نرگس کشتی آرای

The Aim of this research was to synthesize biology teaching methods with an emphasis on deep learning. This research was done with the mixed method of sequential exploratory design. In the qualitative part, the synthesis research method was used based on the model of Gough et al (2012) and in the quantitative part, the descriptive-survey method was used. The research community included articles in the field of identifying educational reforms in the field of revising biology teaching methods with an emphasis on deep learning in the years 2006 to 2021, and 67 sources were selected as samples using a targeted method. The results were coded and categorized based on the four levels of Fullan's deep learning theory, and the model was then designed. The results showed that the existing teaching methods at four levels need educational reforms; The first level of global competencies includes character development, citizenship and social belonging, creativity/imagination enhancement, critical thinking/ problem solving, collaboration enhancement, and communication enhancement; The second level is the elements of educational design and includes the use of appropriate educational methods, increasing learning participation, modifying learning environments and using digital expression and modern technologies. The third level of educational conditions includes identifying the weak points of schools and determining the problem in policy making. Finally, the fourth level of joint research includes investigating teachers' problems in implementation and evaluation. This model had the required validity. Therefore, experts are suggested to use the designed model in order to apply educational reforms in biology teaching

Intellectual education has been one of the most fundamental topics throughout the history of human thought. Great philosophers have tried to provide appropriate guidance for character education with a comprehensive understanding of man and his dimensions. The condition for success in social, political and... rational education is. Cultivating the intellect is a big concept. The current research aims to explain the concept of rational education from the perspective of the two thinkers in question (Maulana and Dewey). In this passage, some interesting points have been expressed in the works of these elders. The research method is qualitative content analysis with emphasis on the conceptual model. To first explain rational education from the point of view of two thinkers, then by citing examples, educational suggestions based on their rationality are presented. The field of research includes Masnavi and Dewey's first-hand sources and all related texts. The findings of the research include: the purpose of rational education and educational principles according to John Dewey: deep learning, reconstruction, practicality of the method, organization of experience. Discipline, thinking, continuity, mutual influence, continuity, social control, freedom. And from Rumi's point of view: Cultivating the intellect, preserving the language and avoiding mocking others, keeping promises, establishing justice, the influence of circumstances on a person, Sa'ah al-Sadr, change of position, bounty, forgiveness, generosity, consultation, learning lessons, loyalty, justice. Also, the results of the method of rational education from Dewey's point of view: identifying the problem, building a hypothesis, creating a hypothesis, testing hypotheses, evaluating. And from Rumi's point of view: hypothesizing, self-calculation, suffering, learning a lesson, following an example, patience, calculation, mutual thinking, affection and love, the effect and effectiveness of experience. The last point is that in order to reach the gates of enlightenment and intellectual education, the stages of cultivation and refinement of existence must be followed correctly and the necessary insight and purity must be provided to acquire knowledge and cultivate intellect.

The present study was conducted with the aim of representing the teaching process through the lived experiences of Iranian students studying in master's and doctorate courses in Australian universities who completed their undergraduate courses in Iranian universities. The qualitative research method was phenomenology. The scope of the research included Iranian students who have master's and doctorate courses in technical and engineering fields in Australian universities (Melbourne, Manash, Swinburne), who were selected by the purposeful snowball sampling method and collected information through semi-structured in-depth interviews became. After the interview, the sample size continued to be analyzed by thematic coding method until complete saturation and finally it reached 10 people, and the validity of the findings was done by the method of reconstructing the reality and using people outside the scope of the research. From the total findings, 167 conceptual codes in 10 main categories (characteristics of the teacher, teaching activity, content of the curriculum, structure of the curriculum, interaction between the teacher and students, evaluation of the curriculum (beginning, formative, final), learning environment , learning activities, educational and research facilities, attention to individual and social life needs) and 35 subcategories were extracted in line with the lived experiences of Iranian students in Australian universities.

The purpose of research was to analyze the discourse of learning in Michael Apple's critical pedagogy with emphasis on its use in Iran's educational system. This is a qualitative research using Fairclough's critical discourse analysis approach and method of data collection was documentary. The findings showed that there are similarities between Apple's critical pedagogy and the vision of politicians and educational planners of Iran in issues such as the cultural function of the educational system, reproduction of capitalist relations in society & school, and use of educational system as a tool of domination. Also, the major differences between Apple's critical pedagogy and the philosophical and intellectual structure governing Iran's educational system are evident in issues such as role of the curriculum, extreme politicization of the educational system, and role of teacher & student. According to findings, it seems that there is not much space for use of Apple's critical pedagogy in the current structure of Iran's educational system.

