سعید علیزاده

Equating philosophical secondary intelligibles with logical secondary intelligibles, which is one of the essentials of the primacy of quiddity, leads to the assumption that their origins are identical. This assumption implies that the philosophical secondary intelligibles, like logical secondary intelligibles, rely on quiddities in their origin of attainment. This perception makes the method of attaining philosophical secondary intelligibles quiddity-based. Using an analytical-descriptive method, this article demonstrates that these two assumptions are wrong under the primacy of existence and have fundamental flaws. The existential nature of the philosophical secondary intelligibles causes its origin and the method of attainment to be existential. The instances of philosophical secondary intelligibles, according to the primacy of existence, possess externality, whereas quiddities have no share of externality, having conceptual identity and thingness. Hence, the origin of philosophical secondary intelligibles cannot be quiddities. With the change in perspective on the origin of philosophical secondary intelligibles, the method of attaining these concepts becomes different as well. The method proposed by ‘Allāmah Ṭabāṭabā’ī for attaining philosophical secondary intelligibles, based on knowledge by presence, aligns with the primacy of existence.

One of the most basic problems of knowledge-based companies in Iran is the lack of access to appropriate financial resources. Focusing on this issue, the current research seeks to provide empirical evidence of the effect of the financial resources used by these companies on the growth rate of the company based on the statistics and information published by them during the years 2016-2022. In this research, the information of 98 companies in the form of 4 groups including chemical, pharmaceutical, food and technology industries were examined. For this purpose, dynamic panel models with generalized general moments approach have been used for modeling. The results show the fact that financing through debt, internal resources and stock supply have the highest impact on economic added value, respectively. Based on the results of the financing approach from the debt channel, it generally has a stronger effect on economic added value than other approaches; Of course, it is worth mentioning that this effect is negative; However, financing approaches from internal sources and stock supply have a positive effect on economic added value. Based on this, it is suggested that these companies should finance through debt in developing and utilizing their capacities as much as possible and respecting the environmental conditions.

The principle of the primacy of existence leads to a shift and reclassification of primary and secondary philosophical Intelligibles. According to the principle of the primacy of existence, existence must have individuals or concrete counterparts and cannot be considered a secondary Intelligible without a concrete external counterpart. Additionally, based on this principle, the attributes of existence are aspects of the essence of existence and will have concreteness and externality similar to existence itself, whereas essences only have conceptual identities and lack externality. This issue is examined through a descriptive-analytical approach, revealing that neither can the claim of reclassifying all intelligibles be fully accepted, nor can one assert the lack of externality of existence and its true attributes. Based on the effects of the principle of the primacy of existence on the nature of intelligibles and considering the ontological and epistemological explanations of intelligibles, as well as the differentiation between true attributes of existence and other intelligibles, the findings of this paper lead to the conclusion that the principle of the primacy of existence results in existence and its true attributes being primary intelligibles in both epistemological and ontological explanations. Essences are considered secondary philosophical intelligibles from an ontological perspective but primary from an epistemological perspective. Intrinsic attributes of existence, relative, additional, and negational intelligibles will be secondary philosophical intelligibles according to both epistemological and ontological explanations. The reclassification of intelligibles also leads to a new classification based on the principle of the primacy of existence.

This research aimed to introduce a suitable EFQM (European Foundation for Quality Management) organizational excellence model for preschool education in the city of Shiraz. The research method was a mixed-method approach (qualitative-quantitative), and the statistical population included scientific, qualitative, and quantitative documents. The qualitative section comprised university experts (n = 21), while the quantitative section included a sample of 97 university experts. Non-random snowball sampling was used for the qualitative section, and cross-sectional random sampling was employed for the quantitative section. Data collection tools included coding, semi-structured interviews, and a researcher-made questionnaire. Qualitative data were analyzed using grounded theory, while a t-test was used for quantitative data analysis. The findings identified the dimensions and key components of an appropriate organizational excellence model for preschool education, which included objectives, vision and strategy, organizational culture and leadership, stakeholder engagement, sustainable value creation, performance improvement and transformation, stakeholder perspectives, and strategic and operational outcomes.

