حسن نجفی

Heavy tungsten alloys are made by liquid phase sintering for application in protective weights, radiation shields, and anti-missiles. The change in each of the production parameters of these alloys affects the mechanical behavior of these alloys. The aim of this research is to assess the effect of annealing heat treatment cyclic on the bonding strength of tungsten particles with the matrix. Tungsten alloy with a chemical composition of 93.5W-5.4Ni-1.95Fe (in wt.%) is first compressed in a plastic mold (cold isostatic) following by liquid phase sintering at 1480 °C and two cycles of annealing heat treatment. In order to study the mechanical properties, tensile and hardness tests are used. Also, the microstructures and fracture surfaces (after tensile test) of the samples are examined using optical and scanning electron microscopes. The obtained results show that due to the thermal stresses during cooling and heating through the cyclic annealing heat treatment, the matrix phase is penetrated into the interface of tungsten particles which causes a decrease in the contiguity (from 0.44 to 0.31). Also, the cyclic annealing heat treatment reduces the impurities in the interface between tungsten particles and the matrix, resulting in an increase in strength (from 842 MPa to 960 MPa). Comparison of fracture surfaces of samples with annealing cyclic shows the change of brittle fracture mechanism to soft fracture. Keywords: Heavy tungsten alloys; Sintering; Heat treatment; Particles/matrix interface; Contiguity.

Impressionism, a pivotal artistic movement that originated among painters in the late 19th century, has since permeated the realms of poetry and prose with its distinctive methods and philosophies. Its objective is to capture the essence of objects, evoke mental impressions, and convey the sensory impact of the external world on the writer. Badr Shakir Al-Sayyab (1926-1964), an innovative Iraqi poet of the modern era, crafted poetic narratives that are particularly amenable to contemporary critical scrutiny, notably from the perspective of impressionism. This study aims to identify the principal elements and expressions of impressionism within Al-Sayyab's "Al-Mumis Al-'Amya'" (The Blind Prostitute) and to explore how these elements relate to the narrative's broader themes and implications. Employing Susan Ferguson's theoretical framework, this descriptive-analytical investigation delves into the impressionist components and their manifestations in the aforementioned poetic tale. The research reveals that Al-Sayyab, in line with Ferguson's theory, utilizes ambiguous storytelling techniques, such as elliptical syntax and the metaphorical use of setting, to mirror the characters' thoughts and emotions, thereby critiquing the prevailing issues and crises within Iraqi society. Furthermore, the poet underscores a discourse of religious and revolutionary fervor, articulated through his impressionistic language, as a means to advocate for the liberation of Iraqi society from its challenges.

Religion, having played a prominent role for the advancement, perfection, and happiness of man in all periods of history, has been judged in multiple humanities schools in diversed ways. According to the principle of materialism, Marxists have sought to deny or limit the role of religion in an individual’s life. Hoshang Golshiri, being reknowned as a contemporary Iraqi poet associated with the thought of Marxism and as a writer of the Isfahan school and Badr Shaker al-Siyab, have brought religion and religious discourse to the fore. The current research, relying on the descriptive-analytical method and help from the foundations of the American school of comparative literature, seeks to examine and criticize the religious discourse of the works by Hoshang Golshiri and Badr Shaker Al-Siyab from an internal point of view. As the results of this research have indicated, Golshiri has been influenced by Marxist ideas and has reduced the adherence to the common intellectual model and the opposition to religion and the functions of religion to relieving the pains and sufferings of the masses. Moreover, Al-Siyab has tried to use religion as a deterrent against identity crises, personality conflicts, and the establishment of anti-colonial movements.

The identity-giving curriculum is a coherent and flexible plan that tries to help the learner to know his past, present and future, and therefore to define his position in front of world phenomena and social events. The basis of this curriculum in Islamic education is knowledge derived from the Holy Qur'an, hadiths of the Ahl al-Bayt (peace be upon them) and the views of thinkers. The Supreme Leader is among the most prominent Islamic thinkers who have paid special attention to the introduction of human identity and the necessity of its development and excellence in curriculum and educational programs with the Qur'anic-narrative thought. The method of conducting the research is analytical-inferential, which is progressive and content analysis technique was used to analyze the information. According to findings, an indicator is a prominent sign that attracts attention and according to this definition  the identity-giving curriculum in the intellectual system of the Supreme Leader has signs such as questioning, thinking, belonging, stepping and moving on the path, taking care of the self and existential excellence during the meeting with God. The rosary thread of this curriculum is nature. God, the Wise, has placed the ability to reach the answers related to the past (origin), present (path) and destination (future) in human being by nature. Based on this, the learner will be prone to meeting God as long as he realizes his natural talents and capital.

