The aim of this study was to investigate the main elements of the Project-Based Curriculum in elementary school, design and validate its model with a qualitative approach and content analysis method. In order to identify and extract the subjects of the Curriculum, the documents of the elementary curricula, Project-Based Curriculum and the viewpoints of the specialists of the Curriculum and elementary education were used. The method of data analysis was description of the basics and theoretical analysis and inference. Themes for Curriculum Objectives in this Curriculum relies on improving thinking skills, creating lifelong learning, and cultivating scientific and practical knowledge in line with students' real-life lives. In the field of content on richness and activityoriented and its integrated organization,In the section of teaching-learning strategies, the use of research methods and group exploration and problem solving was emphasized. The use of continuous and diverse evaluation and processbased, multiple and performance-based methods in the evaluation section was considered by this model. The validity of the proposed model was evaluated and confirmed using the content validity ratio formula and the Lawshe table.

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: Short-STEM prosthesis for total hip arthroplasty (THA) have been designed to overcome the weakness of standard-STEM prostheses and improve surgical outcomes. The aim of this study was to compare short-STEM with standard-STEM prosthesis outcomes.Methods: This study was performed as a randomized clinical trial. Subjects were selected among patients referred to Sina University Hospital, Tehran, Iran from April 2010 to 2012. THA were performed with short-STEM or standard-STEM prostheses after obtaining written informed consent from patients. Balanced block randomization method was used to get a random sample in each group. Clinical outcomes were evaluated based on Harris Hip Score (HHS). Patients were followed up for at least one year. All patients were examined at 2 weeks, 6 weeks, 3 months, 6 months and one year after surgery. In each visit, Control X-ray was obtained and bone and prosthetic position were assessed. Also, the symptoms such as infection, pain, claudication, ability to climb stairs, using crutches and weight bearing were rechecked. Student t-test was used to compare outcomes in the two groups.Results: A total of eighty four THA were studied. 13 patients were lost to follow-up or had infection and failure. One patient died with the prosthesis in situ from causes not related to the surgery. Therefore, a total of 70 patients were analyzed. Of these, 34 and 36 hips underwent small STEM and standard STEM THA, respectively. The mean age of the patients at the time of operation was 61.1±8.68 years (range, 48-86 years). Most common reasons for arthroplasty were osteoarthritis, avascular necrosis and dysplasia of hip. There were significant differences between the two study groups in bleeding during surgery (P=0.001). There were no significant differences among the study groups in HHS except for 6th week and 3th month (P=0.000).Conclusion: The use of short-STEM prosthesis can improve the performance of patients in short-term but no significant difference with standard-STEM prosthesis in long- term.

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.

The aim of this study was to design a STEM Project-Based Curriculum model in primary school based on synthesis method. The statistical population included all valid scientific researches related to the subject that by regular searches in databases and based on inclusion and exclusion criteria 67 researches were selected for final review. A researcher-designed worksheet form was used to collect, record and report the initial research data. Findings were analyzed using Hurd (1983) seven-step model and open and axial coding method. To confirm the reliability, the Cohen's kappa coefficient formula was used, which was 79% of the agreement between the evaluators. Research findings show that the STEM Project-Based Curriculum is a student-centered Curriculum that defines a completely different role from the traditional Curriculum elements in all Curriculum elements.

Introduction: Application of proper approaches as a logical framework for creating core Curriculum prevents making additional information in curricula. This study aimed to introduce some useful approaches for determining core Curriculum in medical science.Methods: This review study was done by electronic searching (PubMed, ERIC, Google Scholar) as well as manual searching (library resources). key words were core Curriculum, approach and outcome-based Curriculum.Results: 105 papers were obtained.32 cases were eligible according to considered criteria. So far, Curriculum planners have adopted or proposed several approaches for determining core Curriculum in medical education. This review introduced some effective approaches in medical education.Conclusion: Curriculum planners need to use effective approaches in medical education in order to provide essential and required content for learners according to community needs. It is necessary for them to consider Curriculum revision and reduction of extra Curriculum content.

Background and Aim: Millions of teeth are saved each year by root canal therapy. Although current treatment modalities offer high levels of success for many condition, an ideal form of therapy might consist of regenerative approach in which a biologically based procedures designed to replace damaged structures, including dentin, root structure and pulp-dentin complex. The aim of this study was to collect information about the STEM cell and their role in new regeneration therapies in endodontics. Literature review: Data was collected by searching Pubmed and Cochrane data bases using key words such as STEM cell, regenerative endodontics, pulp revascularization and tissue engineering. Selected reference text books were searched using the same search strategy. The search results was categorized according to methodological strength; they also selected only if qualified for our inclusion criteria. Although regenerative endodontic procedures are much more effective in regeneration of pulp-like tissue, (pulp-dentin complex), but despite these applications and considerable evolution of certain medical procedures of tissue regeneration, there has not been significant translation of any these therapies into clinical endodontic practice. Conclusion: More studies are required to overcome technical and clinical limitation of pulp and dentin tissue regeneration both to result in pulp-dentin tissue regeneration, and to form the functional structure of the tooth from STEM cells.