Detecting Factors Effective in Knowledge Sharing Model Among Educational Staff

One of the effective organs in implementing economic, social and cultural development policies in each country is the Ministry of Education, which trains specialized and experienced manpower as the basis for the comprehensive development of countries, production of knowledge and research knowledge, and the provision of specialized services by universities and higher education centers. Accordingly, it facilitates sharing knowledge and identifying factors affecting it in the education organization, especially among employees who are the most important elements in any organization. Because it can create an atmosphere full of trust and interaction, the employees can share their knowledge and experiences with each other; hence, it can be an important strength for the education organization as well as society. In this regard, the present study aimed to identify the factors affecting the knowledge sharing model in individual, organizational, environmental, and extra-environmental dimensions among educational staff. The study revealed that the main individual dimension includes enjoyment of knowledge sharing, organizational commitment, specific organizational knowledge, trust, motivation, value of knowledge, and individual and group interactions. Organizational dimension also encompasses organizational culture, documentation development, in-house planning and organizational rewards. The environmental dimension includes technical knowledge, information technology context, knowledge memory upgrading, and economic and social factors. The trans-environmental dimension consists of political and legal factors and international interactions. This descriptive-analytical research used a library technique

Prevalence of Attention Deficit Hyperactivity Disorder in Pediatrics Patients Newly Diagnosed with Gastroesophageal Reflux Disease

Background: Gastroesophageal reflux disease (GERD) is associated with a number of comorbidities in pediatrics. However, its association with attention deficit hyperactivity disorder (ADHD) has not been reported. The aim of the present study was to investigate the prevalence of ADHD in pediatric patients newly diagnosed with GERD. Materials and Methods: Sixty newly-diagnosed treatment naive GERD patients and sixty healthy controls aging between 5 to 12 years referring to the Children and Adolescent’s medical center, Tehran, Iran were recruited in a case-control study during the year 2015. Then patients were evaluated for ADHD by a psychiatrist according to the DSM-IV criteria. The revised Conners' Parent Rating Scale (CPRS-R) was used for assessment of the symptoms of ADHD. To screen for psychiatry disorders other than ADHD, the Kiddie-Sads-Present and Lifetime Version (K-SADS-PL) questionnaire was used. Logistic regression analysis was used for modeling the association between GERD and ADHD in the study sample. Results: The mean age of GERD patients was 5.77±2.27 and for non-GERD controls was 6.03±2.52 (P= 0.543). Thirty-three out of 60 (55%) GERD patients and 37 out of 60(61.66%) non-GERD controls were male (P: 0.579). Prevalence of ADHD was 33.60 (55%) in GERD patients and 10.60 (16.66%) in non-GERD (

Detecting Factors Effective in Knowledge Sharing Model Among Educational Staff

One of the effective organs in implementing economic, social and cultural development policies in each country is the Ministry of Education, which trains specialized and experienced manpower as the basis for the comprehensive development of countries, production of knowledge and research knowledge, and the provision of specialized services by universities and higher education centers. Accordingly, it facilitates sharing knowledge and identifying factors affecting it in the education organization, especially among employees who are the most important elements in any organization. Because it can create an atmosphere full of trust and interaction, the employees can share their knowledge and experiences with each other; hence, it can be an important strength for the education organization as well as society. In this regard, the present study aimed to identify the factors affecting the knowledge sharing model in individual, organizational, environmental, and extra-environmental dimensions among educational staff. The study revealed that the main individual dimension includes enjoyment of knowledge sharing, organizational commitment, specific organizational knowledge, trust, motivation, value of knowledge, and individual and group interactions. Organizational dimension also encompasses organizational culture, documentation development, in-house planning and organizational rewards. The environmental dimension includes technical knowledge, information technology context, knowledge memory upgrading, and economic and social factors. The trans-environmental dimension consists of political and legal factors and international interactions. This descriptive-analytical research used a library technique.Uno de los órganos efectivos en la implementación de las políticas de desarrollo económico, social y cultural en cada país es el Ministerio de Educación, que capacita mano de obra especializada y experimentada como base para el desarrollo integral de los países, la producción de conocimiento y conocimientos de investigación y la provisión de servicios especializados de universidades y centros de educación superior. En consecuencia, facilita compartir conocimientos e identificar los factores que lo afectan en la organización educativa, especialmente entre los empleados que son los elementos más importantes en cualquier organización. Debido a que puede crear una atmósfera llena de confianza e interacción, los empleados pueden compartir sus conocimientos y experiencias entre ellos; por tanto, puede ser una fortaleza importante para la organización educativa y para la sociedad. En este sentido, el presente estudio tuvo como objetivo identificar los factores que afectan el modelo de intercambio de conocimiento en las dimensiones individual, organizacional, ambiental y extraambiental entre el personal educativo. El estudio reveló que la principal dimensión individual incluye el disfrute del intercambio de conocimientos, el compromiso organizacional, el conocimiento organizacional específico, la confianza, la motivación, el valor del conocimiento y las interacciones individuales y grupales. La dimensión organizativa también abarca la cultura organizativa, el desarrollo de documentación, la planificación interna y las recompensas organizativas. La dimensión ambiental incluye conocimientos técnicos, contexto de tecnología de la información, actualización de la memoria de conocimientos y factores económicos y sociales. La dimensión transambiental consiste en factores políticos y legales e interacciones internacionales. Esta investigación descriptivoanalítica utilizó una técnica de biblioteca