Farming system with its interdisciplinary approach has received the most attention in the last decade. It has two major components or subsystems: 1. Biological – ecological 2. Social – cultural Agricultural extension educators have put more emphasize on the second subsystem. It is believed that the empowerment of human resources has the most important role in agricultural development. Dealing with this aspect of social-cultural subsystem, a strong leadership program is required. To fulfill the objectives of this research 10 experienced and interested extension agents from Fars Province were selected by a purposeful sampling. The subjects were trained about leaders4ip development in rural areas and mentoring as an approach in Training rural leaders. The data were collected from the action research (reports of 'action' and perceptions of subjects) as well as from the survey. Triangulation technique was used to combine the results of aforementioned methods and final judgments were made. This paper, based on an action research and a quantitative methodology, using survey technique, presents a comprehensive model in leadership development program for adult farmers, and introduces the "mentoring" approach as the most successful means in leadership Training Programs.

Introduction: In the current research, it has been tried to qualitatively study all kinds of policies and measures necessary for alignment between teacher preparation Programs and democratic social education competencies under the model of teacher education curricula, which include: direct (official) curriculum, Indirect curriculum, informal curriculum (implicit) and unstructured curriculum (hidden) should be identified in the educational system. Method: Qualitative approach and phenomenological method were used in this research. The field of research is Farhangian University of Hormozgan and the participants are  13  lecturers of this university. The sampling method is a combination of convenience and snowball sampling. The research tool was a semi-structured interview. The information was analyzed using thematic analysis method and then using MAXQDA software... Result: The information was analyzed using the theme analysis method and then using MAXQDA software in the form of 2  overarching themes, 8 organizing themes and 25  basic themes. The results of this research showed the basic policies and measures for teacher preparation Programs, in the form of two components, strategies and solutions of teacher Training curricula, separated by curricula (formal, informal, informal, unstructured curriculum) and with the goal of preparing The formation of teachers has been identified in the educational system to realize the competencies of democratic social education. Conclusion: Therefore, examining the opportunities, facilities, and resources available to achieve these actions should be on the agenda of decision makers and educational planners. It is necessary to pay special attention to the strategies and solutions of teacher Training curricula.

Endocrinologists contribute to the care of sizable populations with di-abetes, thyroid disorders, obesity, metabolic syndrome, osteoprosis, dyslipidemia, pituitary disease, adrenal dis-ease, male and female reproductive disorders and menopausal women.1 Although endocrinology Training began 22 years ago in the I.R. Iran, the supply and demand related issues surrounding clinical practice in endocrinology are relatively unknown. It is the purpose of this paper to address these issues and to recommend further actions needed in relation to endocrinology Training.

Purpose: The purpose of this applied research is to study the effectiveness of gamification on corporate Training.  Methodology: A gamified course was designed and implemented to train the location of Fire Hosing Cabinet for 24 employees of a firefighting maintenance company in Iran Mall shopping Center in Tehran. Using a quantitative quasi-experimental research plan (post-test only control group design) the participants of the study were randomly assigned to treatment (12) and control (12) groups and trained for a week.  Conclusion: The descriptive and interpretive result of the posttest analyses indicated the effectiveness of gamification of the Training performed for the employees of the firefighting maintenance company in Iran Mall shopping Center in Tehran. Moreover, the descriptive result of Gamification Acceptance Questionnaire answered by the members of the experimental group after gamified Training indicated that all the participants in the experimental group were satisfied with the gamified Training course.