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Competitiveness is considered as a key criterion for appraising the degree of success for countries, industries and enterprises in the political, economic and commercial competition areas. Research findings show that competitiveness has been discussed in three levels of national, industry and enterprise (organization or company). Among all these levels, the enterprise level seems to be more considerable. In this study enterprise competitiveness has been viewed from two main perspectives: construct and behavioral. According to construct perspective, competitiveness includes two groups of factors which are composing and affecting factors. Based on behavioral perspective an enterprise faces two types of factors in its decisions and actions which are strategic and operational ones. As a result of literature review, summarization and complementary edition, totally 28 factors have been identified as competitiveness factors ({16 composing f. and 12 affecting f.} and {15 strategic f. and 13 operational f.}). A questionnaire has also been developed based on these factors. The findings show that in Iranian business context, all competitiveness factors of enterprises are highly important but very weak

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Russian and Persian languages, regardless of the linguistic worlds, are special languages ​​in terms of phonetic system, grammar, vocabulary, etc. and have differences with each other Since the learners have already internalized the linguistic knowledge of the first language in their minds, they are very likely to commit errors in the process of learning a second language. This phenomenon, which is mostly natural and unavoidable, is referred to as interference. The present study aims to explore the effects of interference on the errors by providing evidence from the usual errors committed by the Persian-speaking learners of Russian in the elementary level. First, the authors  attempt to detect and classify the speaking errors of the learners in terms of the type of interference, and then the authors provide an analysis of them. Phonetic tests are used to collect the data. The participants of the study were 51 elementary level students in Isfahan, Guilan and Gonbad universities. The analysis of the data suggests that the target language (Russian), as one of the influential factors contributing to interference, has a drastic impact on the errors committed by the Persian-speaking learners of Russian.
 
1. Introduction
The present study examines the role of interference and its effect on the occurrence of such errors by referring to some common mistakes of Persian-speaking Russian learners of elementary level. The purpose of the present study is to investigate and identify the phonetic errors of Persian-speaking Russian learners, which are categorized and analyzed according to the type of interference, and the source of errors and the frequency of occurrence of each of them are specified separately. In this study, the authors seek to answer the following questions:
1. Do the language system and rules of the language being taught interfere with the corresponding rules in Persian?
 2. Which type of Mistakes are due to interlingual or intralingual errors made by Russian-learning students at the phonetic levels ?
 
2. Literature Review
The term "interference" was first adapted from physics by linguists. In linguistics, the subject of interference was first used in the second half of the nineteenth century, through which linguistic phenomena arising from the connection of one language with another were studied. The subject of interference has been discussed by many linguists and researchers, including Rosenzweig (1972), Weinrich (1972), Selinker (1974), Ziahosseiny (1999, 2009), Azimov and Shokin (2009), Choybonova (2009), Yar Mohammadi and Rashidi (2009), Barakhta (2015). Among the few studies that are somewhat close to the subject of the present study in the Russian language, the following works can be mentioned:
1. Elham Babaei Veleni (2013) in their dissertation "Comparative study of the phonetic system of Persian and Russian";
2. Gholami (2005) in a study entitled"On some common mistakes of Iranian language learners in Russian speech".
 
3. Innovation
In the last two decades, valuable and comprehensive studies in the Russian language - mostly based on areas such as Morphology, syntax, semantics, etc. - have been conducted by Iranian researchers, but no necessary and extensive  research has been done specifically and separately in the field of  Interference in the occurrence of phonetic errors of Persian-speaking Russian learners of the elementary level of the Russian language.
 
4. Methodology
The research method in the present article is based on the description and analysis of errors. The statistical population of this research consists of 51 students of the elementary level of the Russian language entering the universities of Isfahan, Guilan, and Gonbad-e Kavus in 1398. The instrument used to collect research data was the phonetic test.
 
5. Discussion and analysis
In this study, it was found that with the help of error analysis, it is possible to identify problematic cases in the field of phonology that Russian-learning students can potentially face with. In relation to phonetic interference, four categories of errors were identified: stress errors on the pronunciation of words, substitution of consonants and vowels, pronunciation of several consonants in a word, and finally errors related to the pronunciation of hard and soft consonants. The results showed that in terms of frequency of occurrence, the stress errors on the pronunciation of words has a significant share of errors, which indicates a significant difference compared to other errors in this area; in terms of the origin of the frequency of production, three categories of errors, the main cause of which is the influence of the Russian language on Persian, are more common than the error of pronouncing the sequence of two or more consonants in a word that has an interlingual origin. Therefore, based on the obtained results, it seems that phonetic interference has occurred as a result of the difference between the mother tongue (Persian) and second language (Russian) systems and, of course, the influence of the Persian phonetic system from Russian.
 
6. Conclusion
Overall, the results of the study confirm that in the process of learning Russian as a foreign language, the first language system (Persian), which is often imprinted in the minds of Russian students, does not play a significant role in errors and students often make the mistakes due to difficulty and lack of paying attention to the rules governing the language being taught. Based on the analysis of the types of errors studied and according to the results of this analysis, practical solutions can be provided to reduce the occurrence of errors in facilitating Russian language teaching for students. Description of errors can cause the teacher to pay more attention to solving problematic issues in order to advance the educational goals. It is recommended that the content related to the analyzed errors be included in the educational resources and appropriate exercises be included in the curriculum to minimize the amount of errors in language learners.
 
 

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Nowadays, the use of pseudocereals flour in food formulations due to its high nutritional value, were increased. And also the absence of gluten protein in these food sources, the diet of patients with gluten intolerance is a good place for pseudocereals. So in this study possibility of replacing rice flour with Amaranth flour (0, 10 and 20%) and adding Mandab native gum (0, 0.25 and 0.50%) to gluten-free oily cake formulation was studied and then the quantitative and qualitative properties in a completely randomized factorial arrangement were evaluated (P≤0.05). Based on the results, it was found that by increasing the level of amaranth flour and mandab gum, the moisture content of the final product was increased. Also, the results indicated that the sample containing 20% amaranth flour and 0.5% mandab gum had the highest specific volume and porosity and lowest amount of firmness during 2 hours and one week after baking. On the other hand, the results indicated a decrease in the L* value by increasing levels of amaranth flour and also, increased the amount of L* value by adding mandab gum. Regarding to b* value it was observed that, with increasing in the level of amaranth flour, the amount of yellowness of the crust of the samples increased. Finally, the panelists introduced the samples containing 20% amaranth flour and 0.5% mandab gum as the best samples.

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Given the strategy of performance improvement, the present study aims to identify the effective dimensions on designing a strategic human resource management with a high performance work system (HPWS) approach for the knowledge-based organizations. For this purpose, in this developmental- applied research, first a comprehensive study of literature on HPWS for learning the effective concepts was conducted. Then the proposed indicators in the previous studies was counted from which 307 dimensions were identified and after excluding the repeated ones and And merge similar items,33 dimensions were elicited. Then, using the Delphi technique, it was agreed among the members of the university elite panels and the experts of Knowledge based Companies. and by excluding 4 dimensions and including 3 new ones to adjust them to knowledge-based companies' characteristics, at last 32 dimensions were confirmed by the panel as final ones for strategic human resources management with a HPWS approach. The findings showed that from Delphi panels' viewpoint on HPWS, the »supportive management « has the greatest influence on HPWS in the knowledge- based companies.