130 research outputs found
A research about the real author of Marzbanname Tabari
No full textMarzbanname is the name of a book which includes narrations and allegories and marzban wrote it in old tabari language. Mohammad Ibn Ghazi maltivi in 598 A.H. and sadoddin varavini in the first half of seventh century translated it to farsi. Onsorolma' ali keykavos, the writer of Ghaboosname and Ibn Esfandyar, the writer of tarikhe – Tabarestam believe that marzban ibne Rostam ibne shervin (the 13th king of Bavandiya kiyosiye chain) in the real writer of marzbanname. But sa'daddin varavini believes that marzban ibne shervin (shervin = 5th king of Bavandiye kiyosiye) is the writer of it. Reza Gholi khane – hedayat knows marzban- Ibn – e – rostam as the outher of marzban-e-Deylami in some other books. Among the contemporaries, shefer knows marzban-ibn –e-rostam-ibn –e- sorkhab – ibn – e- Gharan as the author of marzban name, but Allame Ghazvini rejects this hierarchical order. Allame Dehkhoda, Esmaeil mahjouri, Ardeshir Barzegar and Hossein Eslami believe that marzban- ibn- e- Rostam wrote maezban name. mohammad Roshan reject all and say that there is no book named marzban name tabari.This article believes that varavini's speech about the writer of marzbanname is correct but not of onsorolma' ali keykavoos and ibne Esfandyar's speech
WHAT ROLE DOES MEDIA LITERACY PLAY IN A CONTENT AREA CLASSROOM?
No full textThe purpose of this qualitative case study is to explore to get an understanding of a social studies teacher’s approach to media literacy including factors that inform her teaching and the students’ understanding of her instructional practices. The participants of the study were one social studies’ teacher and six students from her U.S. History and Advanced Placement History courses. In order to collect data, interviews, observations, and analysis of classroom documents were used. In addition, three activities were conducted to get an understanding of students’ performances on media construction and media deconstruction skills. In-vivo coding was used to analyze the data. Based on the findings, the teacher’s instructional practices included the use of a variety of different sources including primary and secondary sources. She also practiced media deconstruction and media construction by enhancing historical thinking and media literacy skills. In addition, preparing students for real life and a democratic citizenship were some of the key factors that informed her instructional practices. The findings also revealed that the there is a need for a unified and consistent form of instruction as the students’ responses to the created activities did not follow a unified pattern. The implications of the study is that attention should be given to the integration of media literacy in the classrooms and training teachers to be able to transfer the knowledge and understanding of it. In addition, teachers should be trained on how to both focus on conveying the depth of the content and covering a variety of different subject matters. Finally, training and professional development is needed for pre-service and in-service teachers to provide effective modeling and space for them to teach history as interpretation
Corrigendum to “Lunar Dust Induces Minimal Pulmonary Toxicity Compared to Earth Dust” [Life Sciences in Space Research, Volume 45, May 2025, Pages 72-80] (Life Sciences in Space Research (2025) 45 (72–80), (S2214552425000252), (10.1016/j.lssr.2025.02.005))
No full textThe author Samaneh Toukhanbeigli has been added. This author was added during the revisions process to the document, but this was not updated in the system and was missed during the proofs. The author contributed greatly to the experiments conducted during revisions
An Investigation of Vocabulary Learning Strategies by Iranian EFL Students in Different Proficiency Levels
No full textThis study aims to find out the various strategies used in learning vocabularies among Iranian EFL learners in three different proficiency levels (beginner, intermediate and advanced) in Zanjan province. The vocabulary learning strategies which have been used in this research include determination, social, memory, cognitive, and meta-cognitive which follow Schmitt’s taxonomy. 110 students were randomly selected from two language institutes in Zanjan. Schmitt’s (1997) Vocabulary Learning Strategies’ questionnaire was administered to the learners with three proficiency levels. Then, descriptive statistics and Anova were utilized to analyze the data. Descriptive statistics revealed that the participants of the study regardless of their proficiency levels were generally medium strategy users who used all these strategies moderately except for the determination strategies that were used in high level. In addition, basic learners used all different types of strategies more frequently than intermediate and advanced learners. By comparing two other proficiency levels, advanced learners used determination strategies and meta-cognitive strategies more frequently than intermediate learners, while social, memory and cognitive strategies were used more frequently by Intermediates. In order to perceive if the results were statistically significant, Anova for between group mean differences was conducted. It revealed the fact that there is no significant difference among learners with different proficiency levels in application of determination and meta-cognitive strategies while the learners with lower proficiency level used social, memory and cognitive strategies more frequently, that is, these three strategies were used more frequently by basic, intermediate and advanced learners respectively.
