Introduction. Clinical teaching is one of the important pillars of nursing education. Half of the nursing schools teaching time goes to clinical education;so, the clinical education is the heart and major part of professional nursing education and plays an important role in formation of nursing profession identity.The current system of nursing clinical education relies more on retention of information and lecturer plays the main and central role. The main purpose of nursing education is to apply theoretical classes of cases learned by students in the clinical environment and increasing the real power and decision making in the real and acute condition. Although the clinical education has many benefits, its implementation is facing difficulties and obstacles that should be overcome to achieve better effect and effective enforcement.Conclusion. Facilities, equipment of clinical environment and reviewing tools and clinical processes evaluation must be provided for clinical education of nursing. Improving the performance of trainers and attract teachers professional collaboration can be advantegous to upgrade the clinical education.

Introduction The purpose of this research was to identify and analyze the competences of the managers of child care centers. In recent years, childhood and its significance have been addressed by scientists from all fields of science and have shown the impact of care quality and education of early childhood in all aspects of the individual and social life; this has led to the policymakers paying special attention to childhood. One of these policies is to select and train effective managers in line with the objectives of academic education, government policies and the social environment governing the care and education of children, too this endeavor may also meet the needs of families and society. However staff of child care centers need training in modern management which requires that managers should have the required knowledge and skills needed for the successful management of child care. Method This research was conducted with a qualitative approach and Delphi method. The statistical society consisted of two parts: (1). International databases and magazines, national laws and regulations on the management of child care and education centers. (2). Professors and experts who have knowledge and information in this field were contacted, and their ideas were used to extract the components and concepts. First, the information needed to extract the components and competency components of the managers of child care and education centers was studied using theoretical literature and international research, bearing an the subject. Subsequently, In order to complement the extracted codes, by invoking the experts help components and subcomponent of the child-centers managers, componences were pinned down using Delphi method in three stages. the components and codes of competencies of the managers of child care and education centers were extracted from related documents and related texts. After three steps of the Delphi method and reconnection to the experts, the components and codes were recognized and approved. Results Finally 43 subcomponents and four main components were extracted. The foure main components regarding the competencies of child care centers managers were: knowledge, personality tracts, personal abilities and skills. Kindergarten administrators, as responsible for all internal affairs of kindergarten, should have special, human and moral measures for caring and development of all children. Activities that go even beyond the home of kindergarten. In order to achieve this level of education in the field of daycare, it is essential to gain the skills, personality, knowledge and ability of the managers of these centers.

Background: Regular body mass index (BMI) screenings in schools is important to ensure that 3- to 6-year-old children are not negatively affected by obesity in terms of their current and future health.Objectives: The aim of this study was to determine the overweight and obesity results of 3- to 6-year-old children and to guide children and their family in making healthier dietary choices by informing them.Methods: This analytical-descriptive study was conducted in Corum, Turkey, in the year 2011. The study’s sample consisted of all available 3- to 6-year-old children entering nursery school (specifically, the Buharaevler, Karsıyaka, Nasrettin Hoca, Ulukavak, Mimar Sinan, and Sevgi nursery schools). Findings from the study were statistically analyzed using the SPSS 15.0 program. The Chi-square test and analysis of variance (ANOVA) program were used in the comparison of study data. A p-value of less than 0.05 was considered significant.Results: It was determined that 9.5% of the participating female children and 5.2% of the male children were underweight and that the boys were more obese than the girls in general. The correlation between the child’s gender and their BMI was not found to be statistically significant (P-value>0.05). The overweight frequency of the children was 12.1%, and the obesity frequency was 14.3%.Furthermore, it was determined that the obesity rates of the children increased with their age. Accordingly, the correlation between the child’s age and BMI was found to be statistically significant (P-value<0.05).Conclusions: An approach to preventing obesity must not be enacted only in health centers. Schools should also offer information and resources for families in order to prevent obesity in children.

