زهره کرمی

This research was conducted in a combined method with the aim of designing and validating an Instrument to measure the professional competencies of student teachers. The intended Instrument included three dimensions of knowledge, skill, and attitude, which dimension of knowledge had sub-tests of content knowledge (6 items), pedagogical knowledge (19 items), and technological knowledge (9 items), and the skill dimension also had sub-tests of knowledge pedagogical content knowledge in practice (19 items) and technological pedagogical content knowledge in practice (19 items). Also, in the dimension of attitude, the attitude of student teachers and teachers towards teaching, learning, and learner is evaluated with 56 items. In this Instrument, in order to assess the knowledge of the test; In order to evaluate the skills, the checklist is used, and in order to assess the attitude, the attitude meter questionnaire is used. In the knowledge section, content knowledge, pedagogical knowledge, and technological knowledge are evaluated through tests. In the skill section, after observing the practical teaching of the student teacher, the checklist is completed by the evaluator; In the attitude section, in order to measure the attitude, the attitude gauge questionnaire is completed by the student teacher. In order to measure the validity of the professional competence Instrument from the point of view of experts and the validity coefficient of CVR was used. The reliability coefficient (0.82) was calculated and showed that the instrument has a high reliability coefficient. Cronbach's alpha coefficient was also used to measure the instrument's reliability. .

The aim of this research is to examine the impact of technology-based mathematics education on the development of pedagogical content knowledge (PCK) among students-teachers in the primary education program.This research is classified as applied research and was conducted using a quasi-experimental design with pre-tests and post-tests.The research population consisted of 320 female student - teachers from the primary education program at Farhagian University, Hamedan province. From this population,a group of 23 students-teachers with a diploma in humanities and another group of 23 students-teachers with diplomas in experimental and mathematical sciences were selected through simple random sampling.The data collection tool was a researcher-developed assessment designed to evaluate pedagogical content knowledge in mathematics.This assessment focused on the understanding of pedagogical content knowledge related to mathematical concepts and was administered in both the pre-test and post-test phases. In the classes of both groups, technology-based mathematics education was conducted based on MATLAB GUI and through the program (MathsApp) in 10 two-hour sessions.For data analysis, paired t-tests with a repeated measures design and ANCOVA were used.The results of the findings indicated that technology-based mathematics education significantly impacts the development of pedagogical content knowledge for student teachers in the field of elementary education with a diploma in humanities, as well as for student-teachers in the field of elementary education with diplomas in mathematics and experimental sciences. the results showed that there is no significant difference between the two groups regarding the impact of technology-based mathematics education on the development of pedagogical content knowledge of student-teachers.

The purpose of this study is to provide a conceptual framework for designing a curriculum that is focused on the future. As society undergoes rapid social changes and the growth of new technologies, it will face various challenges. One of the fundamental goals of education and higher education is to prepare individuals to address these challenges. They should work alongside futurists to study and explore the future. One approach to studying the future is through future study, which involves forecasting potential future events and identifying future needs using specific techniques. This information is then used to develop a curriculum that is future-oriented. This article discusses the role of providence and futures study in the development of a curriculum that is focused on the future, using the method of document mining and content analysis. The article explores the potential challenges that society may face in various fields, the functions of the educational system in addressing these challenges, the role of providence in the curriculum, the approach of futures study in understanding the future, the requirements of a future-based curriculum, and appropriate research approaches for identifying these requirements. Based on this analysis, a conceptual framework for designing a future-based curriculum is presented

This study investigates how well the content of Persian textbooks for lower secondary education aligns with established principles of the Persian language and literature curriculum. Utilizing a content analysis approach, the research focuses on a sample of lower secondary education textbooks in Persian. The analysis encompasses various components such as book texts, poetry selections, illustrations, activities, exercises, and self-assessment tools. Specifically, 33 units from seventh grade, 34 units from eighth grade, and 35 units from ninth grade were scrutinized. Qualitative data analysis employed a coding technique while quantitative aspects relied on frequency counts and percentages. Findings reveal that across all three educational levels in Persian literature textbooks, one principle received a very favorable evaluation; 13 principles were rated as good; 28 principles were deemed acceptable; 11 principles were categorized as average; and 16 principles were identified as weak. Notably, the content exhibited its strongest alignment with the principle emphasizing cultural foundations and educational values, whereas it showed its weakest alignment with the principle advocating for the integration of foreign literature alongside Persian literature within a culturally educational framework. Consequently, it is advised that textbook authors prioritize addressing those principles demonstrating lower alignment during revisions and that educators incorporate these principles into their instructional design.

