Vygotsky’s cognitive development theory which is reputed as socio-cultural development theory is one of the constructivism theories that emphasizes considerable mutual act between learner and his/her social environment in cognition development. On the other hand, learner- centered method, which is fundamentally based on Vygotsky’s theory, is known as the most important teaching method relied on constructivism theories.This paper reviewed present social field work in Iran followed by studying constructivism theory and learner- centered teaching method. And then a new model is provided for social work students in field work environment with stress on pragmatic aspects of Vygotsky’s theory and learner-centered method. This model shows how to use problem learning based learning, self-regulating, cognitive apprenticeship and performance based assessment in social field work.Suggested model explains teaching-learning process of social workers based on Gage and Berliner (1988) general teaching model. The most important issues are studied in this model are as follows: initial assessment (determining learners input, selection and setting teaching goals) determining teaching methods and skills, selecting educational sources and materials, determining learning activities and assignments and determining evaluation methods and skills.

Introduction: The risk of being affected by infectious diseases in dentistry directly depends upon the degree of contact with body liquids, such as blood and saliva, as well as the working tools. Different micro-organisms including the viruses causing AIDS and Hepatitis B as well as oral thrush are possible to be transferred in dentistry. According to the Dental intervention (FDI), it is suggested that all dental patients, in spite of the healthy look, are considered to be infective. Therefore, the health principles and protective and safety methods must be observed in all the sequences to prevent cross-infection. Thus, the present study seeks to investigate the degree to which the dentists in Isfahan respect and approach to such standards.Materials and Methods: This is a cross-sectional descriptive study. In order to answer the questions of the study (as found in tables 1&2), the data related to the participants’ attitudes and performance were collected by having them fill out a questionnaire and a checklist. A total of 140 dentists in Isfahan were selected through a random sampling in 1385 (HS). The data collected was then evaluated with SPSS.Results: The mean score obtained from the attitude-related questions was 5.36. Also, the mean score of performance-related questions was found to be 8.03. No significant relation was found between the dentists` attitudes and the years of service (P=0.092, r=0.17). No significant relation was found between the dentists` performance and the years of service (P=0.12, r=0.15). No significant relation was found between the dentists` attitudes and their performance (P=0.1, r=0.16).

The newly demanded language learning methodologies can exhibit their maximum efficiency if they are monitored meticulously and regularly in their particular contexts of application. The prerequisite would be putting educational programs in the spotlight and identifying the decisive elements of each learning context. Accordingly, based on the solicited responses from 638 students, in this study, a scale was developed and validated to inquire into the participants’ perceptions about the extent to which classroom interaction, learner needs, learner autonomy, pedagogical scaffolding, and learner identity could regulate learning activities in Iranian academic contexts. Importing the survey results to AMOS 22, we tested and validated a hypothetical model of the addressed variables. The validated model supported the interwoven relationships of the study variables and the pivotal role of interaction in regulating, predicting, shaping, and explaining the behaviors of other variables. The results can raise awareness of the sociocultural manifestations of classroom interaction, learner needs, learner autonomy, pedagogical scaffolding, and learner identity in Iranian TEFL programs and encourage highly positive developments and generally accepted practices to improve the status quo. Decision-makers and stakeholders can also gain a detailed insight into how sociocultural variables interrelate and accordingly coordinate their social and educational policies and measures.

