جلسه 3

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‫ﺩﺭ ﺧﺼﻮﺹ ﺑﺎﻧﮏ ﺍﻁﻼﻋﺎﺗﯽ ﯾﻪ ﺗﻌﺎﻣﻞ ﭼﻨﺪ ﺟﺎﻧﺒﻪ ﺭﻭ ﺍﻧﺠﺎﻡ ﻣﯽ ﺩﻫﻴﻢ‬
‫ﺍﻣﻴﻨﺎ ﻣﺤﻤﺪﯼ‬
‫ﺧﻮﺍﻫﺶ ﻣﯽ ﮐﻨﻢ. ﺷﻤﺎ ﺑﻔﺮﻣﺎﯾﻴﺪ‬
‫ﺧﺸﻨﻮﺩ ﭘﻮﺭ‬ ‫ﻣﺎﺯﯾﺎﺭ‬
‫ﺩﺭ ﺩﻭ ﺟﻠﺴﻪ ﻗﺒﻠﯽ ﺩﺭ ﺧﺼﻮﺹ ﻣﻔﺎﻫﻴﻢ ﺍﻭﻟﻴﻪ ﺑﺤﺚ ﮐﺮﺩﯾﻢ‬
erd ‫ﺗﺎ‬
‫ﺍﻣﻴﻨﺎ ﻣﺤﻤﺪﯼ‬
‫ ﺑﻪ ﺟﺪﻭﻝ ﺻﺤﺒﺖ ﮐﻨﻴﻢ‬ER ‫ﻓﮑﺮ ﮐﻨﻢ ﻗﺮﺍﺭ ﺷﺪ ﺍﻣﺸﺐ ﺩﺭ ﻣﻮﺭﺩ ﺗﺒﺪﯾﻞ‬
‫ﺧﺸﻨﻮﺩ ﭘﻮﺭ‬ ‫ﻣﺎﺯﯾﺎﺭ‬
‫ﺩﻗﻴﻘﺎ‬
N. Seddighi
‫ﺳﻼﻡ ﻭ ﻋﺮﺽ ﺍﺩﺏ ﺧﺪﻣﺖ ﻫﻤﮑﺎﺭﺍﻥ‬
‫ﺧﺸﻨﻮﺩ ﭘﻮﺭ‬ ‫ﻣﺎﺯﯾﺎﺭ‬
‫ﺍﻣﻴﻨﺎ ﻣﺤﻤﺪﯼ‬
‫ ﺑﻪ ﺟﺪﻭﻝ ﯾﻪ‬ER ‫ﺧﻮﺏ ﺍﮔﻪ ﺩﻭﺳﺘﺎﻥ ﺁﻣﺎﺩﻩ ﻫﺴﺘﻨﺪ ﻣﻦ ﺩﺭ ﻣﻮﺭﺩ ﺗﺒﺪﯾﻞ‬
‫ﺗﻮﺿﻴﺤﯽ ﺑﺪﻫﻢ‬
‫ﺧﺸﻨﻮﺩ ﭘﻮﺭ‬ ‫ﻣﺎﺯﯾﺎﺭ‬
‫ﮔﻔﺘﻴﻢ ﮐﻪ ﺍﺯ ﻣﺪﻝ ﺭﺍﺑﻄﻪ ﺍﯼ ﺍﺳﺘﻔﺎﺩﻩ ﻣﯽ ﮐﻨﻴﻢ‬
‫ﺧﺎﻧﻢ ﻣﻬﻨﺪﺱ ﺻﺪﯾﻘﯽ ﻟﻄﻔﺎ ﭘﯽ ﺩﯼ ﺍﻑ ﺟﻠﺴﺎﺕ ﻗﺒﻞ ﺭﻭ ﺑﮕﺬﺍﺭﯾﺪ‬
‫ﺍﻣﻴﻨﺎ ﻣﺤﻤﺪﯼ‬
‫ﺭﺍﺳﺘﯽ ﺗﻮ ﺍﯾﻦ ﺷﮑﻠﯽ ﮐﻪ ﺍﻻﻥ ﻓﺮﺳﺘﺎﺩﻩ ﺷﺪﻩ ﯾﻪ ﮐﻠﻤﻪ ﻫﺴﺖ ﯾﻪ ﮐﻢ‬
‫ﻋﺠﻴﺒﻪ‬
!!!!‫ﻣﻮﺟﻮﺩﯾﺖ ﻣﺴﺘﻘﻞ‬
‫ﻣﺴﺘﻘﻞ ﯾﻌﻨﯽ ﭼﯽ؟‬
‫ﮐﺴﯽ ﻣﯽ ﺩﻭﻧﻪ؟‬

2. 1/6/2016 Telegram Web
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‫ﺁﻣﻮﺯﺵ ﺑﺎﻧﮏ ﺍﻁﻼﻋﺎﺗﯽ )ﺍﺳ‬… 382 KB
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‫ﺧﺸﻨﻮﺩ ﭘﻮﺭ‬ ‫ﻣﺎﺯﯾﺎﺭ‬
‫ﻣﻮﺟﻮﺩﯾﺖ ﺩﻭ ﻧﻤﻮﻧﻪ ﻫﺴﺖ‬
‫ﻣﺴﺘﻘﻞ‬
‫ﺑﻪ ﻭﺟﻮﺩ ﺁﻣﺪﻩ ﯾﺎ ﻭﺍﺑﺴﺘﻪ‬
‫ﻣﺴﺘﻘﻞ ﻣﺜﻞ ﻣﺸﺘﺮﮎ ﺗﺎﮐﺴﯽ ﺳﺮﻭﯾﺲ‬
‫ﻣﺴﺘﻘﻞ ﻣﺜﻞ ﺭﺍﻧﻨﺪﻩ ﺁﮊﺍﻧﺲ‬
‫ﻭﺍﺑﺴﺘﻪ ﻣﺜﻞ ﺳﺮﻭﯾﺲ‬
‫ﺭ­ ﺗﺸﮑﺮﯼ‬
‫ﻭﺍﺑﺴﺘﻪ ﻣﺜﻞ ﻗﺒﺾ ﺗﺎﮐﺴﯽ ﺳﺮﻭﯾﺲ،؟‬
N. Seddighi
N. Seddighi 12/30/15
‫ﺧﺸﻨﻮﺩ ﭘﻮﺭ‬ ‫ﻣﺎﺯﯾﺎﺭ‬
‫ﺍﻣﻴﻨﺎ ﻣﺤﻤﺪﯼ‬
‫ﻭﺍﺑﺴﺘﻪ ﺑﻪ ﺳﺮﻭﯾﺲ ﯾﻌﻨﯽ ﭼﯽ؟‬
‫ﺧﺸﻨﻮﺩ ﭘﻮﺭ‬ ‫ﻣﺎﺯﯾﺎﺭ‬
‫ﻣﺮﺳﯽ ﺧﺎﻧﻢ ﻣﻬﻨﺪﺱ‬
‫ﯾﻌﻨﯽ ﺗﺎ ﻣﺸﺘﺮﮎ ﺩﺭﺧﻮﺍﺳﺖ ﻧﺪﺍﺩﻩ ﺑﺎﺷﻪ‬
‫ﻭ ﺭﺍﻧﻨﺪﻩ ﺍﯼ ﺁﻣﺎﺩﻩ ﺳﺮﻭﯾﺲ ﻧﺒﺎﺷﻪ‬
‫ﺑﻪ ﻭﺟﻮﺩ ﻧﻤﯽ ﯾﺎﺩ‬
‫ﺍﻣﻴﻨﺎ ﻣﺤﻤﺪﯼ‬
‫ﯾﻌﻨﯽ ﺷﻤﺎ ﺍﻻﻥ ﺩﺭ ﺷﮑﻞ ﺑﺎﻻ ﺳﺮﻭﯾﺲ ﺭﺍ ﻣﻮﺟﻮﺩﯾﺖ ﻣﺴﺘﻘﻞ ﻧﻤﯽ ﺩﺍﻧﻴﺪ؟‬
!‫ﺳﺮﻭﯾﺲ ﺭﺍﺑﻄﻪ ﺍﺳﺖ‬
‫ﺍﻧﺠﺎﻡ ﺩﺍﺩﻥ ﺳﺮﻭﯾﺲ ﯾﻪ ﻣﺼﺪﺭ ﺍﺳﺖ‬
‫ﺭ­ ﺗﺸﮑﺮﯼ‬
‫ﺍﻣﻴﻨﺎ ﻣﺤﻤﺪﯼ‬
‫ﻭﺍﺑﺴﺘﻪ ﺑﻪ ﺳﺮﻭﯾﺲ ﯾﻌﻨﯽ ﭼﯽ؟‬

3. 1/6/2016 Telegram Web
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،‫ﻭﺍﺑﺴﺘﻪ ﻣﺜﻞ ﺳﺮﻭﯾﺲ‬
‫ﺍﻣﻴﻨﺎ ﻣﺤﻤﺪﯼ‬
‫ﻣﻮﺟﻮﺩﯾﺖ ﻫﺎ ﺩﻭ ﺩﺳﺘﻪ ﻫﺴﺘﻨﺪ ﻣﻮﺟﻮﺩﯾﺖ ﻗﻮﯼ)ﻣﺴﺘﻘﻞ( ، ﻣﻮﺟﻮﺩﯾﺖ‬
‫ﺿﻌﻴﻒ‬
‫ﺧﺸﻨﻮﺩ ﭘﻮﺭ‬ ‫ﻣﺎﺯﯾﺎﺭ‬
‫ ﺑﻪ ﺟﺪﻭﻝ‬er ‫ﺍﯾﻦ ﻧﻮﺷﺘﻪ ﺻﻔﺤﻪ 81 ﮐﺘﺎﺏ ﺑﺨﺶ 7­7­1 ﺗﺒﺪﯾﻞ‬
‫ﺍﻣﻴﻨﺎ ﻣﺤﻤﺪﯼ‬
‫ﻓﺮﺽ ﮐﻨﻴﺪ ﺩﺭ ﻣﺪﺭﺳﻪ ﺍﯾﯽ ﻋﻼﻭﻩ ﺑﻪ ﺍﻁﻼﻋﺎﺕ ﺩﺍﻧﺶ ﺁﻣﻮﺯﺍﻥ، ﺍﻁﻼﻋﺎﺕ‬
.‫ﻭﺍﻟﺪﯾﻦ ﺁﻥ ﺭﺍ ﻧﻴﺰ ﺑﺎﯾﺪ ﺫﺧﻴﺮﻩ ﮐﻨﻴﻢ‬
‫ﺑﻪ ﻧﻈﺮ ﺷﻤﺎ ﺍﮔﺮ ﺩﺍﻧﺶ ﺁﻣﻮﺯﯼ ﺍﺯ ﻣﺪﺭﺳﻪ ﺍﻧﺘﻘﺎﻝ ﯾﺎﻓﺖ ﻭ ﺩﺍﻧﺶ ﺁﻣﻮﺯ ﺭﺍ ﺍﺯ‬
‫ﺳﻴﺴﺘﻢ ﺣﺬﻑ ﮐﺮﺩﯾﻢ ﺁﯾﺎ ﻧﮕﻪ ﺩﺍﺷﺘﻦ ﺍﻁﻼﻋﺎﺕ ﻭﺍﻟﺪﯾﻦ ﺁﻧﻬﺎ ﺧﻮﺑﻪ؟‬
‫ﺭ­ ﺗﺸﮑﺮﯼ‬
‫ﻭﺍﻟﺪﯾﻦ ﻣﻮﺟﻮﺩﯾﺖ ﻭﺍﺑﺴﺘﻪ ﻣﻴﺸﻦ،ﻭﺍﺑﺴﺘﮕﯽ ﺷﻮﻥ ﺑﻪ ﻣﻮﺟﻮﺩﯾﺖ ﺧﻮﺩ‬
‫ﺩﺍﻧﺶ ﺍﻣﻮﺯ‬
‫ﺍﻣﻴﻨﺎ ﻣﺤﻤﺪﯼ‬
.‫ﻭﺍﻟﺪﯾﻦ ﻣﻮﺟﻮﺩﯾﺖ ﺿﻌﻴﻒ)ﻭﺍﺑﺴﺘﻪ( ﺍﺳﺖ‬
‫ﺭ­ ﺗﺸﮑﺮﯼ‬
‫ﺑﺒﺨﺸﻴﺪ ﻣﻦ ﻧﻤﻴﺪﻭﻧﻢ ﺍﺟﺎﺯﻩ ﺩﺍﺭﻡ ﺻﺤﺒﺖ ﮐﻨﻢ ﯾﺎﻧﻪ؟ﻟﻄﻔﺎ ﺭﺍﻫﻨﻤﺎﯾﻴﻢ‬
‫ﮐﻨﻴﺪ.ﻣﻤﻨﻮﻥ‬
‫ﺧﺸﻨﻮﺩ ﭘﻮﺭ‬ ‫ﻣﺎﺯﯾﺎﺭ‬
‫ﺑﻠﻪ‬
‫ﺍﯾﻦ ﺟﺎ ﺗﻌﺎﻣﻞ‬
‫ﺍﻣﻴﻨﺎ ﻣﺤﻤﺪﯼ‬
‫ﺑﻠﻪ‬
‫ﺧﺸﻨﻮﺩ ﭘﻮﺭ‬ ‫ﻣﺎﺯﯾﺎﺭ‬
‫ﺧﺎﻧﻢ ﻣﻬﻨﺪﺱ ﺗﺸﮑﺮﯼ ﺳﺮﮔﺮﻭﻩ ﻣﺤﺘﺮﻡ ﺷﺎﻫﻴﻦ ﺷﻬﺮ ﻫﺴﺘﻨﺪ‬
‫ﺧﻮﺵ ﺁﻣﺪﯾﺪ‬
‫ﺭ­ ﺗﺸﮑﺮﯼ‬
‫ﺑﺴﻴﺎﺭ ﻣﻤﻨﻮﻧﻢ ﻫﻤﮑﺎﺭ ﻋﺰﯾﺰ‬
‫ﺍﻣﻴﻨﺎ ﻣﺤﻤﺪﯼ‬

