EDUCATION is a continually developing activity, it shapes the way an individual develops their attitudes, thoughts AND behavior. EDUCATION is not just about being literate but it is an overall development of the person in every aspect of their lives. A society's EDUCATIONal system can be greatly linked to its culture as the culture that one is in have an affect on the type of curriculum the institutions will develop in order to cater to every individual of that particular culture. EDUCATION moulds AND shapes a society AND it is influenced by the culture of the particular country or society. The EDUCATIONal system acts as a point of reference for the society's needs AND demANDs. The principles that dominate this article is culture AND EDUCATION are interrelated AND interconnected. Every EDUCATIONal paradigm is influenced by the culture of the society in which it operates. This essay underlines the extensive connection between culture AND EDUCATION. As a result, the goal of this essay is to depict these features from a Philosophical-Psychological Approach.

Knowing the components of economic EDUCATION provides the dynamic background of EDUCATION in this field. The aim of the current research is to investigate the indicators AND components of the economic EDUCATION curriculum. The approach of the current research is qualitative AND its method is research synthesis. The research community is all the articles (211 articles) that have been presented from 1390 to 1401 AD AND from 2010 to 2022 AD regarding economic EDUCATION in curricula. The sample of the research is 32 articles, which were selected based on thematic monitoring, theoretical data saturation, AND purposefully. The research data were collected from the qualitative analysis of the studied articles. By analyzing the data, the dimensions of vitality in the curriculum of the elementary school in 4 factors AND 55 categories including the dimension of individual factors (including indicators AND components related to personality characteristics); The dimension of culture AND economic ethics (economic fields in the society); The dimension of economic concepts AND knowledge (indices in economic EDUCATION) AND the dimension of collective AND communication concepts (communication AND interaction indicators in EDUCATION) were classified. Economic EDUCATION is dependent on internal AND external components in EDUCATIONal systems, which requires macro-planning in this field.

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.

Nowadays, the fundaMENTAL role of having a purpose for LIFE in physical AND MENTAL HEALTH has been confirmed. According to victor frankl, presence of a purpose in LIFE gives LIFE a meaning AND increases resilience against pains AND traumas. The importance of the purpose in LIFE construct reveals the need for a reliable AND valid tool to measure it. Crumbaugh AND Maholick's purpose in LIFE questionnaire is the first AND one of the most applied tools for the assessment of LIFE's purposefulness. The aim of this research is to determine the factor structure of purpose in LIFE questionnaire. The questionnaire was administered on 206 students who were selected through rANDom stratified sampling at Ferdowsi University of Mashhad. Exploratory factor analysis showed that there are two factors "comprehension" AND "purpose" AND this finding were confirmed by confirmatory factor analysis. Altogether results of this research showed factor validity of the purpose in LIFE questionnaire with a two factor pattern

Introduction: In the current research, it has been tried to qualitatively study all kinds of policies AND measures necessary for alignment between teacher preparation programs AND democratic social EDUCATION competencies under the model of teacher EDUCATION curricula, which include: direct (official) curriculum, Indirect curriculum, informal curriculum (implicit) AND unstructured curriculum (hidden) should be identified in the EDUCATIONal system. Method: Qualitative approach AND phenomenological method were used in this research. The field of research is Farhangian University of Hormozgan AND the participants are  13  lecturers of this university. The sampling method is a combination of convenience AND snowball sampling. The research tool was a semi-structured interview. The information was analyzed using thematic analysis method AND then using MAXQDA software... Result: The information was analyzed using the theme analysis method AND then using MAXQDA software in the form of 2  overarching themes, 8 organizing themes AND 25  basic themes. The results of this research showed the basic policies AND measures for teacher preparation programs, in the form of two components, strategies AND solutions of teacher training curricula, separated by curricula (formal, informal, informal, unstructured curriculum) AND with the goal of preparing The formation of teachers has been identified in the EDUCATIONal system to realize the competencies of democratic social EDUCATION. Conclusion: Therefore, examining the opportunities, facilities, AND resources available to achieve these actions should be on the agenda of decision makers AND EDUCATIONal planners. It is necessary to pay special attention to the strategies AND solutions of teacher training curricula.

