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Background Transparency has long been a basic principle for the management of public organizations and is usually considered a powerful tool to achieve desirable social goals, including strengthening accountability and reducing corruption. Objective The current research aims to develop a model for institutionalization of transparency culture in Lorestan University of Medical Sciences (LUMS) and assess the relationships between its components. Methods This is a mixed-method (exploratory sequential) study. In the qualitative phase using the content analysis method, the participants included university faculty members and senior managers of LUMS. A researcher-made questionnaire tool was used to collect information, and the interpretive structural modelling method was used to analyze and rank the components. Results Based on the results, 18 factors were identified as the main factors of the model for institutionalization of transparency culture in LUMS, which were organizational agility, change management, the rule of law, trust and confidence, clear accountability, cultural infrastructure, knowledge management, effectiveness and efficiency of processes, regulatory quality, participatory management, justice orientation, cognitive skills, adaptation and tolerance, reduced administrative corruption, improved community satisfaction, transformation and improvement of the administrative system, meritocracy, and employee satisfaction. Among these factors, the reduced administrative corruption and employee satisfaction had the greatest effect on institutionalizing the culture of transparency in LUMS. Conclusion The most important factors for institutionalizing the culture of transparency in LUMS are the reduction of administrative corruption and the satisfaction of human resources. Therefore, it is important to pay attention to these factors in institutionalizing the culture of transparency. [ABSTRACT FROM AUTHOR]

In the Qajar period, unlike in the past, the formation of a new educational system coincided with the creation of special educational spaces and places. The present study aims to analyze the genealogy of the morphology of the new educational space and the power that make a special function through architecture, organization, and arrangement of educational elements. For this purpose and inspired by Foucault's genealogy, after analyzing the contexts and degree of homogeneous of those schools, and analyzing historical reports and archival documents, it was concluded that a new understanding of the order and discipline of affairs and the uniformity of the elements manifested in the will of the uniformed army and the powerful government, willingly or unwillingly, became the most important feature of the new educational spaces that were being formed. The technology of disciplinary power by fencing, networking, functionalizing spaces, and using rows, tried to put the mind and bodies of the subjects under the same supervision to prepare them for the new order that was emerging. Later, the subjects by playing their role became a tool to advance plans and achieve goals that were unimaginable for both statesmen and the society. [ABSTRACT FROM AUTHOR]

Background & Aims: Education is the main factor of economic growth in a country, and the curriculum is the heart of any education system. As civilization makes the transition from the industrial era to one of sustainability, educational leaders around the globe ought to implement a learning system that prepares young people for life in a unified society. Every country that has experienced high growth for a long time makes great efforts to educate its nation and reinforce its human capital. In contrast, there is considerable evidence that many developing countries are not doing enough. Education has a legal claim on public funds for at least two obvious reasons. First, the social returns are likely to be greater than the private returns. Second, some families with low incomes and credit constraints may not be able to invest as much in education as they would like, even if a higher income is guaranteed for a diploma or university degree in the case of a successful job search. Therefore, public spending on education is established based on impartial opportunity and efficiency. This paper provides a starting point to explore what skills and concepts students should be studying to lead the future. The curriculum model provides an explicit outline of some of the competencies that will likely be required for whatever world scenario emerges. This study focuses on the key roles of education and its relation to economic development as well as the curriculum as a core part of the entire educational drive of nations. In particular, the aim of the present study was to study the goals and contents of the high school curriculum of Group 7 countries and Iran with a focus on the differences and similarities of cognitive and metacognitive skills, which were compared with Iran in order to reach an appropriate model. Methods: The method used in this study is qualitative, seeking to understand a research phenomenon in its usual environment that leads to a deep understanding of the studied phenomenon. In particular, this research is a documentary analytical research with a comparative approach. The statistical population of the research in the first study, which had a comparative approach, includes all documents, printed and electronic texts regarding the curriculum elements of the selected countries. It includes all articles, websites, studies, and research related to the research topic. In the Delphi method, the presence of experts and experts in the subject is emphasized. Statistical sample: In this research, in the first part, after searching the official portals of the countries and databases, all the documents that contain the content of the curriculum elements of these countries have been found. Data analysis in qualitative research is the process of classifying, describing, and combining data. In this section, after collecting the information and data, the contents were separated into 4 components: goal, content, method, and evaluation for each country. Then it was analyzed based on John Stuart Mill's agreement and difference model. The analysis in the quantitative part includes Kendall's coefficient and confirmatory factor analysis with the help of SPSS22 and Amos Graphics version 23 software. Meanwhile, Maxqda18 software was used in the qualitative part and model extraction. All documents were translated by translators from IACTI (Iranian Certified Translators and Interpreters). It must be acknowledged that the process of translating the documents was complicated and difficult due to the different languages and finding the appropriate equivalent in Persian. 212 participants, including secondary school teachers, university professors, and Ph.D. students in the fields of curriculum and education management helped to confirm and categorize the collected information. In the next step, the Delphi method was used to obtain the opinions of experts and reach a consensus about the studied components. With a 5-point Likert style scale 80% agreement was obtained, which was regarded as attaining a minimum acceptable interrater agreement. Results: This study was motivated by doubts that have been raised about the role of education and human capital in economic development. These doubts come from a variety of vantage points ranging from whether the research has correctly identified the impact of education to whether other institutional aspects of countries might be more important. They also encompass concerns about whether or not we really know how to change educational outcomes, particularly in developing countries. The eight studied countries were divided into two groups for comparison: (a) Group of Seven, and (b) Iran. The objectives and content included in the curricula of these countries were identified, and then similarities and differences between these two groups were analyzed. The results show the importance of both minimal and high-level skills, the complementarity of skills and the quality of economic institutions, and the robustness of the relationship between skills and growth. International comparisons incorporating expanded data on cognitive skills reveal much larger skill deficits in developing countries than generally derived from just school enrollment and attainment. The magnitude of change needed