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‫ﻣﻮﺟﻮﺩﯾﺖ ﺿﻌﻴﻒ ﺭﺍ ﺑﻪ ﺍﯾﻦ ﺻﻮﺭﺕ ﻧﺸﻮﻥ ﻣﯽ ﺩﻫﻨﺪ‬
L torabi
‫ﺷﺐ ﻫﻤﮕﯽ ﺑﺨﻴﺮ ،ﻣﻴﺸﻪ ﻟﻄﻔﺎ ﺟﻮﺍﺏ ﺗﺴﺖ ﮐﻨﮑﻮﺭ ﮐﻪ ﻗﺮﺍﺭ ﺷﺪ ﺗﻮﺍﯾﻦ‬
‫ﻣﺒﺤﺚ ﺩﺭﺱ ﺑﺪﯾﺪ ﺭﺍ ﻫﻢ ﻓﺮﺍﻣﻮﺵ ﻧﮑﻨﻴﺪ‬
‫ﺍﻣﻴﻨﺎ ﻣﺤﻤﺪﯼ‬
L torabi
‫ﺷﺐ ﻫﻤﮕﯽ ﺑﺨﻴﺮ ،ﻣﻴﺸﻪ ﻟﻄﻔﺎ ﺟﻮﺍﺏ ﺗﺴﺖ ﮐﻨﮑﻮﺭ ﮐﻪ ﻗﺮﺍﺭ ﺷﺪ ﺗﻮﺍﯾﻦ‬ …
‫ﺣﺘﻤﺎ‬
‫ﺧﺸﻨﻮﺩ ﭘﻮﺭ‬ ‫ﻣﺎﺯﯾﺎﺭ‬
‫ﻣﻮﺟﻮﺩﯾﺘﯽ ﺿﻌﻴﻒ ﺍﺳﺖ ﮐﻪ ﻭﺟﻮﺩﺵ ﻭﺍﺑﺴﺘﻪ ﺑﻪ ﯾﮏ ﻣﻮﺟﻮﺩﯾﺖ ﺩﯾﮕﺮ‬
.‫ﺑﺎﺷﺪ‬
‫ﺍﻣﻴﻨﺎ ﻣﺤﻤﺪﯼ‬
‫ﭘﺲ ﺗﻮ ﮐﺘﺎﺏ ﻧﻮﺷﺘﻪ ﻣﻮﺟﻮﺩﯾﺖ ﻣﺴﺘﻘﻞ ﺍﻻﻥ ﻣﻌﻠﻮﻡ ﺷﺪ ﻣﻨﻈﻮﺭﺵ ﭼﯽ‬
‫ﺑﻮﺩﻩ ﻭ ﯾﮏ ﮐﻠﻤﻪ ﺩﺭ ﻣﻮﺭﺩ ﻣﻮﺟﻮﺩﯾﺖ ﺿﻌﻴﻒ ﺣﺮﻓﯽ ﻧﺰﺩﻩ‬
‫ﺧﺸﻨﻮﺩ ﭘﻮﺭ‬ ‫ﻣﺎﺯﯾﺎﺭ‬
‫ﻣﻮﺟﻮﺩﯾﺘﯽ ﺿﻌﻴﻒ ﺍﺳﺖ ﮐﻪ ﻭﺟﻮﺩﺵ ﻭﺍﺑﺴﺘﻪ ﺑﻪ ﯾﮏ ﻣﻮﺟﻮﺩﯾﺖ ﺩﯾﮕﺮ ﺑ‬ …
‫ﺩﻗﻴﻘﺎ‬
‫ﺧﺸﻨﻮﺩ ﭘﻮﺭ‬ ‫ﻣﺎﺯﯾﺎﺭ‬
.‫ﻣﻮﺟﻮﺩﯾﺖ ﺿﻌﻴﻒ ﺍﺯ ﺧﻮﺩ ﮐﻠﻴﺪ ﺍﺻﻠﯽ ﻧﺪﺍﺭﺩ‬
‫ﺍﻣﻴﻨﺎ ﻣﺤﻤﺪﯼ‬
‫ﺑﻬﺘﺮﻩ ﺩﺭ ﻣﻮﺭﺩ ﺑﻪ ﺩﺍﻧﺶ ﺁﻣﻮﺯﺍﻥ ﻫﻢ ﺯﯾﺎﺩ ﺗﻮﺿﻴﺢ ﻧﺪﻫﻴﻢ ﭼﻮﻥ ﻗﺎﻁﯽ ﻣﯽ‬
.‫ﮐﻨﻨﺪ ﺷﺎﯾﺪ‬
‫ﺍﻣﺎ ﺑﺮﯾﻢ ﺳﺮﺍﻍ ﺍﺻﻞ ﻣﻄﻠﺐ‬
‫ ﺩﺭﺳﺘﻪ؟‬M­N ‫ ﻭ‬n­1 ‫ﯾﻪ ﻧﮑﺘﻪ ﺩﯾﮕﻪ ﻣﺎﻫﻴﺖ ﺍﺭﺗﺒﺎﻁ 1­1 ﺩﺍﺷﺘﻴﻢ ﻭ‬
‫ﺍﻟﺒﺘﻪ ﺍﯾﻦ ﻧﮑﺘﻪ ﺭﺍ ﻫﻢ ﺑﮕﻮﯾﻢ ﮐﻪ ﺍﺭﺗﺒﺎﻁ ﻣﯽ ﺗﻮﻧﻪ ﺍﻟﺰﺍﻣﯽ ﺑﺎﺷﺪ ﯾﺎ ﻏﻴﺮ‬
‫ﺍﻟﺰﺍﻣﯽ . ﯾﻌﻨﯽ ﭼﯽ؟‬
‫ﺍﻟﺰﺍﻣﯽ ﯾﻌﻨﯽ ﺍﯾﻨﮑﻪ ﺣﺘﻤﺎ ﺑﺎﯾﺪ ﻧﻤﻮﻧﻪ ﻫﺎ ﺩﺭ ﺁﻥ ﺷﺮﮐﺖ ﮐﻨﻨﺪ. ﻣﺜﻼ ﺩﺍﻧﺶ‬
.‫ﺁﻣﻮﺯ ﺑﺎﯾﺪ ﺩﺭﺱ ﺍﻧﺘﺨﺎﺏ ﮐﻨﺪ. ﭘﺲ ﺍﺭﺗﺒﺎﻁ ﺩﺭﺱ ﻭ ﺩﺍﻧﺸﺠﻮ ﺍﻟﺰﺍﻣﯽ ﺍﺳﺖ‬
‫ﺩﺍﻧﺶ ﺁﻣﻮﺯ ﻣﯽ ﺗﻮﺍﻧﺪ ﮐﺘﺎﺏ ﺍﻣﺎﻧﺖ ﺑﮕﻴﺮﺩ. ﯾﻌﻨﯽ ﺍﺭﺗﺒﺎﻁ ﻏﻴﺮ ﺍﻟﺰﺍﻣﯽ ﺍﺳﺖ‬
‫ﺭ­ ﺗﺸﮑﺮﯼ‬
.‫ﺍﻟﺰﺍﻡ ﻧﻴﺴﺖ‬n ‫ ﺑﻪ‬m ‫ﻣﺜﻼ ﺩﺭ ﺍﺭﺗﺒﺎﺯﻁ ﯾﮏ ﺑﻪ ﯾﮏ ﺍﻟﺰﺍﻡ ﺩﺍﺭﯾﻢ ﺍﻣﺎ ﺩﺭ‬
‫ﺍﻣﻴﻨﺎ ﻣﺤﻤﺪﯼ‬
‫ﺭ­ ﺗﺸﮑﺮﯼ‬
‫ ﻣﺜﻼ ﺩﺭ ﺍﺭﺗﺒﺎﺯﻁ ﯾﮏ ﺑﻪ ﯾﮏ ﺍﻟﺰﺍﻡ ﺩﺍﺭﯾﻢ ﺍﻣﺎ ﺩﺭ‬m ‫ ﺑﻪ‬n‫.ﺍﻟﺰﺍﻡ ﻧﻴﺴﺖ‬

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‫ ﺍﻟﺰﺍﻣﯽ ﻫﻢ ﺩﺍﺷﺘﻪ ﺑﺎﺷﻴﻢ‬M­n ‫ﻣﻤﮑﻨﻪ‬
‫ﻣﻤﮑﻨﻪ ﺭﺍﺑﻄﻪ ﯾﻪ ﻁﺮﻓﺶ ﺍﻟﺰﺍﻣﯽ ﺑﺎﺷﺪ ﺍﻣﺎ ﯾﻪ ﻁﺮﻑ ﺩﯾﮕﻪ ﺍﺵ ﺍﻟﺰﺍﻣﯽ‬
‫ﻧﺒﺎﺷﺪ‬
‫ﺧﺸﻨﻮﺩ ﭘﻮﺭ‬ ‫ﻣﺎﺯﯾﺎﺭ‬
‫ﺍﻣﻴﻨﺎ ﻣﺤﻤﺪﯼ‬
N. Seddighi
‫ﺍﻣﻴﻨﺎ ﻣﺤﻤﺪﯼ‬
‫ﻣﻤﮑﻨﻪ ﺭﺍﺑﻄﻪ ﯾﻪ ﻁﺮﻓﺶ ﺍﻟﺰﺍﻣﯽ ﺑﺎﺷﺪ ﺍﻣﺎ ﯾﻪ ﻁﺮﻑ ﺩﯾﮕﻪ ﺍﺵ ﺍﻟﺰﺍﻣﯽ ﻧ‬
‫ﻟﻄﻔﺎ ﻣﺜﺎﻝ ﺑﺰﻧﻴﺪ‬
‫ﻣﻤﻨﻮﻥ‬
‫ﺍﻣﻴﻨﺎ ﻣﺤﻤﺪﯼ‬
‫ﺩﺭ ﺷﮑﻞ ﻓﻮﻕ ﺭﺍﺑﻄﻪ ﯼ ﺍﻧﺘﺨﺎﺏ ﺑﺮﺍﯼ ﺩﺍﻧﺶ ﺁﻣﻮﺯ ﺍﻟﺰﺍﻣﯽ ﺍﺳﺖ. ﯾﻌﻨﯽ‬
‫ﺩﺍﻧﺶ ﺁﻣﻮﺯ ﺑﺎﯾﺪ ﺩﺭﺱ ﺍﻧﺘﺨﺎﺏ ﮐﻨﺪ. ﺍﻣﺎ ﺩﺭﺳﯽ ﻣﻤﮑﻨﻪ ﺑﺎﺷﻪ ﮐﻪ ﻫﻴﭻ‬
‫ﺩﺍﻧﺶ ﺁﻣﻮﺯﯼ ﺍﻧﺘﺨﺎﺏ ﻧﮑﺮﺩﻩ ﺑﺎﺷﻪ‬
.‫ﺍﻟﺰﺍﻣﯽ ﻫﺎ ﺭﺍ ﺑﺎ ﺩﻭ ﺧﻂ ﻣﻮﺍﺯﯼ ﻧﺸﻮﻥ ﻣﯽ ﺩﻫﻨﺪ‬
N. Seddighi
‫ﺍﻣﻴﻨﺎ ﻣﺤﻤﺪﯼ‬
‫.ﺍﻟﺰﺍﻣﯽ ﻫﺎ ﺭﺍ ﺑﺎ ﺩﻭ ﺧﻂ ﻣﻮﺍﺯﯼ ﻧﺸﻮﻥ ﻣﯽ ﺩﻫﻨﺪ‬
‫ﺑﻘﻴﻪ ﯼ ﺩﻭ ﺧﻄﯽ ﻫﺎ ﭼﻴﻪ؟؟‬
‫ﺍﻣﻴﻨﺎ ﻣﺤﻤﺪﯼ‬
(‫ﺣﺎﻻ ﯾﻪ ﺳﻮﺍﻝ ﺍﻟﺰﺍﻣﯽ ﺑﻮﺩﻥ ﯾﺎ ﻧﺒﻮﺩﻥ ﺭﺍﺑﻄﻪ ﻫﺎ ) ﯾﮏ ﺧﻄﯽ ﯾﺎ ﺩﻭﺧﻄﯽ‬
‫ ﭼﻪ ﺗﺎﺛﻴﺮﯼ ﺩﺍﺭﻩ؟‬ER ‫ﺩﺭ ﻧﻤﻮﺩﺍﺭ‬
N. Seddighi

