s. abdolmaleki

In driving and when you brake, a lot of energy is dissipated to stop the car; especially in urban areas where the vehicle is driving in a stop-and-go pattern. This energy, which is dissipated by the brake pads, can be stored in the vehicle's battery. In Hybrid and Electric Vehicles, a regenerative brake can be used alongside the mechanical brakes to regenerate some energy while braking. The purpose of this article is to investigate the appropriate time to use the regenerative brake, the amount of energy recoverable versus the vehicle's speed, braking power and deceleration rate, the amount of energy on front and rear axles, to investigate the braking power to meet the two requirements of providing the required brake force and not locking the wheels (not to slide the wheels) and to investigate two parallel and fully controlled hybrid braking systems. To this end, a Dena hybrid vehicle was used and the recovered energy during Europe and Tehran city driving cycles was computed and compared with each other. The results shows a significant and efficient effect of the use of the regenerative brake system to utilize the braking energy and consequently the energy consumption reduction for the hybrid vehicles in Tehran city driving.

The introduction of ICT in education has revolutionized traditional styles and challenged learning theories. The achievements of such a presence have led to virtual classrooms, smart universities, virtual universities and e-learning in general. In fact, communication in the world of education has become the basis for all interactions between professors / learners and learners and between educational and governmental institutions and among other institutions. The use of ICT in today's world has led to major changes in teaching and learning: the abundance of information changes students' perceptions of the world; wide distribution and easy access to information have changed the relationship between faculty and students; flexibility transforms the dimensions of space and time of human educational life. All of these changes are evidence that ICT has gradually become an essential element of educational reform and innovation in today's society, bringing our education system closer to the age of e-learning. The education has been influenced by Information and Communication Technology (ICT) and these technologies have influenced teaching, learning and related researches. The purpose of this research was to provide a systematic study and to present a combination of studies in the field of the situation and the role of information and communication technology in the teaching-learning process.

The method was qualitative and was carried out in the form of research synthesis. Relevant research resources were selected, categorized and analyzed from year 2000 to 2016 in a systematic manner; then, in a tiny screening stage, 29 researches that have intended criteria were selected. Then, a synthesis of their findings was presented in accordance with the principles of composition, rethinking and rearrangement of data.

: The findings showed that there are two trends between ICT and the teaching and learning processes: a) Facilitating trend; b) Stream making trend. While these two trends overlap in some cases and it is difficult to draw a clear border between them, they have features which they could be separated from each other and their aspects, features and impacts on teaching–learning processes could be studied. Accordingly, the effects of Facilitating trend on the teaching-learning process be revealed in the short term; these effects are often displayed in hardware and affect the appearance of the components of the teaching -learning process. The stream making trend of ICT in the teaching-learning process involves changes that affect the quality and condition of teaching-learning processes at a deeper and more complex level. These changes can be considered as some form of long-term results of the Facilitating trend which can be appears as software. In fact, the use of technology tools in the short term has changed the form of education, but its consequences in the long-term and in conjunction with other influential factors have led to the emergence of new approaches and trends in education and the general trend of education has undergone fundamental changes.

The result obtained in this study indicates that the flow-making process of ICT is definable with ten components: 1) the constructive nature of ICT; 2) the relationship between ICT and personalization of the teaching and learning process; 3) ICT in the service of cultivating multiple intelligences; 4) The relationship between ICT and the motivational effect of learning; 5) The relationship between ICT and student-centered learning; 6) Improving and enhancing thinking skills; 7) The relationship between ICT and evaluation of learning; 8) Emphasis on self-learning; 9) Shaping deep, fast and sustainable learning; and 10) changing the role of the teacher.

Driving cycle is one of the important tools to study fuel consumption and emission level of vehicles in urban and intercity. Also, driving cycles are vital for environmental major decision, traffic and road construction managements. On this basis, the present research is to study and analyze the city driving pattern for a car with turbocharged engine in order to extract driving cycle. To this end, the driving cycle was extracted using clustering method from the data measured during real vehicle testing. The results showed that in this driving cycle which lasts almost 1063 sec, the average speed, acceleration, deceleration of this car is 29 km/h, 0.45 and 0.41 m/s2, respectively. Moreover, the car spends 15% of whole driving time in idle stop. The average engine speed is 1337 rpm during the extracted driving cycle. Also, the results showed that among different speed-acceleration ranges, the maximum driving time was belonged to the speed range of 0 to 0.1km/h and the acceleration range of -0.1 to 0.1 m/s2 with the 13.5% contribution of whole driving cycle time. In second and third ranks, 7.5% of driving time is in the speed range of 0.1 to 10 km/h and acceleration range of -1 to -0.1 m/s2, and 7% of driving time spends in the speed range of 30 to 40 km/h and acceleration range of 0.1 to 1 m/s2.