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The theory of the responsibility to protect was approved in 2005 in the output document of the United Nations Summit (A/RES/60/1) and in 2011, it was included in the Security Council Resolution 1973 regarding military intervention in Libya. The theory of the responsibility to protect implies the commitment of the international community to end the worst forms of violence and crime in humanitarian crises and internal armed conflicts. This article by using the qualitative method and document-library sources, books, articles and reports and internet notes, dealing with NATO's military intervention in Libya in 2011, which led to airstrikes, the creation of a no-fly zone, and ultimately the change of Muammar Gaddafi's regime,  criticizes its application in Libya.The findings of the article show that although the theory tries to fill the gap between the former obligations of UN member states under international humanitarian law and human rights with this reality that the human population facing the threat of genocide, crimes against humanity, ethnic cleansing and crimes against humanity must be supported, France, the United States and NATO have exploited the 1973 resolution for their political-military goals and have caused the stoppage of the development of the theory and the skepticism of the international community towards the goals and intentions of the world powers in the application of the theory and as a result of the design of the new approach of responsibility during support.
 

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Aims: there is a need for educational studies due to the 21st-century paradigm shift in higher education toward the social responsibility of universities and the changing challenges of urban design and planning. This article aims to provide the background for redesigning and adapting the educational program of urban design to the social responsibility approach, and it also identified the current teaching and learning methods applied in urban design master’s programs.
Methods: the study reviews the university social responsibility and urban design pedagogy literature to propose a social responsibility-based model for urban design education through expert discussion.
Findings: with regards to pedagogical approaches, there are four teaching-learning methods, including traditional education, project-based learning, service-learning, and sustainable education. Besides, the social-responsibility-based model for urban design education includes four steps, namely, values, management, practices, and impacts.
Conclusion: the fundamental difference between this approach with the current educational approaches of urban design is the matter of morality so that its underlying philosophy should be considered responsibility toward society and the environment, regardless of time and place boundaries.

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This study investigated the structural model of the effect of perception and attitude on social responsibility, organizational identity, and organizational citizenship behavior in sports and youth departments. The methodology was a descriptive survey that was conducted in the field. The statistical population was all employees of sports and youth departments of Khorasan Razavi province (180 people). The sampling method was counting. The research tool was Barrantes's‎ (2012) research questionnaire. Twelve professors of sports management confirmed the face and content validity of the questionnaire. Cronbach's alpha coefficient of the whole questionnaire was 0.83, which indicates the appropriate reliability of the measurement tool. A structural equation modeling approach with PLS 2 software was used to analyze the data. Based on the results, the perception of social responsibilities has a positive and significant effect on social responsibility, organizational identity, and organizational citizenship behavior. Also, the attitude towards social responsibilities positively affects organizational identity, which has a positive and significant effect on employee citizenship behavior. According to the results, performing social responsibility and creating a positive perception and attitude towards it in employees can effectively strengthen the organizational identity of employees and their organizational citizenship behavior.

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The present research aims to model the structural equations of green marketing and the desire to buy customers through the mediation of social responsibility. The research method is a descriptive correlation, which has been done in field experiments. For this purpose, 384 customers of Tehran's sporting goods stores were randomly selected using the Monroe method as a statistical sample. Data were gathered by green marketing awareness and willingness to purchase Habibi Saravi (2016) (α=0.92), social responsibility of Park & et al. (2017) (α=0.73) with a Likert scale of 5 Became for data normalization, the Kolmogorov-Smirnov test was used to test the research hypotheses. Structural equation modelling, including confirmatory factor analysis and path analysis using AMOS software and statistical software SPSS22, were used at the significance level of P≤0.05. Inferential results showed a relationship between the marketing of green and the desire to buy sports products from customers with the mediating role of social responsibility of vendors. Also, the communication model between the three meters has adequate fitness.

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The banishment of poets from Plato’s Republic in order to reach at a society free from irresponsibility is the first step in the Western speculative philosophy to criticize poetry. From a Platonic point of view, irresponsible, irrational writing, of which poetry, due to its inspirational nature, is an outstanding realization, puts the ideal Greek society in disorder and thus should be avoided; philosophically speculative writing, which arises from rationality and truth-orientated thinking, should replace it. Although it is almost impossible to examine the credibility of such judgments, they have been raised in different guises throughout history to explain crises in human societies. With a special attention to the modern era, this paper argues that due to the shortcomings in the Western “philosophical discourse,” Western philosophical writings seem to be really dangerous and the cause of political and social crises. Conversely, writings arising from a “literary discourse” might turn out to be more responsible.

