ahmad akbari

The aim of the present study is to design a smart leadership model for education managers. The research method is applicable according to its purpose, and its method is qualitative and of the type of content analysis. The statistical population includes 12 university professors and scientific research experts with a degree in public administration, as well as education managers and experts in Torbat Heydariyeh city, who were selected through purposive sampling dependent on the selection criteria, and the selection of samples continued until theoretical saturation was reached. The data collection tool is a semi-structured interview. The validity of the research data was examined and confirmed by returning to the participants and external auditors. The content analysis method and Atlas ti8 software were used to analyze the data. The results indicate that 4 organizing themes: pragmatic management, knowledge management, organizational management, and team management were identified and confirmed; and the results also showed that the elements of the smart leadership model for education managers are knowledge management, organizational management, team management, and pragmatic management.

Spouses of veterans indirectly suffer from the effects of war due to stress. They endure significant psychological pressures throughout their lives, highlighting the importance of spiritual self-protection in coping with life's challenges.

To examine how spirituality education affects the caregiving burden of spouses of veterans with post-traumatic stress disorder.

This classical experimental study involved 30 participants, randomly assigned to intervention (15) and control (15) groups, conducted in 2023 among the wives of stress veterans after a wartime incident in Torbat Heydarieh city. The intervention group received six training sessions based on Mary White's self-care model, while the control group received standard counseling care. Data was collected through a self-reported care questionnaire and analyzed using SPSS 21, employing paired t-tests, independent t-tests, and ANOVA, with a significance level set at 0.05.

The covariance test, after accounting for the pre-test effect, revealed a significant difference )P=0.007, Eta=0.24(, indicating that 24% of the reduction in care burden can be attributed to spiritual self-care.
Discussion and

The results indicate that spiritual self-care can alleviate the care burden on veterans' wives. This effective, low-cost approach enhances the quality of care for spouses of veterans while reducing their overall burden.

Leadership as one of the important and influencing factors on organizations has been widely studied and researched. The degree of success of the organization in achieving the desired benefits, the amount of motivation and effort of the employees for the success of the organization, the extent of the influence of the organization in its interactive environment, and of course the effectiveness of the leadership, depends on the type and behavior of the leader. Due to the fact that schools usually have a weak external efficiency, their graduates are not able to attract the labor market and therefore they only look for the hope of getting employment by continuing their studies in universities. If business schools with effective leadership are established and developed in the country, the educational efficiency for the graduates will be improved at a significant level in order to enter the labor market and economic activities and job creation. In order to make educational activities entrepreneurial, school management should be reviewed from the perspective of leadership to make business education possible with the approach of entrepreneurship development. Identifying school management from two aspects of organization and learning management is necessary to implement school management with an entrepreneurial approach.The leadership of business schools with the approach of entrepreneurship development requires attention to both aspects in terms of management and leadership of education and improvement and management and promotion of the teaching-learning system, which has not been studied in this field based on the researcher's search. Considering that steps have been taken to create entrepreneurial schools in Iran, but we need more development in this field; So, we seek to combine this approach with business components in order to complete the creation of ideas and values and innovation with financial literacy and enter the business market based on the guidance and direction of the leader. Therefore, the main problem of the current research is what are the dimensions and components of leadership of business schools with the approach of entrepreneurship development in Iranian schools and what is the appropriate model for it?

Researches have been carried out either from the perspective of teaching-learning methods for the development of entrepreneurship education, or from the perspective of management and leadership style and their change, improvement and promotion in order to develop entrepreneurial schools and review the paradigm of educational leadership.

The study was carried out in a qualitative-synthesis method. The research environment included all domestic and foreign published articles in 2010-2023. Sampling was done in a targeted way until data saturation and in the first stage of 62 articles and finally 53 articles were continued. The tool for collecting information was printed and electronic documents available on reliable domestic and foreign sites. Four methods of credibility, transferability, verifiability, and reliability were used for validity and validation of data. The method of data analysis was based on the classification system of open, organizing and comprehensive concepts. Based on the similarities and differences of the data, categories were made.4- RESULTS & DISCUSSIONIn general, the results showed that the leadership model of the business school with an approach to entrepreneurship development is based on ten dimensions in order of priority (entrepreneurial leadership, excellence-building leadership, collaborative leadership, activist leadership, curriculum leadership, strategic leadership, transformational leadership, brand-building leadership, futuristic leadership, knowledge management leadership) was established.

