• List of Articles Qajar

      • Open Access Article

        1 - Women and Endowment/vaqf (case study: Tehran city in the Qajar and Pahlavi Eras )
        parvaneh shahhoseyni  
        People's voluntary contributions and activities to manage various affairs, especially in supportive affairs and poverty alleviation, have always been a part of human activities. Endowment or vaqf is one of the ways of social contribution that social groups, including wo More
        People's voluntary contributions and activities to manage various affairs, especially in supportive affairs and poverty alleviation, have always been a part of human activities. Endowment or vaqf is one of the ways of social contribution that social groups, including women, are engaged in. The purpose of this research is to identify how women in Tehran participated in vaqf-related social activities during the Qajar and Pahlavi periods. The research method is documentary-descriptive. The statistical population includes all the endower women of Tehran city in the studied periods whose information is available. The vaqf-related data of these endower women were collected from valid sources, and were analyzed using statistical methods and AHP model. The findings show that the women of Tehran, having the right to own property and financial independence, have had the opportunity to participate in social affairs according to their tendency. Although in both studied periods, the religious motivation for vaqf had a higher position than other motivations, during the Qajar period, part of the development and Construction process of Tehran city has been accomplished through vaqf. The type of endowment sites is closely related to the social class of the endowers. Therefore, since most of the women in the city of Tehran during the Qajar period were mainly from the aristocracy and the lords, their most endowed sites is commercial, with a tendency towards dokan (old small store or shop), which in the Pahlavi era, was replaced with residential sites, especially home. Manuscript profile
      • Open Access Article

        2 - Recognition of the area and elements of Isfahan’s Lonban neighborhood in the Qajar period
        Mahsa Payedar Mohsen Afshary
        Life in the traditional cities of Iran until the end of the Qajar period was organized in the form of a neighborhood, which suffered a physical and functional rupture following the urban development of the Pahlavi period. Over time, changing the lifestyle and accelerati More
        Life in the traditional cities of Iran until the end of the Qajar period was organized in the form of a neighborhood, which suffered a physical and functional rupture following the urban development of the Pahlavi period. Over time, changing the lifestyle and accelerating its process caused semantic changes, isolation and destruction of neighborhood structures from the collective memory of citizens. Since the neighborhood is the bedrock of current life in the old city and the most important residential scale, it is important to study its structure and key elements. However, not much research has been done on the structure of neighborhoods in Isfahan during the Qajar period and in order to identify each neighborhood from the perspective of architectural history studies. In this regard, Lonban neighborhood, which is one of the oldest and largest neighborhoods in Isfahan and located in the western part of the city will be studied in the mentioned period. The purpose of this recognition is to examine and map the historical background of one of the most important historical cities of Iran. The present research has been done by historical-interpretive method and using valid written historical sources. Historical data from which the existence of the neighborhood originated or was important to local people were compiled and extracted as key components from various sources, including maps, travelogues, historiographies, etc., and with different perspectives on the five categories of natural, historical, economic and occupational, demographic, and physical characteristics were explained. Finally, using the studies and matching with Seyyed Reza Khan’s map, the area of this neighborhood in the city of Qajar period was redrawn and the key elements in this neighborhood were identified and their positioning was done. These studies are not only valuable in terms of urban historiography, but as a structure derived from human behaviors and activities over a long period of time and in accordance with their natural environment, it is essential for the process of improving the quality of today’s cities. Manuscript profile
      • Open Access Article

        3 - Hakim Sabziwari’s Impact on the School of Tehran: Continuity of the Qajar Philosophical School of Isfahan
        Mohammad Javad  Sami Saeed  Rahimian
        The present study examines the quality of the realization of Islamic schools of philosophy in the Iranian cultural field between eighth and thirteenth centuries (AH). Initially, the authors discuss the development of such schools from the “Philosophical School of Shiraz More
        The present study examines the quality of the realization of Islamic schools of philosophy in the Iranian cultural field between eighth and thirteenth centuries (AH). Initially, the authors discuss the development of such schools from the “Philosophical School of Shiraz (represented by Qutb al-Din Shirazi and Sadr al-Din Dashtaki) to the “School of Safavid Isfahan (represented by Mir Damad and Mulla Sadra) and from there to the School of Qajar Isfahan (represented by Mulla Ali Nuri and Mulla Isma’il Khwajavi), and finally to the “School of Tehran” (represented by Mulla Ali Mudarris Zunuzi, Mulla Mohammad Reza Ghomshei, and Hakim Jilwah). Then they deal with the key role of Hakim Sabziwari in the development of the third school in the School of Tehran. Clearly, because of the chosen period, there is no place for focusing on the schools preceding the philosophical school of Shiraz, such as “School of Maragheh” (represented by Khawaja Nasir al-Din Tusi) or the schools succeeding the School of Tehran, such as the “Neo-Sadrian School” (represented by ‘Allamah Tabataba’i). In line with the purpose of the study, the authors have tried to refer to the specific features of the four target schools, the social conditions dominating the society, and the reasons behind people’s referring to the distinguished philosophers and scholars of each school. Following a library method of research and a comparative design, this study demonstrates that the rulers’ coercion and cruelty and the scholars’ attempts at granting legitimacy to their acts and following them were the main causes of the creation of certain pseudo-parties and centers around spiritual authorities in the garb of philosophers and Sufis. Manuscript profile
      • Open Access Article

        4 - An analysis of the continuity of elements of ancient political writing in the Qajar
        soudabeh dastitork soheyla torabifarsani naser jadidi
        Although political works have been written in the field of politics and political reflection in Iran and Islam with the aim of recommending appropriate behavior in political life and influencing the political behavior of power-holders, they also address ethical and soci More
        Although political works have been written in the field of politics and political reflection in Iran and Islam with the aim of recommending appropriate behavior in political life and influencing the political behavior of power-holders, they also address ethical and social issues. . At the heart of the discussions of political scribes is the presentation of the framework of the ruling power, its maintenance and reform. The guidelines have based their interpretations and justifications on principles such as the coherence of religion and politics, justice, ethics and religion, the experiences of ancestors, and wisdom and wisdom. The purpose of the guidelines is to show how to "gain power" and "maintain power". Political guidelines address how the political system works and how factors affect the production and distribution of political power. The findings of this study showed that the main purpose of Qajar periodicals is to find practical solutions for the removal of the country and the slavery that they generally regard as deplorable. From this point of view, the Qajar era's instructions differ greatly from those of the predecessors. One of the reasons why the Qajar-era prophets have been included in the scripts is that many of them, like the texts of the ancients, are the first person in the country. The most important aspects of continuity in Qajar policy are topics such as justice, focus on the king's power, the law, the relation of the king and the slave (people), and the relation of religion and politics. Manuscript profile
      • Open Access Article

        5 - Comparative comparison of Ibn Khaldun's theory of nervousness, Weber's charisma and Pareto elites in the rise and fall of the Qajar dynasty
        Qasem  Gol Hosseini Monireh  Kazemi Rashed Shahrzad sasanpur Davood  Ebrahimpour
        History is the science of analyzing past events. Based on this science, historical events are discussed and studied in a time and space sequence. The purpose of this study is a comparative comparison of the theories of Ibn Khaldun's nervousness, Weber's charisma and Par More
        History is the science of analyzing past events. Based on this science, historical events are discussed and studied in a time and space sequence. The purpose of this study is a comparative comparison of the theories of Ibn Khaldun's nervousness, Weber's charisma and Pareto elites in the rise and fall of the Qajar dynasty in order to fill the research gaps in this regard. The research method is comparative-historical comparison. Documents will also be used in this method. The findings of the research are that Ibn Khaldun in his introduction has used and generalized the concept of nervousness in explaining how and why the periodic evolution of history, emergence and fall of dynasties. According to Ibn Khaldun, nervousness is the unity and social solidarity between a group, tribe, people and nation. Max Weber also considers the three sources of legitimacy and political authority in social movements in three aspects (tradition, rationality and charisma). Charisma refers to the character of a person who, in person or in the eyes of others, has extraordinary leadership power. Also in Pareto's elite displacement theory, among the members of a group, the most deserving members of that group are called elites. The results of the study show that following the gradual decline of the Safavid dynasty and the invasion of the Afghans, the nervousness, charisma, elitism and, above all, the legitimacy of the Safavid rulers and rulers were questioned and Nader Shah replaced Karim Khan Zand after a while; But with the death of Karim Khan and during the rule of Lotfali Khan Zand, the leaders of Qajar people and especially Agha Mohammad Khan Qajar with the power of nervousness, charisma and elite among his people, in 1117 A.D. was able to subdue them and cause the emergence of Qajar dynasty. But again, during the inevitable tradition of the evolution of history, his untimely death left his heirs unable to expand their dominance alongside influential global factors such as the Iran-Russia wars, World War I, British intervention, and internal factors. And by reducing the force of nervousness, charisma and elite in Aqaba, the Qajar rulers, to prepare the ground for the removal of Ahmad Shah and the fall of the Qajar dynasty and the rise of Reza Khan and the emergence of the Pahlavi dynasty in 1304 AH. Manuscript profile
      • Open Access Article

        6 - Formulation of the design principles of physical elements of the mosque with emphasis on form hierarchies in order to increase attendance (Case Study: Mosque of Qajar period in Shiraz)
        Hadi Keshmiri ali akbar heidari fatemeh emad
        In the last decade, more than before, there is a need to find a solution to increase interest in attending mosques. With the modernization of human life, human’s spiritual need for worship has made them need to attend mosques. However, human beings are less interested i More
        In the last decade, more than before, there is a need to find a solution to increase interest in attending mosques. With the modernization of human life, human’s spiritual need for worship has made them need to attend mosques. However, human beings are less interested in using and staying in these spaces than before. This research first seeks to find the answer to the question, what is the formal hierarchy of mosques during the Qajar period in Shiraz? And secondly, what are the principles of designing the physical elements of the mosque with an emphasis on form hierarchies in order to increase attendance? The purpose of this article is to find principles for designing mosques with emphasis on shape hierarchy in order to increase attendance. For this purpose, the principle of hierarchy in mosques was first discussed with field studies and library surveys. Then the design proposals were prepared according to the criteria of visual ecology obtained in library studies. These suggestions were evaluated in the form of a questionnaire among experts using the Delphi method. Then, the results of this questionnaire were analyzed in SPSS v25 software to check compliance or non-compliance, the degree of influence and the importance of the proposed solutions in the Qajar mosques of Shiraz. According to the analysis carried out in this research, the most effective solutions that can create a formal hierarchy, as a result of increasing spirituality and interest in attending mosques, are solutions such as increasing "additional and decorative elements" and "Make the roof lines more visible" in the design. Manuscript profile
      • Open Access Article

