Background: Considering human resources, their potentials and capabilities, will play an important role in promoting quality and productivity. This has been discussed in the macrovascular discussions with the aim of enhancing the organization› s performance. The aim of this study was to investigate the relationship between Personal Mastery and the consequences of quality improvement and productivity in Hamadan University of medical sciences.Methods: This is a descriptive/ analytical study.295 managers and university’s staff were selected through random sampling. Data was collected by two questionnaires: «Peter Senge Learning Organization» and «Resourceful Total Quality Management» questionnaires. Data was analyzed by descriptive statistics, t-test and ANOVA at 95% confidence level, Pearson correlation coefficient and regression analysis using SPSS16.Results: The results showed a mean of Personal Mastery of 23.1 and a positive and significant correlation between Personal Mastery and the consequences of improving quality and productivity (P<0.001). Also, there was a significant difference in Personal Mastery in both sexes (P<0.005). But this difference was not evident in terms of degree and field of study.Conclusion: Productivity in the service sector depends rather on human resources and factors affecting it than on technology and other factors. Therefore, paying attention to capabilities and empowerment of human resources is very important and it can be achieved through a macroergnomic approach and development of infrastructure related to the empowerment of employees in the organization, to increase efficiency, productivity and quality improvement.

Introduction: Higher personal mastery is associated with better physical functioning, wellbeing, and longevity among older populations. However, few studies have focused on whether personal mastery is protective against mortality among older adults living with diabetes over time. Methods: A total of 1, 779 participants were identified from an off-year survey of the Health and Retirement Study. Proportional Hazard Models were used to evaluate the significance of selected variables in predicting the survival of participants over a 13-year period. Results: A substantial proportion (46. 7%) of the diabetic patients had survived by the end of 2016. Adults with lower mastery scores were more likely to die (Hazard Ratio =. 94, p <. 001). Gender differences in the association patterns between personal mastery and survival were identified. Personal mastery had an independent health-protective effect on the survival of diabetes patients over the study period. With lower educational attainment, the foreign-born female diabetics scored higher in personal mastery measure when compared to their male counterparts. In the face of more severe diabetes comorbidity, foreign-born female diabetics also outlived their male counterparts over the study period. Conclusion: As a crucial psychological resource and a modifiable factor, personal mastery holds a potential for improving the health status among lower SES groups of older adults. Further investigations into the identified gender difference could be applied to break the cycle of poor health among lower Socio-Economic Status groups of older adults.

Objective: This Research Aimed to Provide A Model For Institutionalizing The Personal Mastery of University Students And That of Higher Education Institutions in Iran. The Study Was Applied And Descriptive, Survey With Both Qualitative And Quantitative Parts (Mixed Method). For The Qualitative Phase of The First Study, The Theoretical Foundations, Literature of Research And The Main Components of Personal Mastery Concept Were Extracted For The Experts of Foreign And Domestic Universities to Assess. According to The Consensus of Their Opinions, A Model Was Then Designed to Develop the Dimensions, Components, And Indicators of A Researcher-Made Questionnaire. Materials and Methods: In The Qualitative Section, The Sample of The First Stage Was of 7 Experts From Foreign Universities Targeted With The Codification of A Re-Response Questionnaire And, in The Second Stage, Was 15 Ones of Domestic And Non-Governmental Universities. Criteria For Entering Was The Scientific Level of Associate Professor-Up, And Compilation of Specialized Books Related to The Subject Under Study. Codification of The Questionnaire Was Determined Through Content Validity Analysis With CVR And CVI Indices, And The Delphi Technique Was Employed. Statistical Sample in Quantitative Part Included 380 Students of Islamic Azad University, at Science & Research Campus, Which Were Chosen Based on Cochran Formula. Sampling Method Was Relative Random Stratified. Analyzing Data Were Applied in Addition to Descriptive Statistics (Center Orientation Indicators), Inferential Tests, Exploratory Factor Analysis, Confirmatory Factor Analysis, One-Sample T-Test, Structural Equation Modeling (SEM). The Software Used Was Spss 22 And Lisrel 8. 8. Result and Discussion: Results in The Qualitative Phase Brought About 8 Dimensions, 16 Components And 95 Indicators Confirmed Through The Consensus of Experts Opinion. In The Quantitative Phase of The Results, Findings Through Sample T-Test Showed The Current Status of Students Personal Mastery. The Average Difference Observed in The Components Indicated of Forgiveness (0. 42), Self-Awareness (0. 37), Loving Yourself (0. 99), Be Proactive (0. 97), Practicing Discipline(0. 82), Maintenance of A Positive Mindset(0. 93), Meta Cognition Self-Regulation Believes (0. 81), Living With Documented Purposes (0. 66), Among Which Dimension Loving Yourself Received The Highest StAndard Coefficient of The Bar Factor And Played the Most Role in The Personal Mastery of University Students. The Lowest StAndard And Lowest Role in Personal Mastery of University Students Went For Self-Awareness. In The Whole, Findings Showed That The Model of Institutionalization of Personal Mastery of Iranian University Students Was Including Following Dimensions: Forgiveness, Self-Awareness, Loving Yourself, Be Proactive, Practicing Discipline, Maintenance of A Positive Mindset, Meta Cognition Selfregulation Believes And Living With Documented Purposes.