The skill training of students is dependent on the development of business schools with an entrepreneurial approach, and these schools need appropriate leadership to manage education. The purpose of this research was to design a business school leadership model with an entrepreneurial development approach. Based on the findings, identifying school management from two organizational aspects and learning management is necessary to implement school management with an entrepreneurial approach. This is despite the fact that some steps have been taken towards the establishment of business schools nationwide, but the evolution of the educational system requires more serious attention in this regard, to the extent that the number of business schools with an entrepreneurial approach for students in the regions spread in different countries. It should also be kept in mind that one of the most important characteristics of business schools is the presence of effective leadership in order to achieve the goals and vision of these schools.

Migration is a widespread phenomenon globally, often leading to adverse mental health impacts for migrants, particularly children. Such impacts highlight the importance of appropriate non-pharmacological interventions to mitigate these potential negative outcomes. Depression is one of the most prevalent psychological consequences among immigrant children and, therefore, requires focused intervention and treatment.

This study aimed to evaluate the effectiveness of the modified complicated grief therapy (MCGT) intervention in reducing symptoms of depression in immigrant children.

For this study, 20 Canadian immigrant children were selected using simple random sampling, with ten assigned to the intervention group and 10 to the control group. Depression levels in participants were measured using the Children's Depression Inventory (CDI) self-report questionnaire, which has demonstrated validity and reliability in previous studies. The intervention method, MCGT, was delivered to the intervention group across 12 online sessions via Google Meet, while the control group received no intervention. Depression levels were assessed at three points: Pre-intervention, immediate post-intervention, and one-month post-intervention. Data were analyzed using SPSS version 22, applying relevant statistical tests to compare pre-and post-intervention scores across study groups.

The results indicated that of the 20 children selected, 9 (45%) were boys and 11 (55%) were girls, with an average age of 11.7 ± 1.79 years. The mean ages of fathers and mothers were 41.35 ± 4.96 and 37.35 ± 5.04 years, respectively. Findings showed no statistically significant difference in the average depression scores between the control and intervention groups before the intervention (P = 0.561). However, a statistically significant difference was observed in the mean depression scores between the control and intervention groups immediately after the intervention (P = 0.003) and one-month post-intervention (P < 0.001). In the intervention group, the average depression score decreased by 6.5 points immediately after the intervention and by 10.6 points one month later, whereas an increasing trend in depression scores was noted in the control group.

Based on the results, the MCGT intervention method is effective and significant in reducing the depression level of immigrant children. Therefore, counselors and psychologists are suggested to use the MCGT intervention method (as a non-drug method) to reduce depression in children.

The present study was conducted with the aim of identifying the components of streamlining higher education curricula. The approach of the present study is qualitative and its method is synthesis research. The scope of the study was all articles and scientific resources in the field of streamlining curricula in higher education. The research sample included 46 scientific works in this field. This number was selected based on thematic monitoring, theoretical saturation of data and purposefully. The research data were collected from qualitative analysis of the documents studied. The components of the streamlining model of higher education curricula have 11 components, which include: developing a curriculum based on the needs of stakeholders, achieving educational justice, reviewing content, science and technology, streamlining the curriculum based on future jobs, social justice, developing participation and sustainable development. The results of this analysis and then their combination identified a conceptual framework in this area through aligned programs, the importance of the role of human resources (students) adaptation, attention to the role of the university, and attention to the framework of social expectations and students' needs and its impact on their persistence and academic success in the country's educational system, reforming university functions, and the emergence of social justice and participatory development planning in university educational programs.

The primary aim of this research was to conceptualize and empirically validate a servant leadership framework through the lens of organizational resilience within the General Directorate of Education in Khorasan Razavi Province.

The research methodology employed in this study is of a mixed-methods nature. The qualitative segment of the statistical population comprises managers and deputies from the General Directorate of Education in the province, as well as university academics and domain experts (15 individuals). In the quantitative segment encompassed all personnel affiliated with the General Directorate of Education of Khorasan Razavi (350 individuals). A statistical sample of 186 individuals was determined using the Morgan table, and in response to the anticipated dropout rate, 220 questionnaires were disseminated among the statistical sample. Data analysis and model fit assessment involved the application of structural equation modeling techniques.

An examination of both servant leadership and organizational resilience variables, inclusive of their respective dimensions and components, indicated a confirmed interrelationship among these variables; specifically, it was established that organizational resilience exerts a positive influence on servant leadership, while situational awareness, vulnerability, and adaptability significantly affect organizational resilience, thereby demonstrating that the proposed model exhibits a commendable fit.

