مقالات رزومه علی اکبر امین بیدختی

The purpose of this study was to investigate the effectiveness of organizational intelligence training program on its components.

The present study was a quasi-experimental study with pre-test, post-test and control group. For this purpose, 32 employees were selected by census sampling method from employees of one of the Ministry of Defense industries. These employees were randomly divided into experimental (n=16) and control (n=16) groups. The researcher-made package of organizational intelligence training was administered to the experimental group during 11 two-hours sessions. During this time the control group received no training. Both groups completed the researcher-made organizational intelligence scale in the pre-test and post-test stages. Multivariate covariance analysis and Spss-19 software were used for data analysis.

The results of multivariate covariance analysis showed that there are significant differences between two experimental and control groups in all components of organizational intelligence except knowledge management. The mean scores of the experimental group in these components in the post-test stage were higher than the control group (p<0.001).

Organizational intelligence is one of the factors wich influence the organizational productivity and job performance of employees. therefore, taking appropriate measures for enhancing the level of Organizational intelligence is recommented.

The purpose of the current research is to identify and prioritize the criteria and indicators that are effective on the ranking of universities, with focus on educational aspects. In terms of the data collection, this research is classified as a mixed method (quantitative-qualitative) research. The research was carried out using the combined method of grounded theory and fuzzy Delphi. The qualitative part of the research was conducted through an open and targeted interview with scientific experts, industrial owners, and students. In order to analyze the qualitative data, the three-stage process of open, central, and selective coding was used. In the quantitative part of the research, fuzzy Delphi method, with triangular fuzzy numbers, was used to identify suitable indicators and prioritize them. Statistical population in the index section, was all published researches related to the university ranking; for the interview section, experts from public comprehensive universities based in Tehran were selected in a targeted way. Based on data analysis, seventeen components and sixty-nine effective indicators were identified in the educational ranking of universities. The six main dimensions include strategy and goals, financial resources, evaluation and feedback system, training process, commercialization and human resources. The identified components were prioritized in order of importance as follows: communication with the industry, educational resources, skill training, commercialization, financial resources, planning, professors, international interaction, strategy and goals, administrative staff, ethics, content education, students, evaluation and supervision, graduates, cross-departmental communication and managers. University education leads to the improvement of research and scientific production. In order to promote universities to the global level, renewed attention to university education should be included in the mechanism of university development programs

In response to the increasing demand for improving the professional competencies of medical graduates, significant changes have been made in learning strategies in medical education. A four-component instructional design as one of the task-oriented models emphasizes a set of actual learning tasks that physicians face. The implementation of this method can be effective in promoting professional competencies in medical education by eliminating the gap between theoretical and practical knowledge along with experiencing authentic learning tasks. Therefore, this study as a new experience was conducted to evaluate the effect of a four-component educational design on the learning, attitude, and practice of radiologists.

This experimental study was performed in the second semester of the 2019-2020 academic year on 50 specialized assistants in radiology who were randomly divided into two experimental (n=25) and comparison groups (n=25). Relatively, the data were collected using three tools to measure learners' attitudes toward learning, as well as the levels of learning and practice.

The results of this study as a new experience showed a significant difference between the experimental and comparison groups regarding the posttest scores after the implementation of the educational intervention. Moreover, the learners in the experimental group had more positive attitudes toward the learning environment and showed higher levels of learning and better practice than the comparison group.

The findings of this study showed that the educational intervention based on the four-component educational design led to the effectiveness and promotion of assistants' performance due to its realistic learning assignments in the clinical learning environment. Therefore, the use of this method is recommended in medical education.