This study sought to identify infertile elements in religious education at the upper secondary level. Using a qualitative survey method, researchers interviewed 48 humanities-track students in Qom through purposive and systematic approaches. The findings revealed several shortcomings in religious education content. These included repetitive topics such as the purpose of creation, resurrection, and prayer; stereotypical themes like hijab and freedom or the necessity of resurrection; and complex, hard-to-understand concepts such as divine predestination and the occultation of the Imam. Students also encountered conflicting messages (e.g., about human creation), gender-insensitive material (e.g., roles and characteristics, marriage preparation), and content with limited practical relevance to daily life—such as despair over the afterlife, political ideologies, and European history. Additionally, the curriculum included both overly general and highly specific topics, like the barriers to achieving goals, hijab in other religions, temporary marriage rulings, and free will, which students found disconnected from their mental concerns. Other issues included lack of engagement with students’ actual cognitive and emotional interests—such as distant eschatological themes or historical events with little resonance for them. These elements collectively signify the infertility of the religious curriculum. If left unaddressed, this infertility can lead to reduced student interest, prevent the meaningful internalization of religious teachings, and ultimately undermine the development and strengthening of students’ religious identity.

The usage of humorous language is one of the best ways to create joy and happiness in the audience, which can indirectly criticize and correct many shortcomings and deficiency. Therefore, this type of literature has been considered by literary scholars. Arabic and French literature, especially in the contemporary era, has been the scene of a stronger and better emergence in the field of Humorous allusions. Maron Abboud a prominent Lebanese novelist, and Stendhal famous writers of French literature, have done so many literary works that can be examined from a view of Humorous allusions. In this research, first, the definition of humor and its background and position in both Arabic and French literature were discussed. Then, relying on the American comparative school and descriptive-analytical method, we examined the most important Functions of humor in the Short Story Collection "Wojooh wa Hekayat" by Maroon Abboud and the Novel "Red and Black" by Stendhal. And we sought to find an answer to this question: What are the grounds for the emergence of humorous in the works of the both authors? What are the differences and commonalities between both of them in using Functions humorous? The results indicate that Maroon Abboud and Stendhal, despite not having a literary connection and having a time and space interval, have used a variety of literary techniques and humorous methods such as contradiction, conflict, Caricature illustration, etc. to highlight the humorous aspect and critique of defects.

The Spirit deceptions are the tricks that the ego does against itself, which causes a person to move away from the space of reality, and makes the reality appear in a different way. This deception is the big problem of man in his personal and social behavior. The aim of the research is to help solve this big problem by knowing the types of these deceptions and finding effective solutions to deal with each one of them. For this reason, the analytical method and jurisprudential interpretation of Quranic and narrative sources have been used. The results of the research showed that self-deceptions in bad and good things take various forms such as Enticements of the Soul, acceleration, temptation, delay and mutiny, which can be insightful solutions (knowing God, knowing the Spirit of Lasciviousness "Nafs-E Ammareh", tendency (strengthening love) He prescribed to God and his saints, reducing love and dependence on the world, fearing God) and practical (continuous reminder, practical opposition to the desires of the self, tricking the self and seeking help from God) to deal with them.

Practical decisions and useful implementation in the curriculum require a clear understanding of the philosophical origins and a precise explanation of the basics. In this Regard, the present study was conducted with the aim of explaining the theological foundations of the curriculum dedicated to religious identity. The method of analytical-inferential research and its main source was the Holy Quran and the valuable interpretation of Al-Mizan. The results showed that the curriculum of religious identity has a divine spirit and with a special look, he considers the universe as the bed of human transcendence, a manifestation of God almighty and a manifestation of his bounties. in this curriculum, God almighty is at the top of the series of causes, and the world does not have the capacity to survive, and originality is with the life of the hereafter. Slavery, obedience to divine destiny, submission to the divine will, mercy and compassion of God almighty, respect for god's knowledge, wisdom and justice and the existence of a guide are other findings that have matured from within the theological foundations and seek to create and direct. the curriculum is religious identity. The influence of the objectives, subject, function, and issues of the religious identity curriculum from other theological foundations and proposals is the output of the present article, which plays an important role in shaping students' insights, attitudes, and actions, and helps them to expand their beliefs. And be Guided to the true destination with firm steps.

