Purpose The aim of this study was to design and validate an extracurricular curriculum model in junior high school with a social harm prevention approach.Methodology In this study, the methods of qualitative content analysis, documentary method and descriptive-inferential method were used. The samples for data collection were 20 experts in the field of education and 10 sources related to extracurricular activities in education who were selected by non-probability sampling method of snowball or chain. Data collection techniques were semi-structured individual interviews with extracurricular curriculum specialists and qualitative analysis of texts. The data obtained from the interviews were analytically coded and analyzed using SPSS software.Findings The findings of this study identified the characteristics of extracurricular curriculum elements with social harm prevention approach for purpose, content, teaching learning strategies and evaluation, respectively, and the initial model of extracurricular curriculum with harm prevention approach. The model was approved after validation by experts and experts and the implementation of adjustments. The results of this research can be used in the design of extracurricular curriculum in junior high school.Conclusion According to the research findings, students who participate in extracurricular activities have more social adjustment.
This study investigated the changes in public school social studies textbooks in general period of Iran (fourth and fifth grades) based on the emphasis on Facione critical thinking skills in the past three decades. In this study, content analysis of qualitative and quantitative methods was used to evaluate changes in textbook. For this purpose, the unit of analysis was sentence.Due to the limited population that includes all social studies textbooks from the years 1984-1985 to 2014-2015of fourth and fifth grades (a total of 9 books) sampling and sample of the population selected for the study had not been made. The data gathering instruments were self-made content analysis checklist based on Facione elements and validity was determined by experts of education science. As well as the reliability of the instrument was calculated by the Ali Delaware formula showed 85% agreement coefficient.Overall, findings indicate that the social studies books in fourth and fifth grades of primary school, in terms of attention to other critical thinking skills were written in the last three decades is very weak. 90 new books written especially given the changes in the national curriculum document and document fundamental change was not anticipated and expected. Meanwhile fifth grade social studies book in terms of attention to other critical thinking skills (0%) compared to the fourth grade social studies books had poorer conditions.
Background: Preservation of sedation is vital and of great significance to successfully carry out diagnostic-therapeutic procedures in children and researchers believe that it is indispensable to offer a safe medication with appropriate administration in this regard. Hence, the present study aimed at evaluating the efficacy of different doses of submucosal Midazolam to induce sedation in children undergoing diagnostic procedures. Methods: The present study was a clinical trial, in which 99 patients undergoing diagnostic procedures within the age range of 3 months to 5 years were selected and divided into three groups (n=33) of receiving submucosal Midazolam administration with doses of 0.3, 0.4, and 0.5 mg/kg. Then, the onset time of sedation, level of sedation, and duration of drug action were recorded and compared among the three groups. Results: In the present study, the level of sedation 30 min after the administration of Midazolam 0.3 mg/kg with the mean value of 2.42±0.83 was significantly lower than that of Midazolam 0.4 and 0.5 mg/kg with the mean values of 3.51±0.62 and 3.36±0.60, respectively (p -value <0.001). However, two doses of 0.4 and 0.5 mg/kg did not differ significantly. Conclusion: The best sub-mucosal dosage of midazolam for sedation with the least complications for pediatric diagnostic procedures is 0.4mg/kg.
d President of the Cultural Researches Center of Qom Abstract The aim of this study was to compare the effects of Philosophic-Mindedness of training managers of the Qom city primary schools on philosophical their thinking. The population is all elementary school principals of Qom city that they were 363 people. Sample was calculated a 123 persons. Measurement tools is Philosophic-Mindedness assessment questionnaire derived from the theory of Philip J. Smith, contains 60 questions that measure triple dimensions of inclusiveness, reflect and the flexibility. Validity and reliability of instrument was confirmed in previous studies and in this study with the number 0.79 was verified. Results: Philosophic-Mindedness training cause to increase the managers' philosophical thinking. The Philosophic-Mindedness average and its dimensions in men is more than women's. There is a significant different between Philosophic-Mindedness average and its dimensions in two experimental and control groups. There is a significant different between Philosophic-Mindedness average and its dimensions in two men and women groups. The age, marital status, history, education and gender variables in regression equation capable to explain 15% of the variance changes of comprehensiveness dimension, 21% of the variance changes of meditation dimension, 26% of the variance changes of flexibility dimension and 19% of the variance changes of the Philosophic- Mindedness.
Purpose: Rumi is one of the Islamic thinkers who have presented its educational ideas and implications in a coherent way.Therefore, the purpose of this study was identifying the educational implications of Rumi and critical theorists and to examine their common and distinct aspects.Methodology: This study in terms of purpose was applied and in terms of implementation method was qualitative from type of documentary.The study population was all published sources about educational implications of Rumi and critical theorists in the last 30 years, which from them 20 cases from various sources by purposefully were selected as a sample.For information collection were used from taking notes method from sources and to data analysis were used from data analysis method.Findings: Findings showed that in the educational implications from Rumi's perspective, the most important goals for adolescents and youth was human cognition and for adults was to achieve the status of knowledge of God or nearness to God, the most important principles for adolescents and youth was responsibility during its education and for adults was companionship and the most important methods for adolescents and youth was advised and preached and for adults was to walk the path of wisdom.Also, in the educational implications from critical theorists perspective, the most important goals was educating the global citizen, the most important principles was criticism and the most important methods was using discourse.Other findings showed that the most important common aspects of Rumi and critical theorists in terms of goals was drawing cognitive, emotional and psycho-motor goals and emphasis on individual ethics, in terms of principles was classification of principles at macro, intermediate and micro levels and emphasis on self-evaluation and in terms of methods was the use of encouragement and punishment and emphasis on seminar and exchange.Also, the most important distinct aspects of Rumi and critical theorists in terms of goals was Rumi's emphasis on individual goals both worldly and otherworldly, but the critical theorists' emphasis on individual and social goals only worldly, in terms of principles was Rumi's emphasis on the originality of the soul and the primacy of inward evolution over outward evolution, but the critical theorists' emphasis on the originality of society reform and the primacy of society's transformation over its own evolution and in terms of methods was Rumi's emphasis on self-construction, individual excellence and internalized discourse of self-construction, but the critical theorists' emphasis was on transformation, social change and critical discourse. Conclusion:The results indicated that educational implications in terms of Rumi has more individual aspects based on growth, perfection and nearness to God, but educational implications in terms of critical theorists has more social aspects based on society reform, citizen education and change of current status.The mentioned results can have practical implications for experts of education in order to improve the current situation and help them to provide a suitable perspective for designing educational programs.
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