From the point of view of Islam, the core of all values is faith in God. In the narrations, various topics about faith have been raised, some of which were mentioned under the title "Truth of Faith". Another topic that is discussed in the narrations about faith is "the perfection of faith". Of course, as it was mentioned, the Infalibles did not seek logical and classical discussions in the narrations, rather, they expressed something according to the situation of the audience and their needs. Therefore, the observed differences should not be the source of contempt and the illusion of difference between the narrations. These differences are, in fact, teachings that a teacher gives to his student or a coach to his coachee in order to remind him of some points to use in life. Some components of the perfection of faith are: avoiding violation of the right, correct understanding of religion, overcoming religion over lust and entrusting affairs to God. This article explains in detail the components of perfection faith and its description and interpretation.

After the demise of the Messenger of God (PBUH&HH), the holy Imams (PBUH) taught their followers religious teachings with the aim of protecting the religion of Islam and guiding the Islamic society. They designed an independent educational system based on the foundations of the Imamite system of thought, in which specific texts and topics were taught in order to give Shiites needed knowledge, help them to overcome scientific crises and distinguish them from others. Due to the lack of research in this field and the need of the scientific community for a model, there is no accurate picture of this issue so that we can review the past and compare it with the current situation, examine the weaknesses or strengths, and analyze the history. Therefore, this research was aimed to find out in a historical and narrative study what are the texts and axes of the Imamite educational system in the first five centuries of Hijri, due to the historical importance of this period. The result of the research based on the study method in the educational structure, including the research on textbooks as an element in the educational system and the use of historical and hadith sources in a descriptive-analytical way, indicated that, due to the need for Shiite texts and teachings, Imamite Shiites have been active in the field of religious sciences under the influence of their Imams, and have prioritized certain areas of education and used educational texts.

The importance of female heads of households in providing the basic needs of household members on the one hand and the limitations they face in most socio-economic fields have made it necessary to pay attention to the issues of female heads of households in most societies including our country. The purpose of this study is to use the systematic review method to review and evaluate the policy proposals that have been proposed in Iran for women heads of households. A total of 296 articles and 5 reports were identified. In the review and eligibility phase, the total number of selected texts was considered to be 79 texts, of which 62 studies used the quantitative method and 17 studies used the qualitative method. Based on the studies that proposed policy proposals, the characteristics of female heads of the household, the axes of vulnerability, the evaluation of policies and proposals were determined. The findings showed that more policy proposals were made based on the characteristics of low literacy, being unemployed, and being middle-aged. Based on the axes of vulnerability, women heads of households are more vulnerable psychologically and socially than they are materially vulnerable in many cases. The evaluation of policies for women heads of households showed that the most interventions for the empowerment of women heads of households were focused on the economic field and were mainly pursued in the form of financial payments and did not pay enough attention to other aspects of women's empowerment, while the empowerment of women heads of households was successful when It is expected to simultaneously pay attention to their mental health and improve their social and economic status.

Language teaching is a very complex and difficult process and in its implementation, many factors such as familiarity with the issues of linguistics and learning psychology are influential. Among them, textbooks are one of the most important tools in teaching Persian language and educational texts are considered as a source of reference for language learners to learn the language and its rules. Most language textbooks try to master language learners in all language skills. This is despite the fact that many learners, after attending training classes, are not able to use even simple sentences in speech and writing and can create easier communication. The authors of this article, due to the importance of studying Persian language education, want to learn for domestic language learners in the country and to learn foreign languages, especially in order to expand and expand their Persian language and literature. Language, especially foreign learners, by explaining the principles of organizing the content of textbooks and educational, has addressed the basic question of "how to organize the content in educational texts should be in Persian." In fact, observing which verses of the texts of principles in organizing the content of textbooks and educational books will be a factor of attraction for our educational learners. In this article, by studying the specialized resources of organizing content in the form of a library, the principles of an educational content are reviewed and explained.

education in the frame of one field or a knowledge of human perceptions possess a powerful rational –intellectual back up. Persian literature in the mold of durable works including poem and prose has paid attention to the education as far as a branch of literature is named didactic literature. didactic literature contains a lot of texts but in this article is an attempt to focus on the limited works, better analysis performed on the content, thus four didactic prose works in Persian (Ghabousnameh, Akhlaghe Naseri, Klileh & Demneh and MarzbanNameh) selected and the reflection of didactic components has been explored as analytic– descriptive. This article contains the educational messages of progenitors for present generation.