It can be conclusively articulated that the integration of servant leadership dimensions within an organizational resilience framework has the potential to facilitate the attainment of educational objectives, and thus, the implementation of the current research model within the educational framework is strongly advocated.

In many applications, especially military applications, the inertial navigation system (INS) needs to achieve a high level of accuracy in a short time. For alignment, recursive estimator filters and, in non-linear cases, the Extended Kalman Filter (EKF) is often used. The dynamics of a real, continuous system and the output of the sensors are available discretely. Therefore, a hybrid filter has been used. In addition, a robust filter is used to increase the reliability of system operation. In this paper, a Hybrid Extended Kalman Filter (HEKF) is presented and then upgraded to the Hybrid Robust Extended Kalman Filter (HREKF). By running the algorithm on the data of a real system, it was observed that the speed of convergence increased especially in the yaw direction. By running the algorithm on the data of a real system, it was observed that the speed of convergence has increased especially in the yaw direction. Finally, using the impulsive system approach, a new stability analysis of the proposed algorithms is presented, which guarantees the boundedness of the error estimation, which is unique.

The investigations conducted in the field of education and the studies published in this area have revealed the absence of a participatory guidance model based on psychological concepts in the education system.

The purpose of this research was to present a distributed leadership model in the education system of Mashhad.

The current research was conducted using an exploratory qualitative method and a qualitative content analysis method. Also, this research was a descriptive type that was applied. The statistical population of the research was the vice presidents and principals of Razavi Khorasan schools, who were sampled by purposive sampling. Using a semi-structured interview, the information needed to identify the dimensions and components of distributive leadership to the point of saturation, 27 samples were selected from among the researched population, and the information was collected and then using the Atlas TI software and the method.

Coding, data will be analyzed. Both library, field and interview methods have been used to collect data. The data collection tool was an in-depth interview. The results showed that five categories of factors are involved as important factors in distributed leadership in the education system of Mashhad. According to the identification of the factors, suggestions were presented, which hopefully, by doing them, the educational system of Mashhad and other provinces will expand their dynamics and achieve their goals and vision in line with the goals of the educational organization.

The current research was investigated with the aim of providing a distributed leadership model in the education system and it was found that five important categories of factors were identified in the model, which will be mentioned in the following.
The first category of factors was named as vision and mission, which included two subcategories titled as goals, method and acceptance of goals. The purpose of method objectives; Determining and setting clear and transparent goals; Determining goals appropriate to the conditions; setting challenging goals; setting achievable goals; Dividing macro goals into small and attainable goals; It was to prioritize goals.

The purpose of this study was to investigate the policy-making processes for online education at the primary level, focusing on the objectives, content, strategies, resources, and assessment practices. It aimed to identify the challenges and opportunities within these policies to enhance the effectiveness of online education.

This cross-sectional survey study involved 384 educators, administrators, and policymakers in the primary education sector. Data were collected via a researcher-made questionnaire to gather comprehensive insights into the participants' perceptions of online education policies. The questionnaire was validated through a pilot study, and data analysis was conducted using SPSS and SMART-PLS for quantitative responses and thematic analysis for qualitative responses. Confirmatory factor analysis and Cronbach's alpha coefficients were utilized to assess the reliability and validity of the constructs within the questionnaire.

The findings revealed a general consensus on the importance of clearly defined objectives, engaging content, and effective strategies for the successful implementation of online education policies. Challenges identified include the need for better technology infrastructure, financial resources, and professional development for educators. The analysis also highlighted the significance of affective and psychomotor domains in online education, which are often overlooked in policy making. Participants expressed a desire for more innovative and interactive online learning environments to enhance student engagement and learning outcomes.

The study concludes that while there are significant opportunities to enhance the quality and effectiveness of online education through policy improvements, there are also considerable challenges that need to be addressed. These include the integration of affective and psychomotor learning goals, the development of comprehensive support systems for educators, and the improvement of technology and financial infrastructures. Policymakers and educators must work collaboratively to refine online education policies, ensuring they are inclusive, effective, and capable of meeting the diverse needs of primary education students.

Higher education as the highest educational level of the society is of considerable importance; Because it plays an essential role in the growth and development of society in various technological, scientific, cultural, economic, social and political dimensions. In this regard, paying attention to the social and political needs of students is one of the most important steps of higher education to achieve its educational goals. Because students are an important part of citizens in the field of political and social activities, and the educational system plays an essential role in socio-political developments. Islamic Azad University, as a large university in the country, which is responsible for educating a large number of students in the country, has many programs in the field of political education of students, therefore, in this research, we decided to identify the current state of political education among the students of Islamic Azad University.