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‫ﺑﻘﻴﻪ ﯼ ﺩﻭ ﺧﻄﯽ ﻫﺎ ﭼﻴﻪ؟؟‬
‫ﻣﻨﻈﻮﺭﺗﻮﻥ ﺭﺍ ﻣﺘﻮﺟﻪ ﻧﺸﺪﻡ؟‬
N. Seddighi
‫ﺍﻣﻴﻨﺎ ﻣﺤﻤﺪﯼ‬
‫ﻣﻨﻈﻮﺭﺗﻮﻥ ﺭﺍ ﻣﺘﻮﺟﻪ ﻧﺸﺪﻡ؟‬
‫ﻟﻮﺯﯼ ﻭ ﻣﺴﺘﻄﻴﻞ‬
‫ﺍﻣﻴﻨﺎ ﻣﺤﻤﺪﯼ‬
N. Seddighi
‫ﻟﻮﺯﯼ ﻭ ﻣﺴﺘﻄﻴﻞ‬
‫ﯾﻌﻨﯽ ﻣﻮﺟﻮﺩﯾﺖ ﺿﻌﻴﻒ ﺍﺳﺖ ﻭ ﻟﻮﺯﯼ ﺩﻭ ﺧﻄﯽ ﯾﻌﻨﯽ ﺍﺭﺗﺒﺎﻁ ﺿﻌﻴﻒ ﺑﺎ‬
‫ﻗﻮﯼ ﺍﺵ ﺍﺳﺖ‬
(‫ﺣﺎﻻ ﯾﻪ ﺳﻮﺍﻝ ﺍﻟﺰﺍﻣﯽ ﺑﻮﺩﻥ ﯾﺎ ﻧﺒﻮﺩﻥ ﺭﺍﺑﻄﻪ ﻫﺎ ) ﯾﮏ ﺧﻄﯽ ﯾﺎ ﺩﻭﺧﻄﯽ‬
!!!!‫ ﭼﻪ ﺗﺎﺛﻴﺮﯼ ﺩﺍﺭﻩ؟؟؟؟؟؟‬ER ‫ﺩﺭ ﻧﻤﻮﺩﺍﺭ‬
‫ﺧﺸﻨﻮﺩ ﭘﻮﺭ‬ ‫ﻣﺎﺯﯾﺎﺭ‬
‫ﺍﻣﻴﻨﺎ ﻣﺤﻤﺪﯼ‬
‫ﺧﺸﻨﻮﺩ ﭘﻮﺭ‬ ‫ﻣﺎﺯﯾﺎﺭ‬
Photo
‫ﺍﺣﺴﻨﺖ . ﻣﻦ ﮐﺘﺎﺏ ﺭﺍﻧﮑﻮﻫﯽ ﺍﻻﻥ ﺟﻠﻮﻡ ﻧﻴﺴﺖ. ﺍﺳﺘﺎﺩ ﺷﻤﺎ ﺑﻔﺮﺳﺖ‬
‫ﺧﺸﻨﻮﺩ ﭘﻮﺭ‬ ‫ﻣﺎﺯﯾﺎﺭ‬
‫ﭼﺸﻢ‬

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‫ﺍﻣﻴﻨﺎ ﻣﺤﻤﺪﯼ‬
‫ﺍﻣﻴﻨﺎ ﻣﺤﻤﺪﯼ‬
‫…ﺣﺎﻻ ﯾﻪ ﺳﻮﺍﻝ ﺍﻟﺰﺍﻣﯽ ﺑﻮﺩﻥ ﯾﺎ ﻧﺒﻮﺩﻥ ﺭﺍﺑﻄﻪ ﻫﺎ ) ﯾﮏ ﺧﻄﯽ ﯾﺎ ﺩﻭﺧﻄﯽ‬
‫ ﺑﻪ ﺟﺪﻭﻝ ﺍﺳﺖ. ﯾﻌﻨﯽ ﺑﺮﺍ ﺍﺳﺎﺱ ﻣﺎﻫﻴﺖ‬ER ‫ﺗﺎﺛﻴﺮﺵ ﺗﻮ ﺗﺒﺪﯾﻞ ﻧﻤﻮﺩﺍﺭ‬
.‫ﺍﺭﺗﺒﺎﻁ ﻭ ﺍﻟﺰﺍﻣﯽ ﻭ ﻏﻴﺮﺍﻟﺰﺍﻣﯽ ﺑﻮﺩﻥ ﺣﺴﺎﺏ ﮐﻨﻴﺪ ﭼﻨﺪ ﺣﺎﻻ ﺭﺥ ﻣﯽ ﺩﻫﺪ‬
‫ﺧﺸﻨﻮﺩ ﭘﻮﺭ‬ ‫ﻣﺎﺯﯾﺎﺭ‬
‫ﻣﻦ ﺍﺳﺘﻔﺎﺩﻩ ﻣﯽ ﮐﻨﻢ‬
‫ﺻﻔﺤﻪ 54 ﮐﺘﺎﺏ ﺩﮐﺘﺮ ﺭﺍﻧﮑﻮﻫﯽ‬
‫ﺍﻣﻴﻨﺎ ﻣﺤﻤﺪﯼ‬
..... ‫ﻣﺜﻼ ﺭﺍﺑﻄﻪ 1­1 ﺍﻟﺰﺍﻣﯽ. ﺭﺍﺑﻄﻪ 1­1 ﻏﻴﺮ ﺍﻟﺰﺍﻣﯽ ﻭ‬
‫ﺧﺸﻨﻮﺩ ﭘﻮﺭ‬ ‫ﻣﺎﺯﯾﺎﺭ‬
‫ ﻗﺮﺍﺭ ﺟﺪﺍﻭﻝ ﺭﻭ ﺑﻪ ﻭﺟﻮﺩ ﺁﻭﺭﯾﻢ‬erd ‫ﯾﺎﺩﻣﺎﻥ ﺑﺎﺷﺪ ﮐﻪ ﺍﺯ‬
.
‫4 ﺣﺎﻟﺖ‬
‫ﺭ­ ﺗﺸﮑﺮﯼ‬
.‫ﺑﺒﺨﺸﻴﺪ ﯾﮏ ﺭﺍﺑﻄﻪ 1­1 ﻏﻴﺮ ﺍﻟﺰﺍﻣﯽ ﻣﺜﺎﻝ ﺑﺰﻧﻴﺪ ﻟﻄﻔﺎ‬
‫ﺧﺸﻨﻮﺩ ﭘﻮﺭ‬ ‫ﻣﺎﺯﯾﺎﺭ‬
‫ﺍﻟﺰﺍﻣﯽ ﺍﻟﺰﺍﻣﯽ‬
‫ﺍﻟﺰﺍﻣﯽ ﻏﻴﺮ ﺍﻟﺰﺍﻣﯽ‬
‫ﻏﻴﺮ ﺍﻟﺰﺍﻣﯽ ﺍﻟﺰﺍﻣﯽ‬
‫ﻏﻴﺮ ﺍﻟﺰﺍﻣﯽ ﻏﻴﺮ ﺍﻟﺰﺍﻣﯽ‬

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‫ﺍﻣﻴﻨﺎ ﻣﺤﻤﺪﯼ‬
.‫ﺧﻴﻠﯽ ﺣﺎﻟﺖ ﻣﯽ ﺷﻪ‬
:‫ﺗﺎﺯﻩ ﺑﻪ ﺍﯾﻦ ﻧﮕﺎﻩ ﮐﻨﻴﺪ‬
‫ﺧﺸﻨﻮﺩ ﭘﻮﺭ‬ ‫ﻣﺎﺯﯾﺎﺭ‬
‫ﻭﺍﺳﻪ 1­1 ﻧﻮﺷﺘﻢ‬
‫ﺍﻣﻴﻨﺎ ﻣﺤﻤﺪﯼ‬
‫ﻣﻤﮑﻨﻪ ﯾﻪ ﻣﻮﺟﻮﺩﯾﺖ ﺧﻮﺩﺵ ﺑﺎ ﺧﻮﺩﺵ ﺍﺭﺗﺒﺎﻁ ﺩﺍﺷﺘﻪ ﺑﺎﺷﺪ‬
‫ﺧﺸﻨﻮﺩ ﭘﻮﺭ‬ ‫ﻣﺎﺯﯾﺎﺭ‬
‫ﯾﮏ ﺩﺭﺱ ﻣﻤﮑﻦ ﭼﻨﺪ ﺗﺎ ﭘﻴﺶ ﻧﻴﺎ ﺯ ﺩﺍﺷﺘﻪ ﺑﺎﺷﻪ‬
‫ﺍﻣﻴﻨﺎ ﻣﺤﻤﺪﯼ‬
!!!‫ﺧﻮﺏ ﺣﺎﻻ ﺍﯾﻦ ﺣﺎﻟﺖ ﺭﺍ ﻫﻢ ﺗﺮﮐﻴﺐ ﮐﻨﻴﺪ ﺑﺎ ﺣﺎﻟﺘﻬﺎﯼ ﻗﺒﻞ‬
‫ﺭ­ ﺗﺸﮑﺮﯼ‬
‫.ﺑﺒﺨﺸﻴﺪ ﯾﮏ ﺭﺍﺑﻄﻪ 1­1 ﻏﻴﺮ ﺍﻟﺰﺍﻣﯽ ﻣﺜﺎﻝ ﺑﺰﻧﻴﺪ ﻟﻄﻔﺎ‬
.‫ﯾﮏ ﮐﺘﺎﺏ ﻣﯽ ﺗﻮﺍﻧﺪ ﯾﮏ ﻣﺘﺮﺟﻢ ﺩﺍﺷﺘﻪ ﺑﺎﺷﺪ‬
‫ﺧﺸﻨﻮﺩ ﭘﻮﺭ‬ ‫ﻣﺎﺯﯾﺎﺭ‬
‫ﺭ­ ﺗﺸﮑﺮﯼ‬
‫ﺍﻣﻴﻨﺎ ﻣﺤﻤﺪﯼ‬
‫.ﯾﮏ ﮐﺘﺎﺏ ﻣﯽ ﺗﻮﺍﻧﺪ ﯾﮏ ﻣﺘﺮﺟﻢ ﺩﺍﺷﺘﻪ ﺑﺎﺷﺪ‬
‫ﯾﻌﻨﯽ ﻣﻴﺘﻮﻧﻪ ﭼﻨﺪﺗﺎ ﻣﺘﺮﺟﻢ ﻫﻢ ﺩﺍﺷﺘﻪ ﺑﺎﺷﻪ،ﺑﻠﻪ،ﭘﺲ ﺍﻟﺰﺍﻣﯽ‬
‫ﻧﻴﺴﺖ،،،؟‬