The aim of this study was to examine effect of adolescent-centered mindfulness training on resilience and academic engagement in second-year high school girl students with symptoms of social anxiety. The quasi-experimental research method with a pre-test-post-test design along with a follow-up period with the control group was used. The statistical population included all female high school students in Tehran in 2020. In order to select the sample, cluster sampling method was used and four schools were randomly selected from among girls' secondary schools in Tehran. The social anxiety questionnaire was administered to the students. Those students who scored one standard deviation higher than the average in this questionnaire and volunteered to participate in the research, 30 students were randonly selected and were assigned to the experimental and the control groups (15 students in each group). The experimental group received eight sessions of adolescent-centered mindfulness training, while the control group did not receive any. The data collection tools in the pre-test, the post-test, and the follow-up phases included Connor-Davidson Resilience scale, the Academic Engagement, and the Social Anxiety scale for adolescents. The research data were analyzed by repeated measures method. The results showed that the adolescent-oriented mindfulness training package had a significant effect on improving students' academic resilience and academic engagement in the post-exam phase, and the effect remained in the follow-up phase. It is concluded that adolescent-oriented mindfulness training is a suitable method for improving academic resilience and academic Engagement among female students with social anxiety symptoms.

The present research aimed at the research synthesis of multicultural education studies in Iran. The research had a qualitative research synthesis method, and its statistical population consisted of domestic multicultural articles from 2002-2022. A total of 35 articles were selected as research samples using purposive sampling until theoretical data saturation. The scientific sources were analyzed through six steps adapted from Gough, Oliver, and Thomas (2012). Further, the results were coded and categorized based on Klein's nine curriculum levels, and then the model was designed. Based on the results, the objective element comprised justice orientation, revival and development of culture, and unity and solidarity. The content element comprised content flexibility and multicultural content. The learning activity element included multicultural activities and tasks. The teaching-learning strategy element comprised diverse teaching, recognition of ethnic groups, and teaching multicultural teachers. The grouping element included group strengthening and multicultural grouping. The educational content element included the diversity of sources and multicultural knowledge. The time element comprised time diversity, and scheduling. The place element included spatial diversity and multicultural diversity. Finally, the evaluation element comprised diversity in evaluation, and multicultural evaluation. Based on the results, the model had the necessary validity.

As its first goal, multicultural education aims to train individuals who not only appreciate their own culture but also respect other cultures and consider them as a factor contributing to the development of their culture. The present study aimed to investigate the female teachers’ lived experience of multicultural education. The method used in this study was the qualitative approach and phenomenological method. The population consisted of all female teachers working in the city of Isfahan in the academic years 2020-2021. Using the purposeful sampling method, the population reached saturation with a sample size of 12. The data were collected using semi-structured in-depth interviews and were analyzed by MAXQDA 18. The results indicated six main themes: educational content, teaching method, strengthening relationships, environmental compatibility, diverse evaluation, and accepting multicultural education, which was obtained from 110 initial themes and categorization of the themes. The themes obtained from female teachers' experiences of multicultural education can be used as a model in the multicultural curriculum.

The current research is qualitative research that was conducted using the synthesis research method based on the deductive model. The research environment in the synthesis phase included all citations in the range of 2008 to 2020 for the studies conducted in the field of experimental science education of the second grade in elementary school. Based on this, 40 sources were selected by purposive selection method. Stopping the sampling process was based on information saturation. Data collection was done using a survey in the research environment and based on the synthesis of experimental science education in the second grade of primary school. According to the findings of the research synthesis based on the deductive model, the environmental factors affecting experimental science education in the second grade of primary school include: support factors (family-oriented, school-oriented), extracurricular environment, socio-cultural environment, science curriculum design including goals (instructional, educational, motivational), content (knowledge, practical skills, challenging thinking), teaching strategies (group discussion, advance organizer, exploration, problem solving, learning assistants, laboratory, cognitive development, game-oriented, aesthetic), intra-school environment (independent, individual, deep, collaborative, exploratory), evaluation (evaluation tools, evaluation methods), learned skills (life skills, mental skills, social skills, thinking skills), science education approaches (teacher-centered, student-centered) and learning experiences (meaningful experiences and valuable experiences). The findings provide useful implications for science education in elementary school and can be used by elementary school teachers and parents for science education as well.