Research questions: 

What is the current status of the political education curriculum in Islamic Azad University?

The results of the research show twenty-four core concepts and nine selected categories, which in the form of a paradigm model include educational disruption in the political education program as a core category and causal conditions (skill weakness, attitude weakness, environmental challenges), contextual factors (university management factors and environmentalcontextual factors), facilitating intervention conditions (professional training and development of professors, accessibility, support and foundation of the university), limiting intervention conditions (organizational, environmental challenges, political interference and individual and executive obstacles), strategies (renew the approach to curriculum planning, designing a strategic plan in the field of FAVA application, use of incentive policies and assigning responsibility) and consequences (failure to achieve the intended curriculum goals and improper acquisition of the political education curriculum) were organized.

The results of the research show twenty-one core concepts and eight selected categories, which in the form of a paradigm model include the neglect of vitality in school curricula as a core category and causal conditions (weakness of school management, Weakness in educational culture of schools,weakness in social relations of students), contextual factors (social-cultural factors, organizational factors and educational factors), facilitating intervention conditions (personal and individual factors, content attractiveness of textbooks, Paying attention to individual differences and qualitative evaluation), restrictive intervening conditions (individual challenges, cultural challenges and school challenges), strategies (students' interactions and communication, making the classroom atmosphere intimate by teachers, paying attention to active teaching methods, dynamism of the atmosphere physical) and the result (increasing depression and academic frustration) was organized.

According to the results, the participation of all interested groups should be considered in the design and development of the political education curriculum. Pay attention to the combined approach in the curriculum planning of political education instead of the separate approach; The implementation approaches of the political education curriculum should be modified and turned to the approaches that students practice in the field of political education. Attention should be paid to the training and retraining of political education curriculum implementers and influential factors (teachers) and more attention should be paid to extraordinary programs in the field of political education for
students.

The purpose of the current research is to design a model for the development of questioning skills in elementary school students of Razavi Khorasan Province based on the school context. The research method of data-based theory and qualitative approach has been used to answer this question in the qualitative part. 2020 MaxQDA software was used for data analysis. The sampling method is of a targeted type, which reached saturation by conducting a total of 10 interviews with professors and experts in the fields of education management. In the qualitative section, after conducting interviews and coding processes; as many as 217 open codes, including 11 codes for actors, 37 codes for causal conditions, 12 codes for phenomena, 33 codes for context, 45 codes for intervening conditions, 49 codes for strategy, and 30 codes for Consequences were identified in the initial coding, which decreased after being converted into sub-categories and main categories. Nine main categories were identified as effective strategies, including empowering students; empowering parents; empowering teachers; change in the way of teaching and training; appropriate national planning in order to strengthen students' skills (especially questioning); the development of the intellectual and cultural base of schools; empowering and increasing the power of schools in education; foundation for questioning in schools and the growth of the culture of questioning in society. These strategies had 49 open codes. In addition, in this research, the causal; contextual; intervening conditions, actors, and consequences of the model were presented.

The current research was conducted with the aim of developing a model of intelligent leadership in education using a qualitative method of thematic analysis.

The current research was conducted with the aim of developing a model of intelligent leadership in education using a qualitative method of thematic analysis.

The data of this research was derived from in-depth and semi-structured interviews with 12 subject experts in the field of leadership and management in education, which was based on purposeful sampling dependent on the selection criteria and continued until the theoretical saturation of this process was reached. The validity of the research data was checked and confirmed by going back to the participants and external auditors. It was done in the form of open, axial, and selective coding in Atlas TI8 software.

The results showed that the intellectual, emotional and spiritual dimensions are the three dimensions of intelligent leadership; which includes elements such as strategic thinking, joint goal-setting, rational decision-making, motivation, self-awareness, self-management, faith in goal realization and culture building. The results also showed that the elements of knowledge management, organizational management, team management, and pragmatic management are the components of the intelligent leadership model of education managers.

The results of this research showed that intellectual, emotional and spiritual dimensions are three dimensions of intelligent leadership; which includes elements such as strategic thinking, joint goal-setting, rational decision-making, motivation, self-awareness, self-management, faith in goal realization and culture building. The results also showed that the elements of knowledge management, organizational management, team management, and practical management are the components of the intelligent leadership model of education managers. The results of this research are in line with the researches of Zaidzivant (2018), Oleksienko and Rowan (2018), Allen, Shankman, Miguel (2012), Fisher and Wildman (2016), Shishunga (2020), Nooralizadeh and Hajivand (2017) and Kikha (2016). Different emotional, spiritual and rational dimensions of intelligent leadership are aligned.