makes clear that closing the economic gap with developed countries will require major structural changes in schooling institutions. Moreover, the results of this research showed that the goals and content of the curriculum of these countries often emphasize the areas of work and employment and are somehow economy-oriented. In Iran, there is not much emphasis on these areas in Iran. Although the principles and teachings of Islam pay attention to work, there is a lack of attention to this issue in the goals and content of the curriculum. It is suggested that there is an emergency need to review the national curriculum in Iran. Taking help from religious foundations in this field, such as paying attention to work and effort in Islam, avoiding laziness, and contentment, paying attention to halal earning and sustenance, etc., is very beneficial and enlightening. Using the fundamentals of Islam only in prohibitions and outward criticisms and only paying attention to prayer and fasting not only makes students evasive but also limits the main mission of religion which enlightens the path of people's lives and can open a way in their social and economic life. Pointing to the fact that the longest verse of the Holy Quran is in the field of economic transactions is one of the examples of the importance of the field of economics in Islam and proof of this matter. The lack of economic attention and cultivating students’ cognitive as well as metacognitive is felt in terms of preparing people for the future, after graduating from secondary education. It seems that it is better for the planners to update and modify the secondary school curriculum in line with economic development and changes in psychological knowledge. [ABSTRACT FROM AUTHOR]

Background & Aims: Suicide is a tragedy for the individual, family, and society. The probability of suicide is operationally defined based on four indicators of hopelessness, suicidal thoughts, hostility-impulsivity, and negative self-evaluation, and it has been shown that these four factors can distinguish normal people from suicidal people. The suicide process also includes thinking, planning, acting, and finally completing the suicide. This behavior is inherently self-motivated, meaning that the person is doing it themselves, and intentionality is an inherent characteristic of doing it. According to studies conducted in this field, these events depict the progressive behavior of suicide in such a way that the occurrence of each increases the risk of the next stage in this circle. Knowing the risk and protective factors that can reduce suicidal thoughts will play a major role in preventing people from entering this costly and deadly chain, especially in early adulthood. Self-efficacy is one of the compatible cognitive characteristics that are considered important factors in the protection of suicidal thoughts and have significant effects on the perception of stress and coping mechanisms in the fields of psychological and physical medicine. Also, self-efficacy has a significant effect on a person's behavioral style, effort, and persistence. People with low self-efficacy usually feel powerless, unlike people with high self-efficacy who are more in control and less threatened in stressful situations, so a person with suicidal thoughts is likely to have a lower sense of self-efficacy. The relationship between attachment styles and self-efficacy and suicidal thoughts has been examined in past research, and the results have shown that secure attachment style has a positive relationship with self-efficacy and a significant negative relationship with suicidal thoughts or factors related to suicide attempts. But at the same time, the mediating role of selfefficacy about attachment styles with suicidal thoughts has not been investigated. In this research, the researcher seeks to fill this research gap. Those were considered the main predictive variables for suicidal thoughts. Also, considering the role of self-efficacy in adjusting and regulating one's emotions, it can be considered a mediating role as in past research. Methods: The statistical population of this correlation study included all the students of Shiraz Azad University in 1402-1401, which was equal to 19635 people based on the statistics obtained from the education of Shiraz Azad University. To determine the sample size, Cochran's formula was used and according to the calculations, the sample size was determined to be 380 people. Collins and Reed's (1990) attachment style questionnaire, Scherer et al.'s self-efficacy (1982), and Beck's suicidal thoughts (1961) were used. SPSS and Lisrel software were used for data analysis. Results: The results showed that secure attachment style has a direct and significant effect on the feeling of self-efficacy and an inverse and significant effect on suicidal thoughts, and at the same time, the feeling of self-efficacy has an inverse and significant effect on suicidal thoughts. Also, the results showed that the mediating role of self-efficacy in the impact of attachment styles (secure, avoidant, ambivalent) on students' suicidal thoughts is significant at the 99% confidence level. Conclusion: In general, it can be concluded that increasing attachment styles can be a solution to increase the sense of self-efficacy, so it can be introduced as a solution to reduce suicidal thoughts. Self-efficacy leads to greater effort and persistence with obstacles and difficulties. Also, self-efficacy affects motivation through goal setting. If a person feels highly efficient in a specific field, he sets higher goals for himself, is less afraid of failure, and finds new strategies if the old strategies fail. But if the feeling of efficiency is low, the person avoids the task completely. Or quickly clears the scene if it encounters problems. It is suggested that therapists and health professionals use the results of this research in addition to prevention as a therapeutic intervention to prevent the emergence of dysregulated behaviors such as suicide. According to the results of the present study, it is suggested that health experts prioritize and choose the type of treatment for people with suicidal thoughts, as well as save time and money and achieve the maximum benefit from the methods of teaching self-efficacy and resilience skills. To use in this study, subjects were not interviewed and clinically evaluated, and selfreport tools were used to collect data. Therefore, the results of the current research, like many other research, due to the use of questionnaires and self-report tools, may lead the participants to use methods based on obtaining social approval and avoiding stigma related to inadequacy, instead of actual behavior. Someone has encouraged me. As a result, caution should be used in the interpretation of research data. [ABSTRACT FROM AUTHOR]

Background & Aims: Based on the results of international studies, it has been determined that the performance of elite and skilled athletes is affected by cognitive, perceptual-motor skills and physiological and anatomical adaptations. Recent evidence suggests that regular exercise affects brain plasticity and improves cognitive function (1,2). Cognition is defined as "mental function in achieving knowledge and understanding" (3). Participation in high-level sports exercises (elite athletes) at a young age is associated with the development of physiological, psychological and motor skills in a particular sport (4). soccer is a team sport in which players are faced with complex movements such as running with a rapid change of direction, with or without the ball, and its people have different characteristics, depending on the nature of the sport and the environment in which the game is played. Numerous factors play a role in the size of the pitch, the playing environment, the playing time, the playing systems, and the skills and conflicts involved in the sport (5). A player's performance in a soccer match depends on his cognitive, perceptual and motor skills (6). These characteristics are influenced by technical, tactical, physiological, physical and psychological factors (7). Some studies have reported better cognitive performance of young elite soccer players. Verburgh et al. (2014) conducted a study to examine a wide range of cognitive skills in young elite and non-elite soccer players. The results of this study showed that the elite group performed better than the non-elite group in terms of reaction time in motor inhibition