The aim of the present study is to analyze the learning discourse in critical pedagogy with emphasis on Freire's views. Critical Pedagogy is a relatively new theory in the field of school education and learning system whose basic principles and intellectual foundations are rooted in the Frankfurt School. Where inequality and silence in learning are rejected and new echoes of understanding the deep and hidden layers of relationships in school are visible and by creating a visionary and social transformation to inform learners for collective benefit is done through critical learning.

The present research method is qualitative and content analysis using Norman Fairkalf's critical discourse analysis approach used to answer the main question of research (Freire's learning discourse in critical pedagogy is formed by what structures, situational contexts, textual and intertextual relations and on what components?. The method of collecting information is library-documentary. In this way, the relations, structure, sub-layers of the text and intertextual contexts of Freire's learning discourse in critical pedagogy, based on Ferkaloff's approach, is described in three levels of description, interpretation and explanation, and then explores the relationship between language and the teacher-learner relationship in the discourse.

Based on the research findings, the text generator seeks to create a discourse idea based on conversation, awareness, practice and active learning in thinking with the world to transform them, along with creating a sense of closeness and with the aim of explaining the role of all-encompassing knower in the world and his commitment to change the world, the narration of man's journey through the world and the creation of an active and polemical discourse, seeks to draw the future path of the critical learner. The verbs used in the text, the author's absolute commitment to the truth of the discourse propositions of learning and the transparency of the author's point of view in the worldview shows true thinking. In Freire learning discourse critical Pedagogy applying banking, narrative, false, and passive learning leads to acceptance, lending, workability, and subjectivism in learning.

Based on Freire's learning discourse in critical pedagogy, the development of problem-solving learning, conversation, liberating in schools through efficient and fruitful use of words and concepts is in line with the awakening of a sense of critical awareness. And it can manifest the interactive and constructive communication part between the teacher and learner and the emergence of critical learners in learning.

Education is the main factor of economic growth in a country, and the curriculum is the heart of any education system. As civilization makes the transition from the industrial era to one of sustainability, educational leaders around the globe ought to implement a learning system that prepares young people for life in a unified society. Every country that has experienced high growth for a long time makes great efforts to educate its nation and reinforce its human capital. In contrast, there is considerable evidence that many developing countries are not doing enough. Education has a legal claim on public funds for at least two obvious reasons. First, the social returns are likely to be greater than the private returns. Second, some families with low incomes and credit constraints may not be able to invest as much in education as they would like, even if a higher income is guaranteed for a diploma or university degree in the case of a successful job search. Therefore, public spending on education is established based on impartial opportunity and efficiency. This paper provides a starting point to explore what skills and concepts students should be studying to lead the future. The curriculum model provides an explicit outline of some of the competencies that will likely be required for whatever world scenario emerges. This study focuses on the key roles of education and its relation to economic development as well as the curriculum as a core part of the entire educational drive of nations. In particular, the aim of the present study was to study the goals and contents of the high school curriculum of Group 7 countries and Iran with a focus on the differences and similarities of cognitive and metacognitive skills, which were compared with Iran in order to reach an appropriate model.

The method used in this study is qualitative, seeking to understand a research phenomenon in its usual environment that leads to a deep understanding of the studied phenomenon. In particular, this research is a documentary analytical research with a comparative approach. The statistical population of the research in the first study, which had a comparative approach, includes all documents, printed and electronic texts regarding the curriculum elements of the selected countries. It includes all articles, websites, studies, and research related to the research topic. In the Delphi method, the presence of experts and experts in the subject is emphasized. Statistical sample: In this research, in the first part, after searching the official portals of the countries and databases, all the documents that contain the content of the curriculum elements of these countries have been found. Data analysis in qualitative research is the process of classifying, describing, and combining data. In this section, after collecting the information and data, the contents were separated into 4 components: goal, content, method, and evaluation for each country. Then it was analyzed based on John Stuart Mill's agreement and difference model. The analysis in the quantitative part includes Kendall's coefficient and confirmatory factor analysis with the help of SPSS22 and Amos Graphics version 23 software. Meanwhile, Maxqda18 software was used in the qualitative part and model extraction. All documents were translated by translators from IACTI (Iranian Certified Translators and Interpreters). It must be acknowledged that the process of translating the documents was complicated and difficult due to the different languages and finding the appropriate equivalent in Persian. 212 participants, including secondary school teachers, university professors, and Ph.D. students in the fields of curriculum and education management helped to confirm and categorize the collected information. In the next step, the Delphi method was used to obtain the opinions of experts and reach a consensus about the studied components. With a 5-point Likert style scale 80% agreement was obtained, which was regarded as attaining a minimum acceptable interrater agreement.

