Background and Aim: Marine medicine is one of the medical science fields that deals with the health and safety of people related to the sea but marine medicine Syllabus for education to students is not specified yet. The present study aimed to specify the Syllabus of marine medicine education. Methods:  This qualitative study was conducted through inductive content analysis approach between 2021-2022 in Tehran, Iran. A total of 12 person that were expert and have experience with marine medicine were selected by purposive sampling method. A semi-structured interview was conducted, then carefully transcribed and analyzed using Graneheim & Lundman qualitative content analysis approach. Results: Six category and twenty-five subcategories emerged after data analysis. Categories include introduction to the sea and marine medicine, health at sea, common diseases and injuries in the sea, diving and hyperbaric medicine, emergency care at sea and psychology at the sea.   Conclusion:  Marine medicine is an extent and specialized medical field and medical science students in their general course just needs to educated by its main topics.

The present paper is an attempt to offer a modified version of the traditional structural Syllabus. To this end, the main criticisms of the structural Syllabus are first reviewed on both sociolinguistic and psycholinguistic fronts. It is argued that the structural Syllabus fails to provide language learners with the necessary equipment for effective communication and misrepresents the process of second language acquisition by depicting a linear mode of learning. The solution offered to remove this problem in the 1990s was that tasks, rather than grammatical structures, should playa pivotal role in designing language instructional materials. However, the idea of task-supported structural Syllabus (TSSS) proposed in this paper calls attention to the possibility of teaching grammar through tasks. The paper is concluded by introducing the components that shape the TSSS cycle.

This study sought to examine possible problems with English Syllabus for high schools based on Weinstein and Fantine’s Model from Karaj English teachers’ view and is, accordingly, a qualitative research. To collect data, structured interview was used. The population included all male and female teachers of Karaj city. The sample group members were 25 teachers based on theoretical saturation. Findings, based on data analysis were the following: English textbooks being old, unsuitability of content, lack of concentration on the four language skills, English teachers not being experienced and also their lack of command on modern and effective teaching methods, grammar-based content, text-based environment, students’ lack of motivation and interest in learning English, and material preparation based on grammatical translation instead of conversation and dialogues.

Landscape architecture is one of the professions which despite having a rich background in the history of man do not have a long history as a field of study in academic environments. The achievements of this profession, which is rooted in the nature, in different aspects such as social, ecological and aesthetics, have been stabilized for civilians. This major in Iran, which can be considered as one of the initiators of the profession in human history, has just started its activities and has only been presented in recent years in MS level. This research aims to study the general approach taken toward teaching and learning the content related to the major of landscape architecture based on the three value categorization proposed by Thomson. The data obtained through attitude questionnaires which are distributed among both professors and students are analyzed using statistical methods. Obviously this is an effort to start a movement which can be followed by further fundamental research to know the major of landscape architecture in a better way.

Purpose: The purpose of this study is recognizing principles that dominate desirable performance of study learning Syllabus in elementary education in attached baccalaureate period of education. This research used qualitative approach framework and phenomenology.The method for collecting data was through deep interview. For gaining essential data, we interviewed with 10 faculties of study learning in a subjective method in KHuzestan province. Criterion for choosing these professors was their achievement in teaching that were based on formative evaluation scores, practical activity and final exams of students, and then we chose the best professors for interview. Data collected out of interview were analyzed through subject coding method.Findings: 245 conceptual cods were derived in the field of performed Syllabus of study learning, then they had been categorized into 5 components and 37 sun-components. The results showed that in order to perform a successful Syllabus for study learning, it is essential to apply principals like group work, interactive intuition, scientific collectivity, responsibilities and professors eligibility.