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In this paper, the system of language and architecture has been studied in three levels of elemental, structural and semantic in cases of traditional and modern mosques in Iran through the method of analyzing the content of texts and in a conceptual model. Then, in a comparative method, the common patterns of these systems have been explained at all three levels. The common features at the elemental level included double-edged signs, the notion of sign value, as well as syntagmatic relations. Concepts such as the two-way functioning of the systems, textuality and spatial cohesion were identified at the structural level. The concepts of marking, explicit and implicit meanings, and metaphors were investigated at the semantic level of the architecture of the mosques. In the following, the variables were categorized in tables based on the concepts and the data were analyzed through inferential analysis. Then, the findings were coded based on the indices of each variable. On this basis, it became clear that the common patterns, the mental forms of the language sign system can be translated into the physical forms of the architecture system through representation. The respondent also reads or interprets based on a picture or a represented form when confronting the representation. The research findings indicate that readings are based on the collective language and interpretations are based on the individual’s personal language. In the meantime, the cultural, historical, and ethnic contexts, as well as the role of mass media are of high prominence.

Purpose: The purpose of this study was to identify early growth indices of general managers in order to present the growth pattern of general managers of Iranian provinces in the academic year of 2017-2018. Methodology: To this end, the qualitative research approach and data arising theory (systematic design) have been the criterion for action in this study. The statistical population consisted of all heads of education provinces of Iran. Purposive sampling continued until the researcher saturated theoretically using a semi-structured interview with 14 sample members. Findings: The results showed 16 main categories that were modeled as a paradigm model including: causal conditions (organizational factors; extra-organizational factors; individual traits), focal categories (leadership and management traits; individual traits), growth strategies (extras organizational factors, organizational factors; Individual factors), contextual factors (social factors, economic issues, cultural issues), intervening factors (organizational factors; individual factors) and outcomes (community; organizational factors; individual factors), using the results of theoretical and background studies Research and analysis of the content of interviews conducted, early indicators of modality development The whole thigh has been identified and included in three stages of open coding, axial coding, and selective coding of general manager maturity model in five main categories of causal conditions, pivotal phenomenon (general manager maturity model), general manager maturity strategies, intermediary conditions, and managerial maturity outcomes. Conclusion: The professional development of principals leads to the implications that at the community level in the form of education and training of students, the formation of interaction with education and personal growth, growth, performance, communication, thinking and management and decision making, decision making. Finds and manages.

Purpose: The main purpose of this study was to identify the components of SMEs' knowledge rewards, and based on other components, learning and development strategies were developed based on the obtained components. Methodology: The present study was a descriptive survey in terms of purpose and method of data gathering and was mixed in terms of research method. Therefore, in the qualitative part, using semi-structured interviewing tool with 15 human resources experts and stakeholders Interviews were conducted and the data were analyzed using qualitative content analysis and a model was designed by combining them. Then, the model was tested by a researcher-made questionnaire and sample of 162 SMEs in Tehran, using quantitative structural equation research method with LISREL software and then to formulate strategies and strategies related to learning and learning. The paired t-test and SPSS software were used for development. Reliability of qualitative part of Holstein method was 0.83% and Cronbach's alpha coefficient was 0.81. Findings: The findings showed that 22 sub-components of comprehensive reward factors were identified, all of which had appropriate factor loadings and the model was confirmed. Among the non-material dimensions of learning and development, it was the most important factor and in explaining learning and development strategies, the highest gap was observed in education, which was the first and foremost strategies in this field. Conclusion: The findings of the study confirm the relationship of each of the material and non-material components to the concept of comprehensive reward, but the most important is the importance of the material components to the comprehensive reward. In the payment component, cash awards and in benefits, the benefits of flexibility had the highest impact, but among the non-material components that were secondary to the overall reward, the highest impact was on the learning and development component, which included performance evaluation. It matters the most. Non-material factors were expected to be of high priority for knowledge workers, but this was not favorable to the statistical population.

Purpose: The aim of this study was to compare the effectiveness of transcranial magnetic stimulation (tms) and cognitive-behavioral therapy (cbt) in patients with depression in Tehran. Methodology: The purpose of the present study is to apply the pre-test and post-test with control group in terms of semi-experimental research method. The study sample consisted of 60 clients with depression who had been diagnosed by the Psychiatric Commission and admitted to psychology clinics in 2015. They were selected by random sampling and were randomly divided into three groups (two experimental and one control group) in each group of 20 persons. . Experimental groups in one group underwent cognitive-behavioral therapy for 12 sessions and the other group underwent transcranial magnetic stimulation for 20 sessions. Control group received no intervention. Data were analyzed using covariance analysis. Findings: The results showed that there was a significant difference between transcranial magnetic stimulation and cognitive-behavioral therapy in reducing depression in clients (P <0.01). Conclusion: Transcranial magnetic stimulation therapy and cognitive-behavioral therapy are effective in reducing depression in patients referred to psychiatric clinics.

