The present study was performed to analyze the general health and emotional intelligence of female and male head masters of Tehran city guidance schools and its relation with teacher's job satisfaction of those schools. 61 male and 52 female head masters of 19 regions of Tehran city’s guidance schools and 339 teachers of the same schools were randomly selected and completed emotional intelligence and general health questionnaire as well as job satisfaction questionnaire, respectively. Pearson correlation coefficient, independent t-test, regression analysis and two-factor variance analysis were used to analyze data. There was a significant relationship between emotional intelligence, general health and head master's age. Female head masters had more emotional intelligence than males. At schools in which head masters had more emotional intelligence, teachers had more job satisfaction. Head masters’ emotional intelligence and gender had interaction effect on general health. There is a positive relationship between general health and emotional intelligence and head masters that had high emotional intelligence, have both general health and successful interaction with teachers.

290 teachers and 58 head masters in both districts (in each high school for every head-master, 5 trachers) were randomly selected. Two Questionnaires (1) Participatory Management style; (2)Efficiency of Head-masters used for the study. It was found that: There is a significant and direct relation between organizational commitment and participatory management style. There is a significant and direct relaltion between organizational climate and their participatory management style. There is a sinificant and direct relation between the basic organizational values and their participatory management style.

After the term "Folklore" was coined by Ambroise Morton in 1846 and the beginning of research on folk literature and culture, Studies related to this field had many developments and scientific advances. Research in the field of Persian folk culture and literature also began with the research of orientalists (see Afshari, 1388: 289). After that, even despite the increasing process of recording the components of folk culture and literature and even the establishment of the orientation of folk literature in 2013 and the specialization of studies in this field in Iran, the research conducted in this field still has obvious flaws. Stopping at the stage of registering the components of folk literature, the ambiguity in the structure and characteristics of these components, and most importantly, the weakness in the theoretical foundations are among the most important things that can be pointed out (see. Aliani et al, 2019: 10). One of the main reasons for this issue is the neglect of the Arabic sources of the early Islamic centuries as the preservers of Iranian folklore culture and literature in the era of the loss of Persian sources and neglect in the history of folklore Persian literature.. "It is an important issue that the Arabic language played an important role as the preserver of Iranian folklore literature before Islam." (Cejpek, 2014: 27 & 26). Despite this, in addition to the researches that have been done in the field of folklore culture and literature, the importance of these resources and the effective role of the comparative approach have not been paid attention to in the design of the lessons of the folkliterature orientation. Especially since in the list of courses of this heading, there is a course called "Arabic Prose and Poetry" in which these sources are expected to be paid attention to, but these sources were not paid attention to in its design. Based on this, in this article, while explaining the reasons for the importance of these sources, the most important available Arabic sources are introduced in terms of the reflection of Iranian folk literature and its developments in the first centuries of Islam, And in order to eliminate the existend shortcomings, a heading has been designed for the course "Arabic Poetry and Prose Texts". 

Considering the need to refer to Arabic sources for the historical connection of the elements and components of Iranian culture and literature before Islam with the Islamic era, this research has been done by descriptive-analytical method and by analyzing the literature history data available in the library sources.

