Background: Globally, population growth and ageing are expected to increase the risk of Vision impairment for more people. Eye Disorders impose heavy social and economic burdens on communities through increased poverty, reduced quality of life, and decreased employment. Weaimed to calculate the economic burden of eye diseases in Iran. Methods: Prevalence-based and top-down cost estimation methods were used with a sociological approach. Data were collected from the Northeastern Ophthalmology Center Institute for Health Assessment, and Evaluation, besides the 2017 census. Eye diseases were classified according to the ICD10. Data were analyzed using Excel 2016 software. Results: Survey data were collected from 19, 113 patients with Vision loss and eye Disorders. The average cost of Vision loss/eye Disorders was estimated to be $250. 3. The findings indicated that the economic burden of visual diseases was $2, 844 million a year, with direct medical costs comprising 87% (66% of inpatient and 21% of outpatient) and direct non-medical and indirect costs estimated at 6% and 7%, respectively. Furthermore, 72. 8% of direct medical costs was paid by insurance companies, 20. 6% by patients, and 6. 6% by the government. Conclusion: Eye diseases and Vision loss in Iran, as in other countries, are costly for the health system and society. Instituting effective policies and measures to address this rising burden should be a national priority. Another suggestion in this area would be to focus on preventive care and policies such as health education, highlighting the role of reorientation of health services and advocacy (for policies that promote eye health), where relevant.

Aims: MusculoSkeletal Disorders (MSDs) are one of the most common problems of students which if not prevented and treated can lead to physical and psychosocial Disorders. The aim of this study was to compare MSDs in two groups of students with special needs who suffering from low Vision and hearing impairment. Method and Materials: A cross-sectional study was conducted with of 62 students aged between 10-15 years old in Hamadan in 2019-2020. Of these participants, 32 students living with hearing impairment and 30 students living with low Visions. Demographic questionnaires and Nordic musculoskeletal Disorders were used to collect data. SPSS software version 23 was used to analyse data through two-sample independent t-test, chisquare test and logestic regression. Finding: Tottaly 62 students took part in the study. The mean age of Low Vision Students( LVS) and Hearing Impairment Students (HIS) was 12. 101. 47±,and 12. 47±,1. 64 years respectively. Of all students with low Vision 10 individual (33. 3%) and of all students with hearing impaiement 10 individuals (31. 3%) were suffering from MSDs. The most MSD affected areas in HIS was lumbar (15. 6%) and in LVS was shoulder (16. 7%). The results showed that MSDs did not differ significantly between the two groups of LVS and HIS (P> 0. 05). Conclusion: This study showed that at least one-third of LVS and HIS suffered from MSDs. The need for therapeutic and educational strategies in the field of ergonomics interventional program for health promoting of these students with special needs should be considered.

Nowadays, pictures and writing in English books are used in order to transfer educational concepts. As it is claimed that the pictures not only help the students learning but also they increase the interactional relationship between them and their around society (Kress and Van Leeuwen, 2006). There is always one problem that an argument on how we can use multimodal-texts in school books especially English books to facilitate transfer concepts and also trigger motivation in educational processes so that English learning and training procedures will be improved. According to Sojoudi(2003), semiotic perspective rooted in the works of Saussure and Pierce, shows two points of view but with special and similar philosophical implications. Saussure framework is called structural semiotics but Pierce framework is analytical semiotics. Pierce believes semantic-semiotic means theory and study of signs and it is the world science that includes all other sciences. Saussure considers signs as mechanical but Paris School claim that signs perform the role of signifier only in discoursal context. Greimas, as a founder of Paris School, believes that we should pass the surface and enter to the deep layers of context as the deep and inner structures have semantic implications...

With the central role of textbooks, particularly, in centralized educational systems such as that of Iran where a single textbook is recommended for nation-wide use, evaluation textbooks, especially whilst-use evaluation, can highlight points of strength and weakness in a book and pave the way for its improvement in later editions. The present study set to evaluate Vision 1, English textbook for grade 10 in the new Iranian educational system. To this end, a questionnaire taken from Ahmadisafa et al. (1396) was distributed among 150 English teachers (selected from different provinces of the country through convenience sampling). Furthermore, 20 of the above teachers responded to a researcher-designed semi-structured interview involving: 1) general evaluation of the book, 2) advantages of the book over those previously used, 3) viewpoints of the teachers' over realization of the aims of the book, 4) its points of weakness, and 5) the teachers' suggestions for improvements in its later editions. The results indicated that the teachers were relatively satisfied with: 1) supplementary materials and teacher's book, 2) grammar, vocabulary and language functions, 3) content and language skills, 4) tasks and exercises, 5) design and layout, and 6) teaching methodology. However, the interview revealed the teachers' relative dissatisfaction with the book, with most of them considering the book unsuccessful in fulfilling the set objectives.