A crucial objective of education is to enhance the cognitive functions and deepen the knowledge of learners. This is accomplished by strengthening higher mental functions and fostering cognitive development through engagement in complex thinking. Activities such as exploration and problem-solving play a significant role in facilitating cognitive development among learners. The Norman Webb Depth of Knowledge (DOK) framework enables teachers to elevate the cognitive complexity of learners.

This study aimed to introduce a curriculum model grounded in the Depth of Knowledge (DOK) framework to enhance the cognitive complexity level of learners. The research employed document mining and categorical content analysis methods. Various databases including Science Direct, Google Scholar, Springer, Taylor & Francis, Eric, and Emerald were scrutinized for relevant literature published between 1997 and 2014. Initially, specific keywords and terms such as  of knowledge of Webb, complexity of learners, of depth of knowledge, of cognitive complexity articles and texts. A total of 65 documents were identified, with 30 of them aligning with the research objectives. Through content analysis, primary and secondary themes were extracted from the resources, leading to the development of a knowledge-based curriculum model. To ensure validity, the model was reviewed by experts, and their feedback was used to calculate the Content Validity Coefficient (CVR), indicating the model's acceptance among experts.

The research findings in this model introduce four levels of recall and reproduction, skills and concepts, strategic thinking, and extended thinking. These levels predict elements of objectives, method of action, activities, and evaluation appropriate to each level. The curriculum model, based on the depth of knowledge, aims to strengthen skills such as analysis, reasoning, judgment, decision-making, leadership, problem-solving, critical thinking, flexible thinking, and creative thinking. The content based on in-depth knowledge aims to prepare learners to confront complex and ambiguous situations in life. The assessment aligned with in-depth knowledge adjusts the level of questions and activities from low to high complexity.

In the knowledge depth model, learners participate in exploratory and problem-solving tasks, often acquiring knowledge through mental exertion and engagement. Involving students in activities such as interpretation, prediction, inference, classification, analysis, reasoning, critique, invention, design, execution, participation, research, synthesis, self-monitoring, production, and presentation contributes significantly to their cognitive development.

Introduction:

The curriculum of literature history has long faced challenges. Teachers have consistently encountered difficulties in teaching the subject, and students often perceive it as dry and monotonous. The aim of this study is a phenomenological exploration of the implementation of the literature history curriculum in high school. This research examines the lived experiences of experienced teachers regarding the challenges of the curriculum, teaching methods, teaching and learning opportunities, and assessment, to provide effective insights for other educators.

Literature Review:

According to Fotuhi (2008), “the history of literature is the narrative of literary development and evolution over time, describing the causes and factors of these changes, as well as the interconnection among literary events” (32). The content of the literature history curriculum in the humanities field is no longer independent as it was in the past, but has now been integrated into the new book of literary sciences and techniques. Findings from various studies have confirmed the existence of challenges in the literature history curriculum from past to present. Research by Atrafi et al. (2013), Sadeghi (2015), Ghamari (2016), and Saadzadeh (2017) has demonstrated that the literature history curriculum faces challenges. Saadzadeh (2017) concluded that revisions are necessary for the 10th and 11th grade Persian literature textbooks in certain cases. Rahmanpour and Nili (2014) concluded in their research that while the literature curriculum cultivates desirable abilities in students, the findings indicate that the curriculum poses challenges in terms of content and teaching methods. Zardakhshoui (2019) examined the structure and content of Persian textbooks for the second year of secondary school. Shafaei (2021), in his research, defined the concept of lesson planning, its principles, and strategies for teaching Persian language and literature. Regarding the use of effective teaching methods in the literature course, Sabbaghian (2010), Arjmandi (2008), and Farhangi (2004) have concluded that to alleviate students' concerns about the extensive memorization of materials, the impermanence of content, the monotony of topics, and student passivity, introducing new methods and approaches such as demonstration methods and employing techniques to make the material more tangible in teaching literature history is essential. Reviewing the aforementioned studies indicates that the literature history curriculum faces challenges. Overall, none of the existing studies have employed the phenomenological method. Therefore, in addressing the challenges of the literature history curriculum, this research utilizes phenomenological methodology to explore the experiences of successful literature teachers.