The purpose of this research was to study elementary teachers’ professional competence. The research method was descriptive-correlation with emphasis to structural equation. The population of this research was consisted of elementary teachers(160persons) that based on the morgans table the samples was 113 persons which were selected at random and stratified. a standard questionnaire (which title evaluation of teachers’ professional competence was used to collected the data with %87 Cronbach’s alpha. its face and content validity confirmed with the professors’ comments. The data analyze done with spss software and factor analysis. The results showed that the overall average of the 11 criteria (4.38) was higher than the average and teachers had relatively good professional competence. and all the criteria presented with scores higher than the overall average of 3 are the criteria of their professional competence.and the two factors of activity for professional development (with an average of 7.73) and educational designing and planning (with an average of 7.26) are the most important and effective Factors and 2 factors of measuring and communicating with learning outcomes (with an average of 4.39) and participation in administrative and managerial affairs (with an average of 4.35) have been the least important factors in the professional competence of teachers.Keywords: professional qualifications; primary school teachers

The ISSPP project was launched in 2001 and continues to seek to understand the characteristics, attitudes and characteristics of successful school. The results of a case study in different countries show that successful educational managers have outstanding characteristics. The purpose of this study is to identify the characteristics of successful school principals based on research conducted in the ISSPP project and to present a model of successful school management with paradigm logic.

The research method is qualitative and based on data foundation theory. The statistical population of the present study included education specialists and academics and 15 people were selected as a sample by snowball sampling. The research tools were articles published on the official ISSPP website at the University of Nottingham, England, and semi-structured interviews. The total number of articles published in this database by the end of 2019 was over 100 articles. This study examined 36 articles related to the characteristics of a successful school principal. The analysis of this data was performed by open source data and axial and selective coding methods.

From the analysis of interviews and articles in the coding stage of 393 concepts, in the axial coding stage 40 sub-categories and in the selective coding five main categories were categorized.

Finally, the paradigm model in the form of central phenomena (philosophy, insights and values), causal conditions (leadership model), contextual conditions (behaviors and personality traits), intervention conditions (organizational interventions), strategies (relationships) and Consequences (success) were formulated.

The consequences of personal, family, social and educational harm caused by students' emotional breakdowns in society are very significant. The present study aimed to evaluate the effectiveness of an integrated emotional failure intervention on improvement of love trauma syndrome, academic resiliency, academic well-being, and self-differentiation in students with emotional failure. The research method was quasi-experimental research and pre-test, post-test, follow-up with equal control group were used. The statistical population included all government students of Neishabour city in the academic year 2018-2019 (N = 2215). Among the students with emotional failure (scoring above 16 in the list of Ross Love Trauma Syndrome, 1999) who were 89, 36 were selected by random sampling method and then in two groups of experimental (18) and control (18). Were randomly assigned. The experimental group was trained in an integrated emotional failure intervention program Akbari, Talepsand, Rahimian Bogar and Amin Beidakhti (2018) in 8 sessions of 70 minutes and the control group did not receive any training. This treatment program was an integrated combination of positivist psychotherapy theory and selection theory, which was set in 6 treatment units and 27 themes. Participants completed questionnaires on love trauma syndrome (Ross, 1999), academic resilience (Samuels, 2004), academic well-being (Petrinen, Sweeney, & Pihalto, 2014) and their differentiation (Scorron and Friedlander, 2003). ‌ were analyzed by repeated measures analysis and LSD post hoc test using SPSS-25 software. The results showed that the integrated-emotional intervention of emotional failure with an agreement coefficient above 0.90, which was measured by 9 expert judges, was able to improve love trauma syndrome (Eta = 0.79), communication skills (67.67). Eta = 0), future orientation (Eta = 0.38), problem orientation and positivity (Eta = 0.95), academic well-being (Eta = 0.23), integration with others (= 0.11) Eta), emotional attachment (Eta = 0.14) and my position (Eta = 0.78) had positive effects in the post-test phase and this effect was not significant only in relation to the emotional response dimension in the post-test phase. In the follow-up stage, the effectiveness of the intervention was significant in all variables except problem-orientation and positivism (educational resilience dimension) and all dimensions of self-differentiation (p <0.01). Integrated emotional failure intervention can be an effective and efficient program in promoting mental health and preventing emotional and academic problems in students. Therefore, this program can be used to protect students against various psychological, social and academic problems, and it is suggested that university counseling centers make extensive use of this intervention.