In Islam, "mother" is the first and most important teacher who has a lasting impact on the child's upbringing. This effect can be in the direction of growth or destruction of the child's personality and identity. Based on this, this research aims to identify the role of the mother in the religious upbringing of the child from the perspective of the Qur'an and Atrat, which includes the period after birth until the end of childhood, i.e. 12 years old. The method used in this research is descriptive-analyticalThe general result showed that according to the verses and traditions, the mother has a significant role in the religious education of the child and this role is very significant and decisive in terms of belief and relationship with God. The research findings indicate that the mother's role in knowing God, the child's love for God, the child's trust in God, the child's prayer to God, and the child's gratitude to God are emphasized and recommended

Due to the spread of breast cancer, its early detection from mammogram images using computerized methods have been considered an effective method to reduce the death rate of patients.In this research, a method based on image processing techniques is presented to improve the quality of mammography images. Therefore, in this research, we try to improve the quality of mammography images with image processing techniques to create a medical system. The research has two stages of pre-processing, including equalizing the dimensions and adjusting the histogram of the images, and a stage of feature extraction using Contourlet and Curlet transforms from mammography images, which provides three categories of morphological and histological, statistical, and frequency features to improve diagnosis. And it increases the accuracy of diagnosis. The proposed improvement method was implemented on the MIAS dataset and a subset of the extracted features was selected for the input of the classifier. Comparing the performance of the proposed method on different classifications, this method shows an accuracy rate of 86.3, which is a better result than other methods.MethodThis research is looking for a method that can improve the accuracy of the final diagnosis. Therefore, after the pre-processing stage, which includes rescaling and adjusting the texture of the image, highlighter transforms in the frequency domain such as Curvelet and Contourlet are used to highlight and increase the differentiation of areas with masses in the image for decision-making.Local features based on image zoning are used for image segmentation, and these methods are also used to increase the contrast of mammogram images concerning their surroundings. The improvement methods used in this research use features based on the wavelet domain.ResultsThe input image to the system is subjected to the feature extraction process and three main categories of frequency, morphology, and histology features are extracted from it. This process is done through the cycle, size equalization, histogram adjustment, contourlet transform, and curvelet transform. Due to the sensitivity of the systems, it has been tried to extract the features with various levels and known matrices such as the matrix of events and gray groups.The classification results evaluated the said method. The best results on the data set were the proposed method, which reached an accuracy rate of 86.3 and showed a good improvement on the displayed data set.

The purpose of the present study is to explain the ideas of Master Safā’i Hā’eri based on recognizing prerequisites and duties of an educator in terms of religious training so that the current teachers become aware of their negligence and weakness and present a plan for the betterment of their current condition. The method of study is descriptive-analytic and the obtained results from the study environment, that is to say the direct and first-hand books of Master Safā’i Hā’eri in the field of education, were reviewed. The results showed that knowing spirits, evaluation and recognition, familiarity and friendship, attraction and intimacy and setting the background, are regarded as the perquisites for religious training of an educator. After providing the perquisites, an educator should free his/her student from enslavements such as instincts and desires, people’s perceptions and words, mundane and devil manifestations and concentrate on his/her duties revolving around purity, education, and admonition.

The fulfillment of moral responsibilities to God in childhood who have a pure heart has always been the concern of the religious education of our country's formal education system, and for this purpose a special curriculum has been prepared, the output of which is used in the form of textbooks for students and teachers. In view of this, the aim of this study was to qualitatively analyze elementary school textbooks on Hadiyehay Aseman based on the components of divine morality.

The research method was directional qualitative content analysis and the sample was the textbooks of Hadiyehay Aseman of elementary school in the academic year 2019-2020 which were selected through census. In order to review the mentioned books, 10 researcher-made checklists were used, the validity of which was obtained based on the opinions of ten experts and experts in seminary and university moral education. The checklist delineated divine morality into thirty-three components, which researchers divided into cognitive, emotional, and functional levels.

The textbooks of the Hadiyehay Aseman of the elementary school dealt with the levels and components of the divine morality in a desirable way, but suffered from technical poverty. repetition of moral concepts, lack of attention to the element of rationality, having a girl's color and smell and ignoring the cognitive, evolutionary and gender characteristics of boys, are incompatible with the expression of sinful torments for the people of hell, staying in rural and naturalistic spaces.Discussion and

  Existence of mentioned weaknesses can raise "misunderstanding, boredom, unfamiliarity, despair of the divine door and the appearance and non-Internalization of moral values" for students and "time consuming design and implementation of teaching" and other teaching problems for teachers.

