Background: School, as a reliable place in student's education, has an important role in training. If health principles do not comply with in schools, students may be suffering from infectious diseases. Health trainer can be effective in improving school health. This study aimed to determine the effectiveness of health trainer on environmental health level of schools in Bushehr province.Material and Methods This study was a descriptive - analytic study. A total of 20 samples were selected from each of the elementary schools have and not have health trainer using the method of stratified random sampling in the Bushehr province in the year 91-92. Data collected by researcher direct observation and using an assessment form of school environmental health contains 30 questions in 9 different sections. The statistical method used to analyze and test questions in this study were the chi square and Fisher exact test.Results: Based on findings of this research, between the environment health situation in schools with and without health trainer in 19 cases of health variables the significant difference was observed. The statistical analysis showed significant differences between health status of toilets (p<0.005), drinking water taps and buffet (p<0.001), yard and corridors (p<0.01), and solid waste disposal (p<0.025) in schools with and without health trainer in the year 91-92.Conclusion: Overall, the results indicate that the presence of health trainers in schools can lead to improved health status of the school. The schools without health trainer had very poor health status; this issue required further try of concerned authorities to employee health trainers in schools.

Children's health has been one of the essential aims of the activities of lots of international organizations. The environmental investigation of health condition of schools and the impact of health nurses in elementary schools have been important issues that play a very important role in promoting educational objectives. It was a survey research. The sample included 200 Iranian girl elementary schools that were selected from 10, 511 girl primary schools, using a random sampling method.100 schools which had health nurses were considered as experimental group, while 100 other schools which did not have health nurses were considered as a control group. Data was gathered using direct observation and control list form which included 30 questions in 10 different situations. Then, they were analyzed using the Chi Square method. The results indicated that there is a significant difference between schools based on presence or absence of health nurses in 19 out of 30 variables of environmental health. So, the presence of health nurses in schools will lead in the improvement of schools' environmental health. Although providing such conditions is a multi-dimentional issue and different factors and variables in addition to presence or absence of health nurses could affect it, the overall investigation of these factors could provide clear criteria for designing children's educational program and strategies for optimum use of resources (human resources, budget, time) to promote the level of awareness and health performance of children at schools. As a strategy, we could insert the required health materials in elementary school textbooks, with health nurses responsible for teaching them, while using one health nurse in more than one school.

Background: The school after the family is the second institution that the child traverses in order to study and learn at a wider level. Children and adolescents are the future makers of the country and their physical, mental, and social health guarantees the health of present and future community. By paying attentio to the health of this group, a big step can be taken in the prevention of diseases in old age that imposes a lot of costs on society. Therefore, the aim of this study was to evaluate the role of health education in promoting the health of female elementary school students in Isfahan, Iran, from the perspective of school health educators. Methods: In this analytical descriptive study, from among the health educators working in girls’,elementary schools in District 5 of Isfahan in 2018, 60 people were selected using simple random sampling. The research tool was a researcher-made questionnaire including questions about personal hygiene, public health, mental health, student empowerment, and the position of health educators among students. Data were analyzed using descriptive statistics, Pearson and Spearman correlation coefficients, and t-test via SPSS software. Findings: 15. 25% of health educators in schools were single, 84. 75% were married, and 71. 20% had a bachelor's degree. There was a significant relationship between the impact of health education on the areas of mental health, personal health, and public health (P < 0. 001, r = 0. 607). In addition, a significant relationship was observed between the variables of mental health domains and personal health (P < 0. 001, r = 0. 526). Conclusion: Health education to students in schools by the health educator affects the improvement of personal, public, and mental health of students. The more the health education and the time of periodic examinations are, the greater the impact on students' empowerment is. Besides, students' access to health education helps secure their health and flourishing of their talents in the physical and mental fields. The results show the key role of health educators in maintaining and promoting health in the society.

The purpose of the present study was to determine the effect of coaching behaviors on coaching efficacy and team dynamic of vollyball pro- league in Iran (2009). 160 athletes and coach from 13 team participated as samples in this study. Coacing behavior was measured by Martin, S.B., & Barnes, K. (1999) Coaching Behavior questionnaire. Coaching Efficacy was measured by Feltz, D.L., Chase, M.A, Mortiz, S.A., Sullivan, P.J. (1999) coaching efficacy questionnaire. Team Dynamic (team cohesion and collective efficacy), was measured by Carron, A.V., Brawely, L., Widmeyer, W. (1998) team cohesion questionnaire and Felts, D.L., & Lirg, C.D., (1998) collective efficacy questionnaire. The statistical procedure also was based on descriptive and inferential basis and included multivariable regression. The results indicated that coaching behaviors effect on coaching efficacy and team dynamic. Also coaching efficacy effect on team dynamic. As the results revealed, higher frequency of Reinforcement, Mistake-Contingent technical instruction, General communication and organizing behaviors styles, showed an increase in coaching efficacy and team dynamic( team cohesion and collective efficacy) over the season. On the other hand, higher frequency Punishment and Punitive technical instruction behaviors style, an decrease in coaching efficacy and team dynamic ( team cohesion and collective efficacy) over the season.