        7 - Analysis of social logic governing the body of space in the historical-cultural context of Boshrouyeh in the Qajar era with a syntactic approach
        saeede pourabedini abed taghavi hasan hashemi zarj abad
        What is translation of cities is the way that this discipline entails the arrangement of different land uses suitable and compatible distribution of urban facilities beside each other as well as the roads network at the localities level. The desired neighboring of inf More
        What is translation of cities is the way that this discipline entails the arrangement of different land uses suitable and compatible distribution of urban facilities beside each other as well as the roads network at the localities level. The desired neighboring of infrastructure and urban facilities on the localities has resulted in preventing the establishment of social inequalities and consequently spatial inequality and spatial inequality in the areas that have influence on the function of spatial and spatial configuration of cities in the context of time and space. The aim of this research is to read the Integration spatial behavior between man and the environment in the historical context of the city of Beshravieh in the Qajar period, which has become the basis for the emergence of spatial organization and social logic of space and correlation in the physical-functional structure of the neighborhoods of this city.The current research is applied research in terms of its purpose and descriptive-analytical in terms of its nature and method. The theoretical information of the research has been collected from the method of library studies and using the findings, documents and documents of the cultural heritage of Beshravieh city. And in order to read the social logic of the space governing the spatial body of the neighborhoods of Beshravieh city, two quantitative guidelines (relationships, indicators of space syntax) and qualitative (idea of space syntax) existing in the theory of space arrangement have been used.According to the theory of space syntax, what was the role of physical-functional factors in shaping and developing the social logic of the space of Beshravieh city in the Qajar era? The results of the research show: the building elements of the physical structure of the neighborhoods of Beshravieh in the Qajar era were formed in order to meet the needs of the residents of the neighborhoods and in order to preserve and strengthen its cultural-social identity. And they have also been responsible for creating correlation between the physical elements of the neighborhoods. The achievement of this spatial order is the existence of spatial unity in the whole and its function in the minuscule. Manuscript profile
      • Open Access Article

        8 - The Conceptual Course of the Limitation of Power in the Political Thought of the Qajar Era (Transition Process from Authoritarian Monarchy to Constitutional Monarchy)
        Abialghasem Shahryari Seyed Hossein  Athari mohsen khalili mahdi najafzadeh
        Investigating the history of the political thought of power limitation in the Qajar era, which led to the constitutional monarchy, is the aim of the present study, and the question has been raised that what process the concept of constitutional monarchy goes through as More
        Investigating the history of the political thought of power limitation in the Qajar era, which led to the constitutional monarchy, is the aim of the present study, and the question has been raised that what process the concept of constitutional monarchy goes through as the final manifestation of the power limitation in the Qajar era. Skinner's research program was selected as the basis of the research, which believes in the historical course of thought, and considers it identifiable through linguistic conventions. The result of the study shows that the constitutional monarchy is the result of the development of three linguistic covenants in the limitation of power: the limitation of power first entered the field of Iranian political thought during the reign of Feth Ali Shah as the limited king, and then in the Nasrid era with two covenants of absolute monarchy. And moderate monarchy developed. The final course of the idea of power limitation was in the era of Mozaffari, when the continuation of the autocratic monarchy led to very unfavorable conditions in Iran and the transition from it was considered a constitutional monarchy. In Skinner's opinion, all the processes used to limit power in the Qajar era are corrective measures to legitimize the political system. Manuscript profile
      • Open Access Article

        9 - Statistics of Vital components from overviewing the Traditional Courtyard Houses of Yazd
        Seyed Mohammad kazemi Hossein Mahdavipour Shahrbabak Seyed Ali Akbar  Koosheshgaran
        Life is one of the valid categories in architecture. In spite, the fact that some experts in the contemporary period have paid attention to the issue of life and the effective components in its formation as a special quality, but in architecture of this period, one rare More
        Life is one of the valid categories in architecture. In spite, the fact that some experts in the contemporary period have paid attention to the issue of life and the effective components in its formation as a special quality, but in architecture of this period, one rarely sees the presence of vital components in the constructions. This is despite the fact that in the architecture of the pre-modern periods, these features can be received so that it creates a level of quality. In the architecture of the pre-modern period the house has more value among the buildings built. In these houses, the courtyard is one of the important spaces as the focal attention and through this the dignity of all the house spaces originates from it. Therefore, the main research problem is that; What are the vital quality components in Qajar architecture of Yazd? In order to approach a level of physical and mental life in the houses of the contemporary period, knowing the components and the possibility of their application is the main goal of this article. Qualitative research method is among the methods that provide the possibility of obtaining reliable results in this research. Therefore, based on the foundation data method and field research, we will introduce extractive components. For this purpose, by selecting examples of houses of the Qajar period in Yazd, which seem to have this quality, an attempt has been made to identify the components that create or strengthen vitality in architecture. The research results indicate that the evaluated components, in addition to having diversity, also follow a semantic level, so that these levels are closely related to the territorial talents and knowledge skills and architect vision. Also, the components explained by some architectural theorists, including Alexander, can be proven in the architecture of Qajar period houses in Yazd and have relative validity. Manuscript profile
      • Open Access Article

        10 - Comparative analysis of the role of culture and climate on the design criteria of Qajar houses (case study: "hot and humid" and " mild and humid" climates of Iran)
        Ali  Mashhadi Aila Sinaei
        Throughout history, human has spent his life in different architectural bodies, which is the final product of man's attitude, his behavioral needs, social religious, economic and climatic conditions. The effect of each of the mentioned factors on the configuration of th More
        Throughout history, human has spent his life in different architectural bodies, which is the final product of man's attitude, his behavioral needs, social religious, economic and climatic conditions. The effect of each of the mentioned factors on the configuration of the architectural form of the houses is different, but the influence of culture and climate as the most key factors affecting the architectural characteristics is undeniable. The aim of this research is to get an attitude on the role of culture and climate on the design criteria of Qajar houses in the hot and humid and mild and humid climates of Iran with the approach of comparative analysis in order to find out the influence of each of the physical characteristics from this. Slow identification factors. The research method in this article is in the field of qualitative method and the collection of materials was done by library method and field observation. In the process of analysis, four Qajar houses with two different forms of central courtyard and block were selected in the key cities of the mentioned climates in order to determine the role of culture and climate in the architectural factors through comparative analysis. The results of the research showed that in the hot and humid climate, the criteria of hierarchy, facade and decorations, light and illumination were more influenced by culture and the climate had the greatest impact on the house form, orientation, materials and performance, while In a mild and humid climate, culture has the greatest impact on the geometry, hierarchy and scale of houses, and the climate factor has been effective on the composition, function and form of the house. Manuscript profile
      • Open Access Article

        11 - Evaluation of the Structural Model and Spatial Organization of Schools in the First Qajar and Pahlavi Periods (Case Examples of Schools in Tabriz and Urmia)
        ZAHRA FARZANEH SAHAR TOOFAN ARASH SAGHAFI ASL
        The architecture of traditional schools is often symmetrically formed around one or two perpendicular axes. The main elements of the school building are located on both sides of the axis, and the design of the courtyard is such that it strengthens the centrality of the More
        The architecture of traditional schools is often symmetrically formed around one or two perpendicular axes. The main elements of the school building are located on both sides of the axis, and the design of the courtyard is such that it strengthens the centrality of the courtyard and the overall structure. In the architecture of traditional schools, the design and construction of the space is done according to the perceptive capabilities and material and spiritual needs of humans. The main purpose of the research is to know the spatial organization, to examine and compare the elements, and the structural patterns of schools in Tabriz and Urmia in the Qajar and Pahlavi period. In this article, first of all, qualitatively, it examines the structural patterns and spatial organization and the quality of schools, and then by comparing and evaluating the research findings, for the purpose of statistical analysis, processing quantitative data using indicators and tests. Statistics have been done. This research deals with choosing two consecutive historical periods (Qajar and Pahlavi) as a starting point in the change and evolution of the structure of schools. The research with applied approach and descriptive and analytical research method, using field and library information collection, examines the patterns of schools in these periods. The technique of collecting information by means of a questionnaire depending on the answers of the researchers and analyzing the data collected with SPSS descriptive statistics method of skewness and kurtosis and histogram chart to compare the schools of Qajar and Pahlavi period, using statistical analysis and correlation and The test of received indicators was done, and finally the results were extracted. The numerical value of Cronbach's alpha coefficient is equal to 0.707 considering the 9 questions of the questionnaire, which shows that the reliability of the questionnaire is average. For the comparative study of schools, Tabriz Dar al-Funun School, Rushdieh Tabriz, Ferdowsi Tabriz, Anoushirvan Tabriz, Chamran Urmia, Teb Urmia, Tawheed Tabriz (Parvin Etisami) were selected from Qajar and Pahlavi schools. Then, the desired indicators were determined and checked for comparison. Based on this, the most important result of this research is benefiting from suitable design patterns such as centrality, layering, overlapping courtyards, reflection and diversity in school architecture and stretching of plans and entrance in the center, the importance of setting environmental conditions, stretching east and west. And being sunny is important on the one hand, and on the other hand, the era was the neoclassical era, buildings were mostly symmetrical in Europe, and influence from the West was important both in school education and in the shape and body of schools. As a result, the educational spaces from the school mosque with a central courtyard pattern later changed to schools with an elongated plan pattern, and the educational evolution in the Qajar period followed the concept of physical-shape continuity of the traditional Iranian architectural format and items such as the central courtyard, module and frame The arrangement of views and symmetry, introversion and appropriate geometry, etc. can be seen. Manuscript profile
      • Open Access Article

