The aim of this study was to explain the structural relationships between the components of essential soft skills in agricultural students (9 soft skills). In this regard, to achieve the aim of the study, the fuzzy DEMATEL technique was used. The views of 11 academic experts were collected through a questionnaire, based on the Likert scale. The results showed that communication skills, learning skills, and leadership skills are the most effective components, respectively. Also, findings indicated that the adaptability skills component is the most influential component. The results also show that five components (communication skills, emotional intelligence skills, leadership skills, learning skills, ethical skills) are causal factors and four components (problem-solving and decision-making skills, time management skills, teamwork skills, adaptability skills) Are effect factors. Thus, in higher agricultural education, while paying attention to the development of all essential soft skills, more focus and investment should be made on the development of communication skills, learning skills, and leadership skills, respectively.

This research aims to examine middle school's core studie's textbooks on the aspect of being devoted to social skills. To do so, a list of 369 social skills was produced and its face validity and content validity were accepted by specialists in the relevant field. The reliability was calculated by 'the inter-rater reliability'. The main categories of social skills in this list are: communication skills, assertiveness skills, skills concerned with the development of the senses of cooperating, responsibility and altruism, self-regulation skills, skills in social understanding and identifying social values, skills relating to familiarizing with social rules and using social services skills in finding work and remaining in that job, skills in filling free time and taking advantage of leisure and coping skills. Next, the latest core studie's textbooks used in middle school, including: The Koran (I), The Koran (II), Islamic Insight or Religious Studies (I), Islamic Insight (II), Persian Literature (I), Persian Literature (II), Social Studies, General Geography, The History of Iran and The World, The Farsi Language (I) and Arabic were chosen and their contents were analyzed using the produced check list. In this research the analyzing unit was 'word's and 'content', using the method that wherever words relevant to social skills, or sentences and paragraphs which pointed out definitions of social skills were mentioned, they would be counted. Findings show that the core studie's textbooks of middle school have details about various and many social skills in content. The most important social skills that the mentioned books point out are: communicating skills (%24.24), social understanding skills (%19.7), self-regulation skills (%16.32), coping skills and reforming wrong beliefs and impressions (%12.31), assertiveness skills (%10.89), and responsibility (%9.6). The three skills that were not mentioned at all or were mentioned in very few places were: skills in filling free time and taking advantage of leisure (%2.74), skills in getting to know social rules (%2.18) and skills in finding work (%1.89). The skills mentioned in every book are discussed separately in this paper.

IntroductionManagement accountants (MAs) have two functions in organizations: consulting and controlling. Therefore, performing these two functions leads to conflict. Management accountants need different skills to be effective in performing their roles. Our study examines whether MAs and Financial managers believe that MAs need interpersonal skills, conceptual, and/or technical skills to be influential and effective in performing this expanded role.  HypothesesThe main question is, Do management accountants, financial managers and internal auditors believe that interpersonal, conceptual, and technical skills affect MAs’ effectiveness and influence? Thus, to answer this question, the following hypotheses will be tested:Technical skills positively affect MAs’ effectiveness.Conceptual skills positively affect MAs’ effectiveness.Interpersonal skills positively affect MAs’ effectiveness.Technical skills positively affect MAs’ influence on management.Conceptual skills positively affect MAs’ influence on management.Interpersonal skills positively affect MAs’ influence on management.The combination of technical and conceptual skills positively affects MAs’ effectiveness.The combination of technical and interpersonal skills positively affects MAs’ effectiveness.The combination of conceptual and interpersonal skills positively affects MAs’ effectiveness.The combination of technical and conceptual skills positively affects MAs’ influence on management.The combination of technical and interpersonal skills positively affects MAs’ influence on management.The combination of conceptual and interpersonal skills positively affects MAs’ influence on management.  MethodTo collect data, 257 management accountants, financial managers and internal auditors of Iranian public companies were surveyed and a partial least squares path model was developed.  ResultsWe conclude that according to the internal auditors, financial managers and MAs’ perceptions, Technical and conceptual skills are associated with their effectiveness, while interpersonal skills influence management’s decision making. We also find that technical, conceptual and interpersonal skills are jointly associated with the influence and effectiveness of MAs.  Discussion and ConclusionAccording to the research findings, MAs need interpersonal skills (i.e., ability to constructively challenge and question assumptions, numbers, and their meanings), conceptual skills (i.e., making and leading decisions consistent with the organization’s business environment and strategy), and/or technical skills (i.e., computer, accounting, and data modeling) to be influential and effective

The purpose of this research was studied the roles of ten life skills training on mental health of students in higher education institutions. The statistical population of this study includes all students of Vocational and technical school of Azad University of Karaj Branch In the 91-92 school year the number was 4,000 people.70 students were chosen randomly divided into experimental and control (35 people in Each) groups. Research methods were quasi-experimental with pretest - posttest with control group. The data collection instrument was General Health test. The results showed that, life skills training, such as self-awareness skills, Empathy skills, Effectively communicate skills, Anger Management Skills, Effective interpersonal skills, Assertiveness skills, Problem solving skills, Deal with stress skills, Decision-making skills and Creative thinking skills on mental health of students in higher education institutions, affect significantly. The results were shown Necessity of life skills training and its role in improving and increasing mental health of students.

