Research Problem: To elevate the quality of human living spaces and it is imperative to focus on the significance of meanings within architectural design. Augmenting architectural designs hinges on the cultivation of designers' Thinking abilities. Studies in the domain of "Designerly-design Thinking", which is one of the study areas in design research, explore how designers think when when confronted with design issues, problems and challenges. This research seeks to elucidate the influence of the Designerly-design Thinking Paradigm on the enrichment of architectural creations and the refinement of the design process, especially in education; Consequently, it delves into the viewpoints and theoretical underpinnings of the Designerly Thinking Paradigm, scrutinizes acknowledged design Thinking models, and examines the interrelation between these constructs.Research Question: The research deals with this main question: How can the theoretical structures of the Designerly Thinking Paradigm and its practical models be used to improve architectural design?Research Method: The research employs comparative strategies to compare the theoretical discourses of the Designerly Thinking Paradigm and to compare various Thinking models. Theoretical discourses and practical models have been examined separately from the aspects of approach, time, background knowledge, features and processes; and the results of this section, which are presented in tables and diagrams, lead the research towards the main concepts in the theoretical frameworks of the Designerly Thinking Paradigm, key characteristics in the design Thinking models, and also the identification of models that They can be effective in the process of architectural design. utilizing logical reasoning to analyze the connection between theoretical frameworks and practical models and it has been tried to extract the characteristics of each approach and to identify the barriers to their effectiveness in design. Finally, through the application of logical reasoning and content analysis, with the aim of trying to remove the obstacles and with precision in the models that can open the way in the architectural design process, the research proposes the potential for a Holistic and integrated Designerly-design Thinking model tailored for architectural design.The Most Important Results and Conclusion: The findings of the article suggest that the gap between the theoretical constructs of Designerly Thinking and design Thinking models poses difficulties not only for non-designers, but also for designers in effectively utilizing this Paradigm; and it is necessary to carefully consider the effect and interaction between them. The academic discourse of Designerly Thinking pays a lot of attention to the theoretical constructs of the Paradigm and methodological approaches as well as their relationships; While the discourse of design Thinking mainly focuses on proposed actions, tools and techniques; and for this reason, according to many experts, none of these two approaches have been able to have the desired efficiency and effectiveness in design. The results are presented in a tabular format in order to pay attention to the different tiers of the Paradigm, a proposal of the initial form of an architectural design model based on the Designerly-design Thinking Paradigm, and also to express the general characteristics of this model This table underscores the differentiation among the five levels of "theoretical frameworks", "methodological approaches", "methods", "techniques" and "tools" in the Designerly-design Thinking Paradigm, elucidates the function of each level, and underscores the importance of establishing a productive interrelation between these levels. The initial version of this model, for tackling complex architectural design issues, including five phases: "discovery and understanding", "definition and interpretation" (problem space); "ideation", "testing and development" (solution space); and "evolution". This model searches for problems and solutions from a human-centered perspective; and it refers to the integration that emerges from a holistic and systemic approach to Thinking and it can be effective in improving architectural design education.

Generally, design Thinking has been defined as an analytic and creative process so that it provides opportunities for experience, creation, receiving comments, and redesigning. Design Thinking is linked to the fields such as architecture, industrial designing and art and is also discussed in many disciplines. Among various proposed Paradigms, emphasizing on the academic-educational aspect and as one of its defined subcategories, Designerly Thinking is taken into account as a method based on reasoning which is related to teaching architecture. Due to the complex nature of both teaching and design Thinking, their relation includes different delicacies. Although some studies have been conducted on design Thinking as a type of Thinking, its consideration, inclusion and presence in teaching architecture have not yet been mentioned completely and clearly. The present paper aims at defining the contribution of design Thinking in the mentioned discipline through dividing conventional and situation-based Thinking, and teaching introductory courses of architecture designing as the basic designing courses. To reach this aim, inference and content analysis of the results of the studies conducted on design Thinking, teaching architecture designing to have a better perception of the characteristics, process, and differences between the novices and connoisseurs together with using successful experiences are all necessary things in this discipline. By applying content analysis method (coding process and defining the principal categories) and deductive reasoning, we analyzed the authoritative studies and in order to consider indigenous education and to enjoy the teacher’ s opinions, the teachers and scholars’ responses in this regard were analyzed in the completion of the research data. The results of the procedure were explained in three categories: knowledge development, type of statement of the problem and teaching how to reflect (in three branches of self-observance, self-monitoring and self-assessment). Implementation of each category is explained in eight stages and then, the strategies were evaluated by designing a quasi-experimental study between the test and control groups from the students studying at the third semester of bachelor’ s degree in the field of architecture. The results are presented in form of three groups including the main strategy, educational designing and monitoring of teaching and assessment for teaching basic designing courses which are significant to the researchers in the fields of teaching, architecture and design Thinking.