        12 - Islamic Philosophy’s Encounter with Western Philosophy in Qajar Period
        Tahereh Kamalizadeh
        The Qajar Period is of great significance in contemporary history of Iran from different aspects, particularly cultural and scientific ones. On the one hand, during this period Islamic philosophy and wisdom came to fruition in the new capital city with the establishment More
        The Qajar Period is of great significance in contemporary history of Iran from different aspects, particularly cultural and scientific ones. On the one hand, during this period Islamic philosophy and wisdom came to fruition in the new capital city with the establishment of Tehran’s philosophical school, and the beginning of cultural change and rationalism in this city resulted in its scientific and cultural flourishing. On the other hand, this period marked the commencement of cultural relationships with modern Europe and introduction of modern Western philosophy to Iran through the translation of educational and political texts and books. However, this event was not taken seriously by either masters and researchers of Islamic philosophy or intellectuals and did not lead to a serious philosophical challenge during this period. Using a descriptive-analytic method entailing library research and document analysis, this study investigates two main approaches to modern Western Philosophy, modernist and kalami, in Qajar Period. The focus of this paper is on the encounter of masters of Islamic philosophy with modern Western philosophy. The findings indicate the lack of a serious attention to this philosophy in the traditional field of Islamic philosophy, particularly in Tehran School and lack of any interaction with it on the part of philosophers, teachers, and researchers engaged in Islamic philosophy. Here, while criticizing this encounter and investigating its various cultural, social, and epistemological reasons, the author suggests a dialog and interaction with modern philosophy instead of banishing and ignoring it. Manuscript profile
      • Open Access Article