Methodology:

This research was conducted using a qualitative approach and employing phenomenological research method. The participants of this study included all teachers who had more than 10 years of experience in teaching literary history. Sampling was carried out based on purposive method and reached theoretical saturation of the categories. Eleven experienced teachers and educators were selected for interviews, comprising 8 teachers and 3 Persian language and literature professors. Semi-structured interviews were used for data collection. The data were analyzed through open and axial coding using the Strauss and Corbin method. To ensure the validity of the findings, the coding process and assigned codes were reviewed in multiple stages by curriculum specialists and Persian literature experts, and after necessary revisions, they were confirmed. The reliability of findings was ensured through agreement among coders, indicating high consensus among them.

Discussion:

Based on the findings and in response to the first research question, literature teachers' lived experiences regarding the challenges of teaching literary history content encompass three themes: lack of curriculum independence, inadequacies in textbooks and disorganized materials, lack of engagement. Addressing the second research question on teaching methods, literature teachers' experiences include three sub-themes: demonstration-based methods, activity-based methods, and transfer-based methods. Regarding the third research question on teaching and learning opportunities, literature teachers' experiences involve two sub-themes: student activities and teacher activities. Addressing the fourth research question on evaluation, literature teachers' experiences encompass two sub-themes: testing methods and scoring methods. Overall, this study identified four main themes, ten sub-themes, and 66 open codes.

Conclusion:

The results of this study indicated that the literature history curriculum faces challenges that literature teachers can address by utilizing the experiences of successful teachers in teaching methods, teaching and learning opportunities, and assessment. The findings of this research can be utilized by curriculum planners, authors, and literature teachers.

Humans in the 21st century face multiple challenges that require them to acquire certain skills in order to overcome them. Some tools, such as art and technology, create unique capabilities for education that can be used to address the challenges of the 21st century. The purpose of this article was to describe the approach of technological artistic education for developing 21st-century skills in students.

This study was a qualitative research conducted in a meta-synthesis approach. In the first step, reputable foreign scientific databases (such as ScienceDirect, Springer, Google Scholar, Eric, Taylor and Francis, etc.) and domestic databases were searched using specific keywords and terms such as cognitive flexibility theory, electronic and virtual learning environments, cognitive flexibility, principles and criteria of cognitive flexibility theory, etc., within the specified time range from 1992 to 2020. All relevant articles and texts were collected. In the end, 120 documents were found, of which 60 documents were relevant to the research questions. After careful reading of the texts, the necessary information was extracted according to the research questions. For data analysis, thematic analysis method was used, and inter-coder reliability was assessed using the agreement method between two coders.

Based on the findings, the conceptual model of artistic-technological education was presented to develop the necessary skills of individuals in the 21st century. The pattern consisted of five main sections (challenges of the 21st century, skills needed to face the challenges of the 21st century, tools required to cultivate 21st-century skills, methods of cultivating 21st-century skills, and art and technology-based activities for cultivating 21st-century skills), each of which also had sub-sections. According to this pattern, the challenges of the 21st century included technological challenges, the nature of work challenges, economic challenges, and social challenges. The skills needed to face the challenges of the 21st century included general skills and specialized skills. The tools required to cultivate 21st-century skills included artistic education tools and technological education tools. The methods of cultivating 21st-century skills included artistic education, technological education, and artistic-technological education. And the art and technology-based activities for cultivating 21st-century skills included artistic activities, technological activities, and combined artistic and technological activities (artistic-technological activities). In order to facilitate the implementation of the artistic-technological education model, two methods of combining art and technology in the formal and informal curriculum of schools and the integration of four-parts of art and technology in the curriculum of schools were suggested.

By utilizing the benefits of art and technology, individuals can be trained to overcome the challenges of the 21st century. Artistic education and technological education alone have the capability to cultivate 21st-century skills, but by combining the two and implementing artistic technological education, more desirable results can be achieved. Integrating technology and art in the formal and informal curriculum of schools can help learners improve their creative thinking, problem-solving, critical thinking, and personal and interpersonal skills in order to overcome the challenges of the 21st century. The conceptual model of artistic technological education, with the integration of art and technology in the formal and informal curriculum of schools, and can help learners improve their superior thinking skills and overcome the challenges of this century by equipping themselves with the necessary skills for the 21st century.