as well as alertness and orientation. However, no difference was observed in executive network and selective attention or working memory capacity between the two groups (13). However, Granacher and Borde (2017) did not report any significant differences in concentration and attention between young elite and non-athlete players (16). As reported; Behavioral characteristics are not known, especially in young elite athletes. While several studies have been performed on the analysis of physiological, biomechanical, and anthropometric indices of elite adult soccer players (17-19), few studies have examined mental characteristics, especially in young elite athletes. Therefore, the present study has been compiled with the aim of the Identifying the mental skills in the elite players of soccer national team in the Iranian men under 23-year. Methods: The statistical population of this descriptive study consists of elite male soccer players under the age of 23 in Iran. The sampling method was counting and the number of samples was 200 players of Omid Iran men's national team. Field method and Ottawa Mental Skills Assessment Tool (OMSAT-3) Salmala et al. (2001) were used to collect data. Friedman test and confirmatory factor analysis were used to analyze the data using Amos software version 24 and SPSS software version 26. Results: Based on the analysis of the results of this study, the variables of concentration recovery, self-confidence, commitment, stress response, mental training, fear control, empowerment, concentration and optimal imagery and targeting variables, competition design and relaxation were evaluated in unfavorable range. Commitment subscale with an average of 5.766 was in the first place and other subscales of confidence (5.563), goal setting (5.531), invigoration (4.962), mental training (4.923) Fear control (4.430), concentration (4.652), relaxation (4.612), illustration (4.578), stress response (4.538), contest design (4.309) and recycling Concentration (4.242) was in the next ranks. Also, the fit coefficients of the model showed that all dimensions of mental skills specific to soccer players were able to explain the variable. Conclusion: The results of the present study assessed the status of the dimensions of recovery of concentration, self-confidence, commitment, response to stress, mental training, fear control, empowerment, concentration and imagery, and the status of the dimensions of targeting, competition design and relaxation. These findings show that the mental skills of elite soccer athletes are at a high level. The results of our study are consistent with the findings of Vestberg et al. (2016), Verburgh et al. (2017) and Najah & Rejeb (2015) who examined the mental functions of elite athletes (11,14,21). It is still debated whether the excellent mental skills of young elite athletes are due to training (eg, the result of long training hours, high quality training facilities and coaches) or inherent (22,23). Possible modulatory factors, such as improved motor skills (required for many neurocognitive tasks) or motivational aspects, may play a role in the relationship between athletic participation and neuropsychological function (24). Potential mechanisms underlying the beneficial effects of exercise on neurological function include increased cerebral blood flow, growth factor release, neurogenesis, and angiogenesis (25). The short-term beneficial effects of exercise on youth have been established in a laboratory setting (26). But it remains largely unknown whether regular exercise is also positively associated with neurocognitive function in young elite athletes. Previous studies have shown that organized exercise at a younger age helps to improve mental function (27-30). The present study also confirmed the high mental performance of elite players, so these results are important for designing specific intervention programs to promote physical activity and subsequently develop mental performance in young people. The results of our study showed that there is a significant difference between the average rank of the dimensions of mental skills for young elite soccer players, so that the dimension of commitment is in the first place and other dimensions with the average value, respectively, confidence, goal setting, empowerment, Mental exercises include fear control, concentration, relaxation, imagery, stress response, competition design, and concentration recovery. In addition, in our study, it was found that all dimensions of mental skills specific to soccer players are capable of explaining this variable. In the meanwhile, the effect of mental training dimension was more than other dimensions and the effect of fear control dimension was less than other dimensions. It seems that playing soccer every day at a high level of performance in a professional soccer club team is associated with the further development of cognitive skills, especially mental training. In general, the identification of mental skills in young soccer elite athletes helps coaches to take steps to strengthen these mental skills. One of the limitations of the present study is the small number of samples. Due to the limited sample size of the study, it is recommended to perform mental studies in athletes of different disciplines with more accuracy, wider studies and with a larger sample size. It is also suggested that a similar study be conducted among elite adolescents and adults and that the results be compared. The results of the present study support the high mental performance of young elite players. Also, among the special mental skills of soccer players, the effectiveness of the mental training dimension is higher than other dimensions. [ABSTRACT FROM AUTHOR]

Background & Aims: Today, unlike in the past, each person's ability to learn is not dependent only on his intelligence and talents. In addition to the intrinsic factors of intelligence and talent, according to new theories, non-intrinsic factors such as self-regulatory strategies are considered effective in learning. Self-regulation was first proposed in 1967 by Bandura. There are several definitions of self-regulation, which shows that researchers have not reached the same view on this component, but it should be noted that the common denominator of all definitions, self-regulation is a set of psychological efforts to control the internal situation., To achieve long-term goals. In general, self-regulation refers to the ability of individuals to control their thoughts, emotions, and behavior, and studies have shown that people with high self-regulation are at a higher level in terms of interpersonal relationships, mental health, and academic achievement. Take. Students with academic self-regulation are hard-working and innovative learners and do not simply give up in dealing with issues and problems, they consider learning as an active process during which some responsibility must be taken. Accept and in case of problems try to understand what they need to solve it. There are several definitions of self-regulation, which shows that researchers have not reached the same view on this component. Several definitions of self-regulation will be presented below, but it should be noted that the common denominator of all definitions is self-regulation. Introduce psychological efforts to control the inner state to achieve long-term goals. Self-regulation of learning is one of the important and effective components of students' education and various studies have been conducted to investigate the relationship between this component and other psychological components that in some cases these results are not consistent with each other in general and Given the above, the purpose of this study is to answer the question whether successful emotional adjustment and intelligence can predict self-regulation of learning? Methods: The method of the present study is a correlation. The statistical population of the present study was male and female high school students in Tehran, which according to statistics numbered over 500,000 students, and using the Cochran's formula, 400 subjects is enough for this population, but for more validity of the results, 600 the student was selected as a multi-stage cluster. To conduct the research, the research license was first obtained from the university to refer to schools in Tehran. Then, in coordination with the education of Tehran, educational districts and schools were selected. At this stage, three districts were