31 research outputs found
CRITICAL THINKING IN HISTORY TEACHING ACCORDING TO EC RECOMMENDATIONS
No full textOne of the biggest challenges for teachers today is to keep students' interest alive during the learning process. In upper secondary schools there is an increase in interest in science subjects while subjects such as history, geography, civic education, etc ... are seen as less important even though through them students develop their thinking skills, in addition to enriching themselves with knowledge, habit and human values. In this context, motivating students to be active in the subject of history is a challenge for teachers. In this article it is intended that through a review of literature to lay out the theoretical basis of creating the appropriate conditions and climate for the use of methods that generate critical thinking in the subject of history. This paper explains the concept of learning and critical thinking, also examines the relationship between curriculum and critical thinking. The author examines the EC recommendations on the challenges of applying critical thinking in the subject of history and links them to the analysis of the current state of history teaching in Albania. In this paper the author reaches some conclusions and recommends practical solutions on how to make teaching history more motivating and interesting so that students not only benefit from mastering key competencies through it, but are motivated and feel satisfied during the learning process
Emotional Maturity and Mental Health Among New Couples Referred to Pre-Marriage Health Center in Karaj, Iran
No full textBackground: Emotional maturity and mental health are the foundation of a successful marriage and indeed emotional maturity is the key to a satisfying happy life. Objectives: This study aimed to assess emotional maturity and mental health among couples referred to pre-marriage health centers in the city of Karaj. Methods: A cross-sectional study was conducted in the main center of pre-marriage testing in Karaj from March 2012 to August 2012. Using randomized sampling method 547 couples participated and filled the questionnaires, including a demographic scale, emotional maturity scale (EMS), and Mental Health Inventory (GHQ 28). Data were analyzed using ANOVA, t student, Pearson, and Multiple Regression tests to assess the correlation between variables. Results: Results showed a significant positive relationship between emotional maturity and mental health of couples (r = 0.67; P < 0.05). There was an association between couples’ emotional maturity and sex, religion, occupation, and previous marital history. Also, the relationship between mental health of couples and gender, place of birth, employment history and previous marital history wassignificant. Regression analysis also indicated that mental healthandhaving a permanent job were predictors of emotional maturity (P < 0.05). The mean score of emotional maturity was detected 91.3-21.6, which was interpreted as emotional instability, and the mean score of mental health was determined 16.2-9.9. Conclusions: The mental health and having a constant job can predict the level of emotional maturity. In addition, the results suggested that emotional maturity has a positive correlation with mental health. © 2019, Author(s)
The Impact of Educational Intervention Based on Theory of Planned Behavior for Promoting Physical Activity Among Middle-Aged Women Referring to Karaj (Iran) Health Centers
No full textBackground: Physical activity is the most critical determinant of physical health which reduces the health risks during life. This designed study aims to evaluate the effect of educational intervention based on the theory of planned behavior on promoting physical activity among middle-aged women attending the health centers in Karaj city during 2017�2018. Methods: This research was a quasi-experimental controlled trial, and the study incorporated 140 Middle-Aged Women Referring to Karaj Health Centers assigned randomly to a control and intervention group (70 each group). Participants enrolling in the survey were asked to complete the International Physical Activity Questionnaire and also the theory of planned behavior measures at the baseline and the end of the study. The SPSS software were used, to analyze the data. The study applied Nonparametric Wilcoxon and Mann-Whitney tests and ANCOVA to interpret