This study was conducted with the aim of identifying the components of learning management in secondary schools. The research method was conducted with a qualitative approach and grounded theory method. The research sample for the semi-structured interviews was 12 active experts in the field of educational management to identify the indicators of the study management model in secondary schools, who were selected in a targeted manner. The validity of the qualitative part was of construct and convergent validity and was approved. Qualitative data analysis in this study was done with the foundational data analysis method and with three stages of coding. MAXQDA software was used for qualitative content analysis. From the analysis of the qualitative data of the research, in the open coding stage, the initial conceptual codes were obtained. The findings showed that the paradigms resulting from the qualitative data analysis of the foundation are: indicators of contextual categories: indicators of encouragement and persuasion to innovation, efforts to improve skills, improving teachers' responsibility, realistic education, exploratory education, problem-solving education and critical thinking education.

The purpose of the current research is to analyze the dimensions and components of organizational culture based on normative and individual variables in the managers of education headquarters in Tehran province. According to its purpose, the research method is applicable; and in terms of execution method, it is qualitative, descriptive-exploratory; and in terms of its nature, it is among foundation data research. The statistical population of this research includes 12 experts who are well-informed and proficient in the subject of research in the field of management and have a valid scientific background in this field. Sampling method used in this research was non-random purposeful. The method of data collection is referring to documents, semi-structured interviews and questionnaires. For data analysis, Atlas ti software was used to code the interviews. The results showed that in the normative dimension, there are 10 categories: organizational justice, work maturity, ambiguity avoidance, external supervision, decision-making, job promotion, masculinity or feminism, concentration (power distance), customer orientation, productivity with 57 indicators; and in the Individual dimension also has 10 categories: sense of belonging, responsibility, individual creativity, communication, participation (teamwork), identity, self-control, motivation, conflict, interaction in 61 indicators and in 6 categories that include causal conditions, communication conditions, background factors, intervener factors, strategies, consequences were identified.Extended abstractIntroductionJust as people in the society have certain beliefs, values ​​and behaviors that represent their personality; organizations also have common assumptions and basic beliefs that shape their culture. Culture has been defined as the set of spiritual achievements of a nation. Culture is a human invention and made by human hands. This finding reflects the existence and identity of a society (Mirza Mohammadi, 2021). Organizational culture is the personality of the organization and it is considered as the basic infrastructure for transformation and change, and managers should understand its relationship with national culture and strive for organizational cohesion by taking advantage of its strategic role. Organizational culture is an interwoven set of basic assumptions, common inferences and collective wisdom that is formed in the context of previous experiences and findings in facing internal or external issues and serves as a guiding light and an invigorating source plays a role in shaping the behavior of employees and architecture of the present and future of the organization (Mohammadiyan & Shahsavari, 2019).Education is a continuous activity, comprehensive and for everyone, which leads to human growth and development, cultural enrichment and the excellence of society, and therefore, innovation should always be created in it. In other words, education is not specific to an exclusive period and time of life and has no time limit, so it must always be renewed and updated (Safaei et al, 2020). For organizational innovation, development and transformation, one of the important organizational conditions that must be considered in policies and implementation of programs is related organizational culture. The author's many years of experience in executive affairs shows that lack of paying attention to organizational culture has not always led to the desired results of innovation, development, organizational transformation and change in organizations (Hamzeh & Hamzeh, 2016). An organizational culture able to respond to environmental changes can lead to optimal organizational performance.According to the above materials, the researcher asked the main question: what are the dimensions and components of organizational culture based on normative and individual variables in the managers of education headquarters in Tehran province? Theoretical FrameworkOrganizational CultureCulture is a set of customs, standards and individual and social behaviors; therefore, while culture is the effect of many parts of religious views, it is also considered the cause of many conditions and situations. Due to the progress of communication tools and the ever-increasing expansion of their use in many social phenomena and developments, the role of culture has become far greater than in the past; in such a way that culture now plays a decisive role at the domestic, regional and international levels and is one of the tools that governments use to achieve their goals and objectives; in this way, cultural dominance is not a new phenomenon. Cultural policy in the general and customary sense includes a set of goals, principles, priorities and executive policies (Mirza Mohammadi, 2021).Normative and individual variablesIn the conceptual definition of norms, most sociologists are more or less unanimous that norms (forms) are the rules of social behavior that guide a person in social actions. Observing these patterns and rules of behavior expected by the society's culture, and avoiding them is punishable (Khabbaz Yazdiha et al, 2020).Zebardast et al, (2022) investigated the relationship between the transformational leadership factors of educational group managers on the effectiveness of university faculty members through organizational culture. The results showed that the relationship between transformational leadership style of managers and organizational culture was significant and the mediating variable of organizational culture has a significant effect on the relationship between transformational leadership style and the effectiveness of faculty members. It can be said that transformational leadership does not have a direct and significant effect on effectiveness in the final research model. However, transformational leadership affects the effectiveness of faculty members through organizational culture.Yusefi et al, (2022) investigated the impact of individual and normative variables on ethical leadership. The results of the research show that value, job satisfaction, motivation, personality, creativity, components were individual components, and organizational communication, organizational culture, organizational structure, decision-making styles, roles and expectations, goals and strategy were normative components that had a significant impact on ethical leadership.Research methodologyThis research is applicable in terms of purpose, qualitative in terms of execution