selected from among the 19 districts of Tehran to represent the socio-economic status of the whole city, and one girls' school from each district. A boys' area was selected. In the next step, the schools were referred to and the purpose of the research was explained to the school principals. Attended a meeting and after explaining the research and agreeing to cooperate, completed the Self-Regulated Learning Questionnaire (SRQ-A); Successful Intelligence Questionnaire; they completed the Emotional Adjustment Scale (EAM). Results: The results of this study were analyzed using SPSS-18 software and simultaneous regression analysis method and the results showed that successful emotional adjustment and intelligence were positive and significant (p = 0.001) Predict learning self-regulation. Conclusion: Conclusion: The aim of this study was to investigate the question of whether emotional adaptation and successful intelligence can predict learning self-regulation? The results show that emotional adjustment and successful intelligence have a significant relationship with learning self-regulation and in addition, they have the ability to predict this component positively, which means that the higher the emotional adjustment and successful intelligence. Learning self-regulation will also be higher. In order to investigate the factors affecting learning self-regulation, numerous studies have shown the existence of complex and strong relationships between different psychological components and learning self-regulatory strategies. In explaining the relationship between successful intelligence and learning selfregulation, it can be said that children with high successful intelligence have less stereotyped thinking, and this issue causes them to use different approaches to solve their problems in different situations, and this ability gives them Help achieve the goals. Also, children with high successful intelligence learn about different uses of information and also how to use this information in different life situations, and this meditation on their information increases selfregulation and higher motivation in learning, which is one of the reasons. Another effect of successful intelligence is on the growth of learning self-regulation. Also, high successful intelligence causes more goal-oriented behavior. In other words, self-regulation and successful intelligence act in the same way because both cause students' goal-oriented behaviors. It shows the deep connection between these two components. Another component that has been considered in the present study is emotional adjustment and its relationship with learning selfregulation. Studies have shown that high emotional adjustment in students makes them less involved in marginal issues. And become dangerous, such as criminal groups, physical conflicts, etc., which in turn leads to a greater focus on goals and better self-regulation of education. The emotional adjustment also allows students to better control their negative emotions towards the environment or some subjects, and this plays an important role in their academic self-regulation, while if they can not control their negative emotions towards the subjects. And control environment will have low academic self-regulation. On the other hand, it should be considered that low emotional adjustment will cause more aggression and abnormal behaviors in the school environment, and this will lead to punitive behaviors by school officials and parents, which will cause the whole educational process of knowledge. The learner will be impressed. In other words, emotional regulation does not directly but by affecting the student's behavior, and the feedback he observes from his behavior affects the whole process of student's education and academic self-regulation. [ABSTRACT FROM AUTHOR]

Background & Aims: Sex, as the most fundamental element of identity, accompanies a person from the beginning to the end of life. During the socialization process, the members of the society internalize and internalize cognitive, emotional, and behavioral patterns related to their gender. They learn to behave in different social situations as expected from the members of a particular sexual group. Successfully going through this process leads to the formation of a sexual identity compatible with society. But sometimes there are disturbances in this way. In the sense that a person may have the characteristics of a certain gender from a biological point of view, but he does not consider himself to belong to that group spiritually and psychologically. Such a person feels and behaves like a member of the opposite sex. It is obvious that this dual situation causes mental disorders and weakens the individual's performance. This phenomenon is called Transsexuality. Reality therapy is one of the approaches that has provided coherent therapy with a holistic view. And its use is possible for all people who have problems. Not denying reality, taking responsibility, and accordingly planning to achieve goals, are one of the main human needs in the life process, which is given importance in this therapeutic approach. Humans can create a better situation for themselves by choosing more effective and suitable ways to achieve a fun, power, freedom, love, and belonging. Social isolation during some rapid and sudden changes is considered normal and is not interpreted as maladjustment, but when it chronically hinders success and progress in normal tasks and functions of life, it can It has very harmful emotional, social, and even physical consequences. Social isolation is a threat to the mental health and psycho-social functioning of a person. In view of the mentioned materials and considering the effect that social isolation has on the personality, and considering that there is little research in the field of human sexual behavior, as well as the lack of research on reality therapy training for patients with gender identity disorder, the research Presented with the aim of the effectiveness of reality therapy on social isolation of patients with a gender identity disorder. Methods: This study was conducted as a semi-experimental design with a pre-testpost-test and follow-up with a control group. The research population is all people with gender identity disorder who were referred to the Shiraz forensic center in 2020- 2021, whose disorder was diagnosed by a forensic doctor, and due to the impossibility of accessing all of them in a targeted manner, out of 195 A total of 30 people were selected by convenience sampling and were divided into two experimental (15 people) and control (15 people) groups. First, Russell et al.'s social isolation questionnaire (1980) was taken from both groups, then the experimental group was given reality therapy training for 8 sessions, and the control group did not receive training. Again, the social isolation questionnaire was administered after the reality therapy training and was repeated in the 3-month follow-up, and the data were analyzed by descriptive and inferential statistical analysis. Results: A significant difference was seen in the loneliness reduction component between the control group and the reality therapy intervention group at a significance level of 0.1, therefore, the reality therapy approach has been effective. Conclusion: Since transgender people are often on the sidelines of social activities, many of their capabilities have not been developed. Efforts to make them capable of social relations can be effective in this direction. At the same time, heterosexual people must develop their social skills with people by developing their capacities and by avoiding committing deviant behaviors. The application of reality therapy techniques could help them in this field. Reality therapy is based on the basic assumption that people are motivated to change when they are convinced that their current behavior will not get them what they want. The goal of reality therapy is to foster acceptance of responsibility in the individual and create a successful identity. A person identifies the behavior he is trying to correct, devotes his whole being to it, and does not make excuses to deny his responsibility. In this approach, an effort was made to make the person know the short-term and long-term goals of his life. Define them clearly. Evaluate the ways to achieve the goal. Choose the methods that will lead to more favorable results and experience a more positive feeling towards yourself. It should be noted that this research has limitations that reduce its generalizability. Among these cases, we can mention the small size of the sample, the non-randomness of the sampling, and the fact that the samples are limited to one place, which is due to financial, human, time, etc. limitations, and shows the need for further extensive research. [ABSTRACT FROM AUTHOR]