Religious education forms an important part of students' curricula, besides its role in establishing the religious identity of learners, this important role leads to the realization of other educational goals in the higher education system. Knowing the components and indicators of the religious education curriculum provides the basis for designing a comprehensive model in the field of religious education. Therefore, the aim of the current research is to identify the dimensions and components of the religious education curriculum model. The approach of the current research is qualitative and its method is synthesis research. The research community is all the articles (124 articles) that have been presented in specialized and scientific databases since 2009 and 2015 so far about the curriculum model of religious education. The sample of the research is 25 articles, which were selected based on thematic monitoring, theoretical saturation of data and purposefully. The research data were collected from the qualitative analysis of the studied documents. In order to analyze the data, content analysis was used in the method of categorization based on Roberts' synthesis research model. In order to check the validity of the findings, the recoding of the findings was used based on Scott's method (2012) and the agreement coefficient between the evaluators was calculated as 81%. The components and indicators of the religious education curriculum model in 4 dimensions, 13 axes and 53 categories including knowledge components (including indicators such as knowledge of religious concepts, cultural-belief knowledge and media literacy), Structural components (including components such as paying attention to the culture of religious learning, creating religious communities and structural-oriented ethics), pedagogical components (including components such as cooperative education, use of research approaches, evaluation and analytical and argument-oriented methods) and programmatic-process components (includes axes such as the application of knowledge management in the cycle of religious education of students and university support and attention to social values)

Teachers are one of the most important pillars of the education system and play a crucial role within it. Therefore, the present study aimed to design a model for policy-making on empowerment and professional advancement of teachers, focusing on in-service training.

This study was applied in terms of objective and mixed in terms of implementation method, i.e., qualitative and quantitative. In the qualitative section, the research population consisted of experts familiar with the research field, 10 of whom were selected using purposive sampling based on theoretical saturation and subjected to semi-structured interviews. Furthermore, in the quantitative section, the research population was teachers in the city of Neyshabur, 384 of whom were selected using random sampling according to the Krejcie and Morgan table and responded to a researcher-made questionnaire. In this study, qualitative data were analyzed using thematic analysis based on grounded theory in MAXQDA software, and quantitative data were analyzed using exploratory factor analysis and structural equation modeling in SPSS and Smart PLS software.

Qualitative findings indicated that causal conditions included three themes: social needs, changes in educational needs, and the creation of individual needs in teachers; the central phenomenon included three themes: value creation, problem solving, and scientific and practical training; contextual conditions included five themes: proper course implementation, course content richness, a suitable environment, proper planning, and teachers' mindset; intervening conditions included six themes: uncommitted and inexpert managers, improper performance evaluation, improper needs assessment, lack of teaching quality in courses, unconventional teaching methods, and a weak motivational system; strategies included ten themes: successful modeling, course content improvement, region-focused planning, accurate and scientific needs assessment of courses, removing teachers' individual barriers, changes in educational systems, improvement of physical conditions, employing experienced and expert instructors, providing motivational frameworks, and a suitable evaluation system; and outcomes included four themes: social outcomes, improvement in teachers' educational performance, job well-being of teachers, and psychological outcomes of teachers. Quantitative findings showed that the factor loading of all themes (except for 6 themes) was above 0.60, and the Cronbach's alpha and composite reliability of all of them were above 0.70. Additionally, the model for policy-making on empowerment and professional advancement of teachers, with emphasis on in-service training, had a suitable fit, and the effect of causal conditions on the central phenomenon, the effect of the central phenomenon, contextual conditions, and intervening conditions on strategies, and the effect of strategies on outcomes were significant (P<0.05).

The designed model for policy-making on empowerment and professional advancement of teachers, focusing on in-service training, can assist planners in the education system to empower and advance teachers professionally through in-service training.

Due to the semiarid and arid regions of Iran, it is suffering from water scarcity and severe droughts. Khorasan Razavi province is no exception to this rule, and accordingly it is facing the lack of sufficient water resources, which need to be improved by approaches used for optimal allocation of water resources. Water pricing can be an effective tool of demand management and the optimal allocation of water resources as well the protection of water resources.