        13 - Etiquette Guides in the Qajar Era
        MOHAMMAD REZA HAJI AGHA BABAEI Faezeh  Saadati Masroor
        <p><!-- [if gte mso 9]><xml> <o:OfficeDocumentSettings> <o:RelyOnVML/> <o:AllowPNG/> <o:TargetScreenSize>1024x768</o:TargetScreenSize> </o:OfficeDocumentSettings> </xml><![endif]--><!-- [if gte mso 9]><xml> <w:WordDocument> <w:View>Normal</w:View> More
        <p><!-- [if gte mso 9]><xml> <o:OfficeDocumentSettings> <o:RelyOnVML/> <o:AllowPNG/> <o:TargetScreenSize>1024x768</o:TargetScreenSize> </o:OfficeDocumentSettings> </xml><![endif]--><!-- [if gte mso 9]><xml> <w:WordDocument> <w:View>Normal</w:View> <w:Zoom>0</w:Zoom> <w:TrackMoves/> <w:TrackFormatting/> <w:PunctuationKerning/> <w:ValidateAgainstSchemas/> <w:SaveIfXMLInvalid>false</w:SaveIfXMLInvalid> <w:IgnoreMixedContent>false</w:IgnoreMixedContent> <w:AlwaysShowPlaceholderText>false</w:AlwaysShowPlaceholderText> <w:DoNotPromoteQF/> <w:LidThemeOther>EN-US</w:LidThemeOther> <w:LidThemeAsian>X-NONE</w:LidThemeAsian> <w:LidThemeComplexScript>AR-SA</w:LidThemeComplexScript> <w:Compatibility> <w:BreakWrappedTables/> <w:SnapToGridInCell/> <w:WrapTextWithPunct/> <w:UseAsianBreakRules/> <w:DontGrowAutofit/> <w:SplitPgBreakAndParaMark/> <w:DontVertAlignCellWithSp/> <w:DontBreakConstrainedForcedTables/> <w:DontVertAlignInTxbx/> <w:Word11KerningPairs/> <w:CachedColBalance/> </w:Compatibility> <m:mathPr> <m:mathFont m:val="Cambria Math"/> <m:brkBin m:val="before"/> <m:brkBinSub m:val="--"/> <m:smallFrac m:val="off"/> <m:dispDef/> <m:lMargin m:val="0"/> <m:rMargin m:val="0"/> <m:defJc m:val="centerGroup"/> <m:wrapIndent m:val="1440"/> <m:intLim m:val="subSup"/> <m:naryLim m:val="undOvr"/> </m:mathPr></w:WordDocument> </xml><![endif]--><!-- [if gte mso 9]><xml> <w:LatentStyles DefLockedState="false" DefUnhideWhenUsed="true" DefSemiHidden="true" DefQFormat="false" DefPriority="99" LatentStyleCount="267"> <w:LsdException Locked="false" Priority="0" SemiHidden="false" UnhideWhenUsed="false" QFormat="true" Name="Normal"/> <w:LsdException Locked="false" Priority="9" SemiHidden="false" UnhideWhenUsed="false" QFormat="true" Name="heading 1"/> <w:LsdException Locked="false" Priority="9" QFormat="true" Name="heading 2"/> <w:LsdException Locked="false" Priority="9" QFormat="true" Name="heading 3"/> <w:LsdException Locked="false" Priority="9" QFormat="true" Name="heading 4"/> <w:LsdException Locked="false" Priority="9" QFormat="true" Name="heading 5"/> <w:LsdException Locked="false" Priority="9" QFormat="true" Name="heading 6"/> <w:LsdException Locked="false" Priority="9" QFormat="true" Name="heading 7"/> <w:LsdException Locked="false" Priority="9" QFormat="true" Name="heading 8"/> <w:LsdException Locked="false" Priority="9" QFormat="true" Name="heading 9"/> <w:LsdException Locked="false" Priority="39" Name="toc 1"/> <w:LsdException Locked="false" Priority="39" Name="toc 2"/> <w:LsdException Locked="false" Priority="39" Name="toc 3"/> <w:LsdException Locked="false" Priority="39" Name="toc 4"/> <w:LsdException Locked="false" Priority="39" Name="toc 5"/> <w:LsdException Locked="false" Priority="39" Name="toc 6"/> <w:LsdException Locked="false" Priority="39" Name="toc 7"/> <w:LsdException Locked="false" Priority="39" Name="toc 8"/> <w:LsdException Locked="false" Priority="39" Name="toc 9"/> <w:LsdException Locked="false" Priority="35" QFormat="true" Name="caption"/> <w:LsdException Locked="false" Priority="10" SemiHidden="false" UnhideWhenUsed="false" QFormat="true" Name="Title"/> <w:LsdException Locked="false" Priority="0" Name="Default Paragraph Font"/> <w:LsdException Locked="false" Priority="11" SemiHidden="false" UnhideWhenUsed="false" QFormat="true" Name="Subtitle"/> <w:LsdException Locked="false" Priority="22" SemiHidden="false" UnhideWhenUsed="false" QFormat="true" Name="Strong"/> <w:LsdException Locked="false" Priority="20" SemiHidden="false" UnhideWhenUsed="false" QFormat="true" Name="Emphasis"/> <w:LsdException Locked="false" Priority="59" SemiHidden="false" UnhideWhenUsed="false" Name="Table Grid"/> <w:LsdException Locked="false" UnhideWhenUsed="false" Name="Placeholder Text"/> <w:LsdException Locked="false" Priority="1" SemiHidden="false" UnhideWhenUsed="false" QFormat="true" Name="No Spacing"/> <w:LsdException Locked="false" Priority="60" SemiHidden="false" UnhideWhenUsed="false" Name="Light Shading"/> <w:LsdException Locked="false" Priority="61" SemiHidden="false" UnhideWhenUsed="false" Name="Light List"/> <w:LsdException Locked="false" Priority="62" SemiHidden="false" UnhideWhenUsed="false" Name="Light Grid"/> <w:LsdException Locked="false" Priority="63" SemiHidden="false" UnhideWhenUsed="false" Name="Medium Shading 1"/> <w:LsdException Locked="false" Priority="64" SemiHidden="false" UnhideWhenUsed="false" Name="Medium Shading 2"/> <w:LsdException Locked="false" Priority="65" SemiHidden="false" UnhideWhenUsed="false" Name="Medium List 1"/> <w:LsdException Locked="false" Priority="66" SemiHidden="false" UnhideWhenUsed="false" Name="Medium List 2"/> <w:LsdException Locked="false" Priority="67" SemiHidden="false" UnhideWhenUsed="false" Name="Medium Grid 1"/> <w:LsdException Locked="false" Priority="68" SemiHidden="false" UnhideWhenUsed="false" Name="Medium Grid 2"/> <w:LsdException Locked="false" Priority="69" SemiHidden="false" UnhideWhenUsed="false" Name="Medium Grid 3"/> <w:LsdException Locked="false" Priority="70" SemiHidden="false" UnhideWhenUsed="false" Name="Dark List"/> <w:LsdException Locked="false" Priority="71" SemiHidden="false" UnhideWhenUsed="false" Name="Colorful Shading"/> <w:LsdException Locked="false" Priority="72" SemiHidden="false" UnhideWhenUsed="false" Name="Colorful List"/> <w:LsdException Locked="false" Priority="73" SemiHidden="false" UnhideWhenUsed="false" Name="Colorful Grid"/> <w:LsdException Locked="false" Priority="60" SemiHidden="false" UnhideWhenUsed="false" Name="Light Shading Accent 1"/> <w:LsdException Locked="false" Priority="61" SemiHidden="false" UnhideWhenUsed="false" Name="Light List Accent 1"/> <w:LsdException Locked="false" Priority="62" SemiHidden="false" UnhideWhenUsed="false" Name="Light Grid Accent 1"/> <w:LsdException Locked="false" Priority="63" SemiHidden="false" UnhideWhenUsed="false" Name="Medium Shading 1 Accent 1"/> <w:LsdException Locked="false" Priority="64" SemiHidden="false" UnhideWhenUsed="false" Name="Medium Shading 2 Accent 1"/> <w:LsdException Locked="false" Priority="65" SemiHidden="false" UnhideWhenUsed="false" Name="Medium List 1 Accent 1"/> <w:LsdException Locked="false" UnhideWhenUsed="false" Name="Revision"/> <w:LsdException Locked="false" Priority="34" SemiHidden="false" UnhideWhenUsed="false" QFormat="true" Name="List Paragraph"/> <w:LsdException Locked="false" Priority="29" SemiHidden="false" UnhideWhenUsed="false" QFormat="true" Name="Quote"/> <w:LsdException Locked="false" Priority="30" SemiHidden="false" UnhideWhenUsed="false" QFormat="true" Name="Intense Quote"/> <w:LsdException Locked="false" Priority="66" SemiHidden="false" UnhideWhenUsed="false" Name="Medium List 2 Accent 1"/> <w:LsdException Locked="false" Priority="67" SemiHidden="false" UnhideWhenUsed="false" Name="Medium Grid 1 Accent 1"/> <w:LsdException Locked="false" Priority="68" SemiHidden="false" UnhideWhenUsed="false" Name="Medium Grid 2 Accent 1"/> <w:LsdException Locked="false" Priority="69" SemiHidden="false" UnhideWhenUsed="false" Name="Medium Grid 3 Accent 1"/> <w:LsdException Locked="false" Priority="70" SemiHidden="false" UnhideWhenUsed="false" Name="Dark List Accent 1"/> <w:LsdException Locked="false" Priority="71" SemiHidden="false" UnhideWhenUsed="false" Name="Colorful Shading Accent 1"/> <w:LsdException Locked="false" Priority="72" SemiHidden="false" UnhideWhenUsed="false" Name="Colorful List Accent 1"/> <w:LsdException Locked="false" Priority="73" SemiHidden="false" UnhideWhenUsed="false" Name="Colorful Grid Accent 1"/> <w:LsdException Locked="false" Priority="60" SemiHidden="false" UnhideWhenUsed="false" Name="Light Shading Accent 2"/> <w:LsdException Locked="false" Priority="61" SemiHidden="false" UnhideWhenUsed="false" Name="Light List Accent 2"/> <w:LsdException Locked="false" Priority="62" SemiHidden="false" UnhideWhenUsed="false" Name="Light Grid Accent 2"/> <w:LsdException Locked="false" Priority="63" SemiHidden="false" UnhideWhenUsed="false" Name="Medium Shading 1 Accent 2"/> <w:LsdException Locked="false" Priority="64" SemiHidden="false" UnhideWhenUsed="false" Name="Medium Shading 2 Accent 2"/> <w:LsdException Locked="false" Priority="65" SemiHidden="false" UnhideWhenUsed="false" Name="Medium List 1 Accent 2"/> <w:LsdException Locked="false" Priority="66" SemiHidden="false" UnhideWhenUsed="false" Name="Medium List 2 Accent 2"/> <w:LsdException Locked="false" Priority="67" SemiHidden="false" UnhideWhenUsed="false" Name="Medium Grid 1 Accent 2"/> <w:LsdException Locked="false" Priority="68" SemiHidden="false" UnhideWhenUsed="false" Name="Medium Grid 2 Accent 2"/> <w:LsdException Locked="false" Priority="69" SemiHidden="false" UnhideWhenUsed="false" Name="Medium Grid 3 Accent 2"/> <w:LsdException Locked="false" Priority="70" SemiHidden="false" UnhideWhenUsed="false" Name="Dark List Accent 2"/> <w:LsdException Locked="false" Priority="71" SemiHidden="false" UnhideWhenUsed="false" Name="Colorful Shading Accent 2"/> <w:LsdException Locked="false" Priority="72" SemiHidden="false" UnhideWhenUsed="false" Name="Colorful List Accent 2"/> <w:LsdException Locked="false" Priority="73" SemiHidden="false" UnhideWhenUsed="false" Name="Colorful Grid Accent 2"/> <w:LsdException Locked="false" Priority="60" SemiHidden="false" UnhideWhenUsed="false" Name="Light Shading Accent 3"/> <w:LsdException Locked="false" Priority="61" SemiHidden="false" UnhideWhenUsed="false" Name="Light List Accent 3"/> <w:LsdException Locked="false" Priority="62" SemiHidden="false" UnhideWhenUsed="false" Name="Light Grid Accent 3"/> <w:LsdException Locked="false" Priority="63" SemiHidden="false" UnhideWhenUsed="false" Name="Medium Shading 1 Accent 3"/> <w:LsdException Locked="false" Priority="64" SemiHidden="false" UnhideWhenUsed="false" Name="Medium Shading 2 Accent 3"/> <w:LsdException Locked="false" Priority="65" SemiHidden="false" UnhideWhenUsed="false" Name="Medium List 1 Accent 3"/> <w:LsdException Locked="false" Priority="66" SemiHidden="false" UnhideWhenUsed="false" Name="Medium List 2 Accent 3"/> <w:LsdException Locked="false" Priority="67" SemiHidden="false" UnhideWhenUsed="false" Name="Medium Grid 1 Accent 3"/> <w:LsdException Locked="false" Priority="68" SemiHidden="false" UnhideWhenUsed="false" Name="Medium Grid 2 Accent 3"/> <w:LsdException Locked="false" Priority="69" SemiHidden="false" UnhideWhenUsed="false" Name="Medium Grid 3 Accent 3"/> <w:LsdException Locked="false" Priority="70" SemiHidden="false" UnhideWhenUsed="false" Name="Dark List Accent 3"/> <w:LsdException Locked="false" Priority="71" SemiHidden="false" UnhideWhenUsed="false" Name="Colorful Shading Accent 3"/> <w:LsdException Locked="false" Priority="72" SemiHidden="false" UnhideWhenUsed="false" Name="Colorful List Accent 3"/> <w:LsdException Locked="false" Priority="73" SemiHidden="false" UnhideWhenUsed="false" Name="Colorful Grid Accent 3"/> <w:LsdException Locked="false" Priority="60" SemiHidden="false" UnhideWhenUsed="false" Name="Light Shading Accent 4"/> <w:LsdException Locked="false" Priority="61" SemiHidden="false" UnhideWhenUsed="false" Name="Light List Accent 4"/> <w:LsdException Locked="false" Priority="62" SemiHidden="false" UnhideWhenUsed="false" Name="Light Grid Accent 4"/> <w:LsdException Locked="false" Priority="63" SemiHidden="false" UnhideWhenUsed="false" Name="Medium Shading 1 Accent 4"/> <w:LsdException Locked="false" Priority="64" SemiHidden="false" UnhideWhenUsed="false" Name="Medium Shading 2 Accent 4"/> <w:LsdException Locked="false" Priority="65" SemiHidden="false" UnhideWhenUsed="false" Name="Medium List 1 Accent 4"/> <w:LsdException Locked="false" Priority="66" SemiHidden="false" UnhideWhenUsed="false" Name="Medium List 2 Accent 4"/> <w:LsdException Locked="false" Priority="67" SemiHidden="false" UnhideWhenUsed="false" Name="Medium Grid 1 Accent 4"/> <w:LsdException Locked="false" Priority="68" SemiHidden="false" UnhideWhenUsed="false" Name="Medium Grid 2 Accent 4"/> <w:LsdException Locked="false" Priority="69" SemiHidden="false" UnhideWhenUsed="false" Name="Medium Grid 3 Accent 4"/> <w:LsdException Locked="false" Priority="70" SemiHidden="false" UnhideWhenUsed="false" Name="Dark List Accent 4"/> <w:LsdException Locked="false" Priority="71" SemiHidden="false" UnhideWhenUsed="false" Name="Colorful Shading Accent 4"/> <w:LsdException Locked="false" Priority="72" SemiHidden="false" UnhideWhenUsed="false" Name="Colorful List Accent 4"/> <w:LsdException Locked="false" Priority="73" SemiHidden="false" UnhideWhenUsed="false" Name="Colorful Grid Accent 4"/> <w:LsdException Locked="false" Priority="60" SemiHidden="false" UnhideWhenUsed="false" Name="Light Shading Accent 