descriptive-exploratory type, and data-based in terms of its nature. The statistical population includes 12 experts and specialists who are well-informed and proficient in the subject of research in the field of management, and have a valid scientific background in this field. Non-random purposeful sampling method is used to determine the samples and determine the experts.Research findingsThree types of coding were used to analyze the data obtained from the interview as well as theoretical foundations, which are: open coding, axial coding and selective coding. For analysis, Atlas ti software was used to code the interviews. The results showed that in the normative dimension, 10 categories were identified: organizational justice, work maturity, ambiguity avoidance, external supervision, decision-making, job promotion, masculinity or feminism, concentration (power distance), customer orientation, productivity with 57 indicators; and in the individual dimension also 10 categories: sense of belonging, responsibility, individual creativity, communication, participation, identity, self-control, motivation, conflict, interaction in 61 indicators, and in 6 categories that include causal conditions, communication conditions, background factors, intervener factors, strategies, consequences.ConclusionThe present research was conducted with the aim of analyzing the dimensions and components of organizational culture based on normative and individual variables in the managers of education headquarters in Tehran province. The results of this research are correspond with the results of Turki et al, (2021), Eimani et al, (2021), Van Dung HA (2020), Yusefi et al, (2020), Mohebbi et al, (2023), Zebardast et al, (2022). Mohebbi et al, (2023) showed that in educational organizations, organizational culture plays an important role in producing teamwork culture and achieving the benefits of the process of participation and collaboration. Educational systems have a special place according to their goals and mission, the most important of which is the training of efficient human resources for other institutions of society; and universities are the most important and key educational organizations that, in addition to training human resources, respond to the social needs for the acquisition and dissemination of knowledge and technology.According to the results obtained in three dimensions, the following suggestions are presented:- The motivation of managers to create team and collaborative activities should be improved. The opportunity to grow, develop and acquire new effective professional skills and knowledge for managers should be provided for the managers. The conditions of sustainable competitive advantage should be designed. The ground for continuous improvement of organizational intelligence in order to realize the learning organization should be prepared. Individual development and strengthening positive behaviors of managers should be considered. By creating a positive organizational atmosphere, the cooperative structure of the organization should be strengthened. Agility of the organization structure according to the suitability of the job and competence of the people and increasing the efficiency and effectiveness of the rules and regulations by simplifying matters should be considered. By supporting individual values ​​and de-stressing people, internal motivation and sense of belonging to the organization should be improved. Influence in decision-making and implementation by delegating authority should be considered. The position of managers in the organization should be changed to facilitator and leader. Try to create an active, effective and sustainable teaching and learning environment. Macro vision, goal setting, strategic planning and management, foresight, future research and future-recording and problem solving ability should be taken into consideration as important points for choosing staff managers.

