Purpose: Managers are one of the important elements of an organization, for this reason, in order to draw the future of the organization, it is necessary for the planners to specify the conditions of their selection and appointment. Therefore, the current research has been done with the aim of identifying and analyzing the components of selecting future PRINCIPALS.Method: In this research, comparative and benchmarking method is used as a prospective approach. This approach is based on the belief that today's advanced organizations/countries can be considered as a model for the future of another organization/countries in their respective subjects. For this, first, the fields of comparison and benchmarking were determined using Brody's four-step comparison method; then the countries of Canada, Finland, Australia, South Africa, and Japan were selected according to the qualitative balance value in the international advanced TEAMS test, human development index, life quality index(health, instruction, and welfare), education quality index, and other scientific-scholarly indexes; finally, by extracting the criteria for the selection and appointment of PRINCIPALS through content analysis and comparison with Iran, the proposed framework for Iran has been presented.Findings: A total of 61 components for the selection of secondary school PRINCIPALS were identified from among the studies conducted in the selected countries in this article. By extracting the commonalities and differences of each of the components among the countries, it was found that the highest index of manager selection and appointment belongs to Japan and the lowest one is related to Finland.Conclusion: There are similarities between the components of selection of PRINCIPALS of secondary schools in Iran and selected countries. In Iran, special attention should be paid to important components such as adherence to religious principles, appropriate personality traits, creativity and innovation, motivation to develop capabilities, professional growth, power of supervision and accountability, social image, leader skills, and purposefulness and foresight.

Obtaining from a descriptive/analytical research and based on a professional experiences of the author, this article surveys and discusses the negative atmosphere existed historically in portrayal works and graphics as well as represents the existing standpoints around it. The relationships between GESTALT’s visual perceptive PRINCIPALS including background and pattern, similarity, contiguity, unity and continuity and the negative atmosphere are also explained. Then, William’s designing principal (contiguity, alignment, repetition and contrast (resulted from aforementioned quintuplet PRINCIPALS are expressed illustratively. Furthermore, Von Restorff’s effect and its relation with this negative atmosphere are addressed. Finally, the state and importance of this negative atmosphere in graphic works such as signs, posters, book covers, advertisement in press and so forth are elucidated. In all of the foregoing works, the negative atmosphere is as dominant as positive atmosphere being the shape of work.

Introduction: Assertiveness, is one of the life skills that effects on increasing self-esteem, logical expression of thoughts and feelings, reducing anxiety, improving social communication skills and supporting human rights and finally increasing life satisfaction and happiness.Objective: This study aimed to determine effects of GESTALT therapy on assertiveness of nursing students.Methods: The pilot of study is situated on clinical trial research experiment, from side to side pre and post control group. Among 80 nursing students enrolled in Nursing and Midwifery school of Islamic Azad University Najaf Abad in 2013-2014 who trained in the field, all those who could not expressed themselves were 36 subjects which measured with ASA scale and 24 subjects who want to enter to the research were separated randomly into experimental and control group. Experimental group consisting of GESTALT therapy, two-hours per session for 8 sessions, were trained. The control group did not receive the interventions. Therefore data analysis performed compairing the mean scores, paired t- test and Independent T Test.Results: In experimental group, the mean scores of assertiveness after intervention increased significantly (P<0.001). The mean scores of assertiveness of the control group showed no increase significantly (p=0.4). Comparison between mean score of assertiveness after and before of intervention in experimental group with control group was significant (p<0.005).Conclusion: GESTALT therapy is effective on increasing of assertiveness. Thus, according to the results of this research, the methods of psychotherapy could be useful and might select, to reduce beliefs and ineffective components.