Therefore, the aim of this study was to investigate the willingness to pay (WTP) for irrigation water for the cities of Kashmar, Kuhsorkh, Khalilabad and Bardeskan using the Heckman’s two-stage model during 2019-2020.

The results demonstrated that 40 % of farmers were willing to pay more than the current tariff for access to irrigation water. Thus, the mean WTP for irrigation water was 518, 594, 606 and 569 Rials for the cities of Kashmar, Kuhsorkh, Khalilabad and Bardeskan, respectively. The results of the ordinary least squares (OLS) also showed that the farmer's income had the highest positive effect on WTP for irrigation water with a coefficient of 0.21, indicating that the higher the income of farmers consuming irrigation water, the higher the farmers’ WTP for using irrigation water in order to have easier access to water resources. However, variables, such as dependency burden and area of cultivation had a significant negative effect on WTP for irrigation water, suggesting that as the dependency burden, and area of cultivation increased, farmers was less willing to pay for the use of irrigation water. Given the importance of water for the farmers living in the study regions and their high WTP, it therefore is recommended to provide better and easier access to water resources for the farmers by transporting water from the water-rich region to water-scarce one.

This study aims to design an appropriate model in the field of skill-based education based on the real needs of society using grounded theory.

Methods and Materials: 

The method of this research is grounded theory with a qualitative approach. Data were analyzed using MaxQDA software. The sampling method was purposive, reaching saturation after conducting 10 interviews with professors and experts in the fields of educational management and skill-based education.

The research results showed that the central phenomenon of skill-based education consists of three components: facilitating personal and social life; value-creating and wealth-generating skills; and human-developing skills. The causal conditions of the research that lead to the phenomenon of the skill-based education model in schools based on the real needs of society were categorized into four groups: pressures of the new age for change; societal needs pressure; poor performance of the non-skill-based educational system compared to the skill-based system; and cultural beliefs of society. Contextual conditions consisted of five main components: policy-making for modern educational systems; enhancing skill-based human resources; providing physical facilities and infrastructure; suitable environment for skill-based education completers; and cultural beliefs of society and families.

Appropriate strategies for achieving skill-based education based on the real needs of society were categorized into six groups: correcting government's wrong processes and comprehensive government support; comprehensive culture-building at all levels of society; strengthening and enriching skill-based human resources at the societal level; changing procedures and processes in education; fundamental change in educational policies; and attracting support from effective supplements in the area. The outcomes of implementing these strategies were categorized into four components: economic outcomes and benefits; positive social and cultural outcomes; positive personal outcomes; and educational outcomes.

 Spouses of veterans face many psychological problems, so it is necessary to use different methods to manage the care of veterans and their spouses.

 This study aimed to evaluate the effect of the extended parallel process model (EPPM) on the self-efficacy of spouses of veterans with post-traumatic stress disorder (PTSD).

 The present study was semi-experimental research carried out by control and intervention groups with a pre-test and post-test design. Thirty veterans' spouses were selected randomly and divided into two groups: the control group (15 people) and the group trained with EPPM (15 people). The intervention type was the training, and the method of implementation of the intervention was holding six sessions. The training was based on EPPM; each session was 30 to 40 minutes. The parenting self-agency measure (PSAM) questionnaire evaluated the self-efficacy variable before and after the intervention. Finally, the results were analyzed using statistical tests in the SPSS software Version 21 environment at the significance level (α = 0.05).

 The independent samples t-test showed that the self-efficacy level before the intervention was not significantly different among all two study groups (P=0.18). At the same time, this difference was significant after the intervention (P<0.001). In addition, based on the paired samples t-test, there was no significant difference in the level of self-efficacy in the pre-and post-intervention steps for the control group (P=0.89). At the same time, the above-mentioned subject had a significant difference for the group of trained with EPPM (P<0.001).

 Based on the results, the EPPM Model had a significant positive effect on the self-efficacy of spouses of veterans with PTSD. Therefore, the model above should be implemented continuously to improve how veteran care is managed and planned for veterans' spouses.

The purpose of this research was to identify the dimensions and components of servant leadership with an organizational resilience approach in the General Department of Education of Khorasan province.

The methodology of this research is of a mixed type. The statistical population in the qualitative section includes the managers and deputies of the General Department of Education of the province, university professors and experts in the relevant field (15 people). Due to the qualitative nature of the first part of the study, the purposeful sampling method was used; The statistical population in the quantitative part included all the employees of the General Department of Education of Khorasan Razavi (350 people). The statistical sample was considered to be 186 people by referring to Morgan's table, and according to the dropout phenomenon, 220 questionnaires were distributed among the statistical sample. Descriptive and inferential methods were used to analyze the data, and structural equations were used to examine the research questions and fit the model to the data. Excel, SPSS version 24, PLS software were used to analyze and draw the data.