The task of transferring Iranian culture and literature to Arabic culture and language in the first centuries of Islam has been undertaken by the translation movement. "Many sources of the past folklore of Iran have been translated into Arabic by Iranian scholars such as Ibn Moqfa, Tabari, Masoudi, Thaalebi, Hamzeh Isfahani and others and are available to us today." (Beihaghi, 1365: 41). Despite this, the heading designed for Arabic poetry and prose lesson of the heading of Persian folk literature in order to get familiar with official Arabic literature, including Arabic mystical texts, poems by Arab poets, Arabic works by Persian poets and writers, and contemporary Arabic research texts in the field of language and literature, the Qur'an, Nahj al-Balagha, and commentary texts, Arabic proverbs, phrases and verses common in Persian texts. The general approach and a cursory look in the selection of texts and the focus of this heading on official literature texts and neglecting the importance of the comparative approach do not meet the scientific needs of students in this field. Therefore, the issue of interest in this article is that despite the many reasons for the high importance of Arabic texts in the history of Iranian folk literature, how the sources of Arabic poetry and prose texts in the heading of folk literature to explain the nature of Iranian folk culture and literature and its developments In the first centuries of Islam and attention to the importance of the comparative approach has not been organized? Reasons for the importance of the comparative approach in the history of Persian folk literature Some of the most important intratextual and extratextual reasons for the importance of Arabic sources in the field of Iranian folk culture and literature are as follows: 1.The existence of different forms of Iranian folk stories and proverbs and and anecdotes in Arabic sources: in many cases, these sources have become the oldest or only sources of Iranian folklore stories. Such as the reflection of a story about Ardeshir Babkan, in the book "nehayat-al-arab" under the name of Irajosteh and Khosrow in the persian translation of Varavini's Marzbannameh. The importance of the works of Arabic-speaking Iranian writers and poets, especially the Shaoubians, in terms of recording the components of Iranian folk literature: The Shaoubieh movement is one of the most important factors in the transfer of Iranian folk culture and literature to Arabic culture and sources. The works of this group, such as Ibn Muqafa, Mahmoud vorraq, Saleh ibn Abd al-Quddus and Bashar ibn Burd, contain a large number of poetice or prose form of components of Iranian folk literature such as Iranian proverbs and admonition in Arabic In Arabic: “The tooth is still worn out, and the one who has it is still in pain and is leaving it. ” (Ibn Muqaffa, 2002: 140). In Persian: " The eaten by worm (destroyed) tooth of the should be removed " (Amini, 2009: 287). The importance of Arab collections(collections of poetries and writers works and folklore content too) in Iranian folk culture and literature: whith spread of a new style in Arabic writings is via Jahiz Basri (under name of collection writing) and the creation of numerous works imitating it, the reflecting ideas, admonitions and anecdotes related to folklore culture and literature in written works increased. The reflection of some common beliefs in Iranian culture in Abu hayyan Tawhidi's Al-Emta va Al-Moanesat about trees, animals and mineral stones is one of these (cf. Tawhidi, 2005: 235). The need to pay attention to the literary components in Arabic sources that have a folk origin: one of the main necessary steps in explaining the importance of Arabic written sources in the field of Iranian folk literature is to pay attention to the literary components that have a folk origin. "There has been a continuous mutual influence between written and oral literature" (wellek, 2013: 41 & 42). Fables, parables, jokes, Arabic folk poems of Iranian origin, quatrains, and beggars' stories originating from Iranian culture are among the most important of this group. 5. The importance of Arabic sources in terms of recording the legendary history of Iranians and its importance in the discussion of mythological studies: the translation of Iranian history sources into Arabic, especially the "Khuday nameh", and the comparison of different characterizations of Iranian mythological champions such as Rostam in these sources with the Shahnameh and Iranian folk culture, It doubles the importance of Arabic sources in studying the history of developments in Iranian mythology. The influence of Arabic-Islamic culture on the components of Iranian folk literature: When discussing the importance of Arabic sources in the discussion of Iranian folklore literature, it is necessary to consider the effects of Arabic-Islamic culture on Iranian public culture and literature. including the influence of Arabic proverbs and admonitions and the importance of influence of Semitic and Islamic history in the discussion of comparative mythology and the spread of Arabic love stories in Iranian culture. Authors and important works: the works of Ibn Muqafa as the first collections containing Iranian proverbs and rulings after Islam, the works of Jahiz, the important work of Abu al-Faraj Isfahani called Al-Aghani, the works of Thaalibi Neishabouri, the book of Abu hayyan Tawhidi’s Al-EMtaa and Al-Mu’anasat, the works of Qazi Mohsen Tanukhi and the work of Ragheb Isfahani With the name of Mohazerat al-odaba va Mohaverat al-shoara va al-bolagha, which contain verse and prose form of proverbs and admonitions, anecdotes, stories, superstitions, Arabic stories that are influential in Iranian culture, jokes and popular opinions. these cases are the most important things is the importance of Arabic sources in reflecting folk culture and literature. Designing the heading of the Iranian folk culture and literature course in Arabic poetry and prose texts: based on the discussed topics, it is suggested to change the title of the Arabic poetry and prose texts course in the Persian folk literature heading to "Iranian folk culture and literature in Arabic prose and poetry texts" and educational topics should be organize under these main headings: "The importance and role of Nahj al-Balagha and the Holy Quran in Iranian folk culture and literature" "Iranian admonitions, Arabic admonitions and understanding the importance of moral and religious admonitions and advice in Iranian culture (before and after Islam)" " Iranian proverbs in sources of Arabic proverbs, Arabic proverbs, stories of proverbs, examples of Arabic poems by Iranian poets (poetice form of proverbs and admonitions)" "The importance of historical sources in the analysis and investigation of Iranian, Semitic and Islamic mythology and how to synchronize them" " Analysis and investigation of Iranian folk culture and literature in the Arabic collections" "Study of Arabic love stories introduced into Persian culture and literature" "The influence of folk culture and literature in the creation of the literary type of Maghameh" "Jokes and comical in Arabic sources" "Familiarization with the research texts of Arabic writers in the field of the connection between Iranian folk culture and literature with Arabic and Islamic culture and literature".

