One of the factors that can be the link between our intentions AND actions AND their external consequences is human agency, which indicates the conscious design AND intentional execution of actions by the individual in order to influence future events.Objective AND Method: This research with a developmental approach of psychometric method AND method 1, examines the psychometric indices of the Human Factor Characteristics Scale using the classical THEORY of test score measurement AND the graduated question-answer THEORY. The purpose of this study, which included high school students in Tehran, was selected by cluster sampling of 500 people as a sample size AND statistical analysis was performed on 481 data. To collect the data, the ion Human Agent Characteristics Scale (2011) was used AND the research questions were evaluated using IRTPRO AND SPSS software.Results:The assumption of local independence based on Pearson x2 index was established by applying Simjima's calibrated question-answer THEORY AND the assumption of being one-dimensional based on the analysis of multidimensional question-answer THEORY. Diagnosis parameters with question-answer approach AND classical approach Test score Both item 25 approach had the lowest AND item 2 had the highest diagnosis parameter. The answer thresholds for all the questions were so far apart that no option was covered by the other option, AND the options were independently selected by individuals at intervals of theta. The total scale was calculated with Cronbach's alpha of 0.945, intentionality of 0.894, foresight of 0.780, self-reactivity of 0.871 AND rethinking of 0.762. Also, the role of each item in internal consistency was investigated by the loop method, which all questions had a favorable role in internal consistency of this scale. The value of the validity coefficient obtained from the question-answer THEORY was obtained by marginal method for intentionality 0.92, forethought 0.85, self-reaction 0.91, rethinking 0.83..

2The current research was conducted with the aim of compiling AND validating the educational package of the 10th grade religion AND life lesson based on Choice THEORY. The research method for the stage of designing AND compiling the educational package was descriptive-analytical method mixed . The main themes of the training package AND the time required for training were taken from written sources such as the model of G schools AND internal AND external research projects. To validate the package, while using the face validity method, the content validity method was used in a qualitative AND quantitative way. It was used with a panel of 14 experts. 14 experts were considered as the statistical population, 10 of them were in the field of psychology, two were in the field of curriculum planning, AND two were in the field of education. In addition, two relative coefficients of content validity AND content validity index were used. The minimum AND maximum relative content validity coefficients for each item of the package were calculated as 1 AND 0.71, AND the content validity index in most sessions reached the number (0.85) for all goals in the educational protocol. The results revealed that the educational package of the Religion AND Life lesson based on Choice THEORY for 10th grade students have good formal AND content validity AND has the necessary validity for educational applications AND research use.

The book “, History AND THEORY in Anthropology”,by Alan Barnard, a leading researcher AND author of anthropological studies, especially anthropology in South Africa is among valuable works in the field of anthropology. In this book, he examines the theoretical nature of anthropology throughout history AND the views of prominent scholars AND thinkers of this science AND their comparisons, as well as the rooting of theories AND schools of thought presented in the field of anthropology. The purpose of this book is to examine the pioneering views of anthropological studies, evolution in all its dimensions, the THEORY of disseminators in cultural areas, functionalism AND structural functionalism, pragmatic theories, processing, AND Marxist views, various aspects of relativism, structuralism AND post-structuralism, postmodernist views AND recent interpretations. Although this work should be regarded as an overview of anthropological theories AND related problems since it lacks the details of theorists, approaches, AND ideas, its very briefness of the terms AND contents, its conceptual clarity AND explanation have been diminished AND it requires revisions.

current research is to critically analyze the discourse of world peace in the textbooks of the Iranian educational system based on the THEORY of identification by L& M. For this purpose, the textbooks between the years 1357-1392 (primary period AND first period high school) have been analyzed. This article has been done with the combined method of analyzing the discourse of Fairclough, L &M AND focusing on the following questions: What was the status of the world peace discourse in the educational documents of this era? What subjects are these educational materials trying to create? What role have the dominant political discourses in this era played in shaping the identity of these subjects? The findings show that the discourse of world peace in educational books AND documents has been rejected due to the demarcation between Islamic AND non-Islamic, internal AND external. Power processes have tried to create militant AND vengeful subjects with a military identity. The factor of persuasion of the subjects is the axiomatization of the ideologies of the revolution with an Islamic nature. Also, the educational content by inducing specific defense ideologies has formed pacifist identities in all individual, interpersonal, social AND international dimensions.