Wise reasoning of somebody’s’ beliefs and whatever they do based on it is called critical Thinking. In this area, existing condition is not compatible with whatever accountants are believed in and which they are done to achieve. Using this point of view many accounting interpretation have been considered based on positivism or normative Paradigm are criticized. The goal of this research is to present conceptual Paradigm and novel preview description toward accounting under the title of accounting for citizenship. To have access to this, the most important layers of objective hermeneutics which have known as critical Thinking and library studies which is considered as historical recognition is utilized. Some of basic concepts of this research includes accounting for citizenship and corporate citizenship and according to these concepts and by critical school thoughts using present position of accounting is getting studied and finally the question of "Could accounting be considered as accounting for citizenship?" is answered. Citizenship exploring theories especially political theory as a subset one revealed that accountability toward citizens and society from macro level (government) is shifted to micro level (companies as corporate citizens) and accountants afterwards and finally in order to citizens’ rights preservation (to government support) the accountants have to adhere ethics (fairness and justice) and useful information preparation which results to citizens and society accountability.

Aims: Pathology shows that conventional training methods have not been able to be successful in transmitting energy consumption reduction concepts. Therefore, this study uses the intellectual device of "high-performance architecture theory" to explain the characteristics of the “ Designerly” approach to “ energy efficiency” and its effect on increasing the efficiency of architectural design training. Methods: Through closed-ended questionnaires, the research, with self-expression with the participation of 20 professors and 85 graduate students of architecture, asks how much the audience is familiar with the topics of "building physics" and energy efficiency and to what extent does the audience evaluates the relevant academic teachings practical. Findings: The results indicate that the training at the country's top universities is based on the information-based model (not the design-basis) and is therefore evaluated "non-practical" by the audience. Conclusion: High-performance architecture theory suggests using Designerly patterns in reduction of energy consumption in “ architecture design training” and change of perspective to replace "emotional-formalist" super-architect training (conventional methods) with training an architect familiar to the use of up-to-date technology. The most important topics for the realization of this theory in architectural education are: move from "tacit knowledge" to "deep learning", from "unique data" to "super-data", from "conventional control and monitoring methods" to the internet of things, and from the old system of "building mapping" to "building data modeling".

Design Thinking as a way of guiding innovation has attracted the attention of innovative companies in recent years. By studying the practice and Thinking of designers, this method tries to identify their work method in problem solving and develop it for use by nondesigners. However, this approach has always faced criticisms in its implementation. The lack of empirical research in this field has led to relying on optimistic narratives about the success of large companies, and despite the lack of empirical evidence and houlistic theoretical foundations, design Thinking is increasingly applied by various industrial organizations. This rapid diffusion of design Thinking into practice has not been accompanied by a rapid and strong development of its theoretical underpinnings. The reduced understanding of design Thinking as a method of process that is not able to tell all aspects of Thinking and acting like a designer is one of the most important factors of this deficiency. onsolidation of design Thinking as an innovation "process" consisting of "stages and tools" has been one of the results of this view, which has reduced the innovation capacity of this creative approach to facing problems in a step-by-step and gradual way of solving the problem. This superficial interpretation of the designer's performance, which has faced problems with its deep implementation as a way of attitude in the mindset of the organization, has faced reactions and criticisms. Based on this, a group of studies, in a deeper look, have found this way of expression and the level of intervention to be insufficient, and have noted the necessity of implementing design Thinking at the level of the organization's mindset, strategy and culture. Nevertheless, these reactions suffer from the lack of a unified concept for reThinking in design Thinking, and they have been less able to achieve a consensus to guide the flow of evolution in explaining design Thinking. In this study, we have shown that a new stream of research has emerged in the pursuit of reconceptualizing design Thinking in the framework of capability. The diagnosis of this emerging current was done through identifying the main currents related to design Thinking in innovation and in-depth analysis of selected studies in the discussed field. Considering the strategic position of the concept of capability in the literature of the organization, we believe that this form of conceptualization is able to solve the gap in the implementation of design Thinking at the level of the organization's mindset and mentality and to obtain a deeper reinterpretation of design Thinking. However, the deep influence of the cognitivist Paradigm in the popularized interpretation of design Thinking is a major obstacle to this trend. The influence of this Paradigm has caused the formation of a reductionist look at design Thinking, which, flows again in this new trend while referring again to the scope of these studies. Therefore, our final suggestion against this problem is to refer again to designers as the main source of design Thinking and try to re-study them based on the capability lens to extract and apply Designerly capabilities.