Background & Aims: Today, organizations think of success in the world's economic complexes and need the best talent in a competitive environment. In recent years, in organizations in Iran, the issue of education and labor has been present in various forms such as identifying and cultivating talent, succession, and future managers. In this context, various studies and researches are more important for designing and applying the successful experience of developed organizations. One of the most important factors in the development and success of the organization is talent management. Research on talent management and talented staff worldwide is growing rapidly. Three external factors, "demographic change", "globalization" and "increasing the number of knowledge-based employees", force organizations to take a more serious approach to talent management and its practices. For an effective talent management strategy, managers need to know that strategies in this area cannot focus solely on role-players at higher levels. Managers also need to know and understand the different motivations that determine the recruitment and retention of employees in the organization of different ages, genders, and nationalities. In this sense, human resources professionals must increase and develop their competencies and competencies in providing effective and efficient solutions. Therefore, talent management intends to be created at the center of the organization's general strategies. The theoretical management framework of forprofit and non-profit organizations has shown that in the field of sports, organizations are focused on the effective use of human resources, in other words, they seek to create products or services that create higher value for customers. People rarely have accurate information about the meaning of the word talent in organizations and its application to the performance of talent management. This is frustrating because working with the concept of talent search is critical to the application and policies of talent management in the organization and professional development and planning and development considerations. Although defining the concept of talent identification is not an easy task, there are at least some ways in which talent can be defined as a specific term in an organization. Talent management is the facilitation and development of the career path of highly talented and skilled individuals in the organization using developed guidelines, resources, policies, and processes. The history of talent management as a discipline and consulting in the field of sports business is more than 15 years, but they still seem to be confused about the meaning of "talent management". Despite many efforts to clarify the meaning of talent management, there is still no clear definition of the term. Talent control and innovation seek to achieve a common goal, which is growth, development, and effectiveness, and to provide a model of health in society; therefore, the purpose of this study was to present a model of talent control on organizational innovation in health-oriented organizations (managers of Tehran Municipality Sports Organization). Methods: The statistical sample of the present study included all managers and experts of Tehran Municipality Sports Organization in the number of 267 people who were purposefully selected. Due to the limited statistical population, no special sampling method was used and the whole sample was determined to be equal to the garment. Participants voluntarily completed the standard Phillips and Rapper Talent Management Questionnaire (2009) and the Organizational Innovation Questionnaire of Omid et al (2002) and the reliability of all variables was more than 0.70. LISREL software was used to analyze the data. Results: The results showed that the research model had sufficient fit (RMSEA = 0.8) and the df/x2 ratio index in the allowable range and the relative and absolute fit indices (GFI), (IFI), and (NFI) were equal to 0.94, 0.93 and 0.91 were obtained, which indicated the proper fit of the model. Conclusion: In general, in the present study, the three components of environmental innovation, individual innovation, and organizational innovation showed a more significant causal relationship than other components in relation to talent management, and the components of environmental innovation - feedback and individual - Showed less average feedback and not paying attention to environmental and personal feedback can seriously challenge the strategy of the municipal sports organization with a lack of proper understanding of the environment and competitors, and that in relation to talent management development components, maintaining positive relationships, maintaining And the functional capability of causal relationship did not show significance. By reviewing previous studies in this field, it can be said that the municipal sports organization is in the early stages of talent management and is more focused on the process of identification and recruitment, and has not been able to take an effective step by developing a strategy to develop talents and their functionality. Identifying the components and elements of talent management in different societies with different sub-sectors, resources, advantages, and markets is the most important study activity for talent decision-making. Therefore, researchers in this field try to observe the factors affecting the physical stimulation of elites and knowledge forces in different ways, and indirect and indirect ways, while identifying these factors, how to make decisions, and the type of decisions of managers in this field. Affect. The changing and changing environment of organizations in the current era is forcing managers to use more and better tools called knowledge to deal with and deal with factors of uncertainty and maintain the position and expand it. This requires that managers of organizations consider an important priority for innovation management. Organizational innovation is the new invention of knowledge or the development of new information such as a concept, theory or hypothesis; In other words, organizational innovation means something new to use. Organizational innovation requires the transformation of ideas into usable organizational forms, and this idea is used to promote organizational performance. The success of organizations depends on the effective use of talented people. Talented organizations are constantly looking for new talent; by satisfying their needs, they maintain them and create a challenging environment for them to work and be creative and innovative for their organization. It can be said that all organizations need new and innovative ideas to survive. Innovation can be considered as an organizational change to respond to or influence the external environment. However, it should be noted that knowledge, along with talent management, is the most important factor in production and a determining factor in innovation, because with the constant accumulation of administrative and technical knowledge over time and the use of information technology, knowledge quickly it is available worldwide and talented employees will be able to make the most of knowledge. This mechanism can be extended to facilitate learning in the organization. Therefore, researchers in this field try to observe the factors affecting the physical stimulation of elites and knowledge forces in different ways, and indirect and indirect ways, while identifying these factors, how to make decisions, and the type of decisions of managers in this field. Affect. Organizations create new facts and concepts by developing and restructuring past and present knowledge in a variety of ways. [ABSTRACT FROM AUTHOR]

