سمانه خلیلی

Red onion extract is rich of phenol and flavonoid component which has many application in food, cosmetic and pharmaceutical industries. This study aims to investigate the effect of maceration and ultrasonic methods on antimicrobial activity and antioxidant properties of ethyl acetate and n-butanol extract of red onion skin. The results showed that the ethyl acetate extract obtained by ultrasonic method had the highest content of total phenols and flavonoids with averages of 439.45 mg equivalent of gallic acid per gram of extract and 33.44 mg equivalent of quercetin per gram of extract, respectively. The highest DPPH scavenging activity, reducing power and nitric oxide scavenging activity was obtained in ethyl acetate extract extracted by sonication. Comparison of the results of the effect of extraction method on the antimicrobial properties of n-butanol extract showed that the extract obtained by maceration method at low concentrations had more antibacterial properties than the extract obtained by ultrasounic method against all microorganisms except Aspergillus niger (p <0.05). Ethyl acetate extract obtained by ultrasounic at all concentrations except 6.25 μg/ml had a significantly greater effect on Staphylococcus aureus and Escherichia coli and Candida albicans (p <0.05). Based on the results obtained in the present study, extraction with ethyl acetate by ultrasonic method had the best results in terms of antimicrobial and antioxidant activity.

The present study was conducted to determine the effectiveness of cognitive therapy based on mind awareness of depression and psychological flexibility of mothers with children with autism. The research method was semi-experimental with a pre-test-post-test design with a control group. The statistical population included all mothers who were referred to the autism center in Ray City in 1402. The statistical sample consisted of 30 mothers who were selected by purposeful sampling and randomly replaced in two experimental and control groups (15 people in each group). Data collection tools included Beck's depression questionnaires (1979, BDI-II) and Dennis and Vanderwaal's (2010, CFI) psychological flexibility. The experimental group underwent cognitive therapy based on mindfulness for 8 sessions (90 minutes), while the control group did not participate in any session. The research data was analyzed using multivariate analysis of covariance at a significance level of 0.05. Data analysis showed that by controlling the pre-test effect, there was a significant difference between the post-test mean of depression and psychological flexibility in the two experimental and control groups at the level of 0.05. As a result, the method of cognitive therapy based on mindfulness can be used to reduce depression and increase the flexibility of mothers with autistic children.

The present study was conducted with the aim of determining the predictive role of psychological toughness and intolerance of uncertainty with corona anxiety in medical staff during the corona epidemic. The current research is descriptive research in terms of its purpose and correlational study in terms of its method. The research community was formed by all the medical staff who were working in Sari city in 1400, and 150 people were selected as a sample them. To measure the variables of the research, there were three questionnaires: Corona Virus Anxiety Questionnaire (2018) (CDAS), Kubasa Psychological Toughness Questionnaire (1979) (PHKS), McCain Ambiguity Tolerance Questionnaire (1993) (MASTS-II). The collected data were analyzed using Pearson's correlation analysis and multiple regression. The findings showed that Corona anxiety has a negative relationship with psychological toughness and a positive relationship with intolerance of ambiguity. (p ˂ 0.05) In fact, psychological toughness and intolerance of ambiguity were able to explain 57% of the variance of corona anxiety in medical staff. According to the obtained results, in order to reduce the anxiety of Corona and improve the mental health of the treatment staff, a special program should be designed to promote psychological toughness and reduce the effects of ambiguity intolerance in the treatment staff and society in general.

One of the ways to use and exploit saline lands and water is to use salinity resistant cultivars, such as Quinoa plant. Managing nutrients such as phosphorus in saline soils can reduce the negative effects of salinity on plant growth and yield. In order to investigate the effect of irrigation water salinity (ECW) and phosphorus levels on some of the characteristics of Quinoa plant in greenhouse conditions, a factorial experiment was conducted in a completely randomized design with three replications. The treatments consisted of ECW  at six levels: control (0.7), 3, 6, 9, 12, and 15 dSm-1, and phosphorus was added to the soil from the source of triple superphosphate at four levels, 0, 50, 100, 200 kg per hectare (equivalent to 0, 0.01, 0.02 and 0.04 grams of phosphorus in the pot  from source of triple superphosphate). The results showed that with increasing ECW up to 15 dS m-1 (equivalent to ECe= 30.44 dSm-1), plant height decreased by 18.65% and panicle length by 52.4%. ECe reached 182.72 dSm-1 and sodium concentration in plant increased by 18.5%, compared with the control. Increasing phosphorus application to the soil up to 100 kg/ha increased plant height by 12.3%, panicle length by 8.8%, and phosphorus concentration ​​in plant aerial parts by 12.5%, compared to the control. Comparison of the average interactions between salinity of irrigation water and phosphorus on plant height showed that salinity of 3 dS/m, at all levels of phosphorus, increased the plant height by 15.1%, in comparison with the control. Adding phosphorus up to 100 kg triple-super phosphate per hectare reduced the effect of salinity stress in the plant, but at 200 kg it exacerbated the effects of salinity and led to a sharp decrease in plant height and panicle length. The highest concentration of phosphorus was observed at 100 kg/ha phosphorus and 15 dS/m salinity, which increased by 92.9% compared to the control. Based on the results, quinoa can be a very good choice for saline and low-yielding lands.