Extended Abstract

Cultural intelligence defines the ability of an individual to succeed in diverse tasks and cultural settings (institutional, ethnic, national, and international). In this regard, this factor is considered an obstacle to the prevention of cultural contradictions. This study investigates the relationship of cultural intelligence with the perceived value of sustainable tourism in foreign tourists entering Yazd.
 

 The present study is descriptive- correlation concerning the purpose, and according to the data collection method. The study population consisted of all foreign tourists coming to Yazd in April and November 2018 that 260 people were selected as a sample (138 males and 122 females) using the non-probabilistic sampling method. Two questionnaires of cultural intelligence and the perceived value of sustainable tourism have been used to collect data. Cultural intelligence questionnaire consists of 11 items and cognitive, metacognitive, motivational, and behavioural subscales; and perceived value of sustainable tourism questionnaire consists of 19 items and performance, emotional, and epistemic subscales which both questionnaires are graded with a 5-point Likert scale from strongly disagree (1) to strongly agree (5). The total number of questionnaires distributed in this study was 270, of which 260 were usable after the questionnaires were collected and reviewed by the researchers. In order to measure reliability, a prototype consisted of 30 pre-test questionnaires, and then using the data obtained from the questionnaire, the reliability coefficient was calculated by Cronbach's alpha test, which for the variables (0.858) for cultural intelligence and (0.873) was obtained for the perceived value of sustainable tourism. These numbers indicate that the questionnaires are reliable and, in other words, have the necessary reliability.
 

The findings indicate that cognitive cultural intelligence on the perceived functional value of sustainable tourism (γ 11= 0.81, t= 6.19, p< 0.05); cognitive cultural intelligence on the perceived emotional value of sustainable tourism (γ 12= 0.95, t= 6.24, p< 0.05); and cognitive cultural intelligence on the perceived epistemic value of sustainable tourism (γ 13= 0.70, t= 6.39, p< 0.05) have a positive and significant effect. This finding means that cultural cognitive intelligence has a greater effect on perceived emotional value than perceived functional and epistemic value, and can affect their perceived value, which can affect the development of sustainable tourism. Metacognitive cultural intelligence on the perceived functional value of sustainable tourism (γ 11= 0.78, t= 6.35, p< 0.05); metacognitive cultural intelligence on the perceived emotional value of sustainable tourism (γ 12= 0.87, t= 6.12, p< 0.05); and cultural metacognitive intelligence on the perceived epistemic value of sustainable tourism (γ 13= 0.70, t= 6.39, p< 0.05), have a positive and significant effect. This finding means that metacognitive cultural intelligence has a greater effect on perceived emotional value than perceived functional and epistemic value. The metacognitive intelligence of tourists from the visited area can affect their perceived value, which can affect the development of sustainable tourism. Motivational cultural intelligence on the perceived functional value of sustainable tourism (γ 11= 0.89, t= 7.21, p< 0.05); motivational cultural intelligence on the perceived emotional value of sustainable tourism (γ 12= 0.81, t =5.85, p< 0.05); and motivational cultural intelligence on the perceived epistemic value of sustainable tourism (γ 13= 0.66, t= 6.90, p< 0.05) have a positive and significant effect. This finding means that motivational cultural intelligence has a greater effect on perceived emotional value than perceived functional and epistemic value and can affect their perceived value, which can affect the development of sustainable tourism. Behavioural cultural intelligence on the perceived functional value of sustainable tourism (γ 11= 0.95, t= 7.28, p< 0.05); behavioural cultural intelligence on the perceived emotional value of sustainable tourism (γ 12= 0.81, t= 6.02, p< 0.05); and behavioural cultural intelligence on the perceived epistemic value of sustainable tourism (γ 13= 0.71, t= 6/83, p< 0.05) have a positive and significant effect. This finding means that behavioural cultural intelligence has a greater effect on perceived emotional value than perceived functional and epistemic value and can affect their perceived value, which can affect the development of sustainable tourism. The results of the sub-findings also show that the highest level of cultural intelligence belongs to American tourists (M= 3.88), and the lowest level of cultural intelligence belongs to Asian tourists (M= 3.49).
 