Iranian women's knowledge and attitude regarding preconception health: 12 years after integration into the primary health care network
No full textHow Does She Learn English? A Case of a Successful Blind Language Learner
No full textThis study reports on a case study of a blind EFL learner. The purpose of the study was to explore a detailed situated data to examine to what extent it is feasible to be a successful language learner despite being visually impaired and lacking some learning resources. Interview data and the narratives of this EFL learner have revealed that her success was mainly based on her agentic interaction with the environment and learning context, her high motivation and strategic behavior, and her sustained efforts. The findings provide further insight into the role of learner in exerting control over contextual resources that frame learning and on how different factors interact with each other in the language learning process in the construction of learner identity and the strategies used by learners
Beliefs and Practices of EFL Instructors in Teaching Pronunciation
No full textPronunciation teaching and learning have stimulated a renewed interest among second language acquisition (SLA) researchers in the past few years. To pursue this line of inquiry, this study set out to investigate the beliefs and practices of Iranian EFL teachers on pronunciation teaching. Convenience sampling was employed to recruit 74 participants who completed a pronunciation teaching and learning questionnaire. Interviews were also conducted with volunteered participants. The results revealed that 57% of the respondent teachers mostly worked on suffixes such as the -ed and -s endings always or often in their classrooms. The second most frequently taught feature was word stress (54%), followed by syllable structure, which 53% of the teachers often or always taught. Drama and role-play were the most common strategies often or always used by 49% of the teachers in teaching pronunciation. In addition, interviews with participant teachers revealed that the most common classroom activities were imitation and repetition. Finally, although most participants emphasized the need to teach pronunciation, they did not consider themselves highly qualified. They indicated an insatiable desire for more pronunciation training in teacher education programs to use opportunistic teaching and integrated phases to teach pronunciation. Most of the teachers did not teach pronunciation as a separate lesson since the school curriculum, the pre-specified book, and the time limitation did not let them focus on pronunciation as a separate lesson
Toxic compounds produced by cyanobacteria belonging to several species of the order Nostocales: A review
No full textStudy of temperature and food-grade preservatives affecting the in vitro stability of phycocyanin and phycoerythrin extracted from two Nostoc strains
No full textCyanobacteria have many bioactive compounds. In the present study, we investigated the degree of purification and free radical scavenging ability of phycocyanin (PC) and phycoerythrin (PE), and compare their stability against selected preservatives at different temperatures with the aim of achieving the best and most stable preservative in increasing shelf life of PC and PE. After collecting and culturing Nostoc sp. strains FSN and ASN in BG-110 medium, the pigments phycocyanin and phycoerythrin were extracted and purified with 56% ammonium sulfate followed by dialysis. The antioxidant activity of pigments was evaluated by DPPH and ABTS assays. Their stability was compared with food-grade preservatives citric acid, sodium chloride, sucrose, and calcium chloride at two temperatures of 5 °C and 35 °C over time period from 3 to 30 days of cultivation. The results showed that the concentration and purity of the pigments increased after the dialysis, the pigments had antioxidant properties and were more stable at 5 °C. In addition, among different preservatives, citric acid caused more stability over time
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