Architecture as a Designerly way of Thinking and knowing, is to interact with its environment. The manuscript is to speculate “ interactive form-generation” based on high-performance architecture theory; and discuss the precursors and the potentials. The research aims to explore and determine the roots, aspects of interactive architecture as a part of performance-based design in contemporary architecture. The research ques tion opens a Designerly perspective as an umbrella term that can include many s treams of architectural Paradigms. Emancipatory new-interpretivism is the research philosophy which is employed alongside deductive reasoning, logical argumentation research Paradigm, descriptive research method and cross-sectional s tudy. Based on methodology of the manuscript, the research is to addresses related phenomena, their relationship and interaction. The results of the research show that interactive architecture is an umbrella to address a wide-range of architectural emerging s treams such as: 1-The evolutionary architectural trends include kinetics, responsive, smart, responsive and intelligent environment. 2-The emerging phenomena in the field such as leading sci-tech approach toward architectural design process including cybernetics, artificial intelligence (AI), virtual reality (VR), conditional generative adversarial network (cGAN), and agent based modeling. The conclusion of the research indicates that the interactive architecture branched off from high-performance architecture theory. The conclusion emphasizes on: 1-Designerly flexibility: better space efficiency, flexibility, intelligence and smartness; 2-Energy efficient form-generation: using less energy and offering more thermal-visual comfort; 3-Mathematical-algorithmic Thinking: the integration of internet of things (IoT), robotics, and kinetics. 4-Futurism: a platform for outlining future architecture and architecture of future.

Background and Objective: Nursing theorists have defined nursing knowledge within the framework of the governing philosophies. Nursing theories belonging to the modernist era were developed based on the principles of modernist philosophy. With criticisms about the negative consequences of modernism, nursing scientists decided to move from modernism to postmodernism and the care Paradigm that originated from postmodernism. Expression of excessive criticism about the foundations of postmodernism shed doubt on the effectiveness of the care Paradigm. The aim of this study was to investigate the consequences of the biomedical and care Paradigm on nursing and provide an alternative and monotheistic Paradigm. Methods: The present study is library-based. The books and articles related to the most important nursing philosophies and Paradigms in the time range of 1950 to 2020 were searched on the national and international databases and examined using a descriptive analytical approach. The authors reported no conflict of interests. Results: One-dimensional view of and attention only to objective signs are among the criticisms of modernism and the biomedical Paradigm, also, the lack of a solid standard of good or bad, the violation of the law of the community of contradictions by stating the acceptance of some truths in the world and the denial of general rules are among the criticisms of postmodernism and the care Paradigm. The Islamic Paradigm, while having the strengths of the last two Paradigms, does not have their weaknesses. Conclusion: Given the need to present a nursing Paradigm based on the prevailing philosophy of any society, the Islamic Paradigm is proposed as a way out of the challenges created by the current Paradigm in nursing.

Introduction: The modern use of the word Paradigm began with the theoretical ideas of Thomas Kuhn and then the scientific revolution occurred. Paradigm is a set of concepts accepted by scientists in their study area and provides a framework in which scientists can solve scientific problems. Paradigm is what separates science from nonscience.Method: This review was undertaken by library studies using databases such as CINHAL, Proquest, Science direct, Magiran and SID.Results: Nursing Paradigm, like the foundation of a building, determines the goals and boundaries of nursing. In nursing, Paradigm is based on shared values, and assumptions related to key concepts such as the individual, health, environment, and nursing. The boundaries of key concepts are reflected in teaching or nursing culture, work experiences, and values which affect our observations of events and situations. These are the foundation for creating the key concepts of nursing.Conclusion: Some believe that nursing may not have a normal science period; therefore, they believe it is in its Paradigm period. Others believe that if we accept that nursing is in the preParadigm stage then it cannot be considered a science; therefore, because it has a philosophy and is a science it is in the Paradigm stage.