The current heading of the course on Arabic poetic and prose texts of the folk literature major does not fit with the goals and nature of the major. In the design of the proposed heading in this article, three effect-oriented, component-oriented and research-oriented approaches have been considered. In teaching these cases, you can pay attention to these three approaches. This means that in effect-oriented cases, the focus should be on the study of literary components that have an impact on people's culture, in component-oriented cases, emphasis should be placed on comparing and studying the course of changes in literary components, and in research-oriented cases, emphasis should be placed on the reflection of various components of Iranian folk culture in the Arabic collections. By presenting such cases, it is possible to solve part of the historical problem regarding the nature of Iranian folk culture and manners after Islam, and to direct students' minds to the importance of theoretical foundations in research in this field.

School head masters can play a positive role in encouraging teachers to use the available educational technologies. Having a repertoire of devices and instruments does not guarantee their use. What is needed is a head master with leadership quality in technology use. To examine the impact of the head master's technology leadership on teacher's technology use, a sample of Tehrani teachers was given two questionnaires with adequate reliability on head masters attitude toward educational technology and teacher's use thereof. Data analyses revealed that most of the variability in technology use is explained by technological leadership, and the model can serve as a guide as how to increase the use of technology by teachers.

Educational system and teaching methods play a crucial and significant role in the manifestation of the quality of architecture in various aspects of society within Iranian context. Every year architecture graduates enter occupational market and create architectural designs which affect the architecture view of the country. If teaching methodologies and education in architecture as well as the quality and efficiency of the course are improved, it is expected that the view of architecture in the country can be enhanced. Experts and specialists in the field believe that there must be various studies to determine the strengths and weaknesses related to educational system. The comparison of the content of courses is one of the approaches which has been mentioned frequently by the experts of the field. Approximately, since 80 years ago, academic education of architecture in associate degree and contiguous master’s degree courses, began to train map designers, and architects with a compositional entrance exam which was thoroughly based on sketch and basics of architecture. However, since 1372 SH, the written section of the exam was omitted and the Bachelors' degree course was founded in 1377 SH. The present study is conducted to investigate and compare architecture training based on the principles of contiguous master’s degree courses with the principles of the bachelors' and non-countiguous master’s degree courses from university professors, consulting engineers, and graduates' perspective. The current research was an applied research study and was conducted in four consecutive phases (description, interpretation, juxtaposition, & comparison) according to George Z. F. Beredy's (1966) framework. In the initial phase, the content of the course and its goals, aims, and objectives were described in details. Then, in the second phase professors (including experienced academic staff memebers who had the experience of teaching for the both periods of contiguous master’s degree course and non-contiguous master’s degree course) , consulting engineers, and graduates' perspectives regarding the content of architecture education (considering the three foundations of knowledge, wisdom, competence) and the aims were collected during two separate periods of contiguous master’s degree course and non-contiguous master’s degree course. The experienced professors’ view were gathered through interviews and the professor’s view who had been the graduates of contiguous master’s degree course and at the time of study were teaching in non-contiguous master’s degree course were collected through a likert scale questionnaire. The perspectives of employers and graduates who had passed contiguous master’s degree and non-contiguous master’s degree courses were also collected through a likert scale questionnaires. After juxtaposition, the comparison was carried out rigoroudsly. The results revealed that the professors, employers, and graduates preferred contiguous Master’s degree courses in the three mentioned foundations. They believed that contiguous master’s degree course is more likely to train competent architects and practically the graduates of the non-contiguous master’s degree course do not obtain the competency of a perfect architect. Thus, it is recommended that the contiguous master’s degree course be revived and besides, the bachelors’ degree course be continued merely for training assistant designers.