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‫ﺍﻣﻴﻨﺎ ﻣﺤﻤﺪﯼ‬
!!!!!‫ﺧﻮﺏ ﮐﺘﺎﺏ ﺁﻣﺪﻩ ﻫﻤﻪ ﺍﯾﻨﻬﺎ ﺭﺍ ﺑﻪ ﭘﺎﺭﺍﮔﺮﺍﻑ ﺗﺒﺪﯾﻞ ﮐﺮﺩﻩ‬
‫ﺭ­ ﺗﺸﮑﺮﯼ‬
‫ﯾﻌﻨﯽ ﻣﻴﺘﻮﻧﻪ ﭼﻨﺪﺗﺎ ﻣﺘﺮﺟﻢ ﻫﻢ ﺩﺍﺷﺘﻪ ﺑﺎﺷﻪ،ﺑﻠﻪ،ﭘﺲ ﺍﻟﺰﺍﻣﯽ ﻧﻴﺴﺖ‬ …
‫ﻧﻪ. ﻓﺮﺽ ﮐﺮﺩﻡ ﻫﺮ ﮐﺘﺎﺏ ﻓﻘﻂ ﯾﻪ ﻣﺘﺮﺟﻢ ﻣﯽ ﺗﻮﻧﻪ ﺩﺍﺷﺘﻪ ﺑﺎﺷﻪ. ﭘﺲ ﭼﻮﻥ‬
‫ﻣﯽ ﺗﻮﻧﻪ ﻣﯽ ﺷﻮﺩ 1­1 ﻏﻴﺮﺍﻟﺰﺍﻣﯽ. ﺍﯾﻨﺠﻮﺭﯼ ﮐﻪ ﺷﻤﺎ ﻣﯽ ﮔﻮﯾﻴﺪ ﻣﯽ‬
‫ ﻏﻴﺮﺍﻟﺰﺍﻣﯽ‬n­1 ‫ﺷﻮﺩ‬
‫ﺭ­ ﺗﺸﮑﺮﯼ‬
‫ﭼﻄﻮﺭ ﻣﻤﮑﻨﻪ ﯾﻪ ﺩﺭﺱ ﻫﻤﻨﻴﺎﺯ ﯾﺎ ﭘﻴﺶ ﻧﻴﺎﺯ ﺧﻮﺩﺵ ﺑﺎﺷﻪ؟‬
‫ﺍﻣﻴﻨﺎ ﻣﺤﻤﺪﯼ‬
‫ﺧﻮﺩﺵ ﻧﻪ. ﯾﻪ ﺩﺭﺱ ﭘﻴﺸﻨﻴﺎﺯ ﯾﻪ ﺩﺭﺱ ﺩﯾﮕﻪ‬
‫ﺭ­ ﺗﺸﮑﺮﯼ‬
‫ﺍﻣﻴﻨﺎ ﻣﺤﻤﺪﯼ‬
‫ﻧﻪ. ﻓﺮﺽ ﮐﺮﺩﻡ ﻫﺮ ﮐﺘﺎﺏ ﻓﻘﻂ ﯾﻪ ﻣﺘﺮﺟﻢ ﻣﯽ ﺗﻮﻧﻪ ﺩﺍﺷﺘﻪ ﺑﺎﺷﻪ. ﭘﺲ‬
‫ﻣﻤﻨﻮﻧﻢ‬
‫ﺧﺸﻨﻮﺩ ﭘﻮﺭ‬ ‫ﻣﺎﺯﯾﺎﺭ‬
‫ﺍﻟﺒﺘﻪ ﺩﺭ ﮐﺘﺎﺏ ﺻﻔﺤﻪ 81 ﮔﺬﺭﺍ ﭼﻨﺪ ﺳﻄﺮ ﺭﻭ ﻧﻮﺷﺘﻪ ﮐﻪ ﺍﺳﺘﺎﺩ ﻣﺤﻤﺪﯼ‬
‫ﻋﮑﺴﺶ ﺭﻭ ﮔﺬﺍﺷﺘﻦ‬
‫ ﺟﺪﻭﻝ ﻫﺎ ﺭﻭ ﺗﺸﮑﻴﻞ‬er ‫ﺗﻮ ﮐﺘﺎﺏ ﺻﻔﺤﻪ 02 ﻓﻘﻂ ﺍﺷﺎﺭﻩ ﮐﺮﺩﻩ ﮐﻪ ﺑﺎ ﺗﺮﺳﻴﻢ‬
‫ﺑﺪﯾﺪ‬
3 ‫ﺻﻔﺤﻪ 02 ﻗﺴﻤﺖ‬
‫ﺍﻣﻴﻨﺎ ﻣﺤﻤﺪﯼ‬
‫ﺧﻮﺏ ﻣﻦ ﺗﺎ ﻫﺮ ﺟﺎ ﺑﺸﻪ ﺣﺎﻟﺖ ﻫﺎ ﺭﺍ ﺗﻮﺿﻴﺢ ﻣﯽ ﺩﻫﻢ ﮐﻪ ﺑﺎ ﻫﺮ ﺣﺎﻟﺖ‬
:‫ﺑﺎﯾﺪ ﭼﺠﻮﺭﯼ ﺑﺮﺧﻮﺭﺩ ﮐﻨﻴﻢ‬
:‫ﺍﻭﻝ 1­1 ﻫﺎ‬
‫ﺧﺸﻨﻮﺩ ﭘﻮﺭ‬ ‫ﻣﺎﺯﯾﺎﺭ‬

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‫ﻫﺮ ﮔﺮﻭﻩ ﺁﻣﻮﺯﺷﯽ ﯾﮏ ﻣﺪﯾﺮ ﮔﺮﻭﻩ ﺩﺍﺭﺩ ﻭ ﯾﮏ ﺍﺳﺘﺎﺩ ﻣﯽ ﺗﻮﺍﻧﺪ ﻣﺪﯾﺮ ﮔﺮﻭﻩ‬
‫ﺑﺎﺷﺪ‬
‫ﺍﻣﻴﻨﺎ ﻣﺤﻤﺪﯼ‬
‫ﯾﻪ ﻟﺤﻈﻪ‬
‫ﺧﺸﻨﻮﺩ ﭘﻮﺭ‬ ‫ﻣﺎﺯﯾﺎﺭ‬
‫ﺍﯾﻨﺘﺮﻧﺖ ﺍﻣﺸﺐ ﺧﻴﻠﯽ ﺿﻌﻴﻒ ﺷﺪﻩ‬
‫ﺧﺸﻨﻮﺩ ﭘﻮﺭ‬ ‫ﻣﺎﺯﯾﺎﺭ‬
‫ﺧﺸﻨﻮﺩ ﭘﻮﺭ‬ ‫ﻣﺎﺯﯾﺎﺭ‬ Tue
‫ﺍﻣﻴﻨﺎ ﻣﺤﻤﺪﯼ‬
‫ﺧﺸﻨﻮﺩ ﭘﻮﺭ‬ ‫ﻣﺎﺯﯾﺎﺭ‬
‫ﺍﺭﺗﺒﺎﻁ ﺑﻴﻦ ﺍﺳﺘﺎﺩ ﻭ ﮔﺮﻭﻩ ﺁﻣﻮﺯﺷﯽ ﺭﻭ ﺑﺒﻴﻨﻴﺪ‬
‫ﺍﻣﻴﻨﺎ ﻣﺤﻤﺪﯼ‬
‫ﺧﻂ ﻗﺮﻣﺰ ﺯﯾﺮ ﺻﻔﺎﺕ ﯾﻌﻨﯽ ﮐﻠﻴﺪ ﮐﺎﻧﺪﯾﺪ)ﺍﺻﻠﯽ( ﻭ ﺧﻂ ﺳﺒﺰ ﯾﻌﻨﯽ ﮐﻠﻴﺪ‬
‫ﺧﺎﺭﺟﯽ‬

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‫ﺍﯾﻦ ﯾﻪ ﺣﺎﻟﺖ. 1­1 ﻏﻴﺮ ﺍﻟﺰﺍﻣﯽ‬
‫ﺍﯾﻦ ﺣﺎﻟﺖ ﺗﺪﺍﺧﻞ ﺍﻁﻼﻋﺎﺗﯽ ﻧﺪﺍﺭﻩ. ﺩﺭ ﻣﻮﺭﺩ ﺍﯾﻦ ﺟﻤﻠﻪ ﮐﻪ ﺗﻮ ﮐﺘﺎﺏ ﺁﻣﺪﻩ‬
‫ﺑﻌﺪﺍ ﺑﺤﺚ ﻣﯽ ﮐﻨﻢ‬
‫ﺧﺸﻨﻮﺩ ﭘﻮﺭ‬ ‫ﻣﺎﺯﯾﺎﺭ‬
‫ﺧﻴﻠﯽ ﻣﻬﻤﻪ‬
‫ﺍﻣﻴﻨﺎ ﻣﺤﻤﺪﯼ‬
.(‫ﺷﮑﻞ ﻓﻮﻕ ﺣﺎﻟﺖ 1­1 ﺍﻟﺰﺍﻣﯽ ﺍﺳﺖ)ﺑﺪﻭﻥ ﺍﺧﺘﻼﻁ ﺍﻁﻼﻋﺎﺕ‬
‫ﺧﺸﻨﻮﺩ ﭘﻮﺭ‬ ‫ﻣﺎﺯﯾﺎﺭ‬
‫1­1 ﺍﻟﺰﺍﻣﯽ‬
‫ﺍﻣﻴﻨﺎ ﻣﺤﻤﺪﯼ‬
Requierd =Yes ‫ ﺑﻪ ﺻﻮﺭﺕ‬Y ‫ ﺭﺍ ﺩﺭ ﺟﺪﻭﻝ‬ID1‫ﺑﺮﺍﯼ ﻁﺮﺍﺣﯽ ﻓﻮﻕ ﺑﺎﯾﺪ ﻓﻴﻠﺪ‬
‫ﺗﻌﺮﯾﻒ ﮐﻨﻴﺪ‬
‫ﺧﺸﻨﻮﺩ ﭘﻮﺭ‬ ‫ﻣﺎﺯﯾﺎﺭ‬
‫ﺩﻗﻴﻘﺎ‬
‫ﭼﻮﻥ ﺍﯾﻦ ﻓﻴﻠﺪ ﺩﺭ ﺟﺪﻭﻝ ﺩﻭﻡ ﮐﻠﻴﺪ ﺍﺻﻠﯽ ﺍﺳﺖ‬
‫ﺍﻣﻴﻨﺎ ﻣﺤﻤﺪﯼ‬
‫ ﺑﻪ ﻋﻨﻮﺍﻥ ﮐﻠﻴﺪ‬Y ‫ ﺭﻓﺘﻪ ﺩﺭ ﺟﺪﻭﻝ‬X ‫ ﺍﺯ ﺟﺪﻭﻝ‬ID1 :‫ﯾﻪ ﺗﺤﻘﻴﻖ ﺑﺮﺍﯼ ﮐﻼﺱ‬
‫ ﺑﺮﻭﺩ؟؟؟‬X ‫ ﺗﻮ ﺟﺪﻭﻝ‬Y ‫ ﺍﺯ ﺟﺪﻭﻝ‬ID2‫ﮐﺎﻧﺪﯾﺪ ﻭ ﺧﺎﺭﺝ. ﻧﻤﯽ ﺷﻪ‬
‫ﺧﺸﻨﻮﺩ ﭘﻮﺭ‬ ‫ﻣﺎﺯﯾﺎﺭ‬
‫ﭼﻮﻥ ﺍﯾﻦ ﻓﻴﻠﺪ ﺩﺭ ﺟﺪﻭﻝ ﺩﻭﻡ ﮐﻠﻴﺪ ﺍﺻﻠﯽ ﺍﺳﺖ‬
‫ﮐﻠﻴﺪ ﮐﺎﻧﺪﯾﺪ‬
‫ﺧﺸﻨﻮﺩ ﭘﻮﺭ‬ ‫ﻣﺎﺯﯾﺎﺭ‬
‫ﮐﻠﻴﺪ ﮐﺎﻧﺪﯾﺪ‬
‫ﺍﻣﻴﻨﺎ ﻣﺤﻤﺪﯼ‬
‫ ﮐﻠﻴﺪ‬ID1 ‫ ﮐﻠﻴﺪ ﺍﺻﻠﯽ ﺍﺳﺖ ﻭ‬ID2 ‫ ﻓﻴﻠﺪ‬Y ‫ﺩﻗﺖ ﮐﻨﻴﺪ ﻫﻤﮑﺎﺭﺍﻥ ﺩﺭ ﺟﺪﻭﻝ‬
‫ﮐﺎﻧﺪﯾﺪ ﺍﺳﺖ ﻭ ﺩﻭﺗﺎ ﺑﺎﻫﻢ ﮐﻪ ﮐﻠﻴﺪ ﺗﺮﮐﻴﺒﯽ ﻧﻴﺴﺘﻨﺪ‬

