The aim of the current research was to identify the characteristics of the four elements in order to provide a problem-oriented curriculum model in the elementary school mathematics course. There were 19 participants and the sampling was done purposefully. The data collection tools are semi-structured interviews and questionnaires. The problem-oriented curriculum template was designed using the characteristics of the elements and with the method of qualitative content analysis in the elementary school mathematics course. The identified features were validated by fuzzy Delphi method and Shannon's entropy method was used for data processing. Based on the results of the analysis, 7 main categories including the characteristics of goals at three levels of cognitive, attitudinal, skill, content, evaluation, teaching-learning strategy and 46 sub-categories were identified.                                                                                                                                                                In the fuzzy Delphi section, all features were confirmed by obtaining a de-fuzzified value greater than 0.7. The results of Shannon's entropy determined that the characteristics of starting teaching with a challenging question, creating a suitable educational environment, continuously monitoring the quality of learning strategies and communicating with students' talents have attracted the most attention and obtained the highest ranks and had a higher importance factor than other characteristics

The present subject is one of the most important issues in Jewish thought. Today, many Jews believe that their moral teachings are viewed by all human beings, and there is no difference between Jewish and non-Jewish (goyim) in practicing these moral rules. However, this paper attempts to demonstrate that this claim has no solid foundation. The findings show that there are so many cases in the Torah and the Talmud (Jewish sacred books), which completely contradict this claim. These cases totally reject and weaken the basis of Jew’ s claims.

The existing theories indicate that management can be defined in terms of its functions, so there are different definitions based on various functions some of which are repeated in most definitions. The present study which is a descriptive research was conducted to investigate the managerial functions in organization-, relation-, and situation-oriented styles of management. Statistical sample contained 375 members including 17 managers selected from 17 districts of ministry of education in Tehran, as well as 322 employees in the same districts who have been working at least for 6 months in different regions of Tehran. Measurment instrument used in this study was a 24-item researcher-made questionnaire developed based on Likert scale. One-way ANOVA and post-experimental comparisons (Fisher, Tokey, and Shefe) were used for data analysis. Data analysis revealed that the application of planning is mostly observed in organization-oriented managers compared with relation-oriented ones. Also organization-oriented managers pay more attention to organizational functions compared with situation- and relation-oriented managers. Moreover, decision-making function is considered by organization-oriented managers more than other managers. And finally, the control function receives more attention by organization-oriented managers compared with others.

There has been a rapid growth in human motivation research in the last two decades, with a special emphasis on achievement-oriented studies. Recent research in the motivation area has focused on achievement goal orientations, as there has been an increase in achievement goal research in social, psychological and specifically educational studies. In the context of Iranian’s educational system, every year many students enter universities based on academic achievement during their high school period. Among them some find the way to enter Medical Universities with different motivation factors. Learners’ motivation to succeed as university students varies and motivation is crucial to their performance. Taking into account the competitive nature of medical education and the responsibilities upon medical students and their critical role in patient care, it is significant to know the types of achievement goals namely “mastery-oriented goals” and “performance-oriented goals” that medical students develop in their educational career. In addition, medical teachers’ perspective regarding these goals and what approach is adopted by them if of utmost importance in terms of learning. By the same token, as the practice of medicine is dynamic and lifelong learning is essential, mastery-oriented learning can ensure that graduates are more qualified for their future tasks as medical doctors.

In traditional data envelopment analysis (DEA) models, the relative efficiency of decision making units (DMUs) is usually evaluated in a particular period of time such that the status of each measure from the input or output viewpoint is certain. However, in many applications, the performance of organizations should be measured over multiple periods of time while the status of some factors called “flexible measures” from the perspective of input or output is uncertain. The purpose of this study is to propose approaches to evaluate the efficiency of the multi-period systems where flexible measures are presented. For this reason, oriented and non-oriented DEA-based approaches from the standpoints of individual DMU and aggregate efficiencies are rendered to measure the overall and period efficiency of multi-period systems with flexible measures. Also, efficiency changes between two periods are estimated using the Malmquist productivity index (MPI). A dataset is provided to validate the proposed approach.