In this research, we investigated the factors that affect the productivity of academic staff members in educational, research and administrative scopes.

For this purpose, a questionnaire was designed and then was distributed among 167 academic staff members of five national universities in Tehran. Based on the data obtained from the questionnaires, we identified the factors that affect the productivity of the academic staff members by using the exploratory factor analysis method. Subsequently, by applying the linear regression method, we estimated the impact rate of each factor.

According to the result, the six key factors affecting the productivity of the academic staff members are education and the educational system, accountability and professional ethics, political behavior, motivational factors, the availability of facilities and opportunities for growth, and the university presidents’ high expectations.

In his exposition of the internal faculties, Ibn Sina considers the imagination to be indebted to association and describes imagination as the factor of creativity and actual perception; because it perceives and at the same time, undertakes an action through manipulation of the forms and meanings. Faculty of imagination can heed the particular or universal affairs in order to manipulate the forms and meanings. This faculty needs a spiritual ascension in the light of Active Intellect for perceiving the intelligible and if the perceiving soul becomes substantially connected with the Active Intellect; he would be able to see the intelligible forms present by himself. After seeing these immaterial images, the manipulation done by the imagination will be an intelligible and abstract quality. The significance of the subject becomes further clear when the soul and the faculty of imagination are for the Muslim miniaturist. Religious perspective and the social mission of the miniaturist restrict the circle of manipulations of the faculty of imagination and do not accept any extension of imagery for conveying the meanings. Among these cases, one can refer to the painting of “Zakarya Hiding inside the Tree”. Which sensory and intelligible qualities have inspired the imagination of the painter in drawing the compound images of the faces of the persuaded figures? This research uses a descriptive-analytic method to argue that the painter’s imagination is illuminated by the light of Active Intellect which gives it an intelligible quality. Under the guidance of intelligible imagination, the persuaded figures have been drawn with compound human-animal images so that they can not only sensibly reflect the non-sensory rather to serve as a reflection of the intelligible quality of the non-sensory. From this perspective, human form and animal nature have been reflected on a human body.

Due to the high genetic diversity in the apricot population of Iran, the first step in cultivar breeding is the pomological evaluation of this population and the identification of superior genotypes. Therefore, in order to identify superior apricot genotypes in the Karaj climate, the quantitative and qualitative traits of 29 apricot genotypes were evaluated based on the Randomized Complete Block Design (RCBD) during two consecutive years (2016-2017). The results showed a high genetic diversity in the studied apricot population in terms of morphological and pomological characteristics. The highest fruit weight was recorded in the Shahroud -43 (51.57 g) and Shahroud -50 (50.85 g), while the lowest fruit weight was recorded in the Shahroud -42 (15.77 g) and Shahroud -48a (13.90 g) genotypes, respectively. The genotypes Shahroud -50, Shahroud -32, Shahroudi, and Shahroud -15 showed the longest fruit length. In addition, the highest amount of total soluble solids was measured in the Shahroud -13, Nasiri and Ghorban-Maraghe genotypes. Both Moorpark and Shams cultivars also had the highest pH of fruit juice. Based on the obtained results Shahroud -39, Shahroud -50, Shahroud -58, Shahroud -49 and Shahroudi cultivar and genotypes were introduced as suitable genotypes for use as fresh fruits. Also, Shahroud -13, Nasiri, Ghorban-Maraghe, Shahroud -48, Shahroud -37 and Shahroud -43 are suitable genotypes and cultivars for both fruit processing and fresh fruits, due to high sugar content and other desirable characteristics.

