The present paper investigated the effectiveness of CONCEPT MAPPING as a learning strategy on EFL students’ self-regulation (metacognitive self-regulation, time and study environment, effort regulation, peer learning, and help seeking). Sixty university students participated in the study. They were randomly assigned to control and experimental groups, each including thirty students. They were at the intermediate level of English proficiency and studying English either Translation or Literature. Their language proficiency was determined by the Michigan Test of English Language Proficiency (MTELP) (Corrigan, 1979). The instrument to collect data on the students’ selfregulation was the Motivated Strategies for Learning Questionnaire (MSLQ) (Printrich et al., 1991). The findings revealed that students gained higher self-regulation in writing tasks as the result of the explicit instruction of the CONCEPT MAPPING strategy. The findings have implications for pedagogy as well as for research.

This study was an attempt to investigate the comparative impact of CONCEPT map and mind map instruc-tion on EFL learners’ descriptive and narrative writing. To fulfill this purpose, 60 intermediate EFL learners were selected from among a total number of 100 through their performance on a pretest, i. e., a piloted sample Cambridge Preliminary English Test (PET). Then, the students were randomly divided into two experimental groups of 30. The scores of the writing part of PET were analyzed separately and the mean scores of the two groups were compared through an independent samples t-test in order to as-sure that the writing ability of the students was homogeneous at the outset. Both groups underwent the same amount of treatment (14 sessions of 90 minutes) three days a week with one group undergoing the CONCEPT map treatment while the other the mind map treatment. A posttest comprising a descriptive and a narrative writing were administered at the end of the treatment to both groups. The result of the Pillai’ s Trace Test (F = 12. 73 and p = 0. 000 < 0. 05) indicated a statistically significant difference between the two experimental groups with the mind map group that gained a higher mean in both posttests outper-forming the CONCEPT map group.

In competitive conditions of the market to obtain a suitable position in customers' minds in a way that they are loyal to the company is important. Brand associations play a significant role in today's marketing plans of corporations and have also received a great deal of attention across various marketing and consumer researches. The goal of this thesis is to elicit core and first-order brand associations from policy holder’s (customers) of Mellat Insurance Company using Brand CONCEPT Maps (BCM) methodology, and then create the customers’ consensus map, which is the outcome of the research. This study seeks to map the policy holder’s Brand Association network using Brand CONCEPT Map (BCM) method. The context of a branding, marketing and the favorability extension is an appropriate implication for BCM methodology. This method employs a five-step procedure to elicit a unique consensus brand association network. Policy holder’s brand association network in Mellat Insurance has showed optimum performance in the context of cases such as, threatment of employees, cooperation of employees and providing appropriate environment. At the end, nine solutions have proposed in order to improve the level of brand effectiveness in Mellat Insurance Company

Critical thinking and problem solving abilities are vital skills in nursing, enhancing these skills, nursing educators should use different educational strategies.Therefore, to determine the effect of CONCEPT MAPPING on the students' meaningful learning, which is one of the ways to critical thinking, we conducted an experimental study designed with two groups. 45 second semester nursing students were selected and randomly assigned in two groups (the experimental N=24, the control N=21). The experimental group received the CONCEPT MAPPING treatment while, the control one treated just with traditional teaching method. For gathering data, we used an achievement test that consists of two parts (knowledge and meaningful learning).Results showed that these two educational strategies were useful in enhancing knowledge and meaningful learning about nursing process (P=0.001). In comparison, the average score of experimental group, in knowledge test, was higher than the control one, but this didn't showed a statistically significant difference (P= 0.21). In meaningful test, also, the average score of experimental group was more than control group and this difference was statistically meaningful (P= 0.03).Considering that the positive effect of CONCEPT MAPPING was revealed in this study, we suggest nursing educators to use it, especially in courses in which deep understanding is critical.