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This study aimed to standardize the Responsibility Questionnaire in Asia's Elite Football and Futsal Referees. The statistical population of this study was elite soccer referees and Asian futsal in two sections of men and women, among which 292 questionnaires were collected. A researcher-made responsibility questionnaire, which consisted of 25 questions, was used to collect data. The face and content validity of the questionnaire was accepted after translation by professors and sport management specialists. Statistical methods were descriptive statistics, Cronbach's alpha coefficient, McDonald's omega Coefficient, Theta Coefficient, exploratory factor analysis, and confirmatory factor analysis were used. Analytical results showed (α=0.90, Ω=0.921, θ-0.934) reliability for the responsibility questionnaire. All questions had a significant relationship with their agent in the reliability of Structure, the amount of relationship, and T-value, and they could be a good predictor for their agent. X2/df=2.91, RMSEA=0.093 indexes and NFI=0.98, CFI=0.98, IFI=0.90, GFI=0.94, and AGFI=0.92 also confirmed the goodness of models. Also, the results about the relations of factors with the meaning of responsibility showed that all factors could be a good predictor for the concept of responsibility. Questionnaire responsibility is a reliable and valid measure that can be used to evaluate responsibility in sports, and reliable and consistent results are achieved.

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By accepting the role of human will in accepting and forming, maintaining, and using belief-forming procedures, John Heil emphasizes the responsibility of man towards beliefs. Despite Heil's defense of indirect doxastic voluntarism, he follows a graded process from the directness of the will's role in the procedure of forming and maintaining belief to the indirect influence of accepting and forming belief. In the formation of beliefs, Heil does not accept the direct will to believe, which is based on the famous idea of Cartesian. However, by distinguishing between direct doxastic voluntarism and indirect doxastic voluntarism, explaining the concept of basic and non-basic acts, and expressing procedures and techniques such as behavioral change, he tries to interpret the acceptance and formation of beliefs under the voluntary but indirect control of people. In this research, by using the analytical-critical method, we aim to show that by modifying Heil's view, accepting epistemic responsibility based on the view of indirect doxastic voluntarism is meaningful.
 

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Seyyed Ali Asghar Mousavi Rokni Assistant Professor, Ghom University This article is discussing methodology scholars' attitude in jurisprudence and divine law about how they can prove the crime and the act of sentence. In usual researching methods, these are followed in legal - penal subjects and its theological aspect is less considered, but within this article, while dividing the subject into sections, including "the quality of responsibility" and "the omission of responsibility and sentence" , the legislator's attitude toward real criminal and the quality of act or abolition of sentence has been discussed. The first section implies the precision of methodology as the jurist's thought supporter to recognize the real criminal, since the presupposition for attributing the title of criminal to someone, is being addressed by divine law and this fact occurs with in the discussion of the quality of responsibility. In the second section, the specific attention of the legislator toward the rights of criminal is discussed and considering the special conditions which the criminal faces, the question of reducing or abolishing of sentence from him or her arises, that means the same important question called "acquittance" and the importance of this matter is that the ignored rights of the oppressed people must also be regarded. Obviously, this article can not include all of the legal-theological discussions in this field, and only some parts of it has been dealt with.

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In today's highly competitive conditions to maintain and expand market share is the result of brand performance. Suppliers to maintain and improve its position against competitors must pay attention to branding and brand management.Therefore, identifying of factors influencing brand performance is an important issue in the implementation of marketing strategies.In this article, the researchers explore to thisquestion: What factors influencing on brand performance? This study discusses variables from customers’ viewpoints by taking the sample of industrial purchasersand buying center of experts from manufacturers of home appliances in Tehran.106analyzed questionnaires from buying center was presented to. PLS software was used to test hypotheses.The results of the data analysis confirmed that all of theHypothesis.Research Results indicate thatsupplier social responsibility, reputation, B2B brand equity, brand preference and purchasing repeat and loyalty intentions havesignificant and positive effect on brand performance. Relationships reputationand social responsibility on B2B brand equity;social responsibility and reputation;B2B brand equity and brand preference; brand preference and purchasing repeat intentions was significant positively. Internal Suppliers can use the researchfindings to branding and brand performance management in internal and externalindustrial markets.