 Findings showed that motivational and behavioural metacognitive intelligence directly and significantly affect the perceived value of cognitive and emotional function. Also, their effect on the emotional dimension of perceived value is greater than the functional and epistemological dimensions. The sub-findings of the study also showed that among the classification of tourists in the study sample (European, Asian, American, and Australian Oceanic), American tourists have the highest cultural intelligence and Asian tourists have the lowest level of cultural intelligence. What results from the study of the hypotheses is that familiarity with the culture, customs, taboos and political, and economic rules of the destination country. And even the origin of other tourists, has facilitated communication with other tourists and residents, and subsequently, the pleasure of interaction, socialization in a foreign culture and satisfaction with this, according to the results of the present study, is directly related to the emotional dimension of perceived value, which ultimately has a positive effect on tourism destination and finally, intercultural communication between the host community and tourists makes a satisfying trip for tourists. In general, the study of the effect of variables such as cultural intelligence in all its dimensions on the perceived value variable and increase the satisfaction of foreign tourists and confirmation of this direct and significant effect by statistical results, is a practical and new finding, which can be very effective in the development of peaceful and sustainable tourism in Iran with foreign countries and reduce the context of cultural conflicts.

High drop-out rates, low test scores, and rising social disruptions in schools are prominent indicators that education should change based on that, and management should be considered as a solution to problems. This article reviews the successful school management literature. In fact, the main focus is on the international literature of successful schools, especially the findings of the ISSPP project. The main purpose is to review and summarize the main findings of the empirical study of successful school management. Some of these findings highlight characteristics of successful school principals that often increase their degree of homogeneity. These findings are categorized into several important principles, all of which are supported by very strong empirical evidence. The first two cases have the most evidence. The results of review studies suggest that we may need to correct and redefine today's school principals and what they are doing to achieve students' academic success.

The purpose of present research was to recognition of universities social participation strategies with Local Communities in Semnan province and university of Semnan. Research method was mixed (quantitative and qualitative). Qualitative part was based on Grounded theory which its process administered through three stages of open, axial and selective coding using deep interview with experts. For this purpose, through purposeful sampling and theoretical saturation, semi – structured interview was administered with 13university internal stakeholders and 16 external stakeholders who were familiar with university social participation. Qualitative part is based on affirmative factor analysis which 385 person were selected as sample size. Finding from data analysis revealed 20 concepts and functions that through filtration and repetitive issues, 20 saturated concepts were recognized which are categorized in 10 items in a paradigmatic model of research showing strategic university social participation factors including:  developing university mission based on local community needs, scientific work shop and conferences, participatory research contracts, employment of local human resources, establishing local participation, building non – governmental communities and corporations, directing teaching and research toward solving Semnan problems, supervising research activities, comprehensive studies in the field of minerals, staring work shop for farmers, study graduates employment, start and developing new fields of study based on province and region needs, educating citizens about production and separation of domestic disposals, open university social climate for growth and supply of youth, teaching hand crafts to housewife's, especially in rural areas, sensitive programs related to environment, and reviewing educational contents based on community needs. Also, finding of quantitative parts confirm recognized strategies.

Today, universities cannot survive as an autocratic and non-authoritarian organization, without interaction with other social areas. This interaction must change the role of universities, and prioritize the economic and social development of their communities, which in turn requires new approaches towards university and community union. Thus, there is a clear need for further research and the creation of clear research strategies for university social participation and the identification of local community expectations. This study suggested that, as its main purpose, Semnan University was able to contribute to its local community as a local university and identified its needs and expectations. This study aimed to identify some of the stakeholders in the university to achieve the goals of the university's social participation. It is evident that this approach is to improve the efficiency of the university and its exit from isolation and within itself, thereby providing a link between the university and the local community. Based on this attitude, it can be hoped that with an emphasis on the recognition of needs and expectations of stakeholders, the university and its social participation were a step toward public interests and reducing the problems and challenges of the province and the future of the province.