Background & Aims: Clerkship education is a serious problem in education; therefore, recognition of existing issues in public health student’ s education and corrective actions will fulfill the goals of learning and improve the quality of health services. The purpose of this study was to determine the viewpoints of students at Health School of Urmia Medical Sciences University about the status of clerkship education in 2017. Materials & Methods: In this descriptive-analytic study, the viewpoint of 45 students about the process of clerkship education in the dimensions of goals and curriculum, instructor's performance, dealing with the student, educational environment, and monitoring and evaluation were investigated by a researchermade questionnaire. Data were analyzed using SPSS software and statistical methods. Results: The status of clerkship education were assessed with the average of 122 out of 150 by public health students. The lowest score was assigned to the instructor performance scope (88) in the moderate level and highest to the scope of monitoring and evaluation (148) at a good level. Conclusion: The results of the study showed that the ratio of instructor to student is a major problem in student's education, therefore, the authorities of Health School should consider the above ratio in order to improve the quality of clerkship. Keywords: Clerkship, Public Health, Student, Instructor.

Introduction: A standardized questionnaire is the principal tool for assessing individuals’ knowledge. Since no standard questionnaire is available for assessing elementary school hygiene instructors’ knowledge about dental taumas the aim of this study was to design and standardize such a questionnaire with acceptable validity and reliability.Materials and methods: In the present descriptive study in order to design a standard questionnaire, existing questions about individuals’ knowledge on dental trauma were evaluated from papers published in English and 42 questions were selected. The English questions were translated into Persian in a linguistic style. The validity of the questions was fully evaluated by experts in epidemiology, Persian language, pedodontists and endodontics, considering the target group and a Persian questionnaire was prepared. In order to evaluate the reliability of the designed questionnaire, 30 hygiene instructors from Shiraz elementary schools were asked to answer the questionnaire. Inter-item correlation, Cronbach's alpha and alpha when the item was deleted, were used along with intra-class correlation test with SPSS 18. All the necessary changes were made and validity and reliability tests were repeated until appropriate results were achieved.Results: Assessment of the reliability of the questionnaire was carried out twice, which resulted in a questionnaire with 19 multiple choice questions. Cronbach’s alpha of the final questionnaire was 0.887 and ICC was 0.716. No significant change was observed after deleting each question.Conclusion: Under the limitations of the present study, it can be concluded that a standardized Persian questionnaire, including 19 questions with acceptable validity and reliability is now available to evaluate school hygiene instructors’ knowledge about dental trauma and can be used in other similar studies in Iran.