Background & Aims: Bullying at school has attracted the attention of parents and school staff who are concerned about the safety and mental health of students. Bullying is a disturbing behavior that a person or a group of people intentionally does repeatedly over some time and involves an imbalance of power. The power imbalance can be physical, where the bully is physically stronger than the victim. On the other hand, in adolescents with disorders and maladaptive behaviors in different environments, there are slight defects in the activity of neurotransmitters that started in the early stages of life and made them more vulnerable to the unfavorable environmental and family conditions they have. In this regard, neuropsychological function, which is considered one of the most effective processes of cognitive function, plays an effective role in curbing conduct disorder and aggressive behaviors along with adolescent bullying. Poor neurological performance is a precursor to future learning disabilities and behavioral disorders, which can manifest in parent-child conflicts or with peers in school environments. New findings support the use of neurological tests to distinguish between bullies and healthy people. Although there are contradictory findings in studies about the difference between bullies and healthy people. Psychological capital is one of the psychological indicators of positivism with characteristics such as a person's belief in his abilities to achieve success, persistence in pursuing goals, creating positive documents about himself, and tolerance. Making problems is defined. Having psychological capital enables people to cope better with stressful situations, to be less stressed, to be more resilient in the face of problems, to have a clear view of themselves, and less they are affected by daily events, so such people have higher psychological health. The tendency to bully has been investigated mostly from the perspective of environmental and educational factors. Factors such as the complexity of these disorders, their coexistence with other neurological disorders, increasing statistics in the field of bullying tendencies in students, loss of academic motivation, and also mental injuries, double the necessity of examining psychological variables related to it. And also, although various research has been conducted on the prevention of bullying and its effect on reducing physical and mental health, the tendency to bully remains one of the important problems in schools. Therefore, all those involved in education and training should make confronting bullying behaviors an important goal in education and training. Considering that bullying in school is a serious threat to the mental health of students and all those who are somehow involved in this issue, it is essential to conduct effective and serious research to prevent it. Given the above, the present study aims to answer the question, is the structural model of bullying tendency based on neurological function with the mediation of psychological capital in male students of the first secondary level of district 5 of Tehran suitable? Methods: The current research method is correlational and structural equation modeling (SEM). The statistical population of the research was made up of all 560 male students of the first secondary school in the ninth grade in 28 non-profit schools in District 5 of Tehran in the academic year of 2019-2019. 240 people were selected as the sample size by the two-stage cluster method. The data collection tool was the Illinois Bullying Questionnaire (2001), Nejati Neurological Performance Questionnaire (2013), and Psychological Capital Questionnaire (2007). This research used SPSS22 and Amos 23 software to analyze the information obtained from structural regression equation modeling. Results: The results of the research showed that the path coefficient of neurocognitive function (β = -0.41, p = 0.001), and psychological capital (β = -0.39, p = 0.001) Bullying tendency is significant. Also, the indirect relationship between neurocognitive performance and bullying tendency through psychological capital is meaningful with β=- 0.37 at a significance level of p≥0.01. Conclusion: Therefore, by identifying and improving neuropsychological processes in students in line with parenting management training and providing a rich environment for students, it is possible to take an effective step in preventing bullying. In the above explanation, it can be stated that boys with a tendency to bully show poor performance in the mental processing of communication information and have defects in the quantity and quality of problem-solving strategies, and positive solutions are needed to solve social problems. They use less, which leads to the creation of interpersonal conflicts, generally confirming the Neuro-psychological theory centered on cognition and social behavior. A student with a tendency to bully shows poor performance in decoding and processing information, so the lack of this self-control ability leads to a biased cognitive style and in turn spreads misbehavior and conflicts. creates in different environments, in this way, these students are not able to name negative behaviors, they respond to hostile signs and symptoms more than neutral signs, and in choosing symptoms, they have a biased behavior they do, therefore, relatively, their efforts in curbing behavioral problems do not end in a helpful result. Also, in explaining the above findings, it can be stated that studies based on neuroimaging have suggested the involvement of subcortical and Thalamocortical processes in frontal networks. Under the influence of these findings, the relationship between the neurological pattern related to violence and bullying has been confirmed by neuropsychologists in the last few decades. Cognitive deficits and specific damage in attention and executive functions are the main hypotheses proposed in the field of this disorder. [ABSTRACT FROM AUTHOR]

Background & Aims: There are many factors that lead to progress in the academic environment. Factors such as motivational and environmental characteristics are important, but it is widely assumed that motivation is one of the main elements of progress in the educational environment. One of the important topics in the field of motivation is goal orientation. The theory of goal orientation mainly examines why people choose a specific goal, how they approach the desired goal and engage with the task related to it. One of the dimensions of goal orientation that has been examined in this research is mastery goal orientation, which has a direct relationship with people's learning and performance. Mastery goal orientation is known as a person's unconscious approach to a learning task. In general, the mastery goal orientation directs the academic behavior and is able to explain the relationship between the student's beliefs about academic success and being involved and continuing to complete a task, which has an effective role in the academic progress of students. Self-efficacy is another important factor that is of interest to researchers and administrators in the field of education. Bandura investigated the effects of self-efficacy on academic performance and named this construct as academic self-efficacy. He believes that self-efficacy beliefs play a role in academic success more than ability, knowledge and previous success. Academic self-efficacy emphasizes students' beliefs about their ability to succeed in academic subjects, curricular areas, and self-regulation in learning and study activities. Cognitive-motivational intervention is the process of monitoring, reviewing and directing behavior that reduces aimlessness and inconsistency between motivation and effort and leads a person on the path of effort and achieving efficiency. Studies have shown that teaching self-regulation components in Martin's theory can; affect the level of students' motivation, for example, sustainability in Martin's approach is one of the factors that is known as an effective factor and can lead to more self-efficacy and increase academic motivation in students. Persistence means that a person continues in his work despite the difficulty of the work and the challenges that exist. Due to the fact that training motivated, purposeful and efficient learners is one of the requirements for achieving academic success and the concept of motivation has always been the focus of researchers and education specialists. Therefore, cognitive motivational multidimensional intervention can be useful in the field of education. Considering the importance of this approach, the research question is: Is cognitive motivational multidimensional intervention effective on students' academic self-efficacy and mastery goal orientation? Methods: The present study was a semi-experimental study with a