In this research, the Grand Theory method was used. The research process began with a study area and gradually the related issues were added. The statistical research population included Semnan province and Semnan University. In researching the views of the guest guide, it is permissible to use the information of the interview. For this purpose, an unstructured interview tool was used to enable the researcher to take the leading role of the interview and handle it by introducing a few general questions and listening to the narrative of the contributors. In the interview, 29 people (13 university stakeholders and 16 international stakeholders) were interviewed. Data analysis was performed in the three-step process of accurate performance coding. To confirm the validity and reliability of the research, the strategies of Pitti, Thomson, and Steve (2012), Charms (2010), and Lincoln and Gaba (1985) have been used. These strategies included Dependability, Credibility, Conformability, and Transferability. Together, they enhanced the validity of the research and made it possible to transfer the findings to other similar contexts.

The results showed that the most important factors of social participation in university social participation were periodic monitoring of university performance through local organizations and their peers, education on environmental issues, enrichment of curricula, and appropriate educational content. In this regard, strategies from key managers concerning their experiences and perceptions of university social participation were obtained. These strategies can be used to educate citizens the concept of culture, open up the social environment for youth development, education in the province especially in deprived regions, the sensitivity of programmers in the field of protection of the environment, and review the educational content based on the need of the society. To implement these guidelines, there should be no meritocracy regarding the role of environmental factors such as changing the university and changing the views of government, lack of responsibility and responsiveness to society, lack of responsibility and responsiveness to scientific consumerism, lack of responsibility and the habit of scientific consumption, the notion of cooperation between university and industry. Finally, with these interactions and responses to the social participation of the university, there must be consequences such as reducing social damage, increasing the quality of life of citizens, and improving health needs, becoming in university, reducing unemployment, and aligning the education with the needs.

Manpower is one of the most important assets of organizations that their motivation and job satisfaction can help organizations achieve their goals. Many studies have been done to improve the level of these variables in human resources, but in the meantime, less attention has been paid to the role of organizational intelligence as a factor affecting these variables.

The purpose of this study was to evaluate the effectiveness of organizational intelligence training program on job satisfaction and job motivation in one of the headquarters of industries of the Ministry of Defense employees.

The present study was a Quasi -experimental study with pre-test, post-test with control group. For this purpose, 32 staff were selected by available sampling method from the staff of one of the Ministry of Defense industries and were randomly divided into experimental (n=16) and control (n=16) groups. The researcher-made package of organizational intelligence training was administered to the experimental group during 11 two-hour sessions. During this time the control group also received no training. Both groups completed the Spector Job Satisfaction Scale (1985) and Tremblay and et al. Internal and External Job Motivation Scale (2009) in the pre-test and post-test stages. data were analyzed by Spss-19 software.

The results of multivariate covariance analysis showed that there are significant differences between two experimental and control groups in the interjected regulation component (one of the job motivation components) and the job promotion components and the task identity (from job satisfaction components) and the mean scores of the experimental group in these components in the post-test stage were higher than the control group (p< 0/001).

Job satisfaction and motivation are some of the factors that influence the increase of organizational productivity and optimal performance of employees, Therefore, it is necessary to take measures to increase the levels of these variables in the staff.

Nowadays is education as a means of development is responsive to learning organizations. Though education, we can improve the knowledgs, skils, and attitudes of employees and thus creat an organization responsive to technological needs for organizational. The aim of this study was to present a model for environments facilitative to learning transmissions in higher education. The statistical population in the ganalatative phase consists of 30 individuals, including eight managers, six university professors, ten clears, and six experts in human resources education To reach saturation snowball sampling was done. Semi-stoctared interviews were conduced. researchers did analysis them by struss and corbeen. The reliability and validity of the data in both phase were examed though participants and experts analayzis. The pivotal issue in the present study is professional participation in education and practical implementation of learning. Based on the causal, bachground and rtervetional conditions, a final model has been presented. The resnlts of the guatatative phase demonstrated that the obtained model has fit indices and is confirmed.

The main purpose of this study is to provide a suitable model for improving banking services based on a comparative study of behavioral sciences and consumer behavior with respect to the function of mem theory.