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‫ﺑﺤﺚ ﻫﻔﺘﻪ ﻗﺒﻞ ﯾﺎﺩﺗﻮﻧﻪ. ﯾﻪ ﺟﺪﻭﻝ ﻣﯽ ﺗﻮﻧﻪ ﭼﻨﺪ ﺗﺎ ﮐﻠﻴﺪ ﮐﺎﻧﺪﯾﺪ ﺩﺍﺷﺘﻪ ﺑﺎﺷﻪ ﻭ‬
‫ﯾﮑﻴﺸﻮﻥ ﺍﺻﻠﯽ ﺍﺳﺖ‬
‫ﺧﺸﻨﻮﺩ ﭘﻮﺭ‬ ‫ﻣﺎﺯﯾﺎﺭ‬
‫ﺑﻠﻪ‬
‫ﻣﺜﻞ ﺷﻤﺎﺭﻩ ﺷﻨﺎﺳﻨﺎﻣﻪ ﻭ ﻧﺎﻡ ﻭ ﻧﺎﻡ ﺧﺎﻧﻮﺍﺩﮔﯽ‬
L torabi
‫ﺍﻣﻴﻨﺎ ﻣﺤﻤﺪﯼ‬
‫ :ﯾﻪ ﺗﺤﻘﻴﻖ ﺑﺮﺍﯼ ﮐﻼﺱ‬ID1 ‫ ﺍﺯ ﺟﺪﻭﻝ‬X ‫ ﺭﻓﺘﻪ ﺩﺭ ﺟﺪﻭﻝ‬Y ‫ﺑﻪ ﻋﻨﻮﺍﻥ ﮐﻠﻴﺪ‬
‫ﺑﻪ ﻧﻈﺮﺗﻮﻥ ﺑﻌﺪ ﺍﺯ ﻣﻄﺮﺡ ﮐﺮﺩﻥ ﺍﯾﻦ ﺳﻮﺍﻝ ﺗﻮﮐﻼﺱ ﻋﮑﺲ ﺍﻟﻌﻤﻞ ﺩﺍﻧﺶ‬
‫ﺍﻣﻮﺯﺍﻥ ﭼﻴﻪ؟‬
‫ﺍﻣﻴﻨﺎ ﻣﺤﻤﺪﯼ‬
‫ﺧﺸﻨﻮﺩ ﭘﻮﺭ‬ ‫ﻣﺎﺯﯾﺎﺭ‬
‫ﻣﺜﻞ ﺷﻤﺎﺭﻩ ﺷﻨﺎﺳﻨﺎﻣﻪ ﻭ ﻧﺎﻡ ﻭ ﻧﺎﻡ ﺧﺎﻧﻮﺍﺩﮔﯽ‬
‫ﻧﻪ. )ﺵ ﺵ ﻭ ﺳﺎﻝ ﺗﻮﻟﺪ ﻭ ﻣﺤﻞ ﺗﻮﻟﺪ( ﮐﻪ ﮐﻠﻴﺪ ﺗﺮﮐﻴﺒﯽ ﺑﻮﺩﻧﺪ‬
‫ﺧﺸﻨﻮﺩ ﭘﻮﺭ‬ ‫ﻣﺎﺯﯾﺎﺭ‬
‫ﻧﻪ‬
‫ﻣﻦ ﯾﺎ ﺩ ﺁﻭﺭﯼ ﮐﺮﺩﻡ‬
‫ﺑﺤﺚ ﺑﺎ ﻧﺎﻡ ﻭ ﻧﺎﻡ ﺧﺎﻧﻮﺍﺩﮔﯽ ﺷﺮﻭﻉ ﺷﺪ‬
‫ﺍﻣﻴﻨﺎ ﻣﺤﻤﺪﯼ‬
L torabi
‫ﺑﻪ ﻧﻈﺮﺗﻮﻥ ﺑﻌﺪ ﺍﺯ ﻣﻄﺮﺡ ﮐﺮﺩﻥ ﺍﯾﻦ ﺳﻮﺍﻝ ﺗﻮﮐﻼﺱ ﻋﮑﺲ ﺍﻟﻌﻤﻞ ﺩﺍﻧﺶ‬ …
‫ﻣﻦ ﻫﻤﻴﺸﻪ ﺍﮔﻪ ﮐﻼﺱ ﻓﻌﺎﻝ ﺑﺎﺷﻨﺪ ﭼﺎﻟﺶ ﻫﺎﯼ ﺍﯾﻨﻄﻮﺭﯼ ﻫﻢ ﺩﺍﺭﻡ ﺗﻮ‬
‫ﮐﻼﺱ. ﺑﺤﺚ ﻣﯽ ﮐﻨﻨﺪ ﻭ ﺳﺮﮐﻠﻪ ﻫﻢ ﻣﯽ ﺯﻧﻴﻢ ﺑﺎ ﯾﺎﺩ ﺑﮕﻴﺮﻧﺪ‬
‫ﺟﻮﺍﺏ ﺍﯾﻦ ﺗﺤﻘﻴﻖ ﺭﺍ ﺗﻮ ﻫﻔﺘﻪ ﯾﺎ ﻫﻔﺘﻪ ﺩﯾﮕﻪ ﺗﻮ ﭘﯽ ﻭﯼ ﺑﺮﺍﻡ ﺑﻔﺮﺳﺘﻴﺪ ﺗﺎ‬
‫ﺑﺤﺚ ﮐﻨﻴﻢ. ﺍﯾﻨﻄﻮﺭﯼ ﺑﻬﺘﺮﻩ‬
‫ﺗﺎ ﺣﺎﻻ ﭼﻨﺪ ﺣﺎﻟﺖ ﺷﺪ؟‬
‫ﺧﺸﻨﻮﺩ ﭘﻮﺭ‬ ‫ﻣﺎﺯﯾﺎﺭ‬
‫ﺍﻟﺒﺘﻪ ﺍﺳﺘﺎﺩ ﻣﺤﻤﺪﯼ ﺳﻌﯽ ﺩﺍﺭﻧﺪ ﻣﺎ ﻣﻄﻠﺐ ﺭﻭ ﮐﺎﻣﻞ ﯾﺎﺩ ﺑﮕﻴﺮﯾﻢ‬
‫ﻣﻤﮑﻨﻪ ﯾﻪ ﺩﺍﻧﺶ ﺁﻣﻮﺯ ﺷﻴﻄﻨﺖ ﺑﮑﻨﻪ‬
‫2 ﺣﺎﻟﺖ ﺷﺪ‬
‫ﺧﺸﻨﻮﺩ ﭘﻮﺭ‬ ‫ﻣﺎﺯﯾﺎﺭ‬
‫ﻣﻤﮑﻨﻪ ﯾﻪ ﺩﺍﻧﺶ ﺁﻣﻮﺯ ﺷﻴﻄﻨﺖ ﺑﮑﻨﻪ‬
‫ﻭ ﺍﺯ ﻣﺎ ﺳﻮﺍﻝ ﺑﭙﺮﺳﻪ‬

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‫ﺍﻣﻴﻨﺎ ﻣﺤﻤﺪﯼ‬
‫ﺍﯾﻦ ﺣﺎﻟﺖ ﻫﻢ ﺣﺎﻟﺘﯽ ﺍﺳﺖ ﮐﻪ ﮐﺘﺎﺏ ﮔﻔﺘﻪ ﻭ ﺑﻪ ﺷﺪﺕ ﺍﺧﺘﻼﻁ ﺍﻁﻼﻋﺎﺕ‬
‫ﺩﺍﺭﻩ ﻭ ﺑﻪ ﺩﺭﺩ ﻧﻤﯽ ﺧﻮﺭﻩ‬
!!!!‫ , ﺭﺍﺑﻄﺸﻮﻥ ﯾﻪ ﺟﺪﻭﻝ ﺩﺭﺳﺖ ﮐﻨﻴﻢ‬X , Y ‫ﯾﻌﻨﯽ ﮐﻼ ﺑﺮﺍﯼ‬
N. Seddighi
‫ﺍﻣﻴﻨﺎ ﻣﺤﻤﺪﯼ‬
‫ﺍﯾﻦ ﺣﺎﻟﺖ ﻫﻢ ﺣﺎﻟﺘﯽ ﺍﺳﺖ ﮐﻪ ﮐﺘﺎﺏ ﮔﻔﺘﻪ ﻭ ﺑﻪ ﺷﺪﺕ ﺍﺧﺘﻼﻁ ﺍﻁﻼﻋﺎ‬…
‫ﺻﻔﺤﻪ ﭼﻨﺪ ﺑﻮﺩ؟‬
‫ﺍﻣﻴﻨﺎ ﻣﺤﻤﺪﯼ‬
N. Seddighi
‫ﺻﻔﺤﻪ ﭼﻨﺪ ﺑﻮﺩ؟‬
18
‫ﮐﺘﺎﺏ ﻧﻮﺷﺘﻪ ﻣﻮﺟﻮﺩﯾﺖ ﻫﺎﯾﯽ ﮐﻪ ﺍﺭﺗﺒﺎﻁ ﯾﮏ ﺑﻪ ﯾﮏ ﺩﺍﺭﻧﺪ ﺑﻪ ﯾﮏ ﺟﺪﻭﻝ‬
!!!‫ﺗﺒﺪﯾﻞ ﻣﯽ ﺷﻮﻧﺪ!!!!! ﺧﻮﺏ ﺍﯾﻦ ﭼﺮﺗﻪ‬
‫ﺧﺸﻨﻮﺩ ﭘﻮﺭ‬ ‫ﻣﺎﺯﯾﺎﺭ‬
( ‫ﺍﻟﺒﺘﻪ ﻧﻮﺷﺘﻪ ) ﺍﮔﺮ ﭼﻪ ﻣﻤﮑﻦ ﺍﺳﺖ ﺗﺪﺍﺧﻞ ﺍﻁﻼﻋﺎﺗﯽ ﺭﺥ ﺩﻫﺪ‬
‫ﺍﻣﻴﻨﺎ ﻣﺤﻤﺪﯼ‬
‫ﺧﺸﻨﻮﺩ ﭘﻮﺭ‬ ‫ﻣﺎﺯﯾﺎﺭ‬
‫) ﺍﻟﺒﺘﻪ ﻧﻮﺷﺘﻪ ) ﺍﮔﺮ ﭼﻪ ﻣﻤﮑﻦ ﺍﺳﺖ ﺗﺪﺍﺧﻞ ﺍﻁﻼﻋﺎﺗﯽ ﺭﺥ ﺩﻫﺪ‬
‫ﺻﺪ ﺩﺭﺻﺪ ﺭﺥ ﻣﯽ ﺩﻫﺪ‬
‫ﺧﺸﻨﻮﺩ ﭘﻮﺭ‬ ‫ﻣﺎﺯﯾﺎﺭ‬
‫ﺩﺭ ﺻﻮﺭﺗﯽ ﮐﻪ ﺗﺪﺍﺧﻞ ﺍﻁﻼﻋﺎﺕ ﺭﺥ ﻧﺪﻩ ﻣﯽ ﺗﻮﻧﻴﻢ ﺑﻪ ﺟﺪﻭﻝ ﺗﺒﺪﯾﻞ ﮐﻨﻴﻢ‬

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‫ﺍﻣﻴﻨﺎ ﻣﺤﻤﺪﯼ‬
‫ ﺍﺳﺖ‬n­1 ‫ﺣﺎﻟﺖ ﻓﻮﻕ‬
‫ﺧﺸﻨﻮﺩ ﭘﻮﺭ‬ ‫ﻣﺎﺯﯾﺎﺭ‬
‫ﺩﺭ ﺻﻮﺭﺗﯽ ﮐﻪ ﺗﺪﺍﺧﻞ ﺍﻁﻼﻋﺎﺕ ﺭﺥ ﻧﺪﻩ ﻣﯽ ﺗﻮﻧﻴﻢ ﺑﻪ ﺟﺪﻭﻝ ﺗﺒﺪﯾﻞ ﮐﻨﻴﻢ‬
‫ﺑﻪ ﻫﺮ ﺣﺎﻝ ﻣﯽ ﺗﻮﻧﻴﻢ ﺑﻪ ﯾﻪ ﺟﺪﻭﻝ ﺗﺒﺪﯾﻞ ﮐﻨﻴﻢ ﻭﻟﯽ ﺗﺪﺍﺧﻞ ﺍﻁﻼﻋﺎﺗﯽ ﺭﺥ‬
.‫ﻣﯽ ﺩﻩ ﻭ ﺟﺪﺍﻭﻝ ﻧﺮﻣﺎﻝ ﻧﻴﺴﺘﻨﺪ‬
‫ ﺍﻟﺰﺍﻣﯽ ﺑﺎﺷﻪ ﺑﺎﯾﺪ ﭼﮑﺎﺭ ﮐﻨﻴﻢ؟؟؟‬n­1 ‫ﯾﻪ ﺳﻮﺍﻝ: ﺍﮔﺮ‬
‫ﺍﻣﻴﻨﺎ ﻣﺤﻤﺪﯼ‬
Photo
‫ ﺍﺿﺎﻓﻪ ﻣﯽ ﮐﻨﻴﻢ‬n ‫ﺩﺭ ﺍﯾﻦ ﺷﮑﻞ ﮐﻠﻴﺪ ﺍﺻﻠﯽ ﻁﺮﻑ ﯾﮏ ﺭﺍ ﺑﻪ ﺟﺪﻭﻝ ﻁﺮﻑ‬
‫ﺑﻪ ﻋﻨﻮﺍﻥ ﮐﻠﻴﺪ ﺧﺎﺭﺟﯽ‬
‫ﭼﺮﺍ ﺍﻣﺸﺐ ﺧﻮﺍﺑﻴﺪ؟؟؟؟‬
‫ﺭ­ ﺗﺸﮑﺮﯼ‬
.‫ﺑﻴﺪﺍﺭﯾﻢ ﺍﺳﺘﺎﺩ،ﺩﺍﺭﯾﻢ ﺍﺳﺘﻔﺎﺩﻩ ﻣﯽ ﮐﻨﻴﻢ‬
‫ﺧﺸﻨﻮﺩ ﭘﻮﺭ‬ ‫ﻣﺎﺯﯾﺎﺭ‬
‫ﺑﺎﯾﺪ ﯾﻪ ﺟﺪﻭﻝ ﺭﻭ ﺑﻪ ﺟﺪﻭﻝ ﺩﯾﮕﻪ ﺍﻧﺘﻘﺎﻝ ﺑﺪﻫﻴﻢ‬
‫ﺍﻣﻴﻨﺎ ﻣﺤﻤﺪﯼ‬
‫ﺍﻣﻴﻨﺎ ﻣﺤﻤﺪﯼ‬
1 ‫­ﯾﻪ ﺳﻮﺍﻝ: ﺍﮔﺮ‬n ‫ﺍﻟﺰﺍﻣﯽ ﺑﺎﺷﻪ ﺑﺎﯾﺪ ﭼﮑﺎﺭ ﮐﻨﻴﻢ؟؟؟‬
Required=YES ‫ ﺭﺍ ﺑﻪ ﺻﻮﺭﺕ‬Y ‫ ﻣﻮﺟﻮﺩ ﺩﺭ ﺟﺪﻭﻝ‬ID1 ‫ﺑﺎﯾﺪ ﮐﻠﻴﺪ ﺧﺎﺭﺟﯽ‬
.‫ﺗﻌﺮﯾﻒ ﮐﻨﻴﻢ‬
.‫ﻓﻘﻂ ﻫﻤﻴﻦ‬
‫ﺭ­ ﺗﺸﮑﺮﯼ‬
‫ ﺭﻭ ﺑﻪ ﺟﺪﻭﻝ 01 ﺍﺿﺎﻓﻪ ﮐﻨﻴﻢ‬n ‫ﺑﺎﯾﺪ ﮐﻠﻴﺪ ﻁﺮﻑ‬
‫ﺍﻣﻴﻨﺎ ﻣﺤﻤﺪﯼ‬
‫ﺭ­ ﺗﺸﮑﺮﯼ‬
‫ ﺑﺎﯾﺪ ﮐﻠﻴﺪ ﻁﺮﻑ‬n ‫ﺭﻭ ﺑﻪ ﺟﺪﻭﻝ 01 ﺍﺿﺎﻓﻪ ﮐﻨﻴﻢ‬
‫ﻧﻪ‬
‫ﺧﺸﻨﻮﺩ ﭘﻮﺭ‬ ‫ﻣﺎﺯﯾﺎﺭ‬
‫ﮐﺘﺎﺏ ﮔﻔﺘﻪ‬
‫ﺻﻔﺤﻪ 81 ﮐﺘﺎﺏ‬
‫ﺍﻣﻴﻨﺎ ﻣﺤﻤﺪﯼ‬

