Aim: The aim of the present research was to investigate of the effectiveness of cognitive rehabilitation training program on working memory profile of students with hearing impairment. Methods: This study was a quasi-experimental research with pre-test, post-test design and control group. The participants were 28 students with hearing impairment from Hayate Tayyebeh Tarbiyat Exceptional Complex in Khorramabad City in 2018-2019 academic year who were selected by random sampling method. Subjects were divided into experiment and control groups randomly, each group consisting of 14 students. The experiment group received 10 sessions of cognitive rehabilitation program, while the control group did not. The research tool utilized was Working Memory Test Battery for Children (Arjmandnia, 2018). Univariate analysis of covariance was used by SPSS24 for analyzing the data. Results: The results showed that cognitive rehabilitation training program had a positive and significant effect on working memory profile (central executive, visual spatial sketchpad and phonological lop) in students with hearing impairment (P<0. 001). Conclusion: The cognitive rehabilitation training program can improve working memory profile of students with hearing impairment. Therefore, it is recommended that this program be used for improvement of working memory in students with hearing impairment.

If we consider culture as a set of semiotic systems or a set of interconnected semantic systems, we can say that these extensive semantic systems are especially crystallized in the poetry and literature of each culture. Therefore, examining the verbal works produced in each culture can be considered a gateway to reaching the essence of that culture A study of children's literature of each period indicates the type of intellectual food provided by the dominant culture of a society for the future generation of that society, and the important aspects of each culture, as well as the type of dealing with the dominant culture with other cultures and others, can be searched in it. Such research is significant as a reference for citing the interactive or conflictual perspective of that culture with other cultures in the current world situation, and the way of confronting the other from another culture is a basis and a reflection of the possible way of human interactions with the others from a close or co-cultural background. This research, by examining the children's and young adult poetry of Tayyebeh Shamani, one of the poets of the last two decades who can be said to have made some worthwhile contributions to children’s literature, analyzes the theme of this poet's poems with an intercultural hermeneutic approach in order to identify the manifestations of encountering the "other" (the first window of entry into communication) by enumerating these others in the world of children and young adults.

"Good Life" is one of the important issues that have been analyzed by diffrerent schools. This issue has also been discussed in islamic political philosophy and can be considered one of the main topics of the neo-Sadrian school. "Hayat-e Tayyebeh" theory (Good Life) has evolved in the same philosophical tradition and has received the attention of many writers and analysts. In responding to the anti-religious approach to the definition of Happiness and Life, neo-Sadrian, by using the principles of Hekmat e Motaaleh (transcendent wisdom) have attempted to answer the following question: What are the components of "Hayat-e Tayyebeh" theory? . The authors have answered this question by focusing on Morteza Motahari's views. To this end, they have used a descriptive-analytical approach with emphasis on neo-Sadrian model of Tayyeb life. As results, the most important component of Tayyeb life are: fulfillment of the human being, the rule of values such as justice, freedom, service to the people, and the formation of a blessed state.

The purpose of this study is to explain the spiritual deprivations and types of meeting the needs of students from Rumi's viewpoint to the realization of “ Hayat-e Tayyebeh” (i. e. good life). The research method was content analysis of the verses. The research community consisted of a collection of books, commentaries and articles on Rumi's works that were purposefully sampled and studied based on the research categories. The units of analysis were correlated verses that were identified, categorized and discussed. Several spiritual deprivations and types of meeting the needs, and the impact of this process on human education were expressed. Data analysis was simultaneous with data collection. The findings suggest that understanding the dimensions of spiritual deprivations derived from the teachings of Islamic mystical education is what the seeker/student and trainer should be aware of; the important aspects of this understanding are: being aware of the authenticity of the different areas of life; responding the needs of each particular area properly; and also the authenticity of the exemplar of each area. Goal achievement is made possible by the consideration of the spiritual deprivations that were extracted from Rumi's views, and the determination to excellence using elements derived from his works, because being successful in different areas of life depends on using every aspect of life in its thorough capacity. This research focused on the types of responses to the needs of students, and described seven types of such responses with illustrative examples. The researchers try to alert the authorities of education system that achieving “ Hayat-e Tayyebeh” will be possible through the satisfaction and genuine fulfillment of needs.