the results. Results: The results revealed participants' age range between 30 to 50 years with the mean and standard deviation scores 40.07 (8.750) in training and 45.81 (8.513) at the control group. The intervention improved the theory of planned behavior measures and the physical activities of participants. The results showed a significant difference in the attitude score, the perceived behavioral control score, and the level of subjective norms between two training and non-training groups (P < 0.001). The followed-up physical activity score also showed an improvement in the IPAQ score of participants in the training group (p < 0.001). Conclusions: The results of this specific study support the effectiveness of the theory of planned behavior for promoting the physical activity of women. © The Author(s) 2020
Effect of Cutter Soil Mixing (CSM) method and curing pressures on the tensile strength of a treated soft clay
No full textAbstractThis study presents a set of laboratory experiments to investigate the effect of Cutter Soil Mixing (CSM) method and curing pressures on the tensile strength of a soft clay treated with Air Cooled Blast Furnace Slag (ACBFS) and Industrial Hydrated Lime (IHL). High productivity, minimum vibration, using the in-situ soil as construction material, and high level of quality control are some of the main benefits of CSM method. Three different slurries containing various percentages of ACBFS and IHL were mixed with saturated soft clay due to CSM method to enhance its tensile strength and make it suitable for the construction of deep CSM panels. To simulate high pressure due to the self-weight of the deep CSM panels in the field, a number of high pressure curing devices were designed and built in the laboratory and used for 28 and 56 day pressurised curing of the treated samples. Then an indirect tensile strength test was performed on the treated samples to investigate the effect of mixing method, ACBFS-IHL content, curing pressure and curing time on the tensile strength of the treated material. Finally, X-Ray Diffraction (XRD) and Scanning Electron Microscopy (SEM) analysis were conducted to investigate the microstructural and properties of the treated clay. The outcomes demonstrate that using CSM method and curing pressures along with ACBFS-IHL as a chemical stabiliser, increases the tensile strength of treated soft clay up to 35 times, which is significantly higher than the use of chemical stabiliser alone. Moreover, the microstructural analysis results revealed that the main hydration products in the clay treated with ACBFS-IHL is gismondine (C–A–S–H) which is also considered to be responsible for the higher tensile development.Abstract
This study presents a set of laboratory experiments to investigate the effect of Cutter Soil Mixing (CSM) method and curing pressures on the tensile strength of a soft clay treated with Air Cooled Blast Furnace Slag (ACBFS) and Industrial Hydrated Lime (IHL). High productivity, minimum vibration, using the in-situ soil as construction material, and high level of quality control are some of the main benefits of CSM method. Three different slurries containing various percentages of ACBFS and IHL were mixed with saturated soft clay due to CSM method to enhance its tensile strength and make it suitable for the construction of deep CSM panels. To simulate high pressure due to the self-weight of the deep CSM panels in the field, a number of high pressure curing devices were designed and built in the laboratory and used for 28 and 56 day pressurised curing of the treated samples. Then an indirect tensile strength test was performed on the treated samples to investigate the effect of mixing method, ACBFS-IHL content, curing pressure and curing time on the tensile strength of the treated material. Finally, X-Ray Diffraction (XRD) and Scanning Electron Microscopy (SEM) analysis were conducted to investigate the microstructural and properties of the treated clay. The outcomes demonstrate that using CSM method and curing pressures along with ACBFS-IHL as a chemical stabiliser, increases the tensile strength of treated soft clay up to 35 times, which is significantly higher than the use of chemical stabiliser alone. Moreover, the microstructural analysis results revealed that the main hydration products in the clay treated with ACBFS-IHL is gismondine (C–A–S–H) which is also considered to be responsible for the higher tensile development