This study aims to examine the concept of "digital literacy" and the role that different components of critical thinking play in its development. A thorough review of the literature provided us with these components for digital literacy: photo-visual skills, reproduction skills, branching skills, information skills, socio-emotional skills, as well as real-time thinking skills, and two aspects for critical thinking: cognitive and emotional. Furthermore, Critical thinking as an essential prerequisite for teaching digital literacy skills, and digital environments as effective contexts for nurturing critical thinking skills are discussed. Finally, a few practical solutions for simultaneous improvement of both skills is be presented.

Skills such as communication skills, problem solving, strategic thinking and adapting to new contexts are defined under the title of soft skills, which are also known as "behavioral skills". These types of skills are included in the category of non-technical skills (as opposed to hard skills) and are necessary for personal and professional success. By using game-based learning and using game mechanics, learning these skills can be made more attractive and effective. Serious games play a key role in developing soft skills (such as problem solving, planning, and analytical thinking) in the world of professional activity and work (1).

Designing a Prevocational S kills Curriculum Guide forStudents with Intellectual Disabilities in Elementary SchoolsDr. Gh. Hemati Alamdarloo1 Dr. A. Beh-Pajooh2Dr.Gh.A.Afrooz3 Dr. B. Ghobari4 Dr. N. Moosapour5AbstractThe aim of this study was to design a curriculum guide of prevocational skills for students with intellectual disabilities in elementary schools. The study was of exploratory type accomplished in two stages of documentary and field studies. In the field study, the perspectives of 315 parents, 140 teachers and 52 professionals were examined using “the Prevocational Skills Questionnaire” which was developed by the researchers. The results revealed that six components of prevocational skills; that is, social skills, physical skills, functional academic skills, work skills and habits, daily living skills, and skills of understanding the concepts of time and place are necessary for students with intellectual disabilities and could be categorized into three groups of compulsory skills, elective skills and optional skills based on their importance. Also, in the second step the library study indicated that the aims of the curriculum for prevocational skills should be the development of the social skills, physical skills, functional academic skills, work skills and habits, daily living skills and skills of understanding the concepts of time and place. Moreover, we identified the content of the prevocational curriculum and found that the vertical organization of the content of such curriculum should be based on the cyclic gradual development of the social environment and the horizontal organization of the content should be based on a multidisciplinary method. Practical activities in actual environments are the best learning activities, and the actual materials in natural environments are the best materials. Also, demonstration, fieldtrip and project methods are the best teaching strategies. The best grouping is a small group of students with four members and homogeneous development. The starting time of training has to be from the beginning of the first grade in elementary schools. The best space for prevocational skills training is community-based school and the best assessment method for assessing the achievement is performance-based assessment.

Social skills refer to perform certain behaviors in accordance with the norms and requirements of social environment and interpersonal interactions, and absence of asocial behaviors. Social skills improve independence, acceptability, and quality of life. Social skills are important for social adaptation and normal functioning. Social skills affect on person’s ability in playing, learning, working, and participating in recreational activities throughout life. Individuals who fail to develop adequate social skills and competencies are at risk for a number of negative outcomes including peer rejection, manifestations of psychological disorders, dropping out of school, loneliness, criminality, and poor academic performance. Social skills are positively related to successful employment. Social skills play a critical role in employment settings. Social skills development is essential for transition studentsfrom school to work. Therefore, according to importance of work-related social skills such as following instructions, asking for help, sharing business information, and accepting criticism by most employers, the present article meantime define and describe the social skills and importance of teaching these skills in job search and maintenance, hasbeen tried to discuss on social skills training procedures.

Identifying educational needs of university instructors is an important step in planning forquality improvement of academic staff. The purpose of this research is to identify educational needs of instructors of Art and Culture in Comprehensive Scientific-Applied University of Tehran Branch، to enhance effectiveness and efficiency of education. Statistical population included students and academic staff of university. Using cluster random sampling، a number of 356 students and 212 academic stolt were selected as sample population. Instrument for this survey study was designed based on review of the literature، guidelines and regulations. Such indicators as need for training research methods، teaching methods، general skills، computer and information technology، English language skills and communication skills were recognized. One-Sample t-test and Friedman Test were used to analyze the data by use of SPSS software. The study revealed that there was a difference between the needs of students، and instructors، Priorities from the perspective of instructors in training are: English language skills، communication skills، methodology skills، teaching methods skills and computer knowledge skills. However، from the perspective of the students، educational priorities included: communication skills، teaching skills، computer skills، methodology and skills in English.

Marketers' skills in digital marketing are of particular importance to corporate executives or individuals who want to develop their business and attract more customers. The main purpose of this study is to measure business skills (research skills, technical and applied knowledge, monitoring and measurement, and ability of digital skills integration), and technical skills (Organizational skills, future prediction, and customer relationship skills) among digital marketers. This study is conducted on a survey basis, using the model of Rowell and Len, (2014) and descriptive data collection method. Proposed factors were analyzed using Pearson correlation test, one-sample t-test, paired t-test, t-test with two independent samples, and variance analysis through the significance-performance matrix which were conducted through SPSS. The resulted significance levels show that the highest average is related to future forecasting skills (with the value of 4.6188), and the integration of digital skills (4.4989), also the largest gap in the dimensions of Digital marketer's skills is related to future prediction skills (-1.0014), and monitoring and measurement skills (-0.8913