This study was motivated by doubts that have been raised about the role of education and human capital in economic development. These doubts come from a variety of vantage points ranging from whether the research has correctly identified the impact of education to whether other institutional aspects of countries might be more important. They also encompass concerns about whether or not we really know how to change educational outcomes, particularly in developing countries. The eight studied countries were divided into two groups for comparison: (a) Group of Seven, and (b) Iran. The objectives and content included in the curricula of these countries were identified, and then similarities and differences between these two groups were analyzed. The results show the importance of both minimal and high-level skills, the complementarity of skills and the quality of economic institutions, and the robustness of the relationship between skills and growth. International comparisons incorporating expanded data on cognitive skills reveal much larger skill deficits in developing countries than generally derived from just school enrollment and attainment. The magnitude of change needed makes clear that closing the economic gap with developed countries will require major structural changes in schooling institutions. Moreover, the results of this research showed that the goals and content of the curriculum of these countries often emphasize the areas of work and employment and are somehow economy-oriented. In Iran, there is not much emphasis on these areas in Iran. Although the principles and teachings of Islam pay attention to work, there is a lack of attention to this issue in the goals and content of the curriculum. It is suggested that there is an emergency need to review the national curriculum in Iran. Taking help from religious foundations in this field, such as paying attention to work and effort in Islam, avoiding laziness, and contentment, paying attention to halal earning and sustenance, etc., is very beneficial and enlightening. Using the fundamentals of Islam only in prohibitions and outward criticisms and only paying attention to prayer and fasting not only makes students evasive but also limits the main mission of religion which enlightens the path of people's lives and can open a way in their social and economic life. Pointing to the fact that the longest verse of the Holy Quran is in the field of economic transactions is one of the examples of the importance of the field of economics in Islam and proof of this matter. The lack of economic attention and cultivating students’ cognitive as well as metacognitive is felt in terms of preparing people for the future, after graduating from secondary education. It seems that it is better for the planners to update and modify the secondary school curriculum in line with economic development and changes in psychological knowledge.

The purpose of this research was to analyze the concept of a teacher based on Islamic texts. The scope of the current research was Islamic texts and specifically, the Qur'an and Hajj al-Balaghah using a targeted approach.

The research method was of content analysis type, first teacher components were extracted based on the analysis of Islamic texts, specifically, the Qur'an and Hajj al-Balaghah, in the second stage, based on the extracted concepts, first, teacher concepts were extracted based on the analysis of Islamic texts, specifically , Holy Quran and Hajj al-Balaghah were extracted and then the concepts with the replaced categories were grouped together. In the third stage, the code of concepts related to the topic of the research was extracted from each paragraph, and in the fourth stage, the extracted concept codes were placed in the categories of the same concepts. And in the fifth step, for the categories with the same concept, the appropriate name and title that represents the main category of the research were explained. Coding method and paragraph were used as the unit of analysis to analyze the texts. In order to measure the content validity, the Laushe Coefficient (CVR) was used and the questionnaire was given to 11 professors of educational sciences and education in the form of targeted sampling and it was approved at the level of 59 percent. CVR82 and the number of 13 items were agreed with the CVR100 factor, and finally the questionnaire was approved based on the opinion of the professors.

Therefore, the results of the research, which is an analysis of the concept of a teacher based on Islamic texts, were identified by the researcher in 9 categories including: (self-refining, science and knowledge, good manners, guidance, justice, frankness, humility, kindness).

Therefore, they can have a decisive effect on the recruitment of faculty members of Farhangian University, and their use in the process of recruiting faculty members is effective and useful, and is a very important factor in attracting capable faculty members and ultimately training capable teachers in the style of the republican system. Iran is Islamic.

