social services. I did 1250 hours of pre-booked remote
interpretation service on a set of project-specific assignments. for
another client during 2017-2022, plus some other occasional assignments with different clients.
During
my years of translation experience, I have done multiple multimedia
related tasks including Persian native and English transcriptions with
time coding, translation of news and interviews directly from Persian
Audio/video into English, reviewing series subtitles from English and
French to Persian, checking already performed and recorded
interpretations for misunderstandings and the like.
With
over 15 years of professional background in translation and teaching, I
do guarantee quality as my foremost priority. Overcoming language
barriers is my passion and I will be eagerly willing to help you reach
your target audience.
Thanks for your trust in advance!
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