The purpose of this study was to investigate how an experiential science curriculum, based on depth of knowledge, affects the cognitive complexity level of students in the experimental science course. The researcherws employed a quasi-experimental pre-test, post-test design with a control group. The sample of the study involved 46 fifth-grade male students in Famenin city, chosen through cluster sampling and randomly assigned to either the control or experimental group. A cognitive complexity test, developed by the researchers, was used to assess the fifth-grade experiential science curriculum. Initially, both groups underwent a pre-test to measure cognitive complexity in the science lesson. The experimental group followed the experiential science curriculum utilizing a depth of knowledge model, while the control group received traditional instruction. After the intervention, a post-test evaluating cognitive complexity in science was given to both groups. Covariance analysis of the data (F(1,43)=526/36; p<0/05, p=0/001) indicated a significant difference in post-test cognitive complexity scores between the two groups, demonstrating a positive impact of the experiential science curriculum, based on depth of knowledge, on the cognitive development of students in the science curriculum

This study was conducted with the aim of determining the effect of different disinfection methods on the efficiency,pressure drop and quality of medical masks used by medical staff. Also,the filtration efficiency of medical masks was investigated in the present study

In the present study, 4 models of medical masks used by the treatment staff were selected. Then the masks were disinfected with the disinfection methods recommended by the disease control and prevention centers, including heat methods, autoclave, ultraviolet rays,immersion in 70% alcohol and immersion in sodium hypochlorite.Finally,the effect of each disinfection method on The efficiency, pressure drop and quality of the masks were checked using the test system

Based on the results obtained from the study,disinfecting masks using thermal methods, autoclaving, ultraviolet radiation, immersion in sodium hypochlorite, and immersion in 70% alcohol caused changes in efficiency by 5.58%,9.83%,8.15%,13.34%,and20.38%, respectively and Additionally, changes in pressure drop were observed at the rates of12.9, 7, 6.92,183.75,and16.13 Pa respectively.Moreover,the quality factor of masks improved after disinfection in thermal methods and autoclaving,in contrast to other methods.Furthermore, the assessment of filtration efficiency indicated that three out of four types of masks examined had efficiencies lower than 85%

Disinfection of medical masks using the heat method was chosen as the best disinfection method due to the least change in efficiency,a slight increase in pressure drop, and availability,and the 70% alcohol immersion method was chosen as the weakest disinfection method due to the decrease in efficiency,increase in pressure drop,and destruction of the mask's structure

The main purpose of this paper was to explain the implications of complexity theory for curriculum. Complexity theory based on the basics of quantum physics, states that complex systems can not be predicted anything before. In this study, the methodology of document mining and categorical content analysis was used to extract the implications of complexity theory for the curriculum. 45 related sources were selected as the research sample based on purposive sampling. First, according to the research questions, related sources were studied and texts were extracted. The findings were then coded, classified, analyzed, and interpreted. The research findings explained the characteristics of complexity theory, the applications of complexity theory in education and curriculum, the characteristics of complex curriculum, and the curriculum approach appropriate to complexity theory. The findings explained complexity theory has features such as positive feedback, adaptability, and adaption, chaos, self-analytical, communication, self-organization, the butterfly effect, self-balancing, unfamiliar attractions, and non-linearity. Based on the complexity theory, only the type of Curriculum can prepare a person to deal with change and evolution and live in a complex world that itself is complex; a curriculum based on complex adaptive systems, are emphasizes the principles such as emergent, self-organization, feedback, interaction, interactive and multi-directional relationships, collaboration, communication, and order without control. An emergent curriculum can help to create learner organizations. Through creating learner organizations, learners gain the ability to show appropriate reactions against change, complexity, and uncertainty, and to be able to manage theirs.

In order to solve the problem of education in complex and unstructured domains, Spiro and his colleagues proposed the theory of cognitive flexibility, in which they advocated multiple forms of pedagogical models, analogies, multiple representations, and multiple information displays. Cognitive flexibility is the ability of humans to adapt to cognitive process strategies in order to cope with new and unexpected conditions in the environment, and can help learners gain a deep understanding of complex concepts. In cognitive flexibility, the transfer of information from one situation to another allows the learners to apply the constructed knowledge to solve current problems. Electronic and virtual learning environments have capabilities that can better enhance learners' cognitive flexibility. Multiplicity in content, activities, interaction, and active participation are among the criteria for cognitive flexibility that can be accessed through electronic and virtual learning environments. Therefore, the aim of this study was to provide a framework for designing electronic and virtual learning environments based on the principles and criteria of cognitive flexibility.

This study was qualitative research that was conducted in a Meta-Synthesis method. To collect data, keywords such as cognitive flexibility theory, electronic and virtual learning environments, cognitive flexibility, principles and criteria of cognitive flexibility, etc. were selected and articles, theses, and related texts were searched in reliable databases, from 1992 to 2020. Finally, 30 related sources were found. Among these sources, 25 of the most relevant texts related to the research questions were selected. After the detailed study of the texts, according to the research questions, the necessary information was extracted.