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.‫ﻣﻦ ﻫﻢ ﻫﻤﻴﻦ ﺭﺍ ﮔﻔﺘﻢ‬
‫ﺧﺸﻨﻮﺩ ﭘﻮﺭ‬ ‫ﻣﺎﺯﯾﺎﺭ‬
‫ﺑﻠﻪ‬
‫ﺷﻤﺎ ﺩﺭﺳﺖ ﮔﻔﺘﻴﺪ‬
‫ﺍﻣﻴﻨﺎ ﻣﺤﻤﺪﯼ‬
:M­N ‫ﺣﺎﻻ ﺣﺎﻟﺖ‬
‫ﺧﺸﻨﻮﺩ ﭘﻮﺭ‬ ‫ﻣﺎﺯﯾﺎﺭ‬
‫ﺍﻣﺎ ﯾﻪ ﺧﻂ ﺑﺎﻻﺗﺮ‬
‫ﮔﻔﺘﻪ‬
‫ﯾﮑﯽ ﺍﺯ ﺟﺪﻭﻝ ﻫﺎ ﺑﻪ ﺩﯾﮕﺮﯼ ﻣﻨﺘﻘﻞ ﺷﻮﺩ‬
‫ﺑﺒﺨﺸﻴﺪ ﺍﺳﺘﺎﺩ ﻣﺤﻤﺪﯼ‬
‫ﺗﻨﺎﻗﺾ ﺗﻮ ﮐﺘﺎﺏ ﺯﯾﺎﺩ‬
‫ﺍﻣﻴﻨﺎ ﻣﺤﻤﺪﯼ‬
.‫ﺗﻮ ﺧﻂ ﺑﺎﻻﺵ ﺑﺮﺍﯼ 1­1 ﻫﺎ ﮔﻔﺘﻪ‬
.‫ﻣﻦ ﻫﻢ ﺑﺮﺍﯼ 1­1 ﻫﺎ ﮔﻔﺘﻢ ﮐﻠﻴﺪ ﺍﺻﻠﯽ ﯾﮑﯽ ﺩﺭ ﺩﯾﮕﺮﯼ ﻣﯽ ﺭﻭﺩ‬
‫ﺧﺸﻨﻮﺩ ﭘﻮﺭ‬ ‫ﻣﺎﺯﯾﺎﺭ‬
‫ﺩﻗﻴﻘﺎ ﺍﻣﺎ ﺟﻤﻠﻪ ﺍﺵ ﺩﻭ ﭘﻬﻠﻮ ﻫﺴﺘﺶ‬
‫ﮔﻔﺘﻪ‬
....... ‫ ﯾﮑﯽ ﺍﺯ ﺟﺪﻭﻝ ﻫﺎ‬n : 1 ‫ﺩﺭ ﻣﻮﺍﺭﺩﯼ ﻧﻴﺰ ﻣﺎﻧﻨﺪ‬
‫ﺍﻣﻴﻨﺎ ﻣﺤﻤﺪﯼ‬
‫ﺣﺎﻻ ﺍﯾﻨﮑﻪ ﮐﻠﻴﺪ ﺍﺻﻠﯽ ﮐﺪﺍﻡ ﻣﻮﺟﻮﺩﯾﺖ ﺑﺮﺍﯼ ﮐﭙﯽ ﺩﺭ ﻣﻮﺟﻮﺩﯾﺖ ﺩﯾﮕﺮ‬
!!!‫ﺍﻧﺘﺨﺎﺏ ﺷﻮﺩ. ﺷﺪ ﺗﺤﻘﻴﻖ ﺩﯾﮕﻪ‬
‫ﺧﺸﻨﻮﺩ ﭘﻮﺭ‬ ‫ﻣﺎﺯﯾﺎﺭ‬
‫ﺍﻟﺒﺘﻪ ﮐﺘﺎﺑﯽ ﮐﻪ ﮐﭙﯽ ﭘﻴﺴﺖ ..... ﺑﺸﻮﺩ‬
‫ﻫﻤﻴﻦ ﺩﯾﮕﻪ‬
:M­N ‫ﺣﺎﻻ ﺣﺎﻟﺖ‬
‫ﺍﯾﻦ ﺭﻭ ﺑﻔﺮﻣﺎﯾﻴﺪ‬
‫ﺍﻣﻴﻨﺎ ﻣﺤﻤﺪﯼ‬
‫ﯾﻪ ﻟﺤﻈﻪ‬

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‫ ﺭﺍ ﺳﻪ ﻣﻮﺭﺩ‬R ‫ﺩﺭ ﺍﯾﻦ ﺷﮑﻞ ﻣﻦ ﻋﻤﺪﺍ ﻣﻮﺟﻮﺩﯾﺖ ﻫﺎﯼ ﻣﺸﺎﺭﮐﺖ ﺩﺭ‬
‫ ﻫﻢ ﮐﻪ‬R ‫ﮔﺮﻓﺘﻢ. ﺑﺮﺍﯼ ﻫﺮ ﻣﻮﺟﻮﺩﯾﺖ ﯾﻪ ﺟﺪﻭﻝ ﺩﺭﺳﺖ ﻣﯽ ﮐﻨﻴﻢ ﻭ ﺟﺪﻭﻝ‬
‫ﮐﻠﻴﺪ ﺍﺻﻠﯽ ﺁﻥ ﺗﺮﮐﻴﺒﯽ ﺍﺯ ﮐﻠﻴﺪ ﺍﺻﻠﯽ ﺍﻭﻥ ﺳﻪ ﻣﻮﺟﻮﺩﯾﺖ ﺩﯾﮕﺮﻩ، ﺍﯾﺠﺎﺩ‬
‫ﻣﯽ ﺷﻪ‬
‫ﺗﻮ ﮐﺘﺎﺏ ﻓﻘﻂ ﺑﺤﺚ ﺩﻭ ﻣﻮﺟﻮﺩﯾﺖ ﺩﺭ ﯾﮏ ﺭﺍﺑﻄﻪ ﺭﺍ ﮔﻔﺘﻪ‬
‫ﺧﺸﻨﻮﺩ ﭘﻮﺭ‬ ‫ﻣﺎﺯﯾﺎﺭ‬
‫ﺧﺐ ﺷﻤﺎ ﺑﺎ 3 ﻣﻮﺟﻮﺩﯾﺖ ﮐﺎﺭ ﮐﺮﺩﯾﺪ‬
‫ﺍﻣﻴﻨﺎ ﻣﺤﻤﺪﯼ‬
‫ﺑﻠﻪ‬
‫ﺧﺸﻨﻮﺩ ﭘﻮﺭ‬ ‫ﻣﺎﺯﯾﺎﺭ‬
‫ﮐﺘﺎﺏ ﺩﺭ ﺻﻔﺤﻪ 61 ﻣﺜﺎﻝ 3­1 ﺑﺎ ﺩﻭ ﻣﻮﺟﻮﺩﯾﺖ ﮐﺎﺭ ﮐﺮﺩﻩ‬
‫ﻣﻴﺸﻪ ﺁﻭﻥ ﺭﻭ ﻟﻄﻔﺎ ﺗﻮﺿﻴﺢ ﺑﺪﻫﻴﺪ‬
‫ﺍﻣﻴﻨﺎ ﻣﺤﻤﺪﯼ‬
:‫ﻣﻦ ﺟﺪﺍﻭﻟﺶ ﺭﺍ ﻣﯽ ﮔﻢ‬
(......‫ﻣﻌﻠﻢ) ﮐﺪ ﻣﻌﻠﻢ . ﻧﺎﻡ ﻣﻌﻠﻢ . ﻭ‬
‫ﺧﺸﻨﻮﺩ ﭘﻮﺭ‬ ‫ﻣﺎﺯﯾﺎﺭ‬
‫ﺍﻭﮐﯽ ﻭ ﺍﺯ ﺍﯾﻦ ﺟﺎ ﺑﺮﺳﻴﺪ ﺑﻪ ﺟﻮﺍﺏ ﺁﻭﻥ ﺗﺴﺖ‬
‫ﺭ­ ﺗﺸﮑﺮﯼ‬

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‫ﺧﺸﻨﻮﺩ ﭘﻮﺭ‬ ‫ﻣﺎﺯﯾﺎﺭ‬
‫ﺍﻣﻴﻨﺎ ﻣﺤﻤﺪﯼ‬
‫ﺩﺭﺱ) ﺷﻤﺎﺭﻩ ﺩﺭﺱ ­ ﻧﺎﻡ ﺩﺭﺱ­ ﺗﻌﺪﺍﺩ ﻭﺍﺣﺪ­ ﮐﺪ ﻣﻌﻠﻢ( ﺑﻪ ﺧﺎﻁﺮ ﺍﺭﺗﺒﺎﻁ‬
‫ ﺑﺎ ﻣﻌﻠﻢ‬n­1
(.....‫ﺩﺍﻧﺶ ﺁﻣﻮﺯ) ﺷﻤﺎﺭﻩ ﺩﺍﻧﺶ ﺁﻣﻮﺯ­ ﻧﺎﻡ ﻭ ﻓﺎﻣﻴﻠﯽ ﻭ‬
(‫ﺛﺒﺖ ﻧﺎﻡ) ﺷﻤﺎﺭﻩ ﺩﺭﺱ ­ ﺷﻤﺎﺭﻩ ﺩﺍﻧﺶ ﺁﻣﻮﺯ ­ ﺳﺎﻝ ­ ﺗﺮﻡ ­ ﻧﻤﺮﻩ‬
‫ﺷﺪ 4 ﺗﺎ ﺟﺪﻭﻝ‬
‫ﺍﻭﮐﯽ؟‬
‫ﺧﺸﻨﻮﺩ ﭘﻮﺭ‬ ‫ﻣﺎﺯﯾﺎﺭ‬
‫ﺩﻗﻴﻘﺎ‬
‫ﺍﻣﻴﻨﺎ ﻣﺤﻤﺪﯼ‬
:‫ﺩﻭﺳﺘﺎﻥ ﺍﯾﻦ ﺭﺍ ﺣﻞ ﮐﻨﻨﺪ‬