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Entrepreneurship develops in environments where the values and beliefs of the environment are appropriate to the culture of entrepreneurship. Therefore, it is essential to recognize the culture of work and entrepreneurship within different ethnic groups. Proverbs can be very effective in this regard because they are the manifestation of the values and beliefs of each ethnic group and their attitudes towards different issues, such as work culture and entrepreneurship. By adopting the method of content analysis, the purpose of this study was to explore the culture of work and entrepreneurship based on counterfeits in Bakhtiari culture. Compassion, responsibility, care, fidelity, gender, creativity, legality and rationalism are the elements of the culture of work in Bakhtiari culture. The results of the study show that, by the multiplicity of examples of Bakhtiari culture, these values and beliefs about work and entrepreneurship are institutionalized, that one must be responsible for the conduct, perseverance and hard working. These attitudes are in line with the entrepreneurial culture, but the positive attitude towards fanaticism, the focus on the point of reference and the negative attitude towards women's creativity and work, including weaknesses in the culture of work and entrepreneurship are found in the proverbs of Bakhtiari, which do not correspond to the entrepreneurial components.
 

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Mahmoud Sadeghy Assistant Professor Department of Law, Tarbiat Modarres University  As a general rule inheritors have no responsibility for the obligations, debts and other exigences of their decedent, because any person is responsible for the fulfilment of his/her obligations towards others and the human entity, which can be subject of rights and duties towards othrers, will decline by death. Nevertheless, if the decedent leaves some legacy and the inheritors accept it, then they will take charge of the settlement of the legacy, but if they reject the legacy, they have no responsibility and the court will take charge of the settlement of legacy. The acceptance of the legacy by the inheritors is the evidence of its sufficiency for the debts and, by the expression of acceptance, the inheritors will impliedly bound to pay decedent's debts, nevertheless, the inheritors who accepted the legacy will have no duty for the payment of debt beyond the legacy value if he/she can prove that the legacy is not sufficient for the debts . The inheritors take charge of the execution of the civil and pecuniary convictions of decedent and the compensation of loss and detriment arising of his/her crime to the extent of the legacy value, but they have no responsibility for his/her personal criminal convictions, such as corporal and depriving of freedom panishments and pecuniary fine. The civil action will temporarily stop after the death of the defendant and it will run again after determination of the defendant's successor, but the criminal action will completely lapse at the moment of the accused death, unless it has a private aspect beside the pubilc aspect, so the action will run again after determination of the successor like the civil action.

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Based on social identity and attribution theory and the results of hitherto empirical researchs, the relationship between corporate social responsibility and behavioral outcomes is explainable But the relationship between CSR with the expected don’t seem so clear. In other words, the mechanism of employee behavior variant in regard to corporate social responsibility remains unclear. The purpose of this causal-relationship research was to identify the variables affecting the relationship between CSR and agriculture experts' job commitment. Based on Cochran formula, 135 of them were selected through quota sampling method. The main method was prediction orientation segmentation algorithms to identify the unknown variables affecting the relationship between two variables. The results showed that the effect of corporate social responsibility in development of employee commitment is relatively complex, evolutionary and gradually. This means that to achieve the desired results of corporate social responsibility, the continuation of the goals of its dimensions can play an important role in employees attribution. It also became clear with over time of employee resident at organization, their interpretation of CSR and as a result its effect on their commitment, would be differ. Thus, indirectly, it could be said that social identity theory can play intermediate variable role in study of CSR effects.

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In after revolution penal law, especially Islamic penal code (note 1 from article 49), contrary to previous legislations, "religious puberty" age is determined as criminal age limit. In practice, penal authorities without producing a definition for the term "religious puberty", considere it equal to concepts inserted in civil code conforming to "sexual puberty" especially note 1 of article 1210 of that act. According to which, females of nine years old and males of fifhteen years old are considered criminally liable and punishable simillar to adults. But, in most of national legislations, principally minors under 18 years old have not criminal responsibility and if they commit a crime they are only expose to protective or correctional measures and other alternative actions that focus on rehabilitation of the minors. So, international human rights instruments such as infant convention and etc, have forbidden for minors under 18 years old using death and imprisonment penalties which are opposed to human right’s and have a negative impact on losing party. Also, in this provisions for the minimum threshold, it can not allowed the judiciary intervention and the application of sanction’s. Our evaluation shows Iran criminal policy about juveniles delinquent is contrary not only to international legislations and legislations of most countries of the world but also to all scientific criminal principles and rules from criminal sciences view point, especially criminology and psychology. Thus, present study tries to express through a comparative survey and analysis as far as possible the relevent short comings and the appropriate solutions.