The present research aimed to design a pattern for developing the research competence of teachers of the Ministry of Education. This research has been qualitative and quantitative (mixed) in terms of practical purpose and in terms of data collection method.

The statistical population of the study in the qualitative section including all experts, professors, specialists in the field of educational sciences and senior managers of education to theoretical saturation to 17 people and in a quantitative part of the large community of teachers, according to Morgan table and cluster sampling method 384 people They were selected according to 5 regions: north, south, east, west and center of Tehran. The data collection tool was semi-structured in the qualitative part of the interview form and in the quantitative part of the researcher-made questionnaire had 4 dimensions, 16 components and 133 indicators (questions) which were adjusted based on the Likert five-choice spectrum. Then, by Delphi technique and brainstorming technique as well as the distribution of questionnaires among the statistical sample, data were collected and analyzed based on Kolmogorov-Smirnov test and confirmatory factor analysis.

Finally, after open coding, axial and finally selective as well as statistical analysis performed by the researcher, 6 dimensions, 20 components and 111 indicators have been finalized.

After the final analysis of mental competencies, personality competencies, interpersonal competencies, value-attitude competencies, moral competencies and professional-specialized competencies and some of its components including perceptual and reflective skills, decision making and problem solving, Self-confidence, effective interaction, teamwork and networking, effort and perseverance, piety and religious insight, management and research leadership, knowledge skills, etc. have been identified.

Lesson research is a collaborative research of teachers in the school and classroom. where Based on this, the main goal of the current research is to design and present a study management model in secondary schools.
This mixed exploratory research was conducted with two types of qualitative and quantitative approaches. In the qualitative section, semi-structured interviews were conducted with 12 experts in the field of educational management. Then, using the qualitative data analysis of the foundation, a number of concepts were extracted and index coding was carried out.
The paradigms resulting from the qualitative data analysis of the foundation are: indicators of the category of causal conditions, including social learning, improving relationships between people, mastering psychosocial functioning, recognizing social values, and strengthening individual and interpersonal skills. The indicators of the central phenomenon category include respect and mutual trust, independence and cooperation among members, exchange and transfer of knowledge, enthusiasm and inspiration, use of diverse evaluation values, respect for mutual rights, respect for teachers, and commitment and recognition of rights. The indicators of the contextual category include the indicators of encouraging and persuading innovation, trying to improve skills, improving teachers' responsibility, realistic education, exploratory education, problem-solving education, and critical thinking education. The indicators of the interfering category include the lack of appropriate educational infrastructure, time limit, non-compliance of standards with the new teacher-apprentice approach, and lack of incentives or organizational support. Indicators of the category of strategies and actions include empowering teachers, paying attention to educational rules, educational equipment, evaluating and measuring student abilities, teachers' scientific mastery and literacy on course materials, having appropriate, practical and up-to-date general information, organizing materials, focusing education on expression. Knowledge and information, establishing communication and two-way interaction, complying with educational standards and updating them, using demonstration teaching methods and personal and social development in learners. The indicators of the consequence’s category include the training of expert, skilled and professional forces, strengthening the spirit of entrepreneurship, making the learning process enjoyable, increasing efficiency and social development, and reducing costs.
teachers, using the qualitative circles of research, teaching and learning, try to help teachers in the process of questioning, planning, action, active observation, it gathers feedback, rethinking, and learning, and encourages the exchange of opinions, experience, practical work, and learning from each other.

Every person's beliefs make up his inner personality and ontological reality and play a fundamental role in ensuring his worldly and otherwordly happiness in its individual and social dimensions. In the geometry of Islamic education, scholastic theology is responsible for religious education. The development of the science of scholastic theology and its growth provides the basis for an increase in people’s religious knowledge as members of a society. Scholastic theological science is a rule-oriented science; therefore, the first and fundamental step in the development and grwoth of this science is to research its rules. Re-examining the current rules of scholastic theology as well as infering and extracting new rules is an effective move in this regard, which has recently been initiated by some researchers. However, possessing scholastic theological rules, by itslef, is not enough for the growth and development of scholastic theology. One must also know how to apply these rules. Research on various functions of scholastic theological rules provides this knowledge. The present essay aimed at studying this issue with a descriptive-analytical method. The result show that scholastic theological rules have two functions of adaptation and mediation, and in relation to resolving the conflict in the inferred propositions, they have four types of functions of explanation, interpretation, preference and restriction.

