Background: Asthma is a common respiratory disease that causes occupational disability. Specific occupations may be related to induction or exacerbation of asthma. The objective of present study was DESCRIPTIVE EVALUATION of occupations in asthmatic patients.Methods: In this cross ـsectional study, 339 asthmatic patients older than 17 years were evaluated regarding their occupations. One hundred and seventy nine patients had at least one occupation. Their occupations were classified based on Standard Occupational Classification 1991(SOC-91) and frequency of asthmatic patients was determined for each occupational group.Results: The most frequent occupation in our asthmatic patients was trades, transport and equipment operators and related occupations (66 cases, 36.87%). In this occupational group, the most frequent occupation belonged to taxi driving (13 patients, 7.2%). After that, sales And service occupations such as hairstylists and barbers, bakers and food service providers were frequent occupations (39 cases, 22.3%). The less frequent occupations in our asthmatic patients were management occupations (2 cases) and health occupations (one case).Conclusion: Asthma may be more frequent in some occupations such as trades, transport and equipment operators and related occupations and after that sales and service occupations. EVALUATION of worsening asthma symptoms in mentioned occupations is recommended.

The present study attempted to investigate the effective factors in applying DESCRIPTIVE EVALUATION from Ardebil elementary schools second and third grade teachers' point of view.  The method was DESCRIPTIVE-correctional. The research population included 700 primary schools' second and third grade teachers (260 teachers from the first district and 240 teachers from the second district). From this number, 300 teachers (150 male and 150 female) were randomly selected by cluster sampling. The data were collected through researcher–made questionnaires. The formal validity of the questionnaire was confirmed by the specialists in the field and the reliability was calculated by K–Alfa (0.91). The data were analyzed by DESCRIPTIVE–inferential statistics methods (factor analysis). The result of the factor analysis indicated that 5 factors were significant from the point of view of teachers. From these 5 factors, psychological factors justified the highest percentage of the whole variance (21%). The other 4 factors had the following percentage of justification of variance, respectively: managerial factor (19%), educational (17%), procedural (7%), and individual factors(4%).

More than a decade has passed since the replacement of traditional EVALUATION-the hallmark of which was the use of a grading system-by the qualitative EVALUATION in primary education. Change in the System of Education is an inevitable necessity, and consequently, change in the EVALUATION system is also necessary. The purpose of this article was to critique the elimination of grades in the EVALUATION of students' academic achievement. In this regard, providing definitions of the concepts and terms related to EVALUATION, a review of the theoretical views on quantitative and qualitative EVALUATION and the views of proponents and opponents of the scoring and DESCRIPTIVE EVALUATION system was conducted. Findings from the study of the theoretical foundations of the research showed that the war of quantitative and qualitative paradigms has finally led the experts of these two groups to conclude that the combination of the two can provide a more complete and accurate picture of student’, s learning. If we leave out the qualitative methods, we will face an incomplete picture, and if we omit the score, we will have an inaccurate EVALUATION. Findings showed that new EVALUATION approaches do not support scoring. As a result, the without-score assessment approach adopted by Iranian System of Education for Elementary Education is not defensible. Therefore, it is suggested that the combination of these two perspectives be used, so that the advantages of both DESCRIPTIVE EVALUATION and scoring system can be benefited.

The purpose of this study is to compare DESCRIPTIVE and traditional EVALUATION methods based on quartet EVALUATION standards (utility, propriety feasibility, and accuracy) from the viewpoint of elementary school teachers in Tehran city. In order to achieve this aim, and besides the review of literature, opinions of all teachers (40 persons) in executive schools of DESCRIPTIVE EVALUATION project were gathered through researcher-made questionnaire. The results of data analysis show that DESCRIPTIVE EVALUATION adjusts better to EVALUATION standards. In addition, among the mentioned standards, the efficiency standard represents more adjustments than feasibility standards with DESCRIPTIVE EVALUATION.