5"/> <w:LsdException Locked="false" Priority="61" SemiHidden="false" UnhideWhenUsed="false" Name="Light List Accent 5"/> <w:LsdException Locked="false" Priority="62" SemiHidden="false" UnhideWhenUsed="false" Name="Light Grid Accent 5"/> <w:LsdException Locked="false" Priority="63" SemiHidden="false" UnhideWhenUsed="false" Name="Medium Shading 1 Accent 5"/> <w:LsdException Locked="false" Priority="64" SemiHidden="false" UnhideWhenUsed="false" Name="Medium Shading 2 Accent 5"/> <w:LsdException Locked="false" Priority="65" SemiHidden="false" UnhideWhenUsed="false" Name="Medium List 1 Accent 5"/> <w:LsdException Locked="false" Priority="66" SemiHidden="false" UnhideWhenUsed="false" Name="Medium List 2 Accent 5"/> <w:LsdException Locked="false" Priority="67" SemiHidden="false" UnhideWhenUsed="false" Name="Medium Grid 1 Accent 5"/> <w:LsdException Locked="false" Priority="68" SemiHidden="false" UnhideWhenUsed="false" Name="Medium Grid 2 Accent 5"/> <w:LsdException Locked="false" Priority="69" SemiHidden="false" UnhideWhenUsed="false" Name="Medium Grid 3 Accent 5"/> <w:LsdException Locked="false" Priority="70" SemiHidden="false" UnhideWhenUsed="false" Name="Dark List Accent 5"/> <w:LsdException Locked="false" Priority="71" SemiHidden="false" UnhideWhenUsed="false" Name="Colorful Shading Accent 5"/> <w:LsdException Locked="false" Priority="72" SemiHidden="false" UnhideWhenUsed="false" Name="Colorful List Accent 5"/> <w:LsdException Locked="false" Priority="73" SemiHidden="false" UnhideWhenUsed="false" Name="Colorful Grid Accent 5"/> <w:LsdException Locked="false" Priority="60" SemiHidden="false" UnhideWhenUsed="false" Name="Light Shading Accent 6"/> <w:LsdException Locked="false" Priority="61" SemiHidden="false" UnhideWhenUsed="false" Name="Light List Accent 6"/> <w:LsdException Locked="false" Priority="62" SemiHidden="false" UnhideWhenUsed="false" Name="Light Grid Accent 6"/> <w:LsdException Locked="false" Priority="63" SemiHidden="false" UnhideWhenUsed="false" Name="Medium Shading 1 Accent 6"/> <w:LsdException Locked="false" Priority="64" SemiHidden="false" UnhideWhenUsed="false" Name="Medium Shading 2 Accent 6"/> <w:LsdException Locked="false" Priority="65" SemiHidden="false" UnhideWhenUsed="false" Name="Medium List 1 Accent 6"/> <w:LsdException Locked="false" Priority="66" SemiHidden="false" UnhideWhenUsed="false" Name="Medium List 2 Accent 6"/> <w:LsdException Locked="false" Priority="67" SemiHidden="false" UnhideWhenUsed="false" Name="Medium Grid 1 Accent 6"/> <w:LsdException Locked="false" Priority="68" SemiHidden="false" UnhideWhenUsed="false" Name="Medium Grid 2 Accent 6"/> <w:LsdException Locked="false" Priority="69" SemiHidden="false" UnhideWhenUsed="false" Name="Medium Grid 3 Accent 6"/> <w:LsdException Locked="false" Priority="70" SemiHidden="false" UnhideWhenUsed="false" Name="Dark List Accent 6"/> <w:LsdException Locked="false" Priority="71" SemiHidden="false" UnhideWhenUsed="false" Name="Colorful Shading Accent 6"/> <w:LsdException Locked="false" Priority="72" SemiHidden="false" UnhideWhenUsed="false" Name="Colorful List Accent 6"/> <w:LsdException Locked="false" Priority="73" SemiHidden="false" UnhideWhenUsed="false" Name="Colorful Grid Accent 6"/> <w:LsdException Locked="false" Priority="19" SemiHidden="false" UnhideWhenUsed="false" QFormat="true" Name="Subtle Emphasis"/> <w:LsdException Locked="false" Priority="21" SemiHidden="false" UnhideWhenUsed="false" QFormat="true" Name="Intense Emphasis"/> <w:LsdException Locked="false" Priority="31" SemiHidden="false" UnhideWhenUsed="false" QFormat="true" Name="Subtle Reference"/> <w:LsdException Locked="false" Priority="32" SemiHidden="false" UnhideWhenUsed="false" QFormat="true" Name="Intense Reference"/> <w:LsdException Locked="false" Priority="33" SemiHidden="false" UnhideWhenUsed="false" QFormat="true" Name="Book Title"/> <w:LsdException Locked="false" Priority="37" Name="Bibliography"/> <w:LsdException Locked="false" Priority="39" QFormat="true" Name="TOC Heading"/> </w:LatentStyles> </xml><![endif]--><!-- [if gte mso 10]> <style> /* Style Definitions */ table.MsoNormalTable {mso-style-name:"Table Normal"; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-priority:99; mso-style-qformat:yes; mso-style-parent:""; mso-padding-alt:0cm 5.4pt 0cm 5.4pt; mso-para-margin:0cm; mso-para-margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:10.0pt; font-family:"Times New Roman","serif";} </style> <![endif]--></p> <p class="MsoNormal" style="text-align: justify; line-height: 97%; tab-stops: center 170.05pt right 340.15pt;"><span style="mso-bidi-font-family: 'B Nazanin'; color: black;">In this study, research data was purposefully gathered through documentary research. While comprehensive statistics on Qajar-era etiquette guides are unavailable, library research and manuscript catalogs yielded forty etiquette guides within the study's scope, analyzed descriptively and analytically</span><span dir="RTL" lang="AR-SA" style="font-family: 'B Nazanin'; color: black;">.</span></p> <p>&nbsp;<span style="mso-bidi-font-family: 'B Nazanin'; color: black;"><br /></span></p> <p>&nbsp;</p> <p class="MsoNormal" style="text-align: justify; line-height: 97%; tab-stops: center 170.05pt right 340.15pt;"><strong><span style="mso-bidi-font-family: 'B Nazanin'; color: black;">Introduction</span></strong></p> <p>&nbsp;<span style="mso-bidi-font-family: 'B Nazanin'; color: black;">The Qajar period (1797-1925 AD) is considered one of the most turbulent eras in Iranian history. Despite political instability and the inefficacy of rulers and many government officials, from the mid-Qajar era onwards, this period witnessed remarkable cultural and social transformations. Iranians' exposure to the West and their efforts to learn new sciences and modern elements gradually transformed Iran from a backward nation, mired in ignorance and superstition, into a country on the path to development and progress. Nevertheless, various internal and external factors posed numerous challenges, hindering significant progress in this developmental trajectory. From the mid-Qajar era, a spirit of innovation became apparent in various fields. The Naser al-Din Shah era and subsequent periods saw a clash between traditionalists and modernists, with different segments of Iranian society striving to expand new sciences and introduce fresh perspectives</span><span dir="RTL" lang="AR-SA" style="font-family: 'B Nazanin'; color: black;">.</span></p> <p>&nbsp;</p> <p class="MsoNormal" style="text-align: justify; line-height: 97%; tab-stops: center 170.05pt right 340.15pt;"><span style="mso-bidi-font-family: 'B Nazanin'; color: black;">The mid-Qajar period also marked a growing interest in instructional literature, especially in the writing of etiquette guides. These texts provided educational content on subjects such as individual and social lifestyle, vocational training, various games and entertainment, and more. An etiquette guide is a broad term for instructional texts that offer practical teachings in various aspects of personal and social life, aiming to equip individuals with the necessary skills for social participation</span><span dir="RTL" lang="AR-SA" style="font-family: 'B Nazanin'; color: black;">.</span></p> <p>&nbsp;</p> <p class="MsoNormal" style="text-align: justify; line-height: 97%; tab-stops: center 170.05pt right 340.15pt;"><strong><span style="mso-bidi-font-family: 'B Nazanin'; color: black;">Research Background</span></strong></p> <p>&nbsp;<span style="mso-bidi-font-family: 'B Nazanin'; color: black;">due to the importance of the issue of Etiquette Guides in the Qajar era, so far there has been little research in this field, only some of the species have been studied in research with a historical approach</span><span dir="RTL" lang="AR-SA" style="font-family: 'B Nazanin'; color: black;">.</span></p> <p>&nbsp;<span style="mso-bidi-font-family: 'B Nazanin'; color: black;">Qayyoomi (2007) in this study, at the beginning of the study, the exact definition of literature and language has been studied. Torabi Farsani and Qandi (2015) in this study, the impact of Etiquette Guides in the Qajar Era on social narrative has been studied and the Persian language with its diversity of themes and traditions that address the life and social customs of each era are important historical sources. Iranpour (2019) Training funds have examined the etiquette and motivation of writing them. Torkamani azar (2020) in this study, the author has examined the historical texts of the sixth century in iran up to the sixth century and the result of this research is that kings and kings need knowledge and soldiers to collect and arrange and arrange. ~ ~ ~ with the passage of time and the advancement of knowledge and technology, the physical tools of war have become more modern and the battlefield has changed</span><span dir="RTL" lang="AR-SA" style="font-family: 'B Nazanin'; color: black;">.</span></p> <p>&nbsp;</p> <p class="MsoNormal" style="text-align: justify; line-height: 97%; tab-stops: center 170.05pt right 340.15pt;"><span style="mso-bidi-font-family: 'B Nazanin'; color: black;">&nbsp;</span></p> <p>&nbsp;</p> <p class="MsoNormal" style="text-align: justify; line-height: 97%; tab-stops: center 170.05pt right 340.15pt;"><strong><span style="mso-bidi-font-family: 'B Nazanin'; color: black;">Problem definition</span></strong></p> <p>&nbsp;<span style="mso-bidi-font-family: 'B Nazanin'; color: black;">The primary audience for these etiquette guides was generally men, kings, princes, and notable social figures.However, from the mid-Qajar period onwards, especially after the Constitutional Revolution, there was a noticeable shift in the intended audience of these texts.Many authors recognized the importance of focusing on the education of women and children to bring about cultural and social changes.Consequently, the number of etiquette guides written for adolescents and women increased significantly after the Constitutional Revolution, with various works emerging in different fields</span><span dir="RTL" lang="AR-SA" style="font-family: 'B Nazanin'; color: black;">.</span></p> <p>&nbsp;</p> <p class="MsoNormal" style="text-align: justify; line-height: 97%; tab-stops: center 170.05pt right 340.15pt;"><span style="mso-bidi-font-family: 'B Nazanin'; color: black;">&nbsp;</span></p> <p>&nbsp;</p> <p class="MsoNormal" style="text-align: justify; line-height: 97%; tab-stops: center 170.05pt right 340.15pt;"><strong><span style="mso-bidi-font-family: 'B Nazanin'; color: black;">Conclusion</span></strong></p> <p>&nbsp;<span style="mso-bidi-font-family: 'B Nazanin'; color: black;">The language and prose of Qajar-era etiquette guides initially exhibited a moderately difficult style, occasionally displaying ostentation through the use of Arabic phrases or complex poetry and vocabulary.Nevertheless, compared to other texts of the period, the prose of these guides was relatively simpler.With the expansion of translated texts and the rise of journalism, the prose of etiquette guides also moved towards simplicity, making them more accessible to the audience</span><span dir="RTL" lang="AR-SA" style="font-family: 'B Nazanin'; color: black;">.</span></p> <p>&nbsp;<span style="mso-bidi-font-family: 'B Nazanin'; color: black;">The structure of etiquette guides also evolved with social transformations.Traditionally, these guides began with a preface praising God, the Prophet Muhammad, and often included encomiums for the king or governmental officials, dedicating the work to them before delving into the main subject.Gradually, especially after the Constitutional Revolution, changes in political and social dynamics led to structural transformations in some etiquette guides.Authors began to abandon traditional structures, directly presenting their teachings in simple language, reflecting a shift in societal attitudes</span><span dir="RTL" lang="AR-SA" style="font-family: 'B Nazanin'; color: black;">.</span></p> <p>&nbsp;<span style="mso-bidi-font-family: 'B Nazanin'; color: black;">Qajar-era etiquette guides were named in three primary ways.Many were titled based on their content and themes.Some authors named their works in honor of a king or another individual to whom the book was dedicated or based on its content.Others chose literary or metaphorical titles, with some even opting for humorous names</span><span dir="RTL" lang="AR-SA" style="font-family: 'B Nazanin'; color: black;">.</span></p> <p>&nbsp;<span style="mso-bidi-font-family: 'B Nazanin'; color: black;">The motivations behind authoring etiquette guides varied.Some writers aimed to address the general needs of the audience, while others wrote at the request of a specific individual.Some authors intended to pass on their knowledge and lived experiences to their children and grandchildren, thus creating these guides.Others wrote to impart specific skills, believing their audience lacked awareness in these areas.Some authors aimed to enlighten people and eradicate ignorance, while others wrote to critique and protest certain societal behaviors, reflecting a critical</span></p> <p>&nbsp;<span style="mso-bidi-font-family: 'B Nazanin'; color: black;">stance towards social issues and prevalent superstitions</span><span dir="RTL" lang="AR-SA" style="font-family: 'B Nazanin'; color: black;">.