The research results showed that servant leadership has four dimensions (social love, altruism, insight and empowerment) and twenty-four components.

As a result, operational definitions should be made to apply the dimensions of servant leadership in the form of organizational resilience so that employees and teachers feel the need to pay attention to the dimensions of servant leadership more objectively.

The district of Fešgeldarra, assessed here in historical context, also forms a distinct unit within the linguistic mosaic of the western Alborz, between Qazvin and Tehran, where an array of transitional dialects lies between historical Caspian and Tatic language families, now influenced by Turkish and Persian overlays. In the toponym (§6), the curious element p/fešgel is analysed as *pēš ‘front’ + *gar ‘mountain’, equivalent to the piš-kuh commonly used today.  This paper describes the dialect of Ziārān, the seat of the district, with an emphasis on its distinctive features. Consonant stops consist of two phonemic pairs: palatal /ҟ ǥ/ and velar /k g/; while q and γ, otherwise typical in Iranian, are absent in Ziārāni (§1.1). The word order is head-final, with the ezafe linker -i in noun-noun and -e in adjective-noun phrases (§2.2). Possession is expressed through has three constructions (§2.5), reflecting the hybrid nature of the dialect. In verb morphology, the past-stem formant -est- is productive across both transitive and intransitive verbs; it occurs in the past participle used in perfect forms as well as in many past forms (§3.2). The preterit and present perfect are distinguished by inflection: bénǥatem 'I threw' vs. benǥetám 'I have thrown' (§3.7). Posture verbs show an overt distinction between stative and dynamic aspects: ništám 'I have been sitting' vs. beneštám 'I have sat down' (§3.9), contrasting with Persian aspect-neutral nešastéam. The section on typology (§5) identifies thirteen grammatical isoglosses within Caspian and Tatic domains. The outcome reveals striking agreements with Caspioid Taleqani on the north, as well as Sāvojbolāḡi on the east, whereas the prevalence of past-tense formant -est- positions Ziārāni with the Tatoid varieties of Qazvin Kuhpāya on the west, as well as Tatic in general.

environmental and economic limitations that are imposed dramatically on textile and dyeing industry leads to the development of environmentally friendly processes for modifying the properties of fibers and improving the existing traditional processes. Many efforts have been done for decreasing costs and disposed contaminants which one of them is using natural polymers. The purpose of this study is applying beta-cyclodextrin natural polymer as an appropriate alternative with favorable environmental effects for other chemical additives in dyeing.

In this study, wool fiber amended/treated by β-Cyclodextrin biocompatible polymer and its dyeing features such as the effect of β-Cyclodextrin composition (%20-0/5), dyeing pH (3-7) and density of the dye (%5-75) on the dyeing capabilities of wool with madder dye color was evaluated and compared. And finally, physical changes of crude fiber and amended fiber after dyeing was amended/treated using SEM analysis.

According to the results, as the β-Cyclodextrin amount increased, the color strength of the samples are considerably enhanced and dye ability (K/S) is better in the case of modified wool rather than aluminium-mordanted wool and pristine wool. Besides, exhaustion of modified wool in neutral pH rather than acidic pH has been increased dramatically while no appreciable changes was observed in pristine wool dye ability with pH changes. Color strength (K/S) data were in the following order of the β-Cyclodextrin modified wool>.

In general, according to the conditions of modifying wool with β-Cyclodextrin biocompatible polymer and changes in dyeing conditions, not only removing chemical compounds from the wastewater of textile industrial can beapplied, but also the amount of consumed dye and unabsorbed dye remaining in wastewater can be reduced which is environmentally very important.

 Caring for war veterans causes suffering and stress in their caregivers. Therefore, it is necessary to use non-pharmacological methods to reduce anxiety and increase the resilience of caregivers.

 The main objective of this study was to evaluate the effect of spiritual self-care patterns (SSCP) on the resilience of spouses of veterans with post-traumatic stress disorder (PTSD).

 This semi-experimental study was conducted on 30 spouses of veterans with PTSD, who were selected randomly and divided into two groups, including the control group (fifteen people) and the experimental group (fifteen people). For the experimental group, training intervention was implemented by SSCP, while no intervention was performed for the control group. The Conner-Davidson Resilience Scale (CD-RIS) questionnaire was used to evaluate the level of resilience. Finally, the results obtained before and after the intervention were analyzed using SPSS software version 21 and relevant statistical tests at a significance level of α = 0.05.