A morally educated person is a person who has control over his emotions and expresses them in the path of divine satisfaction, but this requires preparation and removal of obstacles; because moral education in the emotional dimension has two dimensions, negative and positive. In the negative dimension, the soul is adorned with emotional vices, and in the positive dimension, the soul is adorned with emotional virtues. According to mystics, first relinquishment, then adornment. Hence, the importance of emotion-oriented reformist methods in moral education can be understood. This article seeks to extract emotion-oriented reformist methods in moral education based on the view of Ayatollah Mesbah. Using a descriptive-analytical method this paper has been proposed based on Ayatollah Mesbah's notes, books and lectures. The findings show that in order to modify the reprehensible emotions in moral education, methods of prevention, neglect, warning, intimidation, and preaching can be used.

Macroeconomic variables such as unemployment, inflation, government debt have an important role in the resilience or non-resilience of pension funds and the achievement of social rights, which are also considered in economic jurisprudence. In this regard, the present article examines the effect of the shock of macroeconomic variables on the resilience of pension funds and the achievement of social rights in terms of jurisprudence and using the SVAR structural vector auto regression model for the years 1350-1396.

The present study is a quantitative research and therefore statistical methods and models have been used. Specifically, the SVAR structural vector auto regression model was used jurisprudentially to look at the mechanism by which government debt shocks, unemployment, and inflation affect pension fund resilience and social rights.

 The present study was conducted by observing and considering ethical principles. The results of the research are original and in cases such as citations, references to documents and articles, the principle of fidelity has been observed.

Government debt shock with about 41% has the largest share of fluctuations and changes in expenditures and has posed a serious challenge to the resilience of pension funds and the achievement of social rights. The second place is occupied by inflation shock with a share of about 3%. Unemployment shock also had the lowest share of changes in total expenditure variance with about 2%. Therefore, threats of government debt, inflation shock and unemployment play an important role in reducing social security services and thus harming social rights from the perspective of jurisprudence.

Considering the results and structure of Iran's economy, the dependence of government revenue on oil and sanctions and the government structure are the main problems of Iran's economy. Therefore, Iran's economy needs a major overhaul of macroeconomic policy-making methods and structures, especially monetary structures and policies (such as giving positive anti-inflation messages with practical measures to reduce inflation expectations).

Using a content analysis (quantitative) method, this paper seeks to analyze the components of religious emotion in the book "Gifts of Heaven" of the elementary school. The sample size corresponds to the statistical population and includes all textbooks of "Gifts of Heaven" from the second to the sixth grade in the academic year 2019-2020. Using the content analysis and document analysis method (textbooks), this paper studied the components of religious emotion, based on the research study of Khodayarifard and his colleagues (2012-2013). The validity of the research tool was acceptable based on the judgment of education experts and its validity was calculated based on Holsti formula and the coefficient of %83 was obtained. The results showed that the authors paid the most attention to the two components of love for God and love for God's saints. The frequency of hatred of God's enemies and hatred of the enemies of God's saints was less than expected. Also, in the form of presenting the content of these books, they have used more words and textual propositions, but they have used fewer visual attractions. Most attention was paid to the components of religious emotion in the sixth-grade book

Teaching religious concepts, especially knowledge, love and obedience to the Imam to children, like any other science requires correct, efficient and effective principles and methods. Therefore, just as recognizing the characteristics and abilities of children in optimizing the teaching of religious concepts is a matter of course; it is also necessary to recognize the principles and methods of teaching religious concepts to children. Using a descriptive- inferential method this paper studies the educational model of Imamate to children. For validation, the findings of this study were made available to experts in various fields, including curriculum studies, religious education, educational psychologists, and teachers and finally, it was approved with a high average. This model institutionalizes knowledge, love and obedience to the Ahl al-Bayt (PBUH) in children and provides the ground for their sure and fast perfection and nearness to God in this world and the hereafter.

