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Background: Heart diseases represent the most common causes of mortality worldwide. Knowledge towards heart disease and its risk factors is an important pre-requisite for an individual to implement behavioral change leading towards heart disease prevention. The aim of the present study was to determine the effect of education on knowledge of students' parents' towards cardiovascular risk factors.

Materials and methods: This interventional study was carried out in Tehran 13th district. A well-prepared questionnaire was used to collect initial data. Data analysis was achieved by SPSS software using ANOVA, paired t-test and correlation coefficient.

Results: Totally, 432 subjects with the mean age of 34.6±5.9 years took part in our study, of whom 89.1% were householder. The mean knowledge score was significantly differed before and after education (p<0.05).

Conclusion: Unfortunately, parents' knowledge of cardiovascular risk factors were not adequate. This study suggests that educational programs can positively influence the knowledge towards cardiovascular risk factors.

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diagnosis is very difficult, confusing and challenging. Delay in diagnosis or misdiagnosis is potentially life threatening for mother. Case Report: In this report, a 27-year old woman complaining of abdominal pain and bleeding spotting with 3 weeks delay was referred to hospital. Diagnostic evaluations showed corneal heterotopic pregnancy. Corneal and oviduct was removed and the site was restored. Intrauterine pregnancy was aborted after a few days. Conclusion: Because cornual pregnancies are located at the most richly vascularized area, any rupture can cause heavy bleeding, acute shock and death. So, cornual pregnancies need accurate diagnosis and urgent treatment. Keywords: Pregnancy, Ectopic pregnancy, Heterotopic corneal pregnancy.

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Background: The aim of this qualitative study was identifying the effective factors and components in transferring learning to the work environment in in-service training of nurses in hospitals affiliated to the Social Security Organization.

Materials and methods: The  method was exploratory research and Data analysis was fundamental.

 The sample includes 35 members of hospital supervisor, head nurses, master manager of education and academic professors who work and expert in training transfer. Data were collected by open interview until theoretical saturation was reached. Open and semi-structured interviews were used to collect information and simultaneous analyses of the interview were conducted using open, axial and selective coding. The obtained model was validated by all 35 people and the learning transfer model was developed. Finally, using the feedback method of the participants and the analyst triangulation technique, the validity of the analysis was ensured. In order to measure the reliability of the coding, re-test reliability methods and intra-subject agreement were used.
Results: The factors affecting training transfer could be in 4 dimensions, including personal factors, educational factors, organizational factors and meta-organizational or environment factors.
Conclusion: The results showed this fact that in educational performance process in hospital and achieve the efficiency and effectiveness of education in nurses’ performance , we must consider factors affecting training transfer. Because the lack of attention to these factors influencing the transfer process has shown that learning is forgotten over time and eventually a small percentage is transferred to the workplace and a lot of costs are imposed on the hospital without any benefit.

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Background: Central retinal vein occlusion (CRVO) is the second most common retinal vascular disorder after diabetic retinopathy. In this study, we tried to examine the potentials of time-frequency methods for differentiating the eyes with CRVO.
Materials and methods: Twenty patients with unilateral CRVO were included in this study. Their contralateral normal eyes were considered as the control group. Two methods of Short-time Fourier transform (STFT) and Discrete Wavelet Transform (DWT) were implemented to determine the frequency components of the electroretinogram (ERG) signals which were recorded based on light-adapted 3 ERG and light-adapted 30 Hz flicker ERG.  
Results: In the DWT method, the ERG response of light-adapted 3 ERG included three main components that corresponded to the advent of a, b, and i waves. Light-adapted 30 Hz flicker ERG included two main components that coincided with a and b waves. The first and second dominant frequencies of both ERGs in the CRVO and healthy groups showed a significant differentiation, and the time of the emerging frequency of the dominant frequency in the stimulation of irradiance increased by 3 cd.s.m^-2.
Conclusion: The DWT has shown the ability to distinguish between the frequencies of the eyes with CRVO and the healthy ones. The drop in frequency and latency of the predominant frequencies in light-adapted 3 cd.s.m^-2 indicate a greater involvement of rod cells compared to the retinal cone cells.

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Background: Life skills are a set of abilities designed by the World Health Organization to promote the quality of life and recommend it to all members of society. This study aimed to determine and evaluate the effective components of the life skills course.
Materials and methods: The present research was a qualitative and of the phenomenology model. Using purposive based sampling method, 20 participants of life skills course were selected who met the studying criteria including the maximum absence of 2 sessions in a 10-session course, age over 18 years, and personal consent to participate in the study. Data were collected using semi-structured and individual open-ended interviews until data saturation was achieved. The recorded interviews were then handwritten and analyzed.
Results: Qualitative analysis of the interviews led to the extraction of five themes: “cognitive and emotional self-awareness,” “group dynamics,” “content capability in conceptualization and operation of structures and processes,” “gaining insight and unconscious change,” and “self-compassion formation.
Conclusion: According to the obtained results, life skills training in a participatory and active method based on a coherent protocol in a context of intimacy, empathy and non-judgmental group atmosphere, leads to increased self-awareness and motivation and belief in the change in individuals. This underscores the need to focus on psychological education in a participatory and active manner.