</span></p> <p>&nbsp; <strong><span style="mso-bidi-font-family: 'B Nazanin'; color: black;">Keywords: </span></strong><span style="mso-bidi-font-family: 'B Nazanin'; color: black;">Literary Genre; Etiquette Guides; Qajar Prose</span><span dir="RTL" lang="AR-SA" style="font-family: 'B Nazanin'; color: black;">.</span></p> <p>&nbsp;</p> <p class="MsoNormal" style="text-align: justify; line-height: 97%; tab-stops: center 170.05pt right 340.15pt;"><strong><span dir="RTL" lang="AR-SA" style="font-family: 'B Nazanin'; color: black;">&nbsp;</span><span style="mso-bidi-font-family: 'B Nazanin'; color: black;">References</span></strong></p> <p>&nbsp; <span style="mso-bidi-font-family: 'B Nazanin'; color: black;">Ajudani, Mashallah (2006) Or death or modernity, third ed, Tehran, Akhtaran</span><span dir="RTL" lang="AR-SA" style="font-family: 'B Nazanin'; color: black;">.</span></p> <p>&nbsp;</p> <p class="MsoNormal" style="margin-left: 25.5pt; text-align: justify; text-indent: -17.0pt; line-height: 97%; tab-stops: center 170.05pt right 340.15pt;"><span style="mso-bidi-font-family: 'B Nazanin'; color: black;">Amir Aslan (1886) A Man and a Man's Manners, manuscript, National Library, retrieval number: 5-12301</span><span dir="RTL" lang="AR-SA" style="font-family: 'B Nazanin'; color: black;">.</span></p> <p>&nbsp;</p> <p class="MsoNormal" style="margin-left: 25.5pt; text-align: justify; text-indent: -17.0pt; line-height: 97%; tab-stops: center 170.05pt right 340.15pt;"><span style="mso-bidi-font-family: 'B Nazanin'; color: black;">Anonymous (1889) General rules: for the exercises and movements of the government's infantry against Iran, lithography, National Library.Recovery number: 12657-6</span><span dir="RTL" lang="AR-SA" style="font-family: 'B Nazanin'; color: black;">.</span></p> <p>&nbsp;</p> <p class="MsoNormal" style="margin-left: 25.5pt; text-align: justify; text-indent: -17.0pt; tab-stops: center 170.05pt right 340.15pt;"><span dir="RTL" lang="AR-SA" style="font-family: 'B Nazanin'; color: black;">-------------</span> <span style="mso-bidi-font-family: 'B Nazanin'; color: black;">(1925) Ta&rsquo;dib al-Naswan, lithograph, National Library, retrieval number: 6-6161</span><span dir="RTL" lang="AR-SA" style="font-family: 'B Nazanin'; color: black;">.</span></p> <p>&nbsp;</p> <p class="MsoNormal" style="margin-left: 25.5pt; text-align: justify; text-indent: -17.0pt; tab-stops: center 170.05pt right 340.15pt;"><span dir="RTL" lang="AR-SA" style="font-family: 'B Nazanin'; color: black;">-------------</span> <span style="mso-bidi-font-family: 'B Nazanin'; color: black;">(1969) Jame al-Sana'ye: Cookbook from the Qajar era, corrected and revised by Iraj Afshar, Tehran, written heritage.</span></p> <p>&nbsp;</p> <p class="MsoNormal" style="margin-left: 25.5pt; text-align: justify; text-indent: -17.0pt; tab-stops: center 170.05pt right 340.15pt;"><span style="mso-bidi-font-family: 'B Nazanin'; color: black;"><span style="mso-spacerun: yes;">&nbsp;</span></span><span dir="RTL" lang="AR-SA" style="font-family: 'B Nazanin'; color: black;">-------------</span> <span style="mso-bidi-font-family: 'B Nazanin'; color: black;">(n.d) The Game of Chess, manuscript, National Library, retrieval number: 5-18655</span><span dir="RTL" lang="AR-SA" style="font-family: 'B Nazanin'; color: black;">.</span></p> <p>&nbsp;</p> <p class="MsoNormal" style="margin-left: 25.5pt; text-align: justify; text-indent: -17.0pt; tab-stops: center 170.05pt right 340.15pt;"><span dir="RTL" lang="AR-SA" style="font-family: 'B Nazanin'; color: black;">-------------</span> <span style="mso-bidi-font-family: 'B Nazanin'; color: black;">(18th century) Baker's treatise, manuscript, National Library, retrieval number: 13866/2</span><span dir="RTL" lang="AR-SA" style="font-family: 'B Nazanin'; color: black;">.</span></p> <p>&nbsp;</p> <p class="MsoNormal" style="margin-left: 25.5pt; text-align: justify; text-indent: -17.0pt; tab-stops: center 170.05pt right 340.15pt;"><span dir="RTL" lang="AR-SA" style="font-family: 'B Nazanin'; color: black;"><span style="mso-spacerun: yes;">&nbsp;</span>-------------</span> <span style="mso-bidi-font-family: 'B Nazanin'; color: black;">(2016)</span> <span style="mso-bidi-font-family: 'B Nazanin'; color: black;">Cooking science "The science of cooking, cooking, drinking, al-mazurat, and healers", by Amir Sayad Abdi and Saman Hasibi, Tehran, Ambassador of Ardahal</span><span dir="RTL" lang="AR-SA" style="font-family: 'B Nazanin'; color: black;">.</span></p> <p>&nbsp;</p> <p class="MsoNormal" style="margin-left: 25.5pt; text-align: justify; text-indent: -17.0pt; tab-stops: center 170.05pt right 340.15pt;"><span style="mso-bidi-font-family: 'B Nazanin'; color: black;">Babaei, Reza (2005) "Ritual of Presentation Writing", Research and Field Quarterly, No.23 and 24, pp.223-238.</span></p> <p>&nbsp;</p> <p class="MsoNormal" style="margin-left: 25.5pt; text-align: justify; text-indent: -17.0pt; tab-stops: center 170.05pt right 340.15pt;"><span style="mso-bidi-font-family: 'B Nazanin'; color: black;">Behbahani, Abu Talib (1875) Menhaj al-Ola, manuscript, National Library, retrieval number: 5-10876</span><span dir="RTL" lang="AR-SA" style="font-family: 'B Nazanin'; color: black;">.</span></p> <p>&nbsp;</p> <p class="MsoNormal" style="margin-left: 25.5pt; text-align: justify; text-indent: -17.0pt; tab-stops: center 170.05pt right 340.15pt;"><span style="mso-bidi-font-family: 'B Nazanin'; color: black;">Behbahani, Mohammad Bagher (n.d) Business etiquette, manuscript, National Library, retrieval number: 5-10314</span><span dir="RTL" lang="AR-SA" style="font-family: 'B Nazanin'; color: black;">.</span></p> <p>&nbsp;</p> <p class="MsoNormal" style="margin-left: 25.5pt; text-align: justify; text-indent: -17.0pt; tab-stops: center 170.05pt right 340.15pt;"><span style="mso-bidi-font-family: 'B Nazanin'; color: black;">Beyg Babapour, Youssef (2014) two treatises on pampering, massage therapy, and fasd from the Qajar period, Tehran, Safir Ardahal.</span></p> <p>&nbsp;</p> <p class="MsoNormal" style="margin-left: 25.5pt; text-align: justify; text-indent: -17.0pt; tab-stops: center 170.05pt right 340.15pt;"><span style="mso-bidi-font-family: 'B Nazanin'; color: black;">Etemad al-Saltaneh, Mohammad Hassan (1966) Diaries newspaper, by the effort of Iraj Afshar, Tehran, Amir Kabir</span><span dir="RTL" lang="AR-SA" style="font-family: 'B Nazanin'; color: black;">.</span></p> <p>&nbsp;</p> <p class="MsoNormal" style="margin-left: 25.5pt; text-align: justify; text-indent: -17.0pt; tab-stops: center 170.05pt right 340.15pt;"><span dir="RTL" lang="AR-SA" style="font-family: 'B Nazanin'; color: black;">--------------------</span> <span style="mso-bidi-font-family: 'B Nazanin'; color: black;">(2012) Rasayel Etemad al-Saltaneh, edited by Mirheshem Mohhaddes, Tehran, Ettelaat</span><span dir="RTL" lang="AR-SA" style="font-family: 'B Nazanin'; color: black;">.</span></p> <p>&nbsp;</p> <p class="MsoNormal" style="margin-left: 25.5pt; text-align: justify; text-indent: -17.0pt; tab-stops: center 170.05pt right 340.15pt;"><span style="mso-bidi-font-family: 'B Nazanin'; color: black;">Etezad al-Saltaneh, Ali Qoli Mirza (1876) treatise on game ninety (Nard), manuscript, Majles library, copy number: 2/8957</span><span dir="RTL" lang="AR-SA" style="font-family: 'B Nazanin'; color: black;">.</span></p> <p>&nbsp;</p> <p class="MsoNormal" style="margin-left: 25.5pt; text-align: justify; text-indent: -17.0pt; tab-stops: center 170.05pt right 340.15pt;"><span style="mso-bidi-font-family: 'B Nazanin'; color: black;">Farahani, Adib al-Mamalek (1896) Ketab al-Sahar va al-Neyranj fi al-Nard va al-Shatranj, manuscript, Majles Library, retrieval number: 7587</span><span dir="RTL" lang="AR-SA" style="font-family: 'B Nazanin'; color: black;">.</span></p> <p>&nbsp;</p> <p class="MsoNormal" style="margin-left: 25.5pt; text-align: justify; text-indent: -17.0pt; tab-stops: center 170.05pt right 340.15pt;"><span style="mso-bidi-font-family: 'B Nazanin'; color: black;">Forsat Shirazi (1874) Chesateh treatise, manuscript, National Library, retrieval number: 15507</span><span dir="RTL" lang="AR-SA" style="font-family: 'B Nazanin'; color: black;">.</span></p> <p>&nbsp;</p> <p class="MsoNormal" style="margin-left: 25.5pt; text-align: justify; text-indent: -17.0pt; tab-stops: center 170.05pt right 340.15pt;"><span style="mso-bidi-font-family: 'B Nazanin'; color: black;">Feshharaki, Mohammad Baqer ebn Mohammad Jaafar (13th century) Adab al-Sharia al-Muthahara, lithograph, National Library, retrieval number: 6-31357</span><span dir="RTL" lang="AR-SA" style="font-family: 'B Nazanin'; color: black;">.</span></p> <p>&nbsp;</p> <p class="MsoNormal" style="margin-left: 25.5pt; text-align: justify; text-indent: -17.0pt; tab-stops: center 170.05pt right 340.15pt;"><span style="mso-bidi-font-family: 'B Nazanin'; color: black;">Haji Aghababai, Mohammad Reza (2021) Typology of Persian Prose in the Qajar Era, Tehran, Mehrandish</span><span dir="RTL" lang="AR-SA" style="font-family: 'B Nazanin'; color: black;">.</span></p> <p>&nbsp;</p> <p class="MsoNormal" style="margin-left: 25.5pt; text-align: justify; text-indent: -17.0pt; tab-stops: center 170.05pt right 340.15pt;"><span style="mso-bidi-font-family: 'B Nazanin'; color: black;">------------------------------------------- (2023) </span><span dir="RTL" lang="AR-SA" style="font-family: 'B Nazanin'; color: black;">"</span><span style="mso-bidi-font-family: 'B Nazanin'; color: black;">Lifestyle education, a subspecies in didactic literature", Persian language and literature biannual, year 31, number 95, pp.110-83</span><span dir="RTL" lang="AR-SA" style="font-family: 'B Nazanin'; color: black;">.</span></p> <p>&nbsp;</p> <p class="MsoNormal" style="margin-left: 25.5pt; text-align: justify; text-indent: -17.0pt; tab-stops: center 170.05pt right 340.15pt;"><span style="mso-bidi-font-family: 'B Nazanin'; color: black;">Haji Aghababaei, Mohammad Reza &amp; Narges Salehi (2018) "Review of educational teachings in the first women's specialized press", Research Journal of Educational Literature, Year 11, No 43, pp.1-28</span><span dir="RTL" lang="AR-SA" style="font-family: 'B Nazanin'; color: black;">.</span></p> <p>&nbsp;</p> <p class="MsoNormal" style="margin-left: 25.5pt; text-align: justify; text-indent: -17.0pt; tab-stops: center 170.05pt right 340.15pt;"><span style="mso-bidi-font-family: 'B Nazanin'; color: black;">Hessam al-Douleh, Teymur Mirza (1868) Naseri Book, lithograph, Majles Library, document number: 2-10246</span><span dir="RTL" lang="AR-SA" style="font-family: 'B Nazanin'; color: black;">.</span></p> <p>&nbsp;</p> <p class="MsoNormal" style="margin-left: 25.5pt; text-align: justify; text-indent: -17.0pt; tab-stops: center 170.05pt right 340.15pt;"><span dir="RTL" style="font-family: 'B Nazanin'; color: black;"><span style="mso-spacerun: yes;">&nbsp;</span></span><span style="mso-bidi-font-family: 'B Nazanin'; color: black;">Iranpour, Amin (2018) Clarifying the place of morals in the traditional educational system in Islamic calligraphy, PhD thesis in the field of comparative and analytical history of Islamic art, under the guidance of Ali Asghar Shirazi, Shahed University, Faculty of Arts</span><span dir="RTL" lang="AR-SA" style="font-family: 'B Nazanin'; color: black;">.</span></p> <p>&nbsp;</p> <p class="MsoNormal" style="margin-left: 25.5pt; text-align: justify; text-indent: -17.0pt; tab-stops: center 170.05pt right 340.15pt;"><span style="mso-bidi-font-family: 'B Nazanin'; color: black;">Jamal ed-Din Mirza (19th century) Shahbaznameh, manuscript, Tehran University Library, copy number: 2436</span><span dir="RTL" lang="AR-SA" style="font-family: 'B Nazanin'; color: black;">.</span></p> <p>&nbsp;</p> <p class="MsoNormal" style="margin-left: 25.5pt; text-align: justify; text-indent: -17.0pt; tab-stops: center 170.05pt right 340.15pt;"><span style="mso-bidi-font-family: 'B Nazanin'; color: black;">Kashani, Ali-Akbarkhan (1974) Table of Food, Tehran, Farhang Iran Foundation</span><span dir="RTL" lang="AR-SA" style="font-family: 'B Nazanin'; color: black;">.</span></p> <p>&nbsp;</p> <p class="MsoNormal" style="margin-left: 25.5pt; text-align: justify; text-indent: -17.0pt; tab-stops: center 170.05pt right 340.15pt;"><span style="mso-bidi-font-family: 'B Nazanin'; color: black;">Khalvati, Mohammad Ibrahim Ebn Ahmad (1885) Naseri manners, lithograph, Tehran, National Library, retrieval number: 6-20801</span><span dir="RTL" lang="AR-SA" style="font-family: 'B Nazanin'; color: black;">.