طیبه تجری

Purpose: The present study was conducted with the aim of providing a curriculum model with an entrepreneurial approach for top talented students in Iran. Methodology: Research method in terms of purpose, was basic-applied. In terms of data type, it was mixed (qualitative) of exploratory type; and in terms of data collection time, it was cross-sectional and in terms of data collection method or the nature of the research, it was descriptive survey. The statistical population of the research in the qualitative section included all the heads of the Provincial Elite Foundation and the heads of the talented departments of the General Directorate of Education and the provinces and also 20% of the teachers implementing the Shahab project. Quantitatively, the statistical population includes junior high school students in gifted schools. The number of these students was 7000, using Cochran's formula, 364 people were selected. Sampling method was done through multi-stage cluster sampling. In the qualitative part of this study, the Delphi questionnaire based on CVR and CVI forms was used and in the quantitative part, the questionnaire was used to analyze the data. The validity and reliability of the instruments were evaluated and confirmed. Findings: The results showed that the curriculum with entrepreneurship approach for top talents including environmental components, economics, entrepreneurs, entrepreneurship, factors affecting the implementation of this approach in the curriculum, including components of support, teacher, system policies and influential factors of The curriculum was introduced with an entrepreneurial approach, including talent discovery, improving top talents and self-efficacy. Finally, a model was presented from two parts, quantitative and qualitative, which had a good fit. Conclusion: Recognizing talented students is one of the priorities of education and paying attention to the curriculum with an entrepreneurial approach to top talented students is an issue that has good consequences for students and society.

INTRODUCTION: The present study aimed to investigate the elements of the self-care training curriculum for Iranian Red Crescent relief workers based on the Akker model. Exposure to accidents and disasters causes feelings of stress, anxiety, fatigue, weakness, and hopelessness. Due to the intense activities and the problems they encounter during traumatic episodes, they are endlessly anxious and stressed. However, they can control the pressures inflicted by the environment with the required training and effective scientific methods. METHODS: The present qualitative research study prevails based on the database theory. The statistical population comprises 25 curriculum experts and Red Crescent relief workers selected through purposeful and criterion-based sampling. After clarifying the theoretical founding and expert perspectives regarding designing self-care training curriculum and quality of life (QoL) theory, the basic concepts, and components or the logic of curriculum design were specified. FINDINGS: The results showed that the characteristics of the elements of the self-care training curriculum considering the focus and the characteristics of the quality of life (QoL) theory based on the logic of the curriculum in the form of a model are as follows.Objectives (general and specific), content characteristics (principles of organizing and content selection), teaching-learning methods (priorities of selection and types of teaching methods), teaching-learning activities of relief workers, assessment (consecutive assessment and self-assessment), study materials and resources (physical and non-physical resources), space (virtual and online, real: emergency, accident), time and place (flexible), grouping characteristics (developing relief workers’ sense of duty and belonging to the group in accidents and emergencies) and consequences: improving health literacy, correcting lifestyle, reducing the number of paramedics with contagious non-contagious diseases, diminishing the risky behaviors of paramedics, obtaining a set of skills and achieving individual, group and collective self-care competence. The model was validated and approved by experts and specialists through the Delphi method. CONCLUSION: Presenting and implementing a self-care training curriculum in the in-service programs of the Iranian Red Crescent Society can boost their quality of life (QoL) and contentment, while fully preparing them to withstand and deal with emergencies.

Purpose : The present study was conducted to investigate the factors and consequences of the curriculum with an entrepreneurial approach for gifted students in Iran. Methodology : Research method in terms of purpose, basic-applied in terms of data type, mixed (qualitative) of exploratory type; In terms of data collection time, it was cross-sectional and in terms of data collection method or the nature and method of research was descriptive survey. The statistical population of the research in the qualitative section included all the heads of the provincial elite foundation and the heads of the talented departments of the General Directorate of Education and the provinces and 20% of the teachers implementing the Shahab project. 20 people were selected by purposive non-random sampling. Quantitatively, the statistical population includes high school students in gifted schools. The number of these students was 7000, which used the Cochran's formula, and based on this, 364 people were selected. Sampling method was done through multi-stage cluster sampling. In the qualitative part of this study, the Delphi questionnaire based on CVR and CVI forms was used and in the quantitative part, the questionnaire was used. The validity and reliability of the instruments were evaluated and confirmed. Findings : The results of the study showed that the curriculum with entrepreneurship approach for top talents including environmental components, economy, entrepreneurs, entrepreneurship, factors affecting the implementation of this approach in the curriculum, including components of support, teacher, system policies and Factors influencing the curriculum with an entrepreneurial approach, including talent discovery, improving top talent and self-efficacy were introduced. Conclusion : Implementing an entrepreneurial curriculum leads to talent discovery. That is, it identifies the top student talents and introduces them to continue their studies in related fields. These talents can also be introduced to various national and international centers.