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N. Seddighi
‫ﺍﻣﻴﻨﺎ ﻣﺤﻤﺪﯼ‬
1 ‫ﺩﺭﺱ) ﺷﻤﺎﺭﻩ ﺩﺭﺱ ­ ﻧﺎﻡ ﺩﺭﺱ­ ﺗﻌﺪﺍﺩ ﻭﺍﺣﺪ­ ﮐﺪ ﻣﻌﻠﻢ( ﺑﻪ ﺧﺎﻁﺮ ﺍﺭﺗﺒﺎﻁ‬
‫ﭘﺲ ﮐﺪﻣﻌﻠﻢ ﺭﻭ ﻫﻢ ﺍﺿﺎﻓﻪ ﮐﻨﻴﻢ؟‬
‫ﺍﻣﻴﻨﺎ ﻣﺤﻤﺪﯼ‬
N. Seddighi
‫ﭘﺲ ﮐﺪﻣﻌﻠﻢ ﺭﻭ ﻫﻢ ﺍﺿﺎﻓﻪ ﮐﻨﻴﻢ؟‬
‫ﺻﺪ ﺩﺭ ﺻﺪ‬
‫ﺧﺸﻨﻮﺩ ﭘﻮﺭ‬ ‫ﻣﺎﺯﯾﺎﺭ‬
‫ ﻧﺎﻗﺺ ﺭﺳﻢ ﮐﺮﺩﻩ‬erd ‫ﮐﺘﺎﺏ‬
‫ﮐﺪ ﻣﻌﻠﻢ ﺭﻭ ﺟﺎ ﺍﻧﺪﺍﺧﺘﻪ‬
‫ﺍﻣﻴﻨﺎ ﻣﺤﻤﺪﯼ‬
N. Seddighi
‫ﭘﺲ ﮐﺪﻣﻌﻠﻢ ﺭﻭ ﻫﻢ ﺍﺿﺎﻓﻪ ﮐﻨﻴﻢ؟‬
‫ﮐﺪ ﻣﻌﻠﻢ ﺩﺭ ﺟﺪﻭﻝ ﺩﺭﺱ ﻣﯽ ﺷﻮﺩ ﮐﻠﻴﺪ ﺧﺎﺭﺟﯽ. ﺍﯾﻦ ﮐﺪ ﻣﻌﻠﻢ ﺩﺭ ﺍﯾﻦ‬
‫ﺟﺪﻭﻝ ﻧﺸﺎﻥ ﺩﻫﻨﺪﻩ ﺍﺭﺗﺒﺎﻁ ﺩﺭﺱ ﻭ ﻣﻌﻠﻢ ﺍﺳﺖ‬
‫ﮐﻼ ﮐﺘﺎﺏ ﺭﺍ ﺑﻨﺪﺍﺯﯾﺪ ﺩﻭﺭ‬
N. Seddighi
‫ﺍﻣﻴﻨﺎ ﻣﺤﻤﺪﯼ‬
‫ﮐﺪ ﻣﻌﻠﻢ ﺩﺭ ﺟﺪﻭﻝ ﺩﺭﺱ ﻣﯽ ﺷﻮﺩ ﮐﻠﻴﺪ ﺧﺎﺭﺟﯽ. ﺍﯾﻦ ﮐﺪ ﻣﻌﻠﻢ ﺩﺭ ﺍﯾﻦ‬…
okey
‫ﺭ­ ﺗﺸﮑﺮﯼ‬
...‫ﺑﺮﺍﯼ ﺩﺭﺱ ﻫﻢ ﮐﺪ ﻣﻌﻠﻢ ﺭﻭﻧﮕﻔﺘﻪ ﻭ‬
‫ﺍﻣﻴﻨﺎ ﻣﺤﻤﺪﯼ‬
‫ﺩﺭ ﺻﻔﺤﻪ 12 ﺁﻣﺪﻩ ﻭ ﺍﺻﻼﺣﺶ ﮐﺮﺩﻩ. ﻧﮕﺎﻩ ﮐﻨﻴﺪ‬
N. Seddighi
‫ﺍﻣﻴﻨﺎ ﻣﺤﻤﺪﯼ‬
‫ﺩﺭ ﺻﻔﺤﻪ 12 ﺁﻣﺪﻩ ﻭ ﺍﺻﻼﺣﺶ ﮐﺮﺩﻩ. ﻧﮕﺎﻩ ﮐﻨﻴﺪ‬
‫ﺧﺸﻨﻮﺩ ﭘﻮﺭ‬ ‫ﻣﺎﺯﯾﺎﺭ‬
‫ﺑﻠﻪ‬
‫ﺧﺐ ﺑﺮﯾﻢ ﺳﺮﺍﻍ ﺗﻤﺮﯾﻦ ﺍﺳﺘﺎﺩ ﻣﺤﻤﺪﯼ‬
‫ﺧﺸﻨﻮﺩ ﭘﻮﺭ‬ ‫ﻣﺎﺯﯾﺎﺭ‬
‫ﺍﻣﻴﻨﺎ ﻣﺤﻤﺪﯼ‬ Tue

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‫ﺧﺸﻨﻮﺩ ﭘﻮﺭ‬ ‫ﻣﺎﺯﯾﺎﺭ‬
‫ﭼﻨﺪ ﺟﺪﻭﻝ ؟‬
‫ﺍﻣﻴﻨﺎ ﻣﺤﻤﺪﯼ‬
‫. ﺧﻮﺍﻧﺪﻥ‬ ‫ﺑﺎﻭﺭ ﮐﻨﻴﺪ ﻣﻦ ﮐﺘﺎﺏ ﺭﺍ ﯾﻪ ﺑﺎﺭ ﭼﻨﺪ ﭘﻴﺶ ﻭﺭﻕ ﺯﺩﻡ ﻓﻘﻂ‬
‫ﺍﯾﻦ ﮐﺘﺎﺏ ﺍﺷﺘﺒﺎﻩ ﺍﺳﺖ‬
N. Seddighi
‫ﺍﻣﻴﻨﺎ ﻣﺤﻤﺪﯼ‬
‫ﮐﻼ ﮐﺘﺎﺏ ﺭﺍ ﺑﻨﺪﺍﺯﯾﺪ ﺩﻭﺭ‬
‫ﺷﻤﺎ ﭘﺎﺭﺳﺎﻝ ﮐﻪ ﻣﻮﻟﻒ ﮐﺘﺎﺏ ﺍﻭﻣﺪﻥ ﺍﺻﻔﻬﺎﻥ ﺗﺸﺮﯾﻒ ﺩﺍﺷﺘﻴﻦ؟؟‬
‫ﺧﺸﻨﻮﺩ ﭘﻮﺭ‬ ‫ﻣﺎﺯﯾﺎﺭ‬
‫ﻣﻬﻢ ﻧﻴﺴﺖ‬
‫ﺍﻣﻴﻨﺎ ﻣﺤﻤﺪﯼ‬
‫ﺧﺸﻨﻮﺩ ﭘﻮﺭ‬ ‫ﻣﺎﺯﯾﺎﺭ‬
‫ﭼﻨﺪ ﺟﺪﻭﻝ ؟‬
‫ﻫﻢ ﭼﻨﺪ ﺟﺪﻭﻝ ﻭ ﻫﻢ ﻓﻴﻠﺪﻫﺎﯼ ﺟﺪﻭﻝ‬
‫ﺧﺸﻨﻮﺩ ﭘﻮﺭ‬ ‫ﻣﺎﺯﯾﺎﺭ‬
‫ﻣﺎ ﺑﺎﯾﺪ ﺗﺸﺨﻴﺺ ﺑﺪﻫﻴﻢ‬
‫ﺍﻣﻴﻨﺎ ﻣﺤﻤﺪﯼ‬
N. Seddighi
‫ﺷﻤﺎ ﭘﺎﺭﺳﺎﻝ ﮐﻪ ﻣﻮﻟﻒ ﮐﺘﺎﺏ ﺍﻭﻣﺪﻥ ﺍﺻﻔﻬﺎﻥ ﺗﺸﺮﯾﻒ ﺩﺍﺷﺘﻴﻦ؟؟‬
‫ﻣﻦ ﻧﻴﺎﻣﺪﻡ. ﭼﻮﻥ ﻓﺎﯾﺪﻩ ﺍﯼ ﻧﺪﺍﺭﺩ‬
‫ﺧﺸﻨﻮﺩ ﭘﻮﺭ‬ ‫ﻣﺎﺯﯾﺎﺭ‬
‫ﮐﻪ ﺩﺍﺩﯾﻢ‬
‫ﺁﻓﺮﯾﻦ‬
‫ﯾﻪ ﺳﻮﺍﻝ ﺑﭙﺮﺳﻢ ؟‬
‫ﺍﻣﻴﻨﺎ ﻣﺤﻤﺪﯼ‬
N. Seddighi
‫ﺷﻤﺎ ﭘﺎﺭﺳﺎﻝ ﮐﻪ ﻣﻮﻟﻒ ﮐﺘﺎﺏ ﺍﻭﻣﺪﻥ ﺍﺻﻔﻬﺎﻥ ﺗﺸﺮﯾﻒ ﺩﺍﺷﺘﻴﻦ؟؟‬
.‫ﺍﻻﻥ ﺑﻴﺎﯾﻴﻢ ﻭ ﺍﺷﮑﺎﻝ ﮐﺘﺎﺏ ﺭﺍ ﺑﮕﻮﯾﻴﻢ ﺑﻪ ﻧﻈﺮ ﺷﻤﺎ ﺍﺻﻼﺡ ﻣﯽ ﮐﻨﻨﺪ. ﻧﻪ‬
‫ﺑﺎﻭﺭ ﮐﻨﻴﺪ ﺍﺻﻼﺡ ﻧﻤﯽ ﺷﻮﺩ‬
‫ﺑﻠﻪ‬

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N. Seddighi
‫ﺍﻣﻴﻨﺎ ﻣﺤﻤﺪﯼ‬
‫ﻣﻦ ﻧﻴﺎﻣﺪﻡ. ﭼﻮﻥ ﻓﺎﯾﺪﻩ ﺍﯼ ﻧﺪﺍﺭﺩ‬
‫ﻭﻟﯽ ﮔﻔﺘﻦ ﺧﻴﻠﯽ ﺣﺮﻓﻬﺎ ﺑﻬﺘﺮ ﺍﺯ ﻧﮕﻔﺘﻨﺶ ﻫﺴﺖ‬
‫ﺩﺭﺳﺘﻪ؟؟‬
‫ﺧﺸﻨﻮﺩ ﭘﻮﺭ‬ ‫ﻣﺎﺯﯾﺎﺭ‬
‫ﺯﯾﺮ ﮐﺎﺭﺧﺎﻧﻪ ﮐﺪ ﭼﻴﻪ ؟‬
‫ﺭ­ ﺗﺸﮑﺮﯼ‬
‫5ﺗﺎ ﺟﺪﻭﻝ؟‬
‫ﺧﺸﻨﻮﺩ ﭘﻮﺭ‬ ‫ﻣﺎﺯﯾﺎﺭ‬
‫ﮐﺪ ﮐﺎﺭﺧﺎﻧﻪ ﻫﺴﺘﺶ‬
‫ﺍﻣﻴﻨﺎ ﻣﺤﻤﺪﯼ‬
N. Seddighi
‫ﻭﻟﯽ ﮔﻔﺘﻦ ﺧﻴﻠﯽ ﺣﺮﻓﻬﺎ ﺑﻬﺘﺮ ﺍﺯ ﻧﮕﻔﺘﻨﺶ ﻫﺴﺖ ﺩﺭﺳﺘﻪ؟؟‬
.‫ﻣﻦ ﺧﺴﺘﻪ ﺷﺪﻩ ﺍﻡ ﺍﺯ ﺑﺲ ﮔﻔﺘﻪ ﺍﻡ ﻭ ﺗﻐﻴﻴﺮ ﻧﺪﯾﺪﻡ‬
‫ﺑﻠﻪ ﮐﺎﺭﺧﺎﻧﻪ ﮐﺪ ﺩﺍﺭﺩ‬
‫ﺧﺸﻨﻮﺩ ﭘﻮﺭ‬ ‫ﻣﺎﺯﯾﺎﺭ‬
‫ﯾﺎ ﮐﺪ ﮐﺎﺭﻣﻨﺪ‬
‫ﺁﻫﺎﻥ‬
‫ﻣﺮﺳﯽ‬
N. Seddighi
‫ﺍﻣﻴﻨﺎ ﻣﺤﻤﺪﯼ‬
‫.ﺍﻻﻥ ﺑﻴﺎﯾﻴﻢ ﻭ ﺍﺷﮑﺎﻝ ﮐﺘﺎﺏ ﺭﺍ ﺑﮕﻮﯾﻴﻢ ﺑﻪ ﻧﻈﺮ ﺷﻤﺎ ﺍﺻﻼﺡ ﻣﯽ ﮐﻨﻨﺪ. ﻧﻪ‬
‫ﺣﺪﺍﻗﻠﺶ ﺍﯾﻦ ﺑﻮﺩ ﮐﻪ ﻫﻤﮑﺎﺭﺍﻥ ﻣﺘﻮﺟﻪ ﯼ ﺍﺷﮑﺎﻻﺕ ﮐﺘﺎﺏ ﻣﻴﺸﺪﻥ‬
‫ﻣﺜﻞ ﺍﻻﻥ‬
‫ﺧﺸﻨﻮﺩ ﭘﻮﺭ‬ ‫ﻣﺎﺯﯾﺎﺭ‬
‫ﻣﻨﻢ ﻣﻴﮕﻢ 5 ﺗﺎ ﺟﺪﻭﻝ‬
‫ﭼﻮﻥ ﻣﺪﯾﺮﯾﺖ 1­1 ﺗﺪﺍﺧﻞ ﺍﻁﻼﻋﺎﺗﯽ ﻣﻴﺪﻩ‬
‫ﺍﻣﻴﻨﺎ ﻣﺤﻤﺪﯼ‬
N. Seddighi
‫ﺣﺪﺍﻗﻠﺶ ﺍﯾﻦ ﺑﻮﺩ ﮐﻪ ﻫﻤﮑﺎﺭﺍﻥ ﻣﺘﻮﺟﻪ ﯼ ﺍﺷﮑﺎﻻﺕ ﮐﺘﺎﺏ ﻣﻴﺸﺪﻥ ﻣﺜﻞ‬…
.‫ﺗﻮ ﯾﻪ ﺟﻠﺴﻪ ﺗﺸﺮﯾﻔﺎﺗﯽ، ﭼﻨﺪ ﺗﺎ ﺍﺯ ﺍﺷﮑﺎﻻﺕ ﺍﯾﻦ ﮐﺘﺎﺏ ﺭﺍ ﻣﯽ ﺷﻪ ﮔﻔﺖ‬
‫ﺟﻠﺴﻪ ﯼ 2 ﺳﺎﻋﺘﻪ!!! ﮐﺘﺎﺏ ﺑﺎﯾﺪ ﺗﺤﻠﻴﻞ ﺑﺸﻪ. ﺍﻻﻥ ﺑﺒﻴﻦ ﺑﺮﺍﯼ ﯾﻪ‬
‫ﭘﺎﺭﺍﮔﺮﺍﻓﺶ ﺩﻭ ﺳﺎﻋﺖ ﺍﺳﺖ ﺩﺍﺭﯾﻢ ﺻﺤﺒﺖ ﻣﯽ ﮐﻨﻴﻢ‬