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Aims: Missed care affects the quality of care and endangers patient safety. The purpose of the present study is to assess the missed nursing care and its relationship with nursing social responsibility.
Instrument & Methods: In this descriptive-correlational study, 342 nurses practicing in hospitals affiliated to Khoy University of Medical Sciences were studied as a sample. Data collection tools included a demographic profile, missed nursing care questionnaire, and Carroll's social responsibility questionnaire. The results were analyzed using SPSS 20 software and statistical tests.
Findings: The blood glucose control (1.74±0.96) and intravenous line care (1.90±0.85) were the lowest neglected nursing cares, and emotional support of patients and companions (3.12±1.28) and hand washing (3.80±1.27) were the highest neglected nursing care. Missed nursing care had a reverse and significant correlation with social responsibility (r=-0.56). Also, the variables of social responsibility (β=-0.401; p=0.0001), workload (β=7.365; p=0.0001), and exotic expectations (β=4.064; p=0.003) were good predictors for missed nursing care.
Conclusions: Nursing care is neglected among nurses; these errors have an inverse relationship with the social responsibility of nurses. First, the supervision system of supervisors is more effective than that of nurses. Secondly, nursing managers have special ethical standards in the selection of staff.

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Implementing social responsibility has created a positive outlook and competitive advantage for companies. They are under constant pressure from employees, suppliers, community groups, NGOs and the government to increase their participation in the legal activities of the community. In this regard, companies operate beyond economic and social responsibilities. However, companies face barriers to implementing social responsibility, and improper implementation and disregard for these barriers not only do not create a competitive advantage for companies, but also waste resources. Therefore, the purpose of this study is to rank and model barriers to the implementation of social responsibility. The research was conducted in four steps. In the first and second steps, the barriers to the implementation of social responsibility were identified using a study of research literature. In the third step, these barriers were ranked using the best-worst technique, which the findings show that lack of communication between stakeholders is the most important barriers to the implementation of social responsibility and in the fourth step, using a fuzzy cognitive map, the framework of barriers to the implementation of social responsibility was presented. Finally, according to the framework designed for barriers to the implementation of social responsibility, the scenarios was written. By examining different scenarios, the results showed that as the impact of company culture increases, other factors also increase; However, reducing the impact of lack of top management support makes the relationship between cost-effectiveness analysis and cost-effectiveness negative.

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This article deals with an important topic in the law of civil responsibility; i.e. the participation of force majeure with the defendant’s fault in the arising of damages. It falls under the general heading of the plurality of causes in arising of damages. In such cases, the important question is the nature of the responsibility of each cause. In answering the question, two theories are set forth: integral responsibility and partial responsibility. According to the first, each cause is bound to compensate the damages in full. According to the second, each of them must only compensate part of the damages. The authors are of the view that the theory of partial causality fits Iranian legal principles.

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Persian language learners have to attain an acceptable proficiency in Persian language at Iranian universities in a short period of time. The teacher-centered teaching environment has thus been modified to become a learner-centered learning environment, so that Persian learners are able to achieve autonomy and control their own learning process. In this regard, the current study investigates Non-Iranian Persian learners’ readiness for autonomy. To collect data, 155 advanced level Persian learners participated in this research. Tamer’s questionnaire (2013) comprised of four sections including responsibilities, abilities, motivations and activities done inside and outside the classroom, was applied. The answers of Persian learners suggested a discrepancy between responsibilities section and the other three sections including: abilities, motivation, and activities performed inside and outside the classroom. They assigned most of the learning responsibilities to teachers. Thus they considered themselves able, and motivated to learn Persian autonomously. Furthermore, Persian learners viewed themselves active in performing inside and outside the classroom. This could be ascribed to Persian learners’ lack of confidence. Furthermore, statistical investigations showed an inverted and significant relationship between Persian learners’ perception of responsibilities and activities performed inside the classroom. On the other hand, a direct and significant relationship was found between Persian learners’ abilities, motivation, and activities performed inside and outside the classroom. Moreover, a direct and significant relationship was found between motivation and performance inside and outside the classroom. Another finding of the current study was the existence of direct and significant relationship between activities performed inside and outside the classroom.
 
