Second language learners encounter communication problems when they attempt to use the target language. One way to overcome the problems is using effective strategies. Thus, L2 learners can benefit from teaching communication strategies to use them effectively. However, teaching and teach ability of CS is a controversial issue.

  In this paper, it is discussed that teaching CS is useful and feasible and that techniques can be introduced to teach them. It is claimed that the Bottom – Up

  Approach is the framework within which such techniques can be put to use and create an atmosphere of easy communication and learning.

  Background and objective: Students entering Zanjan Medical Sciences University lack the necessary proficiency in English to advance their knowledge in medicine. At university they have to pass many compulsory English courses as partial fulfillment of their degree. However, the final outcome is poor and bleak. The problem may be due to poor teaching methods and texts. Grammar-Ttranslation Method of teaching English has been a rule here rather than an exception. Therefore, the former has been compared with the modern Communicative Language Teaching Method to observe the outcome.

  Material and Methods: Two groups of the environmental health students were non-randomly chosen, and were randomly assigned to two classes. Each of the classes was taught with one of the methods under consideration. The course lasted about one academic term. Before the beginning of the course, a preliminary TOEFL test was administered to tap both groups level of proficiency. The same test was repeated at the end of the term. Later, results of both tests were analyzed and compared using tables and t-tests.

  Results: Analysis of data confirmed our hypothesis that there is a relationship between language teaching method and learning the language (p=0.431). The findings of the research also confirmed the fact that test distribution was normal and balanced.

  Conclusion: In general the findings of the study confirmed the proposed hypothesis. The mean difference between the scores before and after the intervention was meaningful (p=0.046). The difference between means of scores in the old method was 1.07 whereas the difference between means of scores in the new method was 1.575, which was significant. Hence, using the new method is highly recommended.

Background and Objective: Learning based on new technologies has improved educational system deficiencies and brought about major changes in educational system. In order to implement this new method of teaching, this study aimed to determine students' readiness in Zanjan Medical Sciences University.

Materials and Methods:  In a cross-sectional study, e-learning readiness of 120 students was investigated using random stratified sampling. Data collection instruments included demographic and Watkins standard e-learning readiness questionnaire. Readiness was calculated in three low, moderate and good levels. Data was analyzed using descriptive statistics and chi-square test.

Result: By considering all the aspects of e-learning readiness, the results showed the majority of students had a good level of readiness. Readiness of students in 4 aspects of access to technology, motivation, ability to learn through media, online group discussions were moderate and in the aspects of communication skills, major factor of success in e-learning were good. Level of readiness significantly associated with students’ course study (0.001) and educational level (0.006) while this relationship was not significant with the students’ sex, age, and semester.

Conclusion: Despite the fact that the majority of students had a good readiness, the readiness of other elements such as organizations, managers, and teachers also should be considered. Regarding the relationship between demographic factors and readiness, the appropriate intervention to improve the level of readiness, especially among undergraduate students is necessary.

Background and Objective: Any jobs contain ethical codes that are proportional to their special structure and are called professional ethics. University professors, who are responsible for education and training of students, should be aware of their professional ethics and by making commitment to them, guarantee safety of teaching-learning process. This study was conducted to assess faculty members' professional ethics from students' viewpoint of medical school of Shahed University.

Materials and Methods: This descriptive-sectional study involved 90 students who were selected by stratified random sampling. Research tool was a researcher made questionnaire containing 6 components and 48 items and its content and face validity were approved by experts and its reliability was determined 0.92 by Cronbach's alpha coefficient. Data analysis was carried out using SPSS 20 statistical software and through descriptive statistics and one-sample-T test.

Results: professors' characteristics (3/40±0/71), mastery of subject (3/39±0/79), mastery of teaching methods (3/33±0/86), recognition of different aspects of learners (3/04±0/82), standard evaluation (3/42±0/86) and commitment to university regulations (3/63±0/83) which are different dimensions of faculty members' professional ethics, were evaluated higher than the average level.

Conclusions: Endeavoring to prepare and codify professional ethics charter in universities with collaboration of authorities and experts on the one hand and putting them in curriculum content of in-service teachers on the other hand can help much to improve faculty members' teaching method.

Background and objective: Considering ethical issues in higher education and promoting academy members professional ethics can affect the dissemination of the culture of sharing knowledge, information, ideas and specialty. The purpose of this study was to survey and discover the mediating effect of professional ethics on the relationship between intellectual capital, organizational learning and knowledge sharing capabilities.

Materials and Methods: The current study was a descriptive- correlative research. Statistical population included all 171 faculty members of Ilam University of Medical Sciences that 125 of whom were selected through stratified random sampling method based on Morgan table. Data was gathered through professional­ ethics, organizational ­learning capability, knowledge sharing, and intellectual capital questionnaires. To investigate the relationship between the variables in a conceptual model, the structural equation modeling was used.

Results: Results showed that the relationship between intellectual capital and knowledge sharing was mediated through professional ethics. But the mediating role of professional ethics in the relationship between intellectual capital and learning capability was not confirmed. The results also showed that the highest significant correlation was achieved in the relationship between intellectual capital and learning capability. In the considered­ model, all regression weights, except­ for the­ relationship between professional ethics and organizational ­learning capability, were statistically significant.

Conclusion: Considering the principles of professional ethics and managing and developing   intellectual capital at universities, which are expected to be at the center of knowledge creation, can be of great importance in promoting the culture of knowledge sharing among faculty members.