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This study intends to identify the dimensions and components of the humanitarian supply chain in post-disaster of earthquake and present conceptual model to measure it. After designing the questionnaire and determine its validity and reliability, the questionnaire was distributed between managers and rescuers in partner organizations in helping in earthquakes affected areas Bam in Kerman, Varzaqan-Ahar in east Azerbaijan and Dashti in Boshehr and finally the 284 questionnaires were completed by managers and rescuers in the case studies. Confirmatory factor analysis in order to assess the content validity of the questionnaire is used first, and then to evaluate the importance and performance of these measures in relevant organizations, the one sample t-test method was conducted, and with the help of importance-performance matrix, areas for improvement of components and dimensions are identified and strategies to improve humanitarian supply chain performance in post-disaster of earthquake was presented.
Therefore, the research method is applied and in terms of gathering information tool is descriptive-correlation. The findings indicate, the components of ““supervision of custodian organizations on construction” and “Coordination between partners in rebuilding” were evaluated high importance and low performance and were located in critical area and they are in the first priority. Also, the components of “Correct assessment of damages and needed Equipment and resources for rebuilding” and “provide continuous psychological support and advice to Survivors” were evaluated in high importance and high performance and they are in the next priority.

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This study was conducted to examine learners’ attitudes and perceptions toward the efficacy of task repetition: whether or not they appreciated task repetition as an effective classroom strategy for enhancing their oral performance. To this end, a multiple case study approach was adopted in which six intermediate English as a Foreign Language (EFL) learners were investigated over a four-month period in an intact class. Four data collection tools were used: (1) multiple interview sessions, (2) learner diaries, (3) participant observation, and (4) classroom portfolios. In addition, 20 hours of the learners’ audio-recorded task performances across sessions were transcribed and analyzed for signs of improvements in qualities of oral performance. Results indicated that despite the fact that repeating reciprocal narrative tasks led to gains in oral performance, learners viewed task repetition as a futile activity that did not affect their performances over time. The findings are discussed, and implications are provided in the context of education.
 

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