 The results showed that the mean resilience score in the control group before and after the intervention was 46.5 ± 5.7 and 47.0 ± 6.2, respectively, which did not have a significant difference (P = 0.70). This value for the experimental group was 3.8 ± 44.5 and 8.8 ± 62.5, respectively, and the difference in the average of these two scores was statistically significant (P < 0.001).

 Based on the results, the intervention of training by spiritual self-care pattern (SSCP) can reduce stress and increase the resilience of spouses of veterans with PTSD.

One of the most important skills needed by today's society is the skill of questioning. Therefore, it is necessary to study this issue by designing a suitable model in the field of teaching questioning skills. Accordingly, the aim of the current research is to design a model for the development of communication skills in students based on the school context.

The current research was a mixed (quantitative-qualitative) study that was conducted in the qualitative part of the database theory and MaxQDA software was used for data analysis. The statistical population of the qualitative part included professors and experts in the fields of education management, questioning education, and children's education. The sampling method is of a targeted type, which reached saturation by conducting a total of 10 interviews with professors and experts in the fields of education management, questioning education, and children's education. After this stage, the little stage started. Descriptive research method was used in this section. The statistical population of the research in this section were education teachers of Neishabur city. Therefore, 413 questionnaires were selected based on available sampling method and Cochran's formula. Quantitative data analysis was performed using Pearson correlation and structural equation modeling. Confirmatory factor analysis and path analysis tests were used in PLS software.

In the qualitative section, nine main categories were identified as effective strategies, these strategies had 49 open codes. The validity of the questionnaire was evaluated using content validity and construct validity as well as questionnaire validity. Its reliability was also confirmed with Cronbach's alpha, homogenous reliability and composite reliability. The results indicated the confirmation of the extractive model and qualitative components extracted in the previous step. Based on this, the effect of causal conditions and compulsive buying phenomenon was equal to 0.27, the effect of questioning skill phenomenon on strategies was equal to 0.324, and the effect of background components on strategies was equal to 0.258. The influence of strategies on outcomes is equal to 0.584. The influence of the interventionists on the results was equal to 0.113. The influence of interventionist control components on strategies was equal to 0.113. Also, the moderating rate of interventionist control variable in the relationship between strategies and outcomes was equal to -0.089. All relationships were significant according to their significance level.

It can be concluded that the questioning skills development model in the present study has good validity and reliability and it is suggested to be implemented as a trial and pilot.

The purpose of the present study is to investigate the current situation of teaching the Holy Quran in the elementary school. This research was conducted with a qualitative approach and data-based method. The participants in the research included all agents involved in the curriculum of teaching the Holy Qur'an at the primary level, who were selected through purposeful sampling of the criterion-oriented type. Data were collected through semi-structured interviews with twelve primary school teachers, eight students, and five students' parents in Zahedan city. In order to analyze the data, the coding method was used. Lincoln and Cuban criteria were used to check authenticity and reliability. The results in the form of a paradigmatic model include the educational gap in the teaching program of the Holy Quran as a central category and causal conditions (a non-expert view of the curriculum of the Holy Quran), contextual factors (environmental-contextual factors), facilitating conditions. (behavioral support), limiting conditions (intra-organizational and extra-organizational challenges), strategies (organizational improvement and educational process) and consequences (lack of motivation and lack of learning Quranic skills) were organized.

The purpose of the present study is to investigate the components of peer mentoring for teachers. The approach of the present research is qualitative and its method is a systematic review based on the model of Wright et al. (2007). The research community consists of 623 articles about the components of peer mentoring for teachers that were presented in reputable scientific journals between 2014 and 2023. The research sample includes 30 articles that were purposefully collected and selected based on thematic data monitoring. The research data were collected from the qualitative analysis of the studied documents. Based on the data analysis, the components of peer mentoring for teachers were classified into 6 dimensions and 18 factors. These dimensions include the dimension of individual-personality components (including factors; personalization, process management, motivation and interest and cognitive characteristics), socio-cultural dimension (including factors; attention to learning culture, creating professional communities and effective interaction), organizational dimension (including factors; support) and consulting components dimension (including factors; communication skills, ethics and clinical supervision), educational components (including factors such as expertise) core, collaborative learning, authentic education and educational technology) and research components (including factors such as research skills and the integration of theory and practice).