The principles of human beliefs play a fundamental role in all his material and spiritual movements. This fundamental importance requires special attention to the science of theology, which is responsible for belief studies, and clarifies the need for its development and deepening. Theological principles have a decisive position in theology; There fore, the development and deepening of these principles has a significant role in the growth and prosperity of theology. Although, until the modern era, independent and proper attention has not been paid to theological principles; But in the present era, some researchers have tried to re-examine the existing theological principles and also devise new principles. This valuable move needs some introductions that have the role of entrance to this research. Among these preliminaries is the analysis and investigation of the nature and characteristics of the Theological principles and providing a comprehensive definition of people and obstacle to strangers from these principles. The present essay has dealt with this matter with a descriptive-analytical method. According to the investigations, Theological principles can be defined as follows: "General rulings resulting from theological topics that are the basis of theology and play an effective role in the general orientations of theological religions".

The concept of freedom in Iran's intellectual field goes back to contemporary history. However, the jurisprudential-intellectual approach about it among Iranian thinkers is a newer phenomenon. Among recent Iranian thinkers and jurists, the mystery of freedom has always been the most challenging issue. The central question and purpose of this research is the jurisprudential-philosophical conflicts of Mohammad Taghi Misbah Yazdi and Dawood Firhi about freedom. Based on the analytical-descriptive analysis method, it can be said that both thinkers encountered freedom based on theological and jurisprudential intellectual foundations. . For this reason, such freedom thinkers consider the existence of freedom and will in human existence, which is necessary for the spiritual excellence of man. Misbah Yazdi's methodology is classical jurisprudence, but Firhi looks at Islamic texts and experience based on hermeneutic and postmodernist methods. Misbah Yazdi does not accept the assumptions of modern liberalism such as freedom as the goal of worldly life, rationalism and individualism as the bases of political-social freedoms, while Firhi emphasizes on external freedom and the implementation of the bases of political-social freedoms such as individualism. It emphasizes humanism, human rights and women's rights..

Examining the views of Robert John Russell and William Pollard regarding theological arguments refutation of determinism based on the findings of quantum mechanics. The problem of determinism and free will in the framework of modern physics is discussed mostly based on the principles of quantum mechanics. In the meantime, William Pollard and Robert John Russell, who are both prominent physicists and at the same time Christian pastors, based on theological arguments, rejected determinism based on the findings of quantum mechanics, in which by accepting non-determinism as The inherent characteristic of atomic processes and the defense of the divine role and guardianship in the creation of this indeterminacy and its control have rejected the determinists' claim regarding the contradiction between the acceptance of free will for man and faith in the omnipotent and omnipotent God. In this article, after examining their views, we show that present approach is an effective step in presenting a satisfactory and comprehensive compatibilist view, especially in the framework of theological arguments. Of course, in order to solve the problems and shortcomings of this view, the problem of explaining and reductionism, assumed in this approach, should be criticized

The present study was conducted with the aim of analyzing the dimensions and components of teachers' research competencies from the perspective of international and domestic experts. The research was applied in terms of purpose and qualitative in terms of data collection procedure. The statistical population in the domestic part of the study included the opinions and views of experts and specialists in valid written and printed documents such as books and articles, as well as experts, professors, specialists in the field of educational sciences and senior directors of education up to theoretical saturation which comprised of 17 individuals. In the international section, the population consisted of opinions and views of experts and specialists whose views were extracted from valid written and printed documents such as books and articles. Research samples in both domestic and international sections were purposefully selected. Data collection tools in the domestic part were semi-structured interviews and note-taking forms and in the international part, note-taking forms were utilized. Open, axial and selective coding has also been used to analyze the data. Based on the research results, teachers' research competencies were classified into 15 general components by domestic and international experts