Mem is a hereditary theory and an idea, behavior, or method that is transmitted from one person to another through culture. Inheritance theories differ in the degree of adaptation and capability, that is, adaptation to the socio-cultural environment in which they are spread. More adaptable and more capable memes will be more successful in transmitting, spreading to more people, and thus spreading to a larger population. The concepts in this theory can be used as a model for cultural evolution. Therefore, this research was formed with the aim of providing a suitable model for improving banking services based on the theory of memes.

Pundits of education believe that quality and effectiveness in education requires the existence of educational groups in all areas regarding teaching-learning processes. This needs especially acute when education undergoes fundamental changes, because educational groups play an essential role in guiding and enhancing teaching-learning processes and making desirable changes in educational systems. Hence, the performance of educational groups, active in the field of education, is considered as part of quality assurance programs and the effectiveness of education for the purpose of improvement and growth of teachers'' professions. The performance of educational groups in providing educational services to teachers is a way for their professional growth and improvement in order to achieve the basic benefits (vision, value, mission, goals, etc.) of education, i.e. to enhance teachers’ performance quality and consequently the growth and development of the educational system. School educational groups, as a link related to educational factors, teachers and students have a sympathetic and special place in achieving educational goals. Wu & Short (1996) believe that education as one of the most significant social institutions plays a pivotal role in longevity and development of each society through teaching children and future-makers of that society. Among them, teachers as human resources and implementers of education and training programs are its essential elements, and their performance plays a major role in the success of this institution. Therefore, in trying to improve the quality of education, more focus should be placed on teachers and the organizational aspects that affect their work in schools. This is based on an assumption that understanding the factors affecting teacher performance increases our knowledge of how schools improve. The goal of present study is investigate the structural relationship of knowledge sharing with effectiveness of school educational groups by mediating in-group trust and intra-group collaboration of teachers of three educational levels of schools in Babol. Present study is a practical research on the basis of purpose and is a type of descriptive-correlative researches on the basis of data collection method.

The statistical population of this study includes all primary and secondary first and second school teachers (n=3100, m=1426, f=1674) in the school year 2017-18. Given the assumed methods, 9 parameters should be estimated, including 3 parameters in gamma matrix, 2 parameters in beta matrix, 3 parameters in WiFi matrix and 1 parameter in Sai matrix. Accordingly, the sample size should be at least 5 to 50 times more than the desired parameters (Müller, 1996).  Based on the number of parameters existing in the model, a sample of 200 people was selected using stratified random sampling. They included 200 primary and secondary first and second school teachers in Babol (m=82, 41%; f=118, 59%). In the study sample, the average effectiveness of school education groups (M = 3.918) in a range of 5 points shows that the sample teachers evaluated the effectiveness of school educational groups above the average level. Also, the average knowledge sharing, intra-group trust and intra-group cooperation were estimated above average. All the teachers of study sample completed the questionnaires of knowledge sharing, in-group trust, intra-group collaboration and effectiveness of school educational groups. In order to test the reliability of these instruments, Cronbach’s alpha was used. The data was analyzed through structural equation model and by SPSS and LISREL software.

The findings showed that there is a positive and significant relationship between knowledge sharing, in-group trust and intra-group collaboration with effectiveness of school educational groups. Knowledge sharing has a direct and significant effect on effectiveness of educational groups. Also, knowledge sharing with mediating the in-group trust has an indirect and significant effect on effectiveness of school educational groups. Knowledge sharing with mediating the intra-group collaboration has an indirect and significant effect on effectiveness of school educational groups. The results of this study indicated the importance of paying attention to the role of knowing sharing, in-group trust and intra-group collaboration of teachers in increasing the effectiveness of  school educational groups. 