During Sasanid Era the Princesses of the royal family, particularty the crown prince, were supposed to learn and master various kingly arts and techniques like horse riding, archery, hunting, javelin throwing, and some other ways associated with royalty. Also the princesses were taught being just, giving, faithful, chivalrous and self deciplined. Sometimes they were taught in the way that it can be called “the institution of nursery”. There are many references to the nurses/teachers in the Armanian and also Georgian literature regarding Ashkanian and Sasanids. In this system of education the princesses, especaially the crown prince, learnt the kingly manners and ways by someone related to the royalty in one way or the other. The nurse/teacher saw it as his duty to support the prince whom he has educated. In the historical text the the word nurse (dayeh) and nursery system (dayegan) means a woman who feeds milk to the babies and also it may mean a caretaker who may be a woman or a man. Various historical reports indicate that the institution of nursery (dayegan) or educating the princesses of the royal family was wellknown for about five centutries. It also was practiced among the people related to Sasanides in that era. The present research tries to explain educating the princesses or so called the “dayegan institution” during Sasanids utilizing historical documents.

One of the main themes and topics of children and teenagers’ poetry in our country is God. Since audience of such poems enjoys lesser mental faculties and experiences to comprehend abstract concepts so various tools should be made objective and tangible in such implications for them. The existing characteristics, vocatives, bounties and prayers in nursery rhyme indicate that nursery poets have adopted nature as a tool for depiction and characterization of God for children and teens. Sky with its belongings, rain, cloud, star, sun and moon as well as earth with mount, plane, sea and the existing flowers and plants and group of animals and often livestock, especially birds and in particular butterfly, nightingale and pigeon are the main core of those images, which were portrayed by nursery poets. God is present in most detailed natural phenomena in nursery rhyme and it is interwoven with all segments and elements. God has been observed in nursery rhyme by pantheist view that is the bequest of mysticism.

The objective of this study was to find out the changes between the weight of .one thousand seeds, germination power and the effect of planting time on the beginning of germination and the period germination in seed-bed. Experimental design was conducted by randomized complete block designs with six replicates and six treatments in four years. The difference between the weight of one thousand seeds and their germination power in different years was significant. The most weight and power was found in 1994 and the least was in 1996. Planting time, year and interaction between them had a significant effect on the beginning of germination. Years had not a significant effect on the period of germination. Planting time and interaction between planting time and year had a significant effect on the period of germination. Comparison between the averages of period germination showed planting times from 5 MAR to 4 APR had not a significant effect on the period germination.

With the advent of globalization, especially in its third phase (see Robertson, 2003), global relations of domination have undermined abuse of power at national and local levels (Fairclough, 2001). Global ELT textbooks, as corollaries of the globalization process, are not immune to the embedment of discriminatory discourses, as various studies have shown (see for example, Gray, 2010, 2012; Babaii and Sheikhi, 2017). On the other hand, a social actor analysis of verbal and visual discourse will contribute significantly to the disclosure of discriminatory discourses (see van Leeuwen, 2008; Hart, 2014). The current study, therefore, reduces the gap in research on ideology of ELT materials by probing into the nursery rhymes in children and young-adult ELT textbooks. Visual representation of social actors in the images accompanying nursery rhymes in Magic Time, English Time, Let's Go and Family and Friends were, thus, examined, using van Leeuwen's (2008) framework. Regarding results, the most frequent exclusionary discourses in the corpus included religion, nationality, race, and gender respectively. Significantly, it was found that monochromatic depiction of social actors constituted a strategy for the discursive construction of otherness in Family and Friends. Additionally, a process, called whitenization of blacks in the terminology of the current study, was found to be at work in which blacks were depicted as having the facial features of whites.

This qualitative study is conducted to answer four questions: First, whether there is a difference between the grammatical competence development of a group of children aged 2.6 (two years and six months) and a group of children aged 3.6 (three years and six months). Second, whether there is a significant difference between the two age groups concerning their Mean Length of Utterance (MLU). Third, whether there is a relationship between the children’s MLU and that of the caretakers. Fourth, whether the normal limit proposed by Brown (1973) is observed in the acquisition of Persian. To this end, languagesamples of six children and their caretakers’ were recorded during a six-week period and studied afterwards. The results indicated neither an unequivocal yes nor a definitive no answer to the question of age difference and grammatical competence development, that is to say, in some cases there was a difference whereas in some other cases there was no difference at all. As for the difference between the two age groups concerning their MLU, there was a significant difference between the two. However, no significant relationship was found between the children’s MLU and their caretakers’. Finally, the limit proposed by Brown (1973) was observed in the acquisition of Persian.