pre-test, post-test and follow-up design with experimental and control groups. The statistical population of the research was all the fifth-grade students of Nahavand primary school, a sample of 30 people (15 in the experimental group and 15 in the control group) was selected through cluster sampling. The research tools included the academic self-efficacy questionnaires of Zajakova et al. (2005) and the goal orientation of Midgley et al. (1998). After the pre-test, the experimental group was trained in cognitive motivational intervention during 9 sessions of 45 minutes, and the control group did not receive any intervention. After the completion of the experimental intervention, the post-test and after one month, the follow-up test was performed. To analyze the data, Mixed analysis of variance was used in SPSS-23 software. Results: The results showed that cognitive motivational intervention has an effect on academic self-efficacy and mastery goal orientation (p<0.01). Conclusion: Considering the impact of cognitive motivational intervention on increasing academic self-efficacy and the goal orientation of students' mastery, this method can be used to increase their academic progress. It is important to mention that the data presented in this study is self-reported. Although this method of data collection is a reasonable and defensible method, it would be useful to conduct research that examines similar constructs using data obtained from other sources such as teachers and parents. The current research, like other experimental designs, also had limitations, one of which was the small sample size, which reduces the generalizability of the findings; To solve this limitation, it seems necessary to conduct a study with a larger sample size in order to reach more stable results. Another limitation of this study was not considering the academic progress of the students. Considering the academic progress can affect children's self-efficacy, therefore, the results may have been integrated with the effects of academic progress, which should be cautious in generalizing the results, and it is suggested to control the educational progress and the level of children's motivation in future studies. According to the results of the current research and previous studies, it can be said that the cognitive motivational multidimensional intervention is effective and can be used, but schools are facing problems in the field of implementation, and the implementation of this approach requires planning and policy making in educational programs. [ABSTRACT FROM AUTHOR]

Background & Aims: Due to the rapid and rapid transformation of human knowledge and information, everything is changing rapidly. Organizations interact with the environment as an open system and need to respond to environmental changes in order to survive. Since human resources are the most important factor and axis of organizations, preparing these resources to face changes and update their knowledge is of particular importance. Medical education with the aim of maintaining and promoting human health is very important in order to train human resources specialized in this field. However, medical education is an endless process because medical sciences are advancing at a high speed and on the other hand, due to the escape of knowledge from human memory, its recall is considered necessary for various medical professionals. Continuing education of the medical team is a key element in increasing the knowledge, skills, quality and effectiveness of the health care system and promoting professional competence. The main purpose of continuing medical education is to maintain the skills and professional development of the medical community so that they can meet the needs of patients and the health system and improve the health system. Continuing medical education is a continuous learning process aimed at updating professional competence. This concept is a comprehensive approach to the continuous development of the profession. On the other hand, according to statistical estimates, the number of detainees has tripled since the beginning of the law. Also, the total number of types of continuing education programs (seminar, conference, congress, short-term vocational, codified, conference, workshop and self-study) has increased from 6 programs in 1369 to 9039 programs in 1391, which clearly indicates increasing growth and progress. It will rise in the coming years. In addition, the wide distribution of learners in the country, which according to Article 1 of the Law on Continuing Education includes all medical graduates, as well as the variety of educational topics, necessitates comprehensive and accurate planning, the management of which requires regular information. It is correct and up to date. On the importance of continuing medical education and learning in medical universities, it can be stated that one of the approaches emphasized by international organizations such as UNESCO in the 21st century is the inseparability of continuous learning from human life, which is a collective rethinking. In sensitive professions such as medicine. Education and development: Education, unlike development, can be measured objectively. Rapid changes in all pillars of organizations have severely limited the function of the training tool. For this reason, the scope of the concept of education has been considered. With the expansion and development of the concept of education, the objectivity and measurability of education faces many problems. Today, with the development of the concept of education, in addition to familiarity with skills and techniques, the way of thinking correctly and the system of thinking and analysis of the individual is also targeted and the word development is used instead of the word education. Roger Cartwright (2004) argues that "development is a process in which learning occurs through experience, where learning outcomes affect not only one's work skills but also one's attitudes". The aim of this study was to provide a model of continuing education at Ahwaz Jundishapur University based on a review of studies conducted in this field. Methods: The statistical population of this study was 90 employees of Ahvaz University of Medical Sciences that 74 people were selected as a sample using Cochran sampling method. Data collection tools were a standard 100-item questionnaire with 7 components including management of education and technical support, technology and design, pedagogical, institutional, ethical, evaluation and feedback, and combined learning templates. The reliability of the questionnaire was confirmed by Cronbach's alpha of 0.8 and its validity was confirmed by face validity with the opinion of experts. SPSS software was used to analyze the data. Results: The results showed that the factors of education management and technical support, technology and design, pedagogical, institutional, ethical, evaluation and feedback and combined learning forms have a significant effect on the development of continuing medical education. Conclusion: In general, it can be acknowledged that each educational content should have quality characteristics that meet the goals and strategies of education and in order to continuously develop medical education, education management and technical support factors, technology and design, pedagogical, institutional, Ethics, evaluation and feedback, and forms of blended learning are considered. There are two main approaches to educational design: a systems perspective, and a constructivist perspective. The systematic view of educational design considers education as a process consisting of input, process, and output. In this approach, which is based on the epistemological views of positivism and the psychological views of behaviorism and epistemology, one of its most important underlying assumptions is the acceptance of the existence of knowledge separately and independently outside the all-encompassing mind. As a result of the most important work done in educational design, a very complete and accurate analysis of the subject of education into its components and the classification of these components based on one of the classifications of educational objectives and then determine How to provide training for each of the objectives. Outputs or learning outcomes are first stated very clearly, followed by methods for teaching-learning activities so that students can achieve the desired goals (outcomes) by doing so. . In the constructivist view, which results from postmodern epistemology, knowledge is the product of the process of constructing meaning in the all-encompassing mind. Constructivism is a discourse in the field of learning and psychology that believes that knowledge by means of The person is made. In other words, it is the individual who, according to his previous experiences and knowledge, interprets the new situation and, as a result, forms an interaction with his new knowledge environment. In the first process, new information is added to the cognitive structure, and in the second case, the cognitive structure is changed in order to absorb the new information. In the continuing education programs, it was tried to observe all the above points in a desirable way. For this purpose, a study guide was developed for each program so that the audience or study it is familiar with the program objectives, matching the subject of the program with their needs and interests, duration of scientific validity of the program, evaluation method, cost, continuing education score and program authors. [ABSTRACT FROM AUTHOR]