Discussion and conclusion

In general, based on the results obtained, it can be concluded that the sharing of knowledge, trust and cooperation within the group will increase the effectiveness of school educational groups and in turn results in improvement and enhancement of the education system.  Knowledge sharing in educational groups along with close cooperation and trust among teachers in return for this knowledge sharing and cooperation in the exchanged information has increased the effectiveness and performance of teachers, which, in turn, leads to the growth and development of their professions and the results will be reflected in improving the empowerment of students. Finally, it is suggested that the educational groups and related meetings be equipped with the appropriate tools and technology to perform the assigned tasks so that teachers are able to participate in the groups in a real and virtual method to share their knowledge and information. In this way, they can pursue the acquisition of information and knowledge through other members of the group. Education officials are encouraged to use brochures, booklets and posters to inform teachers about the impact of collaboration, teamwork and the sharing of knowledge and trusting each other and its positive effects on improving the process of group work and training sessions. Also, by creating a friendly and informal atmosphere in education contributes to more communication among teachers and strengthens their cooperation. Furthermore, using the guidelines of experienced and knowledgeable educational groups, they can overcome the problems arising during the work. It is necessary to create a culture of trust, participation and cooperation and their goals in improving and enhancing nationwide educational centers and schools, and of course, the cooperation of the mass media will be fruitful in this regard. Incorporating internet for sharing knowledge in school educational groups and the free use of virtual chat rooms so that teachers can easily exchange information and knowledge and have shares in each other''s knowledge

The present study aimed at designing the external factors model for promoting universities in national and international Rankings through exploratory mixed method. The statistical population in the qualitative section included policymakers and experts in higher education, university administrators and faculty members who were selected through targeted sampling and 17 interviewes were done. Also, in the quantitative section of the statistical society, 600 university administrators ,state universities of Tehran, among which 302 people by Stratified random sampling method were selected. The data in the qualitative section were analyzed through semi-structured interviews and in the quantitative section, a researcher-made questionnaire was extracted from the statistical sample and analyzed using spss and smart-pls software. Validity of the questionnaire was confirmed by experts and a divergent and convergent validity test. The reliability of the questionnaire was also calculated using Cronbach's alpha and Composite Reliability software. According to the findings, the external factors effecting the university promotion can be categorized into five factors: international policy-making, industry-university collaboration, accountability towards stakeholders, higher education rules and regulations and ranking-scientometrics systems.

Several studies have investigated the relationship between executive functions of the brain with resilience in athletes, but there is controversy regarding research on the role of components of executive functions in brain through mediating the research gap resilience.

To investigate the success of professional chess players influenced by the role of components of executive functions of the brain by investigating the mediating resilience.

The research design was descriptive correlational The statistical population of all professional chess players was Iranian rating by the relevant federation in 2017-2018. 545 individuals were selected as sample through available sampling method. Research tools include the Connor & Davidson Resilience Scale (1979–1991), the Continuous Audiovisual Performance Test (American Psychiatric Association, 2002), the London Shales Tower Test (1982), and the Chess Athletes Rating Score. Data analysis was performed using factor analysis and factor loadings.

The three components of planning and organizing, continuous attention and response control were significantly influenced by the variables of executive functions (P< 0/05). The five components of resilience also significantly affected the present variable of resilience (P< 0/05). Variables of executive functions and resilience had a direct, positive and significant effect on the success of chess players (P< 0/05). The overall structural effect of executive functions variable also had a significant indirect effect through resilience on executive functions (P< 0/05).

By enhancing executive functions, the chances of success and mediation of chess players increased.

Living in the present globolized era, more than anything else requires knowledge, attitude, and skills of peaceful coexistence alongside people of a different color, ethnicity, and culture, regardless of geographical, ethnic or racial borders. Because this global connectedness and its ensuing issues and challenges such as the spread of immigration, international wars, violent protests and so on, require global solutions. This article, through a review of the research literature, seeks to extract the components of Peace Education for children and to present a model in this field as well as to investigate the role of such an education in reducing and preventing violence and extremism. The findings have presented in frame of a conceptual model of Peace Education, including components such as “developing positive thinking in children”, “empathic development”, “respect for human dignity concepts”, “developing critical thinking for problem-solving”, “Discovering the concept of peace through emotion control training” and finally “addressing the concept of the true self”. The results show that violent and extreme behavior can be prevented if citizens from an early age learned to tolerate different beliefs, and embracing diversity and acceptance differences and to have the skills to resolve conflicts nonviolently. Peace Education to children and on a larger scale through Global Citizenship Education can fulfill this universal desire. Based on the findings and results, it was suggested that the concepts of Peace Education and global citizenship should be addressed and emphasized by the Educational Policy-Makers and the designers of the textbooks.