The purpose of the present study was to examine the impact of psychological empowerment training on the self-worth and psychological capitals of family-headed women. It was a quasi-experimental study consisting of a pre-test, a post-test, a control group, and a two-month follow-up period. All family-headed women (those whose husbands passed away or divorced) under the protection of the Imam Khomeini Relief Foundation in the town of Marvdasht in 2019-2020 were included in the study's statistical population. 30 family-headed women were randomly assigned to experimental and control groups (each group containing 15 women) using a convenient sampling method. Over the course of two months, the experimental group received fourteen ninety-minute sessions of researcher-designed psychological empowerment training. This research employed the Self-Worth Questionnaire (SWQ) and the Psychological Capital Questionnaire (PCQ). The study’s data were analyzed using mixed variance with the SPSS-23 statistical software. The results showed that psychological empowerment training has a significant impact on the self-worth and psychological capitals of family-headed women (p<0.001). Based on the findings of the present study, it can be concluded that psychological empowerment training is an effective method for enhancing the self-worth and psychological capitals of family-headed women through techniques such as life purpose, responsibility, courage, and a healthy lifestyle.

The purpose of life "is one of the most fundamental philosophical issues in the modern age. One of the most important philosophical, psychological and religious issues of man in the new era and the era of industrialization of societies and the all-round progress of science and technology is life, which is what we deal with every day. The purpose of this research is to raise the issue of life purpose, to express different views in general and to express Sartre's view in particular and to critique it. Because this study takes a fresh look at the purpose of life, it can be used by anyone who is concerned with or working in this field. And it has been absurd, and with death it rejoins nothingness. So we humans only exist a short distance away and have no choice but to be active. From the point of view of existentialists, it is human beings who can and should determine their goals and purposes of life and give meaning and meaning to their lives while creating and changing the nature of themselves. If man does not live for a purpose beyond his own, the emptiness and inherent meaninglessness of life will swallow him up and drown him in despair and despair. In his plays, he deals with the meaning of life in various ways.

The purpose of this study was to develop a model of internship curriculum for Farhangian University. The research method was qualitative (grounded theory). The data were collected through 20 semi-structured interviews with selected professors, experts, specialists and student-teachers who had valuable experiences and publications related to the subject of research by purposive sampling (Snowball sampling). The findings included 95 open codes, 31 axial codes and 16 selective codes. The sub-categories that followed the causal conditions were: time challenge, school capabilities, tutor guidance, tutor supervisory practices, university atmosphere, and school location. The contextual conditions were: organizational climate, students' needs, organizational structure, frameworks. Teachers, teachers 'personal bias, students' differences. Supportive structure. Outcomes were: negative attitude of supervisors, individual competence of supervisors, increase of professional competence, promotion of learning culture, promotion of self-efficacy culture, negative attitude of teachers, and positive attitude of teachers. A comprehensive curriculum that covers all contextual, environmental, technical, and information aspects of the internship was also found to be a central category.

This research has been done with the aim of analyzing intellectual education from the perspective of Maulana Jalaluddin Mohammad Balkhi and Jan Deweyi. The research method is qualitative content analysis of inductive categorization system. The sampling method is purposeful. The field of research includes spiritual Masnavi and first-hand sources of Dewey and all texts related to Rumi and John Dewey. The data collection tool is made by the researcher. To increase the researcher's reliability, he has used the opinions of researchers in the field of literature and education to increase the reliability of the data. The main results and findings of the research include four main categories. Category 1: The results obtained The purpose of intellectual training according to John Dewey are: deep learning, reconstruction, method practicality, organizing experience. According to Rumi, the purpose of intellectual training is: cultivating intellect, preserving the language and avoiding ridicule from others, fulfilling the covenant, establishing justice, the effect of circumstances on human beings, and patience. The second category: The results of the principles of intellectual education according to John Dewey are: discipline, thinking, continuity, interaction, continuity, social control, freedom. According to Rumi, the principles of intellectual training are: change of position, grace, forgiveness, generosity, counseling, learning lessons, loyalty, justice. Category 3: The results of the intellectual education method according to John Dewey are: problem identification, hypothesis construction, hypothesis making, hypothesis testing, evaluation. According to Rumi, the methods of intellectual training are: hypothesizing, self-calculation, affliction, learning lessons,

