Objectives: The aim of this study is the thematic analysis of an effective cultural manager’ s components from Quran’ s point of view. Method: There for, in order to the principal aim of study and method of thematic analysis, 5 general theme are recognized: effective leadership, human resources management practices of an effective manager, characteristics and traits of an effective manager, managerial functions of an effective manager and attention to Self-Learning. The domain of this study is the whole verses of Quran that has been tried to explore the contents related to an effective cultural manager among them. Results: Concepts from the translations and construes of these verses have been obtained which after clustering, integrating and omitting the common codes, 231 key themes, 69 integrator themes of level 2, 19 integrator themes of level1 and 5 macro themes have been obtained. In order to checking the validity of this research, the method of Lincoln and Guba which are, the reliability of the research has been checked by the use of Holsti’ s method. Conclusion: The results have been analyzed in the template of thematic network and caused to explore the final model of this study.

Introduction: Diabetes is a health challenge worldwide. Self-care activities are one of the effective ways to control this disease and its complications. In this study, the effect of the peer method and Self-Learning module on patients' self-care was investigated. Methods: In this semi-experimental study, 60 patients with type 2 diabetes who were referred to a diabetes clinic in Zabol, Iran, were included. Patients were randomly divided into two groups by tossing a coin. Patients in the peer group participated in 6 sessions of 30-45 min long. This intervention was implemented for the peer group in one month (2 sessions per week). Selflearning packages were also provided to the patients in the module group. In the module group, at the same time as the peer group training sessions, the corresponding module (the module related to the same topic as the peer group training session) was provided to the patients to study it. To ensure the validity of the study, the researcher made telephone calls to the patients. In addition, the researcher conducted telephone follow-ups to remind the treatment plan to both peer education and Self-Learning module groups. The self-care score of the patients was checked before and 12 weeks after the intervention. Results: The self-care score of patients in the peer group (P<0. 001) and selflearning module group (P<0. 001) increased significantly. The patients in the peer group had a significantly higher self-care score than the patients in the Self-Learning module group (P=0. 019). Conclusion: The present study showed that the two Self-Learning methods, peer and module, effectively improved patients' self-care. This effect was higher in the peer group since, in the peer-oriented education method, patients learn from the experiences of their peers with the same conditions and diseases. Consequently, this can lead to an improvement in the adaptation of patients to their disease conditions, ultimately leading to disease control and the reduction of its complications.

A multi objective Honey Bee Mating Optimization (HBMO) designed by online learning mechanism is proposed in this paper to optimize the double Fuzzy-Lead-Lag (FLL) stabilizer parameters in order to improve low-frequency oscillations in a multi machine power system. The proposed double FLL stabilizer consists of a low pass filter and two fuzzy logic controllers whose parameters can be set by the proposed multi objective optimization process. A multilayer adaptive network is employed to design the fuzzy logic controller with selflearning capability that does not require another controller to tune the fuzzy inference rules and membership functions. In the proposed online learning algorithm, two artificial neural networks are employed which this system makes the FLL stabilizer adaptive to changes in the operating conditions. Therefore, variation in the power system response, under a wide range of operating conditions, is less compared to the system response with a fixed-parameter conventional controller. The effectiveness of the proposed stabilizer has been employed by simulation studies. The effectiveness of the proposed stabilizer is demonstrated on Two-Area Four-Machine (TAFM) power system under different loading conditions.

The purpose of this study was to design and develop a Self-Learning framework for university students. The research was applied in terms of purpose and sequentially exploratory in terms of mixed method. The statistical population of the study includes three sections: a-120 professors of educational sciences and psychology of Tehran and Gilan universities who were selected by sampling in two stages, b-Students of public and free universities of Tehran, Gilan and Alborz provinces, sample 450 The person selected using G-Power, c-31 subject matter experts and experts who participated in the study to assess the appropriateness of the Self-Learning framework. The research tools were three researcher-made Self-Learning questionnaires based on research background and literature, the standard student selflearning questionnaire and the degree of appropriateness of students' Self-Learning framework. Descriptive statistics (frequency, percentage and mean) and inferential statistics of Kolmograph-Smirnov test, Camus test, Bartlett test and exploratory factor analysis, one-sample t-test, structural equation analysis, path analysis and framework fit test are used to analyze the data. The findings indicated that the dimensions and components of students' Self-Learning include six components of self-leadership in learning, self-regulatory skills, critical thinking, adult education, learning environment and learning styles. Also, the standard questionnaire of students' Self-Learning with 5 components and 67 questions was developed after three field performances. The extractive framework of students' Self-Learning includes the philosophy, goals, dimensions and components of Self-Learning, implementation and evaluation of the framework, which was evaluated as desirable by experts.

Background and Aim: Children due to specific physiological and behavioral characteristics, more than others are at risk of accidents and need care by an adult; therefore, the present study aims to investigate the effect of education in two methods, storytelling and Self-Learning have been done on the ability of mothers to prevent children's accidents. Materials and Methods: The present research is a randomized field trial study which was performed on 60 mothers with children aged 1 to 59 months. The research tool is a researcher-made questionnaire whose validity and reliability have been proven. Meetings for training the principles of preventing the common accidents in the province in two "storytelling" and "Self-Learning" methods were held in 24 training sessions. data analysis was performed by Chi-square, Fisher test, Independent t-test, Bonferroni post hoc and repeated ANOVA tests at α =0. 05 Results: Both training methods significantly enhanced the empowerment score of the mothers compared to before (P<0. 001). Comparing two methods, although there was no significant difference in the mean of power score changes before and the immediately after the intervention, but the average of changes in the score three months later showed a significant difference before and immediately after that and storytelling could have a more effective effect on improving the ability of mothers three months after intervention (P=0. 02) and immediately thereafter (P=0. 04). Conclusion: Education in both ways can lead to mothers' ability; however, due to reduced ability score after three months in the selflearning group, storytelling is more effective in mothers.

Purpose: Considering the role and importance of Self-Learning in academic success and performance, the present study was conducted with the aim of constructing of Self-Learning assessment tool in the university. Methodology: The present study in terms of applied purpose and in terms of how it was performed, it was cross-sectional. The population and sample of the research in the first part were the professors of Islamic State and Islamic Azad universities of Tehran and Gilan provinces in the academic year 2019-2010, from which 60 people were selected by multi-stage cluster sampling method. And in the second part, the students were from the same universities, from which 450 people were selected by multi-stage cluster method. Based on literature review and interviews with professors, 91 items were designed in six dimensions: Hitagogic ability, self-regulation, critical thinking, knowledge management, adult education, and learning styles. To evaluate the face and content validity of experts, to evaluate the construct validity by exploratory factor analysis and to evaluate the reliability of Cronbach's alpha coefficients in SPSS software version 19. Findings: The findings showed that according to experts' opinion 15 items were removed and the final form of the scale had 76 items. Also, the results of confirmatory factor analysis showed that the Self-Learning assessment scale in the university had six factors of Hitagogic ability, self-regulation, critical thinking, knowledge management, adult education and learning styles that reliability through Cronbach’ s alpha coefficient for all factors above 0. 70 and for the whole scale was 0. 932. Conclusion: According to the results of this study, the Self-Learning assessment scale in the university had appropriate psychometric indices and can be used as a suitable and valid tool in other studies to assess selflearning.