Background & Objectives: Family is an integrated AND systematic unity, AND any problem of one member engages the other family members. A disability or disorder in a family member usually has a profound impact on the family's system, as well as the quality of LIFE AND MENTAL HEALTH of family members. Moreover, mothers are more involved with their children than fathers AND play the role of parenting more than them; they are more exposed to psychological problems. In other words, caring for a physically or psychologically disordered member disrupts family LIFE AND devests the vitality AND welfare of family members. Such an effect is even more significant in mothers, AND accordingly influences the family’ s MENTAL HEALTH status. To improve relationships, AND in general, the MENTAL HEALTH of the parents of children with MENTAL disorders, providing training AND psychological interventions could be effective on the quality of LIFE of these individuals AND their families. One of the programs that can be useful in this area is LIFE SKILLS training. LIFE SKILLS are defined as abilities for adaptation, as well as positive attitudes AND feedbacks that enable individuals to face the challenges AND requirements of everyday LIFE effectively. Therefore, the present research aimed to investigate the effects of LIFE SKILLS training on the MENTAL HEALTH of mothers of children with MENTAL disorders. Methods: This study was a quasi– experiMENTAL with a pretest– posttest AND a control group design. The statistical population of this study consisted of mothers of children with MENTAL disorders (autism AND intellectual disabilities), referring to the Ahang Rehabilitation Center. In total, 30 mothers of children with MENTAL disorders selected through the convenience sampling method. They rANDomly assigned to two experiMENTAL AND control groups. The experiMENTAL group received LIFE SKILLS training, but the control group received no intervention. The study groups were matched in terms of age AND the duration of the marriage. The Symptom Checklist– 90 (SCL– 90) used to collect the required data. The validity AND reliability of this test were confirmed in Iran by Bagheri Yazdi. In Bagheri Yazdi's study, the test’ s validity, one week after running the test, was calculated as 0. 97 by the test– retest method. The test’ s reliability is reported to be 0. 94. In this test, three indicators, including the general index of symptoms, the number of positive symptoms, AND the level of positive symptoms’ discomfort, were calculated. The obtained data were analyzed using descriptive statistics (mean AND stANDard deviation) AND inferential statistics of Multivariate Analysis of Covariance (MANCOVA) in SPSS. Results: The obtained data suggested a significant difference between the experiMENTAL AND control groups in terms of MENTAL HEALTH in the components of physical complaints, obsession, anxiety, psychosis, aggression, AND interpersonal sensitivity (p<0. 05). However, there was no significant difference in the components of depression, phobias, AND paranoid between the study groups. Conclusion: The study findings indicated that with the assumption of pretest control, LIFE SKILLS training was effective on all MENTAL HEALTH components of psychological symptoms except for depression, phobias, AND paranoia. In other words, LIFE SKILLS training has a significant effect on anxiety, sensitivity in interpersonal relationships, psychosocial disorders, physical complaints, obsession, AND aggression in the experiMENTAL group, compared to the controls.

Purpose: Managers are one of the important elements of an organization, for this reason, in order to draw the future of the organization, it is necessary for the planners to specify the conditions of their selection AND appointment. Therefore, the current research has been done with the aim of identifying AND analyzing the components of selecting future principals.Method: In this research, comparative AND benchmarking method is used as a prospective approach. This approach is based on the belief that today's advanced organizations/countries can be considered as a model for the future of another organization/countries in their respective subjects. For this, first, the fields of comparison AND benchmarking were determined using Brody's four-step comparison method; then the countries of Canada, FinlAND, Australia, South Africa, AND Japan were selected according to the qualitative balance value in the international advanced TEAMS test, human development index, LIFE quality index(HEALTH, instruction, AND welfare), EDUCATION quality index, AND other scientific-scholarly indexes; finally, by extracting the criteria for the selection AND appointment of principals through content analysis AND comparison with Iran, the proposed framework for Iran has been presented.Findings: A total of 61 components for the selection of secondary school principals were identified from among the studies conducted in the selected countries in this article. By extracting the commonalities AND differences of each of the components among the countries, it was found that the highest index of manager selection AND appointment belongs to Japan AND the lowest one is related to FinlAND.Conclusion: There are similarities between the components of selection of principals of secondary schools in Iran AND selected countries. In Iran, special attention should be paid to important components such as adherence to religious principles, appropriate personality traits, creativity AND innovation, motivation to develop capabilities, professional growth, power of supervision AND accountability, social image, leader SKILLS, AND purposefulness AND foresight.

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