The present research was conducted with the aim of identifying the talent management components of Iranian elementary teachers with a qualitative-descriptive approach in an exploratory way and with thematic analysis technique of a comparative type. The research area included 41 electronic and written scientific resources and the text of 10 semi-structured interviews. After identifying the components according to the theoretical literature and interviews, first based on the theoretical framework in the field of talent management, the main categories of recruitment and identification, selection, employment, development and maintenance were considered as overarching themes, then according to Overarching themes 40 basic themes were identified and counted, the extracted basic themes were categorized and named under the categories of overarching themes in the next step, and in this way organizing themes were formed. The content validity of the findings was confirmed using the content validity index (CVR) based on the opinions of a number of human resource managers and primary education experts and a few experts in the field of educational sciences, a total of 15 people. The reproducibility of the findings using The Holstein coefficient was estimated to be 99/. Finally, the findings based on the theoretical framework include 5 comprehensive themes (recruitment and identification, selection, employment, development and maintenance), 10 organizing themes including identifying elite people, creating motivation to attract elites, matching the person with the job, merit selection , all-round utilization of people, provision of implementation conditions, individual knowledge enhancement, promotion of job and professional skills, excellence and well-being of teachers, and integration of people with teaching profession and 40 basic themes. Therefore, in order to make optimal use of teachers in the primary period, education and training should implement talent management in employing teachers in this period based on the indicators revealed in the current research.

The present study was conducted with the aim of investigating the obstacles and challenges facing sex education in terms of cultural values from the perspective of the teachers of girls' primary public schools in the first district of Isfahan in the academic year of 2014-2015. The statistical population of this research was made up of all the teachers of girls' schools in district one in the second grade, numbering 139 people. The random sampling method was cluster. Using Cochran's sample size formula, among these, 102 people were estimated and selected as the sample size. The data collection tool was a 38-item researcher-made questionnaire, whose formal and content validity was confirmed by the respondents and subject experts, and its construct validity was confirmed using factor analysis. Its reliability was confirmed by Cronbach's alpha coefficient (0.82). Data analysis was done at two descriptive levels (standard deviation, frequency) and inferential (t-test, Friedman test, analysis of variance and factor analysis). The findings show the factors of cultural values, including: conflict between traditional and modern values, heterogeneity of students' values in terms of ethnic and cultural diversity, dominant patriarchal values, unreasonable and logical perceptions of religious teachings, reduced sensitivity to Islamic values, stereotypical ideas Regarding gender issues, the formality of gender roles (the society's expectations of men and women), the difference in valuing sexual issues, and the change in cultural values are considered as obstacles and challenges of children's sexual education. The general results of the research showed that cultural values are one of the most important obstacles to the sexual education of children at the community level.

The aim of this study was to provide a model for the professional development of mathematics teachers based on the brain training approach in the Iranian educational system. This research is of qualitative type and is in the category of systematic reviews. To answer the research question, the key findings of the texts were coded and then categorized. The method used for purposive sampling. Prism flowchart was used to select the best text. The result of this effort was 109 articles in the first phase of data collection. Finally, 29 articles were included as the final records in the research. The study of these texts resulted in the selection of key findings, their coding, and finally access to the categories that formed the dimensions of the model. The findings of the present study regarding the identification of the dimensions of the pattern of continuous professional development of mathematics teachers showed that the identified pattern is based on 9 dimensions. The dimensions of this model, in order of emphasis in previous studies, are the connection between neuroscience and mathematics education in the classroom with the help of neuroimaging, changing the method of teaching mathematics by understanding brain function when learning mathematics, students' academic achievement In mathematics with the help of adaptive learning, brain structure and mathematical processing, the role of working memory and attention control in mathematical progress, limitations of educational neuroscience research in its application in the field of mathematical education, the use of numerical processing in mathematical progress, comprehensive model Math processing and development of a brain-based training package to assist math teachers in teaching. Proper implementation of the continuous professional development model of mathematics teachers based on the brain training approach in the mathematics classroom can lead to significant differences and effectiveness in teachers' teaching, which has positive effects. Proper implementation of the continuous professional development model of mathematics teachers based on the brain training approach in the mathematics classroom can lead to significant differences and effectiveness in teachers' teaching, which has positive effects.

