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"Restorative Justice" is a new model in criminal justice which emphasizes on reviving of the victim’s rights and settling the problems arised from the commission of offences with active participation of the victim and community and also offender via negotiation and reparation of damages and making peace among them. "Reconciliation" is one of important and emphatic procedures in Islam in case of disputes and divergences, which is done with participation of all people in the Islamic society and free participating of the dispute parties. This essay, meanwhile, intends to study the concept of "Reconciliation", its characteristics, and the adaptability of "Restorative Justice" with this concept and performance of "Restorative Justice" under the light of "Reconciliation".

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Findings on recast as feedback on learners’ erroneous forms tend to be less than conclusive or confirmatory. Also, the conventional formulations in literature give partial accounts of recasting as an effective methodological practice. The present study proposes recast enriched by negotiation (REN) on the learners’ part as an alternative. For investigating the hypothetical effect, three all-female groups were concentrated on, namely explicit feedback, recast and REN. Summary writing task as post-test concentrated on the learners’ accuracy in terms of error-free T units, and complexity regarding word per sentence ratio as well as lexical density. One-way ANOVA for three independent samples and post hoc analyses revealed that accuracy and word per sentence ratio did not vary significantly; however, lexical density improved as a result of REN. Findings and implications of the study are discussed in the light of methodological potentials and literature.


 
 

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Most of the time, Groups/Communities are involved in negotiations and disputations due to their various interests. They are always trying to pursuit their aspiration to embrace changes and influence on events. Although sometimes these groups are not completely opposed to each other and their intention is just to get the desired results, almost always their conditions are in contrast with each other. These conflicts prevent negotiators from approaching desired acceptable solutions. For improving the negotiations, resolving the conflicts and reaching satisfactory decisions, Drama theory is applied. This theory is based on game theory. In this paper, Iran Nuclear talks with 5+1 Group will be discussed as an applicable case for drama theory.

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Conclusion of long term contracts needs to be flexible against subsequent events.because of the longevity of the Investment contracts, parties in such contracts needs to adjust their relationship during the execution of the contract. Renegotiation – if being stipulated – can provide such adjustment to new conditions. One of the issues of the renegotiation is its form and process. Basically such terms include the events which if happened the process of renegotiation will begin. According to such terms parties commit to renegotiate with good will in accordance with declared terms. But renegotiation terms will not force the parties to reach the agreement. Therefor intervention of the third party can be anticipated if the renegotiation failed, which can amplify the flexibility of the contract.

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Effective language teaching methods have a fundamental role in enhancing the learners’ competence and performance, but with regard to the place of affective variables in language learning environment, any chosen method needs to use techniques to elaborate the learners’ motivation and create a positive attitude toward language classes, school and classroom activities. The present study, therefore, in line with the felt need for effective Arabic teaching methods in Iranian schools and universities, attempts to investigate the efficacy of interaction-based methods in comparison to teacher-centered language teaching methods. A quasi-experimental method was designed with two intact classes of grade two in a senior secondary school. The population group experienced an interaction-based method, while the control group experienced a teacher-centered method. Johnson’s (1983) scale of motivation was used to measure the students’ motivation levels at the beginning and at the end of the study. The analysis of the results of the study using SPSS software revealed significant difference between the means of the groups in favor of using the interaction-based method by the experimental group. In other words, although classroom activities in the interaction-oriented method impose additional effort on learners, but its effectiveness is also greater in terms of supporting learners and interacting with the teacher through corrective Feedback negotiation.