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‫ﺧﺸﻨﻮﺩ ﭘﻮﺭ‬ ‫ﻣﺎﺯﯾﺎﺭ‬
‫ﻣﻨﻢ ﻣﻴﮕﻢ 5 ﺗﺎ ﺟﺪﻭﻝ‬
‫ﺟﺪﺍﻭﻝ ﭼﯽ ﻫﺴﺘﻨﺪ؟‬
‫ﺭ­ ﺗﺸﮑﺮﯼ‬
(‫ﺟﺪﻭﻝ ﭘﺎﺭﭼﻪ)ﻧﻮﻉ،ﮐﺪ،ﻗﻴﻤﺖ‬
‫ﺍﯾﺎ ﮐﺪ ﮐﺎﺭﺧﺎﻧﻪ ﺭﺍ ﻻﺯﻡ ﻧﺪﺍﺭﻩ؟‬
‫ﺧﺸﻨﻮﺩ ﭘﻮﺭ‬ ‫ﻣﺎﺯﯾﺎﺭ‬
‫ﺧﺎﻧﻢ ﻣﻬﻨﺪﺱ ﺻﺪﯾﻘﯽ ﻟﻄﻔﺎ ﭘﯽ ﺩﯼ ﺍﻑ ﺍﯾﻦ ﺟﻠﺴﺎﺕ ﺭﻭ ﺑﺴﺎﺯﯾﺪ‬
‫ﺑﻌﺪ ﻣﻦ ﺩﻧﺒﺎﻟﺶ ﺭﻭ ﻣﯽ ﮔﻴﺮﻡ‬
‫ﺍﻣﻴﻨﺎ ﻣﺤﻤﺪﯼ‬
‫ﺭ­ ﺗﺸﮑﺮﯼ‬
‫ﺟﺪﻭﻝ ﭘﺎﺭﭼﻪ)ﻧﻮﻉ،ﮐﺪ،ﻗﻴﻤﺖ( ﺍﯾﺎ ﮐﺪ ﮐﺎﺭﺧﺎﻧﻪ ﺭﺍ ﻻﺯﻡ ﻧﺪﺍﺭﻩ؟‬
‫ﻧﻪ‬
‫ﺧﻮﺏ ﻣﻦ ﺑﺮﺍﯼ ﺧﺘﻢ ﺟﻠﺴﻪ ﺟﺪﺍﻭﻝ ﺗﻤﺮﯾﻦ ﺭﺍ ﻣﯽ ﮔﻢ‬
‫ﺧﺸﻨﻮﺩ ﭘﻮﺭ‬ ‫ﻣﺎﺯﯾﺎﺭ‬
‫ﺍﻭﻝ ﺑﮕﻴﺪ ﭼﻨﺪ ﺗﺎ ﻫﺴﺘﺶ ؟‬
‫ﺍﻣﻴﻨﺎ ﻣﺤﻤﺪﯼ‬
(.... ‫ﭘﺎﺭﭼﻪ) ﮐﺪ ﭘﺎﺭﭼﻪ ­ ﻧﻮﻉ ­ ﺍﺳﻢ ­ ﻗﻴﻤﺖ ﻭ‬
(.....­ ‫ﮐﺎﺭﺧﺎﻧﻪ) ﮐﺪ ﮐﺎﺭﺧﺎﻧﻪ­ ﻧﺎﻡ ­ ﺁﺩﺭﺱ‬
(‫ﺗﻮﻟﻴﺪ) ﮐﺪ ﭘﺎﺭﭼﻪ­ ﮐﺪ ﮐﺎﺭﺧﺎﻧﻪ ­ ﺗﺎﺭﯾﺦ‬
‫ﺭ­ ﺗﺸﮑﺮﯼ‬
‫ﺟﺪﻭﻝ ﭘﺎﺭﭼﻪ،ﮐﺎﺭﻣﻨﺪ،ﮐﺎﺭﺧﺎﻧﻪ،ﻣﺪﯾﺮﯾﺖ)ﮐﻪ ﻓﮑﺮ ﮐﻨﻤﻤﻴﺸﻪ ﺑﺮﺍﺵ ﻭﯾﮋﮔﯽ‬
(.،‫ﻫﺎﯾﯽ ﺭﻭﺩﺭﻧﻈﺮ ﮔﺮﻓﺖ(،ﺟﺪﻭﻝ ﺗﻮﻟﻴﺪﺍﺕ)ﺗﺎﺭﺑﺦ،ﮐﺪ ﭘﺎﺭﭼﻪ‬
‫ﺍﻣﻴﻨﺎ ﻣﺤﻤﺪﯼ‬
(‫ﮐﺎﺭﻣﻨﺪ) ﺷﻤﺎﺭﻩ ﭘﺮﺳﻨﻠﯽ­ ﻧﺎﻡ ­ ﻓﺎﻣﻴﻠﯽ­ ﮐﺪ ﮐﺎﺭﺧﺎﻧﻪ‬
‫ﺧﺸﻨﻮﺩ ﭘﻮﺭ‬ ‫ﻣﺎﺯﯾﺎﺭ‬
‫ﻣﻦ ﺟﺪﻭﻟﯽ ﺑﺮﺍﯼ ﻣﺪﯾﺮﯾﺖ ﻧﺪﺍﺭﻡ‬
‫ﺭ­ ﺗﺸﮑﺮﯼ‬
‫ﻣﺪﯾﺮﯾﺖ ﭼﯽ؟ﺟﺪ‬
‫ﺍﻣﻴﻨﺎ ﻣﺤﻤﺪﯼ‬
‫ﻣﺪﯾﺮﯾﺖ) ﮐﺪ ﮐﺎﺭﺧﺎﻧﻪ ­ ﺷﻤﺎﺭﻩ ﭘﺮﺳﻨﻠﯽ( ﮐﻪ ﮐﺪ ﮐﺎﺭﺧﺎﻧﻪ ﺑﻪ ﺗﻨﻬﺎﯾﯽ ﮐﻠﻴﺪ‬
‫ﺍﺻﻠﯽ ﺍﺳﺖ ﻭ ﺷﻤﺎﺭﻩ ﭘﺮﺳﻨﻠﯽ ﻫﻢ ﮐﻠﻴﺪ ﮐﺎﻧﺪﯾﺪ ﺍﺳﺖ ﻭ ﺗﮏ ﺗﮏ ﻫﻢ‬
‫ﮐﻠﻴﺪ ﺧﺎﺭﺟﯽ ﻫﺴﺘﻨﺪ‬

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‫ﻭ ﺗﻤﺎﻡ‬
‫5 ﺗﺎ ﺟﺪﻭﻝ‬
‫ﺭ­ ﺗﺸﮑﺮﯼ‬
‫ﭘﺲ ﺷﺪ 5ﺗﺎ‬
‫ﺍﻣﻴﻨﺎ ﻣﺤﻤﺪﯼ‬
.‫ﭼﻨﺪ ﺗﺎ ﺣﺎﻟﺖ ﺩﯾﮕﻪ ﻣﻮﻧﺪﻩ ﮐﻪ ﺍﻥ ﺷﺎﷲ ﺗﻮ ﺟﻠﺴﻪ ﺑﻌﺪﯼ ﺑﺤﺚ ﻣﯽ ﮐﻨﻴﻢ‬
‫ﺧﺸﻨﻮﺩ ﭘﻮﺭ‬ ‫ﻣﺎﺯﯾﺎﺭ‬
‫ﻣﯽ ﺗﻮﻧﻴﻢ ﺑﺮﺍﯼ ﮐﺎﺭ ﮐﺮﺩﻥ ﺗﺸﮑﻴﻞ ﺑﺪﻫﻴﻢ‬
‫ﺑﺠﺎﯼ ﻣﺪﯾﺮﯾﺖ‬
‫ﺍﻣﻴﻨﺎ ﻣﺤﻤﺪﯼ‬
‫ﯾﻌﻨﯽ ﭼﻄﻮﺭﯼ؟‬
‫ﺧﺸﻨﻮﺩ ﭘﻮﺭ‬ ‫ﻣﺎﺯﯾﺎﺭ‬
‫ﻫﻤﻮﻥ ﻓﻴﻠﺪ ﻫﺎ‬
‫ﺑﺮﺍﯼ ﮐﺎﺭﮐﺮﺩ ﻥ‬
‫ﺭ­ ﺗﺸﮑﺮﯼ‬
.‫ﮐﺎﺭﮐﺮﺩﻥ ﯾﻪ ﻓﻌﻠﻪ ﻧﻪ ﻣﻮﺟﻮﺩﯾﺖ‬
‫ﺍﻣﻴﻨﺎ ﻣﺤﻤﺪﯼ‬
‫ﺧﺸﻨﻮﺩ ﭘﻮﺭ‬ ‫ﻣﺎﺯﯾﺎﺭ‬
‫ﺑﺮﺍﯼ ﮐﺎﺭﮐﺮﺩ ﻥ‬
‫ ﻣﯽ ﺭﻭﺩ‬n ‫ ﺍﺳﺖ ﻭ ﻓﻴﻠﺪ ﻁﺮﻑ 1 ﺑﻪ ﻁﺮﻑ‬n­1 ‫ﻧﻪ ­ ﺍﺭﺗﺒﺎﻁ‬
‫ﺧﺸﻨﻮﺩ ﭘﻮﺭ‬ ‫ﻣﺎﺯﯾﺎﺭ‬
‫ﻣﺪﯾﺮﯾﺖ ﺍﯾﻨﺠﺎ ﭼﻪ ﻫﺪﻓﯽ ﺭﻭ ﺩﻧﺒﺎﻝ ﻣﯽ ﮐﻨﻪ‬
‫ﺭ­ ﺗﺸﮑﺮﯼ‬
.‫ﺍﺳﺎﺗﻴﺪ ﻣﺤﺘﺮﻡ ﺧﺴﺘﻪ ﻧﺒﺎﺷﻴﺪ،ﺑﺴﻴﺎﺭ ﻋﺎﻟﯽ ﺑﻮﺩ،ﺑﻬﺮﻩ ﻣﻨﺪ ﺷﺪﯾﻢ‬
‫ﺧﺸﻨﻮﺩ ﭘﻮﺭ‬ ‫ﻣﺎﺯﯾﺎﺭ‬
‫ﻣﺮﺳﯽ ﺍﺯ ﺷﻤﺎ ﮐﻪ ﻭﻗﺖ ﮔﺬﺍﺷﺘﻴﺪ‬
‫ﻣﺮﺳﯽ ﺍﺯ ﻫﻤﻪ ﺩﻭﺳﺘﺎﻥ‬
‫ﺍﻣﻴﻨﺎ ﻣﺤﻤﺪﯼ‬
‫ﺍﯾﻦ ﻫﻢ ﻣﺸﻖ ﺍﯾﻦ ﻫﻔﺘﻪ‬
‫ﺭ­ ﺗﺸﮑﺮﯼ‬
‫ﻣﺪﯾﺮﯾﺖ ﺍﺭﺗﺒﺎﻁ ﺑﺮﻗﺮﺍﺭ ﮐﺮﺩﻩ ﺑﻴﻨﮑﺎ ﻣﻨﺪ ﻭﮐﺎ ﺧﺎﻧﻪ‬

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‫ﺍﻣﻴﻨﺎ ﻣﺤﻤﺪﯼ‬
‫ﺧﺸﻨﻮﺩ ﭘﻮﺭ‬ ‫ﻣﺎﺯﯾﺎﺭ‬
‫ﻣﺮﺳﯽ ﺍﺯ ﺍﺳﺘﺎﺩ ﻣﺤﻤﺪﯼ ﻋﺰﯾﺰ‬
‫ﺍﻣﻴﻨﺎ ﻣﺤﻤﺪﯼ‬
‫ﺧﻮﺍﻫﺶ ﻣﯽ ﮐﻨﻢ. ﺍﻥ ﺷﺎﷲ ﮐﻪ ﻣﻔﻴﺪ ﺑﻮﺩﻩ ﺑﺎﺷﺪ‬
‫ﺧﺸﻨﻮﺩ ﭘﻮﺭ‬ ‫ﻣﺎﺯﯾﺎﺭ‬
‫ﻋﺎﻟﯽ‬
‫ﺭ­ ﺗﺸﮑﺮﯼ‬
‫ﺍﻗﺎﯼ ﺧﺸﻨﻮﺩﭘﻮﺭ ﺟﻠﺴﻪ ﺑﻌﺪﯾﮑﯽ ﻫﺴﺖ؟‬
.‫ﮐﻪ ﺍﻧﺸﺎﷲ ﺷﺮﮐﺖ ﮐﻨﻴﻢ‬
‫ﺧﺸﻨﻮﺩ ﭘﻮﺭ‬ ‫ﻣﺎﺯﯾﺎﺭ‬
‫ﻫﺮ ﻫﻔﺘﻪ 3 ﺷﻨﺒﻪ ﻫﺎ ﺳﺎﻋﺖ 01 ﺷﺐ‬
‫ﺭ­ ﺗﺸﮑﺮﯼ‬
‫ﻣﻤﻨﻮﻥ‬