مطالب

It is of great importance to compare the old and the new Chinese Curriculum Standards for Physical Education and Health in Compulsory Education to observe what has changed and what has not for the better enforcement of the updated standards. This study combines text mining and content analysis to quantitatively evaluate the texts of the 2011 and the 2022 Curriculum Standards for Physical Education and Health in Compulsory Education by constructing a Policy Model Consistency Index. The results showed that the two editions had a high degree of consistency, which is in compliance with the standard design. However, structural imbalances were noticed in the effectiveness of the 2022 Edition, which needs reconsideration of the curriculum difficulty, enhancements in the curriculum implementation, and improvements in the effectiveness of curriculum objects. Suggestions are also provided to address these issues in the hope of shedding light on related areas for front-line educators.

SUBJECT & OBJECTIVES : The emergent spiritualities have a special and new look at man and his relationship with the Almighty God, leading to humanism in some cases. Deepak Chopra believes man has a lot of ability due to his mind and he can know God without the need for divine religions. He can also behave like God and participate in the creation of the Universe with the Almighty God and control the material world and the universe. On the other hand, Mulla Sadra considers all human abilities to be related to his Nafs (soul), which can possess abilities and dominate existence if connected to God Almighty. METHOD & FINDING : This article is a critical research answering the question of what the position of humans in the universe is. The findings of the research show that Chopra imagined that divine religions were created to nurture and develop human abilities, especially the physical type; While the purpose of divine religions is the spiritual evolution of man. CONCLUSION : Using the qualitative method in the analysis of Chopra's writings based on Mulla Sadra's views, we can draw the following conclusion: Although man is composed of two domains, Nafs (soul) and the body, his most important domain is his soul, for which, although man has abilities, his abilities are due to his connection to the Almighty God.

Rumination and worry are among the cognitive conflicts in many people. This research was conducted with the aim of the effectiveness of training metacognitive strategies on reducing rumination and worry. This research is a quasi-experimental type with a pre-test-post-test design and a control group. 32 students of Shahid Beheshti University were selected based on the cut of point in the Ruminative Responses Scale (RRS) and the Penn State Worry Questionnaire (PSWQ) by purposive sampling method and were assigned in two experimental (n = 16) and control (n = 16) groups. Metacognitive strategies were taught to the experimental group for 8 sessions, but the control group did not receive any training during this period. Data analysis was done using covariance analysis and SPSS-26 software. The findings showed that metacognitive therapy was able to significantly reduce rumination and worry in the experimental group compared to the control group (P<0.001). Based on this finding, it can be concluded that training metacognitive strategies can be used effectively to reduce rumination and worry.

Purpose: The development of educational organizations plays an important role in creating a competitive advantage for organizations. Therefore, the aim of this study was to presenting the development model of educational organizations with emphasis on the entrepreneurship drivers in higher education. Methodology: This study in terms of purpose was applied and in terms of implementation method was descriptive from type of cross-sectional. The research population were included all faculty members of Golestan province universities, numbering 1023 people. The sample size was calculated based on Cochran's formula 279 people, which were selected by stratified random sampling method. The research tool was 80 question researcher-made questionnaire on the development of educational organizations with emphasis on entrepreneurial drivers, which whose content validity according to the opinion of experts was calculated as 0.74. Data were analyzed with exploratory factor analysis and structural equation modeling methods in SPSS-21 and Smart PLS-3 software. Findings: The findings showed that the development of educational organizations with emphasis on the entrepreneurial drivers had 80 items in 12 components and 5 dimensions. Dimensions were included entrepreneurial and knowledge-based education and research (with two components of entrepreneurial and knowledge-based research and entrepreneurial and knowledge-based education), structural-organizational (with four components of structure and organization, leadership management, human resources and financial resources and academic independence), technological development and growth (with one component of technological development and growth), policy making of science and technology and the governance system of the higher education system (with two components of development of entrepreneurial mission and perspective and policy making) and contextual factors (with three components of support factors, interaction and communication and cultural-social factors) which whose factor load of all was higher than 0.60, their average variance extracted was higher than 0.50 and their reliability with using Cronbach's alpha and combined methods was calculated higher than 0.70. Also, the development model of educational organizations with emphasis on the entrepreneurship drivers in higher education had a good fit. In addition, the development model of educational organizations with emphasis on the entrepreneurship drivers in higher education on each of the dimensions and each of the dimensions on its components had a direct and significant effect (P<0.001). Conclusion: The development model of educational organizations with emphasis on the entrepreneurship drivers in higher education designed in the present research can help the experts and planners of the higher education system in designing plans to improve educational organizations.

Purpose: The continuous improvement of the performance of Sama schools through the effective dimensions and components let to create a competitive advantage for Sama schools. Therefore, the aim of this study was identifying the dimensions and components of continuous improvement of the performance of Sama primary schools. Methodology: This research in terms of purpose and implementation method was applied and qualitative from type of exploratory, respectively. The statistical population of the current study was all the faculty members of the educational management field, Sama staff managers, school principals, teachers and trainers, and students of Sama, which according to the principle of theoretical saturation number of 20 people of them were selected as a sample. The samples of the present study were subjected to a semi-structured interview, which its validity was confirmed by the triangulation method, and its reliability was obtained by the method of agreement coefficient between two coders 0.89, and the data obtained from the interview were analyzed by thematic analysis method in MAXQDA software. Findings: The findings showed that the continuous improvement of the performance of Sama primary schools had 65 concepts, 11 components and 4 dimensions. Its dimensions and components were included educational equipment and facilities (with two components of hardware infrastructure and educational and teaching aids), professional capabilities and skills (with two components of professional skills of teachers and trainers and professional skills of managers), program-oriented (with three components of teaching and learning process, research program and training program) and managerial competencies (with four components of financial resources management, strategic thinking, systematic evaluation and internal and external communication). In the end, the theme network pattern of continuous improvement of the performance of Sama primary schools was designed. Conclusion: According to the results of this study, in order to continuous improvement of the performance of Sama primary schools must use the identified dimensions and components for it and provide the ground for their implementation.