Applicants who intend to study in Iranian universities must learn Persian language over a short time span and master the language considerably. For this reason, while learning from their teachers, they must take responsibility for their own learning. In general, in recent years second language teaching has observed a change from teacher-centered pedagogy to learner-centered pedagogy in order to encourage learners to assume responsibility for their own learning and achieve autonomy.
Before discussing how Persian language learners could achieve autonomy, one needs to know their level of readiness to become autonomous, as well as their needs and shortcomings in this matter. Thus, the present study examined non-Iranian Persian language learners' readiness to become autonomous and sought to answer these questions: 1. What understanding do Persian learners have of their own responsibilities, abilities, motivations, and out-of-class and in-class activities? 2. What is the relationship between Persian learners' abilities and their motivation, out-of-class activities, and in-class activities? 3. What is the relationship between Persian students' motivation and their out-of-class and in-class activities?
The subjects included 155 non-Iranian Persian language learners whose proficiency level was advanced. To collect data, Tamer Questionnaire (2013) was used which had four sections of responsibilities, abilities, motivation, and out-of-class and in-class activities. Responsibilities section examined Persian learners' perspectives on the responsibility of learning Persian. The purpose of the abilities section was to examine the learners' ability to learn Persian independently and without the help of a teacher. The motivation section examined Persian learners' level of motivation to learn Persian language. The activities section covered out-of-class and in-class activities that Persian learners had voluntarily done since the beginning of the school year. Participants answered the questions on a Likert scale. At the end of the questionnaire, an open response section was added so that the learners could offer their suggestions for the betterment of Persian language teaching at the universities.
Findings of the questionnaire in the responsibilities section indicated that, in the first place, Persian language learners consider language learning as the joint responsibility of themselves and their teachers. In the second place, they considered only teachers as responsible, and in the third place, they considered themselves responsible for learning. In the case of in-class activities, they considered teachers to be responsible, but in the case of out-of-class activities they considered themselves responsible. In the abilities section, Persian learners assessed their ability to learn without the help of a teacher as "good" in the first place and "average" in the second place. In the motivation section, Persian students considered themselves to have the necessary motivation to learn Persian. In the activities section, Persian students declared themselves somewhat active inside and outside the classroom. In the final section, Persian learners made suggestions for the improvement of Persian language teaching. In general, Persian students' answers indicated a kind of contradiction between the responsibilities section and the abilities, motivation, and out-of-class and in-class activities. Findings showed that Persian learners considered themselves to have the necessary abilities and motivation to learn Persian autonomously and considered themselves active in out-of-class and in-class activities, yet they placed most of the responsibility for learning on the teachers. This issue could be explained in terms of Persian students' educational dependence on teachers. This dependence may be due to the educational environment in Iran or in the countries from which Persian learners come. Further analyses showed that Persian learners do not have enough self-confidence.
In summary, authors of this study conclude that, along with teaching language, teaching autonomous learning to Persian language learners could help increase their self-confidence. The authors of this study also consider the response of Persian learners to the activities section as positive and as an expression of their desire to learn autonomously. In addition, statistical analyses confirmed this assertion and showed that there was a significant inverse relationship between students' perceptions of responsibilities and their in-class activities. On the other hand, there was a direct and significant relationship between Persian students' abilities and their motivation and out-of-class and in-class activities, as well as between their motivation and their out-of-class and in-class activities.

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     The harms and damages caused by consumption of damaged or dangerous goods is an undeniable fact and in some cases can be an extremely bitter and sad event. In order to support consumers in such a situation, the creation and use of preventive laws and regulations is the first step towards introducing damages. Passing legislation to compensate for damages incurred by consumers is the next step. Recognizing the responsibility of the sellers of damaged or dangerous goods has a particular importance for the compensation of harms to the consumer of this kind of product. In the area of responsibility of sellers of damaged or dangerous goods and compensation for the consumers of these goods, in addition to the general regulations and special laws protecting consumer rights, we can also use laws and regulations that have not necessarily been adopted with the rights of consumers specifically in mind.     The laws and regulations relating to rules preventing harm to the consumers of damaged or dangerous goods have previously been considered by the authors in another article . In the present article one section of the laws and regulations that contain rules relating to compensation is considered. A methodology based on library research along with a descriptive and analytical approach has also been used in this paper.