After the Islamic Revolution of Iran, education of architecture continued at two associate degree courses and contiguous master’s degree courses. This way in associate degree and contiguous master’s degree courses, continued to train map designers, and architects with a compositional entrance exam which was thoroughly based on sketch and basics of architecture. The curriculum of universities was prepared by the Supreme Council of the Cultural Revolution and sent to all units. This program was the same for all units. The contiguous master’s degree courses was held in eight state universities and five Islamic Azad universities. And at other universities in the country, the course was held in an associate degree courses. This way lasted for about 16 years. However, from about two decades ago (1378 SH) at state universities, and from the following year at Islamic Azad Universities (1379 SH), contiguous master's degree course were removed from the country's educational courses, and the bachelor's degree course and non-contiguous master's degree course was founded. And the field of architecture was also ranked among other engineering disciplines. The present study aims to investigate and compare these two types of contiguous master's degree and non-contiguous master's degree and plans to introduce a more appropriate method. This applied study was of descriptive-analytical type and evaluation study in nature. The explanatory method was used for data collection. In the present study we first discuss the educational content and the foundations of architectural education and whatever an architecture' graduated should learn. Then, experts' opinions and perceptions were asked regarding the educational content using a likert scale questionnaire. Then, we review the interpretations and opinions of faculty members of the faculty of architecture, employers (consultants) and graduates of the two periods discussed. Experts' comments professors (including experienced academic staff memebers who had the experience of teaching for the both periods of contiguous master’s degree course and non-contiguous master’s degree course) were received by interview. In order to receive the views of faculty members, employers, graduates of the faculty, the likert scale questionnaire was prepared and their opinions on the subject were discussed. The questionnaires were analyzed quantitatively and SPSS software was used for this purpose. And the interviews were categorized by MAXQDA 12 software and analyzed qualitatively. From the summing up of the views of university professors, employers, graduates and experts, There is a significant difference between graduate contiguous master's degree course with graduate bachelor's degree course and non-contiguous master's degree course in all areas of the foundations and components of architectural education. And graduates contiguous master's degree course are superior to graduate non-contiguous master's degree course. This excellence is visible in all areas of the foundations and components of architectural education (knowledge especially wisdom and competence) and in all its items. According to significant difference in architecture with other disciplines and the need for multidimensional student education in this field, bachelor's degree course and non-contiguous master's degree course are not considered to be a suitable and successful way. And the revision of the current style seems necessary.

Curriculum leadership is recognized as a key component of improving the education system. Considering the vital role of principals in this sector, the present study was conducted with the aim of designing a model for curriculum leadership by head master. The approach that was taken in this research included a combination of sequential-exploratory type which was used in the qualitative part of the Grounded Theory method and in the quantitative part of the descriptive-survey method. The community studied includes faculty members, educational management experts, curriculum specialists, and head master. The data from the interviews in the qualitative section were analyzed by open, axial and selective coding and prioritized in the quantitative section with Friedman's test. The results showed that causal factors (including the need to form macro goals of education, the need for continuous improvement in the process of education and the need to implement an effective curriculum) are the basis of curriculum leadership by head master, which focuses on decentralize the education system, explaining the position of headmaster as curriculum leaders, appointing qualified head master and empowering them, cooperation of head master with teachers, awareness of students and parents about the curriculum, attracting extra-organizational cooperation, renewal of culture and Curriculum enrichment and regular monitoring of its implementation as a strategy for developing leadership curriculum head master, It causes individual, organizational and social consequences.