The results of the findings in response to the first question of the research were to present the principles and criteria of the theory of cognitive flexibility, and in response to the second question of the research, based on the principles and criteria of the theory of cognitive flexibility, the necessary framework for the design of electronic and virtual learning environments was presented. In this framework, two parts of different forms of learning and different views about learning were proposed and in each part, content dimensions, pedagogical tools, human interactions, and evaluation and criteria related to each dimension were introduced. According to the criteria raised in the dimension of different forms of learning, it can be said that to increase the cognitive flexibility of learners in electronic learning environments, variety of content, variety of methods and activities, variety of interactions and variety of assessment tools were of particular importance. Also, according to the criteria raised in the dimension of different perspectives of learning, we can also conclude that to increase cognitive flexibility in electronic learning environments, the variety of examples, exercises, and examples, the variety of mutual relationships between the concepts, diversity in people's points of view, review, analysis and combination of diverse points of view, diversifying the points of view on the discussed topic were important. The diversity of methods and solutions in the process of problem-solving were highly important. These environments should be prepared in such a way that they could provide the context for the learner's involvement and activity so that the learner could have an active involvement in the learning process and build knowledge that would meet the needs of different situations and could be used to solve real problems.

Based on the results of the study, the principles and criteria of cognitive flexibility were extracted and based on those principles and criteria, the necessary framework for designing electronic and virtual learning environments was presented, which can be a guide for planners, designers of electronic and virtual learning environments, teachers, and other educators to strengthen the cognitive flexibility of learners through the design of suitable electronic and virtual learning environments.

The purpose of this study was to investigate the effect of a teaching model based on the depth of knowledge on the level of cognitive complexity of learners in reading and writing.

In this study, was used a quasi-experimental design of pre-test, and post-test with control and experimental groups. The independent variable had two levels. The first level consisted of a group that used the teaching model based on the depth of knowledge and the second level was a group that used the usual teaching method. The sample size of this study included 46 people fifth-grade male students in Famenin Sity that were selected by random cluster sampling; 23 people were in the control group and 23 people were in the experimental group. The measurement tool was a researcher-made test of the cognitive complexity of reading and writing (based on fifth-grade Persian lessons). The reliability coefficient of the test was calculated to be 0.88. In this design, first, a pre-test of the cognitive complexity of reading and writing was performed for both groups. Teaching in the experimental group was done using a model based on the depth of knowledge for 4 months and the students in the control group were taught these courses in the usual method.

After the implementation of the design, a post-test of cognitive complexity of reading and writing was performed in both groups and the results of data analysis using analysis of covariance (ANCOVA) showed that there is a significant difference between the two groups. And this difference showed the positive effect of the knowledge depth model on the development of learners' cognitive complexity in reading and writing.

Curriculum planners, textbook authors, and teachers can use the model of teaching based on the depth of knowledge to increase the level of cognitive complexity of learners.

Musculoskeletal disorders (MSD) induced by work are common in laboratory jobs. One of the most important reasons for disorders is the lack of personal fit with a workstation. This study aims to evaluate the body posture of experts in scientific-research labs and explore their anthropometric fitness with workstations on the campus of Hamedan University of Medical Sciences in 2022.

To investigate the MSD prevalence associated with the work, it was used the Nordic questionnaire and, for evaluating the posture, the Novel Ergonomic Postural Assessment (NERPA) technique. Then, to check the compatibility of laboratory personnel with the workstations, some interventions were proposed to improve them.

According to the findings, the highest amount of prevalence of pain over the past year was in the neck area, 68.7%, and waist area, 59.37%, respectively. To assess the body posture using the NERPA technique, the middle level of corrective actions as well as more research was required. Also, the highest score of the risk, i.e. 40.62%, was allowed to the neck. In most activities, there was not any match between the dimensions of the personal body and the workstation.

The results indicated that the prevalence of MSD symptoms is high among the experts in research laboratories, and the risk levels of ergonomic assessment are in the middle. It seems that the lack of anthropometric matches with the workstation generally has led to adverse work posture and thus, the prevalence of MSD disorders. So, providing anthropometric matches between people who work in research laboratories and their workstations is essential to reducing these disorders.