The main objective of this research is to study the status of Tayyeb's life in the document on the fundamental transformation of Iran's education and explaining the ways of its realization in education and training. The research questions are: 1. What is the status of Tayyeb's life as a means of realizing the educational goals in the theoretical foundations of the document of the fundamental transformation of Iranian education? 2. What are the solutions to the realization of life in the education of Iran due to the role of different elements of the educational system? 3. What is the significance of different roles of the elements of the education system in realizing the life of Tayyeb according to the opinion of experts? Content and document analysis has been used to answer the above questions. Findings of the research indicate that the frequency of the word life of Tayyebeh and the competent society in the philosophy of education of the Islamic Republic of Iran (208 times), the frequency of the word Tayyebeh life in the philosophy of formal education in the Islamic Republic of Iran (75 times) and the frequency of the word Tayyebeh in the system Official education and public education in the Islamic Republic of Iran (51 times), indicating the importance of the status of Tayyeb's life in the document on the fundamental transformation of Iranian education.

The purpose of this study is to design of education organizational culture model. This study is descriptive and practical which has been done by a quantitative method. This study was done with a research question to determine the components of organizational culture of the education department with inductive approach and method of Multi Grounded theory, using a problem-based interview and applying the Schein’s model on culture evaluation. The considering the research question, the findings of the study resulted in predicting components and designing organizational culture pattern. this pattern with 12 cultural index in three dimensions "external adaptation"; "internal integration" and "human relationship" concentrating religious teachings "Hayat-e-Tayyebeh" and was confirmed as the ultimate pattern for education organizational culture.

Background & Objectives: Hearing impairment is a prevalent neurosensory impairment leading to decreased life quality, isolation, social activity reduction, and rejection feeling. Accordingly, decreased intelligence capacity and cognitive emotion regulation deficits in children and adolescents with hearing impairment might sometimes increase alexithymia in them. It is important to plan appropriate training programs to improve intelligence capacity and cognitive emotion regulation strategies in children and adolescents with hearing impairment. The cognitive rehabilitation program training is one of such programs. This program pays significant attention to intelligence capacity and cognitive emotion regulation. Furthermore, cognitive rehabilitation program training could increase intelligence capacity and cognitive emotion regulation in children and adolescents with hearing impairment. This is because children and adolescents with hearing impairment encounter numerous challenges in intelligence capacity and cognitive emotion regulation. Undoubtedly, inappropriate emotional reactions lead to cognitive and emotion regulation problems in children and adolescents with hearing impairment. Therefore, the present study aimed to determine the effects of cognitive rehabilitation program training on intelligence capacity and cognitive emotion regulation in students with hearing impairment. Methods: This was a quasi– experimental study with a pretest– posttest and a control group design. The study participants included 28 students with a hearing impairment aged 13– 15 years from Hayate Tayyebeh Tarbiyat exceptional complex in Khorramabad City, Iran, in the 2018– 2019 academic year. They were from the middle socioeconomic class. The study participants were selected by random sampling method and randomly assigned to the experimental and control groups, with each group consisting of 14 students. The experimental group participated in a 10– session cognitive rehabilitation training program (two 50– min sessions/week); However, the control group received no intervention and remained on the waiting list. Wechsler Intelligence Scale for Children (WISC) (2003) and the Cognitive Emotion Regulation Questionnaire (CERQ) (Garnefski & Kraaij, 2006) were used for the assessment of all study participants. The WISC was completed by the researcher, and CERQ was completed by the investigated students in the pretest and posttest phases. The required data were collected through the scales before and after the training sessions. Multivariate Analysis of Covariance (MANCOVA) was used to analyze the obtained data in SPSS. (p<0. 05). Results: Initially, the normality of the study variables and the contingency of variance and covariance assumptions were tested. The Kolmogorov Smirnov test results indicated that all variables were normally distributed. Furthermore, Box test data confirmed the contingency of variance– covariance assumption. Accordingly, the MANCOVA assumptions were established, and MANCOVA could consequently be applied for data analysis. The MANCOVA results suggested a significant difference between the posttest scores of the experimental and control groups in terms of intellectual capacity and cognitive emotion regulation (p <0. 05). MANCOVA data also revealed that cognitive rehabilitation program training significantly impacted intelligence capacity and cognitive emotion regulation in the studied samples (p<0. 05). Cognitive rehabilitation program training improved intelligence capacity and cognitive emotion regulation (increase adapted strategies and decrease non– adapted strategies) in the explored students with hearing impairment. According to Eta squared, 47% of the variations of the intellectual capacity as well as 62% and 59% of variations of the adapted and non– adapted strategies variables, respectively, could be explained by the study subjects’ participation in cognitive rehabilitation program training. Conclusion: The cognitive rehabilitation program training improved the intelligence capacity and cognitive emotion regulation in the investigated students with hearing impairment. In other words, applying this training program has been associated with effective and positive outcomes in the study samples. Intelligence capacity and cognitive emotion regulation scores of the control group that did not participate in cognitive rehabilitation program training demonstrated no significant improvement. Therefore, paying attention to the cognitive rehabilitation program training is essential. Moreover, planning for providing training for this type of program for children and students with hearing impairment is of particular importance.