In recent years, critical thinking skills have become one of the essential components of education. Critical thinking is very important in the field of history education. One of the characteristics of a person educated in the field of history is having critical thinking skills. Now the question is how to apply critical thinking in history education. This research aims to provide solutions to strengthen students' critical thinking skills with the library method and with the help of the lived experience of a teacher in Farhangian University. The findings of this article show that the use of debate and discussion methods in class and collaborative learning along with challenging students' perceptions by the professor has a remarkable effect on strengthening students' critical thinking skills. In addition to the mentioned cases, paying attention to the direct teaching of critical thinking in the university and placing an independent course with this title in the university curriculum can have a significant effect on the growth of this thinking.

Criticism is judging the merits and demerits of something and showing its weaknesses and strengths. Textbook evaluation, as a small step in learning and teaching process, can help teachers and learners find books that suit their needs and likes. In the present article, the book ‘ educational Psychology’ (the 13th global edition) authored by Anita Woolfolk (2016) is reviewed and evaluated. This is a qualitative evaluation based on the writer’ s experience in teaching this source in postgraduate classes for several years. To do so, the formal characteristics and the content of the book and the degree of its success in fulfilling the objectives, which are mentioned in the introduction of the book, are examined. Although this book, like any other book, is not flawless, it can surely be recommended to those who are interested in the learning-teaching process. It is hoped that, via this article, this book would be read and used by more people in the scientific community of Iran.

So far, many books have been written in Iran to teach Persian to non-Persian speakers, but no effective film book editing has been done yet. The purpose of this research is to prepare and compile Perfa film (1) in order to complete the educational film of Perfa collection in Shahid Beheshti University. The theoretical basis of the present research is the reference framework for teaching Persian language to non-Persian speakers and the design of film texts based on Perfa educational content has been done (1). The research method is descriptive-analytical. In this study, the structures and features of the Foreign Language Learning Film Books (Four Corners, Interchanging, and American English File) are basically based on the 2014 Hilly Framework, which is written by Dan's author. The purpose of this analysis is to obtain an approach to the compilation of educational film texts and related exercises. In response to the question of the features of linguistic and cultural representation in educational film books, we came to the conclusion that the geographical component was less used than the job and the place of work being used. Entertainment, family and education were the most used. In answer to the second question for proper content design, Perfa's textbooks and efficient format, the structure of the film Fourscorners, which includes the former / contemporaries / and after watching the film, is chosen for the film. In this research, the third question is to evaluate the compatibility of the content of the film book with the textbook through a questionnaire that consists of 36 questions by 21 Persian language teaching schools for non-Persian speakers and non-English speakers. The results showed that the teachers believed that the two examples of lessons in the categories of "homework quality", "main topic", and "writing, reading, listening" were highly symmetrical. In contrast, two examples of lessons in the categories of "cultural and social" and "images" had the least symmetry.

Background and purpose: Evidence shows that managers have a significant role in the dynamics of organizations. Accordingly, the empowerment of managers should be designed taking into account the dynamics of the role of managers. Among the various empowerment approaches, no research has been reported on the dynamic empowerment of university administrators and the elements of dynamic empowerment. The aim of this study was to identify the components of dynamic empowerment in educational administrators of medical universities. Materials and Methods: This study was a review with a qualitative approach. The statistical population of the present study included articles related to the keywords of dynamic capabilities and dynamic empowerment in English and Persian, which were published in the form of review articles, original research in electronic databases. According to the researcher, 10 models, 10 Review article, 10 research articles and 10 definitions of related books were analyzed by conventional method and content analysis method was used in MAXQDA20 software to analyze the texts. Results: The components of dynamic empowerment in managers are summarized in the form of 12 categories and 22 subcategories, which were extracted from 64 main codes and 226 open codes. The twelve categories of dynamic empowerment included: skills and competencies, human resources, managerial competencies, leadership, structural, executive, process, dynamic processes, training, communication, performance, and evaluation. Conclusion: Based on the research findings, it is possible to reach a conceptual conclusion about the components of the dynamic empowerment program for managers. Medicine achieved.