In this paper, I address the issue of the possible applicability of the ideas of Karl R. Popper’s social and political philosophy in the contemporary political life of postcolonial countries. Through reference to the reception of Popper’s philosophy in Central and Eastern Europe, I argue that Popper’s writings were effective in catalysing the political wholesale transformation by undermining Marxists’ pretensions to scientific status rather than through his anti-utopian and anti-revolutionary political recommendations. In the context of attempts to apply Popper’s ideas in postcolonial countries, especially Sub-Saharan Africa, I claim that the influence of Popper’s social thought on the politics of those countries may not be as effective as expected or desired.

In the last two decades, as the globalization of universities has taken place, the governance structures of countries have influenced their policy making and this has led to changes in policies, particularly in higher education policy making and in promoting ACADEMIC scholarship. Has attracted and attracted international students. The main purpose of this study is to investigate the intensity of democracy in the country which is the basis for the scientific promotion of universities. For this purpose, referring to the statistics and information of 16 countries which are more or less in the geographical area of the Islamic Republic of Iran and have some features in common with our country and rank their universities (of course in terms of country statistics) with The partial least squares method is analyzed. The results show that between the indicators of democracy, the dimensions of government functions and free elections, there is a significant and positive impact on the ACADEMIC rank of universities, which can make countries more developed or more developed. Becoming a contributor and eventually developing these countries can be more effective in attracting international students.

Identifying behavioral patterns and their relationship with the organizational effectiveness and efficiency and effective personnel MANAGEMENT has been one of the key points in MANAGEMENT. The present study attempts to examine to what extent biographical factors, such as age, managerial EXPERIENCE, ACADEMIC degress, specific MANAGEMENT courses, do influence decisions made by school deans or heads of P.E. departments. To do so, a questionnair was prepared on the basis of Leader Behavior Analysis (LBA). Out of 100 questionnaires distributed among deans and heads of department of Ph.E. in Iranian universities, only 59 were completed. After collecting the data, and preparing distribution frequency tables, the results obtained were compared and contrasted with LBA norms, using Chisqure and co-efficient correlations. The results indicate that the effectiveness scores were lower than those of flexibility style. In determining behavioral styles, the main focus of the testing attitudes was on selling and participating styles. These styles were the domineering and first MANAGEMENT styles. The supportive and developmental styles were chosen as participating and delegating styles, respectively. The effect of the four biographical factors on the effectiveness of the MANAGEMENT styles of testing sample at α = 0.05 and certain degress of freedom was meaningful.

Identifying behavioral patterns and their relationship with the organizational effectiveness and efficiency and effective personnel MANAGEMENT has been one of the key points in MANAGEMENT. The present study attempts to examine to what extent biographical factors, such as age, managerial EXPERIENCE, ACADEMIC DEGREES, specific MANAGEMENT courses, influence decisions made by school deans or heads of PE departments. To this end, a questionnaire was prepared based on Leader Behavior Analysis (LBA). Out of 100 questionnaires distributed among deans and heads of department of PE in Iranian universities, only 59 were completed. After collecting the data and preparing distribution frequency tables, the results obtained were compared and contrasted with LBA norms using Chi-square and co-efficient correlations. The results indicate that the effectiveness scores were lower than those of flexibility style. In determining behavioral styles, the main focus of attitudes testing was on selling and participating styles. These styles were the domineering and first MANAGEMENT styles. The supportive and developmental styles were chosen as participating and delegating styles, respectively. The effects of the four biographical factors on the effectiveness of the MANAGEMENT styles of testing sample at a = 0.05 and certain DEGREES of freedom were meaningful.

The purpose of this research is to determine the relationship between moral intelligence and ACADEMIC self-efficacy with the mediation of ACADEMIC engagement of students in Mahabad city. The method of descriptive-survey research was of the correlation type and the statistical population was all 2831 secondary school female students of Mahabad city, of which 338 were selected by cluster sampling using Morgan's table. Data collection tools were standardized questionnaires of moral intelligence of Lenik and Hill (2005), ACADEMIC self-efficacy of Jinks and Morgan (1999) and ACADEMIC engagement of Fridix et al. (2006). The results of hypothesis testing were analyzed by spss and pls software and using correlation tests and structural equation modeling. The results showed that moral intelligence has a positive and significant relationship on ACADEMIC self-efficacy with the mediation of ACADEMIC conflict (0.31). Also, the results indicated that there is a positive and significant relationship between moral intelligence and ACADEMIC self-efficacy components (0.52). The relationship between moral intelligence and ACADEMIC engagement components was positive and significant (0.76) and finally, ACADEMIC engagement has a positive and significant relationship with ACADEMIC self-efficacy (0.41). Therefore, by increasing moral intelligence and consequently increasing ACADEMIC engagement, it is possible to provide the basis for increasing ACADEMIC self-efficacy in secondary school female students of Mahabad city.

The purpose of this study is to develop an integrated EXPERIENCE documentation process as a basis for designing and implementing EXPERIENCE documentation in organizations. The research method used was qualitative which is a type of meta-study known as meta-synthesis. After designing the research questions, systematic search was carried out among researches and 28 were selected based on purposeful sampling and then relevant keywords were selected from six internal databases (from the beginning to the end of March 2017) and eleven external databases (from the beginning to the end of April 2017). By reviewing the researches, three steps were identified, i. e. formulation, implementation and development. The formulation step included the two stages of organizing the EXPERIENCE documentation team and training the team. The implementation step included the three stages of acquisition, edition and maintenance of EXPERIENCE. The development step included the two stages of EXPERIENCE dissemination and continued documentation in the organization. According to these steps and stages, the integrated EXPERIENCE documentation process was developed and its reliability and validity were approved. The results of this study can be used by managers as a basis for planning and implementing EXPERIENCE documentation in their organizations.