The purpose of this study was the phenomenological study of the use of PowerPoint software in Persian language teaching. In this research, qualitative research method and phenomenological type was used. The statistical population includes all teachers of Persian language teaching in the second period of high school and high school students in the field of humanities. Therefore, based on purposive sampling method, semi-structured interviews with teachers and students in Razan city continued until the data obtained from the participants in the study reached saturation. Based on the data obtained from the interviews with teachers of Persian literature, 6 main themes and 21 sub-themes, and in the interviews with students, 6 main themes and 17 sub-themes were obtained. The findings showed the positive and negative experiences of teachers and students in the use of PowerPoint in the teaching of Persian literature. Finally, based on the experiences of teachers and students, the desirable model of using PowerPoint in teaching Farsi literature was extracted. In the presented model, the teaching-learning activities of the Persian literature lesson are presented by using PowerPoint in five sections: poetry, prose, recitation, rules and rituals of writing.

Teachers in order to become a professional, must acquire the appropriate professional competencies and be constantly refining them. The teacher's professional competencies are divided into three sections: content knowledge, educational knowledge and technological knowledge. Narrative inquiry is one of the approaches to teacher professional development that is based on research, experience and thoughtful.

The purpose of this study was to investigate the knowledges acquired by student-teachers through narrative inquiry based on the model of Kohler and Mishra. This research was conducted qualitatively using phenomenological method. Through purposive sampling, one group of student-teachers in the field of primary education of Shahid Bahonar Campus in Hamadan were selected as the research sample. The narrative inquiry curriculum for this group was conducted for one semester and at the end, their experiences were examined through semi-structured interviews. Also, narrative inquiry projects performed by students were analyzed and the necessary information was extracted from them. In order to analyze the data, was used of the thematic analysis method.

Findings showed in the field of content knowledge, student-teachers gained knowledge of concepts in textbooks through narrative inquiry and based on Kohler and Mishra model. In the field of educational knowledge, they acquired knowledge about the teacher and his / her educational duties, knowledge about teacher-centered research, knowledge about learning, knowledge about teaching, knowledge about evaluation, knowledge about educational equipment, knowledge about the physical structure of the school, and knowledge about school staff. In the field of educational content knowledge, they became familiar with the methods of teaching thematic courses, the stages of teaching courses, teaching-learning strategies of courses, learning activities, and teaching thematic courses with the help of the media. In the field of technological knowledge, they became acquainted with software and hardware knowledge, and in the field of technological pedagogical content knowledge, they became acquainted with the combination of new technologies in teaching thematic courses.

To explain the research findings, it can generally be stated that involving student-teachers in the developmental activities based on narrative inquiry is an interesting task which changes the roles of student-teachers from information receivers to the creators of curriculum and active knowledge makers. Through a research-centered approach, student-teachers can be involved in a type of learning which lets them think and ponder. Thinking and pondering results in perception and then action.

The purpose of this study was to investigate the learned experiences of student-teachers from the narrative inquiry curriculum. This research was carried out in a qualitative way and through the phenomenological method. The main question of the study was “What experiences did the student-teachers learn from the narrative inquiry curriculum?” The statistical population included the student-teachers of Farhangian University at Shahid Bahonar Campus in Hamadan (4th semester of elementary education) that during the implementation phase of the project, a group of 42 student-teachers were selected purposefully as the research sample and were trained for one semester using a narrative-based curriculum. At this stage, the learned experiences of student-teachers was studied through observation, interview, and review of their narrative projects. Data analysis using thematic analysis method showed that, through a model of narrative inquiry curriculum, the student-teachers learned diverse experiences in the knowledge domain (content knowledge, pedagogical knowledge, technological knowledge, pedagogical content knowledge, technological-pedagogical content knowledge), and in the skills domain (content knowledge in practice, pedagogical content knowledge in practice and technological-pedagogical content knowledge in practice) Furthermore, in the attitude domain, their attitude toward teaching, learning, and learner improved. In general, student-teachers gained valuable experiences in three areas of knowledge, skills and attitudes. The findings of this study can be used for planning the professional development of student-teachers at the Farhangian University.

