ethics in sports requires effort, a strong and stable personality, knowledge of ethics, understanding of situations and opportunities learn the rules, faith sincere heart to work and respect for social norms is. The present study aimed to investigate the relationship between personality traits, physical education teachers with the moral component of Isfahan province.
The research method was descriptive-correlation. Population of study includes all physical education teachers in Isfahan province that was selected as the research sample 305 randomly. The data were collected from the questionnaire component of moral (17 question) and character (15 question) by using the Pearson correlation coefficient and stepwise multiple regressions analyzes.
The results show that the highest average of the component elements of the ethical, moral education and character features the highest average power components, respectively. There is a significant positive correlation between personality (conscientiousness, extraversion, convergence, neuroticism and internal locus of control) and the ethical component. The regression analysis showed that ethical component can significantly predict personality traits.
Considering the benefits of high levels of ethical components, cultural practices are recommended in order to improve the level of education.

There are many factors involved in the education process that are very important to study in order to strengthen and increase the quality of education. Among the influential factors in language teaching, the role and position of the teacher is irreplaceable and vital. As a basic and important element of education, the teacher, in addition to having scientific characteristics and the dignity of teaching, should also have some special moral components. The titles of Ethical Components of Persian to Non-Persian Language Teachers seem to be common to other masters, but these seemingly common titles are very different in terms of content. Ethical components that a teacher in the general sense and especially a Persian language teacher should be equipped with are: patience, intimacy and expression of love, respect for language learners, no ridicule, encouragement, fairness in time, non-discrimination, humor, Humility, having an approximate look. Apart from the above, some other moral components such as criticism, appearance, discipline, piety, sincerity, sense of responsibility, seriousness in work, benevolence and helping others are considered for the Persian language teacher, which are not addressed in this article. And only the items that are more important are dealt with.

Many of professional leagues have established ethical regulations for guidance of their members, associations, professional organizations and also for retaining the public confidence. These regulations are related to ethical subjects and factors (codes) and are the formal statement of ethical values considering the ethical behaviors. Likewise, librarians need to such a regulation. To satisfy the need, many Library and Information Sciences (LIS) professional associations in various countries have built their own ethical regulations. Current study deals with identification and determination of the relative importance of ethical factors through LIS profession. Furthermore, the study investigates to the LIS students’ knowledge of ethical factors. Basically, the study is a survey which uses an author-made questionnaire for collecting the data. The questionnaire is built upon a thorough review of related literature and is composed of two sections. The first one is related to demographic factors and work experience in addition to the samples’ familiarity with ethical factors. The second is comprised of 14 questions about the ethical factors. The questionnaire is formulated into a 5- point scale set. The population includes all Tehran universities’ LIS undergraduate students. Using random sampling method, 137 students were selected from Tehran, Tarbiat Moallem, Alzahra, Shahed and Allameh Tabatabaei universities. The gathered data were analyzed using various statistical tests. It was revealed that 36.5% of students had sufficient familiarity with ethical factors. Familiarity of 63.5% was moderate, low, or null. Used statistical tests showed that the sex and the students’ occupational status had no impact on their attitude toward the importance of ethical factors. For the relative importance of ethical factors, the results showed that there is significant difference among the attitudes of students in various levels and also among students of different universities.

Professional ethics, by stating the moral duties and responsibilities of every profession, has a strategic role in the success and reduction of the hindering obstacles of an organization. In Islamic governments, the importance of professional ethics had led to the creation of new organizations. Hasbeh Institution has been one of the most prominent official organizations of governments to monitor the ethics and behavior of profession owners based on Sharia and customary laws. In the Abbasid era, this institution had a more coherent structure and broader tasks. Monitoring the ethical duties of those who have professions related to the field of nutrition is one of the most basic responsibilities of the trustees of this institution. The food industry has had many foundations and ethical components that can be extracted during the most important Hasbeh Writings of this era. This research tries to answer the question using a quantitative method, based on the most important censuses of the Abbasid era, what ethical components were considered in the food sector? The results of the research show that trustworthiness, responsibility and good morals are the most important ethical components of the owners of this trade.

Professional ethics, by stating the moral duties and responsibilities of every profession, has a strategic role in the success and reduction of the hindering obstacles of an organization. In Islamic governments, the importance of professional ethics had led to the creation of new organizations. Hasbeh Institution has been one of the most prominent official organizations of governments to monitor the ethics and behavior of profession owners based on Sharia and customary laws. In the Abbasid era, this institution had a more coherent structure and broader tasks. Monitoring the ethical duties of those who have professions related to the field of nutrition is one of the most basic responsibilities of the trustees of this institution. The food industry has had many foundations and ethical components that can be extracted during the most important Hasbeh Writings of this era. This research tries to answer the question using a quantitative method, based on the most important censuses of the Abbasid era, what ethical components were considered in the food sector? The results of the research show that trustworthiness, responsibility and good morals are the most important ethical components of the owners of this trade.

