فاطمه صبوری

Iran has a long history of urbanization with numerous ancient cities and ancient settlements in various terrestrial ecosystems.  A glimpse of Iran's urban landscape reveals valuable old textures in which the cultural heritage of this ancient society lies, but in recent decades these textures have lost their past dynamism and are on the verge of destruction and create an unsuitable environment.  It has created for the lives of its inhabitants, but in spite of all these issues, there is no doubt in their existential value, and we believe that basic studies and geographical knowledge of these urban textures are the first step for any development movement aimed at improving  And their regeneration is absolutely necessary. The purpose of this study is to organize the old texture of Sheikh Safi Ardabil with an improvement approach. First, using different information layers and library information and field visits, the general condition of the area has been evaluated and three environmental, aesthetic and functional components to evaluate The status quo has been diagnosed. Then SWOT technique was used for analysis. In this technique, the strengths, weaknesses, opportunities and threats of the area are identified.  The results of the evaluation indicate that the Sheikh Safi area has potentials for organizing, the goals and strategies of which have been identified. After determining the strategies, suggestions have been made to organize the study area.

The aim of this study was to investigate the competitive learning style and camaraderie in students' academic achievement in experimental sciences. The statistical population of this study was male elementary school students in District 2 of Tehran. The sample size was determined using Cohen's table of 60 people and they were divided into experimental and control groups by random sampling. The research method was quasi-experimental as pretest-posttest with a control group. The experimental group was divided into two groups of 30 people, one group in a friendly way and the other in a competitive way in eight sessions from different topics of the second elementary science textbook. In order to collect and analyze the data, descriptive statistics (mean and standard deviation) and distribution (skewness and elongation) along with t-test were used. The results showed that there is a significant difference between the two groups in terms of academic achievement in science; In other words, learning comradely has a significant effect on the academic achievement of students' experimental sciences. Therefore, it is suggested that the conditions of education be provided in a friendly manner, in other words, participatory learning in schools, and provide a favorable environment for the dynamism and promotion of teamwork culture in schools.

The purpose of this study was to investigate the effectiveness of creativity skill training on increasing creativity, critical thinking, and social skills in female elementary Sixth Grade StudentsinTehran (2018-2019).A experimental design with pretest-posttest and control group was conducted in a sample of 40 students using a simple random sampling method. Before training creativity skills, both groups in the pretest responded to three questionnaires: Abedi's creativity (1994), tendency to predictive thinking of Rickets (2003) and social skills of Indarbitzens and Foster (1992). The results of Multivariate covariance analysis (MANCOVA) showed that training creativity skills increased the creativity of students (p <0.05), but did not show any significant effects on critical thinking and social skills of students in experimental group(p >0.05).  The results indicate that creativity skills training improved creativity in the study group, but improving critical thinking and social skills requires the use of more and more specialized training, also, given that in the present study more than 40 samples and used in a short period of time, so generalization of the results of the present study should be done with caution.