Considering developments and advances in technology and the future needs of teaching skills based on changes in labor markets and the need to respond, there is a need to design a model of competencies required for effective job performance of instructors. Thus, the present study was conducted with the aim of designing and testing the model of professional competencies of instructors in the comprehensive university of applied-science. The research method was applied in terms of aim, and quantitative in terms of method. Inferential analysis method and data description and factor analysis (exploratory and confirmatory) were used to analyze the questionnaire data and present the results. Due to confirmation of questions by the experts, the content validity of the questionnaire was confirmed. The statistical population of the study included 54000 people and the sample consisted of 391 university instructors. Cochranchr('39')s formula was used to calculate the sample size. Cronbachchr('39')s alpha coefficient of the questionnaire was obtained at .90 and the used instrument showed a good reliability. The collected data were analyzed using SPSS 16 and Smart PLS software. The tested factors included leadership, assessment, perceptual, classroom management, technological and virtual, educational, obligation, positive perfectionism, ethical, and global mindset. These factors were evaluated through a questionnaire and factor loads were assessed using factor analysis. Since in all components, both the factor load and their path coefficient were more than .30, and the whole model was significant, no component was removed from the path analysis and all their components and indicators were accepted as components of the model of professional competencies of instructors.

The purpose of this study was to design a model to promote the motivation of knowledge sharing among faculty members. The method of conducting research is mixed (qualitative-quantitative). In order to conduct this research, in addition to the documentary study, the content analysis technique with MAXQDA12 software was used to identify the dimensions and components. The statistical population in this study were all experts in the field of knowledge management and management of higher and educational education, which was conducted after 11 theoretical saturation interviews. Confirmation of components and indicators was used by 15 experts, who finally approved 9 components out of 10 components and attitude component, and also 47 indicators were approved out of 62 indicators. The structural equation method of smartpls3 software was used to draw the pattern. The results showed that the components of knowledge sharing culture (0.998), trust (0.995), emotional commitment (0.993), reputation (0.991), and knowledge self-efficacy (0.940), and reward system (0.922), management support (0.842), information and communication technology (0.776) and job independence (0.413) were the most important in the pattern of promoting knowledge sharing motivation, respectively.The validity of the model was evaluated with 5 dimensions (philosophy and goals, implementation steps, executive mechanism, theoretical foundations and feedback, correction and re-engineering) which showed high validity of the model.

Waqf can be considered as one of the good traditions of Islamic societies, which of course has existed in other forms in other societies as well, which shows that this good tradition is also rooted in the pure nature of humanity. It has created the illusion that time should be spent only on this property, which has deprived the endowment institution of a large part of the wealth in society, which is the current credit money. Feasibility study of endowment of credit money, which is in fact the money of our time and its license is in Islamic jurisprudence, And the importance of this issue is due to the fact that it is not taken into account in the laws, and for this reason, we have examined the opinions and reasons of the proponents and opponents in this field and it was seen that it is possible to dedicate credit money in jurisprudence.

