In the response phase the most important step is to assess disaster after occurrence. By disaster Assessment, we can obtain all the needed information for controlling, decision-making and also disaster planning. Lack of disaster Assessment causes you to make unsuitable decisions based on limited or inadequate data which leads to imperfect disaster response. According to IFRC, disaster response operation will have an unsuitable function without disaster Assessment. This paper presents the principles and concepts of disaster Assessment.

In the past two decades caries risk prediction has been and important subject for investigators. Caries risk Assessment is an effective method for the prediction of future caries. By CRA the high-risk groups are determined. Then the prevention programs in relation to high-risk groups, be perform. This article is the results of a research project which has been performed by the author in Tehran. 218 primary school children (7 years old) have participated in this study. They have been examined for caries risk factors in three stages: 1- By a questionnaire for personal and socio demographic information. 2- Bite wing radiography to diagnosis the incipient proximal caries. 3- Dental examination of the student. Results of the research showed 34 person (15.6%) were high-risk, 63 person were low-risk and 121 person (55.5%) were moderate risk. Some of the caries risk factor have been also evaluated.

Background: Physicians have an important role addressing the disasters and most of the times they are the first to attend triage scene and emergency departments. Since Iran is one of the countries in which natural disasters are common self reliance and confidence in disaster management are of special importance.Methods: In this descriptive cross-sectional study 100 General physicians and 100 residents working in hospitals in some specialized fields related to Emergency conditions were enrolled randomly. They completed checklists about their disaster management knowledge and confidence building level. Data were analyzed via SPSS 11.Results: knowledge of General physicians and residents was as follows, about disaster (29%), scene triage (21%), hospital disaster teams (12%) and tasks (11%) the enrolled physicians didn't show sufficient abilities in addressing the disasters and their activities were limited to study (27%), participation in seminars and congresses (4%), and confidence abilities (6%) in disaster conditions. The majority of them (88%) knew that basic and advanced disaster educational courses are necessary for physicians.Conclusion: Disaster training for physicians in under and postgraduate levels are not enough. Therefore considering the low knowledge and abilities of physicians in Iran it's seems that holding advanced disaster courses should be included in physicians training programs.

Within recent advances in education, teachers are expected to be aware of and apply effective procedures of instruction and Assessment to enhance learning. This requires teacher education programs to provide opportunities for teachers to improve their knowledge in different areas, including Assessment knowledge, to meet the new challenges. To help EFL teachers to improve their language Assessment knowledge (LAK), the first step is to have information on their present status of LAK. Therefore, this study was designed to investigate the LAK needs of EFL teachers. Fulcher’ s needs Assessment questionnaire (2012), expanded by some open-ended questions, was administered to 246 EFL teachers to explore their perceptions of the importance of major issues in language Assessment and the level of their own knowledge. The findings revealed that the majority of the participants considered the major topics in language Assessment as either essential or important to be included in language Assessment courses. However, major differences were found between the priorities given to these topics by various groups of teachers. Further, it was observed, in line with the findings of previous research, that EFL teachers claimed they needed to improve their LAK. Details of the findings and implications for teacher education programs are discussed.

The present study has been conducted to evaluate the amount of attention to validity Assessment process of research tools, by reviewing the articles published in knowledge & information science journals in Iran over past 10 years. In this research, articles of 8 Persian scientific and research journals in the field of knowledge & information science in Iran, published between 2006 to 2015, were analyzed in a content analysis method. In total, 1763 research articles related to 211 issues of journals were analyzed and research tools and methods for determining the validity of research tools investigated. According to research findings, there was no reference to validity of research tools in 36. 87% of reviewed articles. In 23. 22% of articles, only validity of research tools was confirmed but the method and procedure for determining validity were not mentioned. In 4. 31% of articles, researchers stated that validity of research tools was confirmed in previous studies and therefore they did not consider the validity. In 375 articles (32. 38%), the method of determining validity of tools was mentioned. In terms of the methods used to measure validity of tools, results indicated that 16. 66% of articles evaluated their tool validity by face validity and 20. 30% by content validity method. Of other types of validity, the criterion validity was lowest, and only 2 articles (0. 17%) used this method to assess validity of their tools. 5. 26% of articles also used construct validity, which has highest level of validity. Also, results showed that a very small number of journals in the research population have published articles related to psychometrics of research tools. Therefore, the knowledge & information science journals are required to pay more attention to publish articles related to validity Assessment of research tools for more familiarity with this process and its importance in designing tools by researchers. Also, journals in this area should be more sensitive on report of validity Assessment process of research tools in the methodology section of articles in the process of reviewing articles.

The focus of this study is primarily on “the discrepancy in mentality as an important factor affecting family problems and divorce”. For this purpose, some minor studies were conducted each of which experimentally examined different aspects of mental discrepancy in Iranian families. Almost all of these studies showed that permanent disputes and divorces resulted from the differences in their world-views, thinkings, and impressions in their mutual affairs. At last, the theory of Homogamy with two major revisions were used to explain the reasons and causes of family problems and divorce which were confirmed in minor studies and cases.

Language testing researchers suggest various test formats and procedures to measure vocabulary knowledge. This study investigated a) the relationship between EFL learners' self-rating of vocabulary knowledge on a newly designed self-Assessment questionnaire and their performance on Vocabulary Levels Test, and. b) the possibility of using self Assessment report as a valid basis for placement purposes. The results from three groups of participants (N=295) with different vocabulary proficiency levels show a) a high internal consistency among questionnaire items and b) a moderate correlation between self-Assessments and VLT scores. The low group, knowing the most frequent 3,000 word families, tended to overestimate and the high group, with over 5,000 word families, tended to underestimate their vocabulary knowledge. The middle group with over 3,000 and below 4,000 word families was more realistic. Apparently, less proficient learners may have little knowledge about what they do and more proficient ones may be aware of the limits of their knowledge. This study suggests a) test developers to design innovative and systematic instruments for self-Assessment, b) teachers to provide EFL learners with practice in self-Assessment, and c) language testers to use self-Assessment data elicitation procedures along with a valid test for grading purposes and providing complementary information.