</span></p> <p>&nbsp;</p> <p class="MsoNormal" style="margin-left: 25.5pt; text-align: justify; text-indent: -17.0pt; tab-stops: center 170.05pt right 340.15pt;"><span style="mso-bidi-font-family: 'B Nazanin'; color: black;">Mardukh, Mohammad (1900) Chess Name, lithograph, National Library, retrieval number: 6-20674</span><span dir="RTL" lang="AR-SA" style="font-family: 'B Nazanin'; color: black;">.</span></p> <p>&nbsp;</p> <p class="MsoNormal" style="margin-left: 25.5pt; text-align: justify; text-indent: -17.0pt; tab-stops: center 170.05pt right 340.15pt;"><span style="mso-bidi-font-family: 'B Nazanin'; color: black;">Martensk (18th century) Ambassadors' Guide, translated by Mirza Abd ol-Rasoul Monshi, Tabrizi, lithograph, Majles Library, document number: 1-1688</span><span dir="RTL" lang="AR-SA" style="font-family: 'B Nazanin'; color: black;">.</span></p> <p>&nbsp;</p> <p class="MsoNormal" style="margin-left: 25.5pt; text-align: justify; text-indent: -17.0pt; tab-stops: center 170.05pt right 340.15pt;"><span style="mso-bidi-font-family: 'B Nazanin'; color: black;">Miftah ol-Molk Mazandarani, Mahmoud (2016) Discipline of Children, by Ali Kashfi Khansari, Tehran, School</span><span dir="RTL" lang="AR-SA" style="font-family: 'B Nazanin'; color: black;">.</span></p> <p>&nbsp;</p> <p class="MsoNormal" style="margin-left: 25.5pt; text-align: justify; text-indent: -17.0pt; tab-stops: center 170.05pt right 340.15pt;"><span style="mso-bidi-font-family: 'B Nazanin'; color: black;">Mirza Mohammad Ali Khan (1911) Education of girls, lithograph, National Library, retrieval number: 6-22362</span><span dir="RTL" lang="AR-SA" style="font-family: 'B Nazanin'; color: black;">.</span></p> <p>&nbsp;</p> <p class="MsoNormal" style="margin-left: 25.5pt; text-align: justify; text-indent: -17.0pt; tab-stops: center 170.05pt right 340.15pt;"><span style="mso-bidi-font-family: 'B Nazanin'; color: black;">Mohammad Kazem ebn Mohammad Ali (19th century) treatise on hunting and slaughter laws, manuscript, National Library, retrieval number: 5-15726</span><span dir="RTL" lang="AR-SA" style="font-family: 'B Nazanin'; color: black;">.</span></p> <p>&nbsp;</p> <p class="MsoNormal" style="margin-left: 25.5pt; text-align: justify; text-indent: -17.0pt; tab-stops: center 170.05pt right 340.15pt;"><span style="mso-bidi-font-family: 'B Nazanin'; color: black;">Monshi, Azizollah Khan (1908) Tarbiat al-Banat, lithograph, National Library, retrieval number: 6-12232</span><span dir="RTL" lang="AR-SA" style="font-family: 'B Nazanin'; color: black;">.</span></p> <p>&nbsp;</p> <p class="MsoNormal" style="margin-left: 25.5pt; text-align: justify; text-indent: -17.0pt; tab-stops: center 170.05pt right 340.15pt;"><span style="mso-bidi-font-family: 'B Nazanin'; color: black;">Mozaffari, Mohammad Ali Khan (1926) Mozaffari's preservation of correctness, lithography, National Library, retrieval number: 6-25002</span><span dir="RTL" lang="AR-SA" style="font-family: 'B Nazanin'; color: black;">.</span></p> <p>&nbsp;</p> <p class="MsoNormal" style="margin-left: 25.5pt; text-align: justify; text-indent: -17.0pt; tab-stops: center 170.05pt right 340.15pt;"><span style="mso-bidi-font-family: 'B Nazanin'; color: black;">Naji Qazvini, Mirza Baqer (19th century) marriage certificate (Nekahie), manuscript, National Library, retrieval number: 5-9992</span><span dir="RTL" lang="AR-SA" style="font-family: 'B Nazanin'; color: black;">.</span></p> <p>&nbsp;</p> <p class="MsoNormal" style="margin-left: 25.5pt; text-align: justify; text-indent: -17.0pt; tab-stops: center 170.05pt right 340.15pt;"><span style="mso-bidi-font-family: 'B Nazanin'; color: black;">Naser ed-Din Shah Qajar (2018) Diary of Naser ed-Din Shah Qajar (from Rajab 1284 to Safar 1287), edited by Majid Abd Amin, Tehran, Sokhn</span><span dir="RTL" lang="AR-SA" style="font-family: 'B Nazanin'; color: black;">.</span></p> <p>&nbsp;</p> <p class="MsoNormal" style="margin-left: 25.5pt; text-align: justify; text-indent: -17.0pt; tab-stops: center 170.05pt right 340.15pt;"><span style="mso-bidi-font-family: 'B Nazanin'; color: black;">Natel Khanlari, Parviz (1947) "Persian prose in the recent period".The first congress of Iranian writers, Tehran, gem, pp.128-175</span><span dir="RTL" lang="AR-SA" style="font-family: 'B Nazanin'; color: black;">.</span></p> <p>&nbsp;</p> <p class="MsoNormal" style="margin-left: 25.5pt; text-align: justify; text-indent: -17.0pt; tab-stops: center 170.05pt right 340.15pt;"><span style="mso-bidi-font-family: 'B Nazanin'; color: black;">Nezam Afshar, Mirza Habibollah (1906) Mohmal al-Taqweem, lithograph, National Library, retrieval number: 6-15275</span><span dir="RTL" lang="AR-SA" style="font-family: 'B Nazanin'; color: black;">.</span></p> <p>&nbsp;</p> <p class="MsoNormal" style="margin-left: 25.5pt; text-align: justify; text-indent: -17.0pt; tab-stops: center 170.05pt right 340.15pt;"><span style="mso-bidi-font-family: 'B Nazanin'; color: black;">Nawai, Mirza Agha Khan (1898) Akhlaq Mozaffari, lithograph, National Library, retrieval number: 6-10737</span><span dir="RTL" lang="AR-SA" style="font-family: 'B Nazanin'; color: black;">.</span></p> <p>&nbsp;</p> <p class="MsoNormal" style="margin-left: 25.5pt; text-align: justify; text-indent: -17.0pt; tab-stops: center 170.05pt right 340.15pt;"><span dir="RTL" lang="AR-SA" style="font-family: 'B Nazanin'; color: black;">-----------------</span> <span dir="RTL" lang="AR-SA" style="font-family: 'B Nazanin'; color: black;">----------</span> <span style="mso-bidi-font-family: 'B Nazanin'; color: black;">(2017) Akhlaq Mozaffari, by Seyyed Mohsen Mehrabi, Tehran, school.</span></p> <p>&nbsp;</p> <p class="MsoNormal" style="margin-left: 25.5pt; text-align: justify; text-indent: -17.0pt; tab-stops: center 170.05pt right 340.15pt;"><span style="mso-bidi-font-family: 'B Nazanin'; color: black;">Qajar, Mohammad Amin Mirza (1863) Adab al-Qomar, manuscript, National Library, retrieval number: 5-11291</span><span dir="RTL" lang="AR-SA" style="font-family: 'B Nazanin'; color: black;">.</span></p> <p>&nbsp;</p> <p class="MsoNormal" style="margin-left: 25.5pt; text-align: justify; text-indent: -17.0pt; tab-stops: center 170.05pt right 340.15pt;"><span style="mso-bidi-font-family: 'B Nazanin'; color: black;">Qajar, Nader Mirza (2020) Khoresh's performance, by Nazila Nazemi, Tehran, near.</span></p> <p>&nbsp;</p> <p class="MsoNormal" style="margin-left: 25.5pt; text-align: justify; text-indent: -17.0pt; tab-stops: center 170.05pt right 340.15pt;"><span style="mso-bidi-font-family: 'B Nazanin'; color: black;">Qayoumi Bidhandi, Mehrdad (2006) "Etiquettes of Crafts (Etiquettes of Mashq as Sources of Iranian Art History)", Golestan Honar, Third Volume, Vol.4, pp.5-17</span><span dir="RTL" lang="AR-SA" style="font-family: 'B Nazanin'; color: black;">.</span></p> <p>&nbsp;</p> <p class="MsoNormal" style="margin-left: 25.5pt; text-align: justify; text-indent: -17.0pt; tab-stops: center 170.05pt right 340.15pt;"><span style="mso-bidi-font-family: 'B Nazanin'; color: black;">Rahimi, Abbas (2015) Qajar and photography education, Tehran, Farzan Rooz</span><span dir="RTL" lang="AR-SA" style="font-family: 'B Nazanin'; color: black;">.</span></p> <p>&nbsp;</p> <p class="MsoNormal" style="margin-left: 25.5pt; text-align: justify; text-indent: -17.0pt; tab-stops: center 170.05pt right 340.15pt;"><span style="mso-bidi-font-family: 'B Nazanin'; color: black;">Rushdiyeh, Mirza Hassan (1903) Hedayat al-Talim in the principles of teaching Badayeh al-Talim, lithography, National Library, retrieval number: 6-12963</span><span dir="RTL" lang="AR-SA" style="font-family: 'B Nazanin'; color: black;">.</span></p> <p>&nbsp;</p> <p class="MsoNormal" style="margin-left: 25.5pt; text-align: justify; text-indent: -17.0pt; tab-stops: center 170.05pt right 340.15pt;"><span style="mso-bidi-font-family: 'B Nazanin'; color: black;">Ramzi, Sakineh (Fakhroltaj) (1915) Discipline of Virtues or Keeping Children Healthy, Lithograph, National Library, retrieval number: 6-12174</span><span dir="RTL" lang="AR-SA" style="font-family: 'B Nazanin'; color: black;">.</span></p> <p>&nbsp;</p> <p class="MsoNormal" style="margin-left: 25.5pt; text-align: justify; text-indent: -17.0pt; tab-stops: center 170.05pt right 340.15pt;"><span style="mso-bidi-font-family: 'B Nazanin'; color: black;">Rishar Khan Maudab al-Molk (1905) Iranian and Farangi cooking, lithography, National Library, retrieval number: 6-18182</span><span dir="RTL" lang="AR-SA" style="font-family: 'B Nazanin'; color: black;">.</span></p> <p>&nbsp;</p> <p class="MsoNormal" style="margin-left: 25.5pt; text-align: justify; text-indent: -17.0pt; tab-stops: center 170.05pt right 340.15pt;"><span style="mso-bidi-font-family: 'B Nazanin'; color: black;">Saadat, Ahmad (1923) Guide to Saadat, lithography, Majles Library, document number: 11-4219</span><span dir="RTL" lang="AR-SA" style="font-family: 'B Nazanin'; color: black;">.</span></p> <p>&nbsp;</p> <p class="MsoNormal" style="margin-left: 25.5pt; text-align: justify; text-indent: -17.0pt; tab-stops: center 170.05pt right 340.15pt;"><span style="mso-bidi-font-family: 'B Nazanin'; color: black;">Shirazi, Mirza Mohammad (1897) Meftah al-Rezq fi Adab al-Khadem and al-Makhdum, lithograph, National Library, retrieval number: 15825-6</span><span dir="RTL" lang="AR-SA" style="font-family: 'B Nazanin'; color: black;">.</span></p> <p>&nbsp;</p> <p class="MsoNormal" style="margin-left: 25.5pt; text-align: justify; text-indent: -17.0pt; tab-stops: center 170.05pt right 340.15pt;"><span style="mso-bidi-font-family: 'B Nazanin'; color: black;">Sorogin, Antoine (1878) Photography Fan, manuscript, National Library, retrieval number: 6-11679</span><span dir="RTL" lang="AR-SA" style="font-family: 'B Nazanin'; color: black;">.</span></p> <p>&nbsp;</p> <p class="MsoNormal" style="margin-left: 25.5pt; text-align: justify; text-indent: -17.0pt; tab-stops: center 170.05pt right 340.15pt;"><span style="mso-bidi-font-family: 'B Nazanin'; color: black;">Tabrizi, Mirza Agha (Monshibashi) (2003) Four theaters and a moral treatise, under the care of Hossein Mohammadzadeh Sediq, Tehran, Show (Show Association).</span></p> <p>&nbsp;</p> <p class="MsoNormal" style="margin-left: 25.5pt; text-align: justify; text-indent: -17.0pt; tab-stops: center 170.05pt right 340.15pt;"><span style="mso-bidi-font-family: 'B Nazanin'; color: black;">Tajer Yazdi, Mohammad Baqer (1897) treatise of Hazrat Wafur, lithograph, National Library, retrieval number: 6-7150</span><span dir="RTL" lang="AR-SA" style="font-family: 'B Nazanin'; color: black;">.</span></p> <p>&nbsp;</p> <p class="MsoNormal" style="margin-left: 25.5pt; text-align: justify; text-indent: -17.0pt; tab-stops: center 170.05pt right 340.15pt;"><span style="mso-bidi-font-family: 'B Nazanin'; color: black;">Torabi Farsani, Soheila &amp; Zarrin Sharafianpour (2022) Education customs in the process of modernization; Through the social etiquettes of the Qajar period, Tehran, Iranian history</span><span dir="RTL" lang="AR-SA" style="font-family: 'B Nazanin'; color: black;">.</span></p> <p>&nbsp;</p> <p class="MsoNormal" style="margin-left: 25.5pt; text-align: justify; text-indent: -17.0pt; tab-stops: center 170.05pt right 340.15pt;"><span style="mso-bidi-font-family: 'B Nazanin'; color: black;">Torabi Farsani, Soheila &amp; Ali Akbar Qandi (2014) "Manners and their place in social historiography", Iran and Islam History magazine, 25th year, number 27, pp.102-65</span><span dir="RTL" lang="AR-SA" style="font-family: 'B Nazanin'; color: black;">.</span></p> <p>&nbsp;</p> <p class="MsoNormal" style="margin-left: 25.5pt; text-align: justify; text-indent: -17.0pt; tab-stops: center 170.05pt right 340.15pt;"><span style="mso-bidi-font-family: 'B Nazanin'; color: black;">Turkaman-Azar, Parvin (2019) "The position and function of the Revolutionary Guard in the structure of the Iranian government (a study on the 6th-century historical texts and etiquette books)", Historical Essays, 11th period, No.2, pp.1-31</span><span dir="RTL" lang="AR-SA" style="font-family: 'B Nazanin'; color: black;">.</span></p> <p>&nbsp;</p> <p class="MsoNormal" style="margin-left: 25.5pt; text-align: justify; text-indent: -17.0pt; tab-stops: center 170.05pt right 340.15pt;"><span style="mso-bidi-font-family: 'B Nazanin'; color: black;">Yekanlu, Colonel Marandi, Alireza Khan (n.d) Treatise on the etiquette of war = Law of Nezam practice, manuscript, Majles library, retrieval number: 659k</span><span dir="RTL" lang="AR-SA" style="font-family: 'B Nazanin'; color: black;">.</span></p> <p>&nbsp;</p> <p class="MsoNormal" style="margin-left: 25.5pt; text-align: justify; text-indent: -17.0pt; tab-stops: center 170.05pt right 340.15pt;"><span style="mso-bidi-font-family: 'B Nazanin'; color: black;">Zargarinejad, Gholam Hossein (2010) Political Letters of the Qajar Era, Volume 1, Tehran, National Library of the Islamic Republic of Iran.</span></p> <p>&nbsp;</p> Manuscript profile
      • Open Access Article