The present analytical-inferential research sought to design a model of religious identity curriculum in the first grade of high school. The research corpus included the full text of the translation of al-Mizan interpretation, which was excluded from sampling due to the logic of its selection. The qualitative content analysis was used to analyze the data. The results showed that religious identity is an objectified Islamic culture in human beings and if we seek to design a curriculum model for it, the goals include three types of insights (knowing the circle of existence and creator, knowing the destination and ultimately, knowing the way and leaders of life, knowing oneself), tendency and action, and the content is a function of interwoven/spiral organization. In addition, "paying attention to the signs of God's Lordship in the horizons and systems of the universe, inviting self-reflection, explanation, reasoning and protest, interrogation, observation, allegory, reminder and teacher action" are among the teaching-learning methods emphasized in this model. The general evaluation approach is a "process" that, by considering religious implications and the type of special view on the intention, the student efforts, as well as using the three sides of the teacher, student and parents, identify possible shortcomings and serve learning more.

The present study was conducted with the aim of introducing human religious identity and explaining the prerequisites for designing a specific curriculum. The Method of Analytical-Inferential Research and its Main Source was the Interpretation of Al-Mizan, Although the Specific Opinions of the Authors were also Used. The Results Showed that man has a Divine and Monotheistic Identity and the true Manifestation of its Knowledge, Development and Transcendence is Worship. Worthy Worship is also Accompanied by Humility and Purity and Submission to the will of God and His Pleasure. The Application of this View was able to Show three Prerequisites: Cognitive, Emotional and Functional, for Designing a Specific Curriculum. Accordingly, the Curriculum Should try to get the student to know God in Various Ways, to know the evil soul and its growing paths, to know Satan and his Deception, to think about God's Creation and Signs, to know the Day of Resurrection, to Meet God far away, Becoming from Ungodly Affairs, Loving God, Supplicating to God, Submitting to God's Commands, Remembering God, Giving thanks, Offering Prayers and Inviting, Attracting and Lasting and in this way wait for the Transcendence of his Individual and Social Behaviors.

This study aims to analytical-documentary method to identify the inadequacies and challenges of the critical curriculum of Henry Giroux from the perspective of the philosophical foundations of Islamic education. The research was qualitative in terms of the nature of the data and in terms of the type of analytical-documentary research method. The research sample in Giro's critical curriculum, books and articles published by Giroux during the years 1979 to 2018 and in the foundations of Islamic education were original researches in this field that were purposefully selected and analyzed by qualitative content analysis method. In this research, Giroux most important ideas in the essential elements of the curriculum, including goals (raising a democratic and Liberating citizen, hearing and paying attention to other voices, abandoning elitism and paying attention to public culture, eliminating racial discrimination and defending the rights of the oppressed, and Different groups of society, creation of a democratic and egalitarian society), content (attention to social and cultural conditions, relativity of knowledge and knowledge, reliance on social values, consideration of contexts, institutions and social structures), teaching-learning methods (discourse-oriented) and Evaluation (observation, interview, reporting, research, self-evaluation, narration) was analyzed. Despite the strengths of Giroux critical curriculum, including the emphasis on educational justice and attention to marginalized groups, in this perspective, there are also inconsistencies and challenges that are criticized in the system of philosophy of Islamic education. One of these criticisms can be the lack of goals based on metaphysical assumptions, the neglect of different areas of education in targeting (high emphasis on political goals), relativism in content, extreme pluralism in content (lack of attention to unity Slowness in the instruments of cognition, pure discourse in teaching methods, ignoring teacher's authoritarianism in teaching, the difficulty of interpreting the results in the evaluation.

Aimed at answering “what identity does Man possess, what necessities are associated with his identity and which factors bring about deviation in thought on identity”, the current research has employed a descriptive-analytical method to investigate the nature of human identity through studying the anthropological thoughts of Ayatullah Javadi Amoli.  Research findings reveal that in anthropological thought of Ayatullah Javadi Amoli, contrary to its logical definition, the reality of Man in rational human is not limited to either genus or differentia but one or more differentia are also required which serve as the final standard in determining the real identity of Man. He determines distinguishing genus and differentia for Man’s reality and believed that Man has only one divine living meaning that foundation of Man’s reality resides in his divinity. By divinization it is meant God-seeking on the basis of theology and becoming immersed in divinity which in turn involves some necessities such as accepting religion, its beliefs and its values. Naturally, practical commitment to ethical values, understanding the real meaning of freedom, training theoretical and practical reason and understanding Man’s inherent poverty are amongst other necessities of living a divine life. There are some psychological studies (behavioral, emotional and attitudinal) which may deviate Man from understanding his real identity and flourishment of divine life.