The purpose of this article is to extract the Iranian philosophy of education based on the cultural characteristics of the ancient Iran. To obtain this aim, we will consider Taylor’s definition of culture and his emphasis on four main elements including state, social conditions, religion and education. In terms of research methods, we will employ historical method, transcendental analysis, and practical deduction. The findings of this research are organized in terms of the final goal of education, the fundamental concept of education, the philosophical foundations (anthropology, epistemology, and axiology) and the principles derived from them. Accordingly, in the ancient Iran, the final goal of education was “attaining goodness” and in this regard, different dimensions of human existence were considered. This point, especially in the individual aspect is one of the strengths of implicit philosophy of ancient Iranian education. Concerning anthropology, there was a deterministic look to human and his abilities, as well as social immobility and belonging to a particular social class, characteristics that can be criticized. In epistemology, the dependence of knowledge on the social classes, the lack of attention to the value of knowledge itself and the domination of imitative approaches over rationalization are among the weaknesses of this educational philosophy. There are also strengths and weaknesses in its axiology. In the social dimension, the stability of class values and the lack of power of choice are negative points. On the other hand, in terms of individual values, the commitment of individuals and the role of the family in transferring values are considered to be positive points.

Echinacea is one of the most important medicinal plants and an important source of cichoric acid. In this research, callus induction, indirect shoot regeneration, and shoot rooting of Echinacea angustifolia DC. were investigated. The effects of explant (leaf, petiole and root) and NAA concentrations (0.5, 1 and 1.5 mg l-1) on callus induction as well as the effects of explant (leaf, petiole and root) and BAP concentrations (3, 4 and 5 mg l-1) on the indirect shoot regeneration of callus were evaluated in two separated experiments. The study was conducted as factorial in a completely randomized design (CRD). The effects of IBA concentrations (0.5, 1, 1.5 and 2 mg l-1) on shoot rooting were also investigated in a completely randomized design. The effects of the factors studied on the callogenesis were not significant while these factors had significant effects on the shoot regeneration and rooting at 1% probability level. In general, the results indicated that the highest indirect shoot regeneration (72%) was obtained from the leaf explant and by the use of 4 mgl-1 BAP. In addition, the highest shoot rooting (38% and 40%) was obtained using 1 and 1.5 mgl-1 IBA. The good potential of this species for indirect shoot regeneration was shown in this research. These results can be used in micropropagation programs, gene transfer, and transgenic plants production.

In this article, Lyotard's ideas about theory of communication and language games, some principles and methods were extracted for improving communication in education. In Lyotard's theory of communication, four elements have main roles including an addresser, an addressee, sense and referent. In present study a teacher and a student as an ‘addresser’ and an ‘addressee ‘were considered. The remaining elements, i.e., ‘sense’ and’ referent’ in terms of the grade of education were different. Lyotard's language games can be viewed from different dimensions. On one hand, language games which are related to school and educational environment of home and society. On the other hand, language games in different lessons which become more complicated and professional in upper levels. Regarding these issues and multiple ways that teachers behave towards students according to their mental and educational needs in different grades, we believe that in primary school years using simple phrases, objective situations, considering students’ feelings and their environmental elements, and also different between language games of home and school are very important. Gradually using cooperative methods and interpersonal communication, caring about language games of different lessons and professional areas as well as social problems can affect communication process.