Tirlik karaj jyrlarynda
No full textIntroduction. Wstęp. Įvadas -- When a child is born. Narodziny dziecka -- Songs of youth and love. Młodość, zabawa, miłość -- Betrothals and weddings. Ślub i wesele -- Funerals. Pogrzeb -- Biographies. Biogramy -- Bibliography. Bibliografia -- Notation. O zapisie nutowym -- Alphabet and pronunciation of Karaim words. Alfabet i wymowa głosek języka karaimskiego -- Annex. The compositions of Katarzyna Dziewiątkowska. Aneks. Kompozycje Katarzyny Dziewiątkowskiej.Šiame rinkinyje pristatomas karaimų bendruomenių, gyvenančių Lietuvoje ir Lenkijoje (buvusiose Lietuvos Didžiosios Kunigaikštystės ir Abiejų Tautų respublikos teritorijose), palikimas. Karaimų bendruomenės, giminingos Lietuvos ir Lenkijos karaimams, gyvena Ukrainoje ir Rusijoje. Kitur pasaulyje (pvz., JAV, Izraelyje ar Turkijoje) gyvenančių karaimų kultūrinis palikimas čia neaptariamas. Jie kitokie ne tik dėl geografinės platumos ar kultūrinės aplinkos, bet ir žmogiškosios prigimties parametrais, pvz., jų kita etninė kilmė, gimtoji kalba, ritualai, dainos, identitetas, savęs supratimas, santykis su kitais žmonėmis. Vienintelė visų bendruomenių bendrybė yra ta pati išpažįstama religija, duodanti vardą visoms grupėms, tačiau liturgija ir religinė praktika tose bendruomenėse skiriasi. Paminėtos nuostatos apie dainavimo svarbą žmogui yra aktualios ir Rytų bei Vidurio Europos karaimų bendruomenėms. Per istoriją šiose teritorijose susiformavo keli didesni karaimų centrai: Krymas, Luckas-Haličas ir Trakai-Vilnius-Panevėžys. Vėlesniais amžiais karaimai, išeiviai iš šių tradicinių vietovių, apsigyveno ir kitose Lenkijos, Lietuvos, Rusijos, Ukrainos ar Prancūzijos teritorijose. Žinoma, kiekviena bendruomenė turėjo savitumų, ir ne tik kalbinių (skirtingi karaimų kalbos dialektai). Įvairiai klostėsi ir tų bendruomenių gyvenimas, santykiai su kitakalbiais kaimynais, įtakos turėjo skirtingos politinės sąlygos, kitokia valstybinė tų vietų istorija. Visa tai stipriau ar silpniau veikė ir papročius, ritualus, žmonių emocijas, o tai tiesiogiai susiję su šio leidinio tema – dainomis. Atsižvelgiant į šias skirtybes ir ribotą leidinio apimtį, analizuosime tik tas dainas ir giesmes, kurios buvo naudojamos Lietuvos ir Lenkijos karaimų bendruomenėse. Rinkinį sudaro 27 dainos, susijusios su žmogaus gyvenimo ciklu. Tai 17 pasaulietinių dainų (ritualinio folkloro, jaunimo repertuaro ir kitoms linksmoms progoms skirtos dainos), 3 vestuvių ritualo religinės giesmės ir 7 paraliturginės giesmės. Šios 27 dainos sudaro bene visą Lietuvos ir Lenkijos karaimų muzikinį neliturginį palikimą. Kasdienos dainų ar neliturginių giesmių šiose vietovėse turbūt niekada nebuvo daug. Lietuvos ir Lenkijos karaimai labiau koncentravosi į religinį gyvenimą. Gal būtent dėl šios priežasties karaimai iki šiol išlaikė kur kas gausesnį liturginių giesmių repertuarą (jis į šį rinkinį neįtrauktas). Tačiau reikėtų pabrėžti, kad ir pačių karaimų, potencialiai naudojančių pasaulietines dainas / giesmes, niekada nebuvo daug (Lietuvos ir Lenkijos teritorijose per pastaruosius kelis šimtmečius tegyveno apie 400 karaimų). Tad pasaulietinių dainų palikimas pagal proporciją nėra toks jau mažas, be to, jos atstovauja visiems svarbiausiems žmogaus gyvenimo etapams, taigi jos visada buvo paklausios ir naudojamos. Toks Lietuvos ir Lenkijos karaimų dainų rinkinys yra išleidžiamas pirmą kartą. Jo poreikis ir sumanymas jį tokį parengti buvo išsakytas dar 1989 m. Vilniuje. Tuo metu, dar prieš Lietuvos Nepriklausomybės atkūrimą, pačiame visų Lietuvos tautų atgimimo priešaušryje, Lietuvos muzikai profesionalai, dirbantys Muzikos leidykloje, pasiūlė autorei sudaryti karaimų dainų rinkinį. Finansinės problemos, deja, sustabdė šio projekto įgyvendinimą, tačiau autorė surinktą medžiagą sėkmingai panaudojo kitose savo mokslinėse publikacijose. Rengiant šiandienos rinkinį, ankstenė medžiaga yra papildyta ir atnaujinta. Autorė nuoširdžiai dėkoja to meto ir dabarties aktyviems Lietuvos muzikams3 už pagalbą, paramą, naujų idėjų skatinimą ir ypač už jų pagarbų dėmesį karaimų muzikiniam palikimui tada ir dabar. Šio rinkinio dainos yra sugrupuotos pagal temas. Aprašomi ir trys pagrindiniai šeimos ritualai (gimimas, vestuvės ir laidotuvės), atkreipiant dėmesį į juose giedojimui skiriamą vietą ir jo reikšmę. Kiekviena rinkinio daina pateikiama atskirai, taip pat jos melodija, žodžiai, jų