The purpose of this study is to present a conceptual model of integrating Islamic lifestyle in the elementary school curriculum. The research approach is inductive. The research strategy based on the target is applied type and in terms of the type of data it is a quality that has been done by the content analysis method. In terms of data collection, this research is a type of library research whose data has been collected through the study of documents. The research population included a 15-volume book on Imam Ali's behavioral patterns, a 16-volume online encyclopedia of the Qur'an and Hadith, and the book Mafatih al-Hayat. For sampling, targeted sampling was used. Reliability based on the coefficient of agreement between the two coders with a coefficient of 0.75 and the validity of the model based on the percentage of agreement between experts was 83.33%. Open, axial and selective coding was used to analyze the data. Based on the findings, the Model of integrating Islamic lifestyle in the elementary school curriculum was presented. This model has 9 main Components of worship and belief, moral, educational, social, political, economic, managerial, legal, and health and 80 sub-Components. Theology, knowledge of doctrinal issues, biological simplification, service to the people, gaining knowledge, acquiring practical knowledge, dealing appropriately with people, political education of people, paying attention to clean and lawful business, encouraging people to work and produce, responsibility, Observance of community rights, avoidance of haram eating, and etc include sub-Components that can be accessed through curriculum of Quran, gifts of the heavens, social studies, thinking and research, work and technology, mathematics, and the experimental sciences. Adjusting the elements of the curriculum, revising the current content and adjusting the content in different formats, Implementation and evaluation of the curriculum in accordance with the Islamic lifestyle is one of the final actions integrating of the Islamic lifestyle model into the elementary school curriculum.

Musculoskeletal disorders are one of the most common causes of occupational injuries that mainly affect the low back, neck, and upper limbs. Preventing these discomforts requires assessing workplace posture using ergonomic job analysis methods. The aim of this study was to determine the rate of musculoskeletal injuries of mechanical repairs using REBA method in 2018 in Sarcheshmeh copper mine.

In this descriptive-analytical study, the workplace posture of 65 mechanical repairs were evaluated using REBA method. The prevalence of musculoskeletal disorders was also obtained using the Nordic questionnaire. The collected data were analyzed by SPSS 20.

In this study, the prevalence of wrist discomfort was 43.07%, neck 18.46%, shoulder 33.84%, low back 53.85%, and leg 27.70%. Regarding the risk level of the right limb, 9.25% of the subjects were at a low level, 46.15% at a medium level, 32.30% at a high level, and 12.30% at a very high level. Also, regarding the risk level of the left limb, 4.62% of the subjects were at a low level, 64.61% at a medium level, 26.15% at a high level, and 4.62% at a very high level.

These results indicated that the workplace posture of the subjects needed to be improved. To prevent the occurrence of these disorders, education is required to recognize biomechanical risk factors and correct methods of working, use of appropriate tools and appropriate to the work process, and improvement and control of stressors and environmental factors.

The silica crushing is a process based on crushing, screening and, granulation of various types of silica rocks. The inhalation of silica dust leads to silicosis by causing irreversible fibrosis in lung tissue. The crystalline silica is classified as a human carcinogenic (group I) by the IARC. Azandarian region is one of the largest silica production units in Iran with 40 silica crushing factories. This study was conducted to application of Arc-GIS for zoning of occupational exposure to respirable crystalline silica (RCS) in this region.

In this descriptive study, the personal exposure levels to RCS in 16 workers silica crushing factories were measured according to the NIOSH method 7602. Also, 16 air samples were collected and quantified simultaneously to evaluate the environmental concentrations in the studied factories.

The results showed that the personal exposure level mean (2.01±2.61mg.m-3) was more than OEL proposed by the Technical Committee of Occupational Health of Iran country (0.025mg.m-3). The results showed a statistically significant difference between the mean concentration of the personal exposure to RCS in the different job activities (P = 0.001).

The results showed that there was no significant relationship between the personal exposure levels and environmental concentrations of the RCS. These findings showed that GIS has a desirable ability for zoning of occupational exposure levels to RCS in workplaces. This study also emphasizes the use of other modeling methods to determine the amount of silica release in the different units of the silica crushing factories.