The purpose of the present study was to assess the movement towards LSP testing and the usability of IELTS academic reading tests at the university level in Iran. The research question addressed was: Do learner variables such as levels of proficiency, background knowledge, and sex affect the performance of the participants on ESP reading comprehension tests? 245 university students, both male and female majoring in English literature, economics, medicine, electronics and chemical engineering from the universities ofIsfahan and Medical Sciences were selected to participate in the project. In three consecutive administrations, they were exposed to three different elicitation procedures: (a) locally constructed teacher-made EST reading tests, (b) a version ofIEL TS academic reading test, and (c) a version of the TOEFL test. The obtained data were, then, subjected to different statistical analyses (analysis of variance, two- and three-way ANOVA, and the post-hoc Scheffe tests). Filling these statistical procedures, three rather different results emerged: First, except for some minor cases, the gender of the participants was not related to the test performance. Second, levels of proficiency (high and low) affected the test performance of the participants on EST and IEL TS reading tests. Third, background, or (content area) knowledge did relate to the participants test performance on EST and IELTS reading tests, that is, the hypothesized interaction between students major fields of study and test content was confirmed. What can thus be implied from the results of the present research and their related interpretations is that language testers should take into account background knowledge when defining the construct of EAP reading comprehension tests. And to successfully perform on LSP tests, the subject area knowledge is surely regarded as a necessary factor ifnot a sufficient one. Finally, in this study IEL TS academic reading module, that was regarded as a distinguished example of the specific purpose proficiency testing, proved to be applicable at the university level in Iran.

Background and Aim: In the process of globalization, organizations need to be prepared to cope with rapid environmental change, and every organization must adapt to diverse environmental demands and needs, and there is a sense of learner leadership that seeks to improve leadership learning. The purpose of the present study is to study the effect of learner leadership on the willingness to change the attitude of law enforcement personnel considering the mediating role of organizational trust. Methodology: The purpose of this study is applied and descriptive-survey in nature and method. The statistical population of the study consisted of 725 law enforcement personnel of Tabriz city. Based on Cochran's relation, 251 persons were selected by random sampling. Content and face validity were used to determine the validity of the data collection tool, and internal consistency (Cronbach's alpha) for reliability, and structural equation modeling was used to analyze the data. Results: The results of the data analysis showed that the learning leadership variable indirectly and through organizational trust mediator (4. 8%) had an impact on the desire variable and z-coefficient (283. 3) of the effect of learner leadership on the tendency to change in positive employees, using the significant coefficient z (59/16) and standardized path coefficient (0/669) indicating the impact of learner leadership on organizational trust and with the use of the coefficient of significance z (0/460) and standardized coefficient (0/57) indicates the positive effect of organizational trust on desire for change in employees. Conclusion: According to the results, the dimensions of learner leadership on the willingness to change the attitude of law enforcement personnel considering the mediating role of organizational trust were positively influenced and finally practical suggestions were made.

This article investigates the problem of simultaneous attitude and vibration control of a flexible spacecraft to perform high precision attitude maneuvers and reduce vibrations caused by the flexible panel excitations in the presence of external disturbances, system uncertainties, and actuator faults. Adaptive integral sliding mode control is used in conjunction with an attitude actuator fault iterative learning observer (based on sliding mode) to develop an active fault tolerant algorithm considering rigid-flexible body dynamic interactions. The discontinuous structure of fault-tolerant control led to discontinuous commands in the control signal, resulting in chattering. This issue was resolved by introducing an adaptive rule for the sliding surface. Furthermore, the utilization of the sign function in the iterative learning observer for estimating actuator faults has not only enhanced its robustness to external disturbances through a straightforward design, but has also led to a decrease in computing workload. The strain rate feedback control algorithm has been employed with the use of piezoelectric sensor/actuator patches to minimize residual vibrations caused by rigid-flexible body dynamic interactions and the effect of attitude actuator faults. Lyapunov's law ensures finite-time overall system stability even with fully coupled rigid-flexible nonlinear dynamics. Numerical simulations demonstrate the performance and advantages of the proposed system compared to other conventional approaches.

The purpose of this research was to investigate the relation some of factors with attitude of teachers that teaching to slow learner students in regular schools.154 available teachers in Tehran was used (141 female, 13 male).by correlation method questionnaire of: assessing attitude were prepared. Results showed that 41.6 % of regular teachers have negative attitude to integrated settings for slow learner children. Correlation coefficient of teaching records and teachers level of literacy with their attitude towards integrated education for slow learner students was not significant. Logistic regression showed that correlation coefficient of teachers attitude to accordance amount academic books content with mental conditions in slow learner students and teachers attitude to their relationship problems with teachers attitudes toward integrated education were significant. So logistic regression showed that relation of others variables with teachers attitude was not significant.