The goal of present study is the role of relationship manager and employees in improvement organizational performance by mediating intra-organizational trust and collaboration of employees of Semnan University. Present study is a practical research on the basis of purpose and is a type of descriptive-correlative researches on the basis of data collection method. Statistical population of the study included all the employees of Semnan University (550 people) in the academic year 20017-18 that 150 people (90 men and 60 women) were selected using stratified random sampling method. All the employees of study sample completed the scales of manager and employee's relation, intra-organizational trust, intra-organizational collaboration and organizational performance. The findings showed that: there is a positive and significant relationship between manager and employee's relation, intra-organizational trust, intra-organizational collaboration with improvement organizational performance. Manager and employees relation has a direct and significant effect on improvement organizational performance. Manager and employees relation with the mediation of intra-organizational trust also has an indirect and significant effect on improvement organizational performance. Manager and employees relation with the mediation of intra-organizational collaboration has an indirect and significant effect on improvement organizational performance.

The human resources employed by organizations are the main source of funds for managers, and HRM is the most important and perhaps most important task of managers. Behavior and activity of humans is due to their motives or needs. The issue of allocating fair rewards to those who have a motivational aspect has always been a concern for the managers of the organization. In this paper, we have tried to provide a model for calculating motivational payments to employees. Given the nature of the uncertainty of individuals in organizations, this research uses a fuzzy logic method to provide a methodology to address this issue. It is worth noting that the resulting model is presented to evaluate its effectiveness in a training organization and its results. Due to the obvious capabilities of the fuzzy method in helping to make decisions with uncertainty, this method will be used in the calculations of this model. The present model has been used for the number of 23 people in the organization and the motivational reward has been calculated per person. The results indicate that executives are fair and satisfied with the amount of rewards allocated to employees

Military and defense organizations, including the police, have moved towards growth and excellence in accordance with their missions and goals and appropriate to organizational dimensions. According the critical task and the important role that police play in the country, it is necessary, like other organizations, to continually improve its organizational performance and excellence.The aim of this study is Elaboration of Criteria and Organizational Excellence in Police Prevention Based on European Quality Management Model (EFQM).

In order to achieve this goal, qualitative research approach and Delphi method and content analysis were used. Referring to documents and researches, the most important indicators of the organizational excellence in the preventive police were identified and coded. The population of the study consisted of commanders and police chiefs of East of the Tehran state’s Special Police Command who served during the years 2016-2017. 48 commanders and police chiefs of East of the Tehran state’s Special Police Command were selected as samples, through purposive and snowball sampling.

Based on library studies and interviews, quality management dimensions were identified in the Preventive Police, which has 11 criteria, including 7 enabler criteria including 68 indicators and 4 results criteria including 26 indicators.

The results of this study are the native patern of organizational excellence in the prevention police that is appropriate to the its existing structure and circumstances, and can act as a self-assessment model in assessing the degree of police excellence prevention.

The purpose of this study was to identify and prioritize the factors that influence the implementation of Iran's higher education policies. The mixed-method was applied using semi-structured interviews in the qualitative phase. Interviews were codified by open, axial, and selective factors of the contextual and effective factors. In the quantitative section, a researcher-made questionnaire was used utilizing a hierarchical analysis of 50 faculty members and experts in higher education to prioritize the effective and contextual factors. The findings of the interviews with the experts and literature review showed that the research on the factors behind the implementation of higher education policies resulted in the extraction of six main concepts in the form of 60 variables, the main concepts are classified based on ranking:legal,political, economic factors, technological, cultural and social. Also, the factors affecting the implementation of higher education policies are classified into eight main concepts in the form of 90 variables. The following main concepts are ranked as following: factors related to policy formulation, administrative, structural and bureaucratic factors, supportive factors, Factors associated with the executive bodies, the experiences, and skills of the facilitator, the supporting factors, the choice of appropriate policy tools, environmental factors and geography. These factors directly influenced the implementation of higher education policies.