        14 - The Effect of Geometry and Light-receiving Surface on the Daylight Characteristics of the Room in Residential Architecture of Qajar Period (Case Study of Traditional Houses Located in Oudlajan Neighborhood of Tehran)
        ali hashemi MohammadReza Bemanian
        The problem Statement: Despite various estimates that have been made about the effective strategies in creating natural light and visual comfort in the structure of traditional Iranian houses, a precise quantitative evaluation of their efficiency and quality has not bee More
        The problem Statement: Despite various estimates that have been made about the effective strategies in creating natural light and visual comfort in the structure of traditional Iranian houses, a precise quantitative evaluation of their efficiency and quality has not been determined. Main question: What strategies were used in Qajar architecture to make the most use of natural daylight and how much was this important in traditional residential buildings of Tehran city due to the fluctuation of radiation intensity and the possibility of glare? Objective: This research aims to investigate and identify the effective strategies on the desirability of benefiting from natural daylight and visual comfort in traditional houses of Qajar period in Oudlajan neighborhood of Tehran. Research method: The present paper is based on a quantitative paradigm and a simulation strategy that uses Rhino software and evidence derived from reading the physical structure of traditional houses of Tehran city in Qajar period by non-random sampling for its calculations. Conclusion: The results showed that the daylight autonomy of the space in the majority of the rooms under study was at an acceptable level (more than 50%) and therefore these rooms were well lit by natural light. In addition, the comparison of the data of these analyses shows that the ratio used in the light-receiving surfaces was about 19.20% of the floor area of the room and the dominant direction of the light-receiving was from the south front. Also, all the rooms are in the acceptable level of glare probability mentioned in the lighting standards. Manuscript profile