The researcher conducted this research with the aim of "presenting a model to develop the professional competencies of the instructors of UAST". This applied research is conducted with exploratory method. Inferential analysis method, data description and factor analysis were used to analyze the data and present the results. The statistical population of the study included 54,000 instructors of the University of Applied Science and Technology in different provinces of Iran, among them 391 instructors were selected as sample size, using Cochran formula. Cronbach's alpha coefficient of the instructors’ professional competence questionnaire was 98% and the instrument used had the desired reliability. Data analysis was performed using SPSS 16 and Smart PLS software. The studied factors include planning, leadership, organization, classroom management, motivation, creativity and innovation, self-management, adaptability, communication and interactive coordination. Then, the researcher evaluated these factors, dimensions and components in the questionnaire and analyzed their factor loadings using factor analysis. Since the factor loading of “interactive coordination” was less than 0.3, this component was excluded from the analysis. The remaining components were accepted as the dimensions and components of the professional competency model of instructors of UAST. Finally, the goodness of fit of the model was determined through using Smart PLS, X2 output. Introduction In today's world, competency-based education as a skill and innovation for better performance is highly regarded to overcome the existing barriers between the worlds of education and occupation and to align the needs of professional, vocational and higher education programs with the needs of labor market and social progress (Mulder, 2017). Therefore, Future university developments depend on the competencies, initiatives, policies, and programs of today's professional development of faculty members (Salimi, Heydari & Keshavarzi, 2015). Thus, the University of Applied Science and technology, as a leading university in the field of skill-based education, needs some initiatives to be taken. One of the most important initiatives is to develop the professional competencies of instructors. Instructors are considered as a significant and main part of education in UAST, and the goals of the country's higher education system cannot be achieved without having competent professors and instructors. Regarding the role of instructors as key factors in education, promoting the quality of students’ learning, research and skills, highly depends on professional competencies of instructors. Therefore, the researcher aims to "present a model to develop the professional competencies of UAST instructors." The secondary objectives of the research include identifying components and indicators of professional competency index; Prioritization and weighting the components and, finally, determining the goodness of fit of the model of professional competence of UAST instructors. Methodology This applied research is conducted with exploratory method. Factor analysis was used to analyze the data and present the results. The statistical population of this study included all instructors of the University of Applied Science and Technology. 391 instructors among 54000 were selected as sample size using Cochran formula. Library method and a researcher-made questionnaire were used for data collection. Cronbach's alpha coefficient of teachers' professional competency questionnaire was 98% which had the desired reliability. Descriptive and inferential analysis of the collected data was done using SPSS 16 and Smart PLS software. Research findings Factors, dimensions, and components of the model of professional competence of instructors of the University of Applied Science and Technology were obtained through reviewing the previously conducted studies. These factors include planning, leadership, organization, classroom management, motivation, creativity and innovation, self-management, adaptability, communication and interactive coordination. Then, the researcher evaluated these factors, dimensions and components and analyzed their factor loadings using factor analysis. Since the factor loading of "interactive coordination" was less than 0.3, this component was excluded from the analysis process. But other components had factor loadings above 0.3 and were not eliminated. The remaining components, with their indices, were accepted as the dimensions and components of the professional competency model of the instructors of UAST. Discussion and conclusion In this study, through identifying key dimensions, components and indicators, a desirable model of professional competence of UAST instructors was presented which can solve most of the stated challenges. It should be acknowledged that the results of the present research are aligned with the study of Zhang and Xiaohu, cited in Qin and Qiuyan (2009) "The competencies of faculty members in professional colleges”; a research conducted in United States, cited by Thorndike, Miner and Gusic (2011); a study by Pefianco (2009) in which he sought to achieve the competency standards of the 21st century; a study by  Thorndike, Miner and Gusic (2011) in which they provided a model of organizational competencies for faculty members at the American University of Medical Sciences; a research by Blaskova and Ikovaa (2014) which analyzed the personal-professional characteristics of the faculty members of Zilina University; and a research by Blaskova, Blask, Matuskab and Szyrockac which investigated the competencies of the faculty members of the Czech and Polish universities. Also the other studies include the study of Robert et al., Wichitaam and Chavez cited in Hashemi et al. (2016); Zachari Smith cited in Hashemi et al. (2016); Salimi et al. (2015), Jafari et al.; cited in Sangari (2017); Farzaneh et al. (2015); Jalili and Niknam (2014); Nasiri and Abdolmaleki (2014), Hashemi et al. (2016), Chitsaz cited in Nazarzadeh Zare (2016). The results of the study conducted by Salimi, Heidari and Keshavarzi (2015) are in alignment with the results of the present research, however, the researcher has conducted a more comprehensive and precise study.