Hairy roots culture is a potential system for secondary metabolite production in medicinal plants. In this research, hairy root induction in Echinacea angustifolia was established using Agrobacterium rhizogenes. The effects of different A. rhizogenes strains (AR15834, A4, K599 and MSU440) in two solid growth regulator- free culture media, half strength MS salts with B5 vitamins and WPM, were evaluated on hairy root induction in 60-day-old explants. The highest percentage of root induction was obtained by AR15834 strain in the WPM medium (46.6%). Also, the effects of age (20, 40 and 60 day-old) and type (leaf, leaf lamina and petiole) of explant on hairyroot induction were investigated by AR15834 strain in the WPM medium. The high frequency of hairy root induction was obtained in leaf explants (52.4%) and 40 day-old leaf explants (62.3%).Transgenic hairy roots were confirmed by PCR analysis with specific primers of rolB gene.

This experiment was conducted as randomized complete block design with three replications in 2012 at University of Zabol. Experimental treatments included phosphorus fertilizer at three levels of 0، 100 and 200 kg. ha-1 as the first factor and foliar humic acid at four levels of 0، 750، 1500، 2250 g. 1000 L water as the second factor. Results showed phosphorus treatment had significant effect on flower and seed yield. Yield components included biological yield، number of branches، number of capsules per plant، seed weight per plant and 1000 grain seed weight. Phosphorus treatment increased these traits and the highest seed yield (0. 61 ton. ha-1) and flower yield (0. 63 ton. ha-1) were obtained at the 100 kg. ha-1 treatment. P treatment significantly increased the photosynthetic pigments، soluble carbohydrate in leaves and seed phosphorus concentration. In this study، humic acid application by improvement yield components caused an increase in the grain yield. The highest grain yield was obtained at 1500 g. 1000 L water. Interaction between phosphorus fertilizer and humic acid، except biological yield and leaf soluble carbohydrate، had significantly effect on all of the yield components. The highest number of branches per plant، number of capsules per plant and 1000 seed weight were obtained by application of 1500 g. 1000 L water humic acid and 100 kg. ha-1 phosphorus treatment.

Suhrawardi and Bergson are from those groups of philosophers who paid a lot of attention to intuition. In this research, it is tried to deduce the educational implications of their philosophical bases. Studying the ontological, anthropological, axiological and epistemological bases of Bergson's philosophy, it is shown that time, evolution, intuition and change are basic concepts in his philosophy. But in the other side light has owned a particular position in Suhrawardi's philosophy. Although, both of them emphasized on individual will and intuition, but they had different views about God and human. While Suhrawardi discussed various forces, Bergson refers to the relation between brain and mind. Bergson's God is always under the change and evolution but God that Suhrawardi talked about is transcendental and does not accept any change. In epistemology, both of them strongly believed in intuition but they asserted that thinking is necessary for cognition. For Suhrawardi, the final goal of education is the achievement of supreme perfection - reaching up to God - and for Bergson it is to educate a logical-intuitive person. Educational principles which are deduced from Bergson ideas include: change, evolution, freedom, gradation. Educational principles which are deduced from Suhrawardi's are known as escape from neglect, self-esteem, patience and self-cognition. Intuition and thinking have great importance in the educational methods inferred from their thoughts.

Attending to the topic of creativity is a must, given the scientific and technological advances, both achieved and expected, and the role that the educational systems and their philosophies can play in promoting creativity. It seems that the post-modern educational philosophy stresses the need to develop critical thinking skills through cooperative learning and facilitating teaching which promote freedom of expression and action, leading to new ideas and their trial. In post-modern classrooms borders are crossed and limitations of traditional teaching in which there is a fixed curriculum and a passive learner are removed. Post-modern schools help learners to learn how to listen to others and while welcoming their criticisms, be able to criticize and create new solutions.

In this article using Derrida’s ideas and emphasizing his disagreement about supremacy of speech over writing, we are going to deduct some principles and methods for improving verbal communicative process in education. At first, it seems that establishing a logical link between Derrida’s ideas and verbal communicative process is impossible. However, the hidden effect of them on each other can solve a lot of communicative problems. So, we analyzed different educational levels according to the importance of writing and speaking in each of them. According to this research, we believe that we can apply simple style of writing at primary school level and more complicated dimensions of writing at uppereducational levels. For primary school level, we recommend the use of symbols and pictures, and for guidance school and high school levels, we could use students’ writing capabilities and special opportunities that writing provides for students such as more possibility for thinking, being multidimensional, and having capacity for interpretation and deconstruction of written texts