If education is to improve, it must transform education, especially teachers who interact widely with learners. In fact, any meaningful and significant improvement in schools and the education system must start from the teacher, and there is a significant relationship between school improvement and teacher performance, and their knowledge, knowledge, attitudes, skills, and practices should change. This requires the professionalization of education and, at the top of it, the professionalism of all teachers, as the teacher is one of the key components of the education system, and the shortcomings and deficiencies of this component are affected. Teachers are seen as the "agent of change" in educational practices, and it is by them that the most important effects can occur. Therefore, it is essential to pay attention to the most important component of the education system and to promote one's knowledge, attitude and skills.  Collaboration is the core of teachers' professional growth and school quality improvement. As teachers grow at school through collaboration, their motivation is to reduce workloads, positively impact teachers' morale, increase productivity, improve communication, improve technical skills, reduce personal isolation, along with other benefits such as educational strategies. , Are moving toward student-centricity and the balance between real and hidden curriculum has increased. A culture of school collaboration enhances opportunities for career development and enhances educational strategies. Collaborative, real and systematic, focusing on student learning, has resulted in high quality solutions to educational problems, increased teacher confidence and significant achievements in student success. If every student is to have a qualified teacher, then all teachers should be learning full time. While learning happens sometimes in courses and workshops, much of it comes when teachers do their lesson plans in collaboration with other teachers, examining their students' work to find ways to improve it. And to teach each other, and finally, to develop methods based on different information to improve their teaching. There is strong evidence that teachers 'participation in purposeful collaborative activities has had a significant impact on improving the quality of schools' education. Teachers learn good things from interacting with each other as well as from a combination of their own and those of their colleagues. This is what Kennedy (2005) refers to as transformational learning that can make a real difference in the education system. When teachers work together, their work patterns encourage students to do the same. Teachers who practice communication skills often use similar communication skills to communicate with their students in the classroom. Also, teachers who feel comfortable working together can usually easily ask their students to work in the classroom. Collaborative learning encompasses a wide range of perspectives and processes: senior teacher and peer interaction, peer mentoring, friendly critique groups, productive conversation, as well as activities such as observation, teamwork on a specific task, sharing ideas, Study groups, research courses, cohesive groups, and specialized / interdisciplinary groups. Although each of the above may involve different activities and processes, it seems that the core view of shared learning value is integrated. This is based on the assumption that each school has experienced teachers whose knowledge and experience are shared. In sharing this knowledge, teachers can collaborate, reflect, and learn from one another. Collaborative vocational learning is different in small and large schools. In large schools, there are more groups and there will be larger meetings. Teachers will work in more than one group. The role of school administrator, teacher supervisor, or supervisor in coordinating and supporting groups will also be greater. Communication between groups will be more challenging and will require more team effort. In large schools where teachers work less together, it may be challenging to create a sense of community, although this is not necessarily related to the size of the school, but rather to the internal culture of the school. Even larger schools can have successful joint vocational learning groups.  The purpose of this study was to investigate the impact of collaboration between school teachers on improving the quality of teaching and learning process. In terms of purpose, it was practical and in terms of descriptive-correlational research. The statistical population was 6000 primary school teachers in Tehran (N = 6000) and 361 individuals were selected by using Krejcie and Morgan table and were selected by multistage cluster sampling. The city of Tehran was divided into five clusters of north, south, east, west and center and one cluster was selected from each cluster and 73 primary school teachers were selected from each cluster. To investigate the effect of teacher collaboration on improving the quality of the teaching-learning process, the standard questionnaire 41, Safari 1396, was used. The questionnaire measures subscales of experience sharing, interdependence, responsibility, shared values and vision, co-decision making and control, and supportive conditions. In order to measure the quality of teaching and learning, a researcher-made questionnaire with 36 questions assessing the quality of teaching and learning process was used. The questionnaire has five dimensions of teaching design skills, teaching skills, teacher quality, learning assessment skills, and communication skills that receive individual responses through the five-point Likert scale. The validity of both questionnaires was confirmed by experts in the form of face validity. Reliability of both questionnaires was determined by means of Cronbach's alpha coefficients among 30 individuals. In order to use inferential statistics, the hypothesis of normality distribution of each component was analyzed using Kalmogorov-Smirnov test. The results showed that the distribution of scores of all components was normal. The results of the present study and the backgrounds can be explained in such a way that the accelerating changes of the present era have posed some problems and challenges to this system, in particular the quality of education and the teaching and learning process, which has reduced the level of its impact on learners. Has been. Therefore, recognizing the current status of the quality of teaching and learning process and acquiring knowledge about the factors affecting it, is the first and most important component that should be taken into consideration by educational managers in general and educational planners in particular.

No abstract.

There are few reports about application of iron nano particles in remediation of contaminated soil. Thus, this study was conducted and focused on evaluation of iron nano particles efficiency for fixation of Pb2+ in soil. This experiment was carried out in the factorial experiment with completely randomized design with two types of iron nano particles including zero-valent iron and iron oxide (Fe2O3) with two times (3, 21 day) in three replications. Results from a sequential extraction showed that zero-valent iron nano particles (nZVI) significantly decreased water soluble/exchangeable Pb2+ and carbonate form from 3.6% and 40.0% in the untreated soil to 2.8% and 34.3% and concomitantly increased Pb2+ residual and organic matter form from 8.3% and 1.6% to 13.6% and 2.2%, respectively. In the presence of iron oxide nanoparticles, Pb2+ residual form significantly increased, whereas Pb2+ bounded with Mn/Fe oxide decreased from 48.7% to 44.5%. The extraction with EDTA was used to quantify the Pb availability in soil. Results showed that EDTA extractable Pb2+ significantly decreased in soil treated with nZVI, whereas, there is no significant difference between the nano iron oxide and untreated soil treatments. Moreover, in untreated soil Pb2+-EDTA increased significantly with time, while in case of other treatments it was not significant. Generally, it seems that the application of iron nanoparticle had not effective role in stabilization of lead in studied soil.

The major purpose of this study was to investigate social capital among members and non- member farmers of agricultural associations in Garmsar Township. Population included 300 farmers (150 members and 150 non- members) Cochran’s formula was used to select samples for the study. Survey technique and questionnaire were used forgathering data. Face validity of the instrument was confirmed by a panel of experts at Shiraz University. Questionnaires Reliability was gained by implementing a pilot study. Internal consistency analysis calculated from the pilot test produced Cronbach's alpha coefficients ranging from 0.65 to 0.9. The results revealed that member farmers have a higher education level and knowledge than non-members. The member farmers had higher income and received the more loans than the non-member farmers. Also the results showed that the member farmers have more social participation in social activities, network of social relations, social solidarity, social trust, participating in extension programs than the other farmers. Finally, based on the results, some recommendations are presented.

Although no independent style can be identified for the Persian historiographers (during the Islamic era up to the fifth /twelfth century), two significant remarks may be made here: 1. the manifestation of territorial attachments in the created works by the Persians; and 2. their attempts in uplifting the Islamic historiography level and detaching it from the hollow framework of the historiography of the paganism. These two entities have been adopted from the rich intellectual backing of the Persian civilization. The writer of the article presents a general profile of the Islamic historiography, while examining the works of several Persian historians who have been influential up to the fifth/twelfth century and enjoyed significant features in historiographical style and intuition.