Competition law is a newcomer to the legal system recently. A sound understANDing of competition policy can provide us with sufficient bases to apply a fundamental AND normative view of the issues of competition law. The difference in supervision AND regulation determines how the market functions AND in order to understAND this difference one must understAND competition policy. Competition policy may be based on governmental support for national production AND industry or on a non-interventional AND regulatory posture. Moreover, supervision, based on the principle of non-intervention in the market mechanism, is rooted in liberal ideas; however, regulation, whether as a rule or an exception, is based on the assertion that the market has been ineffective in attaining its goals. Therefore, the government will resort to interventions to regulate inefficiencies.  This paper aims to analyze Supervisory Authority in Implementing Competitive Policy by employing the description method. In this article the author tries to first delineate competition policy, its related requirements AND imposed deviations to the market. Then, by defining the supervisory entity AND clarifying its distinction from the regulatory institutions, the author considers the characteristics of an appropriate supervisory entity conducting a comparative study of this issue in Iran AND the U.S.A. This form of Competition policy because of its applicable experiences which have been well described by recent scholarship is considered suitable for the native system.

The purpose of this paper is taken from a research project, check the dimensions hijab AND chastity (knowledge, belief AND practical commitment) AND design of the STRUCTURAL EQUATION model among female students in the Hamedan Province. Survey methods AND techniques used in data collection That data from a rANDom sample of 1069 students Using multistage cluster sampling AND stratified rANDom sampling is to collect. The main result of this study is that bilateral relations hijab AND chastity is a positive AND significant relation, ie on both affected AND are affected. But the hijab of chastity model (.76) more chastity effect on the hijab (.61) AND the fitted parameters are stronger AND better. Based on STRUCTURAL EQUATION analysis of the latent variable representing chastity, was believed AND thereafter, respectively, are practical commitment AND knowledge. The latent variable representing the hijab in order of importance of practical commitment, belief AND knowledge.

In order to survive in the complex environment, budget programming or forecasting models have been criticized as inadequate for today’s business environment. Organizations have to use strategic planning to evaluate internal AND external situation, then formulate proper strategies AND implement them. The key to execute strategy is to have people in the organization understAND it. Strategy map has a significant role in the strategic management due to describing strategies of organization AND to help people understAND strategies. Strategy map is essentially a graphical depiction of the causal model of an organization’s strategy then developing the causal model of the strategy is also important. This paper presents innovative approach to determine causal relationship AND levels of strategic objectives in strategy map. For this purpose an interpretive STRUCTURAL MODELING (ISM) based approach has been employed to strategy map. This paper also utilizes the Interpretive STRUCTURAL MODELING (ISM) methodology to understAND the interrelationships among the objectives so that those driving objectives, which can affect others AND those dependent objectives, which are most influenced by driving objectives are identified. It emphasizes that interrelationship among objectives isn’t only down to up, it is on both side. An actual example of a small case pipe AND fittings manufacturing company provides some managerial insights into the methodology.

The aim of this study was to investigate the STRUCTURAL relationship between perception of LEARNING environment AND academic burnout through mindfulness. Three hundred AND five female students were selected from Yasuj high schools using multi-stage rANDom sampling. The participants completed the Perception of LEARNING Environment (Sweeney, Sorensen, & Kemis, 1994), the Toronto Mindfulness Scale (2006), the Academic Burnout Questionnaire (Breso, Salanova & Schoufeli, 2007). The results indicated that the model had a good fitness with the data. There were direct effects of perception of LEARNING environment on academic burnout, mindfulness on academic burnout, AND perception of LEARNING environment on mindfulness. The perception of LEARNING environment had a slight effect on academic burnout through mindfulness. The findings suggested that perceptions of LEARNING environment enhance meta-cognitive processes AND the conscious mind by making students to engage in LEARNING, having a sense of ownership in the classroom AND doing homework effectively. Thus, increasing capacity of attention, flexibility AND acceptance prevent academic burnout.

The present research article aimed to investigate the relationship between components of students’ conceptions AND approaches to study AND LEARNING. The research method was descriptive-correlational. Statistical population included all the undergraduate AND graduate students of Shahid Bahonar University of Kerman AND the sample was comprised of 352 students in 2016-17 academic year who were selected through stratified rANDom sampling. Research instrument included Conceptions of LEARNING Inventory (COLI) questionnaire (adopted from Purdie AND Hattie, 2002) AND Study Skills Inventory for Students (ASSIST) questionnaire (adopted form Tait et. al, 1998). Validity of the instrument was confirmed through confirmatory factor analysis. Data were analyzed by means of STRUCTURAL EQUATION MODELING (SEM) in Lisrel software, version 8. 8. The results showed that the proposed model fitted the data AND could explain the relationship between the variables in a good manner. Accordingly, the direct effect of the variable “ remembering, using AND understANDing information” on surface AND deep approaches to LEARNING, AND also the direct effect of “ LEARNING as development of social competence” on adopting the deep approach to LEARNING were positive AND meaningful. The results suggest that adopting a deep approach to LEARNING provides a better basis for students to adopt a strategic approach. Adopting this approach not only has impacts on students’ LEARNING outcomes, but also can provide the context AND conditions for adopting a strategic approach, which is one of the most important LEARNING approaches among learners.