Narrative inquiry is one of the approaches to the professional development of teachers and student teachers. The purpose of this study was to investigate the achievements of the narrative inquiry program for teachers and student teachers. This study was conducted using a Meta-Synthesis method. Based on the seven-step model, first, the research question is set; and next, the researcher systematically examines the articles published in scientific journals, public sources, and reputable sites, based on specific keywords. The third step is to search and review related texts. At this stage, according to the purpose of the research, related articles are selected and other articles are eliminated. The fourth step is to extract the information from the articles and the fifth step is analyzing and combing the qualitative findings. In the fifth step, the findings are coded and classified. The sixth step is quality control and the seventh step is to provide the findings. An agreement between the two coders is used to control the quality. Based on the above steps, in this study, due to the limitations of internal researches, external databases (Science Direct, Google Scholar, Springer, Taylor & Francis, Eric, and Emerald) were studied. The time period for the publication of studies were from 1980 to 2017. In the first step, the databases were examined using specific vocabulary and keyword phrases, all articles and texts were collected based on the relationship title of article with them. 150 documents (articles, books and dissertations) were found, that out of this number, 60 documents were selected as the final corpus according to the research questions. The documents that did not relate to the questions were removed and finally, the most relevant documents were identified. The findings were coded, categorized and themed. As a result of synthesizing the findings, two main categories and 15 concepts were extracted. After conducting the Meta-Synthesis research, the results of the study showed that: 1) the narrative inquiry allows teachers and student teachers to change their professional identity and become creative, productive, and researcher (by changing the role of the teacher as the creator and maker of knowledge, changing the role of the teacher to the designer and maker of the curriculum, Changing the role of the teacher to the researcher teacher; 2) the narrative inquiry allows teachers to develop their knowledge, skills and professional attitudes (through communication between theory and practice, developing of comprehension, getting teacher knowledge, comprehending teaching, solving problems of teaching, planning for the future based on past experiences, achieving meaningful learning, engaging and success of learners, encouraging self-reflection and helping to professional learning, identifying and understanding people's experiences, developing attitudes, and developing general personal skills).

Since cancer treatment has been done through chemotherapy and various drugs that are accompanied with severe side effects in addition to therapeutic properties, nowadays sscientists are investigating anticancer therapies using natural compounds such as hydrolyzed proteins and bioactive peptides with higher treatment properties and fewer side effects. In this study, for the first time, hydrolyzed proteins obtained from pepsin, proteinase k and alcalase enzymes were used to examine its cytotoxic effect on human lung adenocarcinoma cells (A549). Human lung carcinoma A549 cell lines were grown in 90% RPMI medium supplemented with 10% fetal bovine serum and 1% penstrep. Different concentrations of hydrolysates during times of 24, 48 and 72h were affected by A549 cell lines via XTT assay. Then, the cell survival ability was evaluated by XTT method. Results showed that hydrolysates produced from wheat germ protein affected the viability of cells and it depending on the enzyme applied, concentration and time. The results of IC50 were evaluated for A549 cells in the case of pepsin, alcalase and proteinase k hydrolysates at 72 h, 11.17mg/mL, 12.94mg/mL and 11.27mg/mL. These results showed that wheat germ protein hydrolysates would be used as new source of anticancer peptides and could be a replace for common cancer therapy drugs in the near future.

The aim of this research is to evaluate the effectiveness of group-based Acceptance and Commitment therapy on depression and perceived stress in mothers of autistic children with the age of 3 to 8 in Ghods City. Statistical society contained 80 members. In order to do so, 30 women were selected randomly and assigned in experimental and control group randomly, one of the members left experiment on fourth session (n=14). Used questionnaire are Beck Anxiety Inventory second edition and Perceived Stress Scale of Cohen. The experimental group received 8 sessions of acceptance and commitment therapy, each session was two hours, whereas the control group received no interventions. This is a semi-experimental research with pre-test, post-test and one month follow up. The data were analyzed with SPSS-24 software. The result of multi-variable covariance analysis presented that Acceptance and Commitment therapy is effective on decrease of depression and perceived stress in mothers of autistic children. The research results, were stable in one month follow up. Using this therapy for well-being of the family of autistic children is suggested.

  In recent years, there has been a growing interest to identify bioactive peptides from plant sources. Enzymatic hydrolysis of proteins is the most common method to produce bioactive peptides. Wheat germ is one of the most important by-products from flour processing industry that it is rich in protein and amino acids composition. In this study, it was used as a valuable protein source to produce antioxidant peptide. Enzymatic hydrolysis of wheat germ was done by pepsin. The hydrolysis parameters were optimized in production of wheat germ protein hydrolysates with the highest antioxidant activity using response surface methodology. Then the hydrolysates obtained under optimized conditions were fractionated by RP-HPLC and fraction that exhibited the highest ABTS radical scavenging was identified by nano-LC/MS/MS proteomics. The mathematical model presented a plateau region with maximum antioxidant activity at the following critical values: temperature = 37⁰C, time = 270 min and E/S ratio=1.58%. The results of sequencing showed that the purified peptide had the sequence of KELPPSDADW with the molecular weight of 1157.54 Da. This peptide had scavenging activity against DPPH (51±1.4%) and ABTS (86±1.1%) The results indicated that the peptide KELPPSDADW isolated from wheat germ protein has a strong antioxidant activity