In the past few years, many models and approaches to quality improvement experienced in commercial organizations, such as total quality management, continuous improvement and EFQM model have been accepted and used by universities and other research and educational institutions and the results also have been used effectively. Strategic Planning and Balanced Scorecard (BSC) model are also among the approaches and models that deals with planning and performance assessment of organizations and corporates with a great broad vision . But some questions are raised here: How these two approaches make enhance the quality of universities and higher education institutions? Is it as much useful for organizations and commercial institutions as it is for higher education institutions and universities? What are the necessary requirements and infrastructures for deployment and implementation of these two approaches in higher education institutions? And whether they really are used in higher education. This is a descriptive research which aims at answering the above questions concerning the application of strategic planning models and balanced scorecard in higher education quality improvement.

The existence of different researches on the relationship between learning strategies and academic achievement indicates the positive and efficient influence of these strategies on the learning process. The present study was conducted using the systematic review method, and with the aim of investigating the effect of cognitive and metacognitive strategies on academic achievement. The population of the present study is available studies related to the effects of cognitive and metacognitive strategies on academic achievement in Iran and abroad. The period of investigation of internal articles was from 2004 to 2014, and the period of the investigation of articles published in other countries was from 2000 to 2014. The results of different research indicated that learning strategies such as cognitive and metacognitive strategies have had the most effects on academic achievement of school and university students in different courses. In general, it can be said that learning strategies, from each type (cognitive and metacognitive) in all studies (experimental, quasi-experimental, relational or correlational), in all learners (females and males) are very effective on the degree of their learning in different courses (experimental sciences, mathematics, and English Language).

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Behavioral and emotional problems are the most common form of child psychiatric pathology. Parenting styles are one of the factors affecting the formation of children's personality and the use of inefficient styles can lead to several negative consequences such as behavioral problems. The aim of the present article is to describe a variety of parenting styles and their relationship with children behavioral problems. The present study reviews a variety of parenting styles including Kazdin's Parent Management Education Model, Barclay's Parent Training Program, Adler and Dreikurs Approach, and Positive Parenting Program. Finally, based on reality theory, parenting is neglected to be one of those styles. Therefore, it is imperative to do a research based on reality theory with existential psychotherapy and with the view that everyone chooses to behave, external pressure is always an imposition, the children learn from their mistakes, and everyone is responsible for his own happiness.