Decision making in humans is based on a combination of reason and emotion, so in financial decisions, a simple modeling of financial models based on a fully functional market and a completely rational person would not be useful. As a result, behavioral models in financial decisions are needed so we could have a realistic analysis of personal financial behavior to provide financial advice. The present paper aims to provide a new strategy for personal financial counseling under the title "Financial Mind map". Considering the need for personal financial management in the life of each person and the impact of financial behavior and personal financial intelligence on financial decisions, we tried to incorporate these points into key Financial Mind maps. Also, because the Financial Mind map of the person has come out of his Mind, reviewing it out for financial advice can be very helpful in improving and increasing the impact of financial counseling on financial mentality and continuing financial behavior of the applicant. After performing the research, it was determined that several factors such as: financial intelligence, financial behavior, Behavioral Bias, Personality bridges of investment, Financial knowledge, decision making, Personal finance management, Resources and financial expenses, They are effective on Financial Mind map.

In the Holy Quran, much attention has been paid to the concept of social etiquette and interaction with others. The Quran emphasizes that people should treat each other with respect and be considerate in their speech and avoid saying wrong or disrespectful words to others. One of the suras that specifically deals with social etiquette and its dignity and descent and is also related to moral guidelines in the Islamic society is the Sūrat al-Ḥujurāt. For this purpose, in this research, the moral guidelines of this sura were designed and compiled by using descriptive-analytical method in the form of a Mind map, and the most important branches of the Mind map of this sura were extracted, with the aim of using this tool as an efficient tool for analysis and research in the field of Quranic studies. The results of the research reveales that the main idea of ​​the Mind map of Sūrat al-Ḥujurāt includes moral guidelines, which can be divided into three main branches of communication with God, communication with the Prophet, and communication with members of the society. It is also concluded that the Mind map is a very efficient tool for teaching and learning Quranic concepts, and Quran learners and researchers in this field can use this technique to find the pure concepts of each sura.

The goal of this study was to investigate the effect of using computer conceptual maps, compared with usual way of drawing them by pencil and paper, in increasing learning, recalling and educational progress motivation in geology course among high school students. The study was conducted in semi experimental method in which students of 3 classes were classified in 3 groups. (Group 1: common pencil and paper conceptual maps, group 2: computer conceptual maps using Cmap software, and group 3: computer conceptual maps using Mind map software). First of all, pre-test and educational progress motivation test were conducted. After training, post test and educational progress motivation test were conducted. Three weeks later, second post test was also conducted. Test reliability was estimated 0.79. Results were analyzed statistically using one way Variance, Shefe determining test and Co-Variance analysis. Based on findings, it can be said that conceptual mapping using Cmap software in all dependent variables of the study, except educational progress motivation, did well compared to other methods in such a way that it had superiority over other two methods by having effective coefficient of 44 percent. Paper - pencil method did well compared to using Mind map software. Drawing conceptual maps using Cmap software having effective coefficient of 64 percent, had the most impact on students’ learning. After it, paper - pencil conceptual drawing and using Mind map software had the least impact on students’ learning. There was no significant difference among groups as far as educational progress motivation is concerned.

The aim of this study is to investigate the effectiveness of Mind map-based study method Instruction on students' academic achievement of social lessons. The current study method is a semiexperimental and Statistical population consisted of all The eighth grade male students of Yazd schools were in 2019-2020. 50 students were selected by multi-stage cluster random sampling method and they were divided into two groups (25 students of each groups) by a simple random sampling method. The experiment group had 10 sessions of Mind map based studying method, while the control group received no intervention. The effect of this study method on academic achievement of social studies lessons was measured through a researcher-made academic achievement test with acceptable validity and reliability indices. The obtained data from pre-test and post-test were analyzed using of covariance. The results showed that teaching the study method based on Mind map increased the academic achievement of social lessons in comparison with the control group in the post-test. Thus; teaching Mind mapping study method can be used to increase student academic achievement in educational centers.

ABS TRACT: Ease of routing is one of the mos t important principles in the design of public spaces. Such spaces can provide higher desirability when they can communicate with numerous users. This study aims to find the components affecting the mental image, to investigate the compliance of the mental map of passengers from the terminal, and the effect of the variables of gender, education, and the number of trips on the mental map. The results in the theoretical part reached four main components: body, readability, meaning, and attractiveness, each of which includes six subsets. Then, by studying these components, a questionnaire was developed and distributed among the passengers. Software analyses were performed by SPSS. The results of the one-sample Chi-square test to check the compliance rate of the Mind map showed that the Mind map of passengers in terms of the body, meaning, and attractiveness is undesirable. However, the readability of the airport is desirable. The effectiveness of gender, education, and the number of trips on the Mind map was reported to be 0. 34, 0. 14, and 0. 27, with a coefficient of determination of 25%, respectively, indicating that the above variables explain 25% of the variance of the Mind map. According to the t-tests of independent female samples, there was a clearer Mind map in all components, and the analysis of the variance test shows that the higher the number of trips and the level of education, the clearer the Mind map.

Cognitive processing variables, learning pleasure and academic performance in the history course are important variables in improving the educational system. This research was conducted with the aim of investigating the effectiveness of concept map teaching on cognitive processing, learning enjoyment and academic progress of students in the 11th grade history course. The research method was a quasi-experimental type of pre-test and post-test with a control group. The statistical population of the research was the 11th grade female students of Arak city, 44 of whom were selected as available and were randomly divided into two groups of 22, experimental and control.The data collection tools included Skowenberg and Schilder's cognitive processing questionnaire (1996), Pakran's educational emotions questionnaire (2002) and researcher-made test of academic progress in history. The results were analyzed using spss26 software and multivariate analysis of covariance test. The results showed that concept map training was effective on students' cognitive processing, learning enjoyment and academic progress (P<0.05) and based on the obtained results, concept map training had the greatest effect on learning enjoyment, academic progress and It had cognitive processing. Based on this, in order to increase the quality of learning as well as correct processing and enjoyment of learning, it is expected that teachers implement the concept map teaching method in the classroom.

Graphic organizers are a tool to help teachers and students in curriculum design, learning process and evaluation. These organizers are very diverse Such as: flowchart, Mind map and concept map, network tree, spider map, fish bone map, cyclic map and etcetera. The use of various visual effects in graphic organizers leads to the connection between the two left and right hemispheres of the brain and therefore it has a significant effect on the teaching and learning process. In this paper, introducing three types of graphical organizers (flowchart, Mind map and concept map), we will mention examples of their application in mathematics education.