The health team, in their daily operations, are faced with many ethical issues they have to solve. Moral knowledge includes confronting with and resolving conflicts, values, norms, interests, or laws. Identifying the ethical challenges of the health system can contribute to the efficiency of educational and health programs of universities of medical sciences. The objective of this study was to explain the components of professional ethics in therapeutic and health interactions with patients. In this qualitative research, the Delphi method was used to determine the components of professional ethics. The participants were composed of three groups including faculty members, students, and clinical staff who were selected using purposive sampling. First, by reviewing the literature, a semi-structured questionnaire was developed to investigate different components of professional ethics. Then, using the Delphi method in four rounds, the ethical components were selected and by checking content validity indices (CVR and CVI), the final version of professional ethics components was explained based on therapeutic and health interactions with patients. The results of the qualitative research and the Delphi model led to the extraction of the 12 most common ethical components including disclosure of patients’ secrets, lack of justice in providing services, lack of respect for the patient’s discretion, medical and treatment staff errors, lack of compliance with regulations and standards of treatment and care, non-observance of legal regulations in telling bad news by the doctor, non-observance of dying patient’s rights, non-observance of patient’s privacy, lack of proper training of care principles and new and up-to-date treatment tips to students and staff, and finally, non-observance of professional communication. Accordingly, the final components were compiled as a questionnaire. Achieving ethical competence requires the identification of ethical components in educational, therapeutic, and care environments, especially in interaction with the patient. Therefore, it is necessary to identify, structure and formulate ethical components in regular and continuous training programs in the field of importance and observance of ethical principles in medical and health centers.

The purpose of this study was to investigate the concepts and to prioritize the ethical competency components of university managers. The research method is applied in terms of purpose and in terms of data collection, it is a descriptive survey. The statistical population was all employees of Tehran University who were selected by stratified random sampling method. To collect the data, a researcher-made questionnaire of moral competence with five components of moral competence toward God, self, others, organization and occupation was used. The construct validity of the questionnaire was confirmed by confirmatory factor analysis. The reliability of the tool was obtained by Cronbach's alpha coefficient to be 0.98. The results of Friedman's ranking test showed that the mean ratings of moral competence components were significantly different and the moral competence component to God and to the job were highest.

Contemporary epistemologists claim that moral theories have been used in epistemological theories. This has been used in traditional epistemology unconsciously، but in Contemporary epistemology، specially virtual epistemology، moral component of virtue has been used consciously. Islamic morality is being considered as virtue based moral theories and the imams (pbu) narrations fraught of moral recommendations which insist on two central component of virtue and vice. accessing divine sciences، the imams (pbu) think more progressive than their time and were aware of Relation between action and thought. Holy sayings of holiness Imam Ali (pbu) in Nahj-ol-balagha Indicates this. He maps the way of Virtues and moral vices’ impact on beliefs and faiths in Nahj-ol-balagha. He recommended following moral and cognitive patterns to gain Honest belief and he also introduces Prophet Mohammad (pbu) as moral and cognitive pattern. Imam Ali (pbu) insists on the role of will on belief and action and thought. He believes that Moral virtues as faith، common sense، pietism، mentioning God is the Appropriate basis of honest belief formation، when moral Vices as unbelief and aberration، Sensualize and prevent honest belief formation.

The aim of the present study was to investigate the procedure of moral components transition from parents to adolescent children in the process of moral education. This study was performed qualitatively using a phenomenological approach. For this purpose, 15 parents with adolescent children aged 13-17 years were selected by purposive sampling. Parents' experiences in transmitting moral components to their children were examined through semi-structured interviews. Data were collected, recorded, and then coded and classified into main categories. Analysis of participants' experiences led to the identification of 103 initial propositions, 33 sub-themes, and 8 main themes. The main topics were strategies for cultivating moral reasoning and cognition, strategies for cultivating moral emotional tendency and deterrence, strategies for cultivating moral will, creating a moral environment, disciplinary components in moral education, communication components in moral education, active methods of creating moral performance, inductive methods of creating moral performance. Strategies for cultivating moral reasoning and cognition, strategies for cultivating emotional tendency and deterrence, and strategies for cultivating moral will were the first underlying factors, and setting the moral environment was the second underlying factor in moral-oriented education. Parents use inductive and active methods to convey moral components in moral-oriented and these strategies and methods are most effective when parents adopt a responsible parenting style.