This study explores the motivational components within teacher rating SYSTEMs and their impact on professional growth motivation. Employing a SYSTEMatic review approach, it investigates texts pertaining to teacher rating SYSTEMs, motivation, and professional development literature. By examining various texts and research findings on teacher motivation, factors influencing teacher ratings based on general, specialized, and professional competencies, as well as experience, are identified. Drawing parallels with Herzberg's motivational theory, this study provides recommendations to bolster teacher motivation and job satisfaction through improvements in the rating SYSTEM.

The introduction of western - style educational reforms in early Qajar era opened the door to artistic innovation in Iran .The royal house of painting was among those institutions to benefit from this innovation. By the second half of the nineteenth century, innovators introduced a new SYSTEM of art education based on European models. This interaction promoted a transition from the age- old apprenticeship SYSTEM to one that included artistic training in a European style academic context. A 1278/1862 announcement in the state new paper, Rusnameh Iran, inviting students to study painting exemplified the new tendency to equate art with schooling. Italy and France served as a model in the Iranian quest to academize art in Qajar period. Abu'L Hasan Ghaffari (sani'al - mulk) played a critical role in setting up the first painting school. The establishment of The Dar al- Funun in 1264/1851 was the driving force in the later dissemination of art training in the European mode. The most significant outcome of kamal al-mulk's trip to Europe was the establishment of Iran's first academy of fine arts, the madraseh - i sanayi mustazrafeh , in 1327/1911 . This article uncovered documents that provide a clearer idea of educational reforms in Qajar painting. The act of copying and producing replicas had been a dominant feature of the traditional karkhaneh SYSTEM for centuries, but the motivation for the practice was different under the new SYSTEM. Iranian artists of this period by replicating European paintings were not only experimenting with styles, methods, but were an essence striving to come to terms with their ambiguous relationship with Europe and to redefine themselves within a chaning global context . Portraits rendered in the European style as well as those painted from photographs, slowly began to overshadow earlier workshop paintings and designs. Long with European artistic styles, the science of photography gave impetus to the Persian artists desire to depict his subject as precisely and accurately as possible. The Daral - funun generated a new set of criteria for assessing the qualifications of its instructors. The school's administration gave preference to European educated Iranians: knowledge of conventions of European painting. The master painter was no longer elected by consensus of the members of his workshop, but was selected arbitrarily by the shah. Ali Akbar Muzayyin al - dawleh was the first master painter appointed through the new process. Although the apprenticeship SYSTEM was challenged by the infiltration of European techniques, it was never completely replaced. No single pattern of art training and production prevailed. However, the introduction of academy SYSTEM training eventully broke down the structure of the age-old royal karkhaneh SYSTEM within the royal context. Three critical reasons for this breakdown of the old SYSTEM were: 1-A mark decline in architectural programs; 2- The rise of photography: 3- And the institutionalization of the lithographic print.  

Introduction: Evaluation of hospital information SYSTEM (HIS) is a complex endeavor, in which all human, technical and organizational aspects should be considered. This study aimed to develop indicators for HIS evaluation.Methods: Present qualitative study was carried out through a cross-sectional method in 2012 in Kerman province, using Delphi technique. Given the objectives of this study, three independent phases were performed including literature review, providing draft indicators for HIS evaluation and reaching consensus. Required data were obtained through interviews and designed forms. Twenty-three experts composed the study population in interview and reaching consensus phases. Validity and reliability were confirmed through content validity and test-retest method, respectively. Data were analyzed using descriptive statistics.Results: Final set of indicators for HIS evaluation consisted of ninety-one indicators under 8 main topics, i.e. technical quality, software quality, architecture and interface quality, vendor quality, after-sale services quality, workflow support quality, support department, outcome quality and HIS cost.Conclusion: Given the complexity of information SYSTEM evaluation, all human, technical and organizational aspects have to be taken into account in any evaluation. Proposed indicators provide the possibility of comprehensive evaluation of HIS.