Purpose: The purpose of this study was to investigate the effect of teaching critical thinking on meta-cognitive awareness and epistemological beliefs of high school students. Method: The present study was a semi-experimental study with pre-test, post-test and follow up with a control group. The statistical population of this study was all second-grade high school students in Zahedan. The sample consisted of 30 subjects who were selected by randomized cluster sampling and were randomly assigned to either experimental (15 subjects) or control (15 People). The data collection tool was a meta-cognitive awareness questionnaire by Shrow and Denison (1994) and an epistemological questionnaire (EQ) (Schumer, 1990, 1993). At first, subjects of both groups were pre-test and then the experimental group received 12 critical thinking training sessions. While the control group did not receive any intervention. Finding: for analyzing the data, covariance analysis was used by SPSS software. The results showed that there is a significant difference between the mean scores of meta-cognitive awareness and epistemological beliefs in the experimental and control groups in the post-test (P <0.01). The effect of teaching critical thinking on metacognitive awareness and epistemological beliefs of students in the follow-up phase has continued. Conclusion: teaching critical thinking was effective on metacognitive awareness and the epistemological beliefs of students. Teaching students to improve the effective use of abilities, improve their performance and provide them with reasonable decision making and thinking.

Purpose: The purpose of this study was to investigate the causal relationship between parenting styles and academic self-handicapping by mediating role of meta-cognitive and perfectionism skills. Methodology: The statistical population of the study consisted of all the second grade secondary school students in studying the academic year of 2017-18, in Bojnourd. A sample of 350 students was selected using multi-stage cluster sampling. To collect the data,(a) Alabama Parenting Questionnaire (APQ),(b) Metacognitive Skills Questionnaire(MCSQ)(Dowson,Mcinerney, 2004), (c) Perfectionism Scale (Hewitt, Flett (1991) and (d) Academic self-handicapping Scale (ASHS) (Schwinger, 2014) were used. Pearson correlation coefficient and Structure Equation Modeling were used to analyze the data. Findings: Findings showed that parenting styles directly to academic self-handicapping was not significant, But through the mediating role of meta-cognitive skills and perfectionism was significant. and the hypothetical model had good fit. Conclusion: teaching of the metacognitive skills to students will reduce the academic self-handicapping, and the increaseing of perfectionism will increase the likelihood of academic self-handicapping in the students.

Purpose: The main objective of the present paper is to boost executive functions and meta-cognition via compensatory and rehabilitative cognitive training. Methodology: In a randomized controlled trail with pretest, post-test and follow-up assessment, the effects of compensatory and rehabilitative cognitive training via education and personalized practice was studied on the EF and metacognition of 126 secondary students aged 16-18. Participants were assigned randomly into an experimental training group (n=61) using Practical Cognitive Strategy Training (PCST) or a wait-list control group (n=65). PCST (Roshd) consisted of two parts: cognitive strategy awareness and practice for compensatory cognitive training and cognitive exercises for rehabilitative cognitive training. The data was analyzed using repeated measure ANOVA in SPSS 23. Findings: Results showed a significant difference between experimental and control group in strategy use after twelve sessions of training once a week in a twelve-week period of training and a one-month follow-up assessment (P≤0.001). The participants also reported some kinds of transfer in the use of learned cognitive strategies to other life activities. Limitations: The study only used practical real life executive functions exercises and let the students choose whether to use training apps or not. The amount of extra training out of training situation was not controlled. Conclusion: Practical daily-life-based executive functions training can practically enhance executive functions and meta0cognitipon in real life activities.

Purpose: This study aimed to determine the factors affecting Service Learning (SL) in primary school students in Tehran. Methodology: The present descriptive survey research was conducted in terms of the goal as basic with mixed approach, exploratory categorization. In the qualitative part, in addition to using specialized texts in the field of SL, Teachers and specialists active in the field of service learning were interviewed; participants in quantity part included elementary school teachers in the same city. In the qualitative section, the sample included 30 people who were selected by targeted sampling method, considering 5-15 people for each variable, and in quantitative one, 309 people were randomly selected via single-stage cluster. To collect data in the qualitative part, analysis of texts related to service learning, and semi-structured interview, and in the quantitative part of the study, the researcher-made questionnaire were used. Findings: For data analysis in the qualitative part, two analyses of grounded and content, and in quantitative, exploratory factor analysis were administered. The results showed that five factor categories affect the implementation of service learning in schools, which were respectively (based on factor load value) at the following: 1) professional and general competence factor of teachers, with 25 indicators and factor load of 0.694. 2) the atmosphere factor of School, with 8 indicators and operating load 0.680. 3) Curriculum development, with 34 indicators and factor load of 0.631. 4) Educational leadership, with 12 indicators and factor load of 0.0670. 5) School relationship with community, with 7 indicators and Operating load 0.646. Conclusion: In general, in order to increase students' orientation of service learning, the competency and capability of teachers should be improved through new software methods and technology, furthermore, the school space should be appropriately enriched in terms of content, curriculum and educational programs to meet students’ basic needs and to establish effective relation between the school, and influential factors in the society.

