v. farzad

In proportion to the expansion of various skills in life, learning and education of any society needs quantitative and qualitative improvement. The rapid development of technology has caused a change in the way of learning, and in order to increase learning and acquire knowledge, different methods of teaching and training are used to improve people's knowledge, among these methods is the use of standard concept maps. In the current research, the use of the concept map teaching method compiled with the network process analysis method and the lecture method on the students' learning skills in the topic of chemical atom structure was investigated.

The present study was a mixed-methods (exploratory-explanatory) research and was conducted in two steps. The first step was done with a qualitative research method of the Delphi type. The statistical population consisted of experts and professors in chemistry education in 2020-2021, and 30 individuals were selected using purposive sampling. The tools used in this step were semi-structured interviews and a researcher-made pairwise comparison questionnaire.The data were analyzed using the network process analysis method (a multicriteria decision-making method) and the Super Decisions software.In the second step, a quasi-experimental quantitative research method was used with a pre-test, post-test and follow-up plan with two groups (one experimental group and one control group).The statistical population consisted of all eighth-grade high school students in the academic year 2021-2022. A sample of 30 students was selected using convenience sampling and divided into two groups of 15. The experimental group received education using concept maps developed based on ANP, and the control group was taught using the lecture method. The data collection tool was a learning skills questionnaire, and to assess the validity of the tool, the opinions of experts and professors were used. The reliability of the research tool was calculated to be 0.96 using the test-retest method, and the data were analyzed using repeated measures analysis and SPSS (24.00) software.

The findings of the first step showed that mathematics layers with a weighted average of 0.652, physics 0.235, and chemistry 0.113 had the greatest impact, respectively, and the highest and lowest weighted averages in the physics layer were the concept of matter and the concept of electron movement in Certain circuits (Bohr) was 0.011. In the mathematical layer, the concept of main numbers and its four main operations was 0.291, and the concept of sine waves and wave concept was 0.014. In the chemistry layer, the concept of subatomic particles was 0.407 and the concept of using electron arrangement was 0.010. And the results of the statistical analysis in the second step, for hypotheses at a significant level (0.05), indicated a significant and more stable effect of training with the concept map method on learning skills.

Considering the greater impact of education with the standard concept map method and the importance of prerequisites, it is possible to rank educational concepts using the network process analysis method and use it in teaching and learning. Also, the standard conceptual map can be considered as a suitable tool and approach to achieve learning.

This study sought to compare the effectiveness of emotionally focused and schema therapies in reducing externalizing problems of children (students) in female-headed households. This quasi-experimental research had a pretest-posttest control group design. The statistical population of the study consisted of single mothers who predominantly head one-parent families and have at least one schoolchild. After screening, 45 women were selected by convenience sampling method and were randomly assigned to three groups: 15 subjects in experimental group 1, 15 subjects in experimental group 2, and 15 subjects in control group. The data were collected by using Achenbach Child behavior checklist in three stages of pre-test, posttest and follow-up and were analyzed via SPSS software and repeated measures tests. The results revealed that the mean score of the emotionally focused therapy group decreased from 46.13 to 35.15 and the mean score of schema therapy group reduced from 46.00 to 35.26. Moreover, the results of repeated measurements showed that both emotionally focused and schema therapies were effective in reducing externalizing problems of adolescents (p<0.001). And finally the results of a pairwise comparison demonstrated that there was no significant difference between the two therapies as to their effectiveness.

Impairment in attention and concentration is one of the major causes of traffic accidents. Between 20 to 50 percent of accidents involving forms of distraction and inattention is. This is study sought to examine the influence attention skills in safe driving. Thus, was attempted to measure and compare selective attention، divided attention and attention tolerance in two groups of drivers with and without accident experience. Two groups of drivers, one with 155 members each having more than one culpable driving accident, the other with 145 members with no previous accidents, and both having more than two years of active driving experience., who were entered in this research through matched group method, with using selective and divided attention test, stroop test and continuous performance test, were tested their selective and distributed attention and alertness. There was significant difference between the two groups with and without driving accident in correct response and reaction time to stimulus in congruent and disparate stroop tests and in concentrated and diffused attention tests. There was a meaningful positive relation between age and reaction time in congruent and disparate stroop and in concentrated attention test, but there was a meaningful negative relation between age and the correct response in congruent stroop and in the concentrated and diffused attention test. The cognitive test of attention can make a distinction between the accident prone and competent driver. It is necessary to be considered to loss of cognitive abilities due to aging. But due to limitations of standardized, should be Cautious, in generalizing results of this types of test.

Our country stands at second country of the world in context of road traffic crashes with 27000 cases of death and 280,000 cases of injuries due to driving accident. road crash in the world. One of distracters or inattention factors intervenes in more than 20% to 50% of driving accidents. This research was accomplished with the purpose of determine frequency of distracters and inattention as a basic causation of driving crash beside other factors and determine the most important in and out of car distracters and inattention in road accident and finally determine the relationship between age and location of accident with distracters and inattention factors.

In this 155 drivers with systematical random sampling method and at least two years driving and with a crash, complete two instruments. One of them was a questionnaire with 34 items about biography, driving and cause of accident. Next instrument was a check list with 24 distracters and inattention factors. Result show by means of percents and frequency. The x2 was used to determine the relationship between age and location of crash and distracters

our results demonstrated that totally 28.9% of crashes belong to road and car, 5. 2% of accidents were occurring in unfavorable psychological position (anger, nervousness and so on), 32. 9% of crashes were due to speed and over taking, and 32.9% of crashes were due to distracters and inattention factors. The most important factor for distracters were mobile phones and sleepiness with 14. 8%. The most important inattention factors were mental preoccupation and anxiety with 14. 2%. In this manner there wasnt a significant different between younger and older drivers in distracters and inattention. Finally, talking with mobail phones was a distracter of inter city(p<0. 001), and sleepiness was an inattention factor for outside of city accidents (p<0. 001).

One third of crashes were due to distraction and inattention. Older drivers due to cautions didn’t more distracted than younger driver where was different between distracters in and out of city.