The intellect is the distinguishing feature of man from animals which has not been found anything more harmful than wine for intellect AND the descent of man into the position of animalism is the result of that. Wine has always been forbidden in the heavenly religions based on this, however, the time AND manner of declaring its prohibition in Islam has led to the confrontation of two viewpoints in the instant prohibition with the intoxicate of sleep in the sense of the state of being intoxicated (Arabic: سُکارَی) in verse 4:43 An-Nisāʾ (Arabic: النساء, An-Nisāʾ) AND gradual prohibition with the intoxicate of wine. The findings of this research by a library study AND descriptive analytical method indicate the accuracy of the THEORY of instant prohibition with Quranic, narrational proofs AND rational confirmations AND historical evidence in declaring the prohibition of wine in Makkī (Arabic: المکّیّ, suras revealed in Mecca) verses in early Biʿtha (Arabic: بِعثة) AND its emphasizing in verse 5:90 Al-Maʾidah (Arabic: المائدة, Al-Māʾidah). In contrast, the inaccuracy of the THEORY of gradual prohibition of wine was proved due to its content contradiction AND opposition to the Holy Book of Quran, because it is stated, on the one hAND, that wine in the first stage was forbidden during the prayer time with the revelation of verse 43 of An-Nisāʾ, the sixth Madanī (Arabic: المدنیّ, suras revealed in Medina) surah in order to justify the gradual THEORY with the gradual rational law, but on the other hAND, it is stated to the absolute prohibition of wine in its verse 219 AND also in some Makkī verses by violating the law of gradualness, by declaring that Surah Al-Baqarah is one of the first Madanī Chapters (suras) according to consensus that was revealed after the Hijrah (Arabic: الهجرة). Consequently, the occasions or circumstances of revelations in Sunni exegeses by negation the intoxication of wine in gradual THEORY have subjective exit from this verse for the motivation of defense of drinking wine of some people AND the unjust attribution to others by incorrect justifying the allowance of wine until the revelation of verse 43 of An-Nisāʾ in Medina. Therefore, the distinction between declaring the prohibition of wine in Mecca in early Biʿtha AND the delay of several years of execution of Ḥadd (fixed punishment) of Khmer (the drinking of alcohol, shurb khamr) in Medina in instant THEORY, in addition to creating strong motivation in leaving AND religious final notice has also been a kind of educational method of Islam. While the announcement of the absolute prohibition of wine at the same time as the implementation of its Ḥadd (fixed punishment) with the revelation of verse 90 of Al-Maʾidah from the last Madanī Surahs (Surah Madaniyah) or Madani chapters in the gradual THEORY is against the educational method expected by them. The unjustifiable consumption of some companions of drinking wine in Medina until the revelation of the prohibition verse in addition to the achievement of the Quranic THEORY of Saib Tabrizi (Persian: صائب تبریزی, Romanized: Ṣāʾib Tabrīzī) is among the consequences of proving instant THEORY of the prohibition wine.

This article introduces, analyzes, AND criticizes the work of Lawrence M. Hinman, Ethics: A Pluralistic Approach to Moral THEORY. Hinman is a Philosopher of Ethics in the multimedia learning. He believes that multiculturalism is important factor of nowadays so the most important responsibility of philosophers of Ethics is prevention of moral conflict. The global communication AND information in 21st century needs global tolerance AND respect of various nations, cultures, AND moralities together because different people AND societies have a common human nature AND common natural rights that obligate to justice AND moral relationship between different people AND various societies’ beliefs throughout the world. Moral communication in multiculturalism approach is against racial, gender, national, AND ethnic prejudice. Hinman believes in moral dialogue AND global learning across different cultures. The book of Ethics: A Pluralistic Approach to Moral THEORY has a proper category of new ethical problems, AND the cANDid stANDpoint of author is considerable. He has a logical method, AND in the end of every part of book there are some questions for evaluation of students learning. So this book is proper for the philosophy of ethics in universities.