vertimas, trumpas jos skambėjimo konteksto aprašymas, publikacijų sąrašas. Melodijas autorė užrašė neutraliu, folkloristiniu būdu, siekdama išvengti aliuzijų į klasikinę tonaliąją harmonijos sistemą, todėl prieraktiniai ženklai, ritmas, metras daugeliu atvejų pateikiami laisvai. Periodinės struktūros užrašytos tik ten, kur pagal melodiją ir jos kilmę tai pasiteisina. Konkretus melodijos aukštis yra santykinis, atlikėjai gali jį prisitaikyti pagal savo balso diapazoną. Reikšminiai žodžiai: Karaimų bendruomenės; Karaimų dainos; Karaim Communities; Karaim SongsThe present publication may be regarded as precisely such an endeavour to rediscover the past. It has a dual objective: firstly, to record the cultural heritage of Karaim communities in Lithuania and Poland, and secondly to suggest relevant tools not only for experiencing this original heritage as such, but also for using traditional songs in new forms, perhaps so that they can satisfy the new needs of society. The idea behind this book is based on the conviction that tradition cannot be frozen in time, that it must live and breathe in order to continue being a tradition. The scope of the present publication is limited exclusively to the musical heritage of the Karaim communities in Lithuania and Poland, who were inhabitants of the former Great Duchy of Lithuania and Lithuanian-Polish Commonwealth. Other Karaim communities ethnically related to those in Lithuania and Poland still live in Ukraine and Russia1. In several other places around the world existing Karaim communities differ from Central Europeans not only in terms of their geography, cultural environments and traditions, but also with regard to other cultural peculiarities – their ethnic origins, mother tongues, rituals, songs, identity, and their relationships towards others. The only factor that is common to most of these communities is religion and the name ‘Karaim’ they all share. However, even liturgy and religious practices vary from community to community. The cultural heritage of these communities is not discussed in this book. The importance of singing in the life of every nation and every human being is also evident among the Karaim communities of Eastern Europe. During their long history in this region several major centres of Karaim life and society have existed, namely in the Crimea, Lutsk-Halich and Vilnius-Trakai-Panevėžys. Later, some Karaims from these areas migrated to other places in Poland, Lithuania, Ukraine, Russia and France, taking with them their legacy and cultural features. Of course, every community had its own peculiarities, which were not limited to purely linguistic differences in terms of dialects. The different cultures of the Karaims’ neighbours, diverse political situations, and historical circumstances have also influenced their community life, family rituals, emotional style, and of course, their songs. Bearing in mind these diversities, in this collection we have restricted ourselves solely to the heritage of the Karaim communities in Poland and Lithuania. This book is a collection of 27 songs covering the entire cycle of human life. It includes secular songs (a total of 17 pieces encompassing ritual folk songs, songs about youth and other songs for celebratory occasions), 3 songs connected with the religious wedding ceremony and 7 paraliturgical songs. These songs make up almost the entire musical heritage of the Lithuanian and Polish Karaims in non-liturgical genres. Most probably these communities never had many songs for everyday life or rituals outside the liturgy. They tended to concentrate on religion, even at the everyday level. Perhaps this is the reason why far more liturgical melodies have survived (they are not included in this publication) than secular ones. However, bearing in mind the number of people who potentially sang the latter, who can be counted rather in the hundreds than in the thousands, the number of secular and non-liturgical songs does not appear to be that limited. It is also important to underline the fact that those secular songs that have survived cover all the most important periods of human life. This means they were always in great demand and were sung. The present collection of Lithuanian-Polish Karaim songs in this shape is a first of its kind. However, the idea for such a collection and the need to compile it was first put forward in Vilnius in 1989, i.e. before