Poor oral health may relate to critical conditions in patients with stage renal failure, as aging and medications are the common concurrent cause, besides a state of biochemical, hematological, and immune deficiencies that elevate the risk for systemic consequences leading to the oral pathogen. Twenty-one male patients and nineteen females were enrolled in this research. The age intervals ranged from 22 to 66 years old.   All patients were admitted to the Al-Karama teaching hospital/ Al- Hayate center in Bagdad/Iraq. All patients were subjected to oral clinical and lab analysis; The percentage distribution of oral manifestation in males was 3 % for burning sensation, 46 % for attrition, 20 % for abrasion, and 31 % for gingivitis. The females’ percentage distribution was 1 % burning sensation. 45% attrition, 14 % abrasion and 30 % gingivitis.   The male percentage of oral manifestations distribution were more observed in males than female, except burning sensation and attrition were more observed in females. Oral manifestations are mostly related to abnormal calcium, potassium, Aspartate aminotransferase, albumin, and hematological disorders related to end-stage renal failure patients.

Introduction A comparative study of the views of commentators on the meaning of Hayate-Tayyebah and the achievement of its understanding is the ultimate aim of Islamic ethics. Commentary of commentators on this issue is based on two major perspectives: Hayat-e-Tayyebe as a worldly or hereafter fact. Tabataba’ i’ s theory on Hayat-e-Tayyebah has two pillars: Hayat-e-Tayyebah is universal and reality. Hayat Tayyebah can be the result of living based on faith and righteous acts and adherence to the moral system of Islam, which is the true meaning of life in this world. So the fundamental question is whether the worldly realization of life is compatible with knowing Hayat-e-Tayyebah as a real and not-worldly fact? In this article, using Tabatabai’ s interpretive views, we examine the existential evolution caused by life based on monotheistic ethics as the research hypothesis. Conclusion the hypothesis was proved by the distinction between the evolution of the first perfections and the secondary perfections, the role of ethical education in obtaining dignities, and the intrinsic nature of the dignity derived from the ethical life.

The purpose of this study is to investigate the concept and functions of "contentment" in the book ‘ Mathnawi” and to deduce its implications for moral education. This study was conducted using a qualitative approach and using the reconstructed Frankena inference model. In the first part of the research, after a brief overview of the status and importance of the Mathnawi, the concepts of ethics and contentment, some of the basic characteristics of contentment are recognized in the form of realistic statements and educational principles, and under each principle, first, the Quranic or Hadith document is stated and then the main point of view of each principle is explained from the Mathnawi. Recognized propositions in this study include: contentment as a way to the “ Hayat Tayyebeh” (Pure Life), a factor for maintaining self-esteem, a treasure for freedom of want, a factor to distinguish from envy, a tranquilizer of greed, a source of happiness and a factor for correlation between reliance to God, daily bread and internal satisfaction. In today's world, where consumerism and attachment to worldly attitudes are instilled to different societies by the capitalist system, it is necessary for our national education system to rely on influential religious teachings and ideas like Rumi, to put 'contentment' as an educational goal and nurtured a 'convincing and self-sufficient' generation.