Purpose: The purpose of this study was to present a model of organizational empowerment based on knowledge management among employees of Sepah Bank branches in Tehran. Methodology: The present study was applied in terms of purpose, and in terms of data collection, it was a mixed research (qualitative and quantitative). The statistical population consisted of academic and organizational experts including senior managers of Sepah Bank in Tehran and the quantitative department included all employees of Sepah Bank in Tehran. Sample size was estimated in theoretical saturation (20) in qualitative section and 343 in quantitative section. Purposeful sampling and stratified random sampling were used for quantitative sampling. Data were collected through qualitative interviews and quantitative researcher-made questionnaires based on 5-point scale. The face and content validity of the questionnaire was confirmed by several experts, validity was calculated by means of variance mean and divergent validity was calculated by AVE. The reliability of the questionnaire was 0.968 through Cronbach's alpha. Data were analyzed using Cronbach's alpha, AVE, AVE root matrix, Kolmogorov-Smirnov test, confirmatory factor analysis, and one-sample t-test. Findings: The results resulted in the identification of 17 components and 66 indicators, including 14 affective components including trust, motivation, commitment, emotional intelligence, participation, communication, structure, education, culture, leadership, technology and reward and 3 affective learning components. Organizational, organizational entrepreneurship and performance, a moderating variable (personality traits) and knowledge management as independent variables affect organizational empowerment based on knowledge management. Other results showed that the status of identified components in organizational empowerment based on knowledge management is desirable. In addition, mechanisms, facilitators, and barriers to organizational empowerment based on knowledge management were also presented. Finally, a research model consisting of influencing factors, content phenomena (constituents, facilitators, barriers, and effective mechanisms for organizational empowerment based on KM) was presented and the degree of fit was confirmed by experts with 95% confidence. Conclusion: Choosing important and effective knowledge and capabilities in the organizational field and enhancing organizational skills is a very effective way of empowering organizational personnel that can lead to enhancing organizational efficiency and organizational integrity of an organization's personnel.

Purpose: The purpose of this qualitative study was to identify and analyze the factors influencing Authentic leadership in the Tax Administration of Iran. Methodology: The present study was qualitative in nature and was conducted using Delphi technique. The statistical population of the study consisted of experts, experts and managers specializing in tax affairs who had experience in the field of genuine leadership. There were 8 of them. These individuals were selected using targeted sampling. In order to collect data, a questionnaire was used which was distributed in 3 stages. In the first stage, after collecting the opinions of the respondents, similar opinions were identified and the main fields were identified. By identifying concepts and factors, a structured questionnaire was designed that was used as a tool for the second stage of Delphi. In the third round of Delphi, comments were ranked and statistical summaries were prepared, and finally the factors influencing genuine leadership in the tax administration were identified. In order to analyze the data, using the content analysis method, the results of the first stage of the Delphi questionnaire were analyzed and the main sentences and concepts were extracted. Findings: The findings of Delphi's analysis indicated that 16 factors were influential in genuine tax leadership. In other words, according to the main loads, the research model had a good reputation and strategic vision with a factor load (0.98) was the most determining factor in genuine leadership. Conclusion: The foundation of genuine leadership with the concept of originality expresses the conditions in which individuals behave in accordance with their values ​​and beliefs and their high human nature.

Purpose: The aim of this study was to develop a standard model of teachers' professional competence on the basis of high-level documents. Methodology: This was an applied research in terms of purpose and was a sequential exploratory mixed study in terms of data collection. Data collection tools in the qualitative phase were the analysis of the content of high-level documents (Fundamental Reform Document of Education (FRDE), National Curriculum, Comprehensive Scientific Map of the Country, and 20-Year Perspective Document for Iran) to extract the components. In order to ensure the validity of the content analysis checklist, content and face validity method and expert opinion were used. The data in qualitative phase were analyzed through three open, axial and selective coding methods. The findings included 69 symbols in the open coding, where they were classified in the form of 4 concepts including recruitment, teacher education, teacher retention & promotion and evaluation in the axial coding. In the selective coding stage, a standard model of teachers' professional competence on the basis of high-level documents was developed. The research instrument in the quantitative phase was a researcher-made questionnaire derived from the qualitative results of the research. The face and content validity of the questionnaire was confirmed by experts in the field of education. Confirmatory factor analysis, convergent validity, and divergent validity were used to evaluate the construct validity, and hybrid reliability was used to evaluate the construct reliability. As well as, in the quantitative phase of research, structural equations under Smart PLS software were used to evaluate the standard model of teachers' professional competence. Findings: According to the results of t-statistic, all factor loadings were significant at 99% confidence level and played a significant role in developing the standard model of teachers' professional competence on the basis of high-level documents of Education. Conclusion: The proposed model enjoyed an appropriate quality and was approved. Managers, teachers, and administrators in the education of teachers can employ the symbols, concepts, and categories identified in this study in their future planning to shape the teachers' professional competence.