Abstract Intuition is one of the characteristics of entrepreneurs and an important factor in the decision-making processes of entrepreneurs. In recent years, at the same time as the development of entrepreneurship as an interdisciplinary science, intuition and providing different definitions of it have not been noticed by researchers and researchers in this field, and many researches have not been written in this field. This is despite the fact that in other fields of humanities, especially management (with which entrepreneurship is closely related), basic sciences and even medical sciences, there is a suitable background and theoretical literature about this. On the other hand, it seems that the theoretical and epistemological foundations of this concept have not been researched as much as necessary in the few researches that have been conducted, and very little research has been done in this field. In this article, firstly, the definitions and researches about intuition are reviewed, and secondly, the little researches that have been done in entrepreneurship and its relationship with other sciences are discussed.

Education is a continually developing activity, it shapes the way an individual develops their attitudes, thoughts and behavior. Education is not just about being literate but it is an overall development of the person in every aspect of their lives. A society's educational system can be greatly linked to its culture as the culture that one is in have an affect on the type of curriculum the institutions will develop in order to cater to every individual of that particular culture. Education moulds and shapes a society and it is influenced by the culture of the particular country or society. The educational system acts as a point of reference for the society's needs and demands. The principles that dominate this article is culture and education are interrelated and interconnected. Every educational paradigm is influenced by the culture of the society in which it operates. This essay underlines the extensive connection between culture and education. As a result, the goal of this essay is to depict these features from a Philosophical-Psychological Approach.

Knowing the components of economic education provides the dynamic background of education in this field. The aim of the current research is to investigate the indicators and components of the economic education curriculum. The approach of the current research is qualitative and its method is research synthesis. The research community is all the articles (211 articles) that have been presented from 1390 to 1401 AD and from 2010 to 2022 AD regarding economic education in curricula. The sample of the research is 32 articles, which were selected based on thematic monitoring, theoretical data saturation, and purposefully. The research data were collected from the qualitative analysis of the studied articles. By analyzing the data, the dimensions of vitality in the curriculum of the elementary school in 4 factors and 55 categories including the dimension of individual factors (including indicators and components related to personality characteristics); The dimension of culture and economic ethics (economic fields in the society); The dimension of economic concepts and knowledge (indices in economic education) and the dimension of collective and communication concepts (communication and interaction indicators in education) were classified. Economic education is dependent on internal and external components in educational systems, which requires macro-planning in this field.

Introduction: Academic faculty members need to emphasize ethical principles in order to improve higher education, with the understanding of this importance, the current research was conducted with the aim of designing the ethical model of academic faculty members in Iran's higher education. Material & Methods: This research is a type of qualitative study that uses foundational data theory. The participants, including experts and faculty members of the country's public universities, who were responsible for the promotion of academic members, were selected as key informants through a targeted sampling method of 45 people. Data were collected through semi-structured interviews. The reliability and validity of the data were obtained from the two methods of reviewing the participants and recoding by experts. Data were analyzed by open, central and selective coding. Results: The results showed that the moral model of faculty members in Iran's higher education is explained in 10 main categories and 27 subcategories. Major and core categories in the form of 6 dimensions of causal conditions including (individual factors, organizational factors), core (cultural-educational, educational ethics, research ethics, scientific-executive), background conditions (higher education policies, moral activism), intervening conditions (environmental factors), strategies (micro level-university, macro level-higher education) and consequences (individual and organizational) were elevated to a higher abstract level and finally the research paradigm model was presented. Conclusion: The regulations for the promotion of academic staff members in Iran require a detailed revision of the content with an ethical and qualitative approach in order to make the indicators of the promotion regulations efficient and effective.

The purpose of this study was to investigate motivational and preventive factors influencing schools physical education teaching from the perspective of physical education teachers. A number of 153 physical education teachers were selected from Sanandaj city through accessible sampling method. The instrument used in this section was a researcher made questionnaire including 2 sections of motivational factors (intrinsic and extrinsic) and 3 sections of preventive factors (student-centered, teacher-centered and institutional). Face validity and content validity of the questionnaire were confirmed by the experienced professors in the field of psychology and physical education. Construct validity was also confirmed through use of factor analysis (AGFI= 0. 92, df=437, p=0. 01). Its reliability coefficient was obtained in a pilot study using Cronbach's alpha coefficient (α = 0. 93). For data analysis, one-sample and independent sample t-test, one-way ANOVA and post hoc test were used. The results showed significant difference between motivational factors (intrinsic and extrinsic) as well as between barriers factors (student-centered, teacher-centered and institutional) in physical education teaching from the viewpoint of teachers. Also, intrinsic motivational factor and institutional preventive factor have most influence on physical education teaching. Therefore, considering motivational factors based on self-determination theory, such as creating a sense of competence, independence and communication in physical education classes, encourage parents to physical education lesson, existence suitable sports spaces in schools and preventive factors including a reduction in the number of students in class and increasing the funding are important.

Introduction: In the present era, considering the rising expenses of healthcare and the difficulties associated with chronic diseases and epidemics, it is essential to evaluate the medical education system. Meanwhile, educational approaches based on preventive care can significantly help lower the financial burden on the healthcare system and enhance public health.

Background: Nowadays, prisons are one of the certain centers of HIV in all over the world. In fact, prisoners are not only susceptible to exposure of HIV infection, but also they are a reservoir for beginning and development of HIV in the society. Objective: This study has been aimed to evaluate the effect of health education program on the AIDS preventive behaviors of prisoners aged under 25 years old (Ghezalhesar prison-Tehran). Methods: In this quasi-experimental research 50 male addicted prisoners were selected. A questionnaire was developed in four sections: demographic factors, knowledge, attitude and practice and it was used after taking reliability and validity. The level of KAP toward AIDS was evaluated first by using a questionnaire (pretest). The educational needs were recognized, and then the educational plan was designed. Educational methods in this study was lecturing, group discussion, face to face, answer question, poster, leaflet, pamphlet and video film. After 2 month performing educational program, KAP was determined again (posttest) and then was compared with pretest information. Collected data were analyzed by parametric and non- parametric statistical tests. Findings: The results of the study show that 22% of prisoners in prison had drugs Injections, 8% of them had sexual intercourse, 38% of them had one razor shared and 6% of them had tattooed. Also 82% of prisoners were witness in using syringe for drugs and 48% were witness for sexual intercourse of other prisoners. Analysis of the data, before and after the educational program showed that there is significant difference between knowledge, attitude and practice. Conclusion: The results of the study indicated that health education program has caused an increase in KAP.

The purpose of the study was to design a curriculum for the elderly education based on dialogue education approach. Jane K. Vella is the setter of this approach and the most important feature of this approach can be considered its attention to the audience and their special needs. The method of conducting this research is the application of the recommendations of the dialogue education approach. Sampling among the elderly participating in the course was voluntary and by sending an invitation. In sending the invitation, an effort was made to cover the maximum diversity of education, gender, and social status. In order to select the content based on the participants' needs, the list of Iranian elderly's educational needs was given to the six elderly who attended the educational meetings for selection. After selecting the content, the elements of the dialogical curriculum were determined. In the implementation phase, changes were made to adapt to the context, in the design and implementation process, and all the implementation and design phases were validated by Vella and the team members. Considering the special characteristics of the elderly, such as having experience, independence and self-directedness, the curriculum used for them should be able to take into account these characteristics, and considering the high flexibility of the dialogue and listening approach, as well as the achievement of all learners to the goals of each meeting, the approach to design educational courses in centers whose audience is the elderly, can increase the effectiveness and attractiveness of the courses.