Background and Aim: The basis of law should be sought in public law. Because basically "legal system" and any "legal order" have meaning in the field of political authority, and the concept of "guarantee of implementation" as a boundary between moral norms and legal norms, relies on the Cairo power of political power. As a result, wherever traces of political power are found, that area must be defined as the realm of public law. Unfortunately, there are obstacles in the development of public law, which in this article has tried to address this issue by emphasizing Educational Barriers. Our goal in this article is to identify obstacles to the development of public law and provide solutions in this regard. Materials and Methods: This descriptive-analytical article has been prepared by using documentary method and filing tool. Results: Scientific findings indicate that the path of sustainable social change is through the "education" of human resources, as developed countries have considered "education" as the most important national action on the path of development. Therefore, according to the author, the development of public law also depends on improving the level of public law education and there is a significant relationship between education and development of public law. Ethical considerations: From the beginning to the end of the article, it has been prepared and compiled with adherence to the principles of honesty and trustworthiness. Conclusion: Among the results of this study, we can briefly point to the existence of numerous harms in the planning of public law education in Iranian higher education centers and the need to review and reform the mechanisms governing it on the one hand and reform local culture and produce local-historical theories. In order to develop public rights in Iran, on the other hand, he pointed out.

Criticism is judging the merits and demerits of something and showing its weaknesses and strengths. Textbook evaluation, as a small step in learning and teaching process, can help teachers and learners find books that suit their needs and likes. In the present article, the book ‘ Educational Psychology’ (the 13th global edition) authored by Anita Woolfolk (2016) is reviewed and evaluated. This is a qualitative evaluation based on the writer’ s experience in teaching this source in postgraduate classes for several years. To do so, the formal characteristics and the content of the book and the degree of its success in fulfilling the objectives, which are mentioned in the introduction of the book, are examined. Although this book, like any other book, is not flawless, it can surely be recommended to those who are interested in the learning-teaching process. It is hoped that, via this article, this book would be read and used by more people in the scientific community of Iran.

In many countries increasing agricultural sustainability is one of the proposed approaches to help Problems solving such as hunger, poverty and disability. In this regard, people and especially farmers are in need of education as a driving force for the country's economy. However, few studies have particularly addressed the obstacles to agricultural education in sustainable development. Therefore, the present study was conducted with the aim of identifying and analyzing Educational Barriers in sustainable agricultural development. The statistical population of this study composed of all learners and educators in Lordegan County Agricultural Education Center participating in the Educational programs. 112 ones were selected using Krejcie and Morgan table and random sampling method. The research instrument was a researcher-made questionnaire. In this research 7 factors were extracted using Exploratory factor analysis. These factors consist of. managerialsupportive., . quality of education., . communicational-informational., . infrastructure., . cultural., . psychological., and. environmental. factors, respectively according to their importance; which explained 67. 69% of the total variances. Each of these factors should be considered according to their significance in order to obviate Educational Barriers in sustainable agricultural development. In addition, the results of independent t-test showed that there is a significant difference between the two groups including educators and learners in terms of. managerial-supportive., . communicational-informational., . quality of education., . infrastructure. Nevertheless, there is no significant difference between the two groups in terms of the. environmental. and. cultural. factors.

Educational leaders in schools face numerous challenges due to the rapid pace of social and economic changes. Therefore, the purpose of this study was to identify the Barriers and challenges of Educational leadership in elementary schools. This research was conducted using an exploratory strategy. The statistical population of this study included all elementary school principals, Educational management experts, and professionals in West Azerbaijan Province. The sampling method was purposive, based on the criterion of theoretical saturation, and employed a snowball technique, resulting in a sample size of 19 individuals. Data were collected through semi-structured interviews. Data analysis was conducted using open, axial, and selective coding. The results of this study identified eight main Barriers to Educational leadership: lack of specialized and skill-based competencies of leaders, structural Barriers, lack of meritocracy, inadequate quantity and quality of facilities and equipment, financial Barriers, inefficiency and ineffectiveness of Educational staff, Educational Barriers, and social Barriers. The necessary strategies to overcome these Barriers and challenges facing leaders in elementary schools include aligning equipment, students, and teachers,evaluating Educational quality,fostering creativity and innovation in education,delegating authority to leaders,developing Educational programs and enhancing the knowledge of Educational leaders,attracting and developing competent leaders,providing social support,securing funding,and empowering teachers.

Background and Objectives One of the most popular systems for creating structural changes in hospitals is total quality management; Which is known as one of the most important philosophies to increase the effectiveness of the organization and competitive advantage. This study aimed to investigate the Barriers to the establishment of TQM in hospitals in Kerman Methods This descriptive-correlational study examined the Barriers to the establishment of TQM in hospitals in Kerman in 2019-2020. 377 managers and experts, medical, administrative and financial staff of the hospitals (188 Educational and 189 non-Educational), entered the study through simple random sampling. Niga Barriers to implementing TQM questionnaire, Hershey & Blanchard Leadership Styles Questionnaire and Staff Maturity Questionnaire was used for data collection. Descriptive statistics (frequency, mean and standard deviation) and analytical statistics (Chi-square, independent t-test, analysis of variance and Tukey) were used to analyze the data. The significance level was 0. 05. Results The average total Barriers to the implementation of TQM in Educational hospitals was more than non-Educational (P=0. 046). The highest mean was related to cultural Barriers and staff and imperative leadership and the professional organizational maturity of staff. There was a significant difference between the Barriers to the implementation of TQM and leadership style and organizational maturity of staff (P<0. 05). Conclusion According to the results, the most obstacles to establishing TQM in Kerman hospitals were cultural Barriers and staff, which were created due to the command leadership style. It is better for hospital managers to recognize the obstacles to the implementation of TQM, in order to remove these obstacles

The current research was conducted with the aim of identifying the employment competencies of Educational graduates from the perspective of view of employers. This research was applied in terms of purpose and was among the qualitative researches of Grounded Theory type. The participants of this research included 24 employers in the field of Educational (interviewers for the Education recruitment exam, directors of non-state Educational institutes, directors and recruitment officers of non-state schools, directors of kindergartens and preschools) in Birjand city. Data were collected using semi-structured interview and analyzed by Strauss and Corbin method and using MAXQDA-2020 software. In order to validate the research, two methods of member control and peer review or feedback were used. Consecutive review and comparison of data resulted in the extraction of 28 categories and 6 themes. Data analysis led to the formation of a sub-theory. The model shows that the focal variable is the process of education and teaching skills. The focal variable, under the influence of contextual and intermediate conditions, leads to the formation of the strategies of "being a lifelong learner", "research skills", "planning skills", "classroom skills and classroom management", "purposefulness" and "problem solving skills". became Finally, "increasing employability" was the consequence of this process.