This study has been done with a synthesis of both internal and external studies in order to achieve more and newer concepts regarding professionalism in medical education. The method of this study was synthesis research. The required data were collected by searching library resources and articles in ERIC, ProQuest, PubMed, Science Direct, Scopus, springer Magiran, and Irandoc databases. In order to search domestic and foreign databases, the keywords of professionalism, curriculum, professionalism curriculum, medical education were used. The articles and sources reviewed were from 1998 to 2020. In the final review, the most relevant sources included 53 articles that were reviewed and extracted in order to achieve the purpose of the present study. 270 concepts were extracted and grouped into 22 concepts. Finally, the concepts were categorized into the final 6 concepts of professional commitment, caring behavior, virtue-based professional commitment, lifelong learner, ethics and law-based, professional character and type of curriculum. The results show that if certain professional beliefs and behaviors are not institutionalized in today's students during the internship, it can reduce the sensitivity of students' professionalism and thus make professional decisions difficult for future physicians. Therefore, the role of formal education in professionalism is important in this regard, considering the role of the hidden curriculum.

Narrative studies from the structuralist point of view studies the nature, form and role of narrative and tries to show the ability and understanding of the text of the narrative. The longevity of the structure has retained its freshness and freshness in allegorical narratives. The purpose of this study is to show what has caused the allegory in the spiritual Masnavi, in the place of a normal type of narrative, to become a prominent and special literary type of Rumi? This descriptive-analytical method and by examining a number of allegorical narratives of Rumi's works, seeks to answer the main question: what are the characteristics of the structure of allegorical narratives in the spiritual Masnavi that has caused the transformation of this fictional art to evolution and maturity Reach? Based on this research, it is clear that in addition to creating ambiguity of allegory, other factors have also played a significant role in perpetuating the structure of allegorical narratives as Rumi's popular literary genre; These factors are: moment expansion through internal story, creating parallel stories, alternative story structure, incident pattern in allegorical narratives, structural duality and synonymy of literary genres. The great mystic has also been revealed.The authors of this study have found Masnavi allegories in the position of a kind of narratives, based on a more coherent structure of narrative rules and regulations, which shows Rumi's maturity and mastery in allegorical narrations.

the present study was conducted with the purpose of investigating the effectiveness of quality of life enrichment training on the self-worth and psychological capitals in the family-headed women.

It was a quasi-experimental study with pretest, posttest, control group and two-month follow-up period design. The statistical population of the present study included all family-headed women (those whose husbands have passed away or those who got divorced) under the protection of Imam Khomeini Relief Foundation in the town of Marvdasht in 2019-20. 30 family-headed women were selected through convenient sampling method and they were randomly accommodated into experimental and control groups (each group of 15 women). The experimental group received sixteen ninety-minute intervention sessions of quality of life enrichment training (researcher-made) during two months. The applied questionnaires in this study included self-worth questionnaire (Crocker, Luhtanen, Cooper, Bouvrette, 2003) and psychological capital questionnaire (Luthans, Avolive, 2007). The data from the study were analyzed through repeated measurement ANOVA via SPSS23 statistical software.

The results showed that quality of life enrichment training has significant effect on the self-worth and psychological capitals in the family-headed women (p<0.001) such that this type of training succeeded in the increase of self-worth and the psychological capital in the family-headed women.

According to the findings of the present study it can be concluded that quality of life enrichment training can be used as an efficient method to improve self-worth and psychological capitals in the family-headed women through techniques such as accountability, self-awareness skill, patience, acceptance and mindfulness.

Professionalism is now considered as a key component of health care providers. This systematic review endeavored to examine domestic and international documents regarding professionalism education in medical students and consequences.

This Narrative review employed the English and Persian keywords of medical professionalism, Medical professionalism, curriculum, professionalism curriculum, medical education, and combining these keywords in electronic databases as Scopus, Web of Sciences and Medline was done using Google scholar and Google. National electronic databases SID, Magiran and Iranmedex were included as well. The articles and sources reviewed were from the years 1999 to 2019. Finally, 38 articles and three books were reviewed. This way, extraction of materials was done.

This Narrative review indicates that in the dimension of professionalism education, 11 components (curriculum, educational structure, individual factors, human factors, appropriate model, environmental factors, learners' experiences, use of appropriate learning theories, norms, motivational factors and appropriate evaluation) is more important. Professionalism training leads to the crystallization of consequences, most of which include 7 consequences; the crystallization of the traditional values of being a physician, professional commitment, socialization, professional competence, building trust in communication, forming values and forming the professional identity of learners. Studies underlined that the role of the hidden curriculum in teaching professionalism and shaping consequences.

The Medical education should be reviewed in such a way that the professionalism education of medical students is included in all levels of education in addition to paying more attention to the hidden curriculum, as well as developing a written formal curriculum for medical professionalism.