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

Background and Objectives: The purpose of the present study is to evaluate the internal and external efficiency of the master course of curriculum planning in the Nasibeh Campus of Farhangian University. Methods: The present study was an applied onein terms of its purpose and a descriptive survey in terms of its implementation. The population of the study included the current and graduate students of the curriculum planning master’s at Nasibeh Campus - attending the university from 2015 to 2019 (N=36). As the population was small, the census sampling technique was implemented. The internal efficiency of the course was evaluated based on the documents available in the educational files of the students and graduates. Furthermore, the external efficiency was investigated using a researcher-made questionnaire. The validity of the questionnaire was assessed using face and content validity criteria. The reliability of the questionnaire was determined at 0.89 using Cronbach’s Alpha. The internal efficiency was evaluated using standard formulas. Moreover, the analysis of the questionnaire data was carried out using SPSS Statistics. Findings: the findings of the present study showed that the mean grade of the courses was 17.72 (88.6%). In the investigated period, the rate of loss was 2.57, the average length of the course was 4.96 semesters, the rates of passed and failed credits were 99.65% and 0.35%, respectively, and the rates of passed and failed courses were 99.69% and 0.31%, respectively. Furthermore, the rates of individual pass and fail were 99.65% and 0.35%, respectively. On this basis, the coefficient of internal efficiency was determined at 82.1%. The external efficiency of the course was determined at 53.1%. Thus, as 46.9% of the external efficiency was not fulfilled, it was concluded that the external efficiency was not convenient. Conclusion: External efficiency indicates the real value of educational courses in terms of social effectiveness. The absence or defect of external efficiency is synonymous with the loss of human and material resources in an educational system.

Background: Myelodysplastic syndrome (MDS) is a group of neoplastic disorder of hematopoietic stem cells characterized by ineffective hematopoiesis. This study was performed to evaluate the clinical course of MDS and determine factors influencing survival in agroup of Iranian patients.Material and methods: During this descriptive-analytical study, clinical manifestations, pathologic and cytogenetic findings of 80 patients with MDS referring during a 16-year period to Modarres and Mehrdad hospitals in Tehran were reviewed.Results: The mean age (± standard deviation) was 57.6±17.6 years (13-85 years). The M/F ratio was 1.6/1. The frequency of the FAB subtypes were: refractory anemia (RA) and refractory anemia with ringed sideroblasts (RARS) 54%, refractory anemia with excess blasts (RAEB) 19%, chronic myelomonocytic leukemia (CMML) 15/5%, refractory anemia with excess blasts in transformation (RAEBT) 11/5%. Anemia was by far the most common symptom (78%). Kaplan-Meier analysis revealed a median survival of 14.6 months and a mean of 21 months. Leukemia occurred in 64% of females and 35.8% of males. The major variables predictive of survival were age, sex, WBC count, LDH, subtype, and the percentage of blasts in peripheral blood smear and bone marrow, however, COX regression revealed the percentage of blasts in the bone marrow as the only independent variable for determining survival (P=0.002).Conclusion: Comparing our data with several other studies one could note that the age of our patients with MDS is lower than western population. Leukemia is more frequent among females and the major prognostic features lie in the percentage of blasts in the bone marrow.

The purpose of this study was to investigate the awareness of technical characterization and course assessment in developing and designing virtual courses of Iranian universities from the viewpoints of students. Developing and designing virtual courses need to observe criteria in five domains, and from these the above are taken into account. This is a descriptive study and the participants are graduate and undergraduate students of engineering and human sciences of Shiraz and Khajenasir universities in the academic year of 1386-87. A questionnaire was used to gather data. The results identified that, in the two research domains (technical characterization, and course assessment) The T which was seen was larger than the critical level (p≤0.05). In general, all of the means was higher than value means (3) the mean of technical characterization domain 3.58, and the mean of course assessment was 3.02. Therefore, students believe that more attention should be paid to the above criteria.

Background: The variety of neoadjuvant treatments concerning rectal cancer has led to acute complications. The present study aimed to evaluate and compare the acute complications of short-course (SC) and long-course (LC) radiotherapy. Method: We studied 100 patients suffering from rectal cancer, who referred to Nemazee Hospital before their surgery, in this cross-sectional study. The patients were divided into two categories: SC (25 grays radiotherapy at 5 fractions in 5 days) and LC (chemoradiotherapy with a dose of 45-50. 4 grays in 25-28 fraction in 5-6 weeks with concurrent Capecitabine (825 mg / m 2 ) twice daily and five days a week). Subsequently, we evaluated them for acute complications in the SC group 10-14 days after the end of the treatment and in the LC group at intervals of the treatment, the end of it and 2 weeks afterwards. Results: In the LC group compared to the SC group, the percentage of patients with grade 1 diarrhea, grade 2 colitis and grade 1 cystitis at the end of the treatment was statistically different (P<0. 001, P=0. 046, P=0. 036 ). In addition, the total number of the patients with grade 1 and 2 dermatitis was higher in the LC group compared with that in the SC group (P=0. 046). We observed no significant differences between the two groups concerning the severe acute complications (P>0. 05). Conclusion: This study implied that there were no significant differences regarding severe acute complication between the two groups.