The article is about the life, studying, works, professional and social activities of Dr. Ali Shariatmadari, a professor of philosophy of education. Thick description, analysis, ethnosemantic and empathetic reflection were used to study the life and works of Dr. Ali Shariatmadari. His life and education coincide with significant social, cultural, political, and scientific-philosophical transformations in Iran and in the world. He was sensitive and optimistic about intellectual development and tried to persuade and realize the "philosophical spirit" and "critical/sound thought", unity of personality and coordination of action and opinion in one's life. He believed in education, teaching, and social justice based on the elements of indigenized culture, while idealizing and enlightening, enthusiastically welcoming scientific innovation, and paying attention to world science. Dr. Ali Shariatmadari should be regarded a hard-working educator and competent mentor. New generations consider him an "unfinished project" that wants to be a window, a beginning and not all the way, not the only way, not just the only reading of indigenized perspective. Introduction: This article is about the life, education, works and professional and social activities of Dr. Ali Shariatmadari, a professor in the field of philosophy of education. Thick description, analysis as well as empathetic and accompanying reflection on “educational experience” in a broad sense, deal with the triad reciprocal determination (behavior, personality and ecology). The ecology of the humanities and contemporary Iranian philosophy have different branches: rational orientation, essentialism, justificationism and foundationalism. Justificationism is contextualized in the rationality of the legacy of Iranian and Islamic civilization, and the philosophical foundations of European empiricism (continental and non-continental), as well as Dewey and post Dewey (neo-pragmatism). The critical question is how all of these human and world heritages within education, science, and philosophy fit into the broader concept of "experience. " Education is related to the quality, quantity, stability, nature of crisis and disaster, and real needs on the one hand, and the ability to act on the other, with the goals, methods, and process of educational experience, which is trans-institutional. Therefore, democracy/social cognition as well as cognition of social cognition and the level of activism are raised. (Kordloo and Ghaedi, 2014, p. 58). Shabani, while taking a paradigmatic position, has introduced the theory of transcendental realism as a suitable alternative to support scientific research in the field of education (2007). Khosrow Bagheri states the early Dewey, who is a sharp and serious scientist, continues to prefer the Hegelian dialectic of experience and the ideal of freedom (excluding unnecessary arrays and systemic tasks) over the Platonic dialectic. The pragmatists seek to overcome the obstructions and bottlenecks of pragmatism (Bagheri, 2014, p. 27). It can be interpreted as a combined methodology (Saei, 2013: 57). Methodology: Examining the thoughts, life and record of education and coach requires two types of double cognition (doubled hermeneutics): first, the methodology of Dr. Shariatmadari's knowledge and scientific works about education, and second, cognition of the knowledge of the ecology, society and the social and political system in relation to the subject of education. It is well known that questioning is the virtue of thought. The period of his life and education coincides with a change in the spirit of the time (Genius Saeculi/Zeitgeist, Genius loci) and significant social, cultural, political, scientific-philosophical and educational transformations in Iran and the world. A wide field of philosophical critical thinking deals with education, confrontational, artistic, dialectical narratives of thought and divergent narratives to solve problems with ambiguities or common conflicts and contrasts. Critical thinking and philosophical spirit de-improvise the common improvised concepts and reveal the importance of education, "other", others, interaction, culture, language, community and institution to the person and the organization and its limitations. Critical thinking discloses the dangers of self-centered individualism/vertical individualism and raises the possibility of transcendence to horizontal individualism/social understanding and to smooth the synergistic growth of the individuality and the collectivity. It is through education that one gives identity to oneself and the world. Findings: Ali Shariatmadari was born in 1923 in a religious family. He completed his primary and secondary education in Shiraz. From 1942 to1949, he was a school teacher (Goodarzi, 2008). "After the Islamic Revolution, Ali Shariatmadari was appointed to the Ministry of Higher Education in the interim government of Mehdi Bazargan. Along with Mustafa Moin, Ahmad Ahmadi and Abdulkarim Soroush, Shariatmadari tried to Islamize the universities (Wikipedia). He was sensitive and optimistic about intellectual aspects of the transformations, and advocated the pursuit and realization of the "philosophical spirit", rational reflection, sound thought, unity of character, and harmony of action and opinion within and in the environment. The focus of the study of Dr. Ali Shariatmadari's works can be considered as the main issues of education, socialization, philosophical spirit, problem-solving method and rational method. Dr. Shariatmadari considered teachers as "custodians of education" (Shariatmadari, Zekavati, a. 2013). Real education could be trans-institutional, related to life, quality, quantity, stability, nature of approach of anthropology, suffering, paining, crisis, disaster, real needs, goals, styles, process of experience and the ability to act. He organized and promoted some of the disciplines of education and was eager for the instructing method and process to be used for both effectives. Discussion and conclusion Double hermeneutic is the recognition of the nature of cognition (theoretical validity of educational science) and "cognition of social cognition" (perception of people and stakeholders of education). The failure of these two cognitions leads to disruption of individual, collective, organizational, social action and crises. Zekavati suggested that conditions be provided for scientific actors to enter the field of action directly (Zekavati, b 2012, pp. 215-214). Social cognition prevails over the spirit of time, the spirit of place, the preconditions of society, patterns of civilization, education, patterns of assumptions, social control, and more specifically possibilities and limitations. Cognition of social cognition contains the objective, tangible aspect, the arrangement of social forces, ranks, stakeholder groups, social stratification and satisfaction with justice for the distribution of possibilities and common understanding of language, its truly, symbolic, virtual and interpretive meaning. Mahmoud Mehr Mohammadi quotes Shariatmadari that the reform of education should be the priority of the government. According to Edgar Morin: "The essence of complexity is to step into complexity so it leads you forward" (translated by Nickpey, 2014). Avoiding reductionism, distortion, cognitive errors and possible misunderstandings requires a constant, relentless effort from educators to formulate the dynamics of vitality of life and thoughts, in the words of philosophers: "always on the way/ peregrination". Dr. Ali Shariatmadari should be considered as a hard-working educator and at the same time an unfinished project.

The present paper was designed to identify the key competencies of sexual education coaches. To determine the key competencies, the five-step Byham & Moyer method was used. The present study population included all education specialists, sex education specialists, and Continence and sex education specialists’ educators in Mashhad. They were selected by targeted sampling method. A Semi-structured interview and questionnaire were used to collect data. By studying the literature and opinions of scholars and various scientific sources about the competencies of the coaches, and the findings of the interviews and questionnaires, a list of 785 concepts was extracted and collected, and then the concepts were classified into 109 categories. After analyzing the data, the competencies of sexual education coaches were divided into 16 themes and 5 axes. The themes of “ the coach's relationship with God” , “ the coach's relationship with himself” and “ the coach's relationship with others” , were placed in the core of the basic characteristics of the coach. “ The Foundations of sexual education” , “ the West and sexual education” , “ the sexual-conceptualization” , were included in the center of the theoretical issues needed by the coach. Also themes related to the axis of explanation and description of sexual harm “ the underlying instruments of sexual corruption” , “ sexual pathology” and “ the negative consequences of sexual injuries” were introduced. The Themes “ of basic beliefs” in the axis of the beliefs needed in sexual education and the Themes “ of media literacy” , “ how to answer the questions and doubts of adolescents” , “ the prevention and exposure skills of sexual abuse” , “ exposure to masturbation phenomena” , “ sexual psychology” and “ The ability to apply adolescent continence strategies and solutions” was also at the axes of the skills needed for the Coach of sexual education.