Using the adequate and standardized educational facilities and spaces can ensure effective educational program. The purpose of the current study was developing basic educational standards for master's degree program in 'nursing neonatal intensive care'.
This study is a descriptive study used Delphi approach to conduct with the participation of 40 experts in nursing neonatal intensive care from all over Iran in 2014. The study population consisted of neonatologists and medical professionals, administrators of educational department, faculties of pediatrics department, head nurses of neonatal intensive care unit, students and graduates of course in nursing neonatal intensive care were selected purposively. Firstly, the educational standards (24 items) were gathered with extensive review and secondly, experts commented to questionnaire in three rounds. The first and second rounds were performed in a meeting with participation of 20 experts from Mashhad University of Medical Sciences and the third round was performance through sending emails to 40 experts from all over Iran.
In the third round, 10 basic education standards for students of master's degree program in 'nursing neonatal intensive care' unit have been agreed. The standards included theoretical training classes, equipped center for clinical skills, educational workshops, evidence-based learning environment, sufficient number of beds for neonatal intensive care unit, specialized books/ study hall school and hospital, wireless Internet, shared databases, and research approved process.
These findings can be used to evaluate the educational resources in schools, which had courses of sciences degrees and it can be a good pattern for the standardization of other majors.

One of the important issues in Islamic mysticism is a wayfarer's need for a master to guide and help him/her during the spiritual journey. The tradition of Sufis is that a wayfarer should learn the manners of spiritual journey from a master and progresses on the path under his guidance. This issue raises the question of the relationship between the wayfarer and the master and the manners of devotee and object of devotion. It provides a proper context for the genesis of damages faced by a wayfarer on the path of mysticism and Sufism so that charlatans in cloisters deceive naïve individuals who want to purify their souls. Reviewing Quranic verses, traditions, mystical texts and Sufi's words, the present paper seeks to explain the necessity of having an eminent master in spiritual issues who has the responsibility of guiding and helping the wayfarer in his way towards acquiring the knowledge of the Truth. There are some damages in this regard, the most important of which is devotion to wrong-headed masters who take the wayfarer to go astray. It is necessary for a wayfarer to completely know the master to selected or followed to be safe from the risk of injury.

The master's degree program of architecture in Iran which has been a discontinuous program since 1999, has been developed based on the sub-division of previous continuous M-Arch program into two discontinuous “bachelor” and “master” programs. Since then the master’s degree program and the curriculum have been revised only a few times and the last revision was approved in 2013. The Ministry of Science, Research and Technology (MSRT) has developed the master’s degree program according to the coordinated education system and its prevailing restrictions. The department of architecture at the University of Art, after 14 years of offering the M.Arch program, decided to start developing its own curriculum with a series of research programs. This research aims to define the main goals and the general and specific characters in contemporary graduate education in architecture. In this article, a comparative study has been conducted to analyze the master's degree programs in selected universities and departments in the United States (2 programs), Europe (4 programs), and Asia (2 programs including Iran) with the highest ranks in Q. S world university rankings. Accordingly, the master of architecture program in high ranking universities of M.I.T, TU Delft, ETH Zurich, Harvard University, University of Manchester, Politecnico di Milano, and the National University of Singapore have been studied and analyzed. Also, the structure of the latest master’s degree program of architecture approved by MSRT in Iran has been reviewed and analyzed in comparison to the curriculum of architecture in the selected universities. This research is a developmental research with a qualitative methodology and is conducted based on logical analysis, comparison, and inference methods. The findings of this study demonstrate that the master's degree program of architecture in Iran can only be compared with the educational programs of the selected universities in terms of course length and overall structure. However, in terms of goal setting, educational areas and educational details further revisions are needed. Additionally, fundamental changes should be made in accordance with the architectural features of the country and the region, which should be considered in the development of educational programs. The areas in which further development in the M.Arch program in Iran can be recommended are: continuous revisions and updating of the program and curriculum through research; clarification of the educational goals in respect to the context; developing various educational fields in the program; redefining the structure of the courses in each semester to reach higher levels of integration; considering flexibility in the program based on the students’ potential; leveraging the spatial characteristics and capacities of the campus buildings and facilities; offering a more balanced combination of theoretical courses and studios in order to make it a coherent experience for the students; providing apprenticeship opportunities as an option for education.