Background & Aims: Today, the term sustainable is widely used to describe a world where human and natural systems can continue to exist until the distant future. Sustainable development means providing solutions to mortal patterns. It is a physical, social, and economic development that can prevent issues such as the destruction of natural resources, the destruction of biological systems, global pollution, climate change, excessive population growth, injustice, and the lowering of the quality of life of people now and in the future. Therefore, sustainable development is a transformation to meet today's needs without destroying the capabilities of the future generation in meeting their needs. In fact, a transformation is sustainable when it protects the environment and generates opportunities. This evolution requires an unbreakable link between the environment, economy, and social security, and economic developments and social life conditions must be in accordance with the long-term flow of maintaining the foundations and natural resources of the biosphere. Sustainable development includes (economic), (social), and (environmental) aspects. So far, various indicators have been presented by many international organizations for the purpose of comprehensive evaluations of sustainable development. Among them, we can mention the United Nations Environmental Program, the United Nations Development Program, the World Bank, the World Resources Institute in Washington and the Global Monitoring Institute in Washington, and finally the United Nations Commission on Sustainable Development. The aim of all the aforementioned institutions is to provide criteria and indicators to determine the success rate of countries in achieving the multiple goals of sustainable development in social, economic, and environmental aspects. The concept of sustainable development is based on the undeniable fact that ecological considerations can and should be applied to economic activities. These considerations include the idea of creating a rational environment in which the claim of development to advance the quality of all aspects of life is challenged. Organizational development is the application of behavioral science knowledge in the scope of the system for planned development and strengthening of organizational strategies, structures, and processes to improve the effectiveness of the organization. The organization means employees with different attitudes, interests, thoughts, knowledge, and physical conditions without which the organization would never have an external existence. Today, private organizations in an environment that requires green accountability, try to increase their market share and strengthen their accountability with a variety of green methods and techniques, and public organizations also try to benefit from the benefits of trust and satisfaction. Green management for the realization and convergence of green values and a wide range of economic, social, political, and legal motives is possible only by benefiting from green human resources management. Considering the importance of the subject, the purpose of this study was to evaluate the green performance on the sustainable organizational development of the employees of Iran University of Medical Sciences. Methods: The data collection tool includes a researcher-made questionnaire on green human resource management systems and sustainable organizational development. Convergent validity and reliability were calculated through Cronbach's alpha coefficient. The statistical population of this research includes all employees of the Iran University of Medical Sciences. The sample size was selected based on Cochran's formula of 341 people and the sampling method was randomly stratified. The research data analysis method was through structural equation modeling using PLS software. To collect information, library and field methods including questionnaires were used. And the effect of the five dimensions of green human resources management on sustainable organizational development was investigated. Results: The results indicated that the five dimensions of green human resource management have a positive and significant impact on sustainable organizational development. Also, the results showed that performance evaluation analysis 0.478, green choice 0.367, safety management 0.149, green training 0.283, and reward management 0.454 directly explain the changes related to the variable of sustainable organizational development. Conclusion: Tehran state universities are in their highest state in terms of quantitative development and have attracted the largest number of students over the past years, and of course, the energy consumption of these universities has increased accordingly. Lack of work and delay in the implementation of green management in universities will cause waste of energy resources, and water resources and as a result increase the cost of the government, increasing the share of universities in air pollution and environmental damage. The discussion of evaluating the green choice is in line with the goals of green human resources management and it is quite obvious that without an accurate assessment of personnel ability, planning for the establishment of green human resources management and the implementation of its instructions will not be successful. This evaluation can include their awareness of the importance and method of green human resource management and the evaluation of personnel motivations in establishing green management or their contributions and abilities in this direction. If they do not have enough motivation, the management should take measures to create motivation and provide the necessary incentives to accompany the person in the steps of establishing green management, or if there is not enough awareness in this field, by holding explanatory classes on the importance of green management and methods explain their participation. In addition to explanatory and in-service classes, distribution of brochures, and providing necessary guidance according to the position of the personnel, the use of technology potential was used to inform the employees. Currently, universities do not have authority in the field of green education courses and topics, which has made the subject of green education in universities weak and ineffective, and the expectations of the function of green education in universities are not met. Therefore, according to the state of the university, the statistical society is of the opinion that they will not have much effect on the issue of green management in the issue of green education. In terms of its importance and role in sustainable development, health and safety management is among the last row of components. And the reason is that although it is lower in terms of importance than other components, universities have almost no plans and have not done anything in this field. The explanation of the goals, plans, and problems of the establishment of green management shows that there is no objective and practical output from many of the meetings, and for this reason, this component is less important than other components for the statistical society. It shows that in order to advance the programs, it is not possible to establish green management without organizing planning and coordination meetings. [ABSTRACT FROM AUTHOR]