The problem of personal identity among others may stem from the following question—what does be the person that you are, from one day to the next, necessarily consist of? The diachronic problem of personal identity raises question on the necessary and sufficient conditions for the identity of the person over time. The synchronic problem is grounded in the question of what features or traits characterize a given person at one time. To answer these questions, John Locke discarded the soul and the body as necessary and sufficient substances for personal identity over time. He accepted consciousness as the only criterion for personal identity; the only thing capable of remaining the same and preserving personal identity through change. Though Locke’s argument is somewhat clear and coherent but what remains vague and incoherent is embedded in the question—what exactly is consciousness? How and why should it be the basis or criterion for the determination of personal identity? Using the method of critical analysis, I argue that Locke’s choice of consciousness as the determinant of personal identity, though quite novel, is incoherent and vague. Secondly, Locke had already presumed and anticipated clearly though fallaciously the very thing he wishes to substantiate. I therefore conclude that Locke’s argument is just another way of trying to escape but inadvertently prolonging the difficulty of apparently articulating a distinction between the psychological approach and physiological approach to the problem of personal identity. However, in my submission, I propose the concept of the “other” as alternative approach— a sort of an extrinsic-intrinsic approach to the problem of personal identity.

This research was conducted to study the relationship between the classrooms goal structures and mastery goal orientation of university students. The subjects were 187 undergraduate students, including 73 males and 114 females, selected through ratio stratified sampling from Education, Social Science and Literature Departments of Azad Islamic Tabriz University. Data was gathered through survey of Blackborns’Classroom Goal Structures and Bofard & etal.Academic Goal Orientation Questionnaire. The results showed that the interesting and motivated survey class homewoark was the most important predictive factor of students' mastery goal orientation. In addition, it founded that 19% of the variance of mastery goal orientation was accounted by linear combination of motivated classhomework and mastery evaluation. Data have be analyzed by multiple regression (stepwise) and path analysis.

Active and active presence in cyberspace and social networks is subject to its rules and attributes. Today, with the communication revolution, changing the role of the audience to the user, the presence of each individual in terms of the power of cyberspace to produce content and supply it to others, has changed many of the past equations in communication. Each user must manage the elements involved in this process for their effective presence. So there is the question: Is the value of everyone in this space the same? Are there any ways for individual branding or collective use to be used? How do people describe themselves to others on social networks or how do they shape and identify themselves by identifying their identities? How can people improve their identity? Such questions appear to be natural and expected in the relationship between individual identity and identity as a result of its presence in cyberspace and social networks. This article tries to demonstrate the importance of individual real identities in social networks as well as the development of identity in cyberspace and its promotion through a descriptive and analytical method. The results indicate the importance of several elements such as profile, type of post or post, amount of interest, amount of comment, number of followers, etc. are very effective in making this identity.

Background: Considering the importance of assessing the range of phenomena that can change in psychodynamic therapy, and lack of appropriate assessment scale in Persian language, the present study assessed the reliability of the Persian mastery scale. The mastery scale is a comprehensive research tool for assessing a patient’ s mastery of transference-related interpersonal conflicts during the treatment process. Objectives: The aim of this research was to examine the psychometric properties of the Persian version of the Mastery Scale. Methods: After preparing the Persian version of the mastery scale through the forward-backward translation process, a sample of 36 relationship episodes was rated by three independent judges. Data were collected in Mashhad, Iran in 2015. The psychometric properties of the instrument, including inter-rater reliability and test-retest analysis were assessed. Results: The test-retest correlations of the 3 judges were (0. 80, 0. 91 and 0. 95), highly significant at P < 0. 0001 and the inter-rater reliability indicated a good level of agreement (The ICC (3, 3) 0. 84, 95% CI [0. 72, 0. 90]). Conclusions: The current study has provided evidence that the Persian mastery scale is a reliable instrument for assessing changes in inner capacities and resources through psychodynamic treatments. However, further studies are required to investigate the validity of this scale.

There is no doubt that the future environment of meta complex higher education system and organizations, the strategic environment, and one of the ways in which people in leadership success turning into their environment with a special look to dominate another through personal and its restraint in archaeology with the goal of future use, preventing entropy and syntropy for Educated gun and the collective efficacy of the, the Community system of higher education graduates will be in the future. The aim of this study was to identify and determine the validity of the content of personal mastery and its dimensions on the graduate students of universities and centers of higher education from the perspective of experts. This applied research, exploratory and qualitative. Participants in this research is targeted in the first part of 7 people with Delphi technique, and in the second part of the 22 people, Certified masters of the Harvard, Florida, Kharizmi and Sciences and Research Universities The academic level of associate with the criteria above and specialized books. There are two types of The closed questionnaire responses and Open questionnaire answers in the data analysis of the method of frequency analysis, CVR and CVI, was using. The findings show the consensus of the universities on the concept of personal Mastery and identification of its main dimensions: Forgiveness, Know Yourself, Love Yourself, Maintain a Positive Mindset, Practice Discipline, Be Proactive, The beliefs of Self-Regulations, and Develop writ and live your purpose statement, in university graduate students.