The purpose of the present research was to study the DESCRIPTIVE model of EVALUATION in order to present an appropriate model for elementary levels in district two of Yazd city in the school year 2012-2013. Mixed Method was used as research method- A survey DESCRIPTIVE in Quantitative part and Content Analysis in Qualitative part was used. Statistical society of the study contains teachers and students' parents from primary schools in district two of Yazd.160 teachers, with the help of Morgan Table, were selected as sample through a simple gathering data process. Also, through purposive sampling 100 male and 100 female parents were chosen. The tools for data gathering were two researcher- made questionnaires for teachers (50 questions) and Parents (30 questions) that their reliabilities were equal to 0.93 and 0.87respectively and in Qualitative part was used Semi structured interview. Collected data were analyzed by SPSS 16 software .Based on research results, both teachers and parents agreed, to some extent, on the problems regarding DESCRIPTIVE Qualitative Assessment planning. Furthermore, teachers put the most emphasis on the problems related to the performance procedures whereas parents accepted the idea proportionately. As conclusion, the problems related to the post performance procedures which were the same as the previous one, that is, the teachers putting emphasis on the problems and parents proportionately accepting them. The model of proposed EVALUATION can solve some executive problems in current DESCRIPTIVE EVALUATION.

The purpose of this article's presentation is comprehensive, precise and scientific but precise collection of preventive program from substance abuse from beginning to now. Although the science of prevention from substance abuse has a short history, but it is very sensitive because of the importance of the program on one hand and developmental stages based on the evolutionary preventive science on the other hand. In this article the authors try to describe preventive approaches with regarding historical course and explain advantages and disadvantages of these approaches. The presented approaches are information dissemination approach, affective education approach, alternative approach, social influence approach and integrated social influence - competence enhancement approach respectively.

The present study aimed at identifying the challenges of “ DESCRIPTIVEEVALUATION” program launched by theMinistry of Education in Iran in 2004, nationwide. The research was designedthrough employing qualitative approachand phenomenography to better understand the challenges which elementary teachers had with EVALUATIONof “ mathematics” as one of the subject matters. The participants of the studyincluded 24 elementary teachers whovoluntarily participated in this study. Thedata were collected through semistructured interviews, a focus group andresearchers’ field notes and their interactive discussions about interviews and focus group. Four main categories ofchallenges were identified, includingpolicy-making, executive-education, conceptual and social-cultural. It is concluded that a clearer picture ofchallenges that elementary teachers encounter with this program while teaching mathematics needs to be presented. It is necessary for policy-makers and planners to find more rational solutions for these challenges.

The present paper studied the effectiveness of DESCRIPTIVE EVALUATION Plan on the academic achievement and mental health of male 4th grader students of primary school in the school year 1389-90 in Arak. Research method was DESCRIPTIVE and causal-comparative. This study involved an experimental group of 60 students from schools, which applied DESCRIPTIVE EVALUATION Plan, and a control group of 60 students from regular schools. Research instruments included a standardized achievement test (Farsi, math and science) and Rutter’s 30-item questionnaire of mental health. In order to analyze the data a use was made of DESCRIPTIVE statistics and t-test. Research findings revealed that the academic achievement of the experimental group was significantly better than that of the control group. However, the students in the experimental group had a significantly lower level of mental health.

This study was conducted to investigate the effectiveness of DESCRIPTIVE EVALUATION on cooperative learning, creative and academic function in the third graders' (boys and girls) students in Bandarabbas city, that participated DESCRIPTIVE and traditional EVALUATION.The sample of this research were 102 students consistent; 52 student that evaluated by DESCRIPTIVE method and 50 student that evaluated by traditional method, who sampled randomly. Instruments uses in this paper were the Abedi creative questionnaire and an interview check list covering classroom behaviors include; cooperative learning, classroom discipline, classroom activity, interaction student by student and by teacher. It was hypothesized that there was a significant difference in the creative and cooperative learning of the evaluated traditionally and DESCRIPTIVEly. But, between creative boys and girls wasn' t significant difference. The results of analysis data showed that there is a significant difference in cooperation learning traditional and DESCRIPTIVE evaluated groups. But, between boy and girls students wasn' t significant difference. The quality results of observed data also showed that classroom activity, cooperative and interaction much greater among students who were evaluated DESCRIPTIVEly rather than evaluated traditionally. However, this results were in girl students higher rather than boy students.