Lithuania’s independence had been officially restored and when efforts had only just begun to revive the cultures of all ethnic groups in Lithuania. It was Lithuanian professional musicians working for the Music publishing house at the time who suggested that the author put together such a collection. Sadly, financial problems prevented the project from being launched for a long time. Meanwhile, the author of this book has partially used the material she had collected for other scientific publications. Everything has now been updated and complemented in preparation for the present edition. The author would like to take this opportunity to thank all those active Lithuanian musicians3, professional composers and musicologists for their support, courage, help and inspiration, and especially for their respect for the Karaim musical heritage both then and today. The songs in this collection are grouped thematically. The three main family rituals presented here (for the birth of a child, a wedding and a funeral) are described separately, underlining in particular the place the songs occupy in them. Each song is provided with a brief description, together with its melody, words, and a translation of the latter
Effectiveness of Communication Skills Training for Social Adaptation and Responsibility of Bully Girl Students in Karaj
No full textINTRODUCTION
Bullying is considered a serious issue in the school environment, especially if it occurs frequently. [1]; because it causes psychological and academic problems in school [2]. ... [3]. Research conducted among school students in more than 40 countries has shown that the rate of bullying varies between countries and ranges from 8 to 45 percent among boys and from 4.8 to 35.8 percent among girls. The rate of bullying among ninth-grade students in Brazil increased from 4.5% in 2009 to 7.2% in 2012 and 7.4% in 2015, and its prevalence was similar in both sexes [4]. To overcome or reduce bullying, several school-based interventions are being designed and implemented around the world [5]. Since the nature of the bullying construct is a constructive inability to interact with peers, it seems that an intervention program such as communication skills can also be used to have a positive effect in reducing bullying [6]. ... [7, 8]. Research has shown that communication skills training has an impact on self-confidence and empathy [9] and the amount of self-evaluation [10]. Kerr et al. [11] in a meta-analytic review regarding the effectiveness of communication skills to improve nurses' communication with patients from 1998 to 2018, published in English in databases (Medline, Cinahl, Embase, Psychinfo Cochrane), identified 7811 articles that the results of the surveys show a significant increase in the skills of nurses after receiving communication skills training. One of the goals of teaching communication skills is to increase the ability of social adjustment of learners in the social context, especially in the educational environment [12]. ... [13-18]. Researchers have shown that teaching communication skills significantly improves school adjustment and increase responsibility among students [19-21]. ... [22]. Ahmadi et al. have found that low adjustment and lack of responsibility of learners in interacting with school and society are caused by weak communication skills [23]. Researchers believe that the best way to increase the adjustment of adolescents and the responsibility of bullies is to strengthen their communication skills. As a result, social adjustment and responsibility have a close relationship with the ability of communication skills [21].
AIM(s)
Considering the importance of community-oriented interventions in the field of bullying and its consequences, and the lack of research in the field of educational interventions on social adjustment and responsibility, the main issue in this research was to investigate the effectiveness of communication skills training in the social adjustment and responsibility of bullying female students in Karaj.
RESEARCH TYPE
The current research is an experimental type with a pre-test-post-test design with a control group.
RESEARCH SOCIETY, PLACE & TIME
The statistical population of the research was all bullied female students in the 10th grade of district 2 of Karaj, Iran in the academic year of 2020-2021. The statistical sample was selected from public school students.
SAMPLING METHOD & NUMBER
First, six secondary schools of district 2 of Karaj city were randomly visited. Students with a history of bullying in these schools were identified by the executive staff and teachers of the schools. After identifying these people and implementing the school bullying questionnaire and social adjustment and responsibility questionnaires, 30 of them who had the highest score in the bullying questionnaire and a low score in the California responsibility and social adjustment questionnaire of Sinha and Singh (97 people), were selected as samples. These people were selected based on their age, educational and family status, and pre-test scores, and then they were randomly replaced in the two experimental and control groups (15 people each group) [25].
USED DEVISES & MATERIALS
The Olweus School Bullying Questionnaire (R-VQ/OB) [24-27], Sinha and Singh Social Adjustment [25, 28], and California Responsiveness (1987) [29-31] were used to collect data.
METHODS
To conduct the study, communication skills were taught in the experimental group, but no educational intervention was done in the control group. Two weeks after the end of the training, social adjustment and responsibility questionnaires were performed as a post-test. It should be noted that the sample people in both groups were matched in terms of educational level, major, and grade. In the present study, the educational package of communication skills (Ahmadi et al.) was used [32]. The validity of this protocol was confirmed by the creators as well as two expert professors. Experimental interventions were implemented for the experimental group during 10 sessions as a group in one of the high school classes that were determined by school administrators and counselors. Two sessions were held every week for 60 minutes. In this research, the students were not just listeners and interacted with the researcher during the sessions (Table 1).
ETHICAL PERMISSION
This project was approved by the Research Council of Payame Noor University with the code of IR.IAU.Z.REC.1399.68.
STATISTICAL ANALYSIS
The collected data were analyzed using SPSS 23 software and using covariance analysis. A significance level of 0.05 was considered.
FINDING by TEXT
The age of the studied samples in the experimental and control groups was between 16 and 18 years, which was recorded separately in Table 2. The result of the Kolmogorov-Smirnov test for all variables was greater than 0.05, which indicated the normal distribution of the data in the variables. Also, according to the Box’s M test, the equality of the covariance matrix of the dependent variables was not significant between the experimental and control groups (p>0.05). The results of Levin's test to check the homogeneity of error variances of the variables in the research groups were not significant for the variables of social adjustment acceptance and responsibility (p>0.05). In other words, the error variances of these variables were homogeneous in the groups. The results of Wilks Lambda test showed that there was a significant difference in at least one of the dependent variables in the studied groups in the post-test phase (p0.05). Therefore, it can be said that the assumption of regression homogeneity was maintained in all variables; so, the use of covariance analysis was confirmed. The value of Wilks Lambda was close to zero (this value is between zero and one), which indicates the difference in the average of the groups from each other, and its significance level was less than 0.05 (Table 3). The average post-test score of the experimental group in the variable of social adjustment was 16.20±2.18 and of responsibility was 25.13±3.81 compared to the pre-test (11.87±2.07 and 13.60±2.99, respectively) (Table 4). The results of covariance analysis showed that the value of the F statistic, which shows the effect of the independent variable (group), was significant with a value of 40.403, so there was a significant statistical difference between the two groups (Table 5). The results of univariate covariance analysis (p<0.001; F=66.980; Eta=0.713) showed that communication skills training increased the responsibility score in the post-test of the experimental group and was able to explain 75% of the variance of the dependent variable.
MAIN COMPARISION to the SIMILAR STUDIES
Teaching communication skills were effective in students' social adjustment; this finding was consistent with the results of Shariat [19], Bavzin, Sepahvandi and Ghazanfari [20], Rabbani [21], Bahadori and Habibi [33]. In explaining this finding, it can be said that since the educational protocol of communication skills consists of three components of managing emotions and feelings, perception of others, and self-expression, by preventing and increasing the power of adjusting to others and increasing the threshold of tolerance, it leads to the improvement of reflective problem-solving style and decrease impulsive and bullying behaviors which directly lead to reducing interpersonal problems and improving students' social adjustment. ... [34]. Learning skills such as how to interpret body language as well as ways of using this part of non-verbal communication, using appropriate ways of self-expression, and problem-solving skills make students able to recognize the state and negative physical and emotional signs of anger and internal and external factors and finally use alternatives to bullying, instead of suppressing or losing temper. [34]. Also, teaching communication skills were effective in social adjustment. The result of this hypothesis was consistent with the research results of Shariat and Ahmadi et al [19, 23]. ... [35]. Students who have excellent communication skills show more adaptive behaviors, and are more popular and accepted among their peers; as a result, with the encouragement and feedback they experience from people, they have a positive self-evaluation of themselves and feel responsible for every commitment and promise they make and try their best to fulfill their promises; therefore, they have high responsibility [36].
LIMITATIONS
The limitations of the age group (female students 14 and 15 years old), geographical (Karaj city), and the lack of control of influencing factors (economic and social base, intelligence) were among the limitations of this research.
SUGGESTIONS
It is suggested to pay special attention to the teaching of communication skills in the compilation of students' textbooks and to include intervention programs with the content of communication skills at the high priority of educational lessons and life skills in schools. Also, for future research, it is suggested to investigate more closely the effectiveness of teaching social communication skills on the responsibility and adjustment of learners by increasing the training sessions and holding the follow-up period.
CONCLUSIONS
Teaching communication skills affects the social adjustment and responsibility of bullying Karaj female students. Therefore, to increase their social adjustment and responsibility, it is necessary for schools, families, educational institutions and organizations, and even military institutions to be aware of the importance and role of communication skills and to be encouraged to use this skill to promote the adjustment and responsibility of learners.
CLINICAL & PRACTICAL TIPS in POLICE MEDICINE
Based on the results of the present study, by teaching communication skills, psychologists and counselors of health and treatment centers, education, and even military institutions such as police headquarter can improve students or even soldiers’ healthy communication relationships and emotional expression, their invulnerability to bullying, social adjustment as well as their responsibility so that a step can be taken to reduce social crimes in the society.
ACKNOWLEDGMENTS
This research is extracted from the Ph.D. thesis of the first author of the article. We sincerely thank all those who have helped us in some way in conducting this research.
CONFLICT of INTEREST
The authors state that there is no conflict of interest in the present study.
FUNDING SOURCES
The financial credit of this research was provided by the researcher
Report of Tremex fuscicornis (Hym.: Siricidae) from Iran
No full textIn the study carried out during the summer of 2005 in Alborz Research Station in Karaj, the damage caused by a xylophagous insect was observed on trunks of poplar trees. Infected trunks and logs were transmitted to the laboratory and adult wasps were collected by banding the trunks with laces. Twenty wasps, which all were female, emerged from the logs from 23.7.2005 to 3.9.2005. These wasps were identified by the third author as Tremex fuscicornis (Fabricius), which is newly recorded from Iran
Spatio-seasonal variation, distribution, levels, and risk assessment of airborne asbestos concentration in the most industrial city of Iran: effect of meteorological factors
No full textLike other dangerous pollutants in the air, asbestos has negative and adverse effects on human and animal health. The present study is designed to determine the concentration of asbestos in the air of the most industrial city of Iran (Karaj) in 2018�2019. For this purpose, 4 samples were taken from different areas of the air of Karaj during a year with an SKC pump and flow of 6 L/min for 8 h and in 45 days, and a total of 68 samples of asbestos fibers were collected. Then, the samples were analyzed by phase-contrast microscope (PCM) and scanning electron microscopy (SEM). Eventually, the health effects of asbestos fibers were evaluated by the IRIS EPA method. The average concentration of asbestos fibers was 1.84 f/L PCM and 18.16 f/L SEM. Also, the results of statistical correlation analysis indicated that asbestos fibers are positively correlated with wind speed but negatively correlated with the other three parameters (temperature, relative humidity, and pressure). On the other hand, the average annual risk of asbestos fiber in the ambient air of Karaj for all samples was in the range of 4.32 � 10�6 to 1.81 � 10�4 which in some places had more danger than the recommended risk range. According to the EPA guidelines, carcinogenicity acceptable levels are in the range of 10�4 and 10�6. Values higher than 10�4 have more carcinogenic risk and values lower than 10�6 have a lower carcinogenic risk. © 2021, The Author(s), under exclusive licence to Springer-Verlag GmbH, DE part of Springer Nature
Plebeius callaghani n. sp. dans le nord de l'Iran (Lep., Lycaenidae)
No full textPlebeius callaghani n. sp. in N. Iran (Lep., Lycaenidae). The new entity was discovered by the second author in the beginning of June 2001 in the subalpine stage of the mountain range on the north of Karaj (prov. Tehràn), and rediscovered recently by Curtis Callaghan on the north of Qazvin (prov. Zanjan). The male of the new species is well characterized by a small size, a dark violet blue upperside showing a broad black suffusion margin, as Plebeius argus Linné, 1758, and, on the underside of the hindwings, by a greyish ground colour with well defined submarginal markings, somewhat P. ferganus (Staudinger, 1881), but without blue-green metallic spot and with a series of orange lunula almost complete. The female is unknown.Carbonell Frédéric, Naderi Ali-Reza. Plebeius callaghani n. sp. dans le nord de l'Iran (Lep., Lycaenidae). In: Bulletin de la Société entomologique de France, volume 112 (1), mars 2007. p. 126
Identifying Effective Factors and Obstacles Using Electronic Learning to Increase Mental Health of Primary School Students in Karaj (A Qualitative Study)
No full textBackground and Objective:At first glance to the science of educational technology, what usually comes to mind, is the application of new technologies in the education of learners, such a belief indicates a mechanical approach to the scope of technology and education. But experts see educational technology as more than just the use of educational tools. They believe that educational technology includes a systematic approach, design, implementation, evaluation and problem solving of educational programs and the simultaneous use of human and inhuman resources, and its ultimate goal is deep, sustainable and effective learning. e-learning is the result of the use of new technologies in education and is one of the inductive methods of teaching learning in which the subject starts from presenting a specific observation or a subject and the audience hypothesizes, collects information, combines information and discovers the problem. e-learning is introduced as an online process by which learning can be done using the Internet and web pages. The teacher can design a new e-space or use the e-learning environments available on the Internet in connection with any of the subjects. The purpose of this study was identifying effective factors and obstacles in using e-learning of primary school students in Karaj. Methods: The present study is a qualitative research and utilized a focus group method. The research instrument was semi-structured interview. By applying the focus group method, the data were gathered through interviewing 29 experts and specialized teachers in the area of e-learning in three stages including Open Source (Primary), Axial and Selective (Optional) Coding. Findings:Open codes were consisted of 75 concepts, and axial codes were compromised of nine categories including organizational elements, information literacy, technology, educational design, beneficiaries, educational sources, environmental factors, limitations and attitude factors. In the area of the barriers and problems in using e-learning, 48 core concepts and codes wererecognized as the axial code of thepresent study in nine categories including structural and organizational obstacles, lack of required training for teachers, weakness of students, inconformity of the current curriculum with information and communication technology, no satisfactory management, no precise goal and objective, cultural conditions and hindrances, lack of appropriate incentive system, space and equipment. Conclusion: Research show that as a learner-centered learning method, e-learning facilitates and enhances high-level cognitive skills such as analysis, synthesis, evaluation and judgment, critical thinking, search and problem solving. Therefore, it is suggested to pay attention to all levels of learning. If the ministry of education fails to provide the necessary infrastructure for the development of e-learning, they will certainly face various challenges. It is recommended to provide the necessary infrastructure for all schools in the country in all provinces. ===================================================================================== COPYRIGHTS ©2019 The author(s). This is an open access article distributed under the terms of the Creative Commons Attribution (CC BY 4.0), which permits unrestricted use, distribution